rigor and relevance february 15, 2006 · lesson plan: earth day letter objectives: > students ts...

Richard D. Jones Senior Consultant

email: [email protected]

International Center for Leadership in Education1587 Route 146, Rexford, NY 12148

(518) 399 2776http://www.LeaderEd.com

Rigor and Relevance

February 15, 2006

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Ways to Increase Rigor and Relevance

Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Peer Learning Experience Review Action Research Continuous Professional Development

3

Title

Focus

Student Learning

Performance Task

Standards

Scoring Guide

Source

Subject(s)

Standards

Identify subject, course, unit and students to be served

Identify concepts, knowledge, skills and behaviors

RIGOROUS AND RELEVANT STUDENT PERFORMANCES

Describe the student work used to demonstrate learning

Link this lesson to state or national standards or International Center Essential Skills

Attach copies of scoring guide or rubric to assess performance task

Lesson Plan (optional) Attach copies of teacher procedures and student activities

Exemplars (optional) Attach copies, descriptions or images of exemplary student work

Lesson Plan (optional) Attach copies of teacher procedures and student activities

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Earth Day Letter

Title

Focus

Student Learning

Performance Task

Sixth Grade InterdisciplinaryEnglish Language Arts - Unit on Writing ConventionsScience – Unit on Environment

Standards

Scoring Guide

Students will write a letter to the editor of the local newspaper, on the topic of theenvironment with a specific reference to a local issue or problem. It will take apoint of view, include summaries of research, cite sources and recommendaction.

Source Essential Skills

Subject English Language Arts and Science

Standards (e1) Apply in writing the rules and conventions of grammar, usage,punctuation, paragraphing and spelling.

(e3) Gather information from a variety of sources, including electronicsources, and summarize, analyze, and evaluate its use for areport.

(s6) Understand how humans, through technology, causeenvironmental change by disrupting the equilibrium or balance ofnature by introducing pollutants into the environment.

(s10) Understand the human impact on the environment throughpollution (air, water, and soil), and ways to improve it througheducation, research, laws, and conservation.

Identify subject, course, unit and students to be served

Identify concepts, knowledge, skills and behaviors

RIGOROUS AND RELEVANT LESSONS

Describe the student work used to demonstrate learning

Link this lesson to state or national standards or Essential Skills

Attach copies of scoring guide to assess student performance

Lesson Plan Attach copies of teacher procedures and student activities -Optional

X

Concepts Skills Knowledge Behaviors

Point of View Research Endangeredspecies Pollution Individualresponsibility

Writing w/ correctgrammar Writing with Point ofView Citing authenticsources

EnvironmentalAdvocacy Groups MajorEnvironmentalIssues Local EnvironmentalIssues

Recycling Protecting theEnvironment

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International Center for Leadership in Education

Sample Analytic Scoring Guide 3

Letter to the Editor

Criteria 1 2 3 4 Your Score

Ideas

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

1 2 3 4

Letter

Letter is inappropriately informal and confusing to read. No attempt has been made to engage the reader with a logical presentation of facts.

Letters is clear presentation of facts, and/or an appropriately formal writing style.

Letter is logical and clear presentation of facts, and formal writing style.

Letters is logical and clear presentation of facts, and an appropriately formal writing style. Letter is interesting to read and hold the reader's attention.

1 2 3 4

Layout

Design is messy and unattractive. Does not make good use of available space. Poor balance of text and graphics.

Design is inconsistent. Some parts are attractive and space efficient, but other parts are not. Inconsistent or poor balance between text and graphics.

Design is mostly attractive and space efficient. Good balance of text and graphics, for the most part.

Design is attractive and space efficient. Excellent balance of text and graphics throughout.

1 2 3 4

Mechanics

Text contains many spelling/grammar errors. Sentences seem disconnected, and there is carelessness throughout.

Text contains some spelling/grammar errors. Little logical structure or flow to sentences. Evidence of carelessness in writing.

Grammar and spelling are nearly flawless. Logical sequence apparent. Some wording is careless. Inconsistent in style.

Grammar and spelling are flawless and the flow provides a logical pathway of ideas. Consistent and engaging style throughout.

