cycles of lesson plans, one focused on Science, the other on Social Studies. Both cycles require the integration of the Arts, Health Education, and Physical Education

Cycle 2: Consists of two cycles of lesson plans, one focused on Science, the other on Social Studies. Both cycles require the in" rel="nofollow">integration of the Arts, Health Education, and Physical Education. All areas have to be in" rel="nofollow">integrated in" rel="nofollow">into either cycle/lesson plan. As before, each cycle consists of lesson plans, work samples, assessments and analyses of students' performance, reflections, and commentaries. This cycle also in" rel="nofollow">includes an overall reflection. Cycle Two must in" rel="nofollow">include the followin" rel="nofollow">ing: Detailed lesson plans that address your entire class. Label each lesson clearly as to your focus. Use the edTPA/Capstone lesson plan format (4 pgs. max). See Attachment Description of your rationale for teachin" rel="nofollow">ing this cycle: What are your objectives? What do you expect the students to learn? Why is it appropriate for this particular class or group of students? (1 page). Assessment (pre-, post-in" rel="nofollow">instruction and progress monitorin" rel="nofollow">ing). Include data charts which aggregate in" rel="nofollow">information on student performance pre- and post-in" rel="nofollow">instruction. Indicate data for your entire class. (2 pages) Student work samples. Min" rel="nofollow">inimum of 3 work samples reflectin" rel="nofollow">ing the performance of students of varied abilities. How does the learner’s work demonstrate what they have or have not learned? Did the work in" rel="nofollow">indicate you needed to make any revisions or re-teach some material? Describe the samples and why you chose them. (2 pages). Analysis of student learnin" rel="nofollow">ing. What is the evidence of student learnin" rel="nofollow">ing in" rel="nofollow">in the content area standards identified in" rel="nofollow">in this cycle (lessons)? Discuss student work and assessment results in" rel="nofollow">in terms of what the students did or did not learn. Explain" rel="nofollow">in how you know this. What does the data say about the in" rel="nofollow">instructional cycle and how does this in" rel="nofollow">inform your practice? For example, what do the student work and assessment results in" rel="nofollow">indicate about how you taught the lesson (the backwards look)? What do the student work and assessment results in" rel="nofollow">indicate about what you might need to do, in" rel="nofollow">instructionally, goin" rel="nofollow">ing forward? (2 pages). Reflection of the in" rel="nofollow">instruction and assessment that is aligned with Pace’s SOE Conceptual Framework. Address the followin" rel="nofollow">ing questions: What evidence is there in" rel="nofollow">in my plannin" rel="nofollow">ing, in" rel="nofollow">instruction, assessment, and students’ work that I have promoted social justice? What evidence is there in" rel="nofollow">in my plannin" rel="nofollow">ing, in" rel="nofollow">instruction, assessment and students’ work that I have enabled all students to be successful learners? What evidence in" rel="nofollow">in my plannin" rel="nofollow">ing, in" rel="nofollow">instruction, assessment, and students’ work that I have grown in" rel="nofollow">in my competency as a teacher. (2 pages).