Example of a good lesson plan for English subject under learning objectives of reading and viewing
Marking an essay involves evaluating and providing feedback on the content, structure, language, and overall quality of the student's work. Here are some steps to help you mark an essay effectively:
1. Read the essay: Start by reading the essay from beginning to end, getting an overall sense of its main arguments and supporting evidence. Take note of any initial observations, concerns, or questions that come to mind.
2. Develop a marking criteria/rubric: Create a marking criteria or rubric that outlines the key components you will assess in the essay. This can include factors like understanding of the topic, organization, evidence, clarity, and grammar. Assign point values or descriptors to each criterion to guide your evaluation.
3. Evaluate content and arguments: Assess the accuracy, depth, and relevance of the arguments presented in the essay. Consider the evidence provided, logical reasoning, and the use of examples or references to support claims.
4. Analyze structure and organization: Evaluate the essay's structure and organization, including the introduction, body paragraphs, and conclusion. Look for a clear thesis statement, effective topic sentences, logical progression of ideas, and cohesive transitions.
5. Assess language and style: Evaluate the clarity, coherence, and fluency of the student's writing. Look for appropriate vocabulary usage, sentence variety, and effective use of grammar and punctuation. Note any areas where improvement is needed.
6. Provide feedback: Offer constructive feedback that highlights strengths and areas for improvement. Be specific in your comments, pointing out specific examples or passages in the essay. Provide suggestions for improvement, offer explanations for any deductions in marks, and offer resources or strategies for further development.
7. Assign a grade: Use your marking criteria or rubric to assign a grade to the essay. Consider the overall quality of the essay, the adherence to the assignment requirements, and the student's ability to meet the learning objectives.
8. Review and reflect: Take time to review your marking, ensuring consistency in your evaluation. Reflect on your assessment process and consider any adjustments you may need to make for future marking.
Remember, marking an essay should be fair, objective, and focused on providing meaningful feedback to support the student's learning and growth.
Title: Exploring Perspectives through Critical Reading and Viewing
Grade Level: 7th grade
Learning Objectives:
1. Students will develop their critical reading skills by analyzing different perspectives in texts.
2. Students will enhance their visual literacy skills by examining various media forms.
Materials:
1. Copies of a short story with multiple points of view, such as "The Tell-Tale Heart" by Edgar Allan Poe
2. Audio/video clips of different news reports or documentaries showcasing diverse perspectives on a given topic
3. Paper and writing utensils for note-taking and discussion
Procedure:
1. Warm-up activity (10 minutes):
- Display a thought-provoking image related to a current event or controversial topic.
- Ask students to individually write down their initial thoughts and personal perspectives on the image.
- Engage the class in a brief discussion about the diversity of opinions.
2. Introduction to critical reading skills (15 minutes):
- Review the concept of point of view (POV) in literature.
- Discuss how different POVs can shape the meaning and understanding of a text.
- Provide examples from popular books, movies, or personal experiences.
3. Reading and analysis of a short story (25 minutes):
- Distribute copies of the selected short story with multiple perspectives.
- Assign each student a specific character's point of view.
- In pairs, students read and analyze their assigned sections, noting the unique perspectives presented.
- Students discuss and compare their findings, identifying the impact of different perspectives on the story's meaning.
4. Guided discussion on perspective (15 minutes):
- Lead a whole-class discussion on the importance of considering multiple perspectives in different situations.
- Encourage students to share their insights from the short story activity.
- Prompt questions to stimulate critical thinking, such as:
- How did the various perspectives in the story shape your interpretation of events?
- Are there any instances where a single perspective may limit our understanding of a subject?
5. Introduction to visual literacy and media analysis (10 minutes):
- Define visual literacy and its relevance in today's media-driven society.
- Show short clips of news reports or documentaries presenting diverse perspectives on a given topic.
- Discuss the impact of visuals, sound, and narration on the overall message.
6. Visual analysis activity (20 minutes):
- After viewing the clips, have students individually write down the main perspectives communicated.
- In small groups, students discuss their observations and compare different interpretations.
- Facilitate a class discussion, encouraging students to justify their interpretations based on specific visual and auditory cues.
7. Culminating activity (10 minutes):
- Ask students to reflect on how their understanding of texts and media has changed after analyzing multiple perspectives.
