Name: Elizabeth Navarro, Educator Grade: 10
LESSON #2 GARDNER BLOOM
___Visual ___Knowledge
___Kinesthetic ___Comprehension
_x_Verbal _x_Application
___Logical ___Analysis
___Rhythmic ___Synthesis
___Interpersonal ___Evaluation
___Intrapersonal
___Naturalist
STRATEGY: Teacher Directed
SUBJECT AREA: English/Language Arts,
History/Social Sciences
TEACHER PERFORMANCE
EXPECTATION ADDRESSED: TPE 4: Making Content Accessible- Use activities, experiences, and
instructional materials to make state standards accessible. Use written and
oral presentation, models, and computer technology.
STATE CONTENT STANDARD
(Know):
English/Language Arts
Research
and Technology
1.8:
Design and publish documents by using advanced publishing software and graphic
programs (225).
History/Social Sciences
World
History, Culture, and Geography: The Modern World
10.11:
Students will analyze the integration of countries into the world economy and
the information, technology, and communications revolutions (139).
PERSONNEL: None required
INSTRUCTIONAL MATERIALS
(Technology): Computer
station (4 computers), internet access, projector, Powerpoint software.
http://goop.com (Lifestyle)
www.stylemepretty.com (Weddings)
http://www.huffingtonpost.com/the-blog/
(News and events)
http://smittenkitchen.com/ (Cooking)
http://espn.go.com/espn/blogs (Sports)
http://www.usatoday.com/news/nation/story/2011-12-04/zero-tolerance-policy/51632100/1?loc=interstitialskipcom/time/magazine/article/0,9171,2076739,00.html
(“Are zero tolerance policies too harsh?”)
LESSON LENGTH: 60 minutes
PREPARATION:
- Learning Centers- Table
with newspapers, magazines, and printed articles. Computer station (4
computers with internet), handout listing blogs to browse.
- Chairs- Concentric arcs
- Preassessment- Journal
entry written on board.
- “You are a reporter.
Write a one-page article about last Friday’s assembly.”
- Share entries with a
neighbor. Have one volunteer read aloud to the class.
- Handout- “Are zero
tolerance policies too harsh?” by Mary Nash-Wood
- PowerPoint presentation
explains leads, inverted pyramid, target audience, and 5 W’s + H.
MANAGEMENT STANDARDS:
- Students follow
procedure by completing entry in daily journals upon coming to class.
- Students who do not
raise their hands are not called on.
ANTICIPATORY SET:
Behavioral
Objective (Do): The students will write a news article.
Transfer (Learning theory/citations):
“The developmental roots of two fundamental,
cultural forms of behavior arise during infancy: the use of tools and human speech” (p. 46).
Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes.
Cambridge, MA: Harvard University Press.
Motivation
(Teacher Created): Hand students a “press pass” as they enter classroom.
METHODOLOGY (Teaching):
- Preassessment (Journal
entry- see preparation)
- Share entries with
partners. One volunteer read aloud to class.
- Hand out “Are zero
tolerance policies too harsh?” and read aloud with class.
- Ask students
differences they noticed between their own articles and “Are zero
tolerance policies too harsh.” (Was it organized differently? Did it
answer different questions?)
- Show Powerpoint.
Discuss leads, inverted pyramid, 5 H+ W, and audience. Compare to “Zero
tolerance” article throughout. Students take notes in notebooks.
- Students identify
aspects in “Zero tolerance” article.
- Conclude presentation
by identifying target audience.
- Explain how students’
journal entries would be more thorough if they contained elements covered.
MODEL (Demo):
- Read aloud article from
handout.
- Show Powerpoint
(images, words, pictures).
- Show magazine examples
while identifying target audience.
GUIDED PRACTICE (Checking
for understanding - group) LEARNING TASKS (Activities):
Students
independently find a magazine article, newspaper article, or blog article at
learning centers and identify the presence or lack of the elements learned in
class. Return to seat and discuss articles with desk partner. Teacher
circulates to hear discussion, answer questions, and check for understanding.
INDEPENDENT PRACTICE
(Monitor/adjust – individual) PRODUCTIVE MODALITIES:
Students
attend a school event (assembly, club meeting, sporting event, concert) and
write a 500-word news article that includes elements learned in class: lead,
inverted pyramid, 5W +H, and target audience (school community). Include a
photo or illustration, and upload final draft blog.
CLOSURE:
Review
elements that go in students’ articles. Remind students of deadline- one week.
DIFFERENTIATED LEARNING
ACTIVITIES (Learning centers, manipulatives, special needs, etc):
Gate: Write longer articles,
conduct interviews at events, or write fictional articles that take place in a
time period they have read or learned about.
Challenged: Fill out graphic organizer
for 5W’s +H before drafting article.
Handicapped
(Wheel Chair): May either attend school event or watch event on television (sport,
tournament, concert, award show.)
SDAIE
Techniques:
- Visual aides
- Reading aloud
ASSESSMENT (Objective verb):
Write RUBRIC (What does it measure?): Students’ ability to write
an article.
Informal: Preassesment, observation
during Powerpoint and guided practice activity.
Formal: RUBRIC
FOR ARTICLE
1 point- Lead
6 points- Who, what, when, where,
why, how (1 point each)
1 point- Target Audience (School
community)
1 point- Inverted pyramid pattern
1 point- Picture, photo, or
illustration
3 points- Correct use of
punctuation, grammar, and spelling
1 point- Uploaded to blog
Total= 14 points
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