food- chew on this

8/9/2019 Food- Chew on This

http://slidepdf.com/reader/full/food-chew-on-this 1/14

TEAM Lesson Plan Template Teacher: Gwendolyn Hines collaborating with Sam SingerSubject/Grade: English IILesson Title: Food – hew on This

STANDARDSIdentify what you intend to teach. State! ommon ore! "Tollege #eadiness Standards and/or State om$etencies

SS%EL"&Literacy%'%(&)*%+ ,roduce clear and coherent writing in which the de-elo$ment!organi.ation! and style are a$$ro$riate to tas! $ur$ose! and audience%

SS%EL"&Literacy%'%(&)*%0 Gather rele-ant in1ormation 1rom multi$le authoritati-e $rint anddigitalsources! using ad-anced searches e2ecti-ely3 assess the use1ulness o1 eachsource in answering the research 4uestion3 integrate in1ormation into the te5tselecti-ely to maintain the 6ow o1 ideas! a-oiding $lagiarism and 1ollowing astandard 1ormat 1or citation%

SS%EL"&Literacy%'%(&)*%( 7raw e-idence 1rom literary or in1ormational te5ts to su$$ortanalysis! re6ection! and research%

O!E"TI#E$s%&Su'(O')ecti*es

"onnect p+io+ lea+nin, to new lea+nin,. lear! S$eci8c!9bser-able! 7emanding! High uality! ;easurable! "ligned toStandard<s=! and Integrated with other subjects! build on $riorstudent nowledgeStudent&Friendly <I an Statement=

I can locate sources that are a$$ro$riate 1or my research to$ic and create source citations withcorrect $unctuation% I can choose use1ul in1ormation and tae notes on that in1ormation 1rom mysources% I can ty$e a research $a$er in ;L" style%

MOTI#ATIN- STDENTS/0oo123 En,a,e students4 attention and focus on lea+nin,.,ersonally meaning1ul and rele-ant! rein1orce and reward e2orts

,lay >Tae a Stand? to not only $re&assess student nowledge! but to 1ocus students on whatthey don@t already now that they will be learning%

PRESENTIN-INSTR"TIONAL"ONTENT&LESSONSTR"TRE 5 PA"IN-

Step('y(Step P+ocedu+es(Lesson Se6uence3 asic to"omple7. Lesson includes -isuals! modeling! logical se4uencingand segmenting <beginning! middle! ending=3 essential in1ormation3concise communication3 grou$ing strategies3 di2erentiatedinstructional strategies to $ro-ide inter-ention A e5tension3seamless routines3 -aried instructional strategies3 ey conce$ts Aideas highlighted regularly

7ay ))% ;rs% Hines $resents introductory ,ower,oint with >Tae a Stand?3 9bjecti-es3 Bocabulary3

E5am$les o1 Source ards! Cote ards! and Internal itations3 #e4uirements3 and Ste$s togo through%

D% Students use a ornell Cotes handout to tae notes on the ,ower,oint%% Students 8ll out a oo Source 'orsheet on the boo! Chew on This%+% Students create a boo source card 1or Chew on This as shown ste$ by ste$ by ;rs% Hines

to be graded by her%% Students log in to the com$uters and create an Easybib account%% Students set u$ a Cew ,roject in Easybib%% Students create a boo citation 1or Chew on This in Easybib%0% Students go to the Libguide named >Food – hew on This? created 1or this assignment%(% Students go to the SI#S database 1rom the libguide and search 1or rele-ant articles on

D*)) ) o1)+

http://www.corestandards.org/ELA-Literacy/W/11-12/4/

http://www.corestandards.org/ELA-Literacy/W/11-12/4/



their chosen to$ics related to Chew on This that they ha-e chosen $re-iously in theclassroom%

)*%Students im$ort citations 1or one or two chosen articles into Easyib and $rint out thearticles 1or annotating in class%

7ay D)% Students log in to the com$uters and the Easybib account they created on 7ay )%

