Teacher Prep: Making a Unit Plan

Hi Y'all,

Since I'm finishing up school to be a teacher, I figured I would share some of my insights on what I've learned from my program thus far (after all, teachers learn from each other).

I do realize the school year just ended (or is ending for some districts). However, some teachers have to switch grade levels and have to start coming up with lessons and units for their new grade. New teachers also have to do this.

For one of my classes (Elementary Education Methods), I had to learn Backwards Design lesson planning and create a lesson plan. Now, I'd made lesson plans specific to language arts and reading groups before; but I had never done the Backwards Design model before.

For my class we turned in two lesson plans before working on our actual unit plan. Our unit had several requirements (like you had to have a technology lesson, cooperative lesson, and a lesson you found on the internet). Quite frankly, I found most of them on the internet, but I wasn't afraid to switch some things up.

I have the good fortunate to be getting my licensure in the state of Virginia, which means that I have the Standards of Learning (or SOLs) to follow.  Most (if not all) states have something similar.

Since I already knew I had a guideline, I picked out first grade citizenship as my focus for my unit. Citizenship is super important, especially for the younger grades as they're learning about society (gives them background knowledge they might now have) and it also teaches them about being nice to each other.

I took each standard, and put it into Google Sheets (I don't have Microsoft on my computer). I then had a column for each lesson (I had to have 10 lessons). Each time I completed an SOL, I put a check for the lesson plan.

(c) withsoutherngrace

This way, I knew exactly what I needed to accomplish in my lessons. I also thought about how I wanted to assess my students. Something I've noticed is there is way to many papers. I'm glad that students have stuff to take home to their families, but come on, no one needs that many papers. 

Therefore, I thought about ways I could ask questions to the students and do check lists instead. That way, I could write out the responses and be able to watch what they were doing instead of having 15 plus worksheets to grade throughout the unit. 

In Wiggins and McTighe's model of Backwards Design, after you figure out how you're going to assess, you have to figure out what the Big Idea/Understandings and Questions are (these are also known as Essential Understandings and Questions). Luckily, in the state of Virginia, it's essentially the SOLs, just reworded. This allows the students to have something to discuss. 

I then wrote out the lesson plan using the WhereTo format. I also typed out what materials were needed (worksheets, technology, pencils, markets, erasers, etc.). This way, when I pull up the lesson I know exactly what I need and can have it ready to go!

For some of the activities, I found them online (I found ideas on Pinterest and Teachers Pay Teachers). However, some of them I had to tweak to the Virginia SOL specifications. I've even been thinking about putting them on Teachers Pay Teachers. 

How do y'all lesson/unit plan? How do you find your activities? Do you use Teachers Pay Teachers?

with southern grace,

Lindsey

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How to Become a Teacher: My Story

Hi y'all,

As many of you know I am finishing up my schooling to become a teacher. While my path to becoming a teacher is unconventional, I thought I would share with you what you can expect on your own path to teacher licensure.

Please note, my licensure is Prek-6th, so my requirements might be different.

First, I finished my B.A. in Communication Studies (when I was first applying to colleges, I was told you cannot major in Elementary Education in the state of Virginia, but you major in something else and then you fulfill requirements for your teaching licensure. However, each school is different). I graduated from CNU in May 2015.

I then took a summer and fall semester off of school completely. Toward the end of October/in November I went in to have a meeting with my future advisor at Mary Baldwin to see what to expect and what I would need to fulfill class wise. I also found out the testing requirements. At this point, I also started volunteering in my 4th grade teacher's classroom (he now teaches 5th grade at the same school). I realized I really did like it, and I kept volunteering through the start of the next semester.

In January 2016, I started taking classes at the community college (I fulfilled several requirements: a literature class, micro econ, child psychology, and cultural geography). It is obviously cheaper to take classes at the community college than through a public or private university. I also worked on taking some of my entry tests (the Praxis Core Math for Educators and VCLA). I then applied to the actual program, Post Baccalaureate Teacher Licensure (PBTL) program at Mary Baldwin University (previously Mary Baldwin College). This is one of the more popular programs in the state and offers classes for adults so classes don't meet every week and the professors are often more flexible than when doing a traditional course of studies.

In March, I started working as a TA in a first grade classroom, which has given me valuable experience, and allowed me to knock out another class.

By April, I was admitted to the program for the summer session, when I took classes like Behavior Management, Assessments of and For Learning (essentially a class on how to write an assessment, and how to interpret assessment results), completed a Prior Learning Portfolio.

In the fall, I continued working as a TA, this year I worked in two Spanish Immersion classrooms on the English side (more about this in a later post). I work in first and second grades. I also continued to take classes. This semester I took: another Introduction to Education, Understanding Exceptional Individuals (both on gifted and SPED students), Language and Acquisition 1 (geared toward K-1), and Engaging Students in Science.

This spring, I took two practicum classes, Language and Acquisition 2 (geared toward 2-6th), and Elementary Methods (this focused on writing lesson plans and a unit plan), and a science class (the state of Virginia requires two science classes and I already had one from CNU).

During this summer, I will take my last two classes, which are math method classes.

Finally, this fall I will complete my student teaching.

However, I have taken more tests since the Praxis for Core Educators: Math and VCLA. I have taken the Praxis in the core subjects and I still have to take the RVE (the Reading for Virginia Educators). I have also completed First Aid/CPR/AED training, Dyslexia Identification Training, and a Civics training.

I'm still waiting to hear where my student teaching placement will be, but I can't wait to find out (I should find out sometime in June or July).

I have a few more education focused posts coming (like how I lesson plan and how to plan a unit). Let me know if you want to see something specific.

I was already pretty unhappy doing what I was doing back when I first went for my meeting in the late fall of 2015, and I knew I wanted a life change. I will say that volunteering in the classroom helped me figure it out. Likewise, I also knew that school is my comfort zone. I absolutely love learning, and love teaching. I do sometimes find it stressful (as does everyone). But, at the end of the day, I love what I do. Even though when I volunteered, I only graded some papers and answered questions (in case anyone is wondering, ask me anything about VA history for 5th grade, and I know the answer). I love learning, and even though I never wanted to be a teacher growing up, my mom knew from the time I was 3 years old (if not before), that I was born to be a teacher.

Am I sad that I took a different path to being a teacher? Absolutely not. I'm glad that I've had the experiences that I've had. I have already had difficult students and the cutest students (and yes, I have stories for literally years, I might even write a book one day). I also know how to handle having a TA, and what are fair expectations of a future TA I might have. I also know that without a servants heart, being a teacher is not going to fulfill me. I also know that I will treasure my years of being a teacher more. Plus, I'm grateful for my communication training as I definitely understand how to communicate with the tiny humans more. And y'all, some of them are really tiny.

To wrap it up, because I feel like this post is already too long, can I wait to be a teacher in my own classroom? No. Do I have to? Yes. Am I happy I went back to school? Absolutely.

Are you a teacher? Did you take the conventional path or did you go back to school?

with southern grace,

Lindsey

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