week 6 assignment #3

ELA Writing Lesson Plan (Activity-based lesson adjusted to common core)

Lesson topic: Diary of a teenage refugee, (see article) Grade level: 5th grade Time frames: 2 weeks

1. What learning objectives/main ideas do students need to know (maximum of 3)? l   Students can connect to the real-world event. l   Students can learn how to write an appealing article to increase public awareness through submitting to school or local newspapers. l   Students can learn how to make a presentation.

2. What common core skills will be introduced or reinforced during this lesson? l   W. 5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. l   W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. l   W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. l   W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. l   W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. l   W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. l   W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. l   W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. l   W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. l   W.5.10. 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 discipline-specific tasks, purposes, and audiences.

3. Which content area standards are addressed in this lesson? l   ELA Common Core State Standards – Writing, Grade 5

4. What academic and content specific vocabulary is introduced in this lesson? l   refugee l   smuggler l   UN l   latrine l   NGO

5. What materials (e.g. activity sheet, map, song) will I present to students? l   WhatsAPP  demonstration l   paper l   PPT or Prezi l   Newspapers l   World map

6. What activity, if any, will I use to settle students and establish a context (DO NOW)? l   As a refugee, what are they scared?

7. How will I open the lesson (MOTIVATION) and capture student interest? l   Show the main character’s picture and ask them how they read from her eyes. l   Encourage them to submit an article over refugee issue in their view to school or newspaper editors.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized? l   Teacher can invite a real-world editor to share the tip when they write their assignment. So students can learn how to make contact, prepare interview questions, make a thank you note, and how to dress up. l   Demonstrate the basic functions of PPT or Prezi and how to express their framework of article. l   Show them how to use word processor and the format to complete an article.

9. How will I differentiate instruction with multiple entry points for diverse learners? l   For better-skill or willingly challenge students, ask them to design a pamphlet over refugee issue from adapting their presentation content.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion? l   What a civil war can