O Pioneers: Character Traits Make Great Pioneers!

Transcription

1 Overview Overview O Pioneers: Character Traits Make Great Pioneers! O Pioneers: Character Traits Make Great Pioneers! by Jeanette Barreiro Students will learn about the lives of pioneers and how pioneers were able to persevere in order to be successful in expanding the country west. The students will focus on character traits that helped pioneers to successfully settle in the West. Grades: Discipline: ELA Teaching Task: Elementary Task 4 (Informational or Explanatory and Determine) Author Information: Jeanette Barreiro (Owensboro) jeanette.barreiro@owensboro.kyschools.us (270) of 17

2 Section 1: What Task? TEACHING TASK Elementary Task 4 [3 Levels] Informational & Determine L1: click to enter value After reading stories, poems and articles about pioneers, write an essay in which you determine what character traits a pioneer needed to have in order to face the tasks and challenges of moving west.. Give several example(s) from texts to support your discussion. L2: What conclusion can you draw about the traits of pioneers? STUDENT BACKGROUND Recognizing character traits will be very helpful when making friends and working with other people throughout your life. Knowing the kinds of character traits needed to motivate someone to try something brand new (like moving West where no one lived) is important for you as you grow older. EXTENSION 2 of 17

3 Rubric Scoring Elements Focus Controlling Idea Reading/Research Development Organization Conventions Content Understanding Not Yet Approaches Expectations Meets Expectations Advanced Attempts to address prompt, but is off-task. Lacks a clear controlling idea to inform or explain. Attempts to include reading materials using examples, quotes, or other references. Attempts to inform or explain but lacks details. Lacks an opening, development, and/or closure. Lacks cohesion and control of grammar, usage, and mechanics appropriate to grade level. Content is irrelevant, inappropriate, or inaccurate. Addresses prompt, but focus is uneven. Establishes a controlling idea to inform or explain, though may lack clarity or credibility. Presents some information from reading materials but may lack accuracy or relevance. Informs or explains by presenting some details. Demonstrates an attempt to organize information within a structure to inform or explain. Demonstrates an uneven command of standard English conventions appropriate to grade level. Shows uneven understanding of disciplinary content. Addresses prompt with an adequately detailed response; stays on task Establishes a credible controlling idea to inform or explain. Accurately presents information from reading materials relevant to the purpose of the prompt to develop argument or claim. Informs or explains using appropriate details. Organizational structure adequately supports presentation of information. Demonstrates a command of standard English conventions, with few errors as appropriate to grade level. Presents generally accurate disciplinary content. Addresses key aspects of prompt in a detailed response; stays on task. Establishes and maintains a substantive and credible controlling idea to inform or explain. Accurately and effectively presents important information from reading materials to inform or explain. Informs or explains by providing detailed and relevant information. Organizational structure enhances presentation of information. Maintains a well-developed command of standard English conventions, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Presents accurate and relevant disciplinary content to enhance understanding of topic. 3 of 17

4 STANDARDS Common Core Anchor Standards Reading R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently. Common Core Anchor Standards Writing W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Common Core Anchor Standards Language L.CCR.1: Demonstrate command of the conventions of standard English grammar and 4 of 17

5 usage when writing or speaking. L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Custom Standards 5 of 17

6 Section 2: What Skills? Selected Skills Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. NOTE-TAKING: As students read their assigned chapter of Little House on the Prairie, they are to annotate the text for character traits that show how the pioneers survived. Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. COMPLETION: Ability to submit final piece that meets expectations. 6 of 17

7 Section 3: What Instruction? MiniTasks Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns LIST In a quick write, write your first reaction to the task prompt. Add some notes of things you know about this issue. Pacing: 10 minutes None Link this task to earlier class content. Discuss student responses. Clarify timetable and support plans for the task. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. LIST In your own words, what are the important features of a good response to this prompt? None Share examples of type of text students will produce (either from past students or from professional writers). Identify or invite students to identify key features of examples. Pair students to share and improve their individual bullets. Create a classroom list: Choose one student to share a few ideas on the board, and ask other to add to it. LIST 7 of 17

8 Students look over the list of vocabulary terms specific to pioneers. They rank them from means they don't have a clue what the word means. 4 means they can teach it to someone else. Then they choose 4-6 words to complete vocab cards using the Frayer model of word study. Pacing: 1 day completed vocab cards with acceptable answers Work with a partner Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text. SHORT CONSTRUCTED RESPONSE After reading your assigned chapter in Little House on the Prairie, decide which character traits of the different characters helped them to be successful pioneers. Pacing: 2 lessons Answers questions with credible response. Students read their chapter together in "expert" groups. Students determine which character traits the characters had to make them successful pioneers. Students are grouped with people who read different chapters than they did. They compare character traits to see if there were any similarities/differences between the chapters. 8 of 17 LONG CONSTRUCTED RESPONSE Gold Rush Centers. For this part, students will read two articles about the gold rush and a poem about gold miners. For the poem, they are going to visualize and draw a picture that comes to mind after reading the poem. For the article "Gold Fever," they

