Decision Two: The performance or product project

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Decision Two: The performance or product project Powered By Docstoc
					       Grade Level                                       5

       Content &                                       5R1d
    Standard(s) Code                                   5W1c

                                                   Sequencing
       Name of Unit
                                                 ELA5Sequencing
      Page Numbers                       Acquisitions Lessons, Pages 11-13
      Unit Decisions                    Extending Refining Lessons, Page 17
        Pages 1-9                        Graphic Organizers, Pages 38, 51
         Submitted
                                   Coffee County 5th grade Unit Development Team
            By

  Professional/System                              Sally Bryant
    Email Address                            sbryant@coffee.k12.ga.us

           System                                 Coffee County

           School
Please do not use initials. Type                 Satilla Elementary
      full name of school.




                                                                                   1
Created by: Bonita Hart, Rhonda Colton, Tamara Morgan, Stephanie Wheeler, Kristi
Drury, Cheryl Skipper, Sally Bryant

Decision Two: The performance or product project                                                                              Note: Decision One is the
                                                                                                                                    Content Map
              that will be the culminating activity of the unit
Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ within parentheses.)
Why is sequencing important to readers and writers? (Sequencing is a part of daily life. Stories, recipes, directions, etc. are all presented in some
form of organizational structure. Without sequence, there would be no form of comprehension or understanding in what we read.)


Paragraph Description of the Culminating Activity:
Students will present a “How To” demonstration. Teacher will describe in detail the expectations of the “How To” project. Some examples that may be
provided are food demonstrations, paper folding, sports, crafts, dance routines, etc. They will be expected to follow the rubric in order to be successful.




Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for GO index. Cite GO title and page # in text box
below.)
Teacher will model all steps before beginning or at the completion of each task.
   1. Students will be expected to first fill out a flow chart (p.38) on their demonstration. The teacher will approve this before the student can continue
      with their demonstration preparations.
   2. Students will then be asked to write the steps of their “How To” project in paragraph form. They will be expected to use sequence signal words
      and should note that other students will listen and record sequence signal words that are used.
   3. Students will be given the culminating rubric prior to planning this demonstration to be successful. They will be assessed by this rubric only.
   4. During each demonstration, other students will be asked to make a list of signal words that the presenter uses throughout their presentation. (This
      can be used as a participation grade if needed.)




                                                                                                                                                              2
Decision 3: Culminating Activity/Project Rubric
           Scale
                             Exceptional                       Successful                  Work in Progress
Criteria


                    Includes in-depth information;
    Evidence of                                       Includes all details; somewhat    Steps unclear; difficulty
                      can be easily followed by
     Planning                                           easily followed by others           following steps
                      others (above and beyond)




  Use of Sequence   Used precise/varied sequence          Used sequence words           Little or no evidence of
   Signal Words          words effectively                   appropriately                  sequence words




                                                                                        Speaks unclearly or lacks
                    Poised, clear speaking; proper        Speaks clearly; with
                                                                                         voice projection; no eye
     Speaking       volume; good posture and eye      appropriate loudness most of
                                                                                        contact; speaker seemed
                                contact                the time; little eye contact
                                                                                          uninterested in project




                    Fully prepared; usage of large,   Somewhat prepared; could be
                                                                                       Unprepared; flawed design,
   Use of Visuals    colorful, design or materials     seen by most; some color,
                                                                                               no color
                            tied to content              design tied to content




                                                                                                                    3
Decision 4: Student Assessments
Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews

Teacher may use a varied of methods of assessing students. Some examples are as followed:

- Answer essential question
- Ticket out the door
- 3-2-1
- Pop quizzes
- Journal writing
- Comprehension test
- Benchmarks
- Graphic organizer completions
- Teacher observation
- Projects/demonstrations
- Also see Acquisition Summaries and Extend/Refine lesson for this unit




                                                                                            4
Decision 5: Launch Activities
Develops student interest and links prior knowledge. Provides the content map and key vocabulary to students.

   Students should have in-depth prior knowledge with sequencing from prior years.
Teacher will share content map and vocabulary with students prior to unit.

