Integration of Visuals: Post #1
Science Lesson: Prosthetic Arms
(Relational Visual)
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=prothestic+arms&oq=prothestic+arms&gs_l=img.3..0i10i24.1336.7356.0.7797.19.16.3.0.0.0.105.1335.14j2.16.0....0...1c.1.64.img..0.19.1344.qY18arkvJOM#imgrc=O78beBFQ55fXAM%3A
Targeted Skills: Analyzing and Synthesizing Multiple Informational Texts to Evaluate a Claim (TDA Essay)
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.70282.72363.0.74373.14.14.0.0.0.0.289.1364.9j4j1.14.0....0...1c.1.64.img..3.1.288.71L_CObYTNk#imgrc=-49kT58BNx423M%3A
Introduction:
Most eighth-grade students are very interested in science and technology, so I’ve created a lesson that blends the two. Educators in every discipline are teachers of reading and writing. The results of the 2015 PSSA clearly illustrate that students at Garden Spot Middle School struggle with informational text, so all teachers were asked to administer text-dependent analysis essays (TDA’s) in their various disciplines at some point during the school year. I chose to use an Achieve 3000 bonus lesson that incorporates three different types of informational texts.
Overview:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=text-dependent+analysis+essays&oq=text-dependent+analysis+essays&gs_l=img.3…4934.12485.0.12701.36.33.3.0.0.0.177.2734.26j6.32.0….0…1c.1.64.img..1.26.2133.pWnXuVMAoxQ#imgrc=81bG-jp2n0KRmM%3A
Text-dependent analysis essays (TDA’s) are new to the state exam (2015) and incredibly rigorous for all student populations to understand and effectively execute. Students will be asked to read, view, analyze, and synthesize multiple informational texts to evaluate a claim. They’ll need to understand the verbiage of implicit and explicit information and employ higher-order thinking skills to the task. Because this assessment will be so challenging, students will work in pairs to support each other in hopes of increasing their proficiency with this type of essay.
This lesson will revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies. It will also allow for differentiated instruction, flexible groupings, and multiple modalities. The activating strategy will be a YouTube video entitled, FDA Approves Luke Skywalker's Prosthetic Arm. In order to address the TDA question, students will respond to a reading poll, read an article, view another video, and analyze an engineering design process on prosthetic arms. Together with their respective partners, students will participate in a small student-led group activity. This plan permits for scaffolding, different groupings, and meets the needs of visual, auditory, kinesthetic, and tactile learners. It includes the utilization of technology in every activity and assessment.
Analyze Learners:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyze+learner&oq=analyze+learner&gs_l=img.3..0j0i24l2.2074.4893.0.5076.17.14.1.2.2.0.130.995.11j2.13.0....0...1c.1.64.img..1.16.1009.7uvV7PQlwHY#imgrc=WGy3m4u7qR3MUM%3A
General Characteristics:
Eighth-grade students in at Garden Spot Middle School are primarily Caucasian and come from low to middle socio-economic families. New Holland is a very conservative and religious community. Most students belong to youth groups and often go on weekend retreats and summer mission trips. They are a very giving group of people. Unfortunately, college is not emphasized at home by too many parents. A large percentage of students graduate from high school and choose to work on the family farm or work for a local buisness.
Entry Competencies: All students in grade 8 know how to manipulate Achieve 3000 and Google Docs. They are also familiar with the state’s TDA rubric.
Almost all students in Grade 8 are very weak when it comes to addressing PSSA text-dependent analysis essay (TDA’s). They can analyze informational texts fairly well and in isolation, but they struggle synthesizing multiple informational texts to evaluate a claim. It’s a very challenging task that involves higher-order thinking skills. This science lesson is interesting for this age group and scaffolded appropriately.
Learning Styles: This lesson will address the needs of all learning modalities, namely visual, auditory, kinisthetic, and tactile learners.
Objective:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=objective&oq=objective&gs_l=img.3..0l10.1294.3496.0.3770.11.9.1.1.1.0.100.696.7j1.8.0....0...1c.1.64.img..1.10.703.OaYhSHo2TPw#imgrc=GgMgF2s8JDV0HM%3A
1. Product
Learning Target: After analyzing and synthesizing multiple informational texts to evaluate a claim, the learner will construct a text-dependent analysis and attain a minimum of a 3 (proficiency - 75%) out a 4 (mastery - 100%) on the PA Text-Dependent Analysis Scoring Guidelines.
Rubric:
http://www.parklandsd.org/web/pssa-keystone/files/2013/11/Reading-Guidelines-ii.pdf
Differentiated Instruction:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=differentiated+instruction&oq=differentiated+instruction&gs_l=img.3..0l10.1443.7575.0.7869.28.11.1.16.17.0.134.930.10j1.11.0....0...1c.1.64.img..0.28.991.cZPfdFe0P10#imgrc=DS1WFuVvFkCpFM%3A
Since Achieve 3000 is based on students’ respective Lexile levels, each student will work with a partner who has the same or similar Lexile. However, when they peer-assess their classmates’ TDA’s, they may choose their own group members.
