Editing short story by 07i03sSN

VIEWS: 6 PAGES: 6

									                                                                       INSTRUCTION
What do you need to do instructionally so that all the students have the opportunity to complete this unit successfully?
Instructional Strategies/Methods – What kinds of instructional strategies or methods will you use for this unit?

Oral instruction and explanation, examples of quality work, discussion;

Expectations for Assessment Tasks – How will you share the expectations for the assessment tasks with your students?

Written directions, checklist; self, peer, and teacher evaluations, feedback;

Materials/Resources – What materials/resources will you need for this unit?

Student examples of quality work, handbooks for writing;

Corrective Activities/Strategies – What corrective instruction will you provide for those students who do not seem to be learning the targeted
standards/benchmarks?

One-on-one teacher assistance, peer assistance; After school help; Conferences to nudge to higher cognitive complexity

Enrichment Activities/Strategies – What enrichment instruction will you provide for those students who demonstrate achievement of the targeted
standards/benchmarks early in the unit?

Write an additional story, or write poems for a book; Rewrite story in poem form/play/story board/ character’s point of view
Compile all of student writings to make a book;
Read books to elementary school students, nursing home residents, or homebound citizens.

Accommodations – What kinds of accommodations do you need to consider so that all the students in your class will have the opportunity to learn and
demonstrate their learning of the standards/benchmarks targeted in this unit?
Allow extra time,                Word lists,                                 Examples of work,
Peer tutoring,                   Punctuation rules,
Peer typing,                     Recorded instructions if needed.
COGNITIVE DEMAND OF TASKS
Identify the level of cognitive demand of each assessment task by placing the task number in a cell next to its
corresponding level.

Level of Cognitive Complexity                                               ASSESSMENT TASKS
                         Extended 3               6          7
Higher




                              Thinking
                          Strategic 3             4
                              Thinking
               Basic Application 1                2          5
Lower




                   Of Skill/ Concept
                               Recall
Continue on back if needed.
Use the list of scoring tools and feedback approaches to fill in the last two columns on page 2.
                    Scoring Tools                               Feedback ( Communication) Method*
For Selected-Response:
         Answer key                                                 numerical score
         Scoring template                                           developmental/qualitative scale
                                                                     rubric--*
For Constructed-Response:                                            checklist--*
        Analytic rubric                                             narrative report/written comments
        Holistic rubric                                             verbal report/conference--*
        Checklist                                                   letter grade--*
        Narrative comments                                          other:
        Rubric developed with/by students
Other:
        Teacher/peer/student evalution
*Adapted from: McTighe, J. and Ferrara (1998). Assessing Learning In The Classroom. National Education Association.
                                                              Tasks/Activities/Assessments
What tasks/activities will students perform in this unit? List the benchmark(s) upon which each is focused. Indicate tasks you’ll use to assess learning. Briefly
describe the evidence you will collect and the assessment method that will be used. For the tasks that you will use for assessment purposes, what criteria will be
used to evaluate each assessment task? Also, specify what kinds of scoring tools will you need to evaluate assessments and how will you communicate feedback
to students (see next page)?
                                               Assessment, Scoring, and Feedback
     Tasks/Activities                          Bench-  Type of Evidence Collected Criteria for Success                    Scoring        Feedback
             What will students do?            marks                                                                       Tools

     Listen to student stories;                LA 8        Responses to                    Student responds Checklist                    Class
     Read student stories;                     3.2         stories, which                  to each question;                             Discussion
     Write a written response                  3.3         include likes,                                    Teacher                     Peer Con-
1    to stories;                               3.4         dislikes, ideas they            Checklist;        observa-                    ference;
                                                           would use, and what                               tion;                       Teacher
                                                           changes they would                                                            comments
                                                           make.
     Prewriting-brainstorm                     LA8         Web or list of ideas            Character                    Checklist        Student/
     ideas for story                           2.1         for story;                      description, plot,                            teacher
2
                                                                                           problem/solution,                             conference
                                                                                           setting.
     Drafting short story                      LA8         Rough draft of                  Logical,                     Six              Teacher
                                               2.1         short story;                    chronological and            traits of        comments/
                                               2.2                                         coherent story               writing          conference
                                               2.3                                         with beginning,              rubric
3
                                                                                           middle,
                                                                                           transitions and
                                                                                           conclusion based
                                                                                           on six traits.
                                                Unit Planning Tool

Unit Topic/Essential Question Writing a short story and publishing it in a book form
     Length of Time_Approx. 4 weeks

                                   Learning Goals                                                    Level of
                                                           Concepts and Skills                       Cognitive
Targeted                                       (i.e., what students should know and be able to do)   Demand
            Standards/Benchmarks                                                                     As defined in
                                                                                                     performance
                                                                                                       standard
Standard:   LA8.2                  Independently create a fictional writing (short                     3
                                   story) that includes prewriting, drafting, revising,
        Benchmark(s): 8.2.1
                                   editing and publishing.

Standard:   LA8.2                  Write logically, chronologically, and coherently                      3
        Benchmark(s): 8.2.2
                                   with beginning, middle, transitions, and conclusion.
                      8.2.3        Demonstrate thoughtful word choice, advanced
                                   vocabulary, sentence variety and complexity, and
                                   self-editing.
Standard: LA8.2                    Use word processing to type, edit, revise and                         4
    Benchmark(s):   8.2.5
                                   publish story.
                                                                    Tasks/Activities/Assessments
What tasks/activities will students perform in this unit? List the benchmark(s) upon which each is focused. Indicate tasks you’ll use to assess learning. Briefly
describe the evidence you will collect and the assessment method that will be used. For the tasks that you will use for assessment purposes, what criteria will be
used to evaluate each assessment task? Also, specify what kinds of scoring tools will you need to evaluate assessments and how will you communicate feedback
to students (see next page)?
                                               Assessment, Scoring, and Feedback
     Tasks/Activities                          Bench-  Type of Evidence Collected Criteria for Success                    Scoring        Feedback
             What will students do?            marks                                                                       Tools

     Word processing story                     LA 8       Story is saved to                Completed within             Teacher          Teacher
                                               2.5        student file;                    set time frame;              obser-           comments
4                                                                                                                       vation
                                                                                                                                         Conference
     Editing short story                       LA 8       Self edited;                     Editing complete             Six              Teacher
                                               2.1        Peer edited;                     Spell check;                 traits of        comments
5
                                               2.2                                         Grammar check;               writing          Conference
                                               2.3
     Revising short story                      LA 8       Printed story after              Evidence of                  Six              Teacher
                                               2.1        revision;                        revision;                    traits           conference
6                                              2.2
                                               2.3
     Self-evaluation                           LA 8       Printed story with               Finished product             Six              Teacher
7                                              2.1        illustrations, dedi-                                          traits           conference
                                               2.5        cation, publishing                                            Checklist
                                                          page, jacket;

								
To top