Watch the video plant life cycles and use Backward Design design template to:
1) Identify desired results:
Student will describe:
The life cycle of a plant from seed to plant
Describe the purpose of seeds and what's on the inside of a seed
Describe the environmental condition a seed need to grow
2) Determine acceptable evidence:
Know the life cycle of a plant-growth from seed to plant
Know the purpose of a seed is to populate and make more of it own plant
Understand the appropriate environmental conditions a seed needs for growth
Plan Learning experience:
Student will be given Lima beans that were soak in water-they will open the Lima bean and observe whats on the inside of the bean. student will search for evidence of stem growth or tiny embryo's with a hand lens.
Students will discuss in groups their findings of what they observed. For prior-knowledge connections student will be asked to critically think if the seeds would grow if it's soak in vinegar, salt water or water? Let the students know all seeds will be in the soil, with sufficient light-with exception of different liquids mixtures. Give the students plenty of time to form a hypothesis.
Student will plant the balance of the Lima beans-each group will use different liquids to water the growing beans. One group will be given salt water, another group will be given vinegar , and another group will be regular given water. Over the cause of a couple of weeks-each group will closely monitor the Lima bean growth-life cycle and environmental conditions. Each group will water with designated mixture-and chart growth-life cycle. The life cycle will be illustrated from the open/closed stages to adult plant-
Over the cause of couple weeks students will keep data analysis, draw out illustration of Lima bean growth-life cycle and describe optimal environmental conditions. Student will present results in organized group to the class.
Monday, October 28, 2013
WK 7 Assignment #2
Title: Liquid and Gas
Major Understandings:
Ø
Liquid has mass and volume and
takes the shape of its container.
Ø
Gas does not hold their shape or
volume.
Ø
Three states of matter is liquid,
solid, or gas.
Science Standards: Elementary 2nd Grade.
3.2a. Matter exists in three states: solid, liquid, gas.
• Solids have a definite shape and volume
• Liquids do not have a definite shape but have a definite
volume
• Gases do not hold their shape or volume
3.2c Changes in the properties or materials of objects can
be observed and described.
Content Standards informational Text: 3, 4, 5, and 7,: 3
Describe the connection between series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text; 4 Determine the
meaning of words phrases in a text relevant to a grade two topic or subject
area; 5 know and use various text features such as captions, bold print or
subheadings to locate key facts or information in a text efficiently; 7 explain
how specific images, such as diagrams, contribute to clarity in a text.
Objectives-
Ø
Describe the properties of liquids
and gas.
Ø
Comparing and contrasting liquids
and gases.
Misunderstanding: liquids and gas has no volume-water
disappears when heated.
Essential questions-
Ø
Describe the properties of liquid?
Ø
What kind of liquid did you use
this morning?
Ø
How would you explain the shape of
a glass with water in it?
Ø
Describe what happens what happens
when I blow up a balloon-gas take up space.
Student will know:
Ø
Liquids do not have a definite
shape but have definite volume
Ø
Gases will not hold their shape
and does not have volume
Students will be able to:
Ø
Describe the properties of
water/liquid and gas
Ø
Compare and contrast a liquid to a
gas-Venn Diagram
Ø
Define the volume that water takes
up
Ø
Explain the shape of a gas-(gas
has ho shape)
Ø
Observe and make inference of what
happens to the air in the balloon
Vocabulary: matter mass liquid solid gas volume milliliters
Materials: Macmillan McGraw-Hill text book-audio version,
sand, water, measuring cups, paper, balloons, hand lens, KWL organizers, Venn diagrams,
computer, smart board, video clip-solids liquids and gas-Brian pop.
Performance tasks:
Students will pour sand and water into different measuring
cups ml-pouring water from one container to the other and pouring sand from one
container to the other in organized groups.
Ø
Group’s activities-will infer if
the water and sand will take the shape of the measuring cups. Student will also
note the measurement volumes
Ø
Groups will also describe how the
sand changed and how the water changed in the containers. How did the sand change?
How did the water change?