1 2 3 4

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Lesson Plan: Earth Day Letter

Objectives:

> Students ts will be able to recognize the various problems that Earth faces(pollution, endangered species, ozone depletion, etc.).

> Students will become familiar with the terms pollution, activist, endangeredspecies, extinction, recycling, ozone, hole in the ozone, chlorofluorocarbons(CFCs), the greenhouse effect, and forest depletion.

> Students will demonstrate knowledge of an assigned endangered animal, andwill become familiar with four additional endangered animals.

> Students will demonstrate their knowledge of what they can do personally tohelp protect and beautify the earth.

> Students will become familiar with what Earth Day is, why it is important, andwhy it is a celebration.

> Students will obtain and summarize information from an environmentalorganization.

Resources:

- Recording of "Pass It On Down" by Alabama

- Recycle Box

- Earth for bulletin board

- The Great Kapok Tree, by Lynne Cherry

- Information about specified endangered animals (articles or books)

- Endangered Animals worksheet

- List of environmental organizations

- The Lorax, by Dr. Seus (video or book)

Procedures:

A. Anticipatory Set/Brainstorm: Play the song, "Pass It On Down" by Alabama.

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Ask students what this song means to them. What is the song trying to say?Brainstorm about the problems the earth has and is experiencing (i.e. pollution,etc.) Write their answers on the board.

B. Mini-Lecture: Explain that Earth Day is a celebration. Ask students why wehave celebrations. Compare Earth Day to another celebration. Explain that EarthDay was established as a celebration to promote Earth awareness. Describe thehistory of Earth Day. Describe some of the things that have been done on EarthDay.

C. Integrating Writing: Make a blown up earth and place it in the center of abulletin board or outside the classroom in the hallway. Place the words around it,"We Love Earth Because... ." Discuss with students what the earth would be likewithout oxygen, trees, animals, flowers, water, etc. Then show them a picture ofa different planet in the galaxy. Have students write a short paper on how theyfeel about Earth. Encourage them to be creative and think of as many things asthey can think of that makes the earth a good place to live. Place their papersaround the Earth bulletin board or hallway.

D. Integrating Literature and Guided Discussion: Read The Great Kapok Tree.Discuss what the effects of cutting down the Kapoc tree would be on the differentanimals and people. Define forest depletion. Discuss ways this affects all livingthings. Define and discuss endangered species and extinction. Discuss what itwould be like if a familiar animal such as a horse were to become extinct.Discuss some of the factors that cause an animal or plant to become extinct.

E. Jigsaw: Number students one to five. Have each group meet, and assign theman endangered animal: 1) northern spotted owl, 2) bear, 3) wolf, 4) alligator, 5)California condor. Provide articles and books that contain information about theendangered animals. Have students research their animal as a group and fill outthe endangered species worksheet (see appendix) for their animal. Each studentshould fill out the sheet. Number students off in their groups again to five, andhave them share notes about their animal with the students who have the samenumber. Walk around the room and take a few notes about what students cameup with to devise a short quiz. Give the quiz.

F. Research: On an overhead, show students a list of organizations that areavailable that offer information about protecting the environment (see appendix).Allow students to choose one organization they would like to write to receiveinformation. Assign students as homework to write a short letter requestinginformation from a specific organization. Model to students how to write a letter.Have them explain in their letters why they are requesting the information (whatthey are studying). Send home a letter to parents (see appendix) requesting astamped envelope if possible. Have the school as a return address and mail theletters.

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G. Guided Discussion and Service Learning: Show students the video (or readthe book) The Lorax by Dr. Seus, and review what they have learned aboutendangered species. Discuss the effects of chopping down the tree in the storyon the earth. Discuss with students how in many ways we need to use trees andother resources for our survival, etc. Ask students how we can help use lesstrees and resources. Define recycling and discuss the different items that can berecycled, i.e. glass, plastic, aluminum, paper, newspaper, etc. Challengestudents to think of one thing they use that they can recycle and take it to arecycling source. Label a recycling box for the classroom for all white papers togo in.

H. Brainstorm: Define pollution. Have students brainstorm in pairs the differenttypes of pollution and how pollution effects our environment. Have them shareideas with the class.

