(e.g., tests, quizzes, prompts, work samples, observations)
(Align to New Jersey Model Curriculum & Common Core Standards)
- Essays - Journalistic - Research
- Informational - Narrative - Reading Response
- I-Search - Poetry - Argumentative/Persuasive
- Analytical - Expository - Reflective
What other evidence needs to be collected in light of Stage 1 Desired Results?
Stage 3 – Learning Plan
Instructional Activities/Strategies to enable students to achieve desired results:
(Align to New Jersey Model Curriculum & Common Core Standards)
Strategy: Anticipation Guides Strategy: Predict-O-Gram Writing
Strategy: Before, During and After Interactive Notes Strategy: Previewing and Generating Text Purposes
Strategy: Cause-Effect • Previewing Texts
• Cause-Effect Organizer(s) • Inform-Entertain-Persuade
• Fishbone Map • Checking Out the Framework
Strategy: Column Notes • SOAPS (Subject-Occasion-Audience-Purpose-Speaker)
• T-Chart Strategy: Quick Write-Free Write
• Fact or Opinion? Strategy: Time-Sequence
• Chapters/Selection Chart • Cycle Note-Taking
• Q-Notes • Linear Planning
Strategy: Compare/Contrast Strategy: Understanding Story
• Compare and Contrast Matrices • Writing From the Narrative Frame
• Venn Diagram • Narrative Organizer: Story Map
• Metaphorical Thinking • Linear Array Story Organizer
Strategy: Concept/Vocabulary Expansion Strategy: Visualizing and Recording Mental Images
• Define Conceptual Terms Strategy: Write-Pair-Share-Write
• Descriptions For Different Purposes Writing-To-Demonstrate Knowledge:
• Possible Sentences Technique: Writing Guidelines
• LINK: List-Inquire-Note-Know Technique: Process Writing
Strategy: Consolidating Thought Technique: Conferring
• Summarizing Technique: Invention
• Synthesizing • Generate Many Ideas: Brainstorming/Cubing
• Inferring • Nut-Shelling
• Discussion Web • Synectics
Strategy: CRAFTS: Context, Role, Audience, Format, Topic, and Strong Verb • SCAMPER
Strategy: Credibility Of a Source Technique: Principles Of Coherence
Strategy: FQIP: Focus-Question-Image-Predict Technique: Peer Reviewing
Strategy: Inquiry Charts Technique: Structures For Compare and Contrast
• I-Charts Technique: Orchestrating Organization
• KWLH Inquiry • Outline/Reverse Outline
Strategy: Idea Funnel • Webbing/Clustering/Mapping
Strategy: Journaling • Chunking
• Dialectical Journal Technique: Thinking Through Writing
• Double Entry Journal/Learning Log • Prompting Higher-Order Thinking
• Meta-Cognitive/Reflective Journal • Thinking Routines
• Synthesis Journal • Thinking On Paper
Strategy: Main Idea Technique: Using Rubrics For Backwards Planning
• Main Idea and Supporting Details Graphic • Traits Of Writing
• Spider Map • ACT
• Cerebral Chart • Rubric For Understanding
Strategy: Marginal Notes
Accommodations for ELL & Special Education Students:
TEXTBOOKS AND CURRICULUM
Design instruction using audio and visual Provide summaries of chapters.
Use peer readers. Use marker to highlight important textbook sections.
Provide two sets of textbooks, one for home and one for school. Use index cards to assess learning
Provide the student with pre reading questions..
Vary assignment lengths according to student need. Jigsaw activities
Specify and list exactly what the student will need to learn to pass. Modify expectations based on student needs.
Give alternatives to long writing assignments.
Develop individualized rules for the student. Evaluate the classroom structure against the student’s needs.
Keep workspace clear of unrelated materials. Keep the classroom quiet during intense learning times.
Reduce visual distractions in the classroom . Provide a computer for written work.
Seat the student close to the teacher or a positive role model. Use a study carrel.
Seat the student away from windows or doorways. Provide an unobstructed view of material
Keep extra supplies of classroom materials (pencils books) on hand. Use alternatives to crossword puzzles or word finds.
Maintain adequate space between desks.
Project based learning based on learning style Scaffold instruction to support the learning process.
Give directions in small steps and in as few words as possible. Number and sequence the steps in a task.
Have student repeat the directions for a task. Provide visual aids.
Show a model of the end product of directions Stand near the student when instructing
Alert student before a transition from one activity to another. Provide additional time to complete a task.
Allow extra time to turn in homework without penalty. Use worksheets that require minimal writing.
Use fill-in questions with space for a brief response. Provide a photocopy of teacher notes.
Provide a print outline with videotapes and filmstrips. Provide a print copy of assignments or directions.
Go over directions orally. Teach the student how to take tests
Provide a vocabulary list with definitions. Permit as much time as needed to finish tests.
Allow tests to be taken in a room with few distractions Read test materials to the student, and allow oral responses.
Divide tests into small sections of similar questions or problems. Use true-false, multiple choice, or matching) instead of essays.
Allow the student to complete an independent project as an alternative test. Give progress reports instead of grades.
Grade spelling separately from content. Provide typed test materials, not tests written in cursive.
Allow take-home or open-book tests. Provide possible answers for fill-in-the blank sections.