Ø
Describe how the sand and water
seem to flow-
Ø
Next have students place a drop of
sand on a piece of paper give the students a hand lens and let them describe
what a grain of sand look like-
Ø
Place one drop of water on a
pieces of paper and look with a hand lens-the water does not hold its shape and
it is wet and will evaporate into the air.
Ø
Let the student blow up a balloon
and let students explain-
Differential instruction: help students with milliliters cup
when poring water and sand. Let them describe the measurements of volumes in
milliliters.
Evidence: students will be able to describe the changers
that the liquid took-the shape of the container-the liquid was wet, has volume
ml, and mass. The solid kept it shape and the air changed and took the shape of
the balloon.
Student can reflect on performance tasks by sharing out
results from group activities.
Lesson:
Begin with a KWL organizers find out what the students know
about liquids and gas. Let the student gather evidence from group activities
and discuss what they already know. Let them brain storm for ideas on other
evidence of liquids and gas. Make connection to prior knowledge by asking the
students-What did they use liquid for this morning? And could they see they air
they were breathing? Give the students plenty of time to grapple with the
questions.
To hook-differential instruction: play a brain pop-clip on
solids liquids and gas. Student can debate the relevance of the video clip-and
there is a 5 question quiz at the end of the brain pop video.
Students will analyze text Macmillan McGraw-Hill text
book pages 311-313-for the main ideas and concepts of solids liquids and gas.Students will read the text-sub-headings to locate certain facts, and look at illustration-individually.
Students will be given plenty of time to analyze meanings of
content text-main concepts-by sharing out group ideas and making inference
based on the text.
To meet diverse abilities of the learners-groups were
organized with in their groups, writer, and document taker, Venn diagram writer
for compare and contrast results, and presenter.
Each student in his/her group will analyze each others
findings and present final works to the class. Groups were activities in
performances task and had visual aids-from a brain-pop clip.
Students sustained engagements during performance task and
shared out results based on evidenced gathered from the text. Student discussed the main
concepts and made content connection using appropriate vocabulary when
describing results of solids liquids and gas. Student also shared out findings
with the rest of their peers in the class-during group share misunderstanding
and misconception can be corrected. Student also took a brain-pop hook
activation quiz.
Monday, October 21, 2013
Assignment # 3 writing WK 6
Activity-based lesson adjusted to common core-
Grades Level 6-8
Lesson Topic: writing informative/explanatory text
Aim Questions: How do you write an informative/explanatory?
A)
What learning objective/main ideas
do students need to know (maximum of 3)?
1) How can you examine a topic and
convey ideas, concepts and information through the selection, organization and
analysis of relevant content?
` 2) How can you select and write an
informative/explanatory text that conveys ideas and concepts using relevant information
selected and organized?
3)
How can you introduce the topic of
your text?
B)
What common core skills
will be introduced or reinforced during the lesson?
Write an informative/explanatory
text to examine prevention of diseases and convey ideas, concepts, and
information through the selection, organization by analysis of relevant
content.
C)
What content are standards are
addressed in this lesson?
W.6.2, Science Standards: 4.4a,
1.2j 4.1.1, 4.5.1 7.1.1
D)
What academic and content specific
Vocabulary is introduced in this lesson?
Informative/explanatory text,
revising, rough drafts, publishing and editing final drafts.
E)
What materials (e.g. Activity
sheet, map song) will I present to students? I will present the students with a
KWL chart on preventing infectious disease (what I know; what I want to know;
and what I learned) Write down their ideas on the board under what I know
section of the chart while they write it down on their copy. Ask them what they
would like to learn about the prevention of disease and write it under what I
want to know section of the chart. At the end of the unit go back and fill in
the last column what I learned with students. Work sheets to discuss what an
infection disease is- will group to answer questions-
F)
What activity if any will I use to
settle students and establish a context (Do Now)?
I will engage the students by
activating prior knowledge on virus and bacteria’s-I will give the students
plenty of time to brainstorm for ideas-I will explore questions on students
prior knowledge about prevention of disease and gauge the students understanding
with questions and answer.
