Name of Designer: Jack Batchelder
School/District: Black Hawk Elementary/RCAS
A. Subject Area/Topic:
Grade Level: 2
B. Targeted Standard:
2.W.1.1 - Students can write three related sentences.
C. Unpack the Standard:
What do students need to know?
- Students need to know what a sentence is. Students need to know that it takes multiple related sentences (supporting details) to make a story.
What do students need to be able to do?
- Students need to be able to write three or more related sentences.
D. Academic Vocabulary:
- sentence - paragraph - illustrate - punctuation (period, question mark, exclamation point)
E. Assessments
Formative: Informal observation as students work on their projects. A second formative assessment will be done when the teacher conferences with students prior to their final draft - this will be done using a checklist, keeping track of students strengths and weaknesses related to the learning target. Students will have a rubric of what is expected to use for self-assessment throughout the process.
Summative: The completed student learning activity will be used as the summative assessment. The same rubric available to students throughout the project will be used as the basis for this assessment.
F. Student Learning Activity (copy/paste this section between the horizontal lines as many times as needed):
What will students be asked to do? Following a teacher modeled story, and then a whole class modeled story - Students will write a story (first draft, peer edit/revise, second draft, teacher edit/revise, final draft), with at least three related sentences, and then illustrate it using Tux Paint (or similar program). <> Once the first draft of their story is ready, students will work in pairs (partners chosen by teacher, based on formative assessment) - sharing things that could be done to help make their partners' stories even better. Then students will make any necessary revisions and submit their second draft at an individual conference with the teacher. Following their conference with the teacher, students will make any necessary revisions - then, they will use Tux Paint to illustrate their story. Once the final project is finished, students will have the opportunity to share their work online - on a safe/secure site, such as www.togetherville.com
How might this be framed as an inquiry based situation? Students will be working on adding details to their stories - throughout the process, the teacher will use questioning to help students think of details that support their stories. Students will explore and use Tux Paint, determining how best to use it as a tool to illustrate their stories.
In what ways could this be connected to an authentic learning experience? Students wil be writing stories about their own live - making the experience an authentic learning experience.
Which type of resource is this?
The teacher modeled story will be done on the Promethean Board, first hand written and then transferred as text into Tux Paint (Teacher/Offline). Same for the story that will be modeled together.
Students independent writing will be done first on paper and then transfered to the computer as text in Tux Paint (Student/Offline).
Where will I use this activity in the instructional cycle?
This activity will be done over the course of several days. It could potentially be used at any point in the instructional cycle. It will most likely be used as the central focus of the lesson plan, and as an assessment tool. It could provide an opportunity for students as a remediation tool or enrichment tool, as it is relatively open-ended.
Which 21st century skills wil be addressed?
This learning activity will primarily address critical thinking and problem solving. The authentic problem will be to write a story, either about themself. Significant questions will be determined by each student individually, depending on what she/he chooses to write about. The activity will develop a complete project, from idea to finished story. Students will analyze thier stories, independently and with other students and the teacher, taking into account various perspectives and exploring various ways to make revisions. Students will gain experience working with others on projects and communicating their ideas to others.
G. How will I configure my classroom for the learning activity?
The activity will begin with whole group instruction, using a projector and interactive white board for the teacher modeled story and again for a second story modeled together as a class.
Next, students will work independently with paper/pencil, writing their individual stories.
As students finish their drafts, they will be assigned partners (based on the formative assessment) to work with for editing/revising. After students have revised their original draft, they will meet with the teacher for an individual conference (second formative assessment). Finally, students will work independently using classroom computers or mobile laptops to complete their stories using Tux Paint.
How will I manage implementation?
Classroom Management
Students will follow our normal class rules for this activity. Students know the expectations for writers' workshop. I will assign partners for the peer editing (based on the first formative assessment) We will review expectations for using Tux Paint on the computers during the modeled stories. If students need help on the computers, they can ask other students for help.
What additional considerations will support successful implementation?
H. Reflect on the integration plan.
What considerations need to be made? This activity allows for a wide range of differentiation - considerations will be made based on formative assessments.
What is my alternate plan if for some reason the technology is unavailable? If the technology is unavailable, students will illustrate their stories by hand (crayons/markers/etc.)