I. Mini-Lecture: Discuss how littering and land fills pollute the land and theireffects on the natural beauty of the earth. Discuss how oil spills, chemicals,sewage and garbage pollute the ocean, and how humankind is becoming moreand more dependent upon the ocean for resources. Discuss how chemicals arebeing emitted into the air. Define ozone and explain what the hole in the ozoneis. Discuss chlorofluorocarbons (CFCs), the different products that emit them,and their effect on the ozone layer. Define the greenhouse effect and CFCs'effect on it. Ask students to volunteer ways they can stop contributing topollution.

J. Field Trip and Service Learning: Have a letter sent home at least a weekahead of time informing parents of a field trip and party (see appendix). For thefinal afternoon of the unit (ideally on Earth Day--April 22), set aside the afternoonto have a garbage pick-up day. Select a park or other safe area nearby (inwalking distance if possible) for students to pick up trash. If possible, havestudents find a thin branch under a tree or bush to poke the trash with and put itin their bag. Spend about an hour.

K. Earth Day Celebration: After the field day project, have a culminating EarthDay celebration with food using plates and napkins that have been recycled asindicated on the package.

L. Student Performance: Students will write a letter to the editor of the

local newspaper, on the topic of the environment with a specific reference to alocal issue or problem. It will take a point of view, include summaries of research,cite sources and recommend action.

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PRE-PLANNING WEB: CONVINCE ME! Grades 9-12Steps:

1. Review your Grade Level Expectations that fit unit theme. 2. Write the Title of the Unit in the center circle. 3. On the end of the lines write the four to six big ideas for this unit. These may be the four

to six most important vocabulary words or concepts. Note: the younger the students the fewer the “big ideas”

4. Write one to three ways that students could show you they “get” this big idea.

Kuzmich, 2004

Unit Theme:

CONVINCE ME!

Big Idea/Concept: Sentence Variety Conventions and EditingStudents “get it” by: Use of types of

sentences and questions Error Free Work

Big Idea/Concept: Word Choice Students “get it” by: Conviction carried

Emotions evident

Theme congruency

Big Idea/Concept: Organization Students “get it” by: Parts to Whole

Compelling

Evidence Flow

Big Idea/Concept: Research use and Source Authenticity Students “get it” by: Primary and

secondary source use Sources make point of

view clearer, more

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Big Idea/Concept: Voice Students “get it” by: Influential

Addresses intended

audience

Big Idea/Concept: Claims Students “get it” by: Recognize point of

view Reasons for and

against

convincing

PRE-PLANNING WEB Steps:

1. Review your Grade Level Expectations that fit unit theme. 2. Write the Title of the Unit in the center circle. 3. On the end of the lines write the four to six big ideas for this unit. These may be the four

to six most important vocabulary words or concepts. Note: the younger the students the fewer the “big ideas”

4. Write one to three ways that students could show you they “get” this big idea.

Kuzmich, 2004

Unit Theme:Big Idea/Concept: Students “get it” by:

Big Idea/Concept: Students “get it” by:





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Appendix – Tools

INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION 303

Concepts (Big Ideas)

Students willUNDERSTAND

Brainstorming Student Performance

Directions: Think about the student in relation to the focus of the learning.Brainstorm what the student will understand.

Unit Focus: _________________________________________________

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Creating Small Learning Communities

INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION304

Declarative Knowledge

Students willKNOW


Directions: Think about the student in relation to the focus of the learning.Brainstorm what the student will know.

Unit Focus: _________________________________________________

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Appendix – Tools


Skills (Thinking and Performing)

Students willDO


Directions: Think about the student in relation to the focus of the learning.Brainstorm what the student will do.

Unit Focus: _________________________________________________

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Creating Small Learning Communities



Directions: Think about the student in relation to the focus of the learning.Brainstorm what the student will be like.

Unit Focus: _________________________________________________

Behaviors (Work Habits)

Students willBE LIKE

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Appendix – Tools


Summary of Student Performance

Unit Focus: _________________________________________________

Behaviors (Work Habits)Skills (Thinking and Performing)

Declarative Knowledge

Students Will Be LikeStudents Will

Do

Students Will KnowStudents Will

Understand

Concepts (Big Ideas)

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Interdisciplinary Worksheet 2

Defining Student Work

Examples of Student Work for Real World Instruction

Directions: After brainstorming student characteristics, check any of the following examples of student work that potentially could be student work related to the intended learning.

