Candidate creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability.
Book flood of texts that represent alternative viewpoints: I will allow access to books that represent different ethnicities, all genders, various learning abilities etc. For example, I will try to represent several (ideally a dozen or more) countries by selecting books by authors from those countries. I will have these books available to students, but I will also use them throughout lessons. To teach their themes; express their ideas and use them to guide my instruction.
Differentiating instruction: I will give my students choices when it comes to projects and assessments. My best example of this I learned from my Teaching Literature course at Kent State taught by Mrs. Batchelor. It's a project menu. A project menu gives students several different options to complete for a final project. Each option typically represents a different intelligence. In the beginning of the year I would explain to my students that not everyone learns the same. I would then allow them to experiment with the different intelligences so they can determine which one they fit. Here's an example of a project menu for the final project after finishing "To Kill a Mockingbird."
Here's another example of a project menu to use when teaching characterization. Students create their own characters then present their characters using one of the options from the menu.
Standard 4.4
Candidate creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability.
Book flood of texts that represent alternative viewpoints: I will allow access to books that represent different ethnicities, all genders, various learning abilities etc. For example, I will try to represent several (ideally a dozen or more) countries by selecting books by authors from those countries. I will have these books available to students, but I will also use them throughout lessons. To teach their themes; express their ideas and use them to guide my instruction.
Differentiating instruction: I will give my students choices when it comes to projects and assessments. My best example of this I learned from my Teaching Literature course at Kent State taught by Mrs. Batchelor. It's a project menu. A project menu gives students several different options to complete for a final project. Each option typically represents a different intelligence. In the beginning of the year I would explain to my students that not everyone learns the same. I would then allow them to experiment with the different intelligences so they can determine which one they fit. Here's an example of a project menu for the final project after finishing "To Kill a Mockingbird."
Here's another example of a project menu to use when teaching characterization. Students create their own characters then present their characters using one of the options from the menu.