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This artifact is a lesson plan implemented at Fallston middle school during my first
rotation. In this lesson, I taught a 7th grade ILA class how to identify and analyze suspense within
a text. This lesson plan was developed using the Towson University lesson plan template,
outlined by a description of the course, the warm-up, hook, activities (1-3), the closure and
finally, the homework. These lesson plans are developed via the means of backwards design,
meaning that goals were established before the creation of the assessments.
This artifact demonstrates a mastery of InTasc 5, or, wherein “the teacher understands
how to connect concepts and use differing perspectives to engage learners in critical thinking,
creativity, and collaborative problem solving related to authentic local and global issues.” I
incorporated my mastery of this standard via the means of developing connections between
student learning and popular culture, particularly through television and film. Students studied
not only how to identify the concept of suspense on a surface-level, but how to analyze its
significance to the text overall. I connected with students by discussing popular films and
television shows that similarly used suspense in order to build drama, thus allowing students to
need in the classroom. Prior to this lesson, students struggled with not only the identification
process of suspense, but the rationalizing of it’s purpose within a body of text. In this way, I
applied the “judging prior learning” concept of the J.P.T.A.A.R planning-teaching learning cycle.