Decision Two: The performance or product project

Document Sample

```					       Grade Level                                                4

Content &                   M4N2: Students will understand and apply the concept of rounding
Standard(s) Code                                          numbers.

Name of Unit                                           Rounding

Page Numbers                                Acquisitions Lessons, Pages 11-15
Unit Decisions                             Extending Refining Lessons, Page 19
Pages 1-9                                Graphic Organizers, Pages 43 and 59
Submitted
Monica Joyce
By

Professional/System
mjoyce@clinchcounty.com

System                                           Clinch County

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

1
Created by: Monica Joyce

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.)
When is estimation useful?
Estimation is useful when deciding how much money you are spending in a restaurant, store, etc.

Paragraph Description of the Culminating Activity:
Students will work in groups to design a menu for a restaurant. Each group will take the orders of other students in their restaurant. Students placing
their orders must make sure that they do not go over budget. Students taking orders must correctly compute the cost of the order and give correct change.

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.)
Step 1: Using menus of other restaurants, design a menu with your group. Your restaurant must have a theme. For example: fast food, steak house,
Chinese, Mexican, etc.
Step 2: Each person in the group will be assigned to another group. They will give that group a menu and take the orders of each person in that group.
The person in that group must order a drink, a main item, a side item, and a dessert with the money they are allowed (the amount may differ according to
the type of restaurant). Their orders will be written on separate receipts. Students must make their order within 5 minutes, and they are not allowed to
add up their orders on paper. All customers are allowed to do is estimate mentally.
Step 3: The waiter will then add the exact amounts on the receipt and determine how much change the customer will receive.
Step 4: Students will write a paragraph describing their strategy they used to place an order under budget.

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Decision 3: Culminating Activity/Project Rubric
Scale
4                                 3                                 2                              1
Criteria

Menu has a theme and is         Menu has a theme and is semi-     Menu is missing a theme and
colorful. Prices are reasonable.   colorful. Prices are reasonable   is not colorful. Prices do not
Most words are spelled         most of the time. Most words       make sense. A lot of words
correctly.                  are spelled correctly.                are misspelled

You placed an order from
You only went over budget one     You went over budget more
time.                       than one time.
budget.

than one receipt and gave out
Your receipts    correctly, and gave everyone       wrong and you gave them                                           Your receipt is incomplete.
incorrect change more than
the correct change.                incorrect change
once..

All words are spelled correctly.                                                                           You paragraph is
O                                            Most words are spelled           make sense. More than 5
You described at least one skill                                                                             incomplete.
correctly.               words are spelled incorrectly.
we learned in the unit.

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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

Short answer tests and quizzes taken from local school resources

Informal and formal student observations of guided and independent practice

Tickets out the door

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

Driving from City 1 to City 3: Launch Activity for Lesson 1.

Estimation of candy in a jar

Review of Graphic Organizer number 43.

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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

Students will use the skills that they learn to place orders at a restaurant without going over budget.

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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?

Give students choices in the independent practice.

In the extending thinking lesson, I can reduce the number of people eating with the student and the amount of money that the student has to spend.

You may scaffold some assignments.

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.

Acquisition Lesson 1: How do you round numbers to the nearest ten, hundred, and thousand?(2 days)
Acquisition Lesson 2: In what ways is estimating useful when we are trying to solve a problem? (2 days)
Acquisition Lesson 3: How can you use rounding and estimation to determine if you have enough money to eat? (1day)
Extending Thinking Lesson 1: How can you use rounding and estimation to determine if you have enough money to eat? (1 day)
Acquisition Lesson 4: How do you round numbers to find sums and differences? (1 day)
Culminating Activity: When is estimation useful?(3 days)

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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.

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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.

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=13930

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=12311

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=3444

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=12973

http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=7380

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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.

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

Created By: Monica Joyce

Essential Question: How do you round numbers to the nearest ten, hundred, or thousand?
Activating Strategies: Place three students across the front of the room to represent 3 cities. City 1 is 10 mi. from City 2. City 2 is
(Learners Mentally Active) 10 miles from City 3. Pick another student to represent a driver. The student is driving from City 1 to City
3. During his trip, he breaks down 3 times (be creative in the reasons for breaking down). The student must
break down at different distances from the next city. Make sure one of the distances is more than 5 miles,
one is less than 5 miles, and one is exactly 5 miles. The students in the room must decide if the driver
should walk to the previous city or to the next city for help. This helps the students understand the rules to
rounding.