D% Students go to the Libguide name >Food – hew on This? created 1or this assignment%% Students go to the tab >E-aluating 'ebsites%?+% ;rs% Hines e5$lains the #", test and the reasons why e-aluating websites is im$ortant in

research%% Students $ractice e-aluating websites 1rom the lins on the libguide and 8ll in their

thoughts on a handout%% ;rs% Hines leads a discussion on some o1 the websites chosen 1or e-aluation and why

some 1ail the #", test%% Students are encouraged to use Sweet Search to 8nd websites which are rele-ant 1or their

to$ics%0% Students search 1or websites that $ass the #", test on their chosen to$ics%(% Students use >;anual ite? to create citations 1or the website<s= they 8nd

)*%Students $rint out a co$y o1 websites they ha-e created citations 1or annotating in class%

7ay Cote: This is a1ter se-eral days@ wor in the classroom annotating and taing notes 1rom theboo! articles! and websites and beginning to write the research $a$er%

)% Students log in to the com$uters and the Easybib account they created on 7ay )%D% Students go to the Libguide name >Food – hew on This? created 1or this assignment%% Students watch a -ideo on >Cote Taing to "-oid ,lagiarism? on the libguide+% Students ty$e their research $a$ers in ;L" style with indi-idual assistance%% Students create a 'ors ited $age 1rom their Easybib bibliogra$hy and $ut it at the end

o1 their $a$er%% Students $lay >Tae a Stand? once more as a $ost&assessment showing what they ha-e

learned/accom$lished%

A"TI#ITIES 5 MATERIALS

"ontent(+elated3 learly su$$orts lessonobjecti-e<s=3 rigorous A rele-ant3 time 1or re6ectioStudent(cente+ed: Induce curiosity A sus$ense3$ro-ide choices A student&to&student interactionMate+ials(+elated3 Incor$orates multimedia Aresources beyond the te5tboo3 some acti-itieswhich are game&lie! in-ol-e simulations! A demansel1&direction A sel1&monitoring

D*)) D o1)+



Introductory ,ower,ointornell Cotes $ageoo Source 'orsheetInde5 ards 1or $ractice source cardom$uters! $rinter! $a$er! sta$ler#", test handout with worsheetEasyib district subscri$tion

Libguides district subscri$tionSI#S district subscri$tionSweet Search

8ESTIONIN- $em'eddedth+ou,hout%

alanced mi7 of 6uestion types. Jtili.es looms

Ta5onomy/'ebb@s 7e$th o1 Knowledge3 high 1re4uency3 $ur$ose1ulA coherent3 re4uire acti-e res$onses3 balance based on-olunteers/non&-olunteers! ability! A gender3 lead to 1urther in4uiryA sel1&directed learning <See "$$endi5=

'hat ind o1 writing ha-e you done be1ore that has an introduction with thesis! body $aragra$hsand a conclusion'hat maes a research $a$er di2erent 1rom that ind o1 writingIs it $lagiarism i1 you 4uote someone! use 4uotation mars! and tell who you are 4uoting 'hyor why notHow many source cards will you ha-e i1 you use one boo! two database articles! and onewebsite to get in1ormation'hy do you thin the citation 1or a website includes the date you looed at it and the citation 1or

a boo doesn@t7oes it matter how current a website is i1 the to$ic you are researching is 1rom history 'hy orwhy notHow can you tell whether a website has authority 'hat do you need to loo 1orI1 you didn@t now anything about hristo$her olumbus! how could you tell this was not a goodwebsite <Cote: This is usually a hard one 1or students to answer and has to be ased in se-eradi2erent ways%='hat does >im$each? mean 7oes does this website meet the >,? $art o1 the #", test7oes this database article/website ha-e in1ormation that hel$s you answer your research to$icHa-e you simmed it or read the summary to hel$ you determine that

A"ADEMI" 9EEDA":

