RE Program Year 1 Instructional Cycle 3 Page 1 of 10

Year 1 Instructional Cycle 3

INSTRUCTIONAL PLAN
to be completed before teaching
Assessment of Student Learning
What insights emerge from the analysis of student data?
- Student data allows you to know what the students do and do not know.
- Student data also allows you to know how students learn, not just what they have learned.
- Furthermore, student data gives a teacher insight on how to adjust your teaching daily, weekly, and year to year.

How will assessments reflect the learning targets and lesson purpose?
- The purpose of the lesson is based off the learning targets.
- Likewise, all assessments are grounded in the learning targets.

How will timely, correct and authentic feedback be part of the assessment process?
- Discussions had as a result of the Dr. Suess reading and the review of the primary source quote provided me with immediate feedback to inform the remainder
of the lesson.
- When students completed the Mapping Alliances assignment, I graded them, turned them back and offered constructive feedback to students..

How will assessments provide opportunities for students to take responsbility for their learning?
- By offereing a variety of formative assessments throughout this unit, I have prepared students to excel on the more summative assessment at the end of the
unit.

Identifying the Learning Need
How will the relationship between the standards and the learning target be communicated?
- These will be communicated daily via my cabinet, but more importantly by taking time to highlight each one at the beginning of the class through a PPT. This
will allow students the opportunity to make the connection between the two, since they are based off each other.


What prior knowledge do students need for this lesson?
- Students need to understand how WWII ended with the USA and the Soviet Union standing tall above a vastly destroyed and struggling world, and how that
affected the decades to come. After WWII, the USA and the Soviet Union became the worlds two main superpowers and would fight indirectly against each other
Directions:
1. Resident Educators complete the Instructional Plan sections prior to teaching a lesson.
2. Following the teaching of the lesson, Resident Educators complete the Reflection on Instruction and Revision sections.

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INSTRUCTIONAL PLAN
to be completed before teaching
for influence througout the world for the next 50 years.


What are the connections to previous and future learning?
- With the current events of the day involving Ukraine and the Soviet Union, I do not see how a person could teach this without making the very real connection to
what is going on in our world today. I am not sure what is going to happen with Vladimir Putin, or if he wants to put back together the Soviet Union, but I will
make sure to at least point students to the news, so that we can understand the relevance of what we are learning.




Establishing the Learning Objectives
What is the purpose of this lesson?
The primary focus of this lesson is to examine how the United States and the Soviet Union competed globally for influence during the Cold War.


Why is this learning important?
- Especially when we considered what is going on in Ukraine and Russia today, this learning is very relevant to our everyday lives. Students need to understand
the past events of the Cold War to fully understand why we should be somewhat alarmed at Russia's behavior today.


How will the importance of this lesson (learning) be made clear to students?
- The importance of this lesson will be stressed through the examination of the learning targets, a look at an allegory and a primary source quote. I will also
continually relate what is going on today in the region as the lesson progresses.


What misconceptions about content need to be considered in planning?
- Students need to understand the difference in Russia and the Soviet Union. They also need to understand the difference between communism as an economic
and a political system. Students also need to understand that the "Cold War" was a different kind of war, and that their were no real battles between the two
powers, just a myriad of indirect conflicts were we continually fought for global influence.


What enduring understandings or big ideas will students walk away with?
- The USA and the Soviet Union fought indirecet for decades to influence the rest of the world towards or away from communism.


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INSTRUCTIONAL PLAN
to be completed before teaching
Gathering Appropriate Resources
What new learning is needed to teach this content?
- The Cold War will be entirely new to most of these students.


What resources will be necessary to plan and to teach this lesson?
- The Bellringer Questions/ "The Butter Battle Book"/ Internet/ PPT/ Alliance Mapping worksheet/ TImeline Project rubric


What research will be necessary to plan and to teach this lesson?
- I will need to polish up on some of the Cold War conflicts so that I can relate them more effectively t o the students.