Acceleration/Previewing: Rounding
(Key Vocabulary)
Teaching Strategies: 1. Write the number 12 on the overhead. Ask students which number it is closest to 10 or 20. Ask them to
(Collaborative Pairs; think about how they knew 12 is closer to 10. What number did they look at to decide what number it is
Distributed Guided Practice; closer to? (The 2) What did the two tell them? (To round down.) Tell students that today they will be
Distributed Summarizing; learning to round to the nearest ten , hundred, and thousand. They will need to use the information just
Graphic Organizers) discussed to help them.
2. Prepare index cards with the following numbers on them. (40, 43, 50), (70, 78, 80) and (300, 389, 400).
Ask for three volunteers. Give the first volunteer the 40 card and the second volunteer the 50 card. Ask
them to stand about 15 feet apart. Give the third volunteer the 43 card. Ask the class to imagine a number
line between the 40 and the 50 card. Ask the 43 card volunteer to stand where 43 would be on the number
line. Ask the class if they agree. Next ask them if the 43 is closer to the 40 or the 50. Do the other two
examples in the same way. Steps 1 and 2 are found on the website
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=12311

3. Hand out Graphic Organizer that includes the steps to rounding numbers (p.43)
Step 1: Find the number in the place that you are rounding. Step 2: Look at the number next to that place.
Step 3: 5 or more, raise the score. 4 or less, let it rest. Step 4: Change the rest of the numbers to zero.
Game: Break students into teams to play a rounding game “Fill ‘er Up” found on the following website:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=13930

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Distributed Guided Practice/ Use your school resources to provide distributive guided practice.
Summarizing Prompts: Distributed Guided Practice: Give examples as you go through the steps of division.
(Prompts Designed to Initiate Collaborative Pairs can check each other’s work.
Periodic Practice or When enough guided practice has been provided, students can go to independent practice.
Summarizing) Practice can be found on the website:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=12311

Another activity using a hundreds chart can be found on the following website for reinforcement, review, or
another lesson activity:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=3444

Summarizing Strategies: Ticket out the door: Round 4,549 to the nearest ten, hundred, and thousand.
(Learners Summarize &

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

Created By: Monica Joyce

Essential Question: In What ways is estimating useful when we are trying to solve a problem?
Activating Strategies: Pass a jar of candy around the room and ask students to write down how many pieces of candy are in the
(Learners Mentally Active) jar. Tell them to write how they came up with that estimation. You can make this more interesting and
motivating to the students by giving away the jar as a prize for the student who is closest to the correct
Acceleration/Previewing: Estimation
(Key Vocabulary)

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Teaching Strategies: Graphic Organizer (Problem Solving p. 59)—Review ROPES problem solving strategies from the Problem
Solving Unit
(Collaborative Pairs;
Use estimation when justifying answers in the “Does the Answer Make Sense?” box of the graphic
Distributed Guided Practice;
organizer.
Distributed Summarizing;
Practice estimating problems before finding the actual answers to word problems.
Graphic Organizers)
Practice using estimation to eliminate answers in a multiple-choice quiz.
Distributed Guided Practice/ Use school resources to provide guided and independent practice.
Summarizing Prompts:
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies: Ticket Out The Door: Place a word problem on the board with 3 possible answers. Without solving the
(Learners Summarize & problem for an exact answer, the students must write which answer is possible and explain why.

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

Created By: Monica Joyce

Essential Question: How can you use rounding and estimation to determine if you have enough money to eat?
Activating Strategies: Review the steps to round to the nearest ten, hundred, and thousand. Provide a couple of examples.
(Learners Mentally Active)

Acceleration/Previewing: Rounding, budget
(Key Vocabulary)

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Teaching Strategies: Use the Graphic Organizer from the first lesson in this unit (Steps to Rounding Numbers p.43).
(Collaborative Pairs; Use the same steps to round decimals to the nearest whole number. Look back to acquisition lesson 1 and
Distributed Guided Practice; use the same lesson plan. Students will recognize the similarities and will link this lesson back to previous
Distributed Summarizing; knowledge.
