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Aspect 1: The Syntax
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Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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| Student
Goals |
| 1. Identify the
Six-Traits of good writing |
Lecture, Teacher Presentation
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Prepare a PowerPoint presentation that will introduce each of
the six traits with their attributes and examples of each.
Prepare interactive PowerPoint that students will use to
review newly learned traits.
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Listening
Reading
"Think-Pair-Shair" discussions.
Define 6 traits
Match examples to each trait. |
| Discussion |
Provide numerous examples of each of the six traits from
teacher's own writing and from literature excerpts.
Lead whole class discussions of the six traits.
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| 2. Produce
original works that demonstrate the six traits of good
writing. |
Writing
Collaboration
Peer Editing
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Provide opportunities for students to brainstorm topics for
their writing.
Provide classroom atmosphere conducive to student writing.
Create peer-editing partnerships among students.
Model six trait writing.
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Determine topics for writing.
Utilize Six Traits in own writing.
Discuss writing
Participate in peer-editing
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| 3. Work
cooperatively to publish a brochure or newsletter that
demonstrates students' learning of six traits writing. |
Cooperative Learning
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Demonstrate use of website that will be used to create brochure
Place students in cooperative groups that will ensure
success of each learner
Provide rubric for the completed project.
Facilitate groups as they work cooperatively.
Provide mini-lessons as need arises.
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Participate in creation of group brochure or newsletter.
Identify each member's role in creation of the product.
Edit each other group members writing that will be included
in brochure or newsletter.
Discuss
Reflect
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| Instructor
Goals |
| 4. Incorporate
technology into a lesson or unit on writing |
Research
Mentoring
Discussion
Clarifying Questions
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Help teacher analyze past lessons for opportunities to enhance
with technology.
Share web sites with the teacher that give good examples of
technology enhanced lessons.
Help the teacher to clarify her own goals.
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Research web sites for examples of lesson plans that integrate
technology with writing.
Share ideas with mentor.
Gather ideas from other teachers.
Ask for help if needed.
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| 5. Evaluate and adjust to the needs of diverse learners. |
Collaboration
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Share research on good practices.
Ask teacher for information on diverse students.
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Go over student IEPs, looking for modifications that can be
addressed through technology.
Provide pre-test at the beginning of each unit.
Modify instruction for learners with diverse learning
needs.
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| 6. Encourage use of higher-level thinking skills |
Questioning, Reflection,
Independent Study
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Review Bloom's Taxonomy
Assist teacher in creating Essential Questions and
incorporating higher-order thinking skills.
Encourage use of problem-based learning experiences.
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Ask Quest teacher for ideas.
Rewrite tasks to reflect expectations for higher-order
thinking skills.
Develop open-ended questions.
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| Mentor
Goals |
| 7. Improve questioning skills |
Independent Study
Guided practice
Research
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Ask clarifying questions.
Avoid making judgments.
Become better listener.
Provide wait time.
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| 8.
Improve mentoring skills |
Practice
Evaluation
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Allow mentee to perform actions herself after demonstrating a
skill or technique.
Listen carefully.
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| Aspect
2: The social system
Describe the interpersonal structure of the instructional
experience.
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Instruction will cover
2 weeks of learning experiences prior to the culminating
activity in which students will demonstrate their learning by
working in cooperative groups to create a brochure or
newsletter. During the first 2 weeks, instruction will
be provided through teacher lecture delivered and enhanced by
a PowerPoint presentation. Much discussion among the
students will be encouraged. Numerous writing
opportunities following teacher modeling will be provided
during this period. Students will work with peers to
edit their writing. |
| Aspect
3: The role of the instructor
Describe your general instructional role. For example, will
you present material, guide students as they research their
own issues, etc?
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During the first 2
weeks of instruction, the teacher will present material, model
writing, provide feedback, and guide students in their own
writing. During the culminating activity, the teacher
will demonstrate the use of the software used to create the
brochures and newsletters then assist each group as needed. |
| Aspect
4: The support system
Describe the types and amount of instructional, technical,
and other resource support required for the instruction (e.g.,
instructional materials, communication capabilities).
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The teacher has the
necessary books and other written materials needed to provide
examples of each of the six traits of writing. Her
teacher computer is not adequate for her PowerPoint
presentation so she will be using the 4th grade Team computer
that has a Smart Board attached to it. Students who have
difficulty with their handwriting will be able to use 2 older
computers in the classroom for word processing. The
teacher will sign up for several lab sessions during
which students will us Microsoft Word to complete their
individual contributions to the final products and save to the
server for retrieval when they put their brochures together.
Students will need Internet access and access to a network
printer as they create their brochures or newsletters.
Instructional technology support will be provided by the
mentor or other K-6 Instructional Technology Specialist
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