Teresa Tran's Instructional Checklist

Student Teaching In-Field Experiences and Checklist
UGA English Education Spring 2021
Purpose of the Checklist:This checklist is based on GAPSC and INTASC standards for English Education. Its main purpose is to ensure that you will use a
variety of strategies while teaching, important fora number of reasons:
1. To meet the needs of the diverse group of learnersthat will characterize your classroom, no matter what your particular setting.
2. To expand students’ conceptions of how one learner;specifically, that there are many ways and reasons to read, to write, to talk, to inquire, to create.
3. To enhance learning: Considering a topic, concept, or skill from a variety of angles or through a numberof strategies increases both the conceptual and
operational knowledge of the lesson in question. For instance, learning about Robert Frost from his poetry itself, through literary criticism, and through a look
at his contemporaries should yield an understanding of the poet, his works, and his place in literaryhistory. However, opportunities for an expanded
understanding of Frost are available in other ways,additional to, not necessarily in place of, the traditional methods: integration in units not directly related to
Frost; model writing; readers’ theater; podcasts of readings; memorization; reader response strategies and discussion; wiki study, etc.
4. To keep your teaching lively, for you as well as for your students.
5. To meet INTASC and GAPSC standards and enrich your program portfolio.
Instructions:
1. To facilitate planning, use the following checklist throughout your placement. Write the date, where used (class period, level of students, etc.), thestrategy
used, and the standards it addresses.
2. One lesson may accomplish several objectives and thus be listed in more than one category. However, there should be no fewer than 10 lessons represented
on this list.
3. The checklist should continually be posted in Google Documents (shared with Dr. Kajder and your PLC leader) and must be completed by the end of your
student teaching placement in April.
4. The checklist should be included as a page in your digital portfolio for this semester.

Focus Date Strategy Context Used
Grouping for Instruction
Large group 1/25 ● Large group
mini-lesson on how to
conduct critical
analysis and write
good analysis
paragraphs; I do, We
do, You do mini lesson
strategy with social
annotation practice
activity at the end of
the mini lesson
● Who: 1st Period 10th Grade
On Level ELA
● When: Block Schedule/1st
period of the Day
● Where: Virtual Zoom class,
whole class mini lesson
● Rationale: Large group
instruction allows for TC to
address whole class learning
needs, particularly issues
that TC has noticed occurring
across recent classwork
assignments; in this case, 10
grade students were having
trouble with knowing how to
write a good, complex, and
critical analysis of a story.
Thus, a large group
mini-lesson helped them look
at example analysis
paragraphs and practice
analyzing how an author
unfolds an analysis or series
of ideas or events, including
the order in which the points
are made, how they are
introduced and developed,
and the connections that are

drawn between them +
practice drawing evidence
from literary or informational
texts to support analysis
through a teacher-led lesson,
a whole group practice, and
then eventually an individual
assignment
Small group 2/11 ● Small group
presentation to fellow
peers; give students
opportunity to present
their projects to a wider
audience (fellow
students, teachers, and
a principal) and receive
feedback on their
projects they’ve
worked so hard on, but
in small groups
● Who: 3rd Period 10th Grade
Special Ed + On Level ELA w/
Co-Teacher
● When: Block Schedule/2nd
Period of the Day
put students into small
breakout groups of 4-5
people each
● Rationale: Small group
assign students individual
roles for peer review and who
presents in what order in an
efficient, reachable way, as
well as allows for students to
present and share their hard
work and receive validation
from other people so they can
feel like the work they do in
class matters, but in a
smaller, less stressful group
setting compared to a whole
large group setting