- Have students share their reflections in small groups or as a class discussion.
- Summarize the importance of critical reading and viewing to develop a well-rounded understanding of different perspectives.
8. Closure (5 minutes):
- Provide a brief summary of the lesson, emphasizing the improved skills in critical reading and viewing.
- Encourage students to apply these skills in their future reading and media consumption.
Note: The time estimates provided are guidelines and can be adjusted based on the needs of the class.
Teaching Philosophy – "A teaching philosophy statement is a written description of your
values, goals, and beliefs regarding both teaching and learning. It is a general expression
of your beliefs and practices that can shape your teaching philosophy and your syllabi.
Teaching philosophy statements are unique to each individual and reflect contextual
factors such as the discipline, influential mentors, personal educational experiences, type
of teaching, and program-related teaching requirements (e.g., case-based learning), to
mention a few”. Design Teaching Philosophy of a student teacher (±200 words). Below are examples
of a guide you can use to develop your philosophy:
1. How you enact your teaching beliefs in your courses e.g., discipline in class
2. How your thinking about your teaching practices has evolved e.g., promotion of
good human relations and embracing diversity
3. What you have done to change or enhance your teaching practices e.g.,
underperformance and parental involvement
4. What new innovations you have incorporated into your teaching e.g., use of ICTs
when teaching
5. From which theory, concept, or policy is your philosophy grounded on e.g., Use of
CAPS as a policy and other teaching and learning theories
Teaching Philosophy of a Student Teacher
My teaching philosophy is built upon the belief that every student has the potential to learn and succeed when given a supportive and engaging learning environment. As a student teacher, my goal is to motivate and inspire students to become lifelong learners by fostering a positive classroom culture and implementing effective teaching strategies.
1. Enacting Teaching Beliefs: I strongly believe in maintaining discipline in the classroom to create an environment conducive to learning. I enforce clear expectations and establish routines that promote respect, responsibility, and active participation. By setting high standards and holding students accountable, I strive to create an atmosphere where students feel safe to express their thoughts and engage in meaningful discussions.
2. Evolving Teaching Practices: Throughout my practicum experiences, I have realized the significance of promoting good human relations and embracing diversity. I have learned the importance of creating an inclusive classroom where all students feel valued and respected. I continuously reflect on my teaching practices and actively seek ways to incorporate diverse perspectives, celebrate cultural differences, and address individual learning needs.
3. Enhancing Teaching Practices: To further enhance my teaching practices, I have actively sought feedback from mentors, peers, and students themselves. This feedback has helped me identify areas where I can improve, such as adapting my teaching strategies to better support underperforming students and involving parents as partners in the learning process. I have collaborated with colleagues to develop interventions and implement strategies aimed at supporting struggling students and fostering a strong home-school connection.
4. Incorporating New Innovations: I firmly believe in the power of technology to enhance student learning and engagement. I have incorporated Information and Communication Technologies (ICTs) into my lessons to create interactive and multimedia-rich learning experiences. By integrating technology, I aim to provide students with opportunities to collaborate, conduct research, and explore real-world applications of the content we cover.
5. Grounding in Theory and Policy: My teaching philosophy is grounded in a range of educational theories, including constructivism, differentiated instruction, and behaviorism. I also draw from the national curriculum policy, such as the Curriculum Assessment Policy Statements (CAPS), to ensure alignment with educational objectives and standards. By combining theory and policy, I strive to create meaningful learning experiences that meet the diverse needs of students while fostering their personal growth and academic achievement.
In conclusion, my teaching philosophy centers on creating an inclusive and engaging learning environment, embracing diversity, and constantly seeking opportunities for growth and innovation. I am committed to continuously reflecting on and refining my teaching practices to ensure the success and well-being of all students.
How to mark an essay
Sure! Here's an example of a lesson plan for the English subject, focusing on reading and viewing as learning objectives:
Title: Analyzing Characters in a Short Story
Grade Level: Middle School (6-8)
Time: 60 minutes
Objective:
By the end of the lesson, students will be able to analyze and describe characters in a short story, identifying their traits, motivations, and relationships.
