NCTE Standards |
NCTE Standard |
Description of Artifact |
2.1 Create an inclusive and supportive learning environment in which all students can engage in learning. |
The students created a Multi-Genre Research Project . They were able to research any figure of Greek mythology, and they were allowed to choose which genres they would like to present their projects in. It helped students to make connections, as well as create a product that matched their diverse learning styles. |
| 2.2 Use ELA to help students become familiar with their own and others’ cultures. | The Odyssey helps students to learn about another time and place. However, it is important also because it helps them to relate it to their own world, and can inspire them to become more familar with their own personal life journeys. After reading The Odyssey, my students created their own personal Hero's Journey through their ninth grade year. |
2.4 Uses practices designed to assist students in developing habits of critical thinking and judgment. |
It is important to check up on student reading outside of theclassroom to ensure understanding. However, objective questions sometimes take students away from the main message of a novel. For that reason, I borrowed an idea from Carol Jago's With Rigor for All, and had my students work on four-square reading checks to ensure comprehesion. |
2.5 Make meaningful connections between the ELA curriculum and developments in culture, society, and education. |
As an introduction to the students working on their own individual political commercials as an assignment for Animal Farm, my students looked at examples of propaganda in Russia, as well as the United States. They also looked at you-tube commericals that they could model theirs after. |
3.1 Demonstrate knowledge of, and skills in the use of, the English language. |
After reading Animal Farm, the students wrote an essay. They could choose from many different options, with the ultimate goal of pulling all they knew of the novel together into one main piece of writing. |
3.2 Demonstrate knowledge of the practices of oral, visual and written literacy. |
Animal Farm is a really intersting novel, that lends itself to many activities. My students pretended they were one character, and kept a diary as that character throughout our reading of the novel. At the end they created a project that was symbolic of what they learned about that character and it's allegory connections to Russian History. They presented these projects to the class, in order to help other students see the connections they made. |
3.3 Demonstrate knowledge of the reading process. |
It is important to check up on student reading outside of theclassroom to ensure understanding. However, objective questions sometimes take students away from the main message of a novel. For that reason, I borrowed an idea from Carol Jago's With Rigor for All, and had my students work on four-square reading checks to ensure comprehesion. |
3.4 Demonstrate knowledge of different composing processes. |
After reading Animal Farm, the students wrote an essay. They could choose from many different options, with the ultimate goal of pulling all they knew of the novel together into one main piece of writing. During the process, they read each other's work, as well as conducted revisions after one-one conferences with me. |
3.5 Demonstrate knowledge of, and uses for, an extensive range of literature. |
In our mythology unit, we looked at a wide range of literature. We worked with poems, different forms of The Odyssey, music lyrics, internet resources, as well as film. |
3.6 Demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture. |
When elections come around, it proves to be great learning material for students. We read the novel Animal Farm, and my students modeled campaign commercials for the two main characters. They used a tool called movie maker to help bring their commercials together. They also included a song, but we played them seperate from the commercials. It helped me to see their understanding of the story in a unique and creative way. |
3.6.1 Understand how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students’ composing process, communication and learning. |
Sometimes students can have trouble relating to material, especially when it was written in a time completely different then their own. As we studied mythology, I tried to show them a wide variety of ways, that we see mythology in our everyday lives. We were able to listen to music, as well as look at pictures, and clips of it's appearance everyday. |
3.6.2 Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes. |
The students created a Multi-Genre Research Project . They were able to research any figure of Greek mythology, and they were allowed to choose which genres they would like to present their projects in. It helped students to make connections, as well as create a product that matched their diverse learning styles. |
| 3.6.3 Incorporate technology and print/nonprint media into instruction. | As an introduction to the students working on their own individual political commercials as an assignment for Animal Farm, my students looked at examples of propaganda in Russia, as well as the United States. They also looked at you-tube commericals that they could model theirs after. |
4.1 Examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software appropriate for supporting the teaching of English language arts. |
In our mythology unit, we looked at a wide range of literature. We worked with poems, different forms of The Odyssey, music lyrics, internet resources, as well as films that direclty related or borrowed themes from The Odyssey. |
4.2 Create literate classroom communities by presenting varied structures and techniques for interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection. |
After reading Animal Farm, the students wrote an essay. They could choose from many different options, with the ultimate goal of pulling all they knew of the novel together into one main piece of writing. During the process, they read each other's work, as well as conducted revisions after one-one conferences with me. |
4.3 Integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students. |
After reading Animal Farm, the students wrote an essay. They could choose from many different options, with the ultimate goal of pulling all they knew of the novel together into one main piece of writing. During the process, they read each other's work, as well as conducted revisions after one-one conferences with me. |
4.4 Create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability. |
The Odyssey helps students to learn about another time and place. However, it is important also because it helps them to relate it to their own world, and can inspire them to become more familar with their own personal life journeys. After reading The Odyssey, my students created their own personal Hero's Journey through their ninth grade year, to help us understand more about them as people and how they have grown. |
4.5 Engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written and/or visual forms. |
We often try to discuss how things relate to our lives. While reading The Odyssey, the students worked in groups, and then we discussed as a class, what they would do in similar situations. |
4.6 Engage students in critical analysis of different media and communication technologies. |
The students created a Multi-Genre Research Project . They were able to research any figure of Greek mythology, and they were allowed to choose which genres they would like to present their projects in. It helped students to make connections, as well as create a product that matched their diverse learning styles. |
4.7 Engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication. |
Animal Farm is a really intersting novel, that can lend itself to many activities. My students pretended they were one character, and kept a diary as that character throughout our reading of the novel. At the end they created a project that was symbolic of what they learned about that character and it's allegory connections to Russian History. They presented these projects to the class, in order to help other students see the connections they made. |
4.8 Engage students in making meaning of texts through personal response. |
The Odyssey helps students to learn about another time and place. However, it is important also because it helps them to relate it to their own world, and can inspire them to become more familar with their own personal life journeys. After reading The Odyssey, my students created their own personal Hero's Journey through their ninth grade year. |
4.9 Demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts |
The students created a Multi-Genre Research Project . They were able to research any figure of Greek mythology, and they were allowed to choose which genres they would like to present their projects in. It helped students to make connections, as well as create a product that matched their diverse learning styles. |
4.10a Integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products. |
Our Odyssey Unit met many standards, and helped the students to try a variety of learning exercises that were specific to us as a learning community. |
4.10b Integrate assessment consistently into instruction by creating opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators and other audiences. |
Our Odyssey Unit met many standards, and helped the students to try a variety of learning exercises that were specific to us as a learning community. |
| Home | My Journey | Teaching Philosophy | Intasc Standards | Sample Unit | Teaching Video | Resume |