Individual 1/27 ● Students individually
write a
dystopian/utopian
short story timed
narrative during class
to show they can write
routinely in a single
sitting and
purposefully use a
variety of narrative
techniques and details
to develop and create
their vivid and
engaging narrative that
contributes to their
sequence of events
and builds to a
conclusion
● Who: 7th Period 9th Grade On
Level ELA
● When: Block Schedule/Last
class of the day
● Where: Virtual Zoom class, all
students put into individual
breakout rooms
● Rationale: Individual
teach and assess students on
a 1 v 1 basis; with a
dystopian/utopian narrative, it
is important for students to
individually write their own
create stories in order to
showcase their grasp on the
elements of a narrative and to
immerse themselves in the
drafting stage of the writing
process, which requires
students to produce their
own work versus collaborate
with other students
Discussion
Whole class 2/11 ● TC lead a whole class
discussion introducing
the new unit on world
genocides and talking
about the pyramids of
hate and pyramids of
white supremacy
● TC facilitates the whole
● Who: 2nd and 6th Period 10th
Grade On Level ELA
● When: Block Schedule/ 1st
and 3rd Period of the Day
● Where: Virtual Zoom Class
● Rationale: Whole class
discussion allows for the TC
to introduce students to new

class discussion by
asking prepared
questions and students
responding either in
the chat or turning on
their mic
● TC asks follow up
questions or narrows
down questions when
there are lulls of
silence or confusion
about questions
● TC also allows for
periods of silence
when students don’t
want to talk
● TC sometimes
popcorns/calls on
specific students to
answer questions when
no one wants to
volunteer
● TC uses visual media
to help guide and
engage the students
into the discussion
● TC sets brave space
norms for the
discussion
● TC allows multiple
ways to participate in
discussion (turn on
mic, turn on camera,
topics and foster open
discussion about a
potentially controversial and
sensitive topic in a safe
space. In particular, it is
important to set brave space
norms for any whole class
discussion so that students
can agree to welcome all
perspectives and keep each
other accountable for the
things they share within the
discussion. TC asking follow
up questions or more narrow
questions helps students
better understand and further
participate in whole class
discussions. TC also
providing students multiple
different ways to participate
in whole class discussions
(turn on mic, turn on camera,
type in chat, or through typed
out discussion post
assignment) results in a more
inclusive and less stressful
discussion setting.

type in chat, or through
typed out discussion
post assignment)
Small group 2/11 ● TC uses the think, pair,
share strategy to guide
small group and later,
large group discussion
● TC has students think
and reflect upon a
discussion question,
then puts students into
small breakout groups
to discuss their
responses to the
question together, and
then pulls everyone
back into the main
room to share with the
whole class
● TC sends routine
announcements in the
Zoom room during the
small breakout group
sessions to remind
students what they
should be discussing
and how much time
they have left
Level ELA
● When: Block Schedule/ 2nd
Period of the day
● Where: Virtual Zoom Class;
Small Breakout Groups
● Rationale: Small group
discussion allows for the TC
to step back and let students
take initiative with the
discussion and become more
invested in it by virtue of
what they decide to share
with the larger group later,
whereas for students, small
group discussion allows for
them to hear what their peers
have to say about...in this
case, what they believe are
the essential aspects of an
argument and the essential
argumentative
strategies...before they
consolidate and form their
own thoughts on a topic and
share them with the whole
class and TC. Think, Pair,
Share is a great discussion
strategy because it combines

small and large group
discussion and makes
discussions feel less
stressful and more fun for the
students.
Individual conference with student 2/11 ● 1 v 1 Makeup
work/remediation
conferencing; create
action plan/checklist
for every student to
turn things in by
certain deadlines and
strategies for how to
complete them based
on individual student
needs and work ethics
Level ELA
● When: Rotation Period/Last
Period of the Day
put students into individual
breakout rooms
● Rationale: 1 v 1 conferencing
allows students to feel more
comfortable asking TC
questions and talking about
their missing assignments
without disrupting the flow of
normal class sessions, as
well as to help them catch up
on work and feel better about
where they are in class
despite the pandemic; the
more these students are
given time to catch up during
this rotation period, the more
focused they are during
regular class sessions
without worrying about their
grades and asking TC about it
Using Written and Visual Literacy