Graphic Organizers)

Distributed Guided Practice/ Review Graphic Organizer.
Summarizing Prompts: Provide Distributive Guided Practice.
(Prompts Designed to Initiate Use collaborative pairs to check answers.
Periodic Practice or When enough guided practice has been provided, provide independent practice.
Summarizing)

Summarizing Strategies: Ticket out the door: Tell the students that they have a certain amount of money. On the overhead or
(Learners Summarize & computer in the room, provide the students with a menu. Tell the students to order a drink, a main course
Answer Essential Question) with one side, and a dessert. They must round each of the items to the nearest whole number. The sum must
not exceed the amount of money they have. One the ticket out the door, they must write down their order
with their estimations.

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

Created By: Monica Joyce

Essential Question: How do you round numbers to find sums and differences?
Activating Strategies: Review rounding numbers to the nearest ten, hundred, thousand, and whole number. Provide examples
(Learners Mentally Active)

Acceleration/Previewing: Sum, Difference
(Key Vocabulary)

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Teaching Strategies: Use the graphic organizer from the first lesson to round the numbers in each addition or subtraction
(Collaborative Pairs;   problem. (Graphic Organizer is on p. 43 in this unit.)
Distributed Guided Practice;    Use the steps on the graphic organizer to remind students how to round the numbers. Once the numbers are
Distributed Summarizing;      rounded, students will quickly learn that the only step left is to add or subtract.
Graphic Organizers)     Activity: Planning a Picnic—found on the website:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=12973
In preparation of this lesson the teacher will need to accumulate food circulars for her students to use. The
teacher will begin the lesson by reviewing estimating dollar amounts using rounding. Write the examples on
the overhead or board. Examples: (candy bar \$0.69). Ask students to round that amount to the nearest whole
number. Ask-About how much does a candy bar costs? (\$1.00) (toy \$3.22). About how much does this toy
cost? (\$3.00) (radio \$24.67) About how much does this radio cost? (\$25.00) Tell them that they can using
rounding to estimate totals while shopping. Now ask them to mentally compute the total for the candy bar,
Group students into groups of three. Each group will need the Costs of the Picnic worksheet, paper, pencil,
calculator (optional), and grocery circulars. Tell students that they will be planning a picnic with their group
members. Tell them they will be using rounding and estimation to help predict costs. Students will now
begin working in their groups planning their picnics. The teacher will walk around and observe that students
are following the directions and using rounding to help them estimate.

Title: Costs of the Picnic FileName: grocery2.rtf
Description: Each group will need one copy of this worksheet. Groups will follow the steps on this sheet to
plan their picnic.

Step: 3 Duration: 20 minutes
After students have fished planning their picnic , each student will share their result with the class. The class
will brainstorm other times they could use this technique of estimating and post the list on poster board
somewhere in the room.

A similar activity using Internet Websites instead of flyers is found on the website:
http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=7380
Students use Internet stores to spend a hypothetical \$1000. They students must stay within \$25 of the
allowed amount.

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Distributed Guided Practice/ Provide distributive guided practice. Use collaborative pairs to check work.
Summarizing Prompts: When enough guided practice is provided, give students independent work.
(Prompts Designed to Initiate
Periodic Practice or
Summarizing)

Summarizing Strategies: Ticket out the door: Answer essential question. (Round each number, find the sum or difference.)
(Learners Summarize &

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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 &

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Extending Thinking Lesson Planning Form
Name: Monica Joyce

Essential Question: How can you use rounding and estimation to determine if you have enough money to eat?
Mini-Lesson: Briefly review Acquisition lesson 3 (Rounding decimals to the nearest whole number).

Task: Provide Students with a paper copy of a menu from a local restaurant. Students need to round each item on
the menu to the nearest whole number.

Call on different students in the room to place an order with certain amounts of money. Change the amounts
of money that they have. Students are not allowed to write anything down.
This will provide practice for the assignment.
Assignment: Give students a menu from another local restaurant. Give the students a certain amount of money to take 3
friends out to eat. The student must write out an order form and round each item to the nearest whole
number. The student’s order cannot exceed the amount of money they are given to place the order. The
student then needs to find the sum of the order exactly to see how close their estimation was.

