The document summarizes a teacher's plans for curriculum and instruction across 8 standards. For each standard, the teacher provides evidence of how they meet that standard in their lesson planning and classroom activities. This includes creating unit plans based on state standards, using formal and informal assessments to guide instruction, differentiating lessons for different cognitive levels, incorporating technology and resources from colleagues to enhance learning, and utilizing IEP information to support students with disabilities.

1. STANDARD A: PLANS CURRICULUM & INSTRUCTION
Indicators Evidence
1. Draws on content standards of the In preparation for teaching my classes, I
relevant curriculum frameworks to plan create a unit plan that is based on a
sequential units of study, individual couple of the Massachusetts Department of
lessons, and learning activities that Education curriculum frameworks. From my
make learning cumulative and advance unit plan I outline what the students
students’ level of content knowledge. should learn by the end of the unit and
then produce individual lesson plans
accordingly.
The Secret Life of Bees Unit
2. Draws on results of formal and At the end of each unit I create an essay,
informal assessments as well as test, or project, to formally assess
knowledge of human discipline, age, whether students have learned the material.
level of English language proficiency, Informal assessments are also given to the
and range of cognitive levels being students during the unit to make sure that
taught. they understand the material before moving
on to the next part. Below there is an
example of a formal assessment, in which
students had to create a portfolio showing
knowledge of the content of a book they
read, as well as one of the many quizzes
given to students after reading a certain
part of their book every night for
homework.
Tears of a Tiger Portfolio Assessment
The Secret Life of Bees Quiz
I differentiate by accommodating each
3. Identifies appropriate reading class’s work, according to different
materials, other resources, and writing cognitive levels. Thus, difficulty of work
activities for promoting further would range from recall questions for the
learning by the full range of students freshmen comprehension class, to a higher
within the classroom. cognitive level: analysis and synthesis for
the senior Advanced Placement class. Here
are examples of class work from each of
these classes.
AP Midsummer Night’s Dream quiz
Freshmen Tears of a Tiger review questions
4. Identifies prerequisite skills, Before assigning a book to read, I create a
concepts, and vocabulary needed for the slideshow of the time period of the book or

2. learning activities and design lessons other main concepts needed in order to give
that strengthen student reading and the students a better understanding of the
writing skills. content. Also, instead of review difficult
vocabulary within by having them define the
word directly, I have students practice
figuring out the meaning of the word
through context clues or by breaking down
the word.
Understanding Vocabulary Lesson
Pre-Reading of The Secret Life of Bees
Animal Farm Russian Revolution
5. Plans lessons with clear objectives See Lesson Plan
and relevant measurable outcomes.
Imagery Lesson
6. Draws on resources from colleagues, Each department within the high school
families, and the community to enhance frequently have meetings about how to use
learning. the technology. I asked how I could
incorporate laptops into my Tears of a
Tiger unit at one of these meetings. A
faculty member teaching the same book gave
me a list of activities I could include in
my unit.
List of laptop activities
7. Incorporates appropriate technology One of the classes I teach is a Cinema
and media in lesson planning. class. Within this class students watch and
create movies. Assignments are given in
which students are to analyze certain film
techniques and create scripts and
treatments. Below are pictures of students
using technology within the classroom.
Documentary Proposal
8. Uses information in Individual I have access to IEPs and have become
Education Programs (IEPs) to plan familiar with student accommodations. I
strategies for integrating students allow certain students to have an extended
with disabilities into general period of time to finish a test as well as
education classrooms. allow certain student on IEPs to go to the
library to take their tests. Certain
students on IEPs have aides within the
school who I keep contact with in order to
talk about the student’s progress or what
work is needed to be done.
Email with a student’s IEP aide