Flexible Grouping:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.3202.6441.0.6640.19.14.0.5.5.0.135.1208.10j4.14.0....0...1c.1.64.img..0.19.1231.hdkTH9EVfac#imgrc=fN9TUlrnrGHYCM%3A
1. Teacher-led whole class instruction & discussion:
(Realistic Visual)
Activating Strategy (YouTube Video)
FDA Approves Luke Skywalker's Prosthetic Arm
https://www.youtube.com/watch?v=pxEGiMhqiv8&nohtml5=False
2. Student-led Group Activity (Partner Work):
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=partner+work&oq=partner+work&gs_l=img.3..0l10.2532.4324.0.4619.12.9.0.3.3.0.99.746.9.9.0....0...1c.1.64.img..0.12.755.EBjYPtFIBYA#imgrc=6B2Xw2bYN6QvoM%3A
Achieve 3000, digital informational content provider:
Reading and viewing multiple informational texts to address a TDA...
a. Before Reading Poll:
Dean Kamen is an inventor who has created many new devices that help people. Kamen believes that properly developed technology can wipe out problems that concern people. What do you think?Technology can solve any problem.
* Agree
* Disagree
Explain why you voted the way you did.
TDA Assessment Question and Directions:
TDA Assessment Question: “Can technology solve any problem?”
Directions: Read an article, view a video, and study a diagram chart. Next, analyze and synthesize these multiple informational texts to evaluate the claim. Support your answer with reasons and evidence from all three texts.
https://portal.achieve3000.com/index
https://www.google.com/docs/about/
https://translate.google.com/
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=technology+can+solve+any+problem&oq=technology+can+solve+any+problem&gs_l=img.3...1242.9058.0.9336.38.28.3.7.7.0.236.2195.25j2j1.28.0....0...1c.1.64.img..0.22.1132.yddiBy1EUgE#imgrc=_x5s9VaSLsrqsM%3A
b. Article, “Breaking New Ground”
http://portal.achieve3000.com/kb/lesson/?lid=11915&step=11&c=1&asn=1
(Realistic Visual)
c. Video, Dean Kamen: Luke, a new prosthetic arm for soldiers
https://www.youtube.com/watch?v=NtJmg7HPnNM&nohtml5=False
d. Diagram, Engineering Design Process
(Organizational Visual)
http://portal.achieve3000.com/kb/lesson/?lid=11915&step=13&c=1&asn=1
(This site is now under my substitute’s name and password.)
3. Student-led Collaborative Group Activity:
Peer-assessment: Using the state’s TDA rubric, students will peer-assess their classmates’ text-dependent analysis essays and provide constructive feedback.
http://www.education.pa.gov/Documents/K-12/Assessment%20and%20Accountability/PSSA/Scoring%20Guidelines%20and%20Formula%20Sheets/English%20Language%20Arts/PSSA%20Text%20Dependent%20Analysis%20Scoring%20Guidelines.pdf
Multiple Learning Modalities:
Visual Learners: YouTube video; diagram; partner work
Auditory Learners: YouTube video; TDA construction with partner
Kinesthetic Learners: TDA self- and peer assessment process (learn by doing)
Tactile Learners: TDA self- and peer assessment process (model and support peers)
Advantages:
1. ELANCO is a 1-1 district, so every student will have access to the necessary technologies at school and at home.
2. Students will have experience in using the technologies for this plan, such as Achieve 3000, Google Docs, and Google Translate.
3. This lesson will revolve around authentic instructional practices.
4. Students will have the opportunity to self- and peer-assess the performance-based project (TDA) and provide constructive feedback to their classmates.
5. This plan is differentiated, allows for flexible groupings, and addresses all learning modalities.
Disadvantages:
1. The TDA essay will be challenging for both the science teacher and students.
2. Science classes are heterogeneously grouped, so the instructor must address all levels at once.
Pennsylvania Core Standards:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.70282.72363.0.74373.14.14.0.0.0.0.289.1364.9j4j1.14.0....0...1c.1.64.img..3.1.288.71L_CObYTNk#imgrc=15A5SG7iiUYIfM%3A
CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.
CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
ISTE Standards:
https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=iste&oq=iste&gs_l=img.3..0l10.1198.1910.0.2259.4.4.0.0.0.0.83.281.4.4.0....0...1c.1.64.img..0.4.278.MwvH6NF-vDc#imgrc=PBMfZ2BAKgtoPM%3A
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.
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.
5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.
http://www.iste.org/standards/ISTE-standards/standards-for-students