G)
How will I open the lesson
(motivation) and capture student’s interests? I will present the topics groups
will work on and groups can decide which topic to choose. The topics will be: What are so special and
scary about it? What do we already know about diseases? What vaccines do we
need for school and why? What three infections can be prevented? How dose a
vaccine work? Explain how three ways infectious diseases can be
transmitted?
H)
What additional individual/Team
Full CLASS ACTIVITIES will I use to help students discover what they need to
learn (suggest three) if these are groups activities, how will students be
organized?
Students will be instructed on the
five steps to write the informative/exploratory text, drafting antecedents , revising, editing, and publishing .
2) Students will discuss about
effective writing and how to organize information and relevant content,
establish a topic from the choices and organize relevant ideas.
3) Student groups will be given
plenty of time to discuss specific details, main ideas, and talk about ideas
that support the main ideas in their writing Groups will evaluate peer
ideas, and examine their own inferences based KW L charts-groups will discuss effective introduction paragraphs.
I)
How will I differentiate
instruction with multiple entree points for diverse learners?
Students will be paired with higher
level to lower level group association. Student will also be given plenty of
time to re-write individual ideas and collaborate findings with higher
leveled peers. Teaching instructions will be presented in charts, explanations
and open ended discussions.
J)
What (H.O.T)-Higher order thinking
questions will I ask to engage students in analysis and discussion?
1)
What were the maximum ways topic
ideas convey concepts and information evidence through the selection,
organization and analysis of relevant content?
2)
What strategies did you use to
introduce the topic of your text?
3)
Were written analysis of the text
relevant to the support the content?
K)
How will I assess student’s
mastery of the skills, content and concepts, language in this lesson? Rubrics,
written findings on the understanding of the spread of infections diseases and class discussions.
L)
How will I bring the lesson to closure
(summary Questions)?
Teacher student talks to further
clear up any misunderstandings of the meaning of writing a informational/explanatory text and the importance of organizing of informational/explanatory writing .
M)
How will I reinforce and extend
student learning?
a)
Classroom application/follow up: Students
will follow up with addition written informative/exploration science texts.
b)
Enrichment activities: students should come up with some written suggestions as to how we can combat the spread of infections diseases.
c)
Home work: Students will write a
paragraph for a news paper article on the containment of the common cold.
N)
What topics come next?
a)
Tomorrow- Reports about disease that are coming back.
b)
day after-Antibiotics
O)
How do I evaluate this lesson-teacher
reflection?
a)
Strengths-. Differentiated methods
enable all students to get involved in the lesson.
b)
Weakness-not enough time for a
science experiment.
c)
Area to work on-more time-
d)
Things to change-
Assignment #2 WK 6
Activity-based lesson adjusted to common core-
Grades Level 6-8
Aim Questions: Explain different types of virus/bacteria
infectious causing disease’s using the science informative/exploration text?
A)
What learning objective/main ideas
do students need to know (maximum of 3)?
1) Students will analyze
informative science text to examine evidence of viruses and bacterium causing
diseases
2) Student will use a variety of strategies
to determine words meaning, examine illustrations, main ideas, context clues to
develop ideas about virus/bacteria’s and virus/bacteria’s prevention.
3) Students will use a variety of
multimedia to develop and deepen understanding about virus and infectious
diseases.
B)
What common core skills will be
introduced or reinforced during the lesson?
1) Students will understand that
the multimedia cite have important information for developing ideas.
2) Students will be able to use
multimedia informative/exploration text and pod-casts to explain complex evidence
about viruses/bacteria’s-and gather meaning.
3) Student will examine content texts
and trade book for additional ideas on how viruses/bacteria’s get in our body’s
causing infectious diseases.
C)
What content are standards are
addressed in this lesson?
RI6.3, RI6.4, RI6.6, RI6.7, Science Standards: 4.4a, 1.2j 4.1.1, 4.5.1
7.1.1
D)
What academic and content specific
Vocabulary is introduced in this lesson?
Informative texts/exploration text,
virus/bacterium, viroids, vaccines
E)
What materials (e.g. Activity
sheet, map song) will I present to students?