Suppo+t student lea+nin, and ad)ust inst+uction. onsistent

academic 1ocused! 1re4uent A high 4uality! s$eci8c! timely! high4uality A relates to lesson objecti-e/sub&objecti-e3 $rom$ts studentthining3 assesses $rogress3 indi-iduali.ed A -aried

D*)) o1)+



Feedbac is gi-en -erbally during discussion times and in answering student 4uestions,ractice boo source card is graded by ;rs% Hines;rs% Hines and ;rs% Singer both circulate as students wor on the com$uters! gi-ing assistanceand asing 4uestions which $rom$t students to thin and sel1&e-aluate%

Tae a Stand gi-es students and teachers 1eedbac on what students ha-e learned%;rs% Hines and ;rs% Singer gi-e 1eedbac as students are ty$ing their $a$ers%

-ROPIN-

Ma7imi;e student unde+standin, 5 lea+nin, Baried grou$ com$osition <race! gender! ability! Aage=3 clearly understood roles! res$onsibilities Agrou$ wor e5$ectations3 accountability 1or grou$ Aindi-idual wor3 student o$$ortunities 1or goalsetting! re6ection A e-aluation o1 learning

Students hel$ each other at neighboring com$uters%

TEA"0ER :NO<LED-E O9STDENTS

Lea+nin, styles and inte+ests. "ntici$ate learning diMculties!regularly incor$orate student interests A cultural heritage3di2erentiate instructional methods

The ")/ class is com$arati-ely small% The "D/ class is large and -ery talati-e% It can behard to get and sustain their attention% Some students in this class thin they now it all anddon@t want to $ay attention! then are lost and need hel$ because they weren@t listening% "sthem 4uestions to hel$ ee$ them engaged%

There are some EL students in these classes who aren@t totally $ro8cient es$ecially in writtenEnglish%

T0IN:IN-&PROLEM(SOL#IN-

Implement fou+ types of thin1in, $Analytical= P+actical="+eati*e= 5 Resea+ch('ased% 5 Teach&Reinfo+ce p+o'lem(sol*in, types% ,ro-ide o$$ortunities 1or students to generateideas A alternati-es3 analy.e! e-aluate A e5$lain in1ormation 1rommulti$le $ers$ecti-es A -iew$oints

D*)) + o1)+



"nalytical thining to decide which o1 many articles and websites will best answer the chosenresearch to$ic%

"nalytical thining to decide what in1ormation to tae notes on and what in1ormation to by$ass%

"nalytical thining to decide what to 4uote! what to $ara$hrase! and what to summari.e

Ethical Jse o1 In1ormation – #eminder o1 use o1 $ara$hrasing! summari.ing! 4uoting! and citing toa-oid $lagiarism

reati-e thining to write the introductory $aragra$h in a way that grabs the reader@s attention%

,ractical thining where students use! a$$ly! and im$lement what they learn in real&li1e scenarios– Jsing 9Mce a$$lications <'ord= to ty$e a research $a$er%

"LOSRERe>ection&<+ap p. Summari.ing! reminding re6ecting!restarting! connecting

#e$eat >Tae a Stand? to hel$ students ha-e a sense o1 accom$lishment and remind them o1what they ha-e learned% This also ser-es as a $ost&assessment%

Ha-e the students u$load their com$leted research $a$ers to ;rs% Singer@s 7ro$o5%

D*)) o1)+



Getting Students to ,ro8ci

<e''4s Depth of :nowled,e -uide3

D*)) o1)+



O#ER#IE<

'ebb <)((= de-elo$ed a $rocess and criteria 1or systematically analy.ing the alignmentbetween standards and standardi.ed assessments% Since then the $rocess and criteria ha-edemonstrated a$$lication to re-iewing curricular alignment as well% This body o1 wor o2ers the7e$th o1 Knowledge <79K= model em$loyed to analy.e the cogniti-e e5$ectation demanded bystandards! curricular acti-ities and assessment tass <'ebb! )((=% The model is based u$on

the assum$tion that curricular elements may all be categori.ed based u$on the cogniti-edemands re4uired to $roduce an acce$table res$onse% Each grou$ing o1 tass re6ects adi2erent le-el o1 cogniti-e e5$ectation! or de$th o1 nowledge! re4uired to com$lete the tas% Itshould be noted that the term nowledge! as it is used here! is intended to broadly encom$assall 1orms o1 nowledge <i%e% $rocedural% declarati-e! etc%=% The 1ollowing table re6ects anada$ted -ersion o1 the model%

