PLANNING OF INSTRUCTION
STANDARD:
plans instruction based upon knowledge of subject matter, students, and curriculum goals. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
plans instruction based upon knowledge of subject matter, students, and curriculum goals. Candidate performance demonstrating the following capabilities informs this standard.
The ability to:
- Plan for learning opportunities that recognize and address variation in developmental level, learning styles, performance modes, and individual needs.
- Develop daily, weekly, and long-range lesson plans that are linked to student needs and performance, and adapt them to ensure that the plans capitalize on student progress and motivation.
- Demonstrate originality in lesson development within the parameters of the existing school curriculum.
- Articulate lesson goals and provide educationally and ethically defensible rationales for those goals.
- Plan collaboratively with colleagues on curriculum goals and frameworks both for the classroom and for schools.
NARRATIVE:
At the high school, I co-created a Symposium class for the Arts Pathway with another teacher. We started in the summer with a class idea - build a day long symposium - and nothing else. We created a full semester class with a guiding principle that students needed as much opportunity as possible to guide their own learning. It was easier, actually, to have that end goal of a day-long Symposium and to be able to work backwards from there.
In the middle level, there have been some challenges due to classroom dynamic changes. Classes went from single-grade and small class sizes to mixed-grade classes and then back to single-grade classes, but ones which doubled in size. As we have worked towards class stability, the curriculum has been a malleable concept particular as we switched from classes with just a single grade to classes with a mix of 6th, 7th, and 8th graders. Despite all of that, I have continued to hit the standards, maintain a flow of units, and find a way to keep students connected to content.
At the high school, I co-created a Symposium class for the Arts Pathway with another teacher. We started in the summer with a class idea - build a day long symposium - and nothing else. We created a full semester class with a guiding principle that students needed as much opportunity as possible to guide their own learning. It was easier, actually, to have that end goal of a day-long Symposium and to be able to work backwards from there.
In the middle level, there have been some challenges due to classroom dynamic changes. Classes went from single-grade and small class sizes to mixed-grade classes and then back to single-grade classes, but ones which doubled in size. As we have worked towards class stability, the curriculum has been a malleable concept particular as we switched from classes with just a single grade to classes with a mix of 6th, 7th, and 8th graders. Despite all of that, I have continued to hit the standards, maintain a flow of units, and find a way to keep students connected to content.
EVIDENCE OF DAY PLANS FROM SYMPOSIUM CLASS:
EVIDENCE FROM THEATER CLASS SYLLABUS:
Theater Syllabus for 2015-16
Teacher: John Lincoln
Email: [email protected],
Cell: 401.651.5789
Welcome to our Theater class. In this class we will be analyzing scripts, doing scene work, studying an era in theater history, and ultimately putting on a public performance of a short play or a section of a longer play. This class is designed to be equally rigorous for someone taking it their first time, second time, or eight time.
I am available to give assistance by appointment and can be reached most efficiently via email. Because much of my time is spent at the Elementary School, please do not be afraid to get in touch with me to set something up. You are much less likely to bump into me in the hallway than you may be used to with your other teachers.
Proficiency Based Grading
Starting with the graduating class of 2019, students at Deer Isle Stonington High School will need to demonstrate proficiency in the essential standards determined by each department in order to earn a diploma.
The Visual Performing Arts Department has determined that students must show proficiency in the following VPA standards:
1. Students will use the artistic process to produce works of art.
2. Students will present their work to authentic audiences.
3. Students will analyze and evaluate artistic works.
4. Students will understand how the interrelationships between self and others influences and informs all works, including their own.
5. Students will collaborate and demonstrate appropriate discipline to meet artistic goals.
In addition you must meet the School-Wide Expectation (SWE) standards. The class will offer opportunities to complete the Clear and Effective Communicator. SWE’s will be averaged with content area standards.
Grading is on a 4 point scale. A 2.0 means you are partially meeting, a 2.7 means you are proficient, and a 3.5 or higher means you are exceeding. Students must earn a minimum of 2.7 on each standard in order to graduate.
Each standard is composed of several performance indicators. Your score for a standard is based on an average of the performance indicators for that standard. Indicators with a score below 2.0 will not be counted toward meeting the standard.
Scores for ELA and VPA performance indicators are determined by a weighted average of summative assessments and formative assessments. Students who do not show proficiency on an assessment (score is less than 2.0) may redo an assignment in order improve their score.