Use writing, speaking and observing as
major modes of inquiry, reflection and
expression.
3/1 ● Semi-regular bi-weekly
reader’s responses in
the form of a free-write
response in students’
reader’s writer’s
notebook to various
prompts;
○ 3/1 example: TC
pulls up Free
Write: People
Like Us. TC
plays video of
Emi Mahmoud’s
speech:
“People Like
Us” where she
talks about her
experiences as
a Sudanese
refugee and a
genocide
survivor. TC
puts up the
Free Write
prompt: After
watching Emi’s
poem, students
free write about
it in their RWN,
by writing the
entire time for 7
minutes about
what struck
● Who: 2nd and 6th 10th Grade
On Level ELA
● When: Block Schedule
whole group
● Rationale: Free write
responses allow students to
reflect on their personal
opinions and stances on
various topics we teach in
class, think about their own
thinking (metacognition), as
well as catalog and track their
inner growth as a student as
they can read their past
responses all in one journal.

them the most,
what vocab
words they
didn’t
recognize,
and/or create
their own
“People Like
Us” poem,
○ Afterwards,
they share their
free write
responses with
the whole class.
Use the processes of composing to
create various artifacts of oral, visual
and written literacy.
3/29-
4/2
● Crimes Against
Humanity Multi-genre
Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
● Who: All of 10th grade On
Level ELA (1st, 2nd, 3rd, and
6th)
● Where: Virtual Zoom class;
small group and independent
● Rationale: Summative
allowed for a lot of
differentiation in planning
and instruction where
students had an opportunity
to create and plan for verbal
discussions, visual art, and
reflective pieces in a
cohesive unit. Students with
all different learning styles
got to participate in this
summative and be included.

counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
that they
researched and
created
arguments for
○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance

of their art
piece to the
overall unit and
summative.
Use writing, visual images, and speaking
for a variety of purposes and audiences.
3/29-
4/2
Crimes Against Humanity
Multi-genre Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
6th)

that they
researched and
created
arguments for
○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance
of their art
piece to the
overall unit and
summative.
Apply knowledge of language structure
and convention to creating and
critiquing print and non-print texts.
2/1 -
2/3
● In the 10th lit criticism
unit, students
annotated and
critiqued example
literary criticism
(critical race theory)
● Who: All of 10th Grade On
6th Period)
● When: Block Schedule:
small group work and whole

analysis paragraphs
written by TC and other
students to see how
analyze how these
authors unfolds an
analysis or series of
ideas or events,
including the order in
which the points are
made, how they are
introduced and
developed, and the
connections that are
drawn between them.
Students also watched
example pop culture
analysis videos on Star
Wars, Black Panther,
and Harry Potter,
critiquing how the
speaker presented their
literary criticism and
how they used critical
theory terms in a visual
and oral format.
group
● Rationale: This lesson
allowed students to compare
and analyze the different
ways you can apply critical
theory to pop culture media
in all of its various forms.
Reading Processes
Uses response strategies 4/12-
4/13
● Students complete an
anticipation guide for
The Poet X. TC asks
students to answer
● Who: All of 10th Grade
On-Level ELA (1st, 2nd, 3rd,
and 6th)

agree/disagree
questions. After each
question, TC asks
students to share
responses by posting
on the nearpod collab
board that shows up
after each question,
asking for at least one
volunteer from “agree”
and “disagree” to
share their thoughts
and challenge each
other’s ideas out loud
to the whole class. This
guide pushes students
to think deeply about
complex ideas that are
present in the novel.
Completing this activity
prior to reading the
novel encourages
students to identify
their own beliefs. In
this way, when these
concepts are
challenged in the
novel, students will
have already
considered their
stance.
whole group
● Rationale:
Uses interpretive strategies 4/19 - ● Students practiced and ● Who: All of 10th Grade