DO: Le*el Title of Le*el

) #ecall and #e$roduction

D Sills and once$ts

Short&term Strategic Thining

+ E5tended Thining

79K le-els are assigned to each course objecti-e% The 1ollowing ser-ed as general guidelines 1orde-elo$ers:

• The 79K le-el assigned should re6ect the le-el o1 wor students are most commonly

re4uired to $er1orm in order 1or the res$onse to be deemed acce$table%

• The 79K le-el should re6ect the complexity o1 the cogniti-e $rocesses demanded by the

tas outlined by the objecti-e! rather than its difculty. Jltimately the 79K le-el describesthe ind o1 thining re4uired by a tas! not whether or not the tas is >diMcult?%

• I1 there is a 4uestion regarding which o1 two le-els a statement addresses! such as Le-el )

or Le-el D! or Le-el D or Le-el ! it is a$$ro$riate to select the higher o1 the two le-els%

• The 79K le-el should be assigned based u$on the cogniti-e demands re4uired by the

central $er1ormance described in the objecti-e%

• The objecti-eNs central -erb<s= alone is/are not sufcient in1ormation to assign a 79K le-el%7e-elo$ers must also consider the com$le5ity o1 the tas and/or in1ormation! con-entional

le-els o1 $rior nowledge 1or students at the grade le-el! and the mental $rocesses used tosatis1y the re4uirements set 1orth in the objecti-e

D*)) o1)+



LE#EL ? @ RE"ALL 5 REPROD"TION

urricular elements that 1all into this category in-ol-e basic tass that re4uire students to recall orre$roduce nowledge and/or sills% The subject matter content at this $articular le-el usuallyin-ol-es woring with 1acts! terms and/or $ro$erties o1 objects% It may also in-ol-e use o1 sim$le$rocedures and/or 1ormulas% There is little trans1ormation or e5tended $rocessing o1 the targetnowledge re4uired by the tass that 1all into this category% Key words that o1ten denote this

$articular le-el include: list! identi1y and de8ne% " student answering a Le-el ) item either nowsthe answer or does not3 that is! the answer does not need to be O8gured outO or Osol-ed%O

POSSILE PROD"TS

ui. List ollection ,odcast Socialoomaring

7e8nition 'orboo E5$lanation ategori.ing/Tagging

Searching

Fact #e$roduction Show and Tell

ommenting Googling

'orsheet Bocabulary

ui.

9utline ulleting

Test #ecitation log HighlightingLabel E5am$le 'ii Social Cetworing

ROLES

Teache+ Student7irects Tells #es$onds "bsorbsShows E5amines #emembers #ecogni.esuestions E-aluates ;emori.es 7escribes7emonstrates Listens E5$lains Translatesom$ares ontrasts #estates 7emonstrates

E5amines Inter$rets

POTENTIAL A"TI#ITIES

• 7e-elo$ a conce$t ma$ showing a $rocess or describing a to$ic%

• ;ae a timeline%

• 'rite a list o1 eywords you now about%%%

• ;ae a chart showingP

• #ecite a 1act related to%%%

• 'rite in your own words%%%

• ut out! or draw a $icture that illustrates an e-ent! $rocess! or story%

• #e$ort or $resent to the class%• ;ae a cartoon stri$ showing the se4uence o1 an e-ent! $rocess! or story%

