Writing Stage 1-Desired results

Writing

Stage 1-Desired results

Established Goals

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Understandings:

Student will understand:

How to write a detailed informative/explanatory text by examining a topic and conveying ideas, and information through a selection of organized relevant content analysis.

Essential Questions:

Explain the relevant informative/exploratory content that could be used to examine a topic?

How would you organize and select your ideas once selected from relevant content informative/explanatory text?

What evidence would you use to write and express relevant information carefully selected from concepts and ideas from a informative/explanatory text?

Student will know…

Students will know how to select a topic from carefully selected words from the informational/ exploratory content text by analyzing the words.

How to careful select and express written concept words that are relevant to the text.

Student will know how to organize and select ideas from relevant informative/explanatory text by writing a rough draft, revising drafts, proof reading and editing final written works.

Student will be able to…

Write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized-

Introduce the topic of my text-development and write the main idea of the topic-

Reading Stage 1-Desired results

Reading

Stage 1-Desired results

Established Goals

RI. 6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

R.I.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI 6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

R.I.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Understanding:

Students will understand that…

An informational text analysis can support evidence in individual events and ideas.

The meaning of context words along with phrases used in figurative, connotative and technical terms to derive meanings of surrounding words.

An author’s point of view and purpose can be read from a text along with the author’s ideas which are played out in the text.

Information text can be presented in multimedia formats and different meanings can be used to develop further understanding.

Essential Question:

Explain how an informative text can support ideas and illustrations in the text?

How can you derive meaning from the main ideas, phrases and examples in a text?

Give detailed examples of how the author’s ideas and points of views are played out throughout the text?

Describe how integrated multimedia information can be expressed in a text and what meaning it gives to the topic or issues in the text?

Learning Outcomes:

Student will know…how to derive meaning from an informational text by analyzing supporting key ideas, and illustrated elaborated text.

Student will know…how to explain the meaning of phrases and ideas using cues from words when expressed in figurative connotative and textual examples.

Describe the author’s point of view, ideas and purpose of a text.

How to comprehend multimedia information and how it is expressed in the text and what meaning it adds to a text.

Student Will Be Able:

Analyze how key individual, events, or ideas are developed throughout a text.

Use a variety of strategies to determine word meaning in informational texts.

Determine an author’s point of view or purpose in an informational text.

Explain how an author’s point of view is conveyed in an informational text.

Use a variety of media to develop and deepen understanding of topic or idea.

MY Prezi

Prezi link:

http://prezi.com/1etad6jswv0o/?utm_campaign=share&utm_medium=copy

Assignment # 3 Backwards Design

View the two videos presented by Design and describe your understanding of Backward design. Post to your blog.

My understanding of backward design is that “it is not meant to replace a curriculum” (Wiggins video 1); the purpose is for planning and designing framework. Lesson planning includes initial critical use of goal orientation to content area adding value. Student are also encourage to make self assessment of their long terms goals at the begin of the year. I thought that was interesting to ask students “what do they think the long term goals are for the course”. Students are required to predict and thick critically in this goal oriented task. Which is obviously a strategy used to get students to think about their own accomplishments. As teachers this is part of our job to foster critical thinking in students so they can apply critical thinking to different situations in life.

Lessons based on backward design are more goals oriented and seems to builds on student autonomy. Goals are assessment based prior to lesson outcomes. Instructions are planed with long term as well as short term goals that students must understand and master. A critical part of backward design is for students to perform with better engagement. Thus with better engagement student will foster critical thinking. On going assessment formative and informative assessment should fit seamlessly into lessons. By no means is the text book used as assessment tools. Books are resource and enrichment applications to enhance lessons. According to Wiggins assessment goes beyond what’s in the text book.

Instructions are to lead towards goals and facilitate what needs to happen in a lesson. Key questioning prior to initial instruction are necessary to expand the pools of students that would not be ordinarily interested.  This helps foster intellectual engagement which is part of the teacher’s job and fostering intellectual engagement is not the student’s problem.

“I want students to leave and be able to transfer their understanding-on their own-to correctly address current and future situations”-Wiggins. Wiggins also so hints on including incentives to keep students interested which should be included in lessons.

Introduction

Hi every one,

My name is Joan Shakes and some of my interest includes reading, mostly science journals and magazines. I have also been known to read the occasional mystery novel-the last mystery novel I read was Dan Brown’s “Inferno” and his novel before that which was the “The DA Vinci Code”. Some of my hobbies include traveling and planning for my next get away. I have traveled to quite a few countries over the years-such as, China, Spain, England, France, Jamaica, Canada, Mexico and the Bahamas. Originally I am from a town called Croydon just out side of London, UK. I also have a daughter who likes to travel. My daughter is currently a college student studying in Paris and having a blast! I do miss her. I also enjoy hanging out with my family and friends-some of our activities include dinning, nature hikes, and shopping. I have been teaching and substituting science classes for a little over 3 years. I also tutor/teach after school home bound students, in Science Regent, Physical Science, Earth Science and Forensic Science in my immediate school district.

My knowledge of teaching language arts is minimal. I do know a small amount about the changes in language arts-“new literacy”, the common core content standards-CCSS have changed. I have not implemented any of literacy CCSS-standards as yet, so some are unfamiliar. My biggest concern about this class is getting my work in on time. However, I am looking forward to learning about incorporating literacy in my lessons.