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TURN A NEW LEAF: GO GREEN!

A Unit Plan for 7th Grade English

Linsey Jenae Shannon Professor Shipman

EDUC 348 December 8, 2010

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Reference Page

Unit Details: Topic/Title/Length/Intro Page 2 Essential Questions Page 2 Unit Objective and Academic Standards Page 3 Lesson Plan One: Introductory Lesson Plan and Interdisciplinary Plan Page 4 Lesson Plan Two: Lesson Teaching a Skill Page 10 Lesson Plan Three Page 14 Lesson Plan Four Page 18 Lesson Plan Five Page 24 Culminating Activity and Assessment Page 26 Reflection Page 28 Rough Drafts Left pocket of folder

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Unit Topic: Solutions to Environmental Problems Unit Title: Turn a New Leaf: Go Green! Level: 7th Grade English/Language Arts Estimated Unit Length: 6 Days, Friday through Friday Introduction to unit:

This unit explores different environmental problems and solutions society can implement in order to

combat these problems. It focuses specifically on renewable resources, which will be utilized to

some degree by each subject area. Students will work in groups of four to create a green city, which

will illustrate what they have learned about the renewable resource they studied throughout this unit.

In English, students will learn how to write an article and put together a newspaper as a group with

articles about an assigned renewable resource. On the last day of the unit, students will display their

cities and have a chance to see cities other students have created.

Essential Questions for unit:

1. What does it mean to "go green"?

2. Why is it important to be environmentally conscious?

3. How can I "go green"?

4. What are renewable resources?

5. What would the future look like if everyone participated in going green?

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Unit Objective meeting Academic Standard: After researching a particular renewable resource, students will compose articles that demonstrate mastery of the academic standards used in this unit with 80% accuracy according to the assessment rubric created. Academic Standards Addressed by this unit: English/Language Arts 7.2.7

Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.

Science 7.4.14 Explain that the environment may contain dangerous levels of substances that are harmful to human beings. Understand, therefore, that the good health of individuals require monitoring the soil, air, and water as well as taking steps to keep them safe.

English/Language Arts 7.4.2 Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

English/Language Arts 7.4.5 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

English/Language Arts 7.4.9 Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

English/Language Arts 7.7.9 Deliver oral summaries of articles and books that: • include the main ideas and the most significant details. • state ideas in own words, except for when quoted directly from sources. • demonstrate a complete understanding of sources, not just superficial details.

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DAY 1: Friday Manchester College

Education Department Lesson Plan By: Linsey Jenae Shannon Time Required: 50 minutes Name of Lesson: Newspaper Articles Age or Grade Level Intended: 7th Grade English/Language Arts Academic Standard: English/Language Arts 7.2.7

Draw conclusions and make reasonable statements about a text, supporting the conclusions and statements with evidence from the text.

Science 7.4.14 Explain that the environment may contain dangerous levels of substances that are harmful to human beings. Understand, therefore, that the good health of individuals require monitoring the soil, air, and water as well as taking steps to keep them safe.

Performance Objectives: After choosing an article from the newspaper, students will identify the purpose of the article with specific evidence from the article with 95% accuracy. After choosing an article from the newspaper, students will summarize the environmental issue and a possible “green” solution to that issue with 95% accuracy. Assessment: Students will be given a worksheet to fill out in accordance with the article they choose from several available resources. This will ask specifically for identification of the environmental issue, the proposed solution, and the purpose of the article, among other questions to help the student determine these answers. Advanced Preparation: -Have 3 different newspapers (2 local, 1 national) available, with enough newspapers for every 2 students to have 1. -Decide how partners will be assigned (done in accordance with team). -Assign 1 topic per group of 2. Ensure that newspapers contain articles concerning these environmental issues. -Have markers and poster board available. -Create worksheet for students to fill out. -Choose an article to use as an example for how to use the newspaper to find the information needed to complete the worksheet. Procedure: Introduction/Motivation: 1. Put poster board with “Turn a New Leaf: Go Green” written in green in front of classroom. Ask students to share ways their family is “green” at home by raising hands. (Bloom’s: Knowledge, Comprehension) (Gardner’s: Interpersonal, Visual/Spatial, Naturalist) 2. Allow students to write their contributions on the poster board. (10 minutes)