Instructional Strategies [How the teacher conveys the content]
What is the instructional strategy for this particular lesson? Why was this strategy chosen?
- I plan to begin by reading an allegory by Dr. Suess to set the stage for the Cold War, I will then examine a quote to review and also set the stage for what we will
be going over briefly in the PPT. Then I will provide students with a chance to engage in the material with a collaborative project assignment, which will allow
student the ability for more independence in their learning.

How will the instructional strategies provide opportunities for students to transfer prior learning to new content and concepts?
Students will build off their knowledge of the close of WWII, along with the introductory knowledge of today's lesson on the Cold War to formulate a more
comprehensive view of the Cold War.

How do the instructional strategies relate to the learning targets?
- Strategies are implemented to convey learning targets to all students.

How will the purpose of the strategies be made clear?
- Students will have the purpose of this lesson made clear to them throughout the process. They will understand the manner in which we chose to complete these
tasks.


Instructional Activities [What the students do to engage with and learn the content]
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INSTRUCTIONAL PLAN
to be completed before teaching
What activities provide students opportunities for deliberate practice of the learning strategy?
- Bellringer questions/ Review of Previous Knowledge Discussion (Iron Curtain Quote)/ Direct Lecture (Cold War Notes)/ Group Timeline Project/ Mapping Alliance
homework.

What activities require higher-order thinking skills?
- Listening and participating in the discussion about the Dr. Suess book. Working in groups on their Timeline Projects.

Why were these activities chosen?
- Honestly, I saw a professor use this book in a lesson about the Cold War and I always wanted to do likewise. Besides, I feel that it is a good way to introduce the
topic of the Cold War. Also, in regards to the timeline proects, I chose this activity to give students a chance to investigate independently with their groups some
of the major topics we have discussed so far this semester.
Differentiation
How will you determine if differentiation in needed for this lesson?
- By constantly getting to know my students and their needs at any given time.
-Also, through the collection of data throughout the year.

How will you provide access and appropriate challenges for students?
- By always providing a variety of lessons, activities and assessments, and adjusting them accordingly to meet student needs.

How might the lesson be adapted to accommodate where students are in relationship to mastery of the standard?
- I could have chosen groups for the activity differently.
- I could have provided Guided Notes for the lecture, but chose to give more traditional notes, because I feel like students were not doing anything with the
guided notes. Students still need to learn note-taking skills, and by not spoon feeding them this unit, I hope to accomplish that, even if it takes a little longer.

What concepts/strategies need to be modified or extended?
- I still need to work out a way to deliver Guided Notes, and have students still participate in them.
Resources and Materials
List resources and materials needed for this lesson.
- Bellringer Questions (PPT)
-Learning Targets (PPT)
-Primary Source Quote (PPT)
- The Butter Battle Book (Book)
- Early Cold War Slide Show (PPT)
- Mapping Alliance homework (handout)
-Timeline Projects (handout - rubric)
-Chromebooks (mainly for notes and researching projects.
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INSTRUCTIONAL PLAN
to be completed before teaching





















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REFLECTION ON INSTRUCTION AND REVISION
to be completed after teaching
Identifying the Learning Need
Were student learning needs accurately identified and assessed?
- Yes. Throughout this lesson I continually linked their preivous knowledge to the content being learned. I also made sure to link this lesson to what is going on in
their lives toady.

How did connections help students to better understand the purpose and content of the lesson?
- These connections helped make the lesson more "real" to the students. They provide relevance to their learning.




Establishing the Learning Objectives
What are the evidence indicators of student knowledge and understanding?
- Informally there were many signs during our discussion about the book and from the primary quote from actual responses to head nods. Furthermore, when
grading the Mapping Alliances homework and the Timeline Projects, I was able to gauge student knowledge and understanding.


What misconceptions were discovered? How were they addressed?
-My students knew very little about the Cold War. Therefore I had to spend a little more time on this part of the unit to ensure that students had a good
understanding of the topic.