4/20 utilized an adapted
version of the Say
Something reading
strategy where they
analyzed an excerpt
poem from the Poet X
through TPCASTT
poetry analysis tools,
interpreting title,
connotation, tone, tone
shifts, and theme.
and 6th)
independent
● Rationale: Assignment
allowed students to interpret
and predict character,
thematic, and plot elements
of the Poet X through a
during reading strategy
Uses analytic strategies 1/21-
1/22
● Students learned about
Marxist Theory and
analyzed “Home” by
Gwendolyn Brooks and
“Harrison Bergeron” by
Kurt Vonnegut through
the critical marxist
theory lens by citing
textual evidence and
explaining what quotes
from the stories mean
in significance in the
context of CMT-related
vocabulary like
economic power, class,
capitalism, and social
inferiority.
and 6th)
independent
● Rationale: Assignment
allowed students to learn how
to craft an analysis paragraph
and use race, gender, and
class vocabulary terms to
analyze the significance of
themes and character and
plot through a critical theory
lens.
Provide students with opportunities to
select appropriate reading strategies that
aid in unpacking print and nonprint
texts.
4/12-
4/13
● While reading The Poet
X, students could
choose to do
annotations, or
and 6th)

practice the think aloud
strategy in small
groups to help process
and understand the
book better. Students
could also choose to
read to themselves or
listen to the audiobook.
independent, whole, or small
group work
● Rationale: Students exercise
choice in different reading
strategies to help them
process the book better.
Support developing or low performing
student readers in accessing and
comprehending text.
4/12-
4/13
● Students learn and
reading strategy for
The Poet X led by TC’s
mini-lesson model,
where they read aloud
the text and share out
loud their thoughts
with the whole group.
Students could also
think aloud with an
audiobook version of
The Poet X.
and 6th)
independent and whole group
● Rationale: Think Aloud helps
students interpret and
process the story better
Design and implement reading process
focused mini-lessons.
4/12-
4/13
● Students learn and
reading strategy for
The Poet X led by TC’s
mini-lesson model,
where they read aloud
the text and share out
loud their thoughts
with the whole group
and 6th)
independent and whole group
● Rationale: Think Aloud helps
students interpret and
process the story better
Text Selection

Incorporates a variety of genres 3/29-
4/2
● Crimes Against
Humanity Multi-genre
Summative with 4
parts:
○ 1: Students
work in small
groups to fill
out a planning
document for
their oral
argumentative
debate where
they conduct
research,
assess for
credibility, and
write arguments
with a
counterclaim
and rebuttal
○ 2: Students
present an oral
argumenative
debate/presenta
tion in small
groups on
assigned
solution to
world genocide
that they
researched and
created
arguments for
6th)

○ 3: Students
plan and fill out
an Art of
Argument
proposal and
then create a
visual art piece
to accompany
their
argumentative
discussion
topic
○ 4: Students
write an Art of
Argument
reflection piece,
writing down
the significance
of their art
piece to the
overall unit and
summative.
Incorporate literature representing a
variety of cultures.
N/A ● The Poet X by Elizabeth
Acevedo
● Why I Love A Country
That Hates Me by
George Takei
● Fish Cheeks by Amy
Tan
● Who: 10th Grade On Level
ELA
Incorporate a range of modes and
media.
2/1 ● TC uses padlet as the
hook for the lesson;
uses Google
● Who: 2nd and 6th Period 10th
Grade On Level ELA
● When: Block Schedule; 1st