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3. Explain that students will be studying different ways to be environmentally friendly. Explain that they will be put into groups of two in order to study one specific solution and complete a project later in the unit. (2 minutes) (Gardner’s: Interpersonal) 4. Assign groups of two and allow students to get into those groups. (3 minutes) 5. Hand out worksheets and newspapers to each group. (2 minutes) Step-by-Step Plan: 1. Project example article on white screen. Read aloud to students (make sure article selected is brief). (3 minutes) (Gardner’s: Visual/Spatial, Verbal/Linguistic) 2. Project example worksheet on white screen. Keep answers covered. As each question is revealed, allow students to volunteer to answer question from article. Explain answers as you guide student through the worksheet. (10 minutes) (Gardner’s: Verbal/Linguistic, Interpersonal, Visual/Spatial, Naturalist) (Bloom’s: Knowledge, Comprehension, Application, Analysis) 3. Allow students to use their newspaper to find an article related to their assigned issue. Have them work in assigned groups to complete worksheet over their article. (20 minutes) (Gardner’s: Verbal/Linguistic, Interpersonal, Naturalist) (Bloom’s: Knowledge, Comprehension, Application, Analysis) 4. Collect worksheets. (2 minutes) Closure: Ask students to share what they learned from the articles they read, by raising hands. Allow them to add new information to the poster board used in the introduction portion of the lesson. (8 minutes) (Bloom’s: Comprehension, Application) (Gardner’s: Interpersonal, Verbal/Linguistic, Naturalist, Visual/Spatial) Adaptation/Enrichment: Student with visual impairment: Give this student an enlarged copy of the example used on the board. Also make enlarged copies of the article they will need to use for the assignment in advance. Student with ADHD: Rather than having several students writing their own ideas on the poster board, allow student with ADHD to stand in the front of the room and write down the ideas other students are contributing. Student gifted in reading comprehension: Have this student read two articles concerning their environmental issue, and then compare the two proposed solutions in terms of their practicality and effectiveness. Student gifted in writing ability: Have this student not only summarize the proposed solution within the article, but also propose their own solution using evidence from the article. Self Reflection: While it saves time and arguments to assign students the issue they will research, students may be less interested because it is not a topic of their choosing—based on this lesson, would it be better to allow them to choose their own topic, or was this method equally effective in gaining student engagement?

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Would it have been better to wait to put students into pairs until after the example was given? Why or why not? Was there any difficulty in finding articles for students to use? If so, how could this be avoided in the future? In the future, what things would you change about this lesson plan? Which things would you keep? Why or why not?

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Name: _____________________________ Period:_________ Date:_____________ Please use complete sentences and correct grammar and spelling. 1. Identify the article, its author, the newspaper in which it was found, and its date. 2. What environmental issue does this article concern? Why is this environmental issue a concern for society? 3. Please cite 5 facts found in this article concerning either the environmental issue or the solution proposed. 4. What solution does the article suggest for this environmental issue? Using information from the article, tell how this solution would be implemented. 5. Could everyone participate in this solution? In what ways could you participate at home?

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EXAMPLE Name: _____________________________ Period:_________ Date:_____________ Please use complete sentences and correct grammar and spelling. 1. Identify the article, its author, the newspaper in which it was found, and its date. This article is titled “Bottle Ban? What Ban? Supervisors May Ask.” It was written by Jennifer Gollan for The New York Times on October 23, 2010. 2. What environmental issue does this article concern? Why is this environmental issue a concern for society? This article discusses the problem facing San Francisco of using public funds to provide bottled water to government employees who have access to clean water from the tap. This is an issue because money is being spent on a resource that is available for free from the sink. The tap water in San Francisco is clean and it cost unnecessary money and resources to provide bottled water for city employees. This money could be much better spent in other places in the community. 3. Please cite 5 facts found in this article concerning either the environmental issue or the solution proposed. -San Francisco receives its tap water from Yosemite National Park, making it just as good or better than any water anywhere else. -$4,387.00 was spent on the San Francisco Board of Supervisors, which only has 11 people, since this law went into effect three years ago. -Bottled water in San Francisco costs about 900 times the cost of tap water. -Citizens who pledged to stop drinking bottled water received free stainless steel canteens from the city. -Some emergency services still maintain bottled water, but only to be used in the case of an emergency. 4. What solution does the article suggest for this environmental issue? Using information from the article, tell how this solution would be implemented. This article suggests that city officials avoid using money to pay for water, when clean water is provided from the tap for much cheaper. This would be implementing by refilling personal water bottles from the tap, and creating a law that bans the use of public money for bottled water when clean water is available from the tap. 5. Could everyone participate in this solution? In what ways could you participate at home? Everyone could participate in this solution, at some level. The article talked about free canteens citizens were given in exchange for a promise to become bottled water-free. Even if these canteens were not free, the cost of a canteen is much less than that of a case of bottled water. If everyone used personal water bottles that could be reused, they would save money and it would be better for our environment.