• 'rite and $er1orm%%%

• 'rite a brie1 outline and e5$lain the e-ent! $rocess! or story%

• 'rite a summary re$ort o1 the e-ent%

• ,re$are a 6ow chart that illustrates the se4uence o1 e-ents%

• ,ara$hrase a cha$ter in the boo%

• #etell in your own words%

D*)) 0 o1)+



• 9utline the main $oints%

• #ecall! restate! remember! or recogni.e a 1act! term! or $ro$erty <recogni.ing! listing!

describing! identi1ying! retrie-ing! naming! locating! 8nding=%

D*)) ( o1)+



LE#EL @ <OR:IN- <IT0 S:ILLS 5 "ON"EPTS

Le-el D includes the engagement o1 some mental $rocessing beyond recalling or re$roducing ares$onse %This le-el generally re4uires students to contrast or com$are $eo$le! $laces! e-entsand conce$ts3 con-ert in1ormation 1rom one 1orm to another3 classi1y or sort items intomeaning1ul categories3 describe or e5$lain issues and $roblems! $atterns! cause and e2ect!signi8cance or im$act! relationshi$s! $oints o1 -iew or $rocesses% " Le-el D >describe or e5$lainO

would re4uire students to go beyond a descri$tion or e5$lanation o1 recalled in1ormation todescribe or e5$lain a result or OhowO or Owhy%O The learner should mae use o1 in1ormation in acontest di2erent 1rom the one in which it was learned%

Elements 1ound in a curriculum that 1all in this category in-ol-e woring with or a$$lying sillsand/ or conce$ts to tass related to the 8eld o1 study in a laboratory setting% The subject mattercontent at this $articular le-el usually in-ol-es woring with a set o1 $rinci$les! categories!heuristics! and $rotocols% "t this le-el students are ased to trans1orm/$rocess target nowledgebe1ore res$onding% E5am$le mental $rocesses that o1ten denote this $articular le-el include:summari.e! estimate! organi.e! clari1y! and in1er%

POSSILE PROD"TS

,hotogra$h ,resentation #e-erse&Engineering log ommentingIllustration Inter-iew racing odes log #e6ectingSimulation ,er1ormance Lining ;oderatingScul$ture 7airy ;ashing Testing <"l$ha/ eta=7emonstration Qournal #elationshi$ ;ind

;a$sBalidating

ROLES

Teache+ StudentShows Facilitates Sol-es $roblems 7emonstrates use o1

nowledge9bser-es E-aluates alculate s om$iles9rgani.es uestions om$letes Illustrates

onstructs


• lassi1y a series o1 ste$s

• onstruct a model to demonstrate how it loos or wors

• ,ractice a $lay and $er1orm in class

• ;ae a diorama to illustrate an e-ent

•'rite a diary/blog entry

• ;ae a scra$boo about the area o1 study

• ;ae a to$ogra$hic ma$

• ;ae u$ $u..le or game about the to$ic

• 'rite an e5$lanation about this to$ic 1or others

• ;ae a modelP

• #outine a$$lication tass Ri%e% a$$lying a sim$le set o1 rules or $rotocols to a laboratorysituation the same way each time=

• E5$laining the meaning o1 a conce$t and/or e5$laining how to $er1orm a $articular tas

D*)) )* o1)+



• Stating relationshi$s among a number o1 conce$ts and or $rinci$les

D*)) )) o1)+



LE#EL BCS0ORT(TERM STRATE-I" T0IN:IN-

Items 1alling into this category demand a short&term use o1 higher order thining $rocesses! suchas analysis and e-aluation! to sol-e real&world $roblems with $redictable outcomes% Stating oneNsreasoning is a ey marer o1 tass that 1all into this $articular category% The e5$ectationestablished 1or tass at this le-el tends to re4uire coordination o1 nowledge and sill 1rommulti$le subject&matter areas to carry out $rocesses and reach a solution in a $roject&based

setting% Key $rocesses that o1ten denote this $articular le-el include: analy.e! e5$lain andsu$$ort with e-idence! generali.e! and create%

