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October Discussion Board
Topic Started: Oct 13 2016, 07:57 AM (103 Views)
Lisa Z.
Administrator
* Please summarize your lesson plan in a paragraph.
Be sure to include the standard you are teaching, language and content objectives, key vocabulary you will teach, strategies you will use to teach, and how you will assess your language and content objectives.
*Please comment on one person's lesson with a connection or compliment.
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LeighP

At this point in the unit that we are working on, students are working on argumentation. We are starting to talk about arguments, claims, and counterclaims. After creating thesis statements about a topic, students will complete a wrap-up activity that will allow them to think about claims and counterclaims and pros and cons for certain arguments. In pairs, students will choose from the provided list of school policies. One student will state ideas/ reasons that relate to the policy they have chosen. The other partner will label each idea or reason as a pro or con. The students will continue this for two to three minutes. Then, students will change jobs, with the opposite student stating ideas or reasons while the other student labels each idea or reason as a pro or con.

ELA Standards: W 9.1-10.1 a and b. I won't bore you with the whole standard, but the focus is writing argumentative claims and counterclaims.
WIDA Standards: Respond to critical commentaries by offering claims and counter-claims on a range of issues from illustrated models or outlines
Provide critical commentary on a wide range of issues commensurate with proficient peers.

Content Objective: I can support my ideas using evidence/ examples.
Language Objective: I can state arguments that are for or against my ideas.

Key Vocabulary: Argument, counterargument, pro, and con

Strategies: The class will use the pro-con labeling activity to help students understand the concepts from this lesson.

Assessment: I assessed students based on their work with their partners during the pro-con labeling activity. Later, students will write essays/ create products that should include arguments, claims, counterclaims, and rebuttals.
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CorinHarpe

I teach 6th grade language arts, and my students just finished reading the novel, Hoot. We are exploring plot structure, and specifically how characters change as the novel reaches a resolution. In my lesson, the students are given several quotations from the end of the novel, and they have to determine where the quotation fits into the plot sequence. They also have to illustrate the scene, and each quotation focuses on a particular character. Based on the quotation, they have to determine how the character changes.

Content Standards:

RL. 6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL. 6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

SL. 6.5 Include multimedia components (images and visual displays) in presentations to clarify information.

Language Standards:

L. 6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L. 6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L. 6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L. 6.4 Determine of clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies.

Key Vocabulary:

Tier 2: tremor, scolding, slanderous, impertinent, intimidated, folk, melodramatic, scandal, indignantly, unflattering, vanishing, stunned

Tier 3: climax, falling action, resolution

Strategies: The students will fill out a graphic organizer where they have to cite the text; they have to stop and draw the scene, and they have to describe how their character changes as the plot moves toward a resolution. I provided sentence frames for their response on character change.

Assessment: Students should be able to explain changes in characters’ behavior, and motives, but also changes in character traits. Students should be able to identify where their quotation fits on the plot structure.
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CorinHarpe

Leigh,

Great activity! I like the organized partner work. Will their final essay be on school policies, or is that just an example to help them to better connect to the concepts of claim and counterclaim?
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CandaceBaggett

1st Grade – Guided Reading

The lesson I chose to video was small group guided reading with a Level A (beginning of Kindergarten) group. The lesson starts with basic sight word review, then we went over vocabulary cards connected to the story, and then I went over “I can” statements with the kids pertaining to what our reading focus would be for this particular story. I explained to them that we would be focusing on story elements – identifying the characters, setting, and events of the story. Level A stories do not have a lot of “meat” to them, so this really becomes just basic recall of what they read and the pictures that they relied heavily on for meaning. Each student read aloud to me as I monitored their reading strategies such as getting their mouth ready to say the beginning sound of each word, and cross referencing the illustrations to see if it all makes sense. After reading, we discussed how certain characters felt in the book and why they might have felt that way. We finished the lesson with me teaching a new sight word, transitioned into word study where the kids completed a picture sort with beginning L & T sounds. This was the end of Day 1, as the lesson lasts for two days.


Content Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Content Objective
I CAN describe characters, settings and events in a story.

Language Objectives
I CAN use a graphic organizer to draw and write about the characters, setting, and events in the story.
I CAN label my pictures with beginning sounds.

Vocabulary:
balloons, presents, party

Formative assessment/feedback to learners: Students will illustrate and write about what they would add to the animal’s party (this is related to the chosen text), and complete a story structure graphic organizer (characters, setting, events).


Summative assessment: Teacher observation of student performance and interaction during guided reading lesson, running records on the selected text.

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CandaceBaggett

Corin, I love reading about your assignment because it's so interesting how reading strategies and comprehension strategies develop across grade levels. Even in elementary school, we work on identifying and discussing how characters change throughout a story.
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davidpoe1

I recorded a lesson on perimeter and area of rectangles with a variable. We substituted values for the variables and found the length and height of the rectangles and then solved for the perimeter and area of the rectangles. We were working with my Promethean board the students showed how they found the answers and had to explain their solutions to the class.