Student will be given copies “Your
Health: The Science Inside” and “What’s really Bugging You?-student sheets
(Text, 9-12, 13-15, 16-18), Venn diagram-for comparisons of bacteria and virus.
Students will be given plenty of
time to silently read the informative/exploration text. Student can gauge an
understanding of the mains ideas and realize the life forms of virus/bacterium.
Students will also be able to identify characteristics of viruses and
infectious diseases, identify which diseases have been with us the a long time,
and how new viruses and diseases come about, such as the HIV, Ebola that effect
the human immune system, and which diseases have been eradicated or prevented
with a vaccine.
F)
What activity if any will I use to
settle students and establish a context (Do Now)?
I will engage the students by
activating prior knowledge on virus and bacteria’s-I will give the students
plenty of time to brainstorm for ideas-I will explore questions on students
prior knowledge about viruses/bacteria’s, gauge the students understanding with
questions and answer-students can also make hypothesis on what the text is
going to be about by reading the title. Also, ask the students have they ever
had a common cold (virus) or been vaccinated for any disease-give the students
plenty of time-let them brain storm ideas from prior knowledge making
connections to the related text. Then I will explain how the text chosen for
today’s lesson is an informative text and can be used to gather evidence on
virus and bacteria-by looking at key ideas, phrases, main purpose, text
subheadings and the authors point of view.
G)
How will I open the lesson
(motivation) and capture student’s interests?
To engage students in the lesson,
have them begin by using “What’s really bugging you” student e-sheets to go to
the “Smallest Thing”-Pod-Cast. Students will listen to the Pod-Cast first. Then
they can read the background information in “Making Sense of the Research”
section. Once the student has read through the (tailored) resources-ask them
these questions- what is the difference between a non-living thing and living
thing? What are viruses really? Are they a form of life?
In what way do they seem alive? How
are they different from bacteria? How do we catch viruses and infectious
disease? What are some simple things you can do to prevent spreading illness?
Can you name some illnesses caused by viruses and bacteria?
H)
What additional individual/Team
Full CLASS ACTIVITIES will I use to help students discover what they need to
learn (suggest three) if these are groups activities, how will students be
organized?
1) Students will be equipped with
text to analyze meaning from the main ideas, analyze phrase, key ideas, topic
ideas, illustrations-to determine supporting evidence on virus and bacteria’s.
2) Student groups will be given handouts
that questions specific to understanding of virus and bacteria.
3) Student groups will be given
plenty of time to discuss specific details, main ideas, and talk about ideas
that support the main ideas in the text. Groups will evaluate peer ideas, and
examine their own inferences based on the text.-groups will be organized with a
scribe, document taker, Venn-diagram bacteria and virus comparison data
interpreter, and orator. Groups will then present their finding and
venn-diagrams to the rest of the class.
I)
How will I differentiate
instruction with multiple entree points for diverse learners?
The text can be broken down into
smaller sections so not to overwhelm some students. The groups can also be
organized with a task according to the student’s strongest ability. Visual aids
were provided for additional understanding, which involved listening skills,
individual peer groups share outs, and peer main ideas evaluations.
J)
What (H.O.T)-Higher order thinking
questions will I ask to engage students in analysis and discussion?
1)
Explain what new information you
found out about virus and bacteria? Based on the text-
2)
After playing out side is it a
good idea to wash your hands-explain why?
3)
Can you explain some key terms,
and main ideas in the text?
4)
What did the author expect you to
understand after reading the article?
5)
How can you research further
understanding of bacteria and viruses?
K)
How will I assess student’s
mastery of the skills, content and concepts, language in this lesson?
This is determined by class
discussions, visual media questions, rubrics, student sheets, class
presentations, and short paragraph given for homework.
L)
How will I bring the lesson to
closure (summary Questions)?
Teacher student talks to further
clear up any misunderstandings, group peers shares of previewing text,
questioning, summarizing, reviewing and group presentations.
M)
How will I reinforce and extend
student learning?
a)
Classroom application/follow up: Students
will follow up with addition informative/exploration science texts.
b)
Enrichment activities: Students
will research further on infectious diseases and ways to prevent them.
c)
Home work: Students will write a
paragraph about either a virus or bacteria discussed in class.