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Bottle Ban? What Ban? Supervisors May Ask By JENNIFER GOLLAN Published: October 23, 2010 In 2007, Mayor Gavin Newsom of San Francisco banned the use of city money to buy bottled water for municipal employees. For the mayor, it was a point of principle: the local tap water, direct from Yosemite National Park, is among the best anywhere, and in a town where even plastic bags are regulated, water delivered in plastic dispensers appeared to be an unseemly use of resources. Nearly every city department and agency duly kicked the habit, with one exception: the San Francisco Board of Supervisors. The city’s 11 current supervisors and their staff members have guzzled $4,387 worth of bottled water since the prohibition went into effect more than three years ago, public records show. Over the last year and a half, David Chiu, the board president, and three other supervisors have since switched to tap water. The supervisors’ water is paid for out of discretionary funds that each official can spend on office expenses. The cost, in a city that recently grappled with a $483 million budget deficit, may be trivial, but the symbolism is not. “Particularly in lean budget times, a dollar spent on bottled water is a dollar better spent on city services, especially when it is cheaper from the tap,” said Tony Winnicker, a spokesman for Mr. Newsom. Bottled water in the Bay Area costs roughly $4 a gallon — about 900 times more than tap water. Supervisor Sean Elsbernd said bottled water was more convenient. “It’s nice to have cold water here in the office,” Mr. Elsbernd said. “We don’t have sinks in our office; it’s nice to provide water to our guests.” The supervisors Michela Alioto-Pier, David Campos, Carmen Chu, Bevan Dufty, Chris Daly, and Sophie Maxwell did not return calls about their bottled-water consumption. After receiving inquiries, an aide to Supervisor Eric Mar said he was canceling the water service. After paying a visit last year to the city-owned Hetch Hetchy reservoir in Yosemite, which serves some 2.5 million Bay Area residents, Supervisor John Avalos and his staff began refilling jugs from a faucet at City Hall. Mr. Chiu and Supervisor Ross Mirkarimi followed suit last spring. Under a city-run public outreach campaign, scores of residents have received free stainless steel canteens after signing a pledge to forgo bottled water. Some emergency services personnel and public health clinics are exempt from the ban, because they may have to distribute bottled water during a crisis. “Frankly it wasn’t something I had focused on,” Mr. Chiu said. “Then at one point I realized, why are we doing this? It is important for elected officials to lead by example.” Some city residents were aghast to learn that most city supervisors buy bottled water for their offices. “That sounds hypocritical to me,” said Alexis van Gelder, a graduate student who won the city’s “I Love SF Water” video contest last year. “It’s a shame that the people who represent us won’t practice what they’re preaching.”

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DAY TWO: Monday Manchester College

Education Department Lesson Plan By: Linsey Jenae Shannon Time Required: 50 minutes Name of Lesson: Organizing writing/Composing a First Draft Age or Grade Level Intended: 7th Grade English/Language Arts Academic Standard: English/Language Arts 7.4.2

Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

English/Language Arts 7.4.5 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Performance Objectives: Using their organizers from the previous class period, students will organize their writing and create 3 effective transition sentences. Using these transition sentences and Microsoft Publisher, students will create their first draft of their article. Assessment: Students will use pieces of their organizer to create a visual outline of their writing, with transition sentences linking information and guiding them from identification of the issue to the solution of the issue. Students will be using Microsoft Publisher, which they will be familiar with from other assignments throughout the semester, and will work with their group to decide the layout of the paper that they will put together in the following lesson. I will collect their first draft and look for the transition sentences as well as use of Microsoft Publisher. Advanced Preparation: -Assign students to groups of 4 (same groups as earlier day). Each of the 4 students should have been assigned different renewable resources to research/organize ideas about in the previous class period. -Return graphic organizer for prewriting and organizing their articles. -Have scissors, glue, markers, and construction paper available for use during this period. -Have laptop cart available in classroom for students to use during working period. Procedure: Introduction/Motivation: 1. Remind students that at the end of this unit they will be creating their own “Green” city. For this city, they will also need to create a newspaper, using the information they found on the previous day and put into their graphic organizer.

a. Title for newspaper that includes name of city b. Date on newspaper c. 4 articles, 1 per student, each covering the renewable resource they were assigned d. A by-line under each article so that it is clear which student wrote the piece

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(Bloom’s: Application, Synthesis, Evaluation) (Gardner’s: Verbal/Linguistic, Logical/Mathematical, Naturalist, Visual/Spatial) (5 minutes) *Although this was covered in the previous lesson, for this age group I think it is important to restate at the beginning of this lesson.

2. Tell students that they will be able to organize their articles and begin writing drafts using their organizers and the materials you have on the front table (have the materials listed in preparation—markers, scissors, glue, and construction paper—sitting on the table in front of the students as they will not know what they are doing with them yet, and generally are interested in working with these types of materials).