Advertisement Audiotape Brochure Business Chart Community

service Construction Contract Correspondence Debate Demonstration Design Diagram Discussion Display

Dramatization Drawing Editorial Exhibit Experiment Field guide Graph Interview Invention Journal Letter Log Machine Magazine Manufactur-

ing process

Map Memo Mnemonic Model Mural News report Newspaper Oral history Oral report Painting Petition Photo album Play Poster Production

process

Proposal Question-

naire Questions Rap Relief map Research

report Resume Rules Scale

model Scrapbook Script Sculpture Sketch

Skit Slide show Software

application Solution Song Speech Story Survey Taxonomy Teach a lesson Test Videotape

Rigor/Relevant Framework: Indicate which quadrant of the Rigor/Relevance Framework this performance will be in; A – Low Rigor/Low Relevance, B -- High Relevance, C -- High Rigor, D -- High Rigor/High Relevance.

Directions: Now write a description of the student work that will become the performance task for this lesson.

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18

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19

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19

1

Landscape Planter Project

IntroductionThroughplanning alandscapingproject, studentswill applyconstruction andacademic skills. By completingthe assignmentsand activities inthis lesson plan,students willdesign, plan and construct a multi-sided planter to include wateringsystem and annual plants.

Procedures

1. Sketch Planter to Desired Shape

2. Determine Materials Required

3. Determine Location, Shape and Center Point of Planter

20

2

4. Prepare Planter Area

5. Cut Materials and Construct

6. Install PVC Pipe and Sprinkler System

7. Fill The Planter

8. Plant Bedding Flowers

21

3

Landscape Planter Project Rubric

Beginning

1 point

Developing

2 points

Accomplished

3 points

Exemplary

4 points

SketchIncompletesketch withvery little

details

Messy sketch,but has mainrequirements

Neat sketchand has mainrequirements

Very Neat.Includes extrainformation on

sketch.

BuildingMaterials

Incompletesupply list and

very few pricesfor the supplies

Incompletesupply list, but

has all ofcalculated the

prices

Fairlycompletesupply list

Gives extrainformation

aboutsupplies.

Construction Constructionincomplete

Poorly doneand not likely

to stay together

Goodconstruction but

wastedmaterials or

some unsightlyportions

Neat, completeattractive with

no wastedmaterials

Plantings No plantingsPlantings arenot likely to

survive

Plantingscompleted but

poor spacing orincorrect depth

Plantings areappropriatelyspaced and

planted

22

Using the Rigor/Relevance Framework for Planning and Instruction

International Center for Leadership in Education294

Brainstorming Student Work in Multiple Disciplines

Directions: Working in interdisciplinary groups, brainstorm student work related to the themein each subject area.

Theme ____________________________________ Date __________________

Group Members ____________________________________________________

Social Studies

Career &Technical

Health/PE Foreign Language

Art/Music

Science Math

English/Language Arts

THEME

23

Checklist for Rigorous and RelevantTeaching and Learning

The teaching designIs planned using data on students and curriculum.Is clearly linked to priority state standards.Has an expectation for levels of rigor and relevance.Uses appropriate assessments aligned with the rigor and relevance of expectations.Is clearly guided by big ideas and essential questions.Uses strategies that are aligned with the rigor and relevance of expectations.Includes the knowledge and skills necessary for expected student performance.Uses authentic performance tasks calling for students to demonstrate their understanding and apply knowledgeand skills.Uses clear evaluation criteria and performance standards evaluations of student products and performances.Uses a variety of resources. The textbook is only one resource among many.

The classroomHas student work and essential questions as central to classroom activities.Has high expectations and incentives for all students to achieve the expected performance.Has a culture that treats students and their ideas with dignity and respect.Displays evaluation criteria or scoring guides.Has samples of high-quality student work on display.

