Week 4 Learning Map Assignment

Alisha Carlin

National University
 Teacher Interview

Due to the month we’ve had - my friend dying and my Mother-in-law being diagnosed

with cancer - I ended up interviewing my husband for this assignment. His name is Daniel Carlin

and he is in his first year of teaching and coaching at Vista Murrieta High School in the Murrieta

Valley Unified School District. Mr. Carlin teaches six periods of US History. His course is

designated for Juniors, but he does have a few Seniors who have had to repeat the course.

Vista Murrieta’s student population is just over 3,500 students. Ironically, the

demographics of his classroom fit the percentages of the school-wide demographics. 38% of the

students are Caucasian, 13% are Asian, 10% are African American, 33% are Hispanic and 6%

two or more races. Mr. Carlin does not have any ELs in his class, so I ended up using example

students who are actual students from my mentor teachers classroom that I am familiar and have

worked with.

Mr. Carlin is very familiar with National University’s Learning Map and uses its methods

every day to lesson plan. Mr. Carlin is usually a day or two ahead of his students because this is

his first year of teaching and he has nothing to reference. He is learning as he goes and is

definitely trialing everything he has learned from his credential program. As his wife and fellow

future colleague, it was fun to ask him questions about his planning process and how he makes

adjustments.

1) How do you usually start planning? Where do you begin? I look at

the standards for my unit and look to see if there are any mutual learning goals set by my

department that I need to achieve as well.

2) What are some key considerations you use at the beginning and during your planning

process? Making sure that my

lesson has enough width and depth that can challenge students that are ahead of the

curve, but enough pieces that can bring those who are falling behind in. Making sure my

UDLs are covered so that students are getting multiple means of representation,

expression and engagement. Also making sure that I have enough scaffolding in place so

that those who may potentially struggle have something that will bridge those gaps.

3) In terms of content area knowledge, how do you decide on the target for a one-day lesson,

two-day lesson or an instructional unit of study over several days? When I’m planning my

unit I’m making sure I am hitting all of the standards. When it comes to individual lessons

plans, there may be one or two specific standards that I may be basing it around. In terms

of the unit or lesson, looking at prior knowledge and tying it back into previous lessons.

When I look at the unit, I am also planning ahead and looking how I am going to develop

student understanding over the course of 3-4 weeks.

4) In terms of your learners, what are some key things you always keep in mind when

planning? This year I do not

have many ELs or 504s. My course is not AP or dual, so there is a pretty big mix of

students who care deeply for academics and see a lot of value in education but I also have

a lot of kids who are unmotivated. It is the balance of challenging the kids who

realistically could be in the higher level courses but chose not to but also needs to be at a

level where other kids will be engaged and won’t get up.
5) Do you plan for differentiation ahead of time and if so, what are you including in this

planning? The main

differentiating that I do is providing modified documents. We work with a lot of primary

sources that require in-depth analysis and some students are not at that level and need

modified documents to help their understanding.

6) How about planning for differentiation while you are teaching? How about technology

mediation or access to resources or curricular materials? Students can always access

my lesson plans online through Haiku (online school wide platform) and refer back to

them as needed. They can look at slides and resources ahead of time.

7) In terms of assessment, what are important areas you keep in mind when planning? Do

you prepare your assessments as part of your planning? Do you allow yourself to deviate

from your original assessments and if so, when and how?

Our main assessments are DBQs (document based questions) which can be short answer

analysis or essay responses. Quizzes: vocab, reading, etc. And obviously unit tests and

presentations. For DBQs, lessons are based around these assessments. Generally for my

units tests, I will wait until the end of the unit to see what we actually covered and what

students know before making the test.

8) Finally, what is the importance, relevance and pertinence of planning for effective

instruction in your professional opinion? The

lesson needs to first cover the standards, be engaging/relatable and lastly there should be
 enough depth to the lesson that all students should be represented and be able to connect

to the subject matter.

9) Would you be so kind to share with me how you map out your planning or capture your

ideas or annotate them for instruction so I can see your instructional planning?

He lists the title, then the standard, then lists out his list of questions which are his

essential learning goals. Once the goals are established then he lists all of the academic

texts he needs to share (videos, documents, photos, sources, etc). From there he looks to

see if any modifications need to be put in place, particularly for the reading documents.