I. How does this plan fit with the rest of your general curriculum to support student learning?
This plan fits with our general literacy/writing curriculum - simultaneously working toward several other content standards..
N. In what ways could you tailor this integration plan to meet the individual student learning needs?
This plan provides students with the opportunity to work at their own levels, all with the same general learning target. Students needing review will work with other students, and conference with the teacher to develop basic skills. Students who are more proficient or advanced will have the opportunity to extend their work beyond the requirements by adding more details and/or further developing their writing.
School/District: Black Hawk Elementary/RCAS
A. Subject Area/Topic:
Grade Level: 2
B. Targeted Standard:
2.W.1.1 - Students can write three related sentences.
C. Unpack the Standard:
What do students need to know?
- Students need to know what a sentence is. Students need to know that it takes multiple related sentences (supporting details) to make a story.
What do students need to be able to do?
- Students need to be able to write three or more related sentences.
D. Academic Vocabulary:
- sentence - paragraph - illustrate - punctuation (period, question mark, exclamation point)
E. Assessments
Formative: Informal observation as students work on their projects. A second formative assessment will be done when the teacher conferences with students prior to their final draft - this will be done using a checklist, keeping track of students strengths and weaknesses related to the learning target. Students will have a rubric of what is expected to use for self-assessment throughout the process.
Summative: The completed student learning activity will be used as the summative assessment. The same rubric available to students throughout the project will be used as the basis for this assessment.
F. Student Learning Activity (copy/paste this section between the horizontal lines as many times as needed):
Which type of resource is this?
The teacher modeled story will be done on the Promethean Board, first hand written and then transferred as text into Tux Paint (Teacher/Offline). Same for the story that will be modeled together.
Students independent writing will be done first on paper and then transfered to the computer as text in Tux Paint (Student/Offline).
Where will I use this activity in the instructional cycle?
This activity will be done over the course of several days. It could potentially be used at any point in the instructional cycle. It will most likely be used as the central focus of the lesson plan, and as an assessment tool. It could provide an opportunity for students as a remediation tool or enrichment tool, as it is relatively open-ended.
Which 21st century skills wil be addressed?
This learning activity will primarily address critical thinking and problem solving. The authentic problem will be to write a story, either about themself. Significant questions will be determined by each student individually, depending on what she/he chooses to write about. The activity will develop a complete project, from idea to finished story. Students will analyze thier stories, independently and with other students and the teacher, taking into account various perspectives and exploring various ways to make revisions. Students will gain experience working with others on projects and communicating their ideas to others.
G. How will I configure my classroom for the learning activity?
- The activity will begin with whole group instruction, using a projector and interactive white board for the teacher modeled story and again for a second story modeled together as a class.
- Next, students will work independently with paper/pencil, writing their individual stories.
- As students finish their drafts, they will be assigned partners (based on the formative assessment) to work with for editing/revising. After students have revised their original draft, they will meet with the teacher for an individual conference (second formative assessment). Finally, students will work independently using classroom computers or mobile laptops to complete their stories using Tux Paint.
How will I manage implementation?Classroom Management
- Students will follow our normal class rules for this activity. Students know the expectations for writers' workshop. I will assign partners for the peer editing (based on the first formative assessment) We will review expectations for using Tux Paint on the computers during the modeled stories. If students need help on the computers, they can ask other students for help.
What additional considerations will support successful implementation?H. Reflect on the integration plan.
What considerations need to be made? This activity allows for a wide range of differentiation - considerations will be made based on formative assessments.
What is my alternate plan if for some reason the technology is unavailable? If the technology is unavailable, students will illustrate their stories by hand (crayons/markers/etc.)
I. How does this plan fit with the rest of your general curriculum to support student learning?
This plan fits with our general literacy/writing curriculum - simultaneously working toward several other content standards..
N. In what ways could you tailor this integration plan to meet the individual student learning needs?
This plan provides students with the opportunity to work at their own levels, all with the same general learning target. Students needing review will work with other students, and conference with the teacher to develop basic skills. Students who are more proficient or advanced will have the opportunity to extend their work beyond the requirements by adding more details and/or further developing their writing.