Alyssa Supple

Professor Suk
Educational Field Experience EDUC 230-13
Spring 2015
Rationale Statement Unit Plan NJPTS Standard Seven
Statement of Standard Seven:
Planning for Instruction. The teacher plans instruction that supports every student
in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context (NJPTS, 2014, p. 30).
Name of Artifact: Unit Lesson Plans
Date of Artifact: March 12, 2015
Course: Education Field Experience EDUC 230-13
Rationale Statement:
Upon reading Standard Seven on Planning for Instruction, I realize that lesson
plans are built upon a foundation of effectiveness that should incorporate the individuals
needs with environmental and academic factors. Together, these constituents can be
utilized in the learners best interest, making the material both appropriate for
curriculum goals and content standards, and [also] relevant to learners, (NJPTS,
2014, p. 30). To construct successful lesson plans, the teacher needs to be aware of the
implications of his or her instruction, and the different methods that they need to adopt to
successfully teach the lesson at hand.
First and foremost in the success of a lesson plan is the individual. Standard
Seven refers to this in Performance two, stating: The teacher plans how to achieve each
students learning goals, choosing appropriate strategies and accommodations, resources,
and materials to differentiate instruction for individuals and groups of learners, (NJPTS,

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2014, p. 31). This aspect served as the foundation for my lesson plans, as I was focused
on differentiating the instruction of the lesson in a way that would address all of the
learning styles, as well as appeal to each individual through addressing varying interests
and dispositions. Specifically, in relation to the poetry unit, I made sure to vary my
instruction from the typical lecture format to make the lesson on meter more clear to all
types of learners. I incorporated movement, music, and logical reasoning into the lessons,
as well as I made the information accessible through technology infusion and through
one-on-one instruction methods for those in need of it. Furthermore, relevance was
maintained as, beyond the basic introduction and application of meter, the hypothetical
readings for the students would be ones selected based on, not only curriculum
requirements, but also on interest to the students. The focus on these parts of my lesson
plans appeal to Standard Sevens Essential Knowledge point three: The teacher
understands learning theory, human development, cultural diversity, and individual
differences and how these impact ongoing planning, (NJPTS, 2014, p. 32). Because
every student comes into the classroom a compilation of his or her memories and
experiences, there is no one designated method of classroom instruction. Learning and
teaching undergo constant changes, and it is the teachers responsibility to be aware of
how students are growing and how instruction should be modified to benefit the
individual, and, consequently, the group. By making new information accessible and
meaningful, students perform better, and by incorporating all of the possible adjustments
into ones lessons plans, a teacher can be prepared for any changes that need to be made.
From completing this artifact, I learned how in-depth lesson plans are, and how,
no matter what you write down on paper, there should always be room for modification

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and improvement. Teachers not only need to take into account what they are teaching
based on curriculum requirements and content relevance, but also how the individual will
be taking in this information and making it their own. Reflection upon this artifact and
upon my own experiences as a student has shown me that relevance is key to learning,
and by understanding how we, as educators, can take a curriculum designed around the
big picture, and make it matter for the individual will allow us to successfully educate
our students in a meaningful way.
I plan to use lesson plans such as these in my future as an educator, but I realize
that with each lesson there is room for growth. These lesson plans are not a fixed artifact,
and will be used as a template for functionality. But, when it comes to content, I plan on
taking the experience of writing and analyzing these plans to help me construct my future
ones in a way that is most beneficial to the changing students that I will encounter in my
years as a teacher.
References
Professional Development in New Jersey. (2014, August 4). Retrieved from New Jersey
State Department of Education: http://www.state.nj.us/education/code/current/
title6a/chap9c.pdf