N)
What topics come next?
a)
Tomorrow- Louis Pasteur-Microbe
discovery
b)
day after-Asthma and Allergies
O)
How do I evaluate this lesson-teacher
reflection?
a)
Strengths-motivational
indicators/hook was information students can relate to. Differentiated methods
enable all students to get involved in the lesson.
b)
Weakness-not enough time for a
science experiment.
c)
Area to work on-Activities-
d)
Things to change-hands on
engagements-if time permits.
Assignment #1 WK 6 Mr. Hossack class
Assignment # 1-605
Analyze Mr. Hossack’s teaching-
Mr. Hossack’s 5th grade
class used closed reading to identify the main ideas and important cultural
details and facts about the Seneca people from a newspaper article. Hossack
conducts his lessons in two stages- stage one and stage two. The article chosen
for the student is purposely challenging, meaningful and related to the unit of
study. The text is complex enough to push the student’s to developing new
vocabulary.
Write down Mr. Hossack’s instructional procedures-
Mr. Hossack’s strategies include determining
the main ideas for cultural case studies, connecting between details and the
main ideas-his purposes are made clear and are written on the smart board. The
first stage involved “I can get the gist and determine the main idea in the
newspaper article about the Seneca people”-student’s individual silently read
the article for flow. Mr. Hossack instructs the student initially to read
individually for flow and annotate different words-students read the text
independently with minimal input from him. Students annotate for the second
time during the lesson and start to make connections to the main ideas in the
text. For differential instruction the text is chucked in to smaller chunks and
some students worked with smaller paragraphs instead of the whole text at once.
These students are taking “baby steps” to get the gist and main ideas of the
text. The students wrote the main ideas of the paragraph in the margin space
provide on the text.
Learning targets for second stage
involved the student and teacher main idea talks around the smart board;
student were then paired of to pair share the main idea details of the text. To
additional support the students ideas, Hossack posted main idea charts around
the classroom-so student could get involved by agreeing or disagreeing whether
or not the main ideas charts really contained main ideas. Students walked
around with their partners and post-its making case notes of what were on the
main idea charts. For final analysis student disgusted whether or not they
believed the main idea details on the charts were really important for their
annotated cultural case studies.
Identify assessments (informal) throughout the lesson-
Student engaged in informal talks
about the Seneca cultural main idea detail connections. Students also paired
shared main ideas, connecting cultural case details on post-its on the main
idea charts posted around the classroom. During the teacher student talks, student were assessed to determine whether they were able to make case
connections between important details and the main ideas.
Saturday, October 19, 2013
Assignment #3 lesson plan:
Assignment #3 lesson plan:
Topic-Building letter-recognition by using the
alphabet-(upper and lower case)
Level-K-1
Standards:
K.RF.1.d. – Recognize and name all upper- and
lowercase letters of the alphabet.
K.RF.3.a. – Demonstrate basic knowledge of one-to-one
letter-sound correspondences by producing the primary or many of the most
frequent sound for each consonant.
K.RF.3.b. – Associate the long and short sounds with
common spellings (graphemes) for the five major vowels.
Established goals:
Students will recognize and name all upper-and
lowercase letters of the alphabet
Students will demonstrate basic knowledge of
one-to-one letter-sounding correspondences by producing the primary or many
sounds for each consonant and vowels. Students will associate the long and
short sounds with common spelling (graphemes) for five major vowels.
Understandings: Understanding letter sounds
helps young children with beginning reading and writing skills. Students
becoming fluent in letter recognition helps children to become more familiar
and at ease with the alphabet; allowing students to interact with letters in a
variety of learning experience; helping to build student consonant and vowel recognition
develops fluency. Misunderstands Students misinterpret lower and upper case
consonant and lower case consonant fluency.
Essential questions: How can you tell the
difference between an upper and lower case letter? Do consonants have the same
sound-sounding out-phonemes? Explain how you recognize the difference between a
vowel and a consonant? Do the vowels create the same sound? Do upper case and lower case letter always
look the same?
