Evaluate knowledge as an educator

NAME:

SUBJECT/GRADE: English literature

CERTIFICATION AREA:

SUBMISSION #

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:

(Grade 6) (5) should understand skills that involve: reading passage, writing, listening to speeches, speaking out points and opinions, and engage different text tasks in thinking.

Learners should be able to put their focus in the theme and storyline of the passage noting the key elements of the passage.

Learners should be able to use metaconcious skills to enhance and deepen their understanding of the enhancing text complexity.

(B) learners should be able to come up with relevant questions before reading a text, as they read and after reading to ensure that they fully understand the context.

Students should be able to tell what the story or passage entails after reading.

They should also be able to paraphrase the context of their reading.

PERFORMANCE MEASURE/ASSESSMENT

After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance?

In measuring learners’ performance and understanding, learners will be required to take up an assessment with at least 10 questions that have been drawn before, during and after reading text.

This assessment will be measuring learners’ skills to reflect on the literature aspect of a story learnt.

In a follow-up lesson, students will be required to reflect why the questions were administered.

A reflection will help in determining the attentiveness and the ability of students to incorporate the essentials of a passage. The questions should be on the essential themes and aspects on literature.

In answering these questions, they will be expected to quote the pages from which they are able to trace their response.

The instructor will come up with a rubric to follow during grading. Students’ work should comply to the requirements of the rubric for them to have passed the assessment. Their reflection should also match the main themes of the work.

In measuring learners’ performance, I will look the quality of their questioning and the thoughtful work. If the question forsmulated from the passage reading are quality and if they fit to the academic context.

LEARNING OBJECTIVE(S):

Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure.

The student is expected to come up with questions from the lesson learnt. These questions should be generated before the lesson, during and after. This is to ensure that students are attentive, and they are able to follow and understand what they are learning.

Completing a 10-question assessment whose questions have passages and reflection shows that they have gained the necessary information.

Successfully answering these questions will be an indictor that they are able to identify major themes and aspects on literature work.

Successful reflection will also indicate that students have understood the passage and its storyline.

The student is expected to identify major concerns and issues talked about in any literature work. This will enable them to identify the main themes that surrounds the work. This is a clear indication that they are able to understand and critically define what they read.

OBJECTIVE STATEMENT (must include performance measure)

This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure)

Students, today we are going to learn on how to come up with follow up questions that will keep our focus on to the lesson. These questions will be drawn before reading, during the reading and after reading the text.

Our lesson will be on the passage, “life of a student” and you will be expected to answer some assessment test questions after the lesson.

You will also be required to provide a reflection of those questions.

You will submit the assessment to me at the end of the lesson and will be scored based on this rubric.

Thus, you should be attentive and focus on the ability to draw questions on the progress of the lesson.

PURPOSE OF LEARNING

Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives.

It is very important for you to learn this today because it will help you in think and concentrate on what you are reading.

It will also help you understand the storyline better.

As a learner you will be able to use the same knowledge in learning other subjects and research articles such as newspapers and journals.

Learning is important to you because it helps keeping focus and attention. The identification of the main aspects of literature works shows that you as a learner you are able to connect on what the work is talking about.

Keep your focus on identifying the main themes of the story and this will offer a great knowledge on what its reflection is on.

EXPLICIT CONNECTION TO PRIOR LEARNING

This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.

Students, we have learnt on how to focus and stress on the key aspects of literature and identification of themes that are evident passages and our previous lesson we focused on how to read between lines on every passage.

Today, you will be taking up the assessment on your own and later o you will group yourselves into five to discuss on the what was required of the assessment.

Ensure that you pay close attention to all aspects of literature that we learnt from previous lessons.