Step-by-Step Plan: 1. Have each student come up, choose a colored marker, scissors, glue, and a piece of construction paper. 2. Explain that the graphic organizer is broken into parts, designed to help them organize the information they will need to compose their articles.

a. Have them cut apart each of the different pieces of their organizer. b. Explain that they need to put these pieces in order according to how they would like to use them in their article. Tell them to check that they begin with identifying the topic, then why it is a problem, and give the solution addressing that problem as well as how it is used in their city. Their supporting facts should be used in different places throughout this. c. Have them raise their hand for you to check their organization of ideas before they begin gluing each piece down. d. Have them then create transition sentences between their information and its pieces. Tell them they may raise their hand for help, or for you to check what they have. e. Once you have checked their transition sentences, they may begin writing their first draft. (Bloom’s: Knowledge, Comprehension, Analysis, Evaluation) (Gardner’s: Logical/Mathematical, Verbal/Linguistic, Visual/Spatial, Naturalist) (20 minutes)

3. Give students remainder of period to compose their first draft of the article, using the internet via laptops from laptop cart. Constantly walk around and monitor student work to ensure everyone is working. Allow students to consult with one another, but remind them that they are to keep working, and are in groups so that they can ask each other questions about the writing process. Give students verbal warning when they have 5 minutes left to work. Have them print their first draft and turn in. (20 minutes) (Gardner’s: Interpersonal, Logical/Mathematical, Verbal/Linguistic, Visual/Spatial, Naturalist) (Bloom’s: Knowledge, Comprehension, Application, Analysis, Evaluation) Closure: Have students put away laptops. When students return to seats, ask them to hold on to their final organizers so that they will be able to use them when they rewrite their articles tomorrow. Have students leave their first draft on their desk for you to pick up. (5 minutes) Adaptation/Enrichment: Student with mild mental retardation: Make a copy of this student’s graphic organizer. Cut the organizer into the necessary pieces, so that impaired fine motor skills do not become an issue in the lesson. Place the pieces on top of the copy in their respective places so that they student may keep track of what information she has already used, and where it fits into the larger article. Student with dyslexia:

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Make a copy of this student’s graphic organizer so that they may reference the organization of the organizer when putting the pieces together to outline their article. Although this student can cut out the different pieces on their own, the original copy will help them organize it on their construction paper. Student gifted in mathematics: Have this student create a graph to supplement their article that compares the impact of this environmental change to the data representing this issue without the change. Student gifted in writing ability: Have this student work specifically on the introduction and conclusion of their article to make it stronger, as they will likely already understand how to transition between the different pieces they already have. Check this student’s draft as they are writing to give suggestions as to strengthening their introduction/conclusion. Self Reflection: The students were given a lot of time to work on their own for this lesson. Did you have time to check the progress of every student? What difficulties did you face in allowing students so much time on their own in groups? Were there any? Was the standard reinforced by the work students did on their own during the working period? What aspects need to be taught again/strengthened in future lessons?

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Topic: ______________________________________________________________________________________________________ 

This is the main idea of your article—what you are writing about.  For this assignment, the renewable resource you are researching.  All of the information you find and present in your article must be directly related to this. 

What problem does this solve: ____________________________________________________________________________________________________ 

What statistics and data can I find about this topic? 

How does this solve the initial problem? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

 

How is this implemented in your city? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

Both of these should come together to create your conclusion, most importantly how this approach to environmental consciousness affects the city you have created.  Make sure your conclusion draws from all four pieces listed here, particularly these last two. 

List ALL sources, including author and title. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

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DAY THREE: Tuesday Manchester College

Education Department Lesson Plan By: Linsey Jenae Shannon Time Required: 50 minutes Name of Lesson: Organizing writing/Composing a First Draft Age or Grade Level Intended: 7th Grade English/Language Arts Academic Standard: English/Language Arts 7.4.2

Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas.

English/Language Arts 7.4.5 Use a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Performance Objectives: Using their organizers from the previous class period, students will organize their writing and create 3 effective transition sentences. Using these transition sentences and Microsoft Publisher, students will create their first draft of their article. Assessment: Students will use pieces of their organizer to create a visual outline of their writing, with transition sentences linking information and guiding them from identification of the issue to the solution of the issue. Students will be using Microsoft Publisher, which they will be familiar with from other assignments throughout the semester, and will work with their group to decide the layout of the paper that they will put together in the following lesson. I will collect their first draft and look for the transition sentences as well as use of Microsoft Publisher. Advanced Preparation: -Assign students to groups of 4 (same groups as earlier day). Each of the 4 students should have been assigned different renewable resources to research/organize ideas about in the previous class period. -Return graphic organizer for prewriting and organizing their articles. -Have scissors, glue, markers, and construction paper available for use during this period. -Have laptop cart available in classroom for students to use during working period. Procedure: Introduction/Motivation: 1. Remind students that at the end of this unit they will be creating their own “Green” city. For this city, they will also need to create a newspaper, using the information they found on the previous day and put into their graphic organizer.

a. Title for newspaper that includes name of city b. Date on newspaper c. 4 articles, 1 per student, each covering the renewable resource they were assigned d. A by-line under each article so that it is clear which student wrote the piece

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(Bloom’s: Application, Synthesis, Evaluation) (Gardner’s: Verbal/Linguistic, Logical/Mathematical, Naturalist, Visual/Spatial) (5 minutes) *Although this was covered in the previous lesson, for this age group I think it is important to restate at the beginning of this lesson.

