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Students will be able to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently. 1 CCSS.ELA-Literacy.L.7. -Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Students will be able to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently. 1 CCSS.ELA-Literacy.L.7. -Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Students will be able to read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently. 1 CCSS.ELA-Literacy.L.7. -Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
Common Core/DPI Content Standards: 0 CCSS.ELA-Reading.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 1 CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 2 CCSS.ELA-Literacy.L.7.2b Spell Correctly ISTE Standards: 2.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Curriculum Map
Year: Fall 2014
Teacher: Jamie Ann Carmody
Grade Level(s): 7 Length: 1 day (90 Min)
Theorist involved: RaffenbrennerStudents learn best when learning
together and having discussions. Vygotsky- The idea of Scaffolding; before this lesson students learned Abilities Assessment Outcomes: Ability to use technology to express ideas to individual parts to a sentence (i.e. verb, subject, and complete a specific audience (their peers, teachers). sentence) and will now be adding Communication: Written, Reading, Speaking (verbal/non-verbal) vocabulary such as independent clause, dependent clause, compound sentence. Why: Students learn best when working together to try and figure out the problems and solutions. When one student answers a question and another student can tell them what is wrong or why their answer isnt correct it helps build report in the classroom as well as within the group setting. In order for students to continue learning there needs to be a bases of information. My students need to comprehend the basics before I can expect more out of them. Also, based on scaffolding we need to review the information in order for them to understand the new
Lesson Plan: October 21th
Essential Questions:
Performance Objectives (SWBAT)
Skills
Hook/Motivation Activate prior knowledge
Pre-assessment
Formative Assessments
Comm Arts 7th Grade Animoto Presentation
Lesson Animoto Presentation Date: October 24, 2014 How do I effectively configure a book into a book trailer for my peers? How do I work efficiently on a group project while including all group members ideas effectively? 0 Students will be able to: 1 Understand the Animoto process as well as assess practice Animoto trailers (tailoring to their grading rubric). 2 Clearly identifies components of a compound sentence. Concentrate for an extended time period. Arrive to class on time, come to class prepared with all materials, participate in class activity, work alongside peers and communicates effectively and purposefully in group discussions allowing for a purposeful learning experience, understand and can explain compound sentences, understand written language and expresses clearly, thoughts and ideas, of the books to peers using both verbal and non-verbal communication. Watching Animotos and seeing what is possible. Start discussion on Animoto rubric that is similar to previous rubrics used in the classroom. Discussion of compound sentences and what the differences are between independent clauses and dependent clauses, FANBOYS, as well as subject and predicates. Present multiple book trailers and have students assess using rubrics that they will be graded on. Start a group discussion on how we each graded the individual Animotos and specific reasons why they deserved that grade referencing their rubric. After looking and discussing Animoto grades, we will discuss specific effects that they liked on the Animotos and how if they were to re-do them what could have been differently. We will also be talking about parts of a sentence, bringing back previous knowledge on nouns, verbs, complete sentences before introducing compound sentences. Find out where they are with their lit circle books by walking around and writing down information given. Students will give me the next page number that they expect their group to read to and when they plan on being on that specific page.
Lesson Plan: October 21th
Summative Assessments
Activities
Comm Arts 7th Grade Animoto Presentation
Animoto Book Trailers starting on Friday the 24th. We will ask for volunteers to go first, then assign positions afterwards. Students are expected to assess their Animoto in a group setting and give exact reasoning why for each section on the rubric. Then students will be assessing each group member on collaboration even themselves. We will return their rubric along with ours and if there are distinct differences on the rubric sheets between the groups and ours we will sit down and have a discussion as to why there was a difference of opinion and how where we can go from there. Activities: Day 1: Compound Sentences (15 Min) Present three sentences on the Smart Board and ask the students what the similarities are in the three sentences. One will be a complex sentence, while two are a compound sentences. Students will assume that they are all compound since we told them we are beginning them last week, however I will use that to my advantage in having them explain why all of them are compound sentences. Book Trailers Animoto Book Trailer Explanation (20 Min) We will watch two book trailers and grade them together as a class. Students will watch a book trailer on The Giver and Jurassic Park and students, with their lit circles they will grade the Animoto based on the rubric and we will have a discussion on which grade they gave each Animoto. Break (5 Minutes) Silent Reading (30 Min) Students are expected to read silently on a chosen book for 30 minutes. Students are expected to be reading the entire time. We are slowly beginning to build up our students stamina for reading silently and comprehending what they are reading. Students shouldnt be talking with their neighbors or writing while we have our reading time. Raaflaub will be doing testing outside with individual students.
Lesson Plan: October 21th
Materials
Comm Arts 7th Grade Animoto Presentation
Lit Circle Books, Rubric, Writing Utensil, Smart Board, Internet for Animotos. https://www.youtube.com/watch?v=yXy-Gj0LrTQ (Jurassic Park) http://www.schooltube.com/video/7de69f83986ac37d2202/ (The Giver)