1.Teacher will first begin unit by asking students “What do we use sequencing for in every day life?” Students will provide examples that will be placed
on a word splash chart. The teacher will then introduce the unit essential question and describe what the student will be expected to do and know at the
end of the unit.
2. Teacher will then introduce or review (depending on prior knowledge) sequencing signal words. Examples: first, first thing, when, not long, last, next,
right after, now, afterward, following, then, before, after, finally, what happens first, sequence, in conclusion.
3. Teacher will read Ira Sleeps Over by Bernard Waber. Students will be given a word splash to write down each signal word they hear in the story.
Their word splash should include the following signal words: then, now, first, after that, at last, etc.
4. Teacher will then model sequencing using a Flow Chart (p.38) or Beginning, Middle, End Chart with the book Ira Sleeps Over. This will be
completed as a whole group activity.
At the end of this unit all students will be expected to recognize the organizational structure of different genre of passages or stories after reading.
      - Chronological order, logical order, cause/effect, classification schemes

Additional Vocabulary that should be taught: transition words, organizational structure, chronological order, logical order, cause/effect, and
classification schemes.




                                                                                                                                                         5
Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.

                                     See the Acquisition Lessons Templates (pages 11-17) and the
                          Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.

Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect Compare/Contrast                   Constructing Support
Justification    Induction                            Deduction
Error Analysis    Abstracting                         Analyzing Perspectives
Classifying       Example to Idea                     Idea to Example
Evaluation        Writing Prompts

Writing
The teacher will review the different organizational structures that were studied in this unit. The teacher will display four pictures on the board.
(Internet, drawings, newspaper or magazine clippings, etc.) On the back of each picture is a number.
The teacher will also prepare pieces of paper with one number on it. (numbers 1-4 only) Students will select a number from a cup. This number
will match one of the numbers on the back of the picture. The students will create a 2-3 paragraph about the picture using one of the organizational
structures studied within this unit. The key is to get the students to think about which would be the best organizational structure to use to portray
their information to others.

IN ADDITION:
The following website provides games that help students with sequencing.
http://www.quia.com/pages/sequencingfun.html




                                                                                                                                                   6
Decision 8: Differentiating the Unit
What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of all students?

-Leveled readers pulled for students specific reading level
-Flexible grouping will be provided to accommodate
-Scaffolding graphic organizers
-One on one instruction
-Peer tutoring
-Tests read to students




Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities? Put the Lesson
Essential Questions, activities, and experiences in order.

    1.   Launch Activity –Introduce unit essential question, prior knowledge, and the reading of Ira Sleeps Over.
    2.   Acquisition lesson #1 p. 11 – How does identifying the author’s structure help the reader comprehend the story?
    3.   Acquisition lesson #2 p. 13 – How do classification schemes differ from other structures in reading and daily life?
    4.   Extending Thinking lesson p. 17 –(writing) How does identifying the author’s structure help the reader comprehend the story?
    5.   Culminating Activity –“How To” presentation -Why is sequencing important to readers and writers?




                                                                                                                                                               7
Decision 10: Review and Revise
How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.




                                                                                              8
Decision 11: Resources and Materials (Copyright/References) for Learning Unit
                     Left Column: Unit Writer to list copyright and references resources used for developing the unit.
                                  Right Column: Provision to list comparable resources at a later time.




                    Copyright/References provided by Unit Writer                              Comparable Copyright /References
   Learning Focused Book
                                                                                       I Know and Old Lady Who Swallowed a Fly by
   Ira Sleeps Over by Bernard Waber
                                                                                       Simms Taback
   http://www.quia.com/pages/sequencingfun.html

   Tracy Gefroh Boyd, M.S., CCC-SLP
   Pedersen Elementary/Altoona Middle School
   Altoona, WI USA




                                                                                                                                    9
The following pages contain the templates in direct reference to
Decision 6. Pages 11-15 contain 5 copies of the Acquisition
Lesson Template. Pages 16-20 contain 5 copies of the Extending
Thinking Lesson Planning Template. Due to the unique nature of
each of the units created, the number of Acquisition Lessons and
Extended Thinking Lessons will vary. You may or may not need
all five copies of either template.