Classroom to assign
assignments and
discussion posts; uses
Zoom to host
synchronous class
sessions; uses Canva
to create visual media
to accompany the
lesson for the day;
uses the mode the
social annotation to
help students build
relationships and
practice analyzing
analysis paragraphs
and Last periods of B day
whole class, small group, and
individual
● Rationale: TC incorporating a
range of modes and media
helps students stay engaged
and focused with the lesson,
which is especially important
while virtually learning during
a pandemic
Provide students with an opportunity
for choice.
2/2 ● TC gives students an
opportunity to choose
whatever piece of pop
culture they want to
analyze for their pop
culture analysis project
for the literary criticism
unit (whether it be a
film, tv show, music
video, song, book, etc)
● TC provides examples
of past pop culture
analysis projects to
show students what
their choices can look
like
● TC provides students
On Level ELA and 3rd Period
10th Grade On Level +
Special Ed ELA w/
Co-Teacher
● When: Block Schedule; 1st
and 2nd periods of the day
● Where: Virtual Zoom class
● Rationale: Providing students
with an opportunity of choice
is incredibly important as
students will only work hard
and feel passionate about the
work they do in class if they
can choose what they do
their work/projects on. TC
showing examples of past

with a brainstorming
document to help them
brainstorm for their
pop culture analysis
projects and narrow
down their choices
● TC gives students a
chance to share their
potential ideas with
each other as the exit
ticket to the class
pop culture analysis projects
help the students who have
an issue with TOO MUCH
choice and broad rubric
parameters to narrow down
the scope of the project and
their pop culture piece (Ex: a
few songs from an album
versus the whole album,
etc…). Also TC giving
students time to share ideas
for their projects help the
students find inspiration from
each other when it comes to
choice-based projects such
as this pop culture analysis
one.
Provide students with skills and
opportunities to evaluate, analyze and
ethically use information and texts.
2/16-
2/17
● Students played the
online story-based
video game Quandary,
which asks them to
evaluate and analyze
different scenarios in a
sci-fi dystopia
community that require
them to problem solve
and assess information
from short comics for
fact v. opinion and
● Who: 9th On-Level ELA
● When: Block Schedule;
independent
● Rationale: Game invites
students to assess difference
between fact v.opinion and
make ethical decisions based
on given info and texts

credibility in order to
make choices to help
the community survive.
Support students in purposeful,
self-selected independent reading.
1/19
(techn
ically
@ the
begin
ning
of
every
class
period
)
● Book Love: give
students time to read
self-selected
independent book of
choice for 7-10 minutes
at the beginning of
every class
● Give book love form for
students to fill out
about their monthly
book love choices
● TC share personal
book rec lists
● Who: Every Class Period (1,
2, 3, 4, 6, and 7) On Level +
Special Ed ELA w/
Co-Teacher
● When: Block Schedule; all
class periods
● Rationale: Giving students
time to read their books at the
beginning of each class
encourages them to have
something to read at all times
+ encourages their love for
reading + helps them
discover new books
Composing Processes
Produce a variety of forms of written
discourse as models for student work.
N/A ● Blackout Poetry Poems
in style of “Wild Geese”
by Mary Oliver
● Narrative writing
“Dystopia/Utopia”
● Argumentative
Newspaper Column
● Pop Culture Analysis
projects
● Who: 9th and 10th On-Level
ELA (all class periods)
Implement responsive mini-lessons to
support student writers.
1/25 ● Large group
mini-lesson on how to
On Level ELA

conduct critical
analysis and write
good analysis
paragraphs; I do, We
do, You do mini lesson
strategy with social
annotation practice
activity at the end of
the mini lesson where
students can highlight
parts of a good
analysis paragraph to
know what makes a
good analysis
paragraph; TC also
provided analysis
paragraph template,
example transition
words students can
use + literary critical
analysis notecards for
critical race, feminist,
and marxist theory for
students
● When: Block Schedule/1st
period of the Day
whole class mini lesson
● Rationale: Large group
address whole class learning
needs, particularly issues
that TC has noticed occurring
across recent classwork
assignments; in this case, 10
grade students were having
trouble with knowing how to
write a good, complex, and
critical analysis of a story
based on their literary critical
analysis assignments they’ve
been turning in that lacked
either citing evidence or
proper in-depth analysis.
Thus, a large group
mini-lesson helped them look
at example analysis
paragraphs and practice
analyzing how an author
unfolds an analysis or series
of ideas or events, including
the order in which the points
are made, how they are
introduced and developed,
and the connections that are
drawn between them +
practice drawing evidence

