koester lps.docx

8/13/2019 Koester LPs.docx

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Date Submitted: ____10-10-13___________________ Date Taught: ________10-15-13 ________________

Subject: Literacy____________________ Title/Concet : ______! ""ue "- # ha t i t i " o r i "n $t __________________

T%&S/Content Standard": '113() *1+, Citien"hi( The "tudent under"tand" the imortance o. actie indiidualarticiation in the democraticroce""( The "tudent i" eected to: *,: elain ho2 indiidual" can articiate oluntarily in ciic a..air" at "tate and local leel" through actiitie" "uch a"holding ublic o..icial" to their 2ord 2riting letter" and articiating in hi"toric re"eration and "erice roject" *43, Social "tudie" "ill"( The "tudent u"e" roblem -"oling and deci"ion -maing "ill" 2oring indeendently and 2ithother" in a ariety o. "etting"( The "tudent i" eected to:*),: u"e aroblem -"oling roce"" to identi.y a roblem gather in.ormation li"t and con"ider otion" con"ideradantage" and di"adantage" choo"e and imlement a "olution and ealuate the e..ectiene"" o. the "olution6 and *,: u"e a deci"ion-maingroce"" to identi.y a "ituation that re7uire" a deci"ion gather in.ormation identi.y otion"redict con"e7uence" and tae action to imlement a deci"ion(

&id-8riendly 9bjectie*",: ! 2ill identi.y i""ue" in my community and /ote on 2hich one ! 2ant to "tudy(

Le""on 9bjectie*",: The "tudent" 2ill learn 2hat the term i""ue; mean"( They 2illbe able to name "eeral i""ue" andidenti.y tho"e that are imortant

in the community( 8inally they 2ill decide *ote, on one i""ue they 2ant to "tudy(

Content: !""ue"uality


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Date Submitted: ___10-31-13 _________________ Date Taught:____11-5-13 __________________________

Subject: Literacy____________________ Title/Concet: ____u l ly i ng ____________________________

T%&S/Content Standard":

*43, Social Studie" Sill"( The "tudent u"e"roblem -"oling and deci"ion -maing "ill" 2oring indeendently and 2ithother" in a ariety o. "etting"( The "tudent i" eected to:*), E"e aroblem -"olingroce"" to identi.y aroblem gather in.ormation li"t and con"ider otion" con"ideradantage" and di"adantage" choo"e and imlement a "olution and ealuate the e..ectiene"" o. the "olution6 )nd*, u"e a deci"ion-maing roce"" to identi.y a "ituation that re7uire" a deci"ion gather in.ormation identi.y otion" redict con"e7uence" and tae action to imlement a deci"ion(

*45, e"earch/e"earch


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bullying( #hen 5id" are in/ol/ed inbullying3 they o.tenlay more than one role( !t i" imortant to under"tandthe multile role" 5id"lay in order to e..ecti/elyre/ent and re"ond tobullying(Delated Toic"There are many other tye" o. aggre""i/ebeha/ior that don$t .it the de.inition o.bullying( Thi" doe" not meanthat they are any le"" "eriou" or re7uire le"" attention thanbullying( Dather3 the"ebeha/ior" re7uire di..erenre/ention and re"on"e "trategie"(


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more thing" that they notice about good 2riting and add their idea" to the anchor chart(


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Then, Iwill give each student a notecard towritewhat they notice, individually, about the letter aswhole. After they have learned about strategies ofwriting a good persuasive letter, Iwill remind them that t

what wewill be creating out of this entire project. Then, Iwill introduce the alphabox strategy inresearching. Iwill give each student a copy of the alphabox sheet aswell as display a poster forclass alphabox. Iwill explain to the students that this is a strategy that we can use to organie new learning and our research. Aswe are reading, I am going to pull out words or phrases that aimportant to !now, or something I thin!will remind me about my learning.

I will have them each loo! at the first nonfiction article. "e will read the first paragraph together, awill model how to choose words to put in our class alphabox. The studentswill also copy mywordtheir own alphaboxes. #ext, we will read the second paragraph, and Iwill have the students thinword theywant to add to their alphaboxes. They will turn to a partner and tell what they pic!ed. will share, and wewill all add those words to our alphaboxes. Then, Iwill have the students readrest of the article on their own, filling out their individual alphaboxes.

%losure& "henwe are finished, Iwill have each of the students !eep their own research file folder toof their information and !eep it safe. They will be responsible for !eeping up with this folder. "ewill 'review and share some of the information that we have found to wrap up.(ifferentiation&

) notes are acceptable and some students can use s!etch to stretch. %omplete graphic organier with tgroup.

