Download The Architecture of Accomplished Teaching – Worksheet

The Architecture of Accomplished Teaching – Worksheet
Derek Rowley, MRH High School • Based on National Board Double Helix model
6 – Describe the new high and 
worthwhile goals you set for these
students at this time and why they
were appropriate.
5 – How did you reflect on this
student learning, the effectiveness
of the instructional design? What
particular concerns or issues
resulted?

4 – How did you evaluate

student learning that resulted from
this unit/lesson?
3 – How did you implement
instruction designed to attain these
goals?

2 – What were the high,

worthwhile goals you set for these
students at this time, in this setting?
Look to your department
curriculum, state standards, and any
other standards you used to design
curriculum.
1b – Who are these students?
Where were they before you taught
this unit/lesson? What did they need
and in what order did they need it?
Where did you begin? Why did you
begin there?

1a – START HERE: Identify 
one student or group of students (a
collaborative group, a section, a
whole class, etc.) that you taught a
unit or lesson to recently.
The Architecture of Accomplished Teaching – Example
Derek Rowley, MRH High School • Based on National Board Double Helix model
6 – Describe the new high and  I moved on to “irony,” providing a
worthwhile goals you set for these
students at this time and why they
were appropriate.
5 – How did you reflect on this
student learning, the effectiveness
of the instructional design? What
particular concerns or issues
resulted?
4 – How did you evaluate
student learning that resulted from
this unit/lesson?
3 – How did you implement
instruction designed to attain these
goals?
definition and examples to all students
while continuing to re-teach elements of
tone to students that needed it
 Words that accurately describe tone are
usually adjectives; the presence of other
parts of speech, such as nouns, or
references to the actual subject matter of
the text in student responses are clues that
the student may not understand the concept
of tone. I re-taught the concept with new
examples to these students one-on-one
during reading conferences and reviewed
the list of tone words with them. Some
students required multiple re-teaching
sessions before being able to accurately
identify the tone of a passage. Other
students were able to grasp the concept
right away and start evaluating the writer’s
use of this technique and how it contributed
to other techniques, such as irony.
 Whole class discussion during intro
sessions. Small group and one-on-one
reading conferences. Teacher evaluation of
reading notebook entries on tone.
 Definition of “tone” in notes. Review of
a list of tone words. Then students studied a
series of short texts as a whole class and
identified words to describe tone in each.
Then students identified tone in key
passages of lit circle books and independent
reading texts and wrote about how writers
used this technique to achieve a particular
effect or meaning.
2 – What were the high,
worthwhile goals you set for these
students at this time, in this setting?
Look to your department
curriculum, state standards, and any
other standards you used to design
curriculum.
GLE: Use details from the text to analyze
1b – Who are these students?
 Wide range of reading and writing
Where were they before you taught
this unit/lesson? What did they need
and in what order did they need it?
Where did you begin? Why did you
begin there?
and evaluate the effect of tone on the
overall meaning of the work
abilities; some students with difficulty with
focus and motivation; others are very
directed; some recreational readers, some
not. These students need the appropriate
level of challenge in a text, along with the
opportunity to read a text on a topic of
interest to them. They need instruction in
the more sophisticated literary techniques
and how they operate in a text.
1a – START HERE: Identify  English III, PM 2
one student or group of students (a
collaborative group, a section, a
whole class, etc.) that you taught a
unit or lesson to recently.