Component I: Classroom Teaching

Task A-1: Teaching and Learning Context

Complete once prior to Cycle 1 observations to describe your teaching and learning context. If the teaching
environment changes significantly, e.g., new school, change in classroom placement configuration, change
in grade or courses taught, you will need to complete this form again.

Intern Name: Elijah Daye Edwards

Content Areas: English

Grade Level(s): Sophomores

Date: 4/23/15
Daily average number of students taught
25

School Instructional Goals

Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your
resource teacher, colleagues, principal, or other school personnel to help identify these goals.
Make Boyle County a Distinguished School--I will contribute to this by preparing my students to successfully
take the EOC in English II. In this quality core unit on dramatic literature, I will plan a standards based unit that
includes daily formative assessments (multiple choice questions over skills on cold passages).
(Multiple sources of data should include faculty meeting notes, Comprehensive School Improvement Plan,
School-Based Decision Making Council minutes, continuous assessment data, content literacy plans, and other
sources of data e.g., Program Review process being developed.)
Resources/Assistance
Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent
involvement, supplies, and human resources available to you.)
School Labs
Parent Teacher Organization
SBDM
Supplies (Kim Evans)
Teacher Copier/Workroom
Grants (Possible)
Describe how you will utilize resources to implement school and instructional goals.
I will utilize all available resources for the betterment of myself and my students.
Critical Student Characteristics or Attributes
a. Using appropriate student achievement and demographic data, identify and describe the characteristics
of your students that will require differentiated instruction to meet their diverse needs. (In developing
your response, you may need to examine characteristics such as differences in culture, language, and
learning styles as well as differences in developmental levels and achievement levels.)
Several of my students have a noticable language barrier, and accomodations will need to be made for this.
I have several students that are gifted and tatented, and will need accomodations. They will need to be
offered choice in activities so that they will be able to express themselves in a way that shows their depth of
learning and creative abilities. Additionally, they will need opportunities to further their knowledge of the
material.

I have several students that are also parents and this will need to be taken into account.
After analyzing ACT data and data from previous benchmark assessments, I determined that students are
at different levels , and I wiil use Kagan structuring to accommodate the diverse needs of the classroom.
I also have several students with IEPs that will need to be followed closely. These students will need
prompting, cues, visual aids, manipulatives, direct instruction, paraphrasing, extended times, readers, and
redirection.
b.

Based on the diversities youve described in a above develop a profile for three specific students in your
class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.

One student struggling to meet lesson objectives or targets:

Brennon struggles to meet lesson objectives. He has an IEP that states he has been diagnosed as other health
impaired and is not showing performance commesurate with similar age peers in academic performance. He
requires modeling, cueing to on-task, redirection with correction feedback, and conferenceing. He also gets a
note-taker, copies of notes, guided notes, prompting and cueing, modeling, extended time, and preferential
seating. He is in the low average range for general intelligence. Ha performs low on assignemnts at first, but
does really well with modeling and differentiated instruction. He has a hard time turning in assignments on time,
but seems to be improving. It is imperative that I follow his IEP to best help him succeed in the classroom.
One student meeting lesson objectives or targets:
Mary Kate is a good student who enjoys making others laugh and participating in class. She currently has a B in
English II, but is fully capable of gaining higher. It's important to keep her focused because she likes to socialize
and get carried away on tangents related to the lesson. If she applied herself more and concentrated on her work,
she could excel. She also has a tendency to do work for other classes in mine, distracting her from being fully
engaged.
One student exceeding lesson objectives or targets:
Hunter is a talented young man who usually has the best score on all assignments and benchmark assessments.
Last nine weeks, he received a 97% in English II. He always trives to do his best on all assignments. He exceeds
the objectives by going above and beyond and expressing how he can use the information learned in the lessons
in real-life; he gives examples about how the information can apply to other examples. Hunter is a very strong
writers. He is a joy to have a class, and he has become a strong leader in this classroom.