Tag Archive for capstone

Capstone 3: Conference Friday

Standards:

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.
  • ELAGSE9-10W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grades 9–10.)
  • ELAGSE9-10L6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Target: I can evaluate and strengthen my writing and presentation skills by conferencing with my teacher so that I can make an awesome capstone presentation!

Opening Session:  LIBRARY TIME!! We’re walking down to the media center today so that you guys can return your old books (if you need to) and get a new one. Remember, you have your second Alternative Book Report due on Friday, April 3rd – that’s only 3 weeks away!

Work Session:

When we return from the library, we’ll set the timer for 20 minutes of Independent Reading. Use this time to dig into the book you just got!

After that, I want everyone to flip to activity 5.2, page 389, in your Springboard book. You’re going to be reading the lyrics to a song and answering some questions about it, since this song is an example of a call to action. You should also go watch the video! The song is “I Need To Wake Up” By Melissa Etheridge. Here it is

Obviously, this song is about climate change and the imminent danger we face. This is an example of a call to action. Although the ones you’re writing will be a little more straightforward than a song like this, I think you can tell what Etheridge wants you to do, right?

After listening to this song and reading the lyrics in the book on page 389, I want you to independently do the following:

  • Do the second “Setting a Purpose for Reading” bullet on page 389 (circle the vocab words and use context clues to determine their meaning)
  • Answer Second Read questions 1-3 on page 391
  • Complete the chart (Question 5) on page 392

We will be doing a book check on this activity!!!!

While you guys are working on the Springboard Activity, Ms. Jones, Ms. Hannah, and I will be calling you up for individual conferences. I want to make sure we check in with how you’re doing in the class so far and how you’re feeling as we move into the capstone presentation, since this is your final exam grade.

Closing Session:

Share out! The song you listened to today is about a topic that y’all usually love to discuss. Any burnign thoughts or questions before we go?

Assessment: Formative (Book check)

Differentiation: Process (scaffolding), individual conferences, learning style (auditory / use of music)

 

Preparing Students to Write Their Social Issue Research Paper

Central Focus: Students will pick a topic that interests them and understand why it is important to evaluate sources of information.

  • Rationale: During this lesson we intend for the students to understand the importance of evaluating a source of information with regards to the credibility and validity of the information. This ties into the unit goal of having the students write their Social Issue Research Paper. Students will also discuss and reflect on possible topics for their papers. The students will create an emotional connection to their topic.
  • Theme: What is fact or fiction? Is it important? How do I identify it?
  • Text: Article “How to Avoid Click-Bait Scams” by Kate Brauer-Bell

Content Standards: 

  • ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
  • ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will gather relevant information from multiple sources and evaluate the credibility of those sources so they can use the highest quality sources for their research paper.
  • Students will use technology to do effective research to increase their knowledge and awareness beyond the classroom.
  • Students will analyze, discuss and reflect on the topic for their social issue.

Instructional Strategies and Learning Tasks:

Opening (5 minutes): Ticket in the door: Give each student a number 1 or 2! Say “I need you to be seated at your designated table.”

  •       Number 1s go to the “Topic” station on the left side of the classroom
  •       Number 2s go to the “Source Evaluation” station on the right side of the room.

Instruction (60 minutes): It’s time to start preparing to write your social issue research paper. You’ll spend 30 minutes at each station:

  • At the Topic station the teacher will hand you a list of potential social justice issues for you to review and contemplate.
  • At the Source Evaluation station the teacher will give you a list of vocabulary words with definitions that you will discuss.

All the words will help you to identify and evaluate websites as information sources for your research papers. Please watch the timer on the smart board and move to the next station once the 30 minutes are up.

Closing (5 minutes): Thank you for participating and making this a smooth process. We will be doing the same thing tomorrow so please remember your number and start at the same station as you did today. Also bring back to class all the handouts from today.

Differentiation/Planned Support:  Process (small group sessions, hand-outs)

 

World Lit: Explanation, Annotation, Evaluation, Day 2!

Standards: 

  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Learning Target: I can gather relevant information from multiple sources and evaluate the authority of those sources by filling out a source evaluation sheet and annotated bibliography.

Opening Session: CLICKBAIT KAHOOT! Let’s play a Kahoot to determine how well you can tell what’s clickbait and what’s not!

Work Session:

You’ll have the rest of the class period to work on filling out the source evaluation sheets and writing down quotes in your Research Packet. You will have three days to do this, so your goal should be to complete one source evaluation sheet and one quote finding sheet each day.

Closing Session: 

Check in! I’ll have the smiley face scale on Classroomscreen.com up on the board. Tap the smiley for how you’re feeling about your research paper right now!

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Differentiation: Process (scaffolding, frameworks)

World Lit: Explanation, Annotation and Evaluation, day 1!

Standards: 

  • ELAGSE9-10W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source, answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation.
  • ELAGSE9-10W2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Learning Target: I can gather relevant information from multiple sources and evaluate the authority of those sources by filling out a source evaluation sheet and annotated bibliography.

Opening Session: Introducing… THE RESEARCH PACKET!!!

Capstone 2 Research Prompt

Before we get started today, we’re going to hand out the research packets for the paper you will be writing. You should have the introduction paragraph you wrote yesterday stapled to the front. Take a moment to look at your feedback on that, and then we will go over some parts of the packet together and how to fill it out.

Work Session:

You’ll have the rest of the class period to work on filling out the source evaluation sheets and writing down quotes in your Research Packet. You will have three days to do this, so your goal should be to complete one source evaluation sheet and one quote finding sheet each day.

Closing Session: 

Check in! I’ll have the smiley face scale on Classroomscreen.com up on the board. Tap the smiley for how you’re feeling about your research paper right now!

Assessment: Formative (individual conferences, checks of research packets); Summative (final essay product)

Differentiation: Process (scaffolding, frameworks)

World Lit: Frida Kahlo Gallery Walk

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10SL4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Georgia ELA
  • ELAGSE9-10RL9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). Georgia ELA

Learning Target
I can create a graphic representation of my cultural identity and present it to my classmates.

Opening Session
Split the class in half; half the class hangs their posters on one side of the hallway, the other half on the other side.

Work Session
Gallery Walk and Meet the Artist

  • Students on the left side of the hallway stand next to their posters.
  • Students on the right side of the hallway walk up to the posters on the left to look at the posters and listen to the artist explain their work.
  • Artists standing next to their posters use their notecards to tell viewers about their piece.
  • After half the class period is over, switch to the other side.

Closing Session
Write a reflection – which pieces were particularly meaningful to you? What was it like to do this project? Were you surprised by any of your classmates’ work? Did you
surprise yourself?

Assessment
Summative (poster/gallery walk)

Differentiation
Process (scaffolding, framework), learning style (visual)