· web viewed 575a literacy in the content area. syllabus. instructor: sara davis

WARNER PACIFIC COLLEGEDepartment of Education

Wisdom ✦ Purpose ✦ Calling ✦ Excellence

ED 575A LITERACY IN THE CONTENT AREASyllabus

Instructor: Sara DavisOffice: TBDOffice Hours: By Appointment Email: [email protected]

COURSE DESCRIPTION

This course will review current theory and teaching practices on reading and written communication for students in middle and high school classrooms. This course will integrate pedagogical knowledge with literacy development theory for secondary, K-12 physical education (PE), and K-12 music education majors. It will include presentations of effective literacy descriptions, research, and application strategies for integrating literacy throughout the curriculum and for diverse learners.

COURSE TOPICS

● Literacy Definitions: Academic, Cultural, Personal, and Critical● Common Core Literacy Standards ● Formal and Informal Literacy Assessments ● Reading Processes for Expository Text● Strategies for Literacy Across the Curriculum● Evaluation of Readability of Textbooks● Writing Process, Issues, and Strategies● Community, Culture, and the English (Language) Learner (EL/ELL)● Limited English Proficiency (LEP) Students: Issues and Challenges● ELL Reading and Writing Strategies

COURSE OUTCOMES

Upon successful completion of this course, each student will be able to:

1.1: Articulate the importance of reading and writing across all disciplines specializations.

1.2: Articulate the implications of Oregon’s/Washington’s literacy standards for secondary and content literacy in the classroom.

1.3: Draw on a variety of strategies for incorporating and teaching reading and writing in the content area classroom.

1.4: Cite and explain experts’ primary and secondary research discussions of reading and writing in general and in the student’s specific content area.

1.5: Assess readability and predict learners’ problems with typical content area textbooks.

1.6: Define LEP, English as a Second Language (ESL), Specifically Designed Academic Instruction in English (SDAIE), and Sheltered Instruction Observation Protocol (SIOP).

1.7: Articulate the sociopolitical issues and literacy challenges faced by the EL and the teacher.

1.8: Incorporate EL-inclusive elements into specific content areas.

1.9: Describe the impact of Adequate Yearly Progress (AYP) across the curriculum

1.10: Evaluating a textbook in the student’s own content area, assess readability of a text, connect a text to informal assessments of literacy

TEXTBOOKS

Fisher,D., Brozo, G.W., Frey N., & Ivey, G. (2011). 50 Instructional routines to develop content literacy. (2nd Ed.). Pearson. ISBN-13: 9780137057191

Unrau, N. (2008). Content area reading and writing: Fostering literacies in middle and high school cultures. (2nd Ed.). Pearson. ISBN-13: 9780132298544

STATE AND NATIONAL STANDARDS

This course supports the development of knowledge, skills, abilities, and professional dispositions for the Oregon Initial Teaching License, as provided in Oregon Administrative Rule 584-018-0105, and the Interstate Teacher Assessment and Support Consortium (InTASC) standards.

OAR 584-018-0100

INTASC Standards InTASC Performances, Knowledge, and Critical Dispositions

1(b) Learning Differences (InTASC 2)

2) Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each

Performances2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to

LITERACY IN THE CONTENT AREA 2

learner to meet high standards. English language learners and for evaluating and supporting their development of English proficiency.

Essential Knowledge 2(i) The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.

2(a) Content Knowledge (InTASC 4)

4) Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Performances 4(h) The teacher creates opportunities for students to learn, practice, and master academic language in their content.

2(b) Application of Content (InTASC 5)

5) Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Performances 5(h) The teacher develops and implements supports for learner literacy development across content areas.

3(c) Instructional Strategies (InTASC 8)

8) Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Performances 8(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

Essential Knowledge 8(m) The teacher understands how multiple forms of communication (oral, written, nonverbal, digital,visual) convey ideas, foster self expression, andbuild relationships.

Critical Dispositions 8(q) The teacher values the variety of ways


people communicate and encourages learners to develop and use multiple forms of communication.

