Student Info
Readiness Level: Reading and Writing 7th to 10th
grade
Learning Profiles: Multimodal, predominately aural and
visual
Interests: Athletics (soccer, football, swim, dance),
friends, music, college, and career
Student Connection
Students collaborate (in groups and pairs) and get to know
each other. Everyone participates and draws upon their ideas and experiences.
Rationale
Enduring Understanding: Students understand how their
ideas and experiences are similar and different from others. Students learn to
collaborate, problem solve, summarize, and present.
Essential Questions: What role do you take when
working in a group? Why? How do you work with others? What are classroom, LCC,
student, and personal policies, guidelines and criteria for a variety of topics?
Why are they important to me and to other students?
Instructional Strategies provide content: essential
questions (find others with the same puzzle piece), introduce themselves and
team build, group brainstorm to answer questions, summarize, and establish criteria
for presentations); process (puzzle, find your group, introductions, discussion
over question prompts, brainstorm, write, present), and product (presentation
of written guidelines created as a group).
Student Activities provide supports for varied readiness
levels (listening, speaking, summarizing, presenting, team building, problem
solving; learning profiles (brainstorm, big question prompts); and interests
(students choose what they want to share from their identity, culture and
experiences, and how they plan to present their ideas).
Content Standard
Speaking
and Listening Standards 6-12
Grades
9-10 Students Comprehension and Collaboration
1.
Initiate and participate effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
Objective
After receiving puzzle pieces, students locate team members
with matching puzzle pieces, assemble their team’s puzzle, read and interpret
the puzzle question(s), collaborate to brainstorm answers, listen to each other’s
ideas, choose the appropriate answers, and write the responses to be presented
to the class.
Assessment Plan
Students choose who and how to present their ideas as a
group then give a presentation to the class from the front of the room with a
document reader.
Differentiation Strategies
Content
o
Think, Group,
Share
o
Define
criteria for presentation
o
Define
precise language
Process
Differentiation
o
Answer
question prompts
o
Follow presenter
and audience instructions
Product
Differentiation
o
Student
proof as individuals and part of a group
o
Reflection
Into
- Teachers pass out one index card per student. Students write anonymous questions they have about our personal lives, English 9, or La Costa Canyon. The teachers collect the index cards, pull them randomly out of a pail, and answer the questions. Teachers reserve the right not to answer questions they deem inappropriate.
Through
- Teachers pass out one
puzzle piece per student. Puzzle pieces have essential questions. Each
essential question is written in different color ink.
- Teacher directs students
to think about their responses to the questions. Students “think and share”
(cooperative learning strategy) with a group.
Content: Teacher asks the students to define unknown
words and find synonyms (vocabulary development) from the questions. Students use
a dictionary for definitions of vocabulary and look for synonyms (language
development for ELs and students who need more support). Scaffold: sheet of paper for brainstorming and
creation of presentation. ELLs and students that need special education pair up
with other students to complete task (supporting all learners).
Graphic Organizer
List
Question(s)
|
Brainstorm
All Answers (all answers considered)
|
List Question(s)
|
List
Answer(s)
|
Process: Teacher guides students to create their own presentations
following the structure and process.
Instructions
- Note the color of ink used
to write the words written on your puzzle piece.
- Find the other people who
have the same color ink on their puzzle pieces.
- This is your group.
- Introduce yourselves,
assemble the puzzle, read the question(s), and discuss answers.
- Teachers pass out blank
paper and colored markers.
- Students brainstorm answers
(graphic organizer). All answers are accepted.
- Students write the
questions(s) on a sheet of blank paper. Below that, students choose and
write appropriate and agreed upon answers representing the group.
- Choose who presents what
material in what order.
- Present using document
reader.
- Reflect as a group on what worked and what needs improvement after all groups present.
Product: student responses (content) and presentation.
Celebration of presentations! (Validation of all learners.)
Place the content presented around the room as a reminder and showcase.
Beyond
- Transition to school and
classroom policy quiz.
- Students pair to discuss and
solve answers together.
- Extension
- Students take out the
copy of the policy they received as homework and correct their own quiz answers,
changing the color of the ink for the corrections.
- Review answers as a
group.
- Students take the policy home for signature. It is also the letter home to parents.
Resources
- Questions
written in different colored ink on pieces of cardstock and laminated, cut
into four to five puzzle pieces then with the following essential policy
and guideline questions.
·
What are the 10 characteristics of a
good reader?
·
What are the 10 characteristics of
trustworthiness?
·
What are the 10 goals or things you want
to learn in this class?
·
What is integrity? What are 10 ways to
show it?
·
What are the 10 ways a teacher can help?
·
What are the 10 ways to be a good
student?
·
What are 10 things a writer does to
write effectively?
·
What is the meaning of respect? What are
10 ways to be respectful?
·
What are the expectations for college
prep students?
·
Define technology. List 5 ways
technology can help and 5 ways technology can hinder?
·
Why is it a good idea to have rules in
class? Name 5 rules that should be in an English class? Why important?
2.
Technology: document reader and
projector
3.
Instructions
4.
Scratch brainstorm and presentation
graphic organizers
5.
White paper (to use with document
reader) and marking pens
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