9 will write a diary entry as though they are a pioneer. For the primary source article, they have to determine what character trait is shown and how this shows gold miners were survivors. Last, the students had to create a list of 10 things a miner might need in his knapsack. Pacing: 1 day answers must be reasonable centers SHORT CONSTRUCTED RESPONSE Students will look at 5 different pictures/drawings from pioneer time period. Each picture will have two questions associated with it. The students will choose one question to answer based on the picture. Pacing: 1 day answers must be reasonable and complete SHORT CONSTRUCTED RESPONSE Students will read Apples to Oregon and Gold Fever (picture books) to determine character traits of pioneers that made them survive. Pacing: 1 day None ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. LIST Students look over the list of vocabulary terms specific to pioneers. They rank them from means they don't have a clue what the word means. 4 means they can teach it to someone else. 9 of 17

10 Then they choose 4-6 words to complete vocab cards using the Frayer model of word study. Pacing: 1 lesson Provides accurate definitions and sentences After scoring, ask some students to share definitions of terms that others overlooked or misunderstood. After scoring, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed. NOTE-TAKING: As students read their assigned chapter of Little House on the Prairie, they are to annotate the text for character traits that show how the pioneers survived. NOTES From each text, make a list of the elements that look most important for answering the prompt. Do what you need to do to avoid plagiarism. L2(a) What strategies will you use to discern credible sources? L2(b): What implications can your draw? (Tasks 11,12 ) L3 Why is it important in the process of inquiry to identify gaps or unanswered questions about the topic? Identifies relevant elements. Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly. Teach a model format for note taking. Check that early student work is in the assigned format (or in another format that gathers the needed information effectively). Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. 10 of 17

11 LIST After reading each text, students will consider which character traits different characters display and how those character traits allowed them to be successful pioneers. Pacing: 10 minutes after reading each text. None Small group discussion using question. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition Pacing: minutes Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument. Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. 11 of 17

12 OUTLINE Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Creates an outline or organizer. Supports controlling idea. Uses evidence from texts read earlier. Provide and teach one or more examples of outlines or organizers. Invite students to generate questions in pairs about how the format works, and then take and answer questions. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. LONG CONSTRUCTED RESPONSE Refine composition s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. 12 of 17

13 Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. COMPLETION: Ability to submit final piece that meets expectations. LONG CONSTRUCTED RESPONSE Turn in your complete set of drafts, plus the final version of your piece Fits the Meets Expectations category in the rubric for the teaching task. 13 of 17

14 Resources Uploaded Files Keywords Links* * These Lexile measures were computed automatically and did not undergo human review. They are not certified measures and should not be published or recorded in any way. Other Resources Apples to Oregon by Deborah Hopkinson and Nancy Carpenter This is a picture book used during the unit. Little House on the Prairie by Laura Ingalls Wilder Students read different chapters in a jigsaw fashion to determine character traits pioneers needed to be successful. Gold Fever by Verla Kay This is a picture book about a man who participated in the California gold rush as a '49er. Website about Gold Rush "A Gold Miner's Tale" by Bobbi Katz Poem about gold miners. 14 of 17

15 Section 4: What Results? Classroom Assessment Rubric Focus Reading/Research Controlling Idea Development Organization Conventions Focus Reading/Research Controlling Idea Development Organization Conventions Not Yet Attempts to address prompt but lacks focus or is off-task. Attempts to present information relevant to prompt. Controlling idea is weak and does not establish a purpose and/or address a research question. Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question. Applies an ineffective structure; composition does not address requirements of the prompt. Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose. Meets Expectations Addresses prompt with a focused response. Presents and applies relevant information with general accuracy. Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources. Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question. Applies a generally effective structure to address specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose. Classroom Assessment Task No Classroom Assessment Task for this module Exemplar Work Uploaded Files josey not met.docx (Not Yet) ( Two students who didn't quite make the expectations. Emily the best one ever (-1.docx (Not Yet) ( Two students who didn't quite make the expectations. 15 of 17

16 Mercedes Met.docx (Meets Expectations) ( Students who met expectations Dylan Met.docx (Meets Expectations) ( Students who met expectations Amanda Met.docx (Meets Expectations) ( Students who met expectations Nathan.docx (Advanced) ( Student who exceeded expectations 16 of 17

17 Comments Author Notes Other Comments 17 of 17