2. Tell students that they will be able to organize their articles and begin writing drafts using their organizers and the materials you have on the front table (have the materials listed in preparation—markers, scissors, glue, and construction paper—sitting on the table in front of the students as they will not know what they are doing with them yet, and generally are interested in working with these types of materials).

Step-by-Step Plan: 1. Have each student come up, choose a colored marker, scissors, glue, and a piece of construction paper. 2. Explain that the graphic organizer is broken into parts, designed to help them organize the information they will need to compose their articles.

a. Have them cut apart each of the different pieces of their organizer. b. Explain that they need to put these pieces in order according to how they would like to use them in their article. Tell them to check that they begin with identifying the topic, then why it is a problem, and give the solution addressing that problem as well as how it is used in their city. Their supporting facts should be used in different places throughout this. c. Have them raise their hand for you to check their organization of ideas before they begin gluing each piece down. (7 minutes) (Bloom’s: Knowledge, Comprehension, Analysis, Evaluation) (Gardner’s: Logical/Mathematical, Verbal/Linguistic, Visual/Spatial, Naturalist)

3. Explain that they will need to transition between paragraphs in order to connect information. Tell them that different information requires different types of transitions. Write the following examples on the board:

To show time: “One day later…” To show cause and effect: “As a result…” To show location: “To the right…” To introduce examples: “For example…” To add more information: “In addition…” To contrast information: “Otherwise…” To compare: “Much like…” [These examples were taken from http://www.brighthub.com/education/k-12/articles/11377.aspx, also cited in my sources.]

a. Ask students which of these transitions they will use the most in writing their articles. (Bloom’s: Comprehension, Application) b. Ask students to come up with other examples for the purposes they identify. (Bloom’s: Synthesis) c. Have them then create transition sentences between their information and its pieces. Tell them they may raise their hand for help, or for you to check what they have. (13 minutes)

4. Once you have checked their transition sentences, they may begin writing their first draft. 3. Give students remainder of period to compose their first draft of the article, using the internet via laptops from laptop cart. Constantly walk around and monitor student work to ensure everyone is working. Allow students to consult with one another, but remind them that they are to keep working, and are in groups so that they can ask each other questions about the writing process. Give students verbal warning when they have 5 minutes left to work. Have them print their first draft

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and turn in. (20 minutes) (Gardner’s: Interpersonal, Logical/Mathematical, Verbal/Linguistic, Visual/Spatial, Naturalist) (Bloom’s: Knowledge, Comprehension, Application, Analysis, Evaluation) Closure: Have students put away laptops. When students return to seats, ask them to hold on to their final organizers so that they will be able to use them when they peer review their articles tomorrow. Have students leave their first draft on their desk for you to pick up. (5 minutes) Adaptation/Enrichment: Student with mild mental retardation: Make a copy of this student’s graphic organizer. Cut the organizer into the necessary pieces, so that impaired fine motor skills do not become an issue in the lesson. Place the pieces on top of the copy in their respective places so that they student may keep track of what information she has already used, and where it fits into the larger article. Student with dyslexia: Make a copy of this student’s graphic organizer so that they may reference the organization of the organizer when putting the pieces together to outline their article. Although this student can cut out the different pieces on their own, the original copy will help them organize it on their construction paper. Student gifted in mathematics: Have this student create a graph to supplement their article that compares the impact of this environmental change to the data representing this issue without the change. Student gifted in writing ability: Have this student work specifically on the introduction and conclusion of their article to make it stronger, as they will likely already understand how to transition between the different pieces they already have. Check this student’s draft as they are writing to give suggestions as to strengthening their introduction/conclusion. Self Reflection: The students were given a lot of time to work on their own for this lesson. Did you have time to check the progress of every student? What difficulties did you face in allowing students so much time on their own in groups? Were there any? Was the standard reinforced by the work students did on their own during the working period? What aspects need to be taught again/strengthened in future lessons? Sources: Lorcher, Trent. “Lesson Plan: Writing coherent transitions.” <http://www.brighthub.com/education/k-12/articles/11377.aspx>. Accessed December 4, 2010.

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Topic: ______________________________________________________________________________________________________ 

This is the main idea of your article—what you are writing about.  For this assignment, the renewable resource you are researching.  All of the information you find and present in your article must be directly related to this. 

What problem does this solve: ____________________________________________________________________________________________________ 

What statistics and data can I find about this topic? 

How does this solve the initial problem? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

 

How is this implemented in your city? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

Both of these should come together to create your conclusion, most importantly how this approach to environmental consciousness affects the city you have created.  Make sure your conclusion draws from all four pieces listed here, particularly these last two. 

List ALL sources, including author and title. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 

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DAY FOUR: Wednesday Manchester College

Education Department Lesson Plan By: Linsey Jenae Shannon Time Required: 50 minutes Name of Lesson: Culmination of unit/Assessment of Articles Age or Grade Level Intended: 7th Grade English/Language Arts Academic Standards: English/Language Arts 7.4.9

Edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.