MAJOR ASSESSMENTS

1. Personal Literacy History: (In Class) You will write an autobiography depicting your reading history. (3 points)

2. Common Core State Standards (CCSS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (2): (In Class AND Homework) The Northwest is now a Common Core region. All content area subjects are expected to integrate Language Arts. In Part 1 of this assignment, you will complete a scavenger hunt through the Language Arts Common Core Standards. In Part 2 of this assignment, you will design a scavenger hunt that will familiarize your audience with the Language Arts standards that pertain to your chosen content area.

Here is the ODE website for Literacy Standards for content area subjects http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=ELA

Further instructions will be given later in the course. (20 points)

3. Content Literacy Strategies (6): (In Class) Content literacy strategies are designed to foster sustained thought and reflection on materials read. Each week you will choose a content literacy strategy and use it to teach the class content of a chapter you have read. (12 points)

4. Annotated Articles (3): To enhance your professional development throughout your career, you will need to remain current with the professional literature available to you in your content area. Over the course of the semester you will select three articles from professional journals on topics decided upon in class. You will annotate and discuss this article with your small group. (10 points)

5. Individual Lesson Plans Presentation (2): While this class is not a traditional "methods" class, the purpose of the class is to help you apply content literacy strategies as needed to your content area curriculum. You will complete two lessons plans. In the first lesson plan, you will incorporate vocabulary-building strategies as presented in Chapter 5 of the Unrau text. In the second lesson plan, you will incorporate comprehension-building strategies as presented in Chapter 6 of the Unrau text. You will need to use the WPC Lesson Plan format. See at the end of this syllabus for the template of the lesson plan format. (15 points)

6. Portfolio: Incorporate at least 10 strategies for teaching literacy in content areas into lesson plans in the portfolio. Further instructions will be given later in the course. (40 points)


TECHNOLOGY POLICY

Because this class relies heavily on the continuity of discussion, please silence all cell phones, pagers, and beepers, and do not take or make calls during class.

Use of laptop computers in class to take notes, organize comments, or do research related to class discussions is encouraged. Abuse of this privilege by checking personal e-mail, instant messaging, playing games, doing homework in class, excessively using computers during discussion time, or surfing the Internet creates disruptions to the learning environment and will not be tolerated.

The course intentionally and authentically integrates technology into teaching and learning, incorporating the ISTE/NETS Standards. Teacher and student tools include the internet, web applications, software, and hardware, in any or all of the following activities:

• Display of information• Storage of information• Exploration of content, materials, and ideas• Collaboration• Skill development• Application of skills• Organization of information• Problem solving• Design and construction of projects

Students will learn with and through technology, thus increasing their technology literacy and their ability to design and develop curriculum and teaching strategies in their own classrooms; build connections with their tech-savvy, internet-native students; and conduct future research in areas of interest.

WRITTEN ASSIGNMENTS RUBRIC

100-90% of points 90-80% of points 80-70% of points 70-60% of points 60-0% points


Thoroughly describes topic. Includes thoughtful analysis, related to textbooks and other professional resources. Applies insights to own future classroom. Offers suggestions for changes when appropriate.Provides sufficient length for the topic in APA style, with no or few errors in conventions.

Completely describes topic. Includes analysis, related to textbook. Applies discoveries to own future classroom.May offer suggestions for changes. Provides sufficient length forthe topic in APA style with few errors in conventions.

Describes topic. Includes analysis, related to textbook. May apply discoveries to own classroom.May offer suggestions for changes.Provides sufficient length for the topic in APA style. Errors in conventions do not hinder readability.

Describes topic. Analysis may be shallow or incomplete. May or may not apply discoveries to own classroom or offer suggestions for changes. May notprovide sufficient length for the topic.

Attempts to describe the topic andanalyze learning, but incompletely or thoughtlessly.Other components may or may not be present.

ACCOMMODATIONS FOR DISABILITIES

Any student who has a documented disability that may require accommodation to fully participate in this class should contact Dr. Denise Haugen, Director of Career and Life Counseling at 503-517-1119 as soon as possible. Students with an Accommodation Plan through the ASC who would like to discuss the plan, emergency medical information, or special arrangements in case the building must be evacuated should also make an appointment at ASC.

DATE TOPICS HOMEWORK DUE NEXT CLASS (all homework is due at the beginning of class)

Pre-Reading Content Area Reading and Writing: Chapters 1 & 2

Thurs.April 9th

Week #1

Course Outcomes:1.1, 1.2, 1.3, 1.4, 1.9

● Literacy Definitions: Academic, Cultural, Personal, and Critical

● Common Core Literacy Standards

● Strategies for Literacy Across the Curriculum

1) Common Core Scavenger Hunt, Part 2 (First Draft): Create Your Own Content Area Specific Scavenger Hunt

2) Content Area Reading and Writing: Chapters 3 & 4

3) 50 Instructional Routines:

● Adjunct Displays● Anticipation Guides● Concept Maps● Dictoglos● Directed Notetaking Activity● Directed Reading-Thinking


Activity● Echo or Choral Reading● Exit Slips

Thur.,April 16Week #2

Course Outcomes:1.5, 1.10, 1.3, 1.4, 1.1

● Formal and Informal Literacy Assessments

● Evaluation of Readability of Texts


● Reading Processes for Expository Text

1) Common Core Scavenger Hunt, Part 2 (Final Draft): Create Your Own Content Area Specific Scavenger Hunt

2) Annotated Article (#1)



● Fishbowl Discussions● Found Poems● Generative Reading● Guest Speakers● Independent Reading● Interest Surveys, Questionnaires,

and Interviews● Jigsaw● KWL


Course Outcomes:1.1, 1.3, 1.4

● Reading Processes for Expository Text


1) Individual Lesson Plan (#1: Vocabulary Strategies)

2) Content Area Reading and Writing: Chapter 7


● Language Experience Approach● Mnemonics● Modeled Writing● Modeling Comprehension● Opinionnaire● Pattern Guide


● Poems for Two Voices● Popcorn Review


Course Outcomes:1.1, 1.2, 1.3, 1.4

● Writing Processes, Issues and Strategies


1) Individual Lesson Plan (#2: Comprehension Strategies)



● Professor Know-It-All● Questioning the Author● Question-Answer Relationship● RAFT Writing● Read-Alouds● Readers’ Theatre● Read-Write-Pair-Share● Reciprocal Teaching

Thur.,May 7Week #5

Course Outcomes:1.1, 1.3, 1.4

● Strategies for Literacy Across the Curriculum (Critical Reading)

● Reading Processes for Expository Texts




4) 50 Instructional Routines:● ReQuest● Response Writing● Shades of Meaning● Shared Reading● SPAWN Writing● Split-Page Notetaking● Student Booktalks● Student Questions for

Purposeful Learning

5) PortfolioThur.,May 14Week #6

● Strategies for Literacy Across the Curriculum (Group Strategies)

1) Portfolio (cont’d)


Course Outcomes:1.3, 1.4, 1.6, 1.7, 1.8

● Community, Culture, and the English (Language) Learner (EL/ELL)

● Limited English Proficiency (LEP) Students: Issues and Challenges

● ELL Reading and Writing Strategies



● Text Impressions● Text Structures● Think-Alouds● Tossed Terms● Vocabulary Cards● Vocabulary Self-Awareness● Word Grids/ Semantic Feature

Analysis● Word Scavenger Hunts● Word Sorts● Word Walls4) Complete Course Evaluation in

Moodle

Thur.,May 21Week #7

Course Outcomes:1.3, 1.4

● Strategies for Literacy Across the Curriculum (Content-Specific Strategies)


Lesson Plan Template

REQUIRED HEADINGS

1) State Standards

2) District/School Standards, Goals, or Requirements

3) Prerequisites

4) Learning Outcomes

5) Essential Questions

6) Planned Assessments

7) Planned Adaptations, Modifications, and Extensions

8) Textbooks and Materials

9) Procedures/Chronology of the Lesson (include planned minutes for each section) 10) Rubrics and Scoring Guides

11) Reflection

INSTRUCTIONS and EXPLANATIONS

1) State StandardsInclude those content, literacy, technology, social/behavior standards to be addressed in this lesson.

2) District/School Standards, Goals, or RequirementsInclude whatever requirements are relevant to this lesson.

3) PrerequisitesList the specific knowledge, understandings, and skills necessary for a student to be successful in this lesson. DO NOT list “ability to read;” DO list “can read and understand vocabulary from Chapter 6 of textbook.” DO NOT list “number sense;” DO list “can add two single digits through 9.”

4) Learning OutcomesList the learning outcomes that will be addressed in this lesson. They may be organized sequentially, by category (content, literacy, technology), or by Bloom – your choice.

5) Essential QuestionsList the essential questions that relate to the standards and outcomes in this lesson. Use “kid language” so you can pose these questions to the students

6) Planned Assessments for the UnitLITERACY IN THE CONTENT AREA 10

Include informal/formal, formative and summative assessments for this lesson (also include any unit assessments to which this lesson will contribute)

7) Planned Adaptations, Modifications, and ExtensionsList any differentiated strategies planned for individuals or groups and what learning they address. This includes planned activities for students who are high-achieving or who finish classwork quickly.

8) Textbooks and MaterialsInclude everything needed to conduct the lesson --- sources of knowledge and information (textbooks, articles, websites, etc. – and write in APA style), materials to be used, equipment and technology, etc.

9) Procedures/Chronology of the LessonDescribe what will happen in each part of the lesson: the introduction, the activities, the transitions, and the closing. Use outline form, a table, or a brief narrative, as fits your style. Include the number of minutes expected for each section, in order to guide your lesson pacing. Two different examples of possible formatting (from a 7th grade social studies unit on the ancient Egyptian civilization) follow:

Example 1

Essential Question: What was life like in Egyptian society?Introduction (10 minutes)

● Discussion question: What might a typical day look like for a person in Egyptian society?● Prompt different social classes, roles/jobs● Choose students to list responses on whiteboard

Newspaper Project – Cooperative Learning Groups (35 minutes – to be continued next five class sessions)

● Introductory question: If newspapers existed in ancient Egypt, what would they report?● (5 minutes) Prompt sections – news, sports, politics, society/celebrities, food, fashion,

editorials/opinions, births/deaths, classifieds, paid advertisements● (5 minutes) Prompt examples of stories from history a newspaper might include● (3 minutes) Assign groups to produce a newspaper, provide handout of instructions for

each group (attached), monitor transition to work locations● (22 minutes) Monitor group work

o Check for understanding (informal formative assessment, see checklist)o Monitor and assess group skills (formal formative assessment, see rubric)o Provide assistance in group organization, project resources

Closing – Cleanup and Closing (5 minutes)● Ask students to collect work and place in group bins● Distribute Exit Tickets● Ticket questions: Describe the progress your group made in the Newspaper Project

(organization, assignment of roles, research, writing). What assistance do you need to continue your work?

● Collect Exit Tickets as students leave (informal formative assessment)


Example 2

Essential Question: What was life like in Egyptian society?

Task Teacher Action Student Action

Introduction

(10 minutes)

Discussion question: What might a typical day look like for a person in Egyptian society? (Prompt – different social classes, roles/jobs)

Students respond orally.

Selected students write peer responses on whiteboard

Newspaper Project – Introduction

(10 minutes)

Introductory question: If newspapers existed in ancient Egypt, what would they report? (Prompt newspaper sections)

Suggest examples of stories from history that might appear in a newspaper

Students respond orally – news, sports, politics, society/celebrities, food, fashion, editorials/opinions, births/deaths, classifieds, paid advertisements

Students respond orally with examples of stories

Transition to Groups

(3 minutes)

Assign students to cooperative learning groups

Give handout to each group of instructions

Students form groups, move to assigned locations

Newspaper Project – Group Work

(22 minutes – to be continued next five class sessions)

Monitor group workCheck for understanding (informal formative assessment, see checklist)Monitor and assess group skills (formal formative assessment, see rubric)Provide assistance in group organization, project resources

Students read instructions, choose roles, begin project

Cleanup and Closing (Exit Ticket)

(5 minutes)

Ask students to collect work and place in group binsDistribute Exit TicketsTicket questions: Describe the progress your group made in the Newspaper Project (organization, assignment of roles, research, writing). What assistance do you need to continue your work? (informal

Students place work in group bins

Students complete Exit Tickets and give to teacher as they leave the room


formative assessment, see checklist)Collect Exit Tickets as students leave

10) Rubrics and Scoring GuidesInclude a list of activities that will be graded, with the grading scale for each, along with the rubrics and scoring guides that will inform the grade.

11) ReflectionFocus on data and observations about student achievement and problems. Include those aspects that went well and the changes you would make next time to improve the lesson.

SAMPLE LESSON PLAN

7th Grade Social Studies Unit: Ancient Egyptian Civilization

1) State Standards1) Oregon Social Sciences Standards (http://www.ode.state.or.us/search/page/?id=1802 )

2) 7.6. Form historical questions and use a variety of information resources to find, summarize and evaluate historical data on the people, places, events and developments that have played a part in the history of Africa, Asia and the Southwest Pacific.

1. 7.7. Interpret documents and data from multiple primary and secondary sources (e.g., art, artifacts, eyewitness accounts, letters and diaries, real or simulated historical sites, charts, graphs, diagrams, written texts) while forming historical questions.

2. 7.11. Describe the physical environment of places in the Eastern Hemisphere and how it influences trade, culture, and the economy.

3. 7.12. Compare and analyze human characteristics (e.g., population, land use, language, and religion) of places and regions in the Eastern Hemisphere.

4. 7.17. Compare and contrast early forms of government via the study of early civilizations (tribal, monarchy, democracy, theocracy, and oligarchy) in the Eastern Hemisphere.

12)Related Literacy Standards (http://www.ode.state.or.us/search/page/?id=1802 )

5.

6. 6-8.RH.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

7.

3) 6-8.WHST.2 . Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.


a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c.Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e.Establish and maintain a formal style and objective tone.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

4)

5) 6-8.WHST.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

6) 6-8.WHST.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed..

7) 6-8.WHST.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

8) 6-8.WHST.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

9)

10) 6-8.WHST.9. Draw evidence from informational texts to support analysis, reflection, and research.

11)

13) Related ISTE/Nets Technology Standards (http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2 )

14)

15) 1.b. Create original works as a means of personal or group expression

16) 2.a Interact, collaborate, and publish with peers, experts, or other employing a variety of digital environments and media.

17) 2.d. Contribute to project teams to produce original works or solve problems.LITERACY IN THE CONTENT AREA 14

18) 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

19) 3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

20) 6.b. Select and use applications effectively and productively

2) District/School Standards, Goals, or RequirementsNone

3) PrerequisitesContent knowledge of Egyptian civilization from Chapters 6-7 of textbook.

4) Learning Outcomes (this is Lesson 1 of a six-lesson series)21) At the successful conclusion of the lesson series, students will be able to:

22)

1) Create, read, interpret, and relate historical timelines for the ancient Egyptian civilization (SS.7.5, SS.7.7, SS.7.8, ISTE.1.c, ISTE.3.b, ISTE.3.c, ISTE.3.d).

2) Collect and interpret data from charts, graphs, and visual aids (SS.7.6, SS.7.7, SS.7.9, SS.7.10, SS.7.11, ISTE.1.c, ISTE.3.b, ISTE.3.c, ISTE.3.d).

3) Find, select, and paraphrase information about the ancient Egyptian civilization from multiple written sources (SS.7.6, SS.7.7, SS.7.9, SS.7.10, SS.7.11, SS.7.12, RH.1-7, RH.9, WHST.4-10, ISTE.1.c, ISTE.3.b, ISTE.3.c, ISTE.3.d).

4) Identify and describe patterns in the chronologies and experiences of the ancient Egyptian civilization (SS.7.6, SS.7.7, SS.7.11 SS.7.20, RH.1-7, RH.9, WHST.2, WHST.4-10).

5) Discuss the advances and inventions of the ancient Egyptian civilization and how they influenced their own societies and societies that followed (SS.7.6, SS.7.7, SS.7.12, SS.7.21, RH.1-7, RH.9, WHST.2, WHST.4-10, ISTE.2.a, ISTE.2.b, ISTE 2.d).

6) Discuss how individuals may have lived in various roles in ancient Egyptian civilization (SS.7.1, SS.7.2, SS.7.6, SS.7.7, SS.7.11, SS.7.12, SS.7.17, SS.7.20, SS.7.21, SS.7.22, RH.1-7, RH.9, WHST.2, WHST.4-10, ISTE.2.a, ISTE.2.b, ISTE 2.d).

5) Essential QuestionWhat was life like in Egyptian society?

6) Planned Assessmentsa. Check for understanding during Newspaper Project (informal formative assessment, see

checklist)b. Monitor and assess group skills during Newspaper Project (formal formative assessment, see

rubric)LITERACY IN THE CONTENT AREA 15

c. Exit Ticket feedback from students (informal formative assessment, see checklist)d. Newspaper Project evaluation at the end of the lesson series (formal summative

assessment, see rubric)

7) Planned Adaptations, Modifications, and Extensionsa. Group assignments were designed to utilize student strengths and natural roles (list includes

anticipated roles for students with learning needs): i. Group G: Students F1, F3 (SPED, mapmaker), F11, M4, M10, M12ii. Group H: Students F2, F7 (ELL, illustrator), F12, M1, M8, M13iii. Group J: Student F4, F6, F9, M2, M6 (ELL, sports writer – duplicated with student

M9)iv. Group K – probably creating an online publication: Student F5, F8, F10, M3, M5, M7

(SPED, publisher), Student M11 (TAG, graphic designer)b. Completion deadline is set; the content in each newspaper will vary, depending on ability and

time management of students.c. Teacher will hold editor meetings each class period to assist with organization and time

management issues.

8) Textbooks and MaterialsWinston, C. (2006). Social studies for 7th grade. NY: Pearson.Manatove, D.L. (2008). The ancient Egyptians in daily life. NY: Allyn Publications.Baker, P. & Clyde, R. (2005). An annual chronology of history. Boston: Boston Pubs.Handout of Instructions for Each Group (see attached)Computers with Word, PhotoShop, internet (for research)Printer with scanner (for art work)Art materials (for maps and illustrations)

9) Procedures/Chronology of the Lesson (include planned minutes for each section)

Essential Question: What was life like in Egyptian society?

Task Teacher Action Student Action

Introduction

(10 minutes)

Discussion question: What might a typical day look like for a person in Egyptian society? (Prompt – different social classes, roles/jobs)

Students respond orally.

Selected students write peer responses on whiteboard


Newspaper Project – Introduction

(10 minutes)

Introductory question: If newspapers existed in ancient Egypt, what would they report? (Prompt newspaper sections)

Suggest examples of stories from history that might appear in a newspaper

Students respond orally – news, sports, politics, society/celebrities, food, fashion, editorials/opinions, births/deaths, classifieds, paid advertisements

Students respond orally with examples of stories

Transition to Groups

(3 minutes)

Assign students to cooperative learning groups

Give handout to each group of instructions

Students form groups, move to assigned locations

Newspaper Project – Group Work

(22 minutes – to be continued next five class sessions)

Monitor group workCheck for understanding (informal formative assessment, see checklist)Monitor and assess group skills (formal formative assessment, see rubric)Provide assistance in group organization, project resources

Students read instructions, choose roles, begin project

Cleanup and Closing (Exit Ticket)

(5 minutes)

Ask students to collect work and place in group binsDistribute Exit TicketsTicket questions: Describe the progress your group made in the Newspaper Project (organization, assignment of roles, research, writing). What assistance do you need to continue your work? (informal formative assessment, see checklist)

Collect Exit Tickets as students leave

Students place work in group bins

Students complete Exit Tickets and give to teacher as they leave the room

10) Rubrics and Scoring Guides(see attached)

11) ReflectionStudents were excited to begin a project and energy level was high. It was necessary to review classroom rules before transitioning to group work, which used five minutes of work time. The Checking-for-Understanding Checklist showed that all students except F3, M6, and M8 had a basic or good understanding of their roles, the project, and their individual assignments. I asked F11, Group G’s editor, to assist F3. M6 was assigned with M9, so M9 will be able to assist M6. I spoke with M8 outside the classroom, and he said he was distracted because he was dealing


with issues at home. I gave him a resource to use for his first writing assignment (he is writing a political piece) and let him work at his own desk.

I’m not sure if students will need all six days of class time to complete their projects. I need to monitor their work, and maybe add a “check in” time to make sure each group stays on task.

Group K, as expected, wants to publish their newspaper online. M11 asked to take home articles as they are completed so he could format them. I suggested he create a newspaper shell at home if he wanted to; the articles could be inserted here during class time.

I forgot to assess Cooperative Learning Group Skills. I need to memorize the rubric and use a single sheet of paper on a clipboard to award points.


Attachments

Handout of instructions(Not included in this sample lesson)

Checklist (Checking for Understanding)

Student:________________________________________Has good understanding

Has basic understanding – monitor

Needs assistance

Role in group

Overall project

Individual assignments in project

Process to complete individual assignments

How and where to find resources for assignments

Cooperative Learning Group Skills Rubric

4 3 2 1

Contribution to group goals

Consistently and actively works toward group goals; willing accepts and fulfills individual role within group

Works toward group goals without prompting; accepts and fulfills individual role within group

Works toward group goals with occasional prompting

Works toward group goals only when prompted

Consideration of others

Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills or all group members and encourages their contribution

Shows sensitivity to the feelings of others; encourages the participation of others

Shows sensitivity to the feelings of others

Needs occasional reminders to be sensitive to the feelings of others

Contribution of knowledge

Consistently and actively contributes knowledge, opinions, and skills without prompting or

Contributes knowledge, opinions, and skills without prompting or reminding

Contributes information to the group with occasional prompting or

Contributes information to the group when prompted


reminding reminding

Working and sharing with others

Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded

Willingly participates in needed changes; usually does the assigned work and rarely needs reminding

Participates in needed changes with occasional prompting; often needs reminding to do the assigned work

Participates in needed changes when prompted and encouraged; always or often relies on others to do the work

Newspaper Group Project Rubric

90-100 points 80-89 points 70-79 points 60-69 points

Content

All required sections are present in the newspaper. Students added extra articles/features/ and or graphics. All content fits the historical timeframe.

All required sections are present in the newspaper. All content fits the historical timeframe

Some required sections may be missing or minimal. Content may not fit the historical timeframe.

Required sections are missing. Content does not fit the historical timeframe.

Details

The articles, ads, editorials, and illustrations give details that are effective, vivid, explicit and historically accurate.

The articles, ads, editorials, and illustrations give details that are elaborate, appropriate and historically accurate.

The articles, ads, editorials, and illustrations may not include much detail, but are historically accurate.

The articles, ads, editorials, and illustrations may lack detail and/or are historically inaccurate.

Organization

The students organized the newspaper in a way that is very appealing to the reader, easy to follow and read. Headlines, bylines, photo credits, and captions are included.

The students organized the newspaper in a way that is easy to follow and read. Headlines are included.

The newspaper was organized in a way that is easy to follow and read.

The newspaper may not be organized in a way that is easy to follow and read.

Creativity

Newspaper exhibits lots of creativity in style and includes interesting graphics and design.

Newspaper exhibits creativity in style and content.

Newspaper shows some creativity in style and content.

Newspaper shows no real creativity in style and content.

The newspaper contains no errors in usage, mechanics and grammar.

The newspaper contains a few minor errors n usage mechanics and

The newspaper contains some errors and/or patterns of

The newspaper contains multiple errors in usage, mechanics and grammar.


Conventions grammar. errors are evident.

Teamwork

Excellent – each member fulfilled the chosen role. Students worked well together and finished on time

Good – each member fulfilled the chosen role. Students had a few disagreements about topics and or responsibilities, but finished on time.

Fair – members may have needed guidance to fulfill their roles. Students may have had disagreements and may have need redirection to finish on time.

Poor – members may have not been able to fulfill roles, work together, or finish on time.


· web viewed 575a literacy in the content area. syllabus. instructor: sara davis

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