For this artifact, I selected a lesson plan that I designed for my English 11 class that focuses on analyzing themes in The Great Gatsby. This artifact aligns with Danielson Domain 1e: Planning Coherent Instruction. It demonstrates clear learning objectives, structured activity sequencing, and opportunities for student engagement and collaboration.

Evidence-Based Practice

This lesson plan demonstrates multiple evidence-based practices, including alignment to USBE ELA standards, clear learning objectives, and structured student interactions (e.g., turn-and-talks). Academic standards are foundational to effective lesson planning, as they “outline what students should know and be able to do at each grade level” (Western Governors University, 2020). The use of direct instruction supports modeling and gradual release, which in turn facilitates scaffolding and aligns with Lev Vygotsky’s concept of the Zone of Proximal Development, which emphasizes supporting students through guided instruction within their current level of understanding.

In this lesson, formative assessment is embedded through daily bell ringers. I intentionally designed these bell ringers to align with instructional goals, pique student interest, and support vocabulary development. I used brief class discussions and reviewed student responses to monitor understanding and inform instructional decisions.

I designed learning experiences with my students’ diverse needs in mind. Several students in my classes had IEPs and 504 plans related to learning disabilities and behavioral challenges. This required me to design learning experiences and provide scaffolds that supported all students. In Differentiation: From Planning to Practice, Rick Wormeli emphasizes the importance of maintaining student hope, stating, “If we teach or grade in a way that causes a student to lose hope, we’ve sacrificed our usefulness to the profession and the community we serve; students don’t learn without hope for a positive outcome” (Wormeli, 2007).

How this my will Influence my Future Teaching

This artifact impacted my learning by helping me understand the importance of organizing lessons in a way that sequentially develops student understanding. It also deepened my awareness of the value of pre-assessing student knowledge to inform instructional planning. In future lessons, I am committed to designing learning experiences and assessments that support diverse learners and provide equitable access to instructional materials. Prioritizing student needs will enhance engagement and lead to more meaningful and equitable learning outcomes.

According to Danielson (2022), effective instruction requires coherent sequencing of learning activities and alignment with instructional outcomes. This framework is reflected in my approach to lesson design and instructional planning.

These practices reflect my commitment to designing instruction that is intentional, equitable, and grounded in research-based strategies.