Part 1 Form - Student Instruction Project
Essential Questions to Facilitate Exploration in “The Giving Tree” Lesson
Using the Questions Starters Based on the Six Facets of Understanding on page 120 of Understanding by Design, brainstorm potential essential questions related to “The Giving Tree” lesson. The Giving Tree is a story that can be used at any grade level K-12. If you are not familiar with the story you will want to review it first. Consider a range of grade levels and indicate the grade level for each question you develop. Each student needs to take notes during the discussion. During this face to face class session you will focus on the development of essential questions. Over the next week you will explore and discuss potential connections with the GPS/QCC, AASL Standards for the 21st Century Learner, and NETS Technology Standards for Students. You will also discuss the potential roles of teachers, media specialists, and technology specialists in the process of planning and implementing instruction related to The Giving Tree. At the end of the discussion, each student will complete this form and submit it to the assignment dropbox.
Type of QuestionPotential QuestionsGrade LevelGPS/QCCAASL NETS
Explanation / Why does the Giving Tree give? How can we prove this? / K / Student gains meaning from orally presented text. (ELAKR6) / Read, view and listen for information presented in any format… (1.1.7) / Collect and analyze data to identify solutions and/or make informed decisions. (4.c)Interpretation / What is the meaning of giving?
What does taking reveal about the boy? / 2nd / ELA2R4 h. Makes connection between text and/or personal experiences. / 2.3.1 Connect understanding to the real world
Application / How can we use details from a story to make inferences about a character? / 2nd / ELA2R4
Identifies and infers main idea and supporting details / 1.1.3 appropriate sources to answer questions
1.1.6 Read, view, and listen for information in order to make inferences
1.1.7 Make sense of information gathered / 2.b communicate information and ideas using a variety of formats
Perspective / Is the Giving Tree happy in the end? How do you know? (what evidence) / K / ELAKR6 The student gains meaning from orally presented text. The student
c. Asks and answers questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud text. / 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning / 4. Critical Thinking, Problem Solving, and Decision Making—Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
c.collect and analyze data to identify solutions and/or make informed decisions.
Empathy / How would I look with all my branches removed? / K / VAKMC.2 Formulates personal responses.
c. Makes connections between visual images and personal experiences.
d. Expresses individual ideas, thoughts, and feelings through drawing.
ELAKW2 The student begins to write in a variety of genres, including narrative, informational, persuasive, and response to literature. The student writes a narrative that:
b. Uses drawings, letters, and phonetically spelled words to describe a personal experience. / 4.3.3 Seek opportunities for pursuing personal and aesthetic growth. / 1. Creativity and Innovation—Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.apply existing knowledge to generate new ideas, products, or processes.
Self-Knowledge / What did the tree need? What did the boy need? Did all those needs get fulfilled? / 5th / Student produces a narrative, informational writing or response to literature (ELA5W2) / Seek information for personal learning in a variety of formats and genres(4.1.4.) / Create original works as a means of personal or group expression (1b)
Potential role of teacher / The role of the teacher is that of an evaluator and designer of student learning. Designs the lessons in collaboration with the media specialist.
Potential role of media specialist / The role of media specialist is to provide resources, information skills and be an instructional partner.
Potential role of technology specialist / To facilitate the instruction process by providing effective tools for integrating differentiated instruction and technology and effectively training teachers to use these tools with students