Materials:
- Short story (printed copies or projected on a smart board)
- Character analysis graphic organizer
- Pencils and markers
Procedure:
1. Introduction (5 minutes):
- Begin the lesson by reviewing the concept of characters in literary works and their importance in understanding a story.
- Ask students to share examples of memorable characters from books or movies they have encountered.
- Explain that today, they will be analyzing characters in a short story, identifying their traits and motivations.
2. Reading the Short Story (15 minutes):
- Provide each student with a printed copy of the short story, or project it on a smart board for all to read together.
- Instruct students to read the story silently and mark any character traits or actions that stand out to them.
- Encourage them to pay attention to the characters' thoughts, feelings, and relationships.
3. Character Analysis Graphic Organizer (20 minutes):
- Distribute the character analysis graphic organizer to each student.
- Review the different sections of the graphic organizer, including spaces for recording character traits, motivations, and relationships.
- Model the process of completing the graphic organizer by selecting a character from the short story and filling in the relevant sections.
- Allow students to work individually or in pairs to complete their graphic organizers, referring back to the short story for evidence of character traits.
4. Group Discussion (15 minutes):
- Divide students into small groups to discuss their completed graphic organizers.
- Encourage each group to share their findings, compare notes, and discuss similarities and differences in their character analyses.
- As the groups discuss, circulate and provide guidance, asking probing questions to deepen their understanding of characters.
5. Conclusion (5 minutes):
- Bring the class back together for a whole-group discussion.
- Ask a few groups to share their thoughts on the characters they analyzed, emphasizing evidence from the text to support their claims.
- Summarize the importance of analyzing characters to gain a deeper understanding of a story.
- Assign a related reading or writing task to reinforce the concept of character analysis.
Extension/Adaptation:
- For advanced students, provide a more complex short story and ask them to analyze the characters in greater detail, focusing on character arcs and changes.
- For struggling students, provide a simplified short story and guide them through the process of completing the graphic organizer step by step.
Assessment:
- Collect and review the completed character analysis graphic organizers for each student to gauge their understanding of character analysis.
- Use the group discussions and whole-group discussion as informal assessments, listening for students' ability to support their analysis with evidence from the text.
Sure! Here's an example of a good lesson plan for the English subject, specifically focusing on the learning objectives of reading and viewing:
Learning Objective: By the end of the lesson, students will be able to analyze and comprehend a short story by using reading and viewing strategies.
Duration: 60 minutes
Materials Needed:
- Short story (e.g., "The Necklace" by Guy de Maupassant)
- Visual aids (e.g., pictures related to the story)
- Worksheets or graphic organizers for note-taking
Procedure:
1. Engage (5 mins):
- Begin the lesson by displaying the pictures related to the story on the board or using a projector.
- Ask students to make predictions about the story based on the visuals. Encourage them to use their prior knowledge.
2. Introduce (10 mins):
- Introduce the short story, providing a brief summary and its context.
- Explain the learning objective, emphasizing the importance of reading and viewing strategies to understand and analyze the story effectively.
3. Pre-reading/Viewing (15 mins):
- Distribute worksheets or graphic organizers to students. These can include sections for predicting, previewing, and setting a purpose for reading/viewing.
- Read aloud the story's title and the opening paragraph. Ask students to create a prediction based on what they heard.
- Show a short video clip or a relevant image related to the story and ask students to discuss their thoughts and feelings towards it.
4. Reading/Viewing (20 mins):
- Hand out copies of the short story to each student or display it on a shared screen if using digital resources.
- Instruct students to read the story individually, encouraging them to underline or highlight important details, unfamiliar words, or any questions they may have.
- During this time, walk around the classroom to monitor and assist students as needed.
5. Comprehension and Analysis (10 mins):
- Conduct a class discussion. Begin by asking students to share their initial predictions and engage them in analyzing the story's main characters, themes, and conflicts.
- Encourage students to refer to specific evidence from the text and visuals to support their interpretations.
- Use open-ended questions to promote critical thinking and engage all students in the discussion.
6. Wrap up (5 mins):
- Conclude the lesson by summarizing the key points discussed and reviewing the reading and viewing strategies used throughout the lesson.
- Provide an opportunity for students to ask any remaining questions about the story.
Note: This is just a sample lesson plan. Feel free to modify it based on the curriculum, the level of your students, and the specific short story or text you choose.