The teacherInforms students of the expected performance, essential questions, performance requirements, and assessmentcriteria at the beginning of the lesson or unit.Engages students’ interest when introducing a lesson.Uses a variety of strategies that match the expected level of rigor and relevance and learning styles of students.Facilitates students’ active construction of meaning (rather than simply telling).Effectively uses questioning, coaching, and feedback to stimulate student reflection.Facilitates student acquisition of basic knowledge and skills necessary for student performance.Differentiates instruction to meet individual student needs.Adjusts instruction as necessary on reflection and feedback from students.Uses information from ongoing assessments to check for student learning and misconceptions along the way.Uses a variety of resources to promote understanding.

The studentsCan describe the goals (student performance) of the lesson or unit.Can explain what they are doing and why (i.e., how today’s work relates to the larger unit or course goals).Are engaged throughout the lesson or unit.Can describe the criteria by which their work will be evaluated.Are engaged in activities that help them to apply what they have learned.Demonstrate that they are learning the background knowledge and skills that support the student performanceand essential questions.Have opportunities to generate relevant questions.Are able to explain and justify their work and their answers.Use the criteria or scoring guides to revise their work.


24


DEFINITIONS OF INSTRUCTIONAL STRATEGIES

Brainstorming stimulates thinking andallows students to generate vast amountsof information and then sort that informa-tion in an engaging learning process.

Community service involves learningopportunities in which students do unpaidwork that adds value to the community.

Compare and contrast learning activi-ties require analysis to identify similari-ties and differences.

Cooperative learning places students instructured groups to solve problems byworking cooperatively.

Creative arts are artistic products orperformances that can also be used todevelop skills in other curriculum areas.

Demonstration involves direct observa-tion of physical tasks, such as the ma-nipulation of materials and objects.

Games are exciting, structured activitiesthat engage students in individual orgroup competition to demonstrate knowl-edge or complete an academic task.

Group discussion is any type of verbaldialogue among students used to exploreideas related to an instructional topic.

Guided practice refers to homework,worksheets, and computer practicewherein students solve routine problemsto reinforce concepts or skills.

Inquiry engages students in posing questionsaround an intriguing investigation, makingobservations, and discussing them.

Instructional technology means a multime-dia computer application that provides achoice of learning paths and enables tailoringof programs to student questions or interests.

Internship is a formal placement in anemployment situation for additional learningwhile the student is still in school.

Lecture is a verbal presentation of knowl-edge by the teacher to the students, oftensupplemented by visuals and handouts.

Literature is reading to discover use oflanguage; acquire information about people,history, cultures, and society; and developskills of analysis, inquiry, logic, and recall.

Memorization is rehearsal for the recall offacts using techniques for rememberinginformation, including mnemonic devices.

Note-taking/graphic organizers involvesorganizing logical notes for reference andusing graphics, diagrams, and symbols torepresent information.

Presentations/exhibitions are oral presenta-tions by students requiring them to organizeideas and express them in their own words.

Problem-based learning introduces conceptsthrough use of problem-solving skills on areal problem or investigation.

I. PLANNING INSTRUCTION

25


RIGOR AND RELEVANCE HANDBOOK

Project design requires students to integratetheir skills and knowledge to create theirown literary, technological, or artistic work,as individuals or in a group.

Recognition and rewards are motivationaltechniques used by teachers to providepositive feedback to students on theirsuccessful efforts and achievement.

Research means students locate and retrieveinformation from several sources, such aslibrary references, textbooks, other individu-als, and electronic databases via the Internet.

Review and re-teaching refers to teachers’planned efforts to review previously learnedcontent and assist students who may nothave fully acquired the knowledge.

Setting objectives and advance organizersare initiating techniques teachers use toengage students in learning, includingemphasizing what will be learned andpresenting engaging questions or activities.

Simulation/role playing replicates the wayskills or knowledge are used outside school,ranging from role playing to computer-generated virtual reality.

Socratic seminar combines the elements ofteacher questions, inquiry, and discussionaround key topics, with the teacher askingprobing questions as needed.

Teacher questions stimulate significantstudent thinking in response to thoughtfulqueries about connections with new infor-mation.

Total physical response requires studentsto engage in a physical activity as well asmental processes.

Video provides new information to studentsthrough visual presentation ranging fromfull-length commercial movies to shortinformation or news segments.