POSSILE PROD"TS

Gra$h Sur-ey 7ebate onclusion ,odcastS$readsheet 7atabase ,anel ,rogram ,ublishingheclist ;obile #e$ort Film 'ii&inghart "bstract E-aluating "nimation9utline #e$ort In-estigation Bideo ast

ROLES

Teache+ Student

,robes Guides 7iscusses Jnco-ers "rgues9bser-es E-aluates 7ebates Thins dee$ly Tests"cts as aresource

uestions E5amines uestions alculates

9rgani.es 7issects Qudges 7is$utes om$areslari8es "cce$ts "ssesses 7ecides SelectsGuides Qusti8es


• Jse a Benn 7iagram that shows how two to$ics are the same and di2erent

• 7esign a 4uestionnaire to gather in1ormation

• Sur-ey classmates/industry members to 8nd out what they thin about a $articular to$ic

• ;ae a 6ow chart to show the critical stages%

• lassi1y the actions o1 the characters in boo

• ,re$are a re$ort about an area o1 study

• onduct an in-estigation to $roduce in1ormation to su$$ort a -iew

• 'rite a letter to the editor a1ter e-aluation $roduct

• ,re$are and conduct a debate

• ,re$are a list o1 criteria to judge

• 'rit e a $ersuasi-e s$eech arguing 1or/against%%%

• ;ae a boolet about 8-e rules you see as im$ortant% on-ince others%

• Form a $anel to discuss -iew$oints on%%%

• 'rite a letter to P% ad-ertising on changes needed%

• ,re$are a case to $resent your -iew about

• Short&term tass and $rojects $lacing a strong em$hasis on trans1erring nowledge to

sol-e $redictable $roblems

• E5$laining and/or woring with abstract terms and conce$ts

D*)) )D o1)+



D*)) ) o1)+



LE#EL @ ETENDED STRATE-I" T0IN:IN-

urricular elements assigned to this le-el demand e5tended use o1 higher order thining$rocesses such as synthesis! re6ection! assessment and adjustment o1 $lans o-er time% Studentsare engaged in conducting in-estigations to sol-e real&world $roblems with un$redictableoutcomes% Em$loying and sustaining strategic thining $rocesses o-er a longer $eriod o1 time tosol-e the $roblem is a ey 1eature o1 curricular objecti-es that are assigned to this le-el% Key

strategic thining $rocesses that denote this $articular le-el include: synthesi.e! re6ect! conduct!and manage%

POSSILE PROD"TS

Film ,roject Cew Game Cews$a$erStory ,lan Song ;edia ,roduct

ROLES

Teache+ Student

Facilitates E5tends 7esigns Formulates ,lans#e6ects "naly.es Taes #iss ;odi8es reatesE-aluates ,ro$oses


• "$$lying in1ormation to sol-e ill&de8ned $roblems in no-el situations

• Tass that re4uire a number o1 cogniti-e and $hysical sills in order to com$lete

• 'riting and/or research tass that in-ol-e 1ormulating and testing hy$otheses o-er time

• Tass that re4uire students to mae multi$le strategic and $rocedural decisions as they

are $resented with new in1ormation throughout the course o1 the e-ent

• Tass that re4uire $ers$ecti-e taing and collaboration with a grou$ o1 indi-iduals

• reating gra$hs! tables! and charts where students must reason through and organi.e the

in1ormation without instructor $rom$ts

• 'riting tass that ha-e a strong em$hasis on $ersuasion

• 7e-ise a way to%%%

• 7e-elo$ a menu 1or a new restaurant using a -ariety o1 healthy 1oods

• Sell an idea

• 'rite a jingle to ad-ertise a new $roduct

• onduct an internshi$ in industry where students are 1aced with real&world! un$redictable

$roblems

D*)) )+ o1)+

food- chew on this

Documents