Introduction
Pre Planning
Students can read, closely and analytically to comprehend a range of increasingly complex literary and informational text (Oregon CCSS, 2014).
Goal of the lesson: Tenth grade history class. Students will understand events and players in chronological order surrounding the construction of the Panama Canal.
Task
Behavioral Objective:
Verb: Exhibit understanding of the material in open discussions and on written assignment.
Condition: Tryfold and open discussion. Students should try to find a fact that is unique.
Process
Criteria: A piece of paper split into three sections of what the student knows, what they think they know, and what they have learned. The first section is for what the student believes to be fact, the second is for what the student believes to be rumor or made up, and the third is for research to prove or disprove any data that was previously recorded.
Evaluation
*ELS students can bring a different perspective to the assignment by including facts that pertain to their native country.
* AP students can write an essay about the correlation between the Panama Canal construction and the increase in illegal activities before and after governmental coups.
Domains: Listening, speaking, reading and writing. The students should be able to listen actively, speak intelligently, read effectively, and write knowledgably about the research they have conducted for this assignment.
Level: Common Core Standards for 10th grade literacy as listed above.
Performance Indicator: Discussions> students are graded on their participation. Questions > the students should ask questions of themselves and the class during the discussion. Tryfold> the assignment should have at least ten bits of data for each section. The student should also be using scholarly sources.
Integration of other subjects: This assignment combines the history of the Panama Canal, researching skills, and reading comprehension, decoding, and compartmentalization.
*For special education students, teacher assistants may assist student to find sources when needed.
Conclusion
Reflection:
What went well? Students were interested and engaged in the subject matter. Tryfold proved and disproved information.
What did not go as planned or anticipated? Not a lot of students were able to find uncommon facts.
What would you change to improve the lesson for next time? Make different sections of the lesson for different groups of the class, so everyone learns from each other during overall discussion. Include required note taking.
Credits
References
Oregon CCSS. (2014). Toolkit:ELA & literacy Implementation-Reading. Retrieved from
Http://www.ode.state.or.us./teach learn/real/newspaper/default.aspx
Vacca, Vacca, Mraz. (2014). Content Area Reading: Literacy and Learning Across the
Curriculum (11 edition). Boston, MA. :Pearson.
Teacher Page
This worksheet needs to be copied enough times for each student to have one. The students may use extra paper if needed.
What you know
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What you think you know
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What you learned
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References