Performance Objectives: Given a checklist, students will peer edit their articles and identify 3 areas for the student to correct. Assessment: Checklist will be attached to rough draft submitted at end of period. Checklist will indicate who did the peer editing, and students will meet with at least two peers during the class period, as well as do their own editing of their papers. Advanced Preparation: -Assign students to groups of 4 (same groups as earlier day). Each of the 4 students should have written a rough draft the day before. -Have blue, green, and purple colored pencils available for the class to use. -Make 2 copies of each student draft handed in the day before (keep copies clean, previous assessment did not require writing on student papers). -Have copies of the writing checklist students will use for peer editing; also have handout with proofreading correction marks. -Create 9 different sentences for students to draw from. Have 27 slips cut up and in a box. -Have laptop cart available in classroom for students to use during working period. Procedure: Introduction/Motivation: 1. When students enter classroom, have them draw a sentence. Sentences should be on slips of paper and in a box for students to pull from. There will need to be 3 of each sentence, as this is how groups will be determined for peer editing. 2. Once all students are in the room, ask students what they notice about their sentences. (None of the sentences will have any punctuation or capitalization, and may contain spelling and grammar errors). (5 minutes) (Bloom’s: Analysis) (Gardner’s: Verbal/Linguistic, Visual/Spatial) 3. Tell students that you will give them the tools they need to correct these problems in a standard way that others will be able to understand. Step-by-Step Plan: 1. Give each student a copy of editing marks that they can use to correct their sentences. 2. Have them use these marks to correct their sentences. (3 minutes)(Bloom’s: Knowledge, Application) (Gardner’s: Verbal/Linguistic, Naturalist) 3. Have students rewrite the sentence correctly. (2 minutes) (Bloom’s: Comprehension) (Gardner’s: Verbal/Linguistic)

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4. Have students volunteer to share their final sentences on the board. Allow other students to correct any errors that were not noticed by using the proper editing symbols. (10 minutes) (Bloom’s: Verbal/Linguistic, Visual/Spatial, Interpersonal) 5. Tell students to find the other two students in the room that have the same sentence they do. As they do so, return articles to students and give each group one set of 3 colored pencils and 3 checklists. (3 minutes) 6. Tell students to each choose a pencil and a checklist. Explain that each student needs a clean copy of all articles in the group. Tell them that first, they will edit their own copy with proper editing symbols and the checklist. Then, they will send their checklist to the student to their right, and edit someone else’s article. After this, they will send the checklist once more to the right, so that all 3 students have used the checklist in looking at the rough drafts. *Tell students they will have 6 minutes with each article. Be sure to give them a 3-minute and 1-minute time warning before they switch to the next person. (18 minutes) (Bloom’s: Application, Analysis) (Gardner’s: Verbal/Linguistic, Visual/Spatial, Interpersonal, Intrapersonal) Closure: Tell students to collect their article from the other two students and to take the checklist that followed their article. Have students return to seats. Check that students have a completed checklist and all 3 copies of the edited article. Each checklist should have identify 3 suggestions for improvement at the bottom; indicate if this is not done by a particular student, as this is the “degree” part of the assessment for the objective. Tell students they need to utilize editing marks and the checklist in revising their final copy, which should be done as homework that night. Also tell them that for the next day, if they would like to bring in a blanket or comfortable chair to sit in, they should do so. (9 minutes) Adaptation/Enrichment: Student with dysgraphia: Allow this student to type peer editing comments from a computer, and print for the other student to keep a copy. Also, give this student a large marker rather than a colored pencil, so that it is easier for the student to use the utensil and write clearly for the other student to understand editing marks. Student with Central Auditory Processing Disorder: Give this student a written copy of instructions identical to verbal instructions administered, as they have difficulty processing auditory information. Student gifted in writing ability: Have this student revise their own draft as they edit, as both will come more naturally to this student. Student gifted in writing ability: Have this student give specific suggestions for revision, rather than just areas to work on. Self Reflection: The students had to write their final drafts as homework—was there any difficulty in students accessing technology for this assignment since the articles require Microsoft Publisher? Did students seem to take the editing seriously? If not, how can this be improved?

