Title: Vietnam War Lesson Plan Date: 10-29-13 Artifact Description: My artifact for this experience is a lesson plan

for a lesson Im about to teach in a class Im observing for pre-student teaching. The lesson is designed for 10th grade American history, and the topic is the onset of the Vietnam War. I chose a lesson format that incorporated a good deal of reading and writing under the PAR teaching framework. Alignment Wisconsin Teacher Standard Alignment This experience best aligns with standard four of the Wisconsin Teacher Development and Licensure Standards which states: The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance standards. This experience aligns with standard four because I used a lesson format that allows students to interact with the material in a variety of ways and on a variety of cognitive levels. The word web functions as a pre-reading activity to activate students prior knowledge. The vocabulary reading guide allows students to interact with concepts while they read the text. Completing the vocabulary reading guide in small groups give students an element of social learning, a way of learning proven to enhance understanding and retention. Finally, the simulated journal activity allows students to process the material at the highest levels of Blooms Taxonomy - they must think critically in order to make the case for American intervention in Vietnam. UW-Platteville School of Education Knowledge, Skill, disposition Statement Alignment This experience best aligns with KSD1.c. of the UWP School of Education Knowledge, Skill, and Disposition statements which states: The candidate can establish clearly written goals that reflect the curriculum framework and standards, and can articulate high expectations that permit viable methods of assessment and account for varying learning needs and styles, and prior knowledge. This experience aligns with this KSD because the learning objectives of this lesson plan are not only aligned with my participating teachers broader curriculum, but with the Wisconsin DPI Common Core Standards. Through allowing the students multiple ways to interact with the material, the lesson also accounts for students varying learning styles. In the assessment section of the plan, specific items are listed for formative assessment during the lesson. Secondary Alignment: KSD1.d. - Demonstrating Knowledge of Resources KSD1.e. - Designing Coherent Instruction KSD3.b. - Using Questioning and Discussion Techniques Reflection What I learned about teaching/learning: I learned that students must be provided with a variety of ways to interact with material. Only presenting material to students in one way (lecturing, reading, group work) will work, but it

doesnt account for a variety of learning styles. Lessons can be tailored to allow for a variety of interactions - theres no need to present information in only one way, and its more effective to use a varied approach What I learned about myself as a prospective educator: I learned that I prepare lessons much more thoroughly and effectively when I force myself to use a variety of approaches to account for different learning styles. The easy way out, in terms of planning, is to use a single style (lecture, reading, etc.). When I plan this way, I will often neglect preparation of the material itself. However, when I plan a diverse lesson, I review the lessons content/material much more thoroughly as well. I am a more effective teacher when I plan more thoroughly and use a variety of styles.