                                                                   10
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                    Created By: Bonita Hart, Rhonda Colton, Tamara Morgan, Stephanie Wheeler, Kristi Drury,
                                     Cheryl Skipper, Sally Bryant

           Essential Question: How does identifying the author’s structure help the reader better comprehend the story?
        Activating Strategies: Prior to this day the teacher will ask students to be sure and wear shoes that tie.
     (Learners Mentally Active) Collaborative Pairs – Students will decide who will represent the number 1 and the number 2. 1’s must tell
                                2’s how to tie their shoes using sequence signal words. 2’s will tie their shoes following steps told to them
                                by 1’s.
    Acceleration/Previewing: Chronological order, logical order, cause/effect, classification schemes, transition
              (Key Vocabulary)
         Teaching Strategies: The teacher will read aloud a fairytale that reflects at least one organizational structure (chronological
            (Collaborative Pairs; order, logical order, cause/effect, classification schemes) The class will complete a flow chart (p. 38) as
    Distributed Guided Practice; part of whole group instruction. They will also tell what type of organizational structure the story followed.
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/ The teacher will have leveled readers that include examples of chronological order, logical order,
     Summarizing Prompts: cause/effect, and classification schemes. The students will be broken up into four groups. Each group will
    (Prompts Designed to Initiate be given one book that includes samples of the organizational structure.
            Periodic Practice or Students will then read their leveled books and complete their graphic organizer (ex. Flow chart p. 38)
                  Summarizing) during reading. After completing this task students will present their information to the whole class. At the
                                  end of their presentation each group will be expected to identify the type of organizational structure their
                                  story reflected.

    Summarizing Strategies: Students will use the graphic organizer summarizer titled “The important thing about…” to answer the
       (Learners Summarize & essential question. This is found in the Learning Focused book.
     Answer Essential Question)




                                                                                                                                             11
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By: Bonita Hart, Rhonda Colton, Tamara Morgan, Stephanie Wheeler, Kristi Drury,
                                    Cheryl Skipper, Sally Bryant

          Essential Question: How do classification schemes differ from other structures in reading and daily life? (Classification
                                 schemes usually come from nonfiction or realistic reading material and are presented in a different format.)
        Activating Strategies:      1. Have a variety of outerwear displayed. Ask for several student volunteers to assist in the
      (Learners Mentally Active)       demonstration.
                                    2. Ask the volunteers which of the items they would wear if it were:
                                           o A bright, crisp fall afternoon?
                                           o A cold, snowy winter night?
                                           o During a rainstorm?
                                           o A cool summer 's evening?
                                           o Going to the beach?
                                           o Going hiking?

                                           The students then choose an appropriate combination of outerwear for that situation.

                                       3. Discuss and complete a web diagram (p.51) with the class. Also discuss how we wear different
                                          outerwear throughout the year depending on how our environment changes.
                                       4. Discuss with the students that this is an example of classification schemes.




    Acceleration/Previewing: Classification schemes, subtopics, topics, captions, diagrams
               (Key Vocabulary)




                                                                                                                                          12
         Teaching Strategies: Classification schemes are an orderly arrangement of related things. Discuss with students that classification
            (Collaborative Pairs; schemes are usually found in nonfiction or realistic passages. Sometimes it has a distinctive appearance that
    Distributed Guided Practice; will set it aside from other organizational structures. Such as topics and subtopics, diagrams, charts, etc.
      Distributed Summarizing;
            Graphic Organizers) The teacher will divide the students into four groups. Each group will have a copy of two genres: fiction and
                                  nonfiction. Ex.: a book on different kingdoms in science, planets, dinosaurs, mammals, islands, etc. and a
                                  fiction book. Each group will be given 3 minutes to complete a Venn Diagram of similarities and
                                  differences they notice in the two genres. Using the teacher selected nonfiction book, he/she will discuss the
                                  layout of nonfiction text in detail. Including topic headings, subtopics, diagrams, charts, highlighted
                                  vocabulary, captions, etc.

                                     Once the students can distinguish the differences between the two genres, the teacher and the students will
                                     briefly scan the nonfiction passage and complete the web diagram (p. 51) paying close attention to how and
                                     what the author classified. The teacher should make students aware of how the author formatted his/her
                                     information – by using classification schemes.


Distributed Guided Practice/ The teacher will divide students into pairs. Each pair of students will receive a nonfiction passage and a web
     Summarizing Prompts: diagram (p.51).
    (Prompts Designed to Initiate The students will be responsible for first recognizing that the author formatted his information into
            Periodic Practice or classification schemes.
                  Summarizing) Students will then read and discuss the passage.
                                  Students will be responsible for completing the web diagram (p. 51) from the provided passage.
                                  The teacher will review and discuss the students’ findings.

