Week 4: Assignment#2.2 - Practice Stage 2

WK 4- Assignment #2.2: Backward design using Common Core State Standards in ELA-Writing.

Note: I have included my explanation of assignement #2.1 and #2.2 together in one narrated presentation.

Stage 1 – Desired Results
Established Goals: CCS Standards: Writing W 6.2 – write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
Students will understand … ·         the contents, conventions, and other elements of the type of informational/ explanatory text for writing ·         the purpose of a classification or process analysis essay ·         organization and formatting aid in introducing a topic and in comprehension	Essential Questions:        What are informative text/ explanatory text?        How do we select relevant content ?        How are some strategies aids in organization and comprehension?
Students will know… ·         The definition and difference between information text structures and explanatory text structures ·         informational/explanatory text includes an introduction, organized information, a conclusion, and text structure features that enhance comprehension	Students will be able to … ·         Write informative/ explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized ·         Determine the organizational structure that is most appropriate for the topic and purpose ·         Organize ideas, new information, and prior knowledge to clearly explain the topic ·         Analyze relevant content

Stage 2 – Determine Acceptable Evidence

Performance Tasks: 1.       Informational: Write a brief summary about Martin Luther King 2.       Explanatory: How does he express his thought from his speech “I have a dream” 3.       Reflection: share prior experience and your point of view 4.       Combine all these info, organize it into essay with introduction and conclusion   Other Evidence: Quiz: students to read some paragraphs to check if they are informative text or explanatory text and why     Self-Assessment and Reflection: ·         Self-assess the paragraphs prepared and how to organize them into an essay

Week 4: Assignment#2.1 - Practice Stage 2

WK 4: Assignment #2.1: Backward design using Common Core State Standards in ELA-Reading.

Please see below link for my Narrated Presentation on why I select the following as acceptable evidence:

Narrated Presentation - WK 4 Assignement 2.1

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Reading – Informational Texts RI 6.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) RI 6.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings RI 6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text RI 6.7 – Integrate information presented in different media or format (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue
Students will understand … ·         Key individuals, events, timing and ideas on the subject ·         Author’s point of view through reading ·         Author’s intended meaning of his/her words and phrase by analyzing  about the word’s context ·         The subject more in depth by integrating information from different media such as video, internet research, picture and text, etc.	Essential Questions: ·         Can you summarize the story with answers of What? Who? When? Where? How? ·         What are the true meaning of the words or phrases that author used in the book based on the text that comes before and after it? ·         What is author’s point of view and how can you tell? ·         What other sources of information or media we can obtain more information about the topic?
Students will know… ·         Anecdote is a brief story about an interesting event.  Author might use examples and anecdotes to introduce special ideas or events to let reader have better understand ·         Words can be used in different ways, for different meaning, depends on how author writes on the word’s context ·         The definition of Figurative meaning, Connotative meaning and Technical meaning	Students will be able to … ·         Analyze how key individuals, events, or ideas are developed throughout a text ·         Use variety of strategies to determine word meaning ·         Determine author’s point of view and able to explain how it is conveyed in an information text ·         Gather more information using  variety of media for a coherent understanding of the topic
Stage 2 – Determine Acceptable Evidence
Performance Tasks: Research about Martin Luther King select two key passages of his famous speech “I have a dream” to teach Grade 1 students a 10 minutes brief lesson about Martin Luther King and his point of view on his speech   Other Evidence: Skill check worksheet – students to identify word meaning and if they are Figurative meaning, connotative meaning or technical meaning   Self-Assessment and Reflection: ·         Self-assess the brief lesson ·         Reflect your thoughts after your research and study about Martin Luther King and his speech

Week 4 Assignment #1 - Reader Response

On backward design Stage 1 assignments I did last week, once the Established Goals had been set, I determined desired understanding based on each individual goal set.  Then, I will think of what questions I will ask the students in order to show me whether their understanding meets my desired level. For example, if the desired understanding is to learn about the animals categories, I will ask them what animal category lizard and crocodile fall under and why?

After that, I will determine knowledge and skills that can develop during the process of reaching the desired understanding.  For example, while learning all different animals categories, the students will get to know the common characteristics in each category (knowledge) and will be able to identify what animals belong to which animals category on their own (skill). 

Week 3: Assignment #2: Practice stage 1 design using Common Core State Standards in ELA-Writing

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Writing W 6.2 – write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
Students will understand … ·         the contents, conventions, and other elements of the type of informational/ explanatory text for writing ·        the selection of relevant content ·       organization and formatting aid in introducing a topic and in comprehension  the purpose of a classification or process analysis essay	Essential Questions: ·       What are informative text/ explanatory text? ·       How do we select relevant content ? ·       How are some strategies aids in organization and comprehension?
Students will know… ·         The definition and difference between information text structures and explanatory text structures ·         informational/explanatory text includes an introduction, organized information, a conclusion, and text structure features that enhance comprehension	Students will be able to … ·        Write informative/ explanatory text that convey ideas and concepts using relevant information that is carefully selected and organized ·        Determine the organizational structure that is most appropriate for the topic and purpose ·       Organize ideas, new information, and prior knowledge to clearly explain the topic ·         Analyze relevant content

Week 3: Assignment#1 Practice Stage 1 Design using Common Core State Standards in ELA-Reading

 

Stage 1 – Desired Results
Established Goals: CCS Standards: Reading – Informational Texts RI 6.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) RI 6.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings RI 6.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text RI 6.7 – Integrate information presented in different media or format (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue
Students will understand … ·         Key individuals, events, timing and ideas on the subject ·         Author’s point of view through reading ·         Author’s intended meaning of his/her words and phrase by analyzing  about the word’s context ·         The subject more in depth by integrating information from different media such as video, internet research, picture and text, etc.	Essential Questions: ·         Can you summarize the story with answers of What? Who? When? Where? How? ·         What are the true meaning of the words or phrases that author used in the book based on the text that comes before and after it? ·         What is author’s point of view and how can you tell? ·         What other sources of information or media we can obtain more information about the topic?
Students will know… ·         Anecdote is a brief story about an interesting event.  Author might use examples and anecdotes to introduce special ideas or events to let reader have better understand ·         Words can be used in different ways, for different meaning, depends on how author writes on the word’s context ·         The definition of Figurative meaning, Connotative meaning and Technical meaning	Students will be able to … ·         Analyze how key individuals, events, or ideas are developed throughout a text ·         Use variety of strategies to determine word meaning ·         Determine author’s point of view and able to explain how it is conveyed in an information text ·         Gather more information using  variety of media for a coherent understanding of the topic

EDPC 605 Fall 2016 Teammates' blogs

EDPC 605 Fall 2016 Teammates' Blog Links

How Do People Learn?

Please see my presentation file posted in below link.  (Sorry I am still figuring how to do Jing Narrated presentation.  To submit by deadline, I will submit this assignment in tradition Powerpoint.)

How Do People Learn?

Thank you!

Karrie