-
- From: Cloud Institute
- Contributed By: M.Charles .
Grade:
7th, 8th
Disciplines: Language Arts (Bilingual, Dual Language) Overarching Question (English Language Arts): As life-long learners, how can we improve and sustain the quality of our communities in an ever-changing world?
Overaching Question (English Language Arts): How does literacy impact the quality of our life and community? Essential Question (Unit 1-Writer's Craft and Revision): How does goal setting empower us to accomplish what we want in life? Unit Summary: Teacher will assess student's current writing ability according to a basline survey. Students will establish their writing goals for the year in the form of an essay. Students writing will be done within the context of learning about and understanding goals, why we need them, and the difference between long and short term goals. Suggested Time Allowance: September 14-September 30. State Standards: E 2a: Student develops a controlling idea that conveys a perspective on a subject. Education for Sustainability Core Content Standards & Performance Indicators: The Dynamics of Systems & Change (C,20) Learning Outcomes/Standards: •What are the enduring understandings? Students will be able to understand the importance of goal setting and how establishing (short and long term) goals provide them with a path to either success or failure. •What will students know?
Students will know that our school, community, and world function based on a system, one in which they must learn how to navigate in order to obtain what they want in life. One of the skills that they must learn to navigate through this ever-changing system in which they play an integral part, they must begin with recognizing what they want and establishing a means/plan in order to attain it. •What will students be able to do (performance tasks/evidence)? Students will be able to use the skills that they have previously learned in order to write an essay about their goals for writing. Learning Opportunities Summary:
a.) Students will be re-introduced to the writing process. b.) Students will discuss and create a rubric for writing. c.) Students will be exposed to and understand editing symbols. d.) Students will learn about goals and how to establish them. Materials/Resources:
Example writing, example goals, sentence frames (if needed), paper, pencils, edit symbol handouts, etc. Assessments: a.) Students must have a grasp on writing in general. Initially, students will diagnostic assessment will be made with regards to students' general understanding about writing and what it is. b.) Students will be evaluated to see whether or not they have goals for writing. c.) By using this initial writing sample, the teacher will do a summative assessment about what the student does well and what they struggle with with regards to writing in order to determine the lesson's direction for writing. b.) Students will assessed on their knowledge of the editing symbols. Glossary: Short term goals Long term goals Terms used to define editing symbols Additional terms as needed throughout the unit based on student need.
Disciplines: Language Arts (Bilingual, Dual Language) Overarching Question (English Language Arts): As life-long learners, how can we improve and sustain the quality of our communities in an ever-changing world?
Overaching Question (English Language Arts): How does literacy impact the quality of our life and community? Essential Question (Unit 1-Writer's Craft and Revision): How does goal setting empower us to accomplish what we want in life? Unit Summary: Teacher will assess student's current writing ability according to a basline survey. Students will establish their writing goals for the year in the form of an essay. Students writing will be done within the context of learning about and understanding goals, why we need them, and the difference between long and short term goals. Suggested Time Allowance: September 14-September 30. State Standards: E 2a: Student develops a controlling idea that conveys a perspective on a subject. Education for Sustainability Core Content Standards & Performance Indicators: The Dynamics of Systems & Change (C,20) Learning Outcomes/Standards: •What are the enduring understandings? Students will be able to understand the importance of goal setting and how establishing (short and long term) goals provide them with a path to either success or failure. •What will students know?
Students will know that our school, community, and world function based on a system, one in which they must learn how to navigate in order to obtain what they want in life. One of the skills that they must learn to navigate through this ever-changing system in which they play an integral part, they must begin with recognizing what they want and establishing a means/plan in order to attain it. •What will students be able to do (performance tasks/evidence)? Students will be able to use the skills that they have previously learned in order to write an essay about their goals for writing. Learning Opportunities Summary:
a.) Students will be re-introduced to the writing process. b.) Students will discuss and create a rubric for writing. c.) Students will be exposed to and understand editing symbols. d.) Students will learn about goals and how to establish them. Materials/Resources:
Example writing, example goals, sentence frames (if needed), paper, pencils, edit symbol handouts, etc. Assessments: a.) Students must have a grasp on writing in general. Initially, students will diagnostic assessment will be made with regards to students' general understanding about writing and what it is. b.) Students will be evaluated to see whether or not they have goals for writing. c.) By using this initial writing sample, the teacher will do a summative assessment about what the student does well and what they struggle with with regards to writing in order to determine the lesson's direction for writing. b.) Students will assessed on their knowledge of the editing symbols. Glossary: Short term goals Long term goals Terms used to define editing symbols Additional terms as needed throughout the unit based on student need.