Provide the first letter of the missing word.
USE PICTURES OR GRAPHICS
Use Post-it notes to mark assignments in textbooks. Check progress regularly and provide feedback often.
Place a ruler under sentences being read for better tracking. Introduce an overview of long-term assignments .
Chunk information with the easiest work first. Have the student practice presenting in a small groups.
Provide study guides and study questions that directly relate to tests.
Arrange a “check-in” time to organize the day. Pair the student with a student who is a good behavior model.
Use nonverbal cues to remind the student of rule violations. Amend consequences for rule violations
Provide positive as well as negative consequences. Develop an individualized behavior intervention plan.
Increase the frequency and immediacy of reinforcement.
Accommodations for ELL & Special Education Students:
• Anchor Activities: Tasks for students to work on independently after completing assigned work when teacher is meeting with other students.
• Bloom's Taxonomy: A model to facilitate higher level thinking skills.
• Centers : Areas in the classroom containing collections of activities and/or materials designed to reinforce, or extend certain skills or concepts, or to motivate students to explore topics of interest.
• Choice Boards (Product Options): Students select from assignments that are placed in pockets and changed as necessary. Teachers can target student need and readiness by directing them to select from a certain row.
• Compacting: A three-stage process where teachers assess students prior to teaching a unit or skill to determine what the student does know, does not know, and what alternate experiences will replace those activities already mastered.
• Cubing (Q-Matrix): An interactive technique for considering a subject from six points of views. Cubing can also help students think at different levels of the taxonomy. Cubes can also be constructed with tasks in a particular area of the multiple intelligences.
• Flexible Grouping: Temporarily grouping students by interest, achievement level (readiness), learning profile, activity preference, or special needs.
• Graphic Organizers: A thinking tool that allows students to organize information and see their thinking. A visual representation of facts and/or concepts.
• Group Investigations (Interest Groups & Interest Inventory): Students are introduced to topics related to something being studied in class and grouped by interests, then are guided through the investigation of a topic with teacher support.
• Independent Study : Allows students to pursue questions or topics of interest, or develop talent in certain areas with set goals and criteria agreed upon by both student and teacher.
• Inquiry-based instruction: A student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework
• Jigsaw: A cooperative strategy where students work with peers who study one fact of a topic and then return to a "home-base" group for sharing what they have learned.
• Literature Circles: A student led discussion format which allows students to read on topics of interest, or select books of choice, and share readings and ideas with others who read the same materials. Various jobs are assigned to the different group members.
• Menus: A list of learning and/or product options students may choose from.
• Multiple Intelligence Options (checklist included): Activities that allow us to recognize and nurture all of the varied human intelligences and learning preferences.
• Orbital Studies: This strategy encourages students to raise questions of interest related to the curriculum, figure out how to find answers to their questions, and devise ways to share their findings with peers.
• Portfolios: Collections of student work to help students set learning goals and evaluate their own growth.
• Problem Based Learning: Students are presented with an unfamiliar, unclear, complex problem for which they must gather additional information, define the problem, locate and appropriately use resources, make decisions about and communicate a solution, and assess the effectiveness of the solution.
• Socratic Seminar: A discussion format where students share with each other their thoughts on a particular piece from literature, history, current events, issues, or hypothetical situations.
• Stations : Different spots in the classroom where students work with various tasks simultaneously which are linked by a set of concepts and skills.
• Think, Pair, Share: A Questioning technique where the students are given a prompt or question. The students are asked to think by themselves, pair with another student, and finally share their ideas with the group.
• Tic-Tac-Toe: A menu or options arranged in a 3 x 3 block grid. Students choose their tasks in a vertical, horizontal, or diagonal line.
• Tiered Assignments: Changing the depth or complexity of a. lesson to create multiple levels of tasks and assigning students to a level according to their readiness.
• Web Quests: A teacher designed Internet lesson developed with specific learning goals in mind, some specified and relevant Internet links, and guidelines that support students in the research or inquiry process.
McDougall Littell: Literature & Language 12
Selections from Beowulf’
And of Clay We Are Created Allende
Selections from The Iliad
The Man in the Water Rosenblatt
The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
Selections from Profiles in Courage by John F. Kennedy
Excerpts from A Hero with a Thousand Faces by Joseph Campbell
Full text available at www.files.meetup.com/6873932/campbell
The Aeneid Virgil The Internet Classics Archive at MIT
Inferno Dante www.gutenburg.org/files/1001/1001-h/1001-h.htm
“The Seafarer” www.nexuslearning.net/books/elements_of_lit_course6/
Jung and Archetypes
Google Docs/Drive: https://drive.google.com/
Google Maps: http://maps.google.com/
Google Map Maker: http://www.google.com/mapmaker
Student Surveys: www.polleverywhere.com or www.socrative.com.
Word Clouds: www.wordle.net or www.tagul.com.
Class Website: www.weebly.com
Online Q & A: www.quizlet.com, www.studyboost.com, or www.studyblue.com
Podcasts: A multimedia digital file made available on the Internet for downloading to a portable media player, computer, etc.
WebQuests: is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.
Interactive Whiteboards: a large interactive display that connects to a computer. A projector projects the computer's desktop onto the board's surface where users control the computer using a pen, finger, stylus, or other device.
Audio Visual Equipment