What behaviors and learning products indicate that students were intellectually challenged?
-Again, responses during our discussions that day, as well as responses to the homework and final products of the Timeline Projects indicate that students were
intelectually challenged.



Instructional Strategies
What evidence indicates that the selected instructional strategies were appropriate?
- These assignments were aligned with the standards. I also incorporated data from the PreAssessment Tests to inform my lessons daily.




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REFLECTION ON INSTRUCTION AND REVISION
To be completed after teaching
Instructional Activities
How did the activities support the learning objective?
- These activities were aligned with the learning objective.

How did the activities support deep and independent understanding of the learning objective?
- After examining a primary quote and reading the allegory by Dr. Suess, which were both followed by a discussion, students participated in a note-taking lecture
and then were given the opportunity to work collaboratively on a project, before they were given a chance to work independently on a homework assignment,
which built on today's lesson.

How did the activities provide opportunities for students to share new knowledge?
- From the bellringerquestions, to the various discussions, to the products delivered in the projects and homework, students were provided with many
opportunitites to share their knowledge with me.

Differentiation
To what extent did the activities engage and challenge all students?
- I provided many opportunities to be challenged in a variety of ways (bellringer questions/ storytime/ discussion/ direct lecture/ collaborative work/ independent
work).

How might instructional learning groups be strengthened in subsequent lessons?
- I like how I grouped people this time and it seemed to be effective. I grouped people this time based off ability and behavior to ensure that all groups were
working to their fullest potential.


Assessment of Student Learning
What evidence suggests that students understand or do not understand the concepts?
- Student repsones to the bellringer questions, their repsonses during the discussion of the quote and allegory, as well as their repsonses from their homework and
their end products on their projects.

Did the assessment tasks provide students the opportunity to demonstrate and explain their thinking?
- Yes, both the homework and the projects, along with some of the questions onr the unit tests, gave students the opportunity to demonstrate and explain their
thinking.

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What concepts were best understood? What areas remain challenges? How will the areas of strength and weakness be woven into subsequent lessons?
- Atlhough it took a while to get this point across, people began to understand fully that the Cold War involved many indirect conflicts where the US and Soviet
Union fought for influence all throughout the globe. Some students still struggle with the fact that the US would support dictators during the Cold War, simply
because the Soviet Union was supporting the other side. I consitently touched on the point of "the enemy of my enemy is my friend." Both of these areas were
woven into subsequent lessons in this unit.





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Purpose: Examining student work in terms of specific learning
outcomes allows Resident Educators to evaluate the
effectiveness of their instructional planning and teaching.
Directions:
1. Using the same students selected for Monitoring Student Learning, complete the
general information for each student below.
2. List the learning outcomes achieved by each student and attach evidence (examples of
student work).
3. Determine appropriate next steps, based on the evidence of learning outcomes.

MONITORING STUDENT LEARNING
Grade Level/Subject Area:9
th
/ World Experience Grade Level/Subject Area:9
th
/ World Experience

Student Name (First Name Only)Ryan

Student Name (First Name Only)Sean

Student Profile: Gender, AgeM/14 Student Profile: Gender, AgeM/15

Description of Learning Outcomes
- Ryan has continued to excel this semester,
turning in all assignments and doing well on all
assignments.
- He currently has the highest grade in his class
with an A (95%).
Description of Learning Outcomes
- Sean is still not completing all of his work on time
and it is affecting his ability to excel in my class.
- This issue alone, I believe, is what is preventing
Sean from reaching his potential and being a B or
even an A student in my class.
Next Steps
- I need to provide amply opportunity for Review
for our Final Exam to ensure that Ryan finishes
his year strong.






Next Steps
- I need to provide amply opportunity for Review for
our Final Exam to ensure that Sean finishes his year
strong.
- I will also continue to provide ample opportunities
for Sean to work on and turn in his missing
assignments.
Reflection and Revision:
Examining Individual Student Work
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