Content Standards:
6-EE.2c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole- number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
6-EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Language Standards:

Student will be able to rephrase or recite phrases or sentences involved in problem solving using models and visual support in L1 or L2 with a partner

Student will be able to sequence sentences to show how to solve problems using visual support and confirm with a partner

Student will be able to explain to peers, with details, strategies for solving problems

Content Objectives introduced and reviewed (in student-friendly I CAN statements):

I can find the perimeter of a rectangle.
I can find the area of a rectangle.
I can explain how to find a perimeter.
I can explain how to find an area.

Language Objectives introduced and reviewed (in student-friendly I CAN statements)

I can write, solve, and orally explain how to find the perimeter of a rectangle.

I can write, solve, and orally explain how to find the area of a rectangle.

Key Vocabulary
Perimeter
Area

Formative assessment/feedback to learners:
Homework

Summative assessment: Unit test



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davidpoe1

CandaceBaggett
Nov 1 2016, 12:46 PM
1st Grade – Guided Reading

The lesson I chose to video was small group guided reading with a Level A (beginning of Kindergarten) group. The lesson starts with basic sight word review, then we went over vocabulary cards connected to the story, and then I went over “I can” statements with the kids pertaining to what our reading focus would be for this particular story. I explained to them that we would be focusing on story elements – identifying the characters, setting, and events of the story. Level A stories do not have a lot of “meat” to them, so this really becomes just basic recall of what they read and the pictures that they relied heavily on for meaning. Each student read aloud to me as I monitored their reading strategies such as getting their mouth ready to say the beginning sound of each word, and cross referencing the illustrations to see if it all makes sense. After reading, we discussed how certain characters felt in the book and why they might have felt that way. We finished the lesson with me teaching a new sight word, transitioned into word study where the kids completed a picture sort with beginning L & T sounds. This was the end of Day 1, as the lesson lasts for two days.


Content Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Content Objective
I CAN describe characters, settings and events in a story.

Language Objectives
I CAN use a graphic organizer to draw and write about the characters, setting, and events in the story.
I CAN label my pictures with beginning sounds.

Vocabulary:
balloons, presents, party

Formative assessment/feedback to learners: Students will illustrate and write about what they would add to the animal’s party (this is related to the chosen text), and complete a story structure graphic organizer (characters, setting, events).


Summative assessment: Teacher observation of student performance and interaction during guided reading lesson, running records on the selected text.

Candace, I like your lesson. It helped me a little, as we are discussing short stories, plot, and setting right now. I use vocabulary cards with every new story and they seem to work well.
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Karilena

I'm sorry this is late!

Please summarize your lesson plan in a paragraph.
We used teacher created main idea and detail cards to match up main ideas of passages with their key details. I was working with 5 Level 3/4 students that are either currently receiving ESL services of exited the program last year. We read a 4th grade social studies text above their reading level and scaffolded using a handful of strategies that we have practiced throughout the year. They used the main idea and details they matched up to type a response paragraph using a paragraph frame within Google Classroom.

Be sure to include the standard you are teaching, language and content objectives, key vocabulary you will teach, strategies you will use to teach, and how you will assess your language and content objectives.
Content Standards:
Reading/Writing:
4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text
Social Studies:
4.18 Explain various reasons why people came to the colonies, including profit, religious freedom, slavery, and indentured servitude.

Language Standards:
Grade Level Cluster: Grade 3-5
Framework: Summative
ELP Standard: 2 - Language of Language Arts
Language Domain: READING
Interpret text to identify main ideas and details from multiple paragraphs using visual or graphic support

Content Objectives introduced and reviewed (in student-friendly I CAN statements):
I can identify the topic of a text.
I can identify the main idea and key details from the text that support it.
I can tell why early English settlers came to Jamestown and Plymouth and what some of their experiences were like.

Language Objectives introduced and reviewed (in student-friendly I CAN statements)
I can describe what a topic is.
I can describe what a main idea is and how it is supported by details from the text.
I can write a paragraph summarizing what I have read that includes the main idea and at least 3 key details using a paragraph frame.

Key Vocabulary (identify the Tier 2 and Tier 3 words/phrases that are essential to understanding the content of the lesson):
Tier 2: main idea, details, reasons, evidence, claim, topic, belongings
Tier 3: colony, crop, Pilgrim, servant, slave


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Karilena

davidpoe1
Nov 2 2016, 11:44 AM
Language Objectives introduced and reviewed (in student-friendly I CAN statements)

I can write, solve, and orally explain how to find the perimeter of a rectangle.

I can write, solve, and orally explain how to find the area of a rectangle.




David, I like how students are given a manageable amount of both math and language work in this lesson, and how you are kind of flipping your classroom and having your students teach to show their mastery.
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