| |
| Goals |
Sub-Goals (Objectives) |
Type of Learning |
Assessment Strategy |
Feedback Strategy |
|
Student Goals
1. Identify the Six-Traits of good writing,
|
1. List the 6 traits and match each to a descriptor and example.
2. Identify organizational traits of good writing.
3.
Identify sample passages from literature that exhibit
each of the six traits.
|
1. Cognitive - Knowledge, comprehension, evaluation
Psychomotor acquire knowledge
2. Cognitive - Knowledge, comprehension, analysis
Psychomotor acquire knowledge
3. Cognitive Evaluation, analysis
Affective
|
Teacher observation |
Verbal |
| 2. Produce
original works that demonstrate the six traits of good
writing. |
1.
Use correct grammar, spelling, usage rules.
2.
Write with clarity
3.
Use the six traits of writing.
|
1.
Cognitive knowledge
Psychomotor execute actions.
2.
Cognitive knowledge, evaluation, analysis, synthesis.
Affective
3.
Cognitive knowledge
Psychomotor execute actions.
Affective
|
Peer-Editing
and teacher evaluation of final works.
|
Verbal
and Written (peer-editing)
Verbal
and Written (Conferencing with teacher) |
| 3. Work
cooperatively to publish a brochure that demonstrates students
learning. |
1.
Use My Brochure Maker.com website.
2.
Demonstrate basic elements of design.
3.
Collaborate with others to produce a product.
4.
Evaluate information to be included in the brochure.
|
1.
Cognitive Knowledge, Comprehension,
Application,
Analysis,
Synthesis, Evaluation,
Psychomotor execute actions, transfer of control,
generation.
2.
Cognitive knowledge, application, evaluation
Psychomotor execute actions, generation
Affective
3.
Psychomotor transfer of control
4.
Affective
|
Teacher
observation
Rubric
for creating of the brochure. |
The
rubric will server 2 purposes: 1. give the
students clear understanding of the requirements for the
project.
2. Provide the means for assessing student success in
meeting the requirements. |
| Teacher Goals
4. Incorporate technology into a lesson or
unit on writing
|
1.
Choose a technology based product for students to demonstrate
learning.
2.
Use technology to deliver instruction
|
Cognitive
synthesis
Psychomotor
generation
Affective
- awareness
|
Discussion of technology choice.
Completion of PP presentation to use during delivery of
lesson.
|
Verbal |
| 6.
Evaluate and adjust to the needs of diverse learners. |
Modify
instruction to provide differentiated learning for identified
students.
|
Cognitive
Analysis
Affective
|
Discuss modifications in lesson plans
|
Verbal |
| 7.
Encourage use of higher-level thinking skills |
Develop
essential questions and open-ended unit questions
|
Cognitive
Analysis, Synthesis
Psychomotor
- generation
|
Discussion of Essential Questions and unit questions.
|
Verbal |
Professional Goals
8. Improve questioning skills
|
1.
Listen to mentee carefully
2.
provide wait time
3.
ask for clarification when necessary instead of assuming what
might be obvious to me, but hasnt been thought out by the
mentee.
|
Cognitive
comprehension, application
Psychomotor
- generation
Affective
|
|
|
| 9.
Improve mentoring skills |
1. Develop a trusting relationship.
2. Participate in pre-production, post-production and distribution
of products.
|
1. Refrain from picking up the mouse instead of
guiding her while she does an action herself.
2. Slow down while telling how to do something.
|
Self-evaluation
|
|
