Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Revised 07/16
o So that colonists could fish for food
Why did the Appalachian Mountains form the colonies western border?
o The colonists had no way to cross the mountains.
What is similar about the location of Philadelphia, Boston, and Charleston?
o They are all located near water.
Why would they be important in the development of trade?
o Because the ports could be used for trade purposes.
Common Core Teacher Standards (CCTS) Alignment & Justification (Field/Student Teaching Only)
Standard # 1 Learner Development: The teacher understands how students learn and develop,
recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Rationale: The teacher knows how each student learns and develops and shows their understanding
by creating a lesson that meets all of the students needs. The teacher also knows what different
ways her students learn best.
Standard #6 Assessment: The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to document learner progress, and to guide the teachers on
going planning and instruction.
Rationale: The teacher uses multiple methods of assessment throughout the lesson such as
diagnostic and formative to engage their students. The day before the lesson, the teacher will give
the students a pre-assessment on the colonial geography. This will give the teacher an idea of where
all of the students are at before the lesson. At the end of the lesson, the teacher will give the same
assessment to see if the students made any growth.
Standard #7 Planning for Instruction: The teacher draws upon knowledge of content areas, cross-
disciplinary skills, learners, the community and pedagogy to plan instruction that supports every
student in meeting rigorous learning goals.
Rationale: The teacher is creating a lesson plan that will support every students learning goals in
the classroom by planning well in advance. The teacher knows the students well and understands
how each of them learn and what works best for them and what doesnt work. The teacher also has
planned for the lesson weeks in advance. The teacher has thought about the modifications and
accommodations for students.
ISTE Standard #1 Facilitate and inspire student learning and creativity: Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments. a.
Promote, support, and model creative and innovative thinking and inventiveness. c. Promote student
reflection using collaborative tools to reveal and clarify students conceptual understanding and
thinking, planning, and creative process. d. Model collaborative knowledge construction by
engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
Rationale: The teacher is creating a lesson plan where technology is integrated into the lesson by
using the projector and the lady bug. By using these technology tools, the teacher will show the
students the handouts that the students will be using during the lesson. At the end of the lesson, the
teacher will use the lady bug to go over the answers with the students, so they will be able visualize
if they got the correct answers or not.
Revised 07/16
Post-Lesson Reflection: Looking back at the lesson, it went really well. I was really nervous because I do
not like to be observed. However, I did feel pretty well prepared teaching lesson and being in front of the
classroom, because it was not my first time teaching in front of this group. I have also subbed for my mentor
teacher, so that made me feel less nervous teaching. One strength of the lesson is that the students
immediately followed directions, and came in eager to learn. Therefore, this made it easier for me to start
teaching the lesson. As I started teaching, I felt more and more comfortable being in front of the class.
Another strength is that before passing out all of the different papers, I made sure the students understood all
of the directions and did not have any questions. It is important for the students to ask if they have any
questions because if they do and dont ask them, then they will not know what to do during the lesson. While
the students were working, I monitored the students by walking around the class to check in with the students
to see if they needed any help or had any questions. I see this as another strength because a major aspect of
classroom management is that students are engaged and the class is constantly monitored. There were many
other strengths, but a final strength is the use of technology. I used the lady bug to go over the directions for
the lesson, and to show the different maps they can use as resources. This helped the students visualize what
they will be using in the lesson. At the end of the lesson, I used the lady bug again, and projected a blank
copy of the map on the board. As a class, we filled out the map (13 colonies, Atlantic Ocean, Chesapeake
Bay, Massachusetts Bay, Charleston, South Carolina, Boston, Massachusetts and Philadelphia, Pennsylvania,
Appalachian Mountains, color the New England, Middle and Southern Colonies). I called on various
students to help fill in the map. This way, I could also check for understanding and assess how well the
students did on the activity.
The lesson was not perfect, therefore there are changes that could be made. Luckily, I teach
this lesson two more times, so I can try out new ideas, and see hot that goes. One improvement to
increase my classroom management skills is to increase my eye contact with the students when I am
giving direction instruction. This will help me gauge to see if the students are paying attention and
are understanding the directions. Another improvement is that right after passing out the directions,
I will move around the classroom to make sure the students are getting right to work, and know
what they are doing. This will help me get an idea if I will need to pay close attention, re-direct or
work with certain students on the activity. A final improvement is to pass out the directions for the
map at the beginning, and have the students read the directions. After the students have read the
directions, I will ask the students what the directions are. As the students are telling me the different
steps, I will write them on the board, so the students and refer to them throughout the lesson. This
will help the students the opportunity to read the directions before I go over with the class. The
students will also be able to visualize the instructions throughout the activity.
Revised 07/16