Then he creates activities to go along with the sources and then times out how long it will

take to get through each activity. Students watching video and responding to it, partner

discussion, reading through a document and responding, etc. So he has them timed out on

the paper and then adds in scaffolding for in-between or during activities. Then he has

some type of assessment at the end of class to see if students have accomplished the

learning goals and can answer the essential questions. That could be through a quiz,

quick write, a discussion, a DBQ essay.

Grade Level: 11

11.10 Students analyze the development of federal civil rights and voting rights.

4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther
King, Jr., Malcom X, Thurgood Marshall, James Farmer, Rosa Parks), including the
significance of Martin Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a
Dream” speech.

https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
UDL Principles Engagement Representation Action & Expression

Small Group discussion Students will read two Reading the article and

where they will create a articles. Watch two watching the videos

venn diagram of short videos. Listen to a students will record

similarities and short guided powerpoint major events for both

differences between presentation lecture. MLK and Malcom X.

Martin Luther King Jr. Followed by a class They will then share the

and Malcom X. discussion. Hearing major events with the

both from small groups class. Students will

Whole Class Discussion and then the collective record appropriate

after reading through whole. Refer to notes during lecture to

article and watching Engagement section for refer back to. Students

video of major life more detail on each will work in small groups

events that shaped specific task. to create venn diagram

Malcom X and MLK and to discuss similarities

their understanding. and differences which is

then shared with the

Quick write to describe whole class.

both of their goals and

strategies for the Civil

Rights Movement.
UDL Principles Engagement Representation Action & Expression

Planning LEARNER: LEARNER: LEARNER:

Cade: Junior, has Mia: Junior, Bridging Lihua (goes by Lily):

ADHD. Kinesthetic and English Learner. Junior, Expanding

Visual Learner. Has Auditory and Kinesthetic English Speaker. Visual

lived in the area his learner. Immigrated and Auditory Learner.

entire life. Participates from Mexico in Middle Moved to the US at the

on the football and track School. Family speaks beginning of the school

team. Overly social and some English at home. year from China. Took

distracting in class. Enjoys food and her English classes in China

culinary classes. but lacks confidence.

Hangs out with other

Chinese transfer

students. Loves K-pop

and fashion.

TARGET: TARGET: TARGET:

Be able to focus on Continue to build Continue to build

each specific task and confidence in English confidence in English.

be engaged on all speaking. Be an active Be able to explain the

stages of the lesson. participant in group and differences and

Recognize the class discussions about similarities between

similarities and Malcom X and MLK. MLK and Malcom X. Be

differences between active in group

MLK and Malcom X. discussions.

UDL Principles Engagement Representation Action & Expression

ASSESSMENT: ASSESSMENT: ASSESSMENT:

I will look for a recording I will look for a recording I will look for a recording
of at least 5 major of at least 5 major of at least 5 major
events in MLK and events in MLK and events in MLK and
Malcom X’s life based Malcom X’s life based Malcom X’s life based
off the readings and the off the readings and the off the readings and the
videos. I will look to see videos. I will look to see videos. I will look to see
that he is participating that she is participating that she is participating
and has helped his and has helped her and has helped her
group complete the group complete the group complete the
Venn Diagram. Venn Diagram. Venn Diagram
INSTRUCTION: INSTRUCTION: INSTRUCTION:
Lesson plan is designed Videos will help to give Video and images will
to cater to Cade’s need Mia a better help her see things. The
for social interaction by understanding of the Venn Diagram will give
including multiple lesson. What she may her a visual
stages that have small not pick up in the representation and
group discussion and readings, will be understanding of the
interactions. There are covered by the class subject matter.
also multiple activities discussions and audio MANAGEMENT:
throughout the lesson, on the video. Lily will be placed next
meaning Cade will not MANAGEMENT: to Proficient English
be stuck doing the same Sit at the front of the speakers so that she is
thing for long periods of room close to the video paired with them for
time. projection and group discussions. She
MANAGEMENT: speakers. Make sure will also sit near the
Cade is seated close to her group includes front of the classroom
my desk/the front of the proficient English so she is close to the
room which allows me speakers. video projection and
to help keep him on task speakers/teacher for
and focused while auditory purposes.
completing tasks.
 Reflection

The importance of strong, rigorous planning for instruction is to help all students be

successful in and outside of the classroom. It is important that no child be left behind, especially

when a teacher can help to make changes to suit a specific students needs. Relationships are vital

to the success of a teacher. Knowing each of my students will help me to understand their

backgrounds, interests, strengths and desires. Just like in fashion, teaching for a wide variety of

learners is the same, one size does not fit all.