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writing to learn lesson plan

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  SFagan/Fall2018 1 Name Ashley Wyatt_______________________________________ Lesson Date _______11/22/18____ School _South Valley Jr High____________________________ Grade/Subject 7/Social Studies_ LESSON PLAN: Writing to Learn   PART A. BASIC LESSON INFORMATION Lesson Subject/Topic: Understanding the 14 th  amendment. Planned Time: 60 Minutes ACCRS Content Standard(s) S3.C4.PO1.A Explain the obligations and responsibilities of citizenship: a. upholding the Constitution   S1.C6.PO 6  . Describe the basic provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments.  ACCRS Writing Standard(s) (if applicable)   CCSS.ELA-LITERACY.W.7.9  Draw evidence from literary or informational texts to support analysis, reflection, and research.  Lesson Objective   Students will be able to analyze the initial and continual need for the 14 th  amendment with two or more supporting textual evidence from a first and secondary source along with a graphic representation of each analytical summary of the sources.   Differentiation (if applicable) For the lower reading class, the students will be read the text first, then they will be able to review the text again with their group. The teacher will then review different vocabulary that is confusing for students. For the honors class, the students will start with reading the texts as a group and will skip reading it as a class because they are responsible enough to read the text on their own. Materials and Supplies: The students will need their textbooks. This lesson does not require their chrome books, so none should be out. They will also need a poster for each group (these will be handed out by the teacher after instruction is given) and they will need colored markers to write on their posters. (They can use their own, or they can use the class set in the red box located at the back of the class) Students will also have a directions sheet on the table for the group to use.  SFagan/Fall2018 2 PART B. LESSON SEQUENCE   1. Welcome and Lesson Hook/Anticipatory Set/Link, Connection, Rationale, or Background. ã   Students will start by reviewing reconstruction of the United States, this is a review that the teacher should go over with the class as a whole group. Questions that should be reviewed are:   o  What was happening during the time that the 14 th  amendment was created? o  Think about post-civil war versus now, what civil rights have changed that you can think of? o  Today, you are going to focus on the first section of the 14 th  amendment, you are going to use 2 different sources. A first and secondary source, what are the differences between the 2? How should they be used in relation to each other? 2. Statement of Objective(s).   The objective should be written on the board before the class has started. This objective will be reviewed before the background questions are opened. Then, the objective will be reviewed before instruction and after the lesson as a review of the summative learning objective. “I can use primary and secondary sources to  create a written analysis of the need for the 14 th  amendment with textual evidence and graphic representation.” 3. Information/Input/Writer’s Workshop Mini Lesson.  Students should be instructed to create a poster with their group that should have primary and secondary sources. Have students turn to a partner and discuss what a primary source is and have an answer that they are prepared to share. (A primary source is an srcinal source of information that was created at the time that you are studying.) Have students do the same for a secondary source. (A secondary source is a document or recording that relates or discusses information srcinally presented elsewhere) 4. Student Engagement/Practice/Learning Activity(ties) and Clear Directions.   1. Students are going to break into groups and one student will get a poster, another will grab colored markers. The other 2 members in the group should open the textbooks to the primary source (the 14 th  amendment, on page 256) and the secondary source (effects and causes of the 14 th  amendment, located on page 276) 2. Students will assign jobs to each other. This is so that students are able to take responsibility for their learning. As always, students are going to also be observed by the teacher as well. If a group is struggling with assigning roles, the teacher will  SFagan/Fall2018 3 assign the roles, (2 get quotes and work on graphic representations, 2 write reflections and create title/ work on poster improvements) * I had too many students focusing on the title and not the actual work. Have students focus on the work of the poster and do the title last. 3. When groups are finished with their work, they are going to present their posters. (Reflective comment: students need to present the next class day, as they were too unfamiliar working in physical groups with books, it took all class hour) 5. Lesson Closure/Summary of Learning/Parting Comments. During the first day: Students are going to finish their projects. They will not have time on the second day to finish their project, but they will have to present their posters as a group. When they have finished their posters (if they do at all) the students can study for their quiz the next day. During the second day: Students need to present their posters to the class. After this, they need to take their quiz. This should take the rest of the hour. The quiz is based on their knowledge of reconstruction of the south after the civil war. The posters are graded on a general checklist for each portion of the poster. They must have all pieces of the poster as outlined in the instruction worksheet attached to this lesson plan. PART C. POST LESSON REFLECTION Q. What about the lesson and your teaching were you the most pleased ?   R. I was impressed that the students used their previous knowledge about the construction of the south to help in their analysis of the 14 th  amendment and the supporting evidence. I was pleased with my teaching that when my students answered a question, I reiterated their responses in a supporting manner that restated the response for the class. Q. What about the lesson and your teaching were you the least pleased ? R. I didn’t realize that the students would struggle so much with working with each other and working out of the textbook. I think that this is a skill that they should have because not everything is going to come out of a computer that gives an immediate answer. I noticed that students were struggling with reading the 4 paragraphs that outlined what it is they needed to understand. I think that the lesson went well and the students understood the content. I think that it could have had some questions to guide their analysis of their quotations that they were supposed to pull from their sources. Students struggled with this because they were not used to this rigor of reading. Q. What changes would you make or what you do differently  if you did this lesson another time?   R. I would have had the assigned roles for the students outlined before class. I know it would have been a lot of prep work, but it would have transitioned in the lesson really  SFagan/Fall2018 4 well. I also would have liked for the students to have had an example that I premade that could be on the board for them to reference throughout their work. In the lower class, they struggled with following the directions that were printed out for them. They initially had the instructions on their computers, but they failed to focus on the project, so we had to print them off. I think if they had a visual example, it might have helped keeping students on task. Q. Did the writing to learn component achieve its purpose (learning content)? If so, how do you know? If not, why not? How might that be rectified next time?   R. I think, in general, the students grasped the concept that the primary and secondary source could be used to create an analytical summary that explained the sources as well as explained a deeper understanding of how the quotation could be expanded to what they learned about post-civil war reconstruction and how it relates to now. However, students were not about to work together as much as they could have, like I said before, I would have their jobs outlined so that there was not just one student working on the title the entire time. There also wouldn’t have been as much down time with students getting off task because we thought the students were mature enough to take their learning into their own hands, however, they were not and as it turns out, there were too many times that I had to have students refocus after I said something, and their work didn’t get done, no matter how many times I told them to refocus. Q. What did you learn from this teaching experience? Explain. R. I learned that students do need to take technology out for a minute. I think that students need to be pulled in, focused in as a class, and then let go again; kind of like a pump- in and out. The more I think about classroom management, the more I don’t like this practicum, because those students were trained to respect their teacher, that did not go the same for me. They treated me like a guest that was not welcome to actually be the teacher in their class. I think that when I am a teacher, I want my students to treat any adult with respect and to be just as focused as they would if their teacher was teaching the lesson. The teacher has constantly been telling me that it takes a long time for students to gain respect, but it needs to be in the beginning of the school year. As a practicum student, you don’t get that with 7 th  graders. I think I will constantly emphasis respect in my classroom and will have a better blend of technology and physical work for my students.
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