Course Grade
Your course grade will be determined as follows:
Content Standards - 90%
Performance indicators
90% - Summative assessments, including unit tests, projects, and some quizzes.
10% - Formative assessments, including some, but not all of the following: quizzes, homework assignments, entry problems, and exit tickets.
Academic Initiative - 10%
The rubric for academic initiative is attached. You will receive a weekly grade for academic initiative. The weekly grades will be averaged and reported under the Academic Initiative standard.
You will receive a course grade and a graduation standards grade. The course grade will be reported on the traditional 100 point scale and on a 4 point scale. The graduation standards grade will be reported on a 4 point scale. Please note that it is possible to pass a course but not pass the standard. Course grades are only a snapshot of current progress. It is more important to make good progress toward graduation standards than it is to earn a passing grade in a course.
Homework
Homework assignments will be posted on Mr. Lincoln’s homework page, which can be found by going to www.dishs.org, clicking the DISHS HOMEWORK link near the top of the page, and selecting Mr. Lincoln’s Homework.
Homework may be scored as a formative assessment under the appropriate performance indicator or as part of the Academic Initiative for that week. You will be expected to attempt all assigned problems and be prepared to discuss or ask questions about the assignments.
Theater Syllabus for 2015-16
Teacher: John Lincoln
Email: [email protected],
Cell: 401.651.5789
Welcome to our Theater class. In this class we will be analyzing scripts, doing scene work, studying an era in theater history, and ultimately putting on a public performance of a short play or a section of a longer play. This class is designed to be equally rigorous for someone taking it their first time, second time, or eight time.
I am available to give assistance by appointment and can be reached most efficiently via email. Because much of my time is spent at the Elementary School, please do not be afraid to get in touch with me to set something up. You are much less likely to bump into me in the hallway than you may be used to with your other teachers.
Proficiency Based Grading
Starting with the graduating class of 2019, students at Deer Isle Stonington High School will need to demonstrate proficiency in the essential standards determined by each department in order to earn a diploma.
The Visual Performing Arts Department has determined that students must show proficiency in the following VPA standards:
1. Students will use the artistic process to produce works of art.
2. Students will present their work to authentic audiences.
3. Students will analyze and evaluate artistic works.
4. Students will understand how the interrelationships between self and others influences and informs all works, including their own.
5. Students will collaborate and demonstrate appropriate discipline to meet artistic goals.
In addition you must meet the School-Wide Expectation (SWE) standards. The class will offer opportunities to complete the Clear and Effective Communicator. SWE’s will be averaged with content area standards.
Grading is on a 4 point scale. A 2.0 means you are partially meeting, a 2.7 means you are proficient, and a 3.5 or higher means you are exceeding. Students must earn a minimum of 2.7 on each standard in order to graduate.
Each standard is composed of several performance indicators. Your score for a standard is based on an average of the performance indicators for that standard. Indicators with a score below 2.0 will not be counted toward meeting the standard.
Scores for ELA and VPA performance indicators are determined by a weighted average of summative assessments and formative assessments. Students who do not show proficiency on an assessment (score is less than 2.0) may redo an assignment in order improve their score.
Course Grade
Your course grade will be determined as follows:
Content Standards - 90%
Performance indicators
90% - Summative assessments, including unit tests, projects, and some quizzes.
10% - Formative assessments, including some, but not all of the following: quizzes, homework assignments, entry problems, and exit tickets.
Academic Initiative - 10%
The rubric for academic initiative is attached. You will receive a weekly grade for academic initiative. The weekly grades will be averaged and reported under the Academic Initiative standard.
You will receive a course grade and a graduation standards grade. The course grade will be reported on the traditional 100 point scale and on a 4 point scale. The graduation standards grade will be reported on a 4 point scale. Please note that it is possible to pass a course but not pass the standard. Course grades are only a snapshot of current progress. It is more important to make good progress toward graduation standards than it is to earn a passing grade in a course.
Homework
Homework assignments will be posted on Mr. Lincoln’s homework page, which can be found by going to www.dishs.org, clicking the DISHS HOMEWORK link near the top of the page, and selecting Mr. Lincoln’s Homework.
Homework may be scored as a formative assessment under the appropriate performance indicator or as part of the Academic Initiative for that week. You will be expected to attempt all assigned problems and be prepared to discuss or ask questions about the assignments.
SCOPE AND SEQUENCE FROM A HIGH SCHOOL THEATER CLASS: