+1 (208) 254-6996 [email protected]
  

Writing Assignment: 

· Assignment (50 points)

Don't use plagiarized sources. Get Your Custom Essay on
Writing Assignment 4
Just from $13/Page
Order Essay

· Create one daily lesson plan that will be incorporated into your Final Project.

· Requirements: Use comprehension strategies from Vacca, Chapter 7 to create a lesson for your Final Project Thematic Unit that includes Before, During, and After-Reading activities (See Chapter 5 for a review of these.)

· Because this assignment will become one of the daily lessons in your final project, be sure you have an overall idea of how it will fit with the other three (3) days in your plan.

· Make sure your lesson activities include literacy strategies and are not just content area subject lessons.

· You must use at least one selection from your Text Set listed in your planning guide, and fill out the  Daily Lesson Plan Template  from the Final Project.

· Make sure that you give all directions. For example: don’t just say, “We will do Pair-Share” and assume everyone knows what that is. Describe the activity.

· List literacy and content area standards addressed through your lesson.

· Identify differentiation strategies for struggling learners.

· Create and include all necessary student handouts.

· Submit the  Daily Lesson Plan Template  and all student handouts as one document.

Rubric

REA 617- Unit 4 Writing Assignment Rubric B-D-A Framework Daily Lesson Plan (50 pts)

REA 617- Unit 4 Writing Assignment Rubric B-D-A Framework Daily Lesson Plan (50 pts)
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeInstructional goals & StandardsThe teacher can relate his/her disciplinary knowledge to other subject areas6 ptsADVANCED – 4Powerful instructional goals (3-5) clearly and concisely state what the student will know or be able to do, are specific, detailed, and measurable. Goals are aligned with given standards and are challenging but attainable. ELA and Content standard are applicable to the lesson and unit. (6 points)5 ptsPROFICIENT – 3Instructional goals (3-5) clearly state what the student will know or be able to do, are specific, detailed, and measurable. Goals are clearly aligned with given standards. ELA and Content standard are applicable to the lesson and unit4 ptsBASIC – 2Instructional goals are simply restatements of the unit standards. Goals are not specific or measurable. Words like “know” and “understand” are used as what the student will be able to do. Instructional goals are generally aligned with given standards (ELA and/or Content standards) that are applicable to the lesson.3 ptsMINIMAL – 1Instructional goals do not state what the student will be able to do at the end of the lesson but rather state what the teacher will do; goals are related to activities but are not specific or measurable. The relationship between instructional goals and standards is minimal6 pts
This criterion is linked to a Learning OutcomeUse of Text Set itemThe teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources3 ptsADVANCED – 4At least one text from the Text Set is utilized in the lesson. There is a comprehensive and obvious connection with the text and the focus of the lesson. The text is used in a grade-level appropriate manner.2 ptsPROFICIENT – 3At least one text from the Text Set is utilized in the lesson. There is a connection with the text and the focus of the lesson. The text is used in a grade-level appropriate manner.1 ptsBASIC – 2Text is not used effectively as either a literacy or content area tool, or instruction is not on grade level.0 ptsMINIMAL – 1Text from text set is not utilized or identified.3 pts
This criterion is linked to a Learning OutcomeIntegration of created materialsCandidates use appropriate and varied instructional approaches.6 ptsADVANCED – 4Created activities and handouts are practical, original, creative, and related to all chosen texts. Activities and handouts are clearly related to standards. Activities and handouts are well designed and give thorough directions and explanations for use.5 ptsPROFICIENT – 3Created activities and handouts are practical, specific, and related to the chosen texts. Activities and handouts are related to standards. Activities and handouts are well designed and give directions and explanations for use4 ptsBASIC – 2Created activities and handouts are specifically listed, but some are not practical or related to the unit or the texts. Activities and handouts are related to standards. Activities and handouts do not give clear direction or do not seem to support the purpose.3 ptsMINIMAL – 1The relationship between the texts and the activities and handouts is unclear. Activities and handouts have limited relationship to standards. Activities and handouts are unclear and seem to lack purpose.6 pts
This criterion is linked to a Learning OutcomeIntegration of Literacy StrategiesCandidates develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.6 ptsADVANCED – 4Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is clearly evident throughout the lesson.5 ptsPROFICIENT – 3Literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] is evident throughout most of the lesson.4 ptsBASIC – 2The unit exhibits limited literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].3 ptsMINIMAL – 1Very little integration of literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration] throughout lesson6 pts
This criterion is linked to a Learning OutcomeIntroductory Phase – BEFORE LEARNING/READING (Motivation, Prior Knowledge, Content Focus)The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.6 ptsADVANCED – 4Extensive and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.5 ptsPROFICIENT – 3Clear, adequate, and ongoing documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.4 ptsBASIC – 2Limited and intermittent documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.3 ptsMINIMAL – 1Insufficient documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.6 pts
This criterion is linked to a Learning OutcomeDevelopmental Phase – DURING LEARNING / READING(Teacher Input, Skills Development and Integration) The teacher creates short-range and long-term plans that are linked to student needs and performance and adapts the plans to ensure and capitalize on student progress and motivation.6 ptsADVANCED – 4Creative, extensive and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].5 ptsPROFICIENT – 3Clear, concise, adequate and ongoing documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].4 ptsBASIC – 2Limited and intermittent documentation of gaining attention or motivating students, presenting learner outcomes or relating new information to prior experience or knowledge related to content area focus.3 ptsMINIMAL – 1Insufficient documentation of plans for teacher presentation of content area focus and/or skills development that incorporates literacy instruction [vocabulary development, reading comprehension, writing to texts, and technology integration].6 pts
This criterion is linked to a Learning OutcomeDevelopmental Phase DURING & AFTER LEARNING/ READING (Student Response, Feedback, Integration)The teacher knows when and how to adjust plans based on student responses and other contingencies.6 ptsADVANCED – 4Creative, extensive and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to the content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].5 ptsPROFICIENT – 3Clear, concise, adequate and ongoing documentation of plans for checking for understanding, providing independent and guided practices, and providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]4 ptsBASIC – 2Limited and intermittent documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration]3 ptsMINIMAL – 1Insufficient documentation of plans for checking for understanding, providing independent and guided practices or providing feedback related to content focus and literacy instruction [vocabulary development, reading comprehension, writing to texts, and/or technology integration].6 pts
This criterion is linked to a Learning OutcomeConcluding Phase – AFTER LEARNING / READING (reinforce, clarify, and elaborate)The teacher accesses student’s thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.6 ptsADVANCED – 4Creative, extensive and ongoing documentation of provisions for reinforcing lesson focus, clarifying and elaborating ideas and addressing closure throughout the unit related to content focus5 ptsPROFICIENT – 3Clear, concise, adequate and ongoing documentation of provisions for clarifying and elaborating ideas and addressing closure related to content focus throughout the unit.4 ptsBASIC – 2Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit.3 ptsMINIMAL – 1Adequate and intermittent documentation of provisions for adequate clarifying and elaborating activities to bring closure throughout the unit.6 pts
This criterion is linked to a Learning OutcomeAccommodationsThe teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.5 ptsADVANCED – 4Lesson provides extensive specific accommodations related to students’ content area and literacy needs.4 ptsPROFICIENT – 3Lesson provides adequate, specific accommodations related to students’ content area and literacy needs.3 ptsBASIC – 2Lesson provides a limited number of specific accommodations related to students’ content area and literacy needs.0 ptsMINIMAL – 1Lesson does not adequately address specific accommodations related to students’ content area and literacy needs.5 pts
Total Points: 50

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1Resources and description of lesson activities
Text set item(s) used in the lesson
Content area and ELA standards met in this lesson
Instructional goals for this lessonStatements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.
1. Before-Reading Activities
2. During-Reading Activities:Teacher Facilitation
3. During-Reading Activities:Student Engagement and Response
4. After-Reading Activities
Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

*Expand as needed and replicate for additional days of the unit.

1

Writing Assignment Unit 4

Stacy M. Thompson

Department of Education, Belhaven University

REA/617: Content Area Literacy

Dr. Levy

July 18, 2021

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

Th is

stu dy

re so

ur ce

w as

sh ar

ed v

ia C

ou rs

eH er

o. co

mhttps://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

2

Daily Lesson Plan

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Bridges, R. (1999). Through My Eyes. Scholastic Press.

https://www.scholastic.com/teachers/slideshows/teaching-content/ruby-bridges- and-the-civil-rights-movement-slide-show-for-grades/

Content area and ELA standards met in this lesson

CR4.1- Analyze the Civil Rights Movement to determine the social, political, and economic impact on Mississippi.

RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

RI.4.1-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text. RI.4.4- Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.4.9- Integrate information from two texts on the same topic to write or speak about the subject knowledgeably.

L.4.1- Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

Instructional goals for this lesson Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

Objectives and Goals The students should be able to do the following:

1. Answer questions during reading by using a combination of key details, background knowledge, and personal connections.

2. Identify important, specific details that support key ideas. 3. Describe the setting and characters of a story or drama, referring to

specific details. 4. Use textual evidence, background knowledge, and text-to-self connections

to answer questions when reading or writing. 5. Refer to details and examples from the text when explaining what the text

says. 6. Identify events, key ideas/concepts, or steps in informational texts. 7. Distinguish between key ideas and details from informational text that

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

Th is

stu dy

re so

ur ce

w as

sh ar

ed v

ia C

ou rs

eH er

o. co

mhttps://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

3

explain what happened and why. 8. Explain how ideas, events, and steps are connected. 9. Use specific information to support what and why events, ideas, procedures, events happened. 10. Speak knowledgeably about a topic, integrating information from two

texts. 11. Compose a piece of writing about a topic, integrating information from

two texts. 12. Utilize a planning map or graphic organizer in order to group ideas to support the purpose for writing. 13. Write a reflection using evidence from literary texts. 14. Read or study material prior to collaborative discussion. 15. Share prior knowledge about topic with peers and/or adults. 16. Share knowledge read and studied about a topic with peers and adults. 17. Listen to others’ remarks about a text or topic. 18. Express ideas using personal ideas, opinions, and reasoning based on

topics and text.

1. Before-Reading Activities TTW pose a question about the Civil Rights Movement of 1964 and Ruby Bridges.

Question: How did Ruby Bridges impact the civil rights movement?

KWL Chart The students will fill in the section about what they already know about the topic. They will share and discuss their prior knowledge before viewing the slide and reading the text. The students will fill in the remaining sections as they read the text.

Anticipation Guide The students will reflect and think about what life was like during Ruby’s childhood. The students will complete the Anticipation Guide sheet and engage in a class discussion based on the foundation of the topic. The students will revisit their anticipation guide, review their answers and change their responses if their thoughts have changed.

2. During-Reading Activities:

Teacher Facilitation

Vocabulary Introduce vocabulary and concepts for the students to be prepared and ready when reading the text. Help familiarize them with determining word meanings to help them understand the text. Show students how to annotate the text and use notes

3. During-Reading Activities:

Student Engagement and Response

Text-Dependent questions Students will read the text independently and then together as a class. Students should annotate and make notes about central ideas, questions they have about vocabulary, and feelings about the information. Students will discuss their annotations while reading the text. After reading the text and discussing annotations, the students will answer the text-dependent questions in a written response individually.

4. After-Reading Activities Discussion Questions/Collaborative Learning The students will read the questions before viewing the slide. Next, they will divide into groups. Each group will have a specific question. During the reading, the students will collaboratively discuss and answer their assigned questions and share

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

Th is

stu dy

re so

ur ce

w as

sh ar

ed v

ia C

ou rs

eH er

o. co

mhttps://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

4

them with the other groups.

The questions are as follows:

1. How did segregation laws affect Ruby directly? 2. Why did Ruby have to desegregate the school alone? 3. Was what happened to Ruby fair or unfair? Why? 4. How did Ruby play a part in the civil rights movement? How are her

actions the same or different from people like Rosa Parks and Martin Luther King, Jr.?

5. Why do we study Ruby today? 6. What was it like for Ruby to be the only student in Mrs. Henry’s class

for the whole year?

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

Students will work in small groups. They will be allowed to discuss the lesson with each other while the teacher is still monitoring and assisting when necessary. TTW periodically asks questions to check for understanding. If there is difficulty with the task, the teacher will reteach and discuss it with the class. They are allowed to complete the assignment if they do not have enough time in class.

References

Bridges, R. (1999). Through My Eyes. Scholastic Press.

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

Th is

stu dy

re so

ur ce

w as

sh ar

ed v

ia C

ou rs

eH er

o. co

mhttps://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

5

Mississippi Department of Education. (2018). Mississippi college and career readiness

standards for social studies. Retrieved from Mississippi Department of Education:

https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/Social

%20Studies/final_2018_mississippi_ccr_social_studies_standards.pdf

Ruby Bridges: A simple act of courage, Grades 3-5. (n.d.). Retrieved July 1, 2021, from Lesson

Planet: https://www.lessonplanet.com/teachers/ruby-bridges-a-simple-act-of-courage-

grades-3-5

This study source was downloaded by 100000806408568 from CourseHero.com on 11-06-2021 08:56:52 GMT -05:00

https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/

Th is

stu dy

re so

ur ce

w as

sh ar

ed v

ia C

ou rs

eH er

o. co

m

Powered by TCPDF (www.tcpdf.org)https://www.coursehero.com/file/106784645/Writing-Assignment-4docx/http://www.tcpdf.org

2

4-Day Content Area Literacy Thematic Unit

Planning Guide

Name: Adrianna Mell

Content Area/ Subject: Social Studies Grade Level: 6th

What is the specific theme/topic for this content area unit?

Civics Around the World

What is the essential question for the unit (real-world connection)?

What are Mississippi’s cultural features and what impact do they have on the daily activities of the Mississippi society?

Content Area Standards:

CI.6.1: “Understand the various roles and expectations of citizens throughout the world and apply that understanding to their role as a citizen of their community, state, and nation.”

CI.6.2: “Examine the challenges of civic engagement in the contemporary world.”

CR.6.1: “Identify physical and political factors that contribute to cooperation and conflict among people.”

H.6.1: “Explain the characteristics and development of culture.”

Literacy (ELA) Standards:

RL 6.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text based upon this determination.

RI 6.2- Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

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).

W.6.1a- Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1b-Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

SL.6.1a -Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.2- Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

L.6.1 -Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.

L.6.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.

1. Text Set: List each item using correct APA format. Explain your rationale for choosing each item.

Text set 1: Romanovska, A. (2019). Understanding the role of culture and cultural literacy in policy documents of Latvia. 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings, Science and Arts. https://doi.org/10.5593/sgemsocial2019v/6.1/s07.012

· Genre: Non-fictional (Informational)

· Rationale: The item was selected because it offered the students with informative information regarding the significant role that culture plays in ensuring the society runs efficiently.

Text set 2: Woolf, V. (1921). A society. Short Stories and Classic Literature. https://americanliterature.com/author/virginia-woolf/short-story/a-society

· Genre: Fictional

· Rationale: This item was mainly selected to offer the students with an understanding of the society as well as grab their attention in class.

Text Set 3: Cross-cultural communication – Professional communications. (2021). Open Library Publishing Platform – Pressbooks for Ontario’s Postsecondary Educators. https://ecampusontario.pressbooks.pub/profcommsontario/chapter/cross-cultural-communication/

· Genre: Visual Literacy

· Rationale: This item was selected because it has the ability of adding value to the students understanding on the issue of society and cultural diversity.

Described in the text following.

Text Set 4: Khan Academy. (2014). Culture and society (video) | Culture | Khan Academy [Video]. Khan Academy. https://www.khanacademy.org/test-prep/mcat/society-and-culture/culture/v/culture-and-society

· Genre: video

· Rationale: The item was selected because I have the ability of adding more value on the complex understanding of the issue of culture and their relationship on the society.

References

Cross-cultural communication – Professional communications. (2021). Open Library Publishing Platform – Pressbooks for Ontario’s Postsecondary Educators. https://ecampusontario.pressbooks.pub/profcommsontario/chapter/cross-cultural-communication/

https://districtaccess.mde.k12.ms.us/curriculumandInstruction/MississippiCurriculumFrameworks/ELA/2016-MS-CCRS-ELA.pdf
https://mdek12.org/OAE/college-and-career-readiness-standards

Khan Academy. (2014). Culture and society (video) | Culture | Khan Academy [Video]. Khan Academy. https://www.khanacademy.org/test-prep/mcat/society-and-culture/culture/v/culture-and-society

Romanovska, A. (2019). Understanding the role of culture and cultural literacy in policy documents of Latvia. 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings, Science and Artshttps://doi.org/10.5593/sgemsocial2019v/6.1/s07.012

Woolf, V. (1921). A society. Short Stories and Classic Literature. https://americanliterature.com/author/virginia-woolf/short-story/a-society

Order your essay today and save 10% with the discount code ESSAYHELP