Professional Documents
Culture Documents
Jianna Doxey
Regent University
Introduction
instruction. Not only is this content standard based, but there is integration of multiple subjects into
an effective lesson. This effective lesson allows for the teacher to touch on multiple important
points and the student to apply these differences of subject but similarity in combination to the real
world. This competency proves the ability to produce a high quality lesson in order to support
student academic achievement. Both teacher and student gain from standard based integrated
lessons.
Artifact One is a Second Grade Science hands on lesson that has Language Arts integrated
within, regarding communication and oral language (still a vital key in learning for the younger
grades). I chose this lesson to incorporate within this competency because it was one created in the
class (Introduction to Integrated Science and Advanced Integrated Science) I learned the most about
integration. I went within the original lesson and added in some communication and oral
presentation Second grade objectives for a “socratic” like seminar within the lesson. This lesson
provides a 5E content lesson questioning inquiry and hands on learning. This lesson presents the use
of magnets and leads into a whole group communicated discussion on magnets and how objects
react. I have yet to teach this lesson, as I have not been within a Second grade classroom but believe
this lesson could be functional allowing students to experiment and touch and see the content
materials one on one. Students would also be provoked by the discussion to relate it to what they
Artifact Two is a Fifth Grade Language Arts lesson that has Social Studies integrated within.
This aligns with Virginia Beach City Public School standards: 5.1 The student will listen, draw
conclusions, and share responses in subject-related group learning activities. a) Participate in and
contribute to discussions across content areas. 5.6 The student will read and demonstrate
CONTENT KNOWELDGE 3
comprehension of nonfiction texts. a) Use text organizers, such as type, headings, and graphics, to
predict and categorize information in both print and digital texts. c) Skim materials to develop a
general overview of content and to locate specific information. d) Identify the main idea of
nonfiction texts. e) Summarize supporting details in nonfiction texts. l) Use reading strategies
throughout the reading process to monitor comprehension. m) Read with fluency and accuracy.
This also aligns with Virginia State SOL Objectives VS.7 The student will demonstrate an
understanding of the issues that divided our nation and led to the Civil War by a) explaining the
major events and the differences between northern and southern states that divided Virginians and
led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war,
including identifying major battles that took place in Virginia; and c) describing the roles of
American Indians, whites, enslaved African Americans, and free African Americans. VS.8 The
student will demonstrate an understanding of the reconstruction of Virginia following the Civil War
segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African
Americans; and c) describing the importance of railroads, new industries, and the growth of cities
to Virginia’s economic development. This lesson, I taught when my cooperating teacher was absent
my second week. I did not create this lesson myself but was able to experience the teaching of it and
the understanding of the students that they could learn about other subject areas in reading. As I
popcorn read the newspaper with the class, we focused on different text features within the piece of
nonfiction. Being based on the civil war, I was also able to start off conversation with the teacher
guided questions. After asking the teacher guided questions presented in the teacher manual, the
students answered the question presented, asked questions about defining multiple words, asked
questions relating to the continuation of the Civil War and were able to connect standard based
content to other things read, heard, and watched. Although this lesson was not majorly hands on,
CONTENT KNOWELDGE 4
students had the ability of having the actual newspaper in their hands instead of a paper or textbook
As far as my knowledge gained from classes at Regent, I have learned to definitely get all of
the bang for my buck. If I can fit multiple subject objectives into a lesson, I am going to do it.
Students would be able to understand how different contents connect in the real world, and as the
teacher, I would be able to put forth the most effective (in multiple ways) lesson. I specifically
learned a lot about integration of multiple subjects in my Introduction to Integrated Science and
Advanced Integrated Science classes. In these classes, I was able to not only apply combining more
than one subject but combining one of the most difficult (sometimes due to lack of materials,
resources, effective knowledge and understanding). Learning to push inquiry based, hands on
Science into the main core subjects, Language Arts and Math, was in ways difficult and rewarding.
Pushing back to Standard Based Instruction, firstly teachers and students need to be on the
same page of the standards that must be taught and learned within the classroom, school, and
district, and how. “Students have a right to understand the expectations they are to meet, and
teachers have a right to understand the parameters within which their instruction takes place.
~Douglas Reeves” (Focus on Standards-Based Instruction - Nazareth Area School District, 2007).
Throughout integration planning and differentiated instruction teachers speak their belief in the
ability of each students’ strengths and weaknesses. Not only are the subject objectives integrated
throughout each other, but students are taught using inquiry, differentiation, higher-level thinking,
and student ownership of learning. Inquiry leads to the acknowledgement of real world analysis.
any. The teacher may also modify assignments for students who need that extra push. This
differentiation provides the accountability of teachers on students with disabilities to thrive with the
same expectations as other students without disabilities (Matlock, Fielder, Walsh, 2001). Students
CONTENT KNOWELDGE 5
are required to think on a deeper level. Even if students may not have the ability to write to an
extent, their discussions and questions can project a thorough understanding of standard based
content. Students also have more ownership over their learning when interested in the discussion
and tales of content. Students (and parents) can also form more ownership by knowing and
understanding their data within the standards with help from the teacher. Through preparation,
practice, and performance, students and teachers have the ability to understand levels of knowledge,
understand attitude toward learning and teaching, observe, and access basic skills (Thompson,
2009). “This study provides evidence in support of standards-based practices such as inquiry,
problem solving, co-operative learning, and use of hands-on and technology in math and science
References
Matlock, L., Fielder, K., & Walsh, D. (2001). Building the Foundation for Standards-Based
Instruction for All Students. Teaching Exceptional Children, 33(5), 68. Retrieved from
http://eres.regent.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=ehh&AN=4563111&site=ehost-live
CONTENT KNOWELDGE 6
N.A. (2007). Focus on Standards-Based Instruction - Nazareth Area School District [PowerPoint
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