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Were you able to assess whether students understood the editing process by looking at suggestions? What would be a better way to do this in the time allotted? Sources: http://www.hooverpress.org/client/client_pages/style.cfm

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Sentences to cut up: plaese take out your paper and a writing utensle requested ms shannon and then begin writing youre articles because i was born in florida and moved to indiana only three months ago this winter is the frist winter i will sea snow my sisters and me all have names that strat with the letter a annabelle alisabeth abigail and amanda on december 22 this year were going to fly to california and celebreat christmas with my ant and uncle i can not wait sense ive never been their did u kno that the sentence the quick brown fox jumps over the lazy dog uses all of the lettres in the english alfabet its all ready december but it fells lyk it should still be novembre cause i havent even done ne of my christmas shopping yet evry year for hanukkah my famly exchanges gifts by candle light while we eat the traditional food grandam margaret makes for us i dont like to eat at taco bell cuz there food taste gross and it makes me fell sick to my stomack last weak their was an artical in the paper about holiday traditions around the wolrd it was intresting cause i had never herd of most of the traditions

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These symbols are used in editing so that the writer will understand the editor’s comments. Please look at how these are used in the given examples. Then, you will use these symbols yourself to edit the sentence you have drawn. Later, you will use these marks on your own article as well on other students’ articles in the class. Please keep this sheet for reference throughout the rest of the year.

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P B

Topic is identified in first paragraph.

All information in article relates to the topic.

This article tells how this is implemented in the city created.

This article contains conclusion.

This article contains introduction.

5 supporting details are used.

Solution is clearly stated.

Problem is clearly stated.

Transitions are used between ideas.

This checklist is used for ___________________’s article. _____________ used purple pencil. (P) _____________used blue pencil. (B) _____________ used green pencil. (G) Suggestions from Peer 1: 1. 2. 3. Suggestions from Peer 2: 1. 2. 3. Self-reflection/suggestions to self: 1. 2. 3.

G

Directions: 1. Write your own name in the blank telling whose article this is. 2. Write your name also in the blank before the colored pencil you are using. 3. Put a √ in the line if this article meets this point. 4. Put a – in the line if this article does not meet this point. 5. Give 3 suggestions for improvement, based on editing or this checklist. Be positive and encouraging.

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DAY FIVE: Thursday Manchester College

Education Department Lesson Plan By: Linsey Jenae Shannon Time Required: 50 minutes Name of Lesson: Culmination of unit/Assessment of Articles Age or Grade Level Intended: 7th Grade English/Language Arts Academic Standards: English/Language Arts 7.7.9

Deliver oral summaries of articles and books that: • include the main ideas and the most significant details. • state ideas in own words, except for when quoted directly from sources. • demonstrate a complete understanding of sources, not just superficial details.

Performance Objectives: When asked by teacher, students will be able to summarize the article they have read in terms of its main ideas and significant details with 90% accuracy in accordance with rubric. Assessment: After students have been given a chance to read articles written by other students in the class, I will give each student a brief oral assessment, asking them to tell me the main idea, information used to support that idea, and how that information supports the argument. They will be assessed according to the rubric provided, and I will assess during this oral exam with them. Advanced Preparation: -Prepare rubric. -Have assortment of cookies, muffins, fruit, and other café snack-type items available on table in front of room; also have paper plates, napkins, cups, apple juice, and milk so that students may enjoy snacks as they read each others’ newspapers. -Move desks into small “table” arrangements in different parts of the room, in groups of four. -Have laptop cart in room and available for student use. Procedure: Introduction/Motivation: 1. Tell students that today, they will have a café style classroom to share articles with one another and reward their hard work this past week. Tell them that before they can do this, they will need to put their final drafts in one publication together. 2. Tell students to get into their groups of four. Have them each take one laptop per group. Assign one student per group to put all of the articles together on the computer. 3. Give students 10 minutes to move articles from flash drives to Microsoft Publisher; have them print 5 copies of their newspapers, one per student, and one from each group to keep with their models of their cities for the last day of this unit (assessment day, culminating activity with all disciplinary areas). **While they are doing this, write the following on the board:

What solution does this article suggest for the environmental issue? (Bloom’s: Comprehension) How is this implemented in the city? (Bloom’s: Comprehension) Could this be done at home by individuals? How? (Bloom’s: Application)

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Are there better solutions to this problem? What other solutions are there to this environmental issue? (Bloom’s: Analysis, Synthesis)

4. Have students put laptops back in their appropriate place. Step-by-Step Plan: 1. Allow students to get snacks as you collect their newspapers; tell them they may sit where they like, but they must remain with their group members. Give one newspaper to each student, and be sure that they do not receive their own paper. Keep extra copy. 2. Direct students to the board. Tell them that while in their groups, they will have to read a newspaper from another group. After all students have finished the four articles, they will discuss the articles together and address the questions listed on the board. (15 minutes) (Gardner’s: Verbal/Linguistic, Visual/Spatial, Bodily/Kinesthetic, Visual/Spatial) 3. At this time, approach students and give them a short oral exam over the article they have just read. For efficiency, choose one article from each of the papers to ask all four group members about individually, and read it before examining each group member. 4. Tell students to switch newspapers with another group, and to make sure they do not get their own newspaper back. Have them repeat step 2, and again point out the bullet points on the chalkboard. (15 minutes) (Gardner’s: Verbal/Linguistic, Visual/Spatial, Bodily/Kinesthetic, Visual/Spatial) 5. Continue with student evaluations. Closure: Have students pick up their things and take care of any messes they have made. Have them return to desks, but leave desks in table arrangements. Have a group discussion about the articles they have read. Suggested questions:

Which article did they most enjoy? What did they enjoy about that article? In what ways are these solutions implemented in the different cities? Were there any solutions you felt were missing from the articles you read? What discussion topics came up that were not suggested on the chalkboard?

