Standard 3: Curricular and pedagogical content knowledge aligned with state resources.

Knowledge of subject matter and pedagogy with reference to the Common Core State Standards for
consistent and equitable learning in Michigan schools, including the ability to: Design and
implement instruction aligned with CCSS.


Reflection: The tools I added to my tool belt while producing this unit was being able to take a standard and break
it down focusing on a part of the standard in depth. Looking into the CCSS and really looking at what should be
taught was something new for me. I learned how to use mentor texts to guide and scaffold my instruction. Using
reading and writing standards combined, creating a rubric, and using the gradual release model, were other tools I
added to my tool belt. I was using constructive criticism from others, and collaboration with another student as my
partner. I realized how essential teamwork can be in an educational setting. Although it was one assignment, a
variety of tools were used and learned that will be carried on into my future instruction.

Madonna University provided me the opportunity to meet this standard in the course EDU 3350: Language Arts and
Linguistic Foundations. I closely examined a grade level and its Common Core State Standards. I focused on second
grade. I created a unit plan of instruction teaching kids how to write narratives using juicy temporal words. A tool I
used to create this unit was backward design. I chose CCSS objectives before choosing instructional methods and
forms of assessment. I considered the learner while making the goals and tried to emphasize the tool they would be
adding to their tool belt. The objectives aligned with the CCSS. My students will be able to:
CCSS.ELA-Literacy.W.2.3 Write narratives, in which they recount a well-elaborated event or short sequence of events, include
details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Also,
CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, students will focus on a topic and strengthen
writing as needed by revising and editing.
Before putting the unit together, I generated a planning web including the objectives, mentor texts, and tools that
would be involved in my unit. Later, I created a kid friendly narrative checklist that connected to the standard to
help my students revise their work while trying to accomplish the objectives. Finally, I produced a three-point
scaled rubric that would assess the final writing products of the students.