George H. Adams - ELECTRONIC PORTFOLIO

Appendix J
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Appendix J: Lesson Plan as Part of Authoring Cycle

 

  1. This lesson plan was created as part of an Authoring Cycle constructed for EDU 545 at ECSU.
  2. It demonstrates styles of Differentiation, (in this case by reading level and product within the unit), which is an essential requirement of lessons contained within the Authoring Cycle program. It illustrates my understanding of the methods used to create a fully-inclusive classroom, as well as demonstrating technology uses (virtual tours, blogging) that create prior knowledge and new learning, essential for constructivist design.
  3. It reflects an understanding and use of the following standards by category:

CCCT

 

CTTC

ISTE/NETS

 I-1a,b; 2a,b; 4a-e; 5a,c; 6a,b;

II-1a-d; 2a-c; 3a-g; 4a-d; 5b; 6,a,b; 7a-e;

III- 3a; 4b; 5c; 6b;

 

I-A,C,D;

II-A - E;

III-A - C;

IV-A-C;

1a1-1a14;

2a-c;

3b,c,d;

4c;

5a,b;

6b;

 

 

 

COURSE:   8th Grade Language Arts               CODE:  

UNIT:   My Brother Sam Is Dead: Writing Projects

CONTACT:   Mr. Adams/Ms. Tarbox            GRADE:  8

TIME FRAME:   Unit Length                  

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PERFORMANCE STANDARDS

 

23.4 LANGUAGE ARTS - ENGLISH LANG CONVENTIONS 

23.4.1.0.1    Students will demonstrate proficient use of capitalization, punctuation, usage and

                    spelling skills that are grade-level appropriate

23.4.1.0.2        Students will demonstrate the ability to write and edit their work using mechanics

                    appropriate to this grade level

23.4.1.0.5    Students will apply spelling patterns to spell unfamiliar words in their writing

23.4.1.3.1    Students will demonstrate proficient use of capitalization, punctuation, usage and

                    spelling skills that are grade-level appropriate

23.4.1.4.4    Students will use correct grammar in speaking and writing

23.4.1.4.8    Students will monitor their spelling accuracy by using available resources

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FOCUS QUESTIONS

 

•           When presented with difficult choices, how do we decide what to do?

•           How did issues in the Revolutionary War divide families and communities?

•           Are there times when it is appropriate to rebel? What conditions must exist?

•           How does war change the way individuals make choices?

•           Do we make different choices as we grow older? Why?

 

 

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CONTENT

1. Information from Text: My Brother Sam Is Dead

2. Assimilated information on the Revolutionary War, and the Guiding theme of choices.

 

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STUDENT LRNG OBJECTIVES

Students will demonstrate the ability to create one of the following, using the novel My Brother Sam Is Dead as a resource:

1. Genre-accurate letters from Tim Meeker to main characters in the novel;

2. Character biographies;

3. A newspaper, with topical/factual stories, editorials, letters to the editor, and illustrations. (This project will follow a "Literature Circle" model.

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LEARNING ACTIVITIES

1. Teacher will introduce the concept of choices as a thematic unit, and give a brief  

     introduction of the novel My Brother Sam Is Dead.

2. Students will be assigned chapters to read with the following tasks:

     a. letter writing from character to character;

     b. concentration on character biographical information;

     c. Assigned duties from a Literature Circle relative to constructing a newspaper from

         the time period.

3. At specified times, teacher will meet with groups performing specific tasks with the

    purpose of clarifying and encouraging efforts.

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DIFFERENTIATION

1. Identified students will be given assignments to complete appropriate to ability. (Reading and writing ability will be specific parameters.) The three specific activities for this project are letter- writing, character biographies, and creation of a newspaper. It is not inconceivable that contributions could occur from one group to another; in fact it is to be encouraged. Letters from characters could indeed help biographers, and ultimately could be included in the newspaper. Clearly biographies could aid in the construction of letters that are correct in relation to the historical setting of the novel, etc.

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ASSESSMENTS

Writing rubrics for all three activities.

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MATERIALS/RESOURCES

1. Text: My Brother Sam Is Dead by Christopher and James Collier

2. Materials for constructing letters, biographies, and a newspaper.

3. Virtual tour information appropriate to text and historical setting.

4. Internet resources for additional historical or biographical information.

 

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ADDITIONAL NOTES

this is part of an "authoring cycle" a project that incorporates key elements of instruction to create a circular and enduring knowledge base that can be applied to future activities.

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LEARNER BACKGROUND

Eight grade students, some Revolutionary War information, heterogeneous grouping in all academic disciplines.

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