*valuation+Assessment& -re+ngoing+-ost/

*ach studentwill complete 0 notes+complete a graphic organier with facts, people this affects, location,history+current events, content specific issue. 1ullets are acceptable. Analysis of Assessments/ and 2ecord34!eeping&

%laire 5iller Isaac 6( 1rianna #oah

%ompleted

7raphicrganier

8es 8es 8es 8es 8es 8es

2eflection&

This lesson was a little bit rough. 5y students did not understand whywewere loo!ing at an example leeven though I tried to explain to them that this iswhat theywere going to create. I thin! that in the futurewould help if the studentswere more used to seeing the end product before beginning, or if more explanwent into introducing the example letter.


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Bame:


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OAdditional factors' the"e can include6 the di..erentiationbet2eenbullying and hara""ment3 enumerationo.rotected cla""e"3 "tatement" around the u"e o. technology3 ho2 thebeha/ior imact" educationaler.ormance and thehy"ical location" that 2ould .all under thejuri"diction o. "chool "anction"(

A basic guideline for your child is this' Let the child 5no2 that i. thebeha/ior Ro. another "tudentS hurt" orharm" them3 either emotionally orhy"ically3 it$" bullying(


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Bame:


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elated Toic"

There are many other tye" o. aggre""i/ebeha/ior that don$t .it the de.inition o.bullying( Thi" doe" not meanthat they are any le"" "eriou" or re7uire le"" attention thanbullying( ather3 the"ebeha/ior" re7uire di..erenre/ention and re"on"e "trategie"(


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interview

Added

information toAlphabox

8es 8es 8es 8es 8es 8es

2eflection&

5y students did awonderful job on their interview with 5iss 9ieber today: I thin! itwas a really good idreview interview procedures before conducting the interview. They all remembered to as! their open e


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Bame:


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Other: __Se r i ce Lea r n i ng and i n t e r i e 2 i ng _

Ste"/Se7uenc e o. )ctiitie" Correlated to !n"tructional Aodel: 8ocu"/Launch: #e 2ill begin by re.erringbac to the element" o. aer"ua"ie letter that 2e di"cu""ed la"t Aonday(

-! 2ill o"t the anchor chart on the 2all ! 2ill mae "ure that ! oint out theP


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O Date )ddre"" =reetingO !ntroduction

o Beed" to grab attention o. a reader( !t "hould al"o brie.ly elain the i""ue or toic tobe di"cu""ed(O Statement o. oinion

o E"e "trong language to clearly "tate your oinionO )rgument"

o The argument i" made u o. a "erie" o. logically organied rea"on"( The"e rea"on" are ba"ed onre"earch(

O

Conclu"iono


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Bame:


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di"cu"" the di..erence" in each "trategy and the imact that it mae" recogniing 2ho 2e are 2riting to( No2 2ould ourlead be di..erent i. 2e 2ere 2riting to a .riend or the mayorF

O Bet ! 2ill hae my "tudent" turn and tal inair" to di"cu"" 2hich tye o. lead they .eel 2ould .it theirintended audience and try outo""ible lead" .or the letter(

O ).ter di"cu""ing the "tudent" 2ill begin 2oring indeendently to cra.t their lead aragrah( ! 2ill "hare the dateand addre"" o. theer"on 2e hae decided to 2rite to and gie each "tudent their grahic organier" .romye"terday "o that they can incororate their oinion "tatement into their lead( ! 2ill mae "ure that they begin 2ithone o. the "trategie" 2eju"t taled about and end 2ith their oinion "tatement(

O 9nce they hae had "ome time to 2or on their oeningaragrah" ! 2ill begin minile""on 4 dra.ting logicalargument" to "uort their oinion"( ! 2ill tell them that 2riter" u"e argument" to "uort their oinion"( They tyically order them .rom the "tronge"t to the lea"t "trong( #riter" can al"o include a aragrah that addre""e" theoo"ingoint o. ie2(; ! 2ill a" the "tudent" to re.er to their alhaboe" and "ee i. 2e can .ind a "ource thataddre""ed a counterargument(

O Then ! 2ill hae the "tudent" turn and tal to a artner and together they can decide 2hich o. the 3 rea"on" ontheir grahic organier they 2an t tout .ir"t "econd and third(

O ).ter they hae con.erred they 2ill hae time to 2rite a dra.t o. their letter" indeendently( ! 2ill hae theTran"itional #ord" and


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Bame:


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changed(

O La"tly ! 2ill gie the "tudent" a coy o. theer"ua"ie letter checli"t rubric "o that the "tudent" can "el.-a""e""their letter"( They 2ill hae time to rei"e a" nece""ary(

O Ao"t o. the "tudent" comleted their conclu"ion" ye"terday "o 2e ju"t 7uicly reie2ed the a"ect" o. "trong oening argument" and conclu"ion"( Then they had time to 2or on rei"ing and tying their letter"(

Di..erentiation: !"aac did not hae time to tye hi" letter "o he handed in a hand-2ritten .inal dra.t and ! 2ill tye it

%aluation/)""e""ment: *


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Bame:


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2esearch and !nowledge aboutbullying -resentation s!ills

5aterials+

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