The Lesson Unit in Module 5 is based on the following
standard
STANDARD:
Use
precise words and phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events.
The
end goal of the unit would be that the students be able to incorporate sensory
language in descriptive writing tasks such as small moment writing tasks of
personal experiences and writing stories to convey experiences.
However
before this unit begins a pre assessment of student prior knowledge is required
to differentiate the work according to student readiness, make it appropriately
challenging and address their learning styles. Hence pre assessments are an
absolute necessity to meet the needs of the diverse classroom. Learning is multidimensional and through the pre assessment
it will help me understand the learners are multidimensional as well. Hence as Lorna Earl (2003) notes, “if
teachers know a precise learning destination and consistently check to see
where students are relative to that destination, differentiation isn't just an
option; it's the logical next step in teaching” (Tomlinson)
For this lesson unit the weekly objectives
will be:
- SWBAT Identify vocabulary used to express detail in all five areas of sensory language
- SWBAT Write descriptive phrases using
sensory language to describe pictures, objects & small moment experiences.
- SWBAT write a story based on a short video using vocabulary representing all five sensory language areas.
- SWBAT write a story based on a short video using vocabulary representing all five sensory language areas.
Hence my pre assessment will be based on
- - Student recognition of sensory language and descriptive detail in texts.
- - Student understanding of the types of sensory language.
I will use “Kahoot” to assess student
understanding in my first lesson. The “kahoot” quiz taker will engage all
students into the lesson. It is game based and they will be immediately engaged
as it promotes a competitive spirit to do their best to answer the questions.
While students answer I will take note of students who have difficulty
answering the questions. I will take note of those who find it difficult to
comprehend the question, those who cannot respond immediately and those with
inaccurate answers. Since there are only 4 students in this class the “Kahoot”
can be used effectively by monitoring the responses. However I do not think I’ll
use it for a bigger class as the monitoring of responses will be difficult. The
link to kahoot https://create.kahoot.it/#quiz/4b9f68ca-2866-46c1-94f1-d67fa06bae18
Once the pre assessment is completed I will
separate the groups as reflected in the mind map below. It can be accessed on
the following link- https://www.mindmeister.com/559408816
Group 1 :The students who answered the most, including the
most difficult of the pre assessment;
These students can explore the other techniques
used for descriptive writing such as using metaphors, similes and
personification.
They will be given to research on metaphors,
similes and personification. Come up with their examples after practicing on Quizlet
Thereafter they can be given "Take Metaphors to School" activity. It'll be a fun and funny exercise where I will have them compose a poem using only metaphors to describe a day in school. Maybe they can begin by describing class mates , the teacher or classes.
Following these activities an assessment
can be given where students will be pushed forward to be appropriately
challenged.
They can be assessed through a class blog.The students will be asked to write in a class blog on a “small moment” that they experienced incorporating descriptive
detail into their writing. As the end goal in this unit is to develop descriptive
writing the students with their current knowledge of descriptive terms can
apply it in their writing in order to develop it further in the coming lessons.They
can peer edit each other’s writing to improve their skills further.
Group 2: The majority students who have some knowledge about
the topic as shown in their score will be
given the Edpuzzle https://edpuzzle.com/media/5541b244212df39f35dd5d4b
They will watch this You tube video on the
narration of the Polar Express with much descriptive detail and answer the
questions embedded into the video by the teacher. I developed the questions in
this video. The students do not need monitoring as they cannot skip questions
they have to listen to the whole video clip. The answers and progress made can
be viewed by the teacher.
This group can also be given pictures to
write descriptive sentences on it. They can choose a picture they like and use
it to develop a short descriptive
passages.
Thereafter this group of students can move
onto a formative THINK- PAIR- SHARE activity: The teacher asks the question “How will you describe an object using
Sensory language?” Each student will be given an object to observe and fill in an organizer with words that describe the
object.
- After each
student writes what they think would be appropriate descriptions into an
organizer they will share with their partner with words they came up with to
describe their object.
- The partner will
listen and guess the object.
- They will discuss and share with a partner their words and receive appropriate feedback from each other.
-They will present to the whole class their object and verbally describe their object using sensory words in descriptive phrases.
- They will discuss and share with a partner their words and receive appropriate feedback from each other.
-They will present to the whole class their object and verbally describe their object using sensory words in descriptive phrases.
Group 3: The few students who appeared to have limited
knowledge tells me that they need to identify what sensory
language is and learn the vocabulary to be able to use it appropriately
in sentences. I would station myself with this group and will begin by doing an
introductory activity a station where smell, taste, sight, touch, hearing can
be described. Students will smell perfume, spices, touch objects that are rough
or smooth ,use earphones and a player to listen to a variety of sounds, have a
few tasting bowls that‘s salty, bitter, sour, sweet etc. and encourage them to
come with words to describe. This
sensory activity will enable their learning styles and expand their vocabulary.
Thereafter they can be given a vocabulary Quizlet
activity to learn new words, they can be given cloze sentences to choose appropriate
vocabulary will help them first learn the terms and its application context in
sentences.
Finally then can do a small formative assessment
in a lesson with a Carousel brain storming where they work in 2 groups to categorize
a mix of sensory language vocabulary in to the 5 senses. They will work on
poster paper and each group can review the other group and see whether they
have hit the mark with the categorization and give suggestions.
Thus the pre assessment in this unit will benefit all learners to be appropriately academically challenged in the learning.
Works Cited
Tomlinson,
Carol Ann. "Learning to Love Assessment." Educational Leadership-
ASCD December- January 2007/- 2008 : Vol 65/No 4.
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