This lesson was created using a framework developed by the Cloud Institute for Sustainability Education.
Lesson Summary:
Standards:
This lesson will begin to address several of the performance indicators under the Education for Stustainability (EfS) Standards associated with The Dynamics of Systems & Change. Even though this lesson is designated for the initial baseline assessment for writing, students will begin to generate ideas where they start to think along the lines of understanding how there are various functions in and requirements for the classroom, school, and community that make up a system that is ever-changing. They will also learn that decisions that they make affect not only themselves, but those around them as well. Decisions about expressing themselves through writing will be discussed. Students will identify the interrelatedness between how becoming a thoughtul and powerful writer enhances one's ability to become an effective communicator.
Overarching Question:
How does literacy impact the quality of our life and community?
Essential Question:
How does goal setting empower us to become effective writers / (communicators)?
Guiding Question(s):
1.) What are goals?
2.) What does it mean to set a goal?
3.) Do you know the difference between a long term and a short term goal? If so, what is the
difference?
4.) Do you think that you have ownership in your education? For example, where you go to
school, what you learn, how you learn, the teachers you have, the peers you have?
5.) Does whether or not you think you have ownership influence how you
set your goals and whether or not you accomplish them? For example, if you think that you
don't have a choice about coming to school and doing your work, if you set a goal, will you
achieve it?
6.) Will establishing goals for your writing allow you to feel like you have ownership in your learning
as opposed to your teacher establishing goals for you? Why or why not?
7.) What is writing?
8.) What is good writing? bad writing?
9.) What are some things that a good writer does?
10.) Have you ever thought about your writing as far as what you do well and how you could improve?
11.) Does writing matter outside of the Language Arts classroom? If so, how? If not, how?
12.) What is the function of writing in Language Arts, Math, Science, and Social Studies?
13.) What are the similarities and differences with regards to the use of writing in school? for personal reasons? for business purposes?
Resources & Materials:
Example writing, example goals, sentence frames (if needed), writer's notebooks, pencils, edit symbol handouts w/ examples, SmartBoard, etc.
Learning Opportunities, Activities, & Procedures:
Instructional & Environmental Modifications:
Students will answer questions individually and or collaboratively based on their level of English proficiency.
For dual language students, everything will occur in English.
For bilingual students, scaffolding will be necessary based on the needs of the students which will vary. Some instructions, discussions, handouts, and writing samples may be done in Spanish on a student to student need-based option.
Assessment(s) & Scoring Criteria:
Glossary:
Goal
Long Term Goal
Short Term Goal
Various Terms Associated With Editing Symbols
Etc.
Reflection:
My hopes for this lesson include students learning about goals and their importance as well as how to set them. This lesson will tap on goal-setting in a general sense and then narrow down very specifically to writing. Even though this lesson focuses on goal setting with regards to writing, hopefully the idea of goal setting will transcend all core subjects and their lives. Ideally, students setting their own goals will allow them to become motivated to take ownership in their learning allowing them to monitor and track their achievement towards meeting established goals. By establishing a baseline assessment, students and teachers will be able to track and evaluate student progress throughout the year. Students who become more goal-oriented will become better writers, better students, and better citizens. Students who see that they are accomplishing their goals will develop a higer level of self-efficacy which should yield a positive impact on their lives.
Student Work:
Essay.