Students will know how to sound out consonants
and vowels. Student will be fluent in recognition of consonants and vowels.
Students will be able to interact with different
letters in a variety of learning experiences. Students will be able to
recognize upper and lower case consonants along with vowel recognition.
Performance tasks: students will be given instructions
on how to sound out letters: students will cut apart the letters and put them
in a bag.
Performance criteria will be determined by
correct letter recognition, upper and lower case snap pairs.
Other evidence: student will be able to
recognize lower and upper case letters, and
Sounding
out consonants in group/pair shares; student will be given time to reflect of
the difference consonants and vowel recognition.
Learning activities:
Take turns in paired/grouped pulling a letter
out of the bag. When you pull a letter out, you can say the name of the letter,
the sound the letter makes, or a word that begins with that letter. Once you
have pulled all the letters out of the bag, try to put them in alphabetical
order. For fun, give the students plenty of time to see how quickly group/pairs
can do it. Students will also separate
and sound out the vowels before putting them back in the bag. On a separate
already cut index cards- paired/groups will write the upper case match for the
letter before putting them back in the bag. Group/pairs will cut out the
identified upper case letters and play snap to lower case letter.
To hook students and hold their interest groups/pairs will read along with
digital-text
Introducing ABC letters in the Library-written by Bonnie Farmer,
Illustrated by Chum Mcleod- ( Book 4 on my play-list)
Equip student with alphabet cards and let them repeat in groups/pairs and
explore words they begin with letters.
I will hold up lower case and upper case and students will sound out
consonants-vowels. Students will be given plenty of time to think and evaluate
their understanding of letters in group/pairs.
Students will be given plenty of time to revise words, letters, and vowel
sounds in their groups.
Students will be paired with higher level student to lower level student
to foster understanding. Some student will be given 12 letter set to organize
at a time so they wont be overwhelmed with the words.
Maximum engagement will be assessed when student correct match letters
upper case/lower case pairs in group/pairs, sound out consonants, sound out and
recognize vowels, and demonstrate one-to one letter sounds.
.
Monday, October 14, 2013
WK 5 Reading design Stage 3 Backward Design.
W- To help the students know where the unit is going-explain
how an informative text can support evidence-explore questions on students
prior knowledge about the text, gauge the students understanding with question and
answer-students can also make inference to what information will be gathered
from text based on the title-also ask students to find every day meaning in the
topic (give the students plenty of time)-let the students brain storm ideas
form prior knowledge making connections to relevant world events related to the
text.
H-To hook students to information text-students will share
out their ideas on what the relevance of an informative text is-also students
can watch a video clip pertaining to the topic. Students can debate the
relevance of the information gathered in the related short video clip to gauge
an understanding on the various ways information is gathered.
E-Students will be quipped with text to analyze meanings
from the main ideas, phrases, and to determine the author’s point of view-to
form independent ideas.
R-Students will be given plenty of time to rethink text investigation,
main ideas, phrase and the author’s point of view-this will be done as a group
so students can examine their peers finding as well as their own findings.
E-Student groups will be given plenty of time to evaluate their
work and make corrections-by sharing out group’s ideas and inference based on
the text.
T-To meet the diverse abilities of the different
learners-groups can be organized with a scribe/writer, document taker of phrases
and author’s points of view-t-chart, main idea’s interpreter, and orator/
presenter. Each student in his/her group can be organized with a task according
to his/her strongest ability. Student groups will analyze each others finding
and present final work to the class. Also, students will be exposed to visual
aids-relevant informational video clips. I will also, walk around and guide
groups discussion to gauge further understanding by asking specific
questions.
O-To be organized to maximize initial and sustained
engagement as well as effective learning-Students will use a variety of
strategies to analyze phrases, topic ideas, illustrations, main ideas and the
authors point of view in their groups-Students will also share out the evidence
from their group findings with the rest of their peers in the class. I will
also, correct any misunderstands and misconceptions to facilitate further informational
text understanding.
Assignment 1 different kinds of smarts-multiple intelligence-Wk 5
Key Questions
• How are students “smart” in different ways?
