Target Student Grade Level: 9-12
Target Student KSDE ELP Level: Intermediate
Content Area Objective: English Language Arts (9.W.4): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Communication Objective: Writing, Listening, Speaking, and Reading.
Pre assessment Strategy:
The pre assessment strategy I would use would be writing prompt. I would give students a ½ sheet slip of paper, asking them to write a 6 sentence paragraph for me to describe a childhood memory, using 2 or more supporting details. I would also reinforce the directions verbally for clarification.
Formative Assessments:
#1 – Inquiry Whole Class Activity
#2 - Observation
1. Hand out Power Writing & Constructed Response worksheet to students. (I included this worksheet at the end of my assignment.) Explain that we will be working through it as a class, to not work ahead.
2. Project the Power Writing & Constructed Response worksheet onto the screen in front of the classroom.
3. “Teach” what a Power #1 or introduction sentence is, discussing how to begin a Power #1 sentence. Also discuss the importance of restating the question.
4. Using the Inquiry Whole Class Activity, ask each student a question. They will need to answer verbally using a Power #1 sentence.
a. Using the information from the pre assessment, I would call on those students first who know what a Power #1 sentence is so they can model the appropriate structure. I would call on those students who had no clue about a Power #1 last.
b. Example questions: What is your favorite store to buy shoes? Why do you use a backpack? Do you like wearing your hair short or long?
i. On the first day of school, students fill out a questionnaire about themselves, and I would use information from that to ask them questions as well, so it’s something they know about.
5. Once every student has had a chance to practice Power #1 verbally, they then need to do Exercise #1 on their own from the worksheet as guided practice. Explain the importance of beginning each sentence with a capital letter and ending with punctuation. Then, using the Observation Assessment method, walk around the room and observe students’ answers to Exercise #1 to ensure they are doing it correctly. Those who need help, help one on one.
6. Next, “teach” what a Power #2 sentence is, discussing how to begin a Power #2 sentence and that they should include only ONE detail regarding their topic or Power #1 sentence. Ask students to flip their worksheet over to the back and draw a box around the group of words that they would use to begin a Power #2 sentence.
7. Using the Inquiry Whole Class Activity, do a round robin activity. This time, one student will answer the question verbally with a Power #1 sentence and then the next student and/or students that are called on will need to answer verbally with a Power #2 sentence. They will need to listen to one another in order to respond appropriately. Again, use pre assessment information to call on those people first who are already familiar with Power #2.
8. Once every student has had a chance to practice Power #2 verbally, they then need to do Exercise #2 on their own from the worksheet as guided practice. Explain the importance of beginning each sentence with a capital letter and ending with punctuation. Then, using the Observation Assessment method again, walk around the room and observe students’ answers to Exercise #2 to ensure they are doing it correctly. Those who need help, help one on one.
9. “Teach” what a Power #3 sentence is, discussing how to begin a Power #3 sentence and the fact that they are including additional information about Power #2. Ask students to flip their worksheet over to the back and draw a box around the group of words that they would use to begin a Power #3 sentence.
10. Using the Inquiry Whole Class Activity, do another round robin activity. This time, one student will answer the question with a Power #1 sentence, the next student will answer with a Power #2 sentence, and then the next student will need to answer with a Power #3 sentence. Again, use pre assessment information to call on those people first who are already familiar with Power #3.
11. Once every student has had a chance to practice Power #3 verbally, they then need to do Exercise #3 on their own from the worksheet as guided practice. Explain the importance of beginning each sentence with a capital letter and ending with punctuation. Then, using the Observation Assessment method again, walk around the room and observe students’ answers to Exercise #3 to ensure they are doing it correctly. Those who need help, help one on one.
12. “Teach” what a Power #4 or conclusion sentence is, discussing how to begin it, and also discussing that it’s a chance to restate the original question asked again. Ask students to flip their worksheet over to the back and draw a box around the group of words that they would use to begin a Power #4 sentence.
13. Using the Inquiry Whole Class Activity, do another round robin activity. This time, one student will answer the question with a Power #1 sentence, the next student will answer with a Power #2 sentence, the next student will need to answer with a Power #3 sentence, and the next student will answer with a Power #4 sentence. Again, use pre assessment information to call on those people first who are already familiar with Power #4.
14. Once every student has had a chance to practice Power #4 verbally, they then need to do Exercise #4 on their own from the worksheet as guided practice. Explain the importance of beginning each sentence with a capital letter and ending with punctuation. Then, using the Observation Assessment method again, walk around the room and observe students’ answers to Exercise #4 to ensure they are doing it correctly. Those who need help, help one on one.
Summative Assessment:
1. Ask students to get out a notebook piece of paper and put a proper paper heading in the top right corner.
2. They will then need to number every other line on their papers in the left margin, skipping a line with this sequence: 1, 2, 3, 2, 3, 4.
3. Explain that you are going to show a video showing how a woman’s body changes during a pregnancy. They will need to watch the video and then write a power paragraph answering the question….How does a woman’s body change during pregnancy? They will write their Power #1 before watching the video. On the line labeled 1. I will suggest that on the back of their notebook paper they jot down some things they notice as far as changes to use when they write their paragraphs later.
4. Show the video https://www.youtube.com/watch?v=zIgLzxVof3w
5. Tell them to begin writing. This is the independent part of the lesson. Explain the importance of beginning each sentence with a capital letter and ending with punctuation. Their power #2 sentence should go on the line with the #2. Their power #3 sentence should go on the line with the #3, etc….
6. They will then hand in this summative assessment and I will grade it to make sure they have met the benchmark for power writing.