Lesson Summary:
| Grade | Unit | Lesson Number | Class Periods |
|---|---|---|---|
| 7, 8 | The Dynamics of Systems & Change: Goal Setting, Baseline Writing Assessment, Writing Process | 1 | Several |
This lesson will begin to address several of the performance indicators under the Education for Stustainability (EfS) Standards associated with The Dynamics of Systems & Change. Even though this lesson is designated for the initial baseline assessment for writing, students will begin to generate ideas where they start to think along the lines of understanding how there are various functions in and requirements for the classroom, school, and community that make up a system that is ever-changing. They will also learn that decisions that they make affect not only themselves, but those around them as well. Decisions about expressing themselves through writing will be discussed. Students will identify the interrelatedness between how becoming a thoughtul and powerful writer enhances one's ability to become an effective communicator.
Overarching Question:
How does literacy impact the quality of our life and community?
Essential Question:
How does goal setting empower us to become effective writers / (communicators)?
Guiding Question(s):
1.) What are goals?
2.) What does it mean to set a goal?
3.) Do you know the difference between a long term and a short term goal? If so, what is the
difference?
4.) Do you think that you have ownership in your education? For example, where you go to
school, what you learn, how you learn, the teachers you have, the peers you have?
5.) Does whether or not you think you have ownership influence how you
set your goals and whether or not you accomplish them? For example, if you think that you
don't have a choice about coming to school and doing your work, if you set a goal, will you
achieve it?
6.) Will establishing goals for your writing allow you to feel like you have ownership in your learning
as opposed to your teacher establishing goals for you? Why or why not?
7.) What is writing?
8.) What is good writing? bad writing?
9.) What are some things that a good writer does?
10.) Have you ever thought about your writing as far as what you do well and how you could improve?
11.) Does writing matter outside of the Language Arts classroom? If so, how? If not, how?
12.) What is the function of writing in Language Arts, Math, Science, and Social Studies?
13.) What are the similarities and differences with regards to the use of writing in school? for personal reasons? for business purposes?
Resources & Materials:
Example writing, example goals, sentence frames (if needed), writer's notebooks, pencils, edit symbol handouts w/ examples, SmartBoard, etc.
Learning Opportunities, Activities, & Procedures:
| Class Time | Learning Activity | Procedures |
|---|---|---|
| Day 1 | Introduction Discussion | Definition of goals. Long term and short term. Proceed to guided questions and group work. Activity. |
| Day 2 | Continuation... | Students will discuss the relationship between setting goals and success or failure. Activity. |
Instructional & Environmental Modifications:
Students will answer questions individually and or collaboratively based on their level of English proficiency.
For dual language students, everything will occur in English.
For bilingual students, scaffolding will be necessary based on the needs of the students which will vary. Some instructions, discussions, handouts, and writing samples may be done in Spanish on a student to student need-based option.
Assessment(s) & Scoring Criteria:
| Standard Being Addressed | Specific Performance Indicator | Assessment Instrument(s) | Scoring Criteria |
|---|---|---|---|
| E 2a: Student develops a controlling idea that conveys a perspective on a subject. | Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in texts. | 1.)Informal/Diagnostic assessment through group discussion. 2.) Formal assessment through writing sample. | Writing assessment rubric. |
| The student demonstrates a basic understanding of the rules of the English language in written work and selects the structures and features of language appropriate to the purpose, audience, and context on the work. | The student demonstrates control of: grammar, paragraph structure, punctuation, sentence construction, spelling, and usage | 1.) Informal/Diagnostic assessment through group discussion. 2.) Formal assessment through writing sample. | Writing assessment rubric. |
Glossary:
Goal
Long Term Goal
Short Term Goal
Various Terms Associated With Editing Symbols
Etc.
Reflection:
My hopes for this lesson include students learning about goals and their importance as well as how to set them. This lesson will tap on goal-setting in a general sense and then narrow down very specifically to writing. Even though this lesson focuses on goal setting with regards to writing, hopefully the idea of goal setting will transcend all core subjects and their lives. Ideally, students setting their own goals will allow them to become motivated to take ownership in their learning allowing them to monitor and track their achievement towards meeting established goals. By establishing a baseline assessment, students and teachers will be able to track and evaluate student progress throughout the year. Students who become more goal-oriented will become better writers, better students, and better citizens. Students who see that they are accomplishing their goals will develop a higer level of self-efficacy which should yield a positive impact on their lives.
Student Work:
Essay.