This allows students to reflect on their discussions, and also for me to informally assess how well the students stayed on task in groups. Collect newspapers with all drafts, peer edits, and graphic organizers. Have students leave all of these things, paper clipped, on their desk before they leave. (10 minutes) (Bloom’s: Analysis, Synthesis) (Gardner’s: Interpersonal, Verbal/Linguistic) Adaptation/Enrichment: Student with ADD: Have this student compile the articles together on the computer. Student with diabetes: Consult with this student beforehand to find out what snacks they are able to eat, and be sure to provide these for the “café” setting so that they are not left out. Students gifted in debate: Have these students debate which environmental solutions would be most practical, and decide on one that would be the best for all people to take part in. Student gifted in mathematics/economics: When interviewing students, have this student decide which solution would be the most economically efficient; have them explain how they arrived at their answer.

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Self Reflection: This activity had a lot of potential for students to get out of control. What behavioral problems were faced? How could these problems be avoided if you were to use this lesson again? Did students stay on task and engaged in discussion about the articles? Do you think student discussion helped students demonstrate the standard when you conducted interviews? Why or why not? Rubric for Oral Assessment:

   0‐2 points  3 points  4‐5 points  Points 

Summarize main idea 

Student states main idea, but does not give any explanation or use own 

words 

Student states main idea and explains in their own words 

Student states main idea and explains in own words, adding analysis and insight 

  

Summarize significant details 

Student gives less than 2 significant details 

Student gives 3 significant details 

Student gives 4‐5 significant details    

Connects with article, critical examination evident 

Student cannot connect details to topic, offers no 

analysis or insight 

Student can connect some details to topic, 

but with little analysis or insight 

Student connects details to main idea and gives significant analysis and insight 

  

Grammar/Oral skills 

Student uses poor grammar, fills speech with "um", "like", and "you 

know" 

Student demonstrates strong grammar and strong oral skills, but 

not both 

Student follows grammar 

conventions in speech and has 

strong command of oral skills 

  

Total           __________ 20 

Student Name:___________________________________ Teacher Comments:

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DAY SIX: Friday Culminating Activity and Assessment Students will come together as a team and display their cities. They will get a chance to see other student cities, as well as show off their own. At this time, all pieces will be examined from each subject area. The English assessment is based on the city newspaper they create and post with their city. It is worth 50 points, as are each of the other final projects for each content area. The rubric is posted below. It assesses the standards listed earlier in the lesson, where the unit objective is listed. Assessment for standard English/Language Arts 7.7.9 is completed in lesson plan number 5, as it assesses oral skills and the assessment is over their articles. See next page for rubric, as it would not fit here.

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   0‐3 points  4‐5 points  6‐8 points  Points 

Environmental Issue (Sci 7.4.14) 

Environmental issue or solution may be missing, or identification of why it 

is a problem is not apparent 

Environmental issue, why it is a problem, and 

its solution are all present, but 

underdeveloped in the article 

Environmental issue, why it is a problem, and its solution are not only all present, but well‐developed in 

the article 

  

Research and Supporting Details (ELA 

7.2.7) 

Student gives less than 2 supporting details, and does not tie them into 

topic of article 

Student gives 3‐4 supporting details which may or may not tie into 

topic 

Student gives 5 or more significant 

details, and connects them to the topic, drawing insight 

  

Organization (ELA 7.4.2) 

Graphic organizer is not turned in, or organization does not follow graphic 

organizer and is difficult to follow 

Graphic organizer is turned in, but some 

organizational issues are still present 

Graphic organizer is put together well and 

there are no organizational issues 

present 

  

Publisher (ELA 7.4.5) 

Student did not use Microsof Publisher          

(0 point) N/A 

Student uses Microsoft Publisher (2 

points)   

Editing and proofreading (ELA 7.4.9) 

Issues highlighted in checklist and editing were not fixed; or, drafts and checklist were not turned 

in 

All drafts and checklist turned in, but some editing/proofreading 

issues were missed and still need to be addressed 

Student fixed all editing/proofreading issues and turned in all drafts and checklist 

  

City connections 

Article does not give practical means of 

implementing this solution in the city 

Article gives means to implement solution, but this is not evident in city 

design 

Article gives means to implement solution and that solution is evident in city model 

  

Grammar and Spelling 

5 or more grammatical or spelling issues 

2‐4 grammatical or spelling issues 

1 or fewer grammatical or spelling issues 

  

Total           __________ 50 

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