    Summarizing Strategies: Students will turn to their partners to answer the essential question. The partners will write down their
        (Learners Summarize & answer to the essential question. This will be handed to the teacher to check.
      Answer Essential Question)




                                                                                                                                              13
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          14
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          15
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          16
Extending Thinking Lesson Planning Form
                 Name: Sally Bryant

  Essential Question: How does identifying the author’s structure help the reader better comprehend the story?
       Mini-Lesson: The teacher will review the different organizational structures that were studied in this unit. The teacher will
                            display four pictures on the board. (Internet, drawings, newspaper or magazine clippings, etc.) On the back
                            of each picture is a number.
                            The teacher will also prepare pieces of paper with one number on it. (numbers 1-4 only) Students will draw
                            a number from a cup. This number will match one of the numbers on the back of the picture.




                   Task: The teacher will tell the students that their number will match the number on the back of one of the pictures.
                    The teacher will reveal the numbers that correspond with the picture. The students will create a 2-3
                    paragraph about the picture using one of the organizational structures studied within this unit. Students
                    should decide the best structure to use.
 Summarize/Sharing: Students will share their writings with the class. The class will be challenged to identify the organizational
                    structure used. The student will then discuss why and how they chose their particular organizational
                    structure.


          Assignment: The teacher will then explain that they are to study the picture that matches their number and figure out the
                            best way to write about the picture in at least 2-3 paragraphs. Example #1: if it is a picture of a boy looking
                            at his watch, the student could use chronological order to describe in 2-3 paragraphs the activities that the
                            boy will be participating in for that day.
                            Example #2: if it is a picture of a grandmother rocking a baby, the student could use logical thinking to
                            describe in 2-3 paragraphs the different stages of life and what can happen at each stage. Baby, toddler,
                            teenager, mother, grandmother, etc.
                            This assignment may take more than one day.




                                                                                                                                         17
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          18
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          19
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          20
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          21
 The following pages (29-66) contain sample Graphic
  Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
  by citing the title and page number in the Decision 2 form
  field.
 You may also pre-fill your chosen graphic organizer by
  navigating to that page and clicking in the appropriate text-
  spaces.




                                                                  22
                                           ®
 Learning-Focused
Strategies Notebook
 Teacher Materials
   Dr. Max Thompson & Dr. Julia Thompson


          Learning Concepts Inc.
              PO Box 2112
            Boone, NC 28607
            (866) 95-LEARN
          (866) 77-LEARN Fax
         www.learningconcepts.org




                                               23
             Graphic Organizers Table of Contents

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
                                                                               24
       Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
       representation of concepts, ideas, and relationships. They provide the structure
       for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
     students have a guide to the text structure, their comprehension
     is considerably higher than when they only rely on reading and memorization.
     Expository texts “explain” or tell about a subject. Their ideas are organized by:
       *      Sequence or Time-Order
       *      Listing or Description
       *      Compare/Contrast
       *      Cause/Effect
       *      Problem/Solution

4.     The most important question a teacher can answer is:
       “How do I want students to THINK about my content ?”
       Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.




                                                                                                 25
KWL Outline 1

           -K-              -W-               -L-
     Think I Know…   Think I’ll Learn…   I Learned…




                                                      26
KWL Outline 2
         -K-        -W-             -L-
      I Know…   Think I Know   Want to Know




                                              27
KWL Outline 3

          -K-            -W-                -L-
     What I Know…   Think I’ll Know   What I Learned




                                                       28
KWL Outline 4

                                              -L
           -K-            -W-
                                    What We Learned and
      What We Know   What We Want
                                    Still Need to Learn…
                      To Find Out




                                                           29
KWL Plus Outline

                                          Topic:
              -K-                            -W-         -L-
             Know                       Want To Know   Learned




 Final category designations for “L”:

                                                                 30
Word Map Outline 1
                                    What is it?
                               (write the definition)
                                                        What is it like?



   Causes




  The Word




     What are some examples?


                                                                           31
Frayer Diagram 1

Definition         Characteristics




Examples           Non-Examples

                                     32
Frayer Diagram 2

Definition         Sentence




I Think            Draw


                              33
              Folk Tales Story Map
     Title:

Characters:

Setting:

Problem:

Events: 1.
        2.
        3.
        4.

Solution:

                                     34
         Fish Bone (Cause / Effect)




                                      Effect




Causes                                         35
Cause and Event

                  CAUSE




    CAUSE         EVENT   CAUSE




                                  36
                  CAUSE
Cause and Effect
                            Cause




                   Cause:




Cause:
                                    Effect:




Cause:




               Cause

                                              37
Flow Chart   (Sequence)


   Skill or Problem:




                          38
Cycle Graph   (Sequence and Repeat)




                                      39
Compare / Contrast 1


       Concept 1                        Concept 2


                        How Alike?




