Ccss - Ela-Literacy - Ri.3.2 Ccss - Ela-Literacy - Ri.3.5: Pre-Assessment (For Learning) : Formative (For Learning)
Ccss - Ela-Literacy - Ri.3.2 Ccss - Ela-Literacy - Ri.3.5: Pre-Assessment (For Learning) : Formative (For Learning)
Lesson 4
1-19-13
UNIT PLAN: YVONNE BOESKOOL
Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration,
language Students will have to mastery-oriented feedback
collaborate with their partner
fairly as to not give away the
answer or let the partner to the
work.
Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply functions- coordinate short & regulation- expectations,
& highlight long term goals, monitor personal skills and strategies,
Students work independently on progress, and modify strategies self-assessment & reflection
the deconstruction activity to The teacher will encourage
monitor their own progress. motivation in the students by
clearly stating the expectation
of each task, but allowing them
to be responsible for their own
learning and work toward the
goal of independence in this
subject.
Various holiday articles
Materials-what materials Name sticks for drawing randomly
(books, handouts, etc) do Large, white paper for from previous lesson
you need for this lesson Shark assessment for partner and independent work
and are they ready to Partner list
use? Deconstruction Rubric
Highlighters
My mentor teachers Text Feature posters
In table groups providing many spots for partner work. A large area at the front of the room where
How will your classroom students can gather and listen to the teacher while following along with whats being projected on the
be set up for this lesson? screen.
Have students gather back to the front carpet. Read each question with the class and follow along
Begin multiple choice test questions. Have the answering prompts.
class read each question and follow along
answering prompts.
Pass out highlighters for students to use and show Use highlighters with teacher guidance.
them what to highlight to answer each question.
4 Ask students: Think critically to answer questions.
min.
Closure
1. What might be the purpose of a visual text 1. Show instead of tell
(conclusion,
feature? 2. Help you picture things, help you
culmination,
2. Why does an article need them? How do understand
wrap-up)
they help you? Have students discuss this 3. Show where something is located
in partners. 4. To show the parts
3. Why would a writer add a map to their
writing?
4. Why might they use a diagram instead of a
plain picture?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
11/25/17
I havent taught this lesson yet, but I wll in the coming week!
1-19-13
UNIT PLAN: YVONNE BOESKOOL
Im so excited about the rubric/self assessment I created for this lesson! I first created a very traditional analytical rubric for this
activity. When revising the lessons, I decided to completely replace it with a questionnaire-style rubric. This is much more kid-
friendly and easy to read. It allows students to elaborate on their efforts and to assess their work in a way that doesnt force them to
fit themselves into a box, or category.
I like the deconstruction activity, but Im not as confident about the Shark Assessment. I spent a lot of time looking for articles I
could use to create my own worksheet asking students to find information from the text features, but I just couldnt find any good
ones with enough of the text features! I originally had students completing the multiple choice on their own, but after teaching a
lesson similar to this (but not about text features specifically) I realized that these questions are way to complicated for my particular
students and going over them as a class is much more inclusive and thorough.
1-19-13