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Dr. P

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Oliva Barnes and Careena Besecker and Caitlin Froboese

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Unit Plan - Exploring Personal Narratives

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Notes: This is meant as the second lesson plan submitted but is the third in my unit. Also to be noted- the Webquest is a two day lesson, so only day one is to be taken into account for this lesson.

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Day 3 - Drafting Personal Narrative Webquest

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Feedback and Score for Differentiated Instruction Assignment

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Feedback and Score for Differentiated Instruction Assignment

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Coreena,
Nice job with these strategies.  I particularly like your strategy for learning environment for Ellen.  Makes a lot of sense!
Score = 10 points/10 points
LP

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Careena,
An excellent response regarding grades and learning!  Your stance is fully supported, though you do have some classmates who beg to differ.  Your argument is solid. This would make a great discussion!

Attendance Participation Points granted.
LP

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a.  What does Dr. Carol Ann Thomlinson’s quote mean:  “Assessment is today’s means of understanding how to modify tomorrow’s instruction”?

I believe what she means by this statement is that we as educators use assessment not as an indicator of intelligence or educational prowess, but rather as a progress report of where students are in learning. Through assessment, we are able to see if a student has been able to understand and learn what is being taught. If our students don’t pass assessments that are given, it’s our job as educators to modify either what and how we teach and/or what and how we assess that learning.

b. Can learning and grades coexist peacefully?  Why or why not?  Should one receive emphasis over the other?

Learning and grades can certainly coexist peacefully. While I don’t think grades are a necessity in marking a student’s progress of learning, they do provide us as educators some form of baseline to track an educational journey. Although there are innumerable ways to mark student learning that don’t involve an “A, B, C” or percentage rating of their learning, no grades would make the institution we have established around education very gray. What I mean by this is that grading allows for a more concrete answer as to whether a student is prepared to move on to a next grade level, or is prepared enough to attend higher learning institutions. Without those, we would have to formulate new ways of deciding those progress movements. Although grades are useful within the current institution, I do feel that learning should be more highly emphasized in a teaching sense than grading. Learning happens in many forms, and often times it can be hard to mark a percentage or box of whether an experience was “successful” or not.

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What makes essential questions important in designing meaning, engaging learning environments?

+ Essential questions allow students to not only begin a project/unit/lesson with a focus, but they also encourage them to engage in what they are learning through examination of the question itself. An essential question leaves the answer up to the student's own gathering of their learning process, rather than providing them with a clear cut yes/no or right/wrong answer. What makes them so important in a learning environment is that it encourages students to take an active approach in their own learning rather than to passively consume information. Essential questions allow students to research, question, and hypothesize outcomes that they interpret through their own learning experiences.

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1.  English Language Arts Standards » Reading: Foundational Skills » Grade 2 » 3 » a

Distinguish long and short vowels when reading regularly spelled one-syllable words.

2.  Respond to the following questions:

a.  What would the behavior of a student who had accomplished this standard look like?

The student would be expected to read words such as “cat” and “cot” and be able to distinguish    the former is a short A and latter a long O.

b.  What are the specific activities and behaviors one might engage in to practice the standard?

An activity such as short/long sound bingo where the student gets practice through exposure of reading/hearing the words in a small or large group setting.

Students could also utilize a cut and paste activity where they cut out photos representing the words and paste them into the categories identifying them with either “short” or “long” vowel sounds.

c.  What specific information and skills does the standard imply?

The standard seeks to assess fluency of one syllable long and short vowel words.

d.  What are the skills and knowledge that should precede the standard?

Be able to identify the simple sounds of short and long vowels alone.

e.  What are the skills and knowledge that will come after students meet the standard?

Students will be able to move towards reading multiple-syllable words and begin to identify their individual vowel combinations.