Domain V: Engaging in Learner-Centered Content
Proficiency: The prepared teacher understands the central concepts of their chosen content discipline, the structure of the discipline, and the tools needed to relate the concepts effectively in the classroom. The teacher is able to create learning experiences that make the subject matter meaningful to students.
To show that I engage in learner-centered content, I have submitted my lesson plan on existentialism. This lesson was given to Advanced Placement/International Baccalaureate 11th grade English III students, who were completing a unit on works in translation. This particular lesson was introduced when the class was reading their second existential book, Albert Camus’ The Stranger. Because existentialism is a complex topic, I took the time to read several books, such as How to be an Existentialist by Gary Cox, and essays, like those from possibly the first existential philosopher, Soren Kierkegaard, as well as conduct online research. As such, I have also attached my notes that resulted from my research.
I incorporated resources other than the textbook and standardized curriculum to enable students to make connections between content and the real world and to make content relevant to students. To demonstrate this proficiency, I have attached the PowerPoint and accompanying student handout. I used clips from the films The Big Lebowski and Garden State, as well as the song “Folsom Prison Blues” by Johnny Cash. Although these are not new resources, they have large cult followings and were popular with the students. I used examples I knew they would recognize so that they could better grasp the tough concepts of existentialism. I also related existentialism back to the first work in translation that the class read, The Metamorphosis by Franz Kafka. This helped students understand that the philosophy was a theme they had encountered before.
In order to make content relevant to students “real world” and interests, I asked them to find songs they listen to on a daily basis that have existential lyrics. For the song activity, I grouped students by personality characteristics so that each group was diverse. To illustrate this proficiency, I have submitted a photo of students working on the activity in their small group.
Students reviewing the tenets of existentialism before searching for existential songs.
I chose to do this because I wanted the students to engage in discussion about the songs they each wanted to choose. Students were allowed to find songs by using their phones, MP3 players, or the classroom computer, and then completed a TP-CASTT on the song. They presented their song by displaying the lyrics on the overhead for the class and plugging their mobile device into the classroom microphone. They then played a short clip of the song, including the line they deemed the most telling and explained how the lyrics were existential.