                       How Different?

                       With Regard To




                                                    40
                  Compare / Contrast 2
      Concept 1                          Concept 2

                        How Alike?




                      How Different?

                      With Regard To




Summarize:
                                                     41
Describing An Event (Abstracting)




          WHO?                          WHY?




        WHEN?                           HOW?




        WHERE?                      SIGNIFICANCE?


                                                    42
Descriptive Organizer
(Literary Element)


                             TOPIC




                             DETAILS




                        MAIN IDEA SENTENCE


                                             43
DETAILS   (Literary Element)




 MAIN
 IDEA

                               44
STORY MAP
(Literary Element)


      Title:

    Setting

   Characters


      Problem

     Event 1:        Event 4:

     Event 2:        Event 5:

     Event 3:        Event 6:


     Solution:



                                45
Story Pyramid (Characterization)


                                     1.

                          2.


                  3.


        4.

5.

                                                      Directions:
                           1.   Insert 1 word that names a central character.
                           2.   Insert 2 words that describe the setting.
                           3.   Insert 3 words that describe a character.
                           4.   Insert 4 words that describe one event.
                           5.   Insert 5 words that describe another event.

                                                                                46
Character Map (Literary Element)

                     Example                                                       Example




                                                                                             Example
          Example                                 Quality




Quality                                                                                                 Quality




                                           Character’s Name




          Example                               Directions:                                   Example

                      1.   Write character’s name in central square.
                      2.   In the rectangles, list adjectives or qualities that describe
                           that character.
                      3.   In the ovals, writs examples from the text that support the
                           adjectives or qualities.
                                                                                                                  47
STORY WORM (Literary Elements)
                                 Event

                                          Event



       Conclusion
                                             Setting



                                       Main
                                     Character




                                                       48
Story Map Showing Character Change



                              Turning Point


 Character at Beginning   Events That Caused Change   Character at End
        of Story                                          of Story




                                                                         49
Matrix


               Top
           Category
Side
Category




                      50
WEB DIAGRAM (Classifying)




                            51
Newspaper Model – 5W Model (Abstracting)


 Topic:
     WHO             WHAT             WHEN       WHERE              WHY




           Using the information from this form write a paragraph




                                                                          52
5W and How Model
TOPIC: ______________________________________
WHO:


WHAT:


WHEN:


WHERE:


WHY:


HOW:


SUMMARY STATEMENT:


                                                53
   Word Problems: Math (Problem Solving)
What is the question?


What is the essential information?




What information is not needed?


What operations will I use?

Does my answer make sense?

Can I draw a diagram of the problem?




                                           54
Justify Your Answer (Justification)

To solve this problem, first I ___    To solve this problem, first I ___




Then I ___                            Then I ___




This answer is ___                    This answer is ___




.because ___                          ..because ___




                                                                           55
Organizational Graphic Organizer (Classifying / Categorizing)

                                  Central Topic




                                                                56
Problem / Solution Organizer (Problem Solving)

                                     Topic

Problem                                          Solution




                           Main Idea Sentence

                                                            57
                        SKILLFULL DECISION MAKING
                                  OPTIONS
                                What can I do?




                                   OPTION
                                 CONSIDERED



 CONSEQUENCES                      SUPPORT                          VALUE
 What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?




                                                                                           58
Prediction Tree Model (Deduction)
                                           Details / Proof




  Details / Proof                             Prediction                              Details / Proof




          Prediction                                                             Prediction




                                    Conclusion or Final Prediction




 1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
                       Directions: 1. Students Read and Note Details, Facts, Proof .
                        2. Read, Gather Details, Facts, Proof and Make Predictions
                                   3. Make Conclusion or Final Prediction

                                                                                                           59
Constructing Support
                       Position Statement




                          Reasons




                            Facts




                                            60
Inductive Reasoning



           Details:




                Patterns:




                      Generalization:




                                        61
Analyzing Perspectives

Issues:




Personal Perspective or Main Character’s Perspective:




Reason/Logic:




Different Perspective:




Reason/Logic




Conclusion/Awareness




                                                        62
The Most Important Thing


                     The most important thing about



  is __




                   But. The most important thing about


  is __



                                                         63

				
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