from literary or informational
texts to support analysis
through a teacher-led lesson,
a whole group practice, and
then eventually an individual
assignment
Use a wide range of writing strategies to
engage students in generating meaning
and to communicate understanding.
3/8-
3/9
2/10 -
2/11
● Students complete a
revision/editing
checklist for their
argumentative planning
slides where they go
into each of their
checkpoint slides and
revise each for flow,
pacing, theme,
structure, and
grammar...making sure
they all meet these
requirements, as well
as including a hook,
thesis, evidence,
research, counterclaim,
rebuttal, conclusion
● Also students write a
discussion post and
respond to two other
students’ posts on the
pyramid of hate and
pyramid of white
supremacy, answering
questions about their
● Who: All 10th Grade on-level
ELA classes (1st, 2nd, 3rd,
and 6th Period)
● When: Block Schedule;
individual and small group
● Where: Virtual zoom class
● Rationale: These writing
strategies help students
improve and grow as writers
and understand how to fix
their writing through multiple
drafts. Discussion posts help
students generate meaning
and communicate
understanding of a topic with
other students in the class,
with a focus on reflection and
building relationships.

thoughts and prior
knowledge on world
genocide.
Create opportunities for students to
provide peer-feedback
2/1 ● TC introduces revision
and editing stage of the
writing workshop for
the dystopian/utopian
timed narrative
● TC models how to
leave comments on
each other’s drafts and
how to give proper
peer review feedback in
a mini-lesson
● TC puts students into
breakout rooms so
students can read each
other’s drafts and
conduct peer reviews
Level ELA
● When: Block Schedule/Last
class of the day
whole class + small groups
for peer review mini lesson
and feedback giving session
of the writing workshop
● Rationale: Opportunities for
students to give peer
feedback allows them to see
if they are on the right track
with their own dystopian/
utopian narratives by seeing
what other students’ writing
strengths and weaknesses
are, as well as strengthen
their own writing craft and
knowledge by taking on the
role of the editor/writing
expert and getting advice
from multiple sets of eyes
through giving and receiving
feedback on each other’s
drafts
Create opportunities for student writers
to engage an authentic audience
2/11 ● Small group
presentation to fellow
peers; give students
● Who: 3rd Period 10th Grade
Special Ed + On Level ELA w/
Co-Teacher

opportunity to present
their projects to a wider
audience (fellow
students, teachers, and
a principal) and receive
feedback on their
projects they’ve
worked so hard on, but
in small groups
● When: Block Schedule/2nd
Period of the Day
put students into small
breakout groups of 4-5
people each
● Rationale: This pop culture
analysis project allows for
students to present and share
their hard work and receive
validation from other people
(their fellow peers, the TC,
and a principal) so they can
feel like the work they do in
class matters, but in a
smaller, less stressful group
setting compared to a whole
large group setting
Support student writers who have
previously struggled to meet grade level
standards in writing.
3/8 -
3/9
● In the argumentative
unit, TC conferences
with students who
previously struggled to
complete or
understand the grade
level standards in
writing for each of the
slides and give
advice/suggestions to
better break down the
argumentative skills
the students have to
● Who: All 9th Grade On-Level
ELA (4th and 7th)
individual
● Rationale: By assigning
individual writing tasks for
specific elements of the
slides to specific students, it
helps students practice that
one particular
element...especially if they
were previously struggling to

perform in their writing;
gave them individual
writing tasks for hook,
counterclaim &
rebuttal, and call to
action; assigned
paragraph by
paragraph tasks to help
break down the overall
assignment for them
understand it.

Teresa Tran's Instructional Checklist

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Teresa Tran's Instructional Checklist

Similar to Teresa Tran's Instructional Checklist (20)

More from Teresa Tran

More from Teresa Tran (20)

Recently uploaded

Recently uploaded (20)

Teresa Tran's Instructional Checklist