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Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

21
Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

22
Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

23
Extending Thinking Lesson Planning Form
Name:

Essential Question:
Mini-Lesson:

Summarize/Sharing:

Assignment:

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25
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 The following pages (29-66) contain sample Graphic
Organizer (GOs) templates in direct reference to Decision 2.
 You must include at least one in 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.

27
®
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

28

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
* 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
29
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.

30
KWL Outline 1

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

31
KWL Outline 2
-K-        -W-             -L-
I Know…   Think I Know   Want to Know

32
KWL Outline 3

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

33
KWL Outline 4

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

34
KWL Plus Outline

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

Final category designations for “L”:

35
Word Map Outline 1
What is it?
(write the definition)
What is it like?

Causes

The Word

What are some examples?

36
Frayer Diagram 1

Definition         Characteristics

Examples           Non-Examples

37
Frayer Diagram 2

Definition         Sentence

I Think            Draw

38
Folk Tales Story Map
Title:

Characters:

Setting:

Problem:

Events: 1.
2.
3.
4.

Solution:

39
Fish Bone (Cause / Effect)

Effect

Causes                                         40
Cause and Event

CAUSE

CAUSE         EVENT   CAUSE

41
CAUSE
Cause and Effect
Cause

Cause:

Cause:
Effect:

Cause:

Cause

42
Flow Chart           (Sequence)

Skill or Problem:

How do I round numbers to the nearest ten, hundred and thousand?

Find the number                     Look at the                        Five or more,          Change the rest
in place that I am                  number next to                     raise the score.       of the numbers to
rounding.                           that place.                        Four or less, let it   zero.
rest.

Tens: 5,386                         5,386                               5,39                  5,390
Hundreds: 5,386                     5,386                               5,4                   5,400
Thousands: 5,386                    5,386                               5,                    5,000

43
Cycle Graph   (Sequence and Repeat)

44
Compare / Contrast 1

Concept 1                        Concept 2

How Alike?

How Different?

With Regard To

45
Compare / Contrast 2
Concept 1                          Concept 2

How Alike?

How Different?

With Regard To

Summarize:
46
Describing An Event (Abstracting)

WHO?                          WHY?

WHEN?                           HOW?

WHERE?                      SIGNIFICANCE?

47
Descriptive Organizer
(Literary Element)

TOPIC

DETAILS

MAIN IDEA SENTENCE

48
DETAILS   (Literary Element)

MAIN
IDEA

49
STORY MAP
(Literary Element)

Title:

Setting

Characters

Problem

Event 1:        Event 4:

Event 2:        Event 5:

Event 3:        Event 6:

Solution:

50
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.

51
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
52
STORY WORM (Literary Elements)
Event

Event

Conclusion
Setting

Main
Character

53
Story Map Showing Character Change

Turning Point

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

54
Matrix

Top
Category
Side
Category

55
WEB DIAGRAM (Classifying)

56
Newspaper Model – 5W Model (Abstracting)

Topic:
WHO             WHAT             WHEN       WHERE              WHY

Using the information from this form write a paragraph

57
5W and How Model
TOPIC: ______________________________________
WHO:

WHAT:

WHEN:

WHERE:

WHY:

HOW:

SUMMARY STATEMENT:

58
Word Problems: Math (Problem Solving)
What is the question?

What is the essential information?

What information is not needed?

What operations will I use?

Can I draw a diagram of the problem?

59

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

Then I ___                            Then I ___

..because ___                         ..because ___

60
Organizational Graphic Organizer (Classifying / Categorizing)

Central Topic

61
Problem / Solution Organizer (Problem Solving)

Topic

Problem                                          Solution

Main Idea Sentence

62
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?

63
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

64
Constructing Support
Position Statement

Reasons

Facts

65
Inductive Reasoning

Details:

Patterns:

Generalization:

66
Analyzing Perspectives

Issues:

Personal Perspective or Main Character’s Perspective:

Reason/Logic:

Different Perspective:

Reason/Logic

Conclusion/Awareness

67
The Most Important Thing

is __

But. The most important thing about

is __

68

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