Unit 4 video summary and analysis
- Realistic Fiction (Links to an external site.) (5:18)
- Historical Fiction (Links to an external site.) (5:23)
- After viewing the videos in the activities for this unit, summarize and evaluate the content of each by using one of the three technology options below:
- Create a detailed graphic overview / concept map of the major content and supporting details using the Popplet (Links to an external site.), Canva (Links to an external site.), or Coggle (Links to an external site.) application.
During each of the Units 3, 4, & 5, select one of the books you chose to meet theAnnotated Bibliographyrequirements and summarize that story by creating a 6-panel visual using Storybook That. (Specific instructions are provided for this task to prevent you from needing to purchase the application.)
Design a TEKS-focused, literature-based lesson plan that focuses a designated concept, skill, or strategy. The topic must be aligned to the designated grade-level TEKS and follow the given format download.
When designing this student-focused learning experience, be sure to incorporate your Christian worldview as you consider your instructional focus, appropriate learning activities, and expectations for all students. For example, in Matthew 28:19, we are commanded to “Go ye therefore and teach all nations,…” there is no better representation of “all nations” than today’s classroom. The diversity crosses numerous cultural boundaries, and as Christian educators, we are called to teach all children, just as Christ commanded and modeled for us when He said, “Suffer the little children to come unto me…” Remember to include your response to / connections with this or another relevant scripture.
Lesson Plan FormatTitle of LessonThis should be short, to-the-point, “catchy” and instantly grab your student’s interest/attentionDate:Date that the plan is being writtenAuthor(s):Student’s nameSchool District:Your Choice ISDMentor Teacher:Mr. Know-it-AllCampus:Ideal Elementary SchoolSubject Area:Lesson Content: ELAR or Reading/Decoding Skills, for example Reading/ContractionsGrade/Level:3rd GradeStudent Population:The information in this section basically paints a word picture of the demographics of your classroom. How many males/females? Is the class heterogeneously grouped? Are there ELLs, GT students, students with IEPs, other special needs or otherwise identified? Be concise but thorough.ComponentDetailRationaleWhat is the purpose of this lesson?Materials/ResourcesIn this section, identify all materials that the Teacher and the Students will need to successfully teach and complete this lesson. I suggest having two separate sections or columns. Remember that videos, guest speakers, artifacts, books, markers, paper, etc. should all be included.Safety(If not appropriate to the lesson, give maximum points.)At the very least, include a statement to the effect that “Students are expected to follow established classroom rules.” If you are using scissors, that would necessitate an additional specific safety statement. The same would be true for Internet safety if you have students researching online.TEKS(Texas Essential Knowledge and Skills)Subject Specific TEKS: http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html In this section, you should copy and paste directly from the website above. Be sure to include the section title—content area and grade level, TEKS section, and specific lesson objectives. For example:§110.14. English Language Arts and Reading, Grade 3, Beginning with School Year 2009-2010.
ELPS(English Language Proficiency Standards)b) Knowledge and skills.(1) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:(D) identify and read contractions (e.g., I’d, won’t); §74.4. English Language Proficiency Standards.(c) Cross-curricular second language acquisition essential knowledge and skills.(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:E) employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:(i) using correct verbs, tenses, and pronouns/antecedents;(ii) using possessive case (apostrophe s) correctly; and(iii) using negatives and contractions correctly;Instructional Objective(s)Using the Bloom’s Taxonomy verbs (see Course Resources), create at least two measureable, observable statements that identify exactly what the students will be expected to do as a result of participating in this lesson. For example:Given a list of 10 sets of words, the student or learner will (TSW / TLW) match the contraction with the correct corresponding set of words with 80% accuracy.Given a list of 10 contractions, TSW choose 5 to correctly use in complete, original sentences.NOTE: These objectives must align with the identified grade level and cited TEKSAnticipatory Set / Lesson FocusThis is the “hook” or focus activity with the purpose of get students engaged / interested in the lesson to be taught and to activate prior knowledge. This is NOT the lesson Introduction and it should not use the actual lesson materials. It should be a brief, 5 – 7 minute activity. It could include a short video clip, a short hands-on motivating activity–something that effectively leads into the lesson. It should NOT be a worksheet!
Input or Procedure (Instruction)“I Do”This section and the section below involve the teacher introducing the lesson and explaining the expectations. In addition, the teacher should model as well as explain so that the students have a thorough understanding of what is expected. Should be written in sequenced list format, bulleted or numbered.Check for Understanding questions: Include at least two with anticipated responses.Input or Procedure(Modeling)“I Do”See above information.Check for Understanding questions: Include at least two with anticipated responses.Guided Practice“We Do”This section should describe how the teacher will be monitoring student understanding and progress as they work with peers to practice what has just been taught. This can be a whole class, small group, or a partner activity that is based on the lesson objectives and allows students to practice what they have just been shown. Teacher provides guidance, feedback, and redirection as he/she moves throughout the classroom.Independent Practice“You Do”(Independent of Teacher)In this section of the lesson, students are provided with a slightly different but related activity to complete individually, without teacher input as they work through it. This will allow the teacher to determine whether additional instruction is needed prior to the Assessment phase of the lesson. Teacher may still circulate room to observe but does not provide guidance or feedback regarding accuracy. Students are encouraged to do their best to complete the given task independently.AssessmentThis should be an activity that informs the teacher as to individual student mastery of the stated objectives. It is not necessary that an assessment always be in the form of a test nor must it always be a written activity. Performance-based activities or projects are also acceptable. NOTE: The assessment MUST align with the TEKS and the identified Instructional Objectives.ReteachThis section of the lesson involves additional teacher-directed instruction for students who were not able to demonstrate mastery during the lesson. It MUST include a different learning activity with different learning materials / procedures. NOTE: This is NOT a student tutoring activity nor a self-directed computer-based activity.Enrichment ExtensionThis section of the lesson includes an activity designed for those students who complete the planned lesson activities quickly and with little to no difficulty. It should challenge this student population at higher levels of Bloom’s Taxonomy and critical thinking. NOTE: This is not a homework assignment and MUST be related to the lesson objectives.
ClosureDuring the lesson closure, students should be asked to share what they have learned during the lesson. This can be done as a large-group discussion, an exit-ticket activity or any other related activity.NOTE: This is NOT a time during which the teacher tells the students what they have learned.
WHEN YOU UPLOAD EACH ASSIGNMENT COULD YOU LABEL AS I HAVE SO ILL KNOW WHICH IS WHICH!!!!
YOU CAN GO TO LETU.EDU TO VIEW EACH ASSIGNMENT TO MAKE SURE IT IS DONE CORRECTLY
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