2. Identifying the Topic You Will Teach and Its Relationship to the Larger Curriculum:

Thanks and a disclaimer: Several teachers completed a version of the CTC in the spring of 2000. Their work has provided the core of the samples below. We have, however, modified some of the selections to maintain confidentiality and to ensure that the samples reflect the revisions we have made in the instructions. Thanks to all the teachers who helped us with the original samples. Your input helped us make this a better process for all.

Sample 1. The purpose of this activity was to teach students how to use a microscope. We have recently begun a unit on the water cycle including conservation and quality of water. Once the students have learned how to use the microscope, the class will be able to observe the microscopic life found in a water sample. (5th grade science)

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Sample 2. The topics of these lessons are careers and skills necessary to complete job applications and interviews. The lessons are to be taught in a peer class that promotes student self confidence and provides real life experiences. The peer class teaches students ways to cope with issues that they are currently facing or may face in the future. Since many of the students will be looking for summer jobs, this lesson will provide them with the necessary skills and confidence to obtain a job. This is an Intensive learning Alternative Class made up of students who are at risk of dropping out. Therefore, teaching students about various careers and providing them skills to obtain a job is critical. (Middle School Alternative learning Class)

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Sample 3. The topic I will focus on is ending sentences with correct punctuation. I have been working on writing with my students all year. This fits with the Sunshine State Standards for writing and with FCAT Writes. Punctuation is of great importance for the students in their future. (Approximately, 2nd grade level, continuous progress school)

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The topic of these lessons is to write a poem based on the model "Where I Am From" by George Ella Lyon. This bridges our units of poetry and biography/autobiography. This is a less structured modeling activity than others we did in the poetry unit. It will involve prewriting, drafting, peer editing, revision and publication, diverse voices -- all elements of the Sunshine State Standards; (The original report spelled out the standards listed here: LA.B.1.3.1-1.3.3; LA.B. 1.4.1; LA.E.2.3.4; LA.B.2.4.3.) It will also enhance understanding of the Six Traits.