Not all students learn in the same way-it is very rare that
one method can be used to hook all students. Howard Gardner’s theory of
learning purposes the idea that there is not one single way to learn. Instead,
students have a variety of intelligence's MI-Linguistic intelligence, Musical
intelligence, Logical-mathematical intelligence, spatial intelligence, Bodily-kinesthetic
intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Naturalistic
intelligence—or multiple approaches to learning. It is important to add that MI
in students can be developed over time. According to Gardner ,
the MI that is prevalent in a child’s mind/brain will dictate how a child
learns and thinks. The prevalent or the well developed MI in the child’s
mind/brain implies how a child understands content material and interprets the
world.
• How can teachers use multiple intelligence's in the
classroom?
Teachers can hone in on students MI and design lesson hooks
that include the students MI’s. Students MI’s can be used as a powerful
introductory motivational learning pathway/entree points into content material giving
students that learn in different ways the opportunity to begin a lesson with
their MI strength. Thus student can use their MI strength to build confidence
enabling them to use the confidence that is built to progress in different
contents areas.
Example in a lesson for plants cells and animal cells
observation comparison-to include MI; the teacher could use the analogy of a
plant/animal cell functions to a how a candy factory functions and is
organized. Student could draw out the functions of each cell organelle in
comparison to candy factory site (internal cell functions are similar to
internal factory organization). Then the students could also, share out their
findings and create a skit for how each cell organelle functions-students will
have to use interpersonal/intrapersonal skill to organize ideas in groups,
logical-mathematical for cell organelle order and position, spatial for visual
imagine comparisons(Venn-diagrams), and tactile/kinesthetic for manipulation of
diagrams of cell organelle order-prior to
lesson theory.
The teacher can introduce more than just linguistic and
logical mathematical approaches to learning-Teachers can include empirical
sense based bodily activities, musical renditions of content works,
interpersonal and intrapersonal presentations leading communication among
peers in group work. It is important to note, that once these MI are identified
in students they must be given the opportunity to develop other intelligence's.
For example, a student prevailing spatial MI should not always be encouraged to
create visual representations but should also be encouraged to use other
linguistic skills also. All students’ MI abilities- need to be well balance in
lesson activities.
Monday, October 7, 2013
Week 4 Backward Design Stage 2-Determining Acceptable Evidence:
Week 4 Backward Design Stage 2-Determining Acceptable
Evidence:
Task#1 and Assignment#1 Reader Response (Theory)
Reflect on week 3 assignment 1 and 2 (the ELA
reading and writing lessons) and respond to the followings:
Explain how you identify the desired
results, how you come up with essential questions and determine what
understandings are desired.
Explain how you determine what knowledge and
skills that students should acquire as a result of learning (connecting to
college and workforce readiness)
To obtain desired results I used the ELA CCSS as a guide to
write the expected out comes and long term learning targets results. I
monitored my goals in accordance with the desired outcome of the standards.
Student understandings are based on desired goals of the CCSS which align with
the standards of what they are suppose to know and what they should be able to
do in a lesson. Stage 1 ELA reading and written lessons each had specific
related goals-but each had its own specific expected out come. Most lessons
are a reflection of the state standards and most desired results in lessons
should be based on them. Each standard is written with specific relatable goals
that must relate to the lesson that is being taught.
My essential questions were also based on the standards,
detailed understandings, and expected long term target results. In my lessons
plans I usually include prior knowledge linked to what students are suppose to
know in the up coming lesson. For example, the goals/objectives in the stage 1
reading assignment include analysis, meanings, phrases and author’s purpose- What
is the purpose of reading and what do you expect to gain from informational
written text? One of the essential: How can you derive meaning from the main
ideas, phase and example in a text? I would also hook the students and provoke
relevant prior knowledge to why they read a piece of written informational
material-
This could be in the form of media, comic books, content
text books or journals-the hook will be how they interpreted the reading and
how relevant was the text to what's going on in the world-In connection to
college and the work force students will be required to read with critical understanding
and they will be expected to interpret what they have read-Reading in college
and the work force is for critical understanding, and for analytic significance gaining insightful
informational knowledge or in some cases pleasure.
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