Lesson

These are collaborative lessons where the Media Specialist will be guiding student in English  and science classes who have already passed the required TAKS in lessons designed to target objectives in science and English and develop communication/ presentation skills. This lesson is an expansion on earlier developed lesson developed during MTTC 01. Assuming the lesson is successful, the media specialist expects to continue to expand this approach to other teachers in additional subjects
 

 

Standards

Preparation Documents

• Theories and Factors that Affect Student Learning

• Instructional and Learning Strategies

• Selecting Instructional Technologies

Unit Plan

Lesson Implementation

Assessment Instruments

 

Unit Plan
 

Title:
 

Taking Sides ... Science

Grade Level:
 

11th grade.

 

Content Areas:
 

English / English Language Arts

English III

Science

Physics

Topic:
 

Taking Sides - Defending a Position

Can You Explain the Concept?

Driving Question:

Can you defend the position?

Can you explain a scientific concept?

TEKS:
 

Texas Essential Knowledge and Skills: §110.44. English III (One Credit)

Texas Essential Knowledge and Skills: §112.47. Physics (One Credit)

TAKS:
 

Texas Assessment of Knowledge and Skills:  Exit Level English Language Arts

Texas Assessment of Knowledge and Skills:  Exit Level Science

Outcomes /
Skills To Be Learned:
 

Student

Prewriting Strategies

Use prewriting strategies to generate ideas, develop voice, and plan; develop drafts both alone and collaboratively by organizing and reorganizing content and by refining style to suit occasion, audience, and purpose; proofread writing for appropriateness of organization, content, style, and conventions; frequently refine selected pieces to publish for general and specific audiences; and use technology for aspects of creating, revising, editing, and publishing texts

• Brainstorming to develop project requirements, time lines, and evaluation rubrics
• Students maintain record of progress and self monitor behavior by using electronic checklist of timeline of benchmarks/deadlines (especially useful for LD students including ADD/ADHD)
• Small groups decide on project/presentation (tutorial) to develop based on group membership ((strengths and interests) especially useful for LD students including ADD/ADHD) - project/presentation (tutorial) could be story, poem, rap, song, skit, presentation, report, ... Individually, students complete appropriate essay
• Dependent on individual strengths and project requirements, students use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports
• Students listen, take notes, and ask questions when appropriate during whole group instruction (e.g. introductory video, research model, instructions)
• Students request assistance to receive "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste)

Reading

Recognize distinctive and shared characteristics of cultures (and times) through reading; and compare text events with his/her own and other readers' experiences.

• Research/ read required elements
• Use provided templates (devices) to organize and analyze elements derived from research/ reading
• In small groups, collectively. prepare a product (tutorial/ essay) to present findings, or individually, complete appropriate essay

Researching,
Evaluating Credibility,
Making Connections, and
Comparing / Contrasting

Use critical thinking and scientific problem solving to make informed decisions by analyzing, reviewing, and critiquing scientific explanations; evaluating research impact on scientific thought, society, and the environment; and researching and describing the history and contributions of scientists.

Evaluate the credibility of information sources, including how the writer's motivation may affect that credibility;

Generate relevant, interesting, and researchable questions; locate appropriate print and non-print information using text and technical resources, including databases and the Internet; use text organizers such as overviews, headings, and graphic features to locate and categorize information; produce reports and research projects in varying forms for audiences (including essays and tutorials); and draw conclusions from information gathered.

Research and describe the historical development of the concepts of electrical and magnetic force; identify and analyze the influences of charges and distance on electrical forces; demonstrate the relationship between electricity and magnetism; design and analyze electric circuits; and identify examples of electrical and magnetic forces in everyday life.

• Read/ research required elements

• Use provided templates (devices) to organize and analyze elements derived from research/ readings

• In small groups, collectively. prepare a product (tutorial/ essay) to present findings, or individually, complete appropriate essay

• Develop “relevant, interesting, and researchable” questions to research play and its environment of origin.

• Using developed questions to locate relevant and appropriate information

• Use appropriate software to organize, develop, and refine product - spreadsheet worksheets, flowcharts, mind maps, outlines, rough drafts, presentations, reports

• Draw conclusions regarding relationship of elements

• Present information regarding elements and their relationship using appropriate software (word processor/ presentation/ spreadsheet/ video)

Communication

Use the conventions of oral language effectively; use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; communicate effectively in conversations and group discussions while problem solving, and planning; use effective verbal and nonverbal strategies in presenting oral messages; ask clear questions for a variety of purposes and respond appropriately to the questions of others; and make relevant contributions in conversations and discussions.

• Work in small groups to research background information for tutorial
• Work in small groups to produce product to present background information for tutorial
• Work in small groups to produce play/ rap/ skit/ narration/ presentation/ etc. that represents group for tutorial

Educator

Task Completion

Allow students to complete tasks in required lesson rather than doing the task for the student or "dumbing" down lesson to accommodate perceived weaknesses.

• Give time to student complete task his/ her self.
• Allow students to make (and correct) mistakes

Technology Use

Comfortably use technology to integrate Higher Order Thinking Skills into lesson.

• Think of technology as ancillary - not the purpose of a lesson.
• Consider technology for purposes other than for "drill and kill" when developing lessons targeting TAKS objectives.
• Consider HOTS development and remediation as complimentary instructional objectives.

Leadership and Facilitation

Develop a process that can be replicated across the curricula for other teachers in different classes.

• Break curricular units into component parts that can be related to each other and to other units
• Develop templates that can be individualized to fit the needs of individual teachers across the curricula.
• Think in terms of school wide resources and develop lessons accordingly.
• Feel comfortable collaborating with teachers to develop cross curricular projects.
   

 

Prior Learning

English I - II (Literature and Writing)

IPC, Biology, and/or Chemistry

 

Teaching Materials
and Equipment:
 

Writing Supplies

(Paper, Pencil/Pen)

Computers with Internet access

Floppy Disks / Flash Drives

Integrated Software Package

(Word Processor, Spreadsheet, Presentation) - MS Office

Projector

Additional Peripherals and associated software

Digital Camera
Video Camera
Scanner

Assistive Devices

Only as indicated by appropriate personnel (SST, Special Education Department representatives)

 

Time Frame:
 

2 - 3 weeks

 

Management Plans:
 

1. Whole class lecture / presentation / discussion

Library Conference Room

• Lecture
• Presentation

Classroom

• Discussion

2. Small collaborative groups (from selection of literature)

Library

• Computer and library research

Classroom

• Preparation requiring computer access

3. Individual activities

Library

• Computer and library research
• Typing Essays

Classroom

• Preparation requiring computer access for both essays and tutorials
   

Learning Activities
and/or Tasks
 

Project Introduction / Description

• Whole group instruction while units (essay and tutorial) are presented and described.
• Whole group brainstorm requirements and timeline for tutorial and essay project.
• Teacher combines collected ideas with requirements to develop rubric, benchmarks, and deadlines for checklists and evaluations for tutorial.
• Teacher select groups to work on science tutorial projects based upon preliminary selections submitted by students.

Checklist

• Electronic checklist of timeline is used to enforce/remind required benchmarks/deadlines - students self report progress using program while teacher uses checklist for progress reports/grades
• "Just In Time" Instruction as needed.

Selection

• Students select topic upon which to base essays "taking a side" and science tutorial

Analysis

• Using provided rubric, students in pairs, rate each others'  essays
• "Just In Time" Instruction as needed (e.g. how to use rubric)

Research and Background Presentation

Research

• Whole group instruction of "Research Model" and its use.
• Group brainstorms research strategies (developing “relevant, interesting, and researchable” questions to research science topics
• Individually and as a group, students use developed questions to locate relevant and appropriate information to collect data to  research relevant information related to issue or topic, determining the reliability of the source (including the motives or agenda of the author(s)).
• Use provided templates (spreadsheet) to organize and analyze elements derived from research - including the comparison of information from different sources.
• Individually and as a group, students draw conclusions regarding relationship of elements of issue or topic
• "Just In Time" Instruction as needed (e.g. saving on disk, naming files, copy/paste, digital cameras, downloads, copyright/AUP).

Final Product

• Small groups decide on project/presentation for tutorial from a list of approved activities to develop based on group membership.
• Students select and use appropriate software to organize, develop, and refine product (tutorial/essay), using previous  analysis and recognized relations.
• In small groups, students produce short story/ poem/ rap/ skit/ narration/ presentation/ etc. that represents group’s interpretation of a "successful" tutorial.
• Individually, students prepare essays according to AP guidelines

 

Work Samples

Student

Essays

"Successful" Tutorial - Group Final Product

Educator

Checklist

List of Approved of "Taking Sides" Essays

List of Approved Topics for Science Tutorials

Compare/Contrast Template

Big 6 Research Process

Research Template

Context/Relationship Template

 

Assessment Methods:
 

Student

Checklist

Group Evaluations

Project Evaluations

Educator

Teacher Reflection

 

Modifications /
Accommodations:
 

ESOL

Lesson will be adapted as specified by ESL Committee and chairman.

Resource

Lesson will be adapted as specified by student's IEP and Special Education Department. Special attention will be placed on maintenance of checklist to monitor student's progress.

Honors

Lesson will be modified as indicated by College Board requirements for Advanced Placement Examination, SAT, and TAKS  preparation.

Physical Disabilities

Assistive technology will be provided as indicated by student's IEP, the school nurse, and/or Special Education Department.

Students in need of corrective lenses will sit close to source of instruction and be instructed in the use of MS Magnifier and MS Narrator. Instructions will be provided in .txt format so that MS Narrator can be used.

Learning Disabilities (including ADD/ADHD)

Students will be placed and instructed in the use of MS Magnifier and MS Narrator as required. Instructions will be provided in .txt format so that MS Narrator can be used. Special attention will be placed on maintenance of checklist to monitor student's progress. Additional modifications / accommodations will be included as indicated by the SST (Student Support Team).

 

Resources:
 

DISD Reference Resources

Taking Sides Reference Library
 

Additional Activities:
 

Investigations could be expanded to include relations to other disciplines - e.g. mathematics, fine arts, and homemaking.

Students could produce web site to showcase project products.