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What?
Tasks, Strategies, Instruments
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How?
Processes, How often?
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Why?
How do the selected tools support
your learning goals and the learning principles guiding your design?
|
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To enable continuous/frequent feedback between you and the
students
|
Informal
Teacher will monitor student participation in class discussions
and oral readings, use questioning strategies to check for understanding,
confer with students individually during the writing process, and answer
questions and check for understanding often during computer lab activities
Formal
Rubrics and product descriptors will be used for
student-created short story and literary diagrams. Defining activities will be graded for
accuracy.
|
Discussions, questioning strategies at key points during oral
readings (every 5-10 minutes), Ask questions during concept presentations
(after every slide)
Rubrics and product descriptors will be used to introduce
formal assignments and projects
|
This will be a constant exchange of ideas and questioning to ensure
that students understand the workings of short stories and other literary
genres.
|
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To encourage the students to reflect on their learning
progress and achievement
|
Discussions, debriefings, and reflections
Self-assessment in the form of journals and literary diagram
of their own stories—Is anything lacking?
|
Discussions after every story read, Journal entries every
other day
Sharing stories in groups after they are written
|
Self-assessments will lead to change in thought and behavior,
empower students to think for themselves, and lead to creative
problem-solving.
|
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To determine your students' learning progress and achievement
|
Short story graded according to rubric and self-assessed by
students using literary diagram, understanding of literary elements
measured by continual practice analyzing stories read in class
|
A grade
for every task, story is a major grade
|
Practice will be done together before students are expected to
analyze stories on their own.
|
|
|
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Goals
|
Sub-Goals (Objectives)
|
Type of Learning
|
Assessment Strategy/Feedback Strategy
|
|
1.
Identify and organize elements of short story
|
a.
Define and discuss elements of short story
|
a. Knowledge, Comprehension, Application
|
a. Pencil/paper task, discussion
|
| b.
Complete a literary web in Inspiration of a story they have read |
b. Analysis |
b.
Discussion with peers/teacher during practice, rubric for individual
assignment |
|
2. Use
the elements of short story in a creative way
|
a. Write
a short story that contains all the required elements
|
a. Synthesis, evaluation (in peer editing)
|
a.
Feedback from peers/teacher during writing process, Rubric for story
|
| b.
Analyze the elements in Inspiration of their own short story |
b. Analysis, evaluation |
b.
Peer/teacher discussion with feedback during practice, rubric for
literary diagram |
| c.
Share stories in groups |
c. Analysis, evaluation |
c.
Teacher input/monitoring and facilitating of student input |
|
3. View
the literary elements as a visual construct for every genre they read
|
a. Define
and discuss elements of literature
|
a.
Knowledge, Comprehension, Application
|
a.
Pencil/paper task, discussion
|
| b.
Continue similar activities as genre focus changes--Practice identifying,
using and discussing literary elements until it becomes intrinsic
to their thinking about literature, or reading triggers an automatic
response |
b.
Analysis, evaluation, application |
b.
Discussions with peers/teacher during practices, rubrics for individual
assignment
|
| c.
Reflect upon their learning |
c.
Evaluation, synthesis |
c.
Questioning, discussions during reflections/effort grade on journals |
|
4. See
benefits of technology
|
a. Debrief/reflect
about technology tools used in lesson
|
a.
Evaluation
|
a.
Questioning, monitoring and facilitating student responses/effort grade on
journals
|
| b.
See teacher as a role model using technology—graphic organizer |
b.
Synthesis, application |
b.
Monitor student responses to tech tools |
|
5.
Perceive ways a technology tool can be used for other learning
|
a. Place
ideas in a suggestion box
|
a.
Application, synthesis
|
a. Read
suggestions
|
b.
Discuss contributions to the suggestion box
|
b.
Evaluation |
b.
Monitor student responses during discussions |
| c.
Reflect about other ways Inspiration can be used |
c.
Evaluation, synthesis |
c.
Read journal entries, monitoring student responses/effort grade on
journals |
|
Product
Descriptor1—Literary Analysis Web
Product
Descriptor 2—Short Story
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