Work-based learning presents opportuni-ties for students to learn through on-the-jobexperiences ranging from job shadowing tofull employment.

Writing makes students organize theirknowledge and reinforces concepts in anyform from a one-paragraph test-questionresponse to a multi-page research report.

DEFINITIONS OF INSTRUCTIONAL STRATEGIES, continued

26


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Instructional Strategies and Rigor/Relevance Framework

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Adaptation

I. PLANNING INSTRUCTION

27


RIGOR AND RELEVANCE HANDBOOK

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Instructional Strategies and Rigor/Relevance Framework, continued

KEY êêê Ideal Strategy êêAppropriate Strategy ê Least Appropriate Strategy

Adaptation

28

21

Key Vocabulary Strategies Across Content Areas Verbal Rehearsal Crail and Lockhart (1972)

Check for verbal vocabulary use in discussions, give out word cards or post words to remind students to use them

Require specific vocabulary use in oral presentations Use Think-Pair-Share Connect with prior learning-what does the word remind you of or what other words are associated

with the target word Visual Clueing Kuzmich (2003)

Post key vocabulary words, expect that they will be used in writing during the unit Write key vocabulary words at the top of papers when requiring short constructed response items Can be used with Verbal Rehearsal and other strategies

Examples and Non-examples Frayer (1969)

Use the Frayer method or other graphic organizers and have students come up with: Examples, Non-examples, A non-linguistic representation, A use for the word

Analogies Marzano (2003)

Connect to prior knowledge Use opposites Use as prompt questions for discussion Use verbal, visual or written analogy based prompts

Pictures And Demonstrations Harvey & Goudvis (2000)

Use posters Use pictures on homework Demonstrate an idea Have students role play an idea Color highlight or underline key vocabulary

Combining Clues to Utilize the Definition Brown, et al, (1993)

Give clues leading to a definition Develop characteristics or patterns Develop relationships to prior knowledge Have students guess word or concept given its use

Verbal and Physical Memories Sousa (2003) & Kuzmich (2003)

Use question starters that are relational: What does it feel like it… What does it look like if…

Verbalize as you perform action or demonstration Attach a physical movement with the word Type a written response that utilizes key words

Key Word Method Burke (2002)

Not all words are equal, so teach the underlying concepts through use in writing, headings to a table or graph, bold print

Teach technical vocabulary using feature analysis and relate back to underlying big idea Always establish parts to whole relationships

Creating Patterns & Graphic Organizers Johnson & Pearson (1984)

Utilize Semantic Mapping, Cause and Effect Mapping and other methods requiring the use of a graphic organizer

Utilize multiple column note taking Utilize hierarchical or linear arrays to show relationships

Semantic Feature Analysis Johnson & Pearson (1984)

Turn Venn diagrams in feature analyzers Charts with words or attributes Characteristics of the word or group of words Show relationships among words

These strategies are also very effective in combination. Some will work better for new teachers; some will work better at different grade levels or times of the year given student developmental needs. Gregory, Gayle and Kuzmich, Lin (March 2005) Differentiated Literacy Strategies for Student Growth Grades 7-12. Thousand Oaks, CA: Corwin Press.

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© International Center for Leadership in Education, Inc.

How to Teach for Rigor and Relevance

Types of Graphic Organizers

Handout9

Page 1 of 3

Types of Graphic

Organizers

Making Meaning

SolvingProblems

Describing

Hierarchy

CharacterWeb

Spider Map

Continuum

ClusteringWeb

BrainstormingWeb

DecisionMatrix

Media Plan

Cause and

EffectDiagram

AffinityDiagram

Concept Map

Cycle(Flowchart)

InteractionOutline

T-Graph

Venn Diagram

KWL Chart

30

Graphic Organizer Tasks

Task #1

Task #2

Task #3

You are asked by the state board of education to develop a new plan forteacher preparation. Describe through a graphic all of the steps andactivities you would require in an ideal teacher preparation program.

Develop a graphic organizer to represent the Rigor Relevance Frameworkand its use in developing curriculum, instruction and assessment.

Develop a graphic organizer to represent a concept that you teach. Designthis as you would explain this concept to students.

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rigor and relevance february 15, 2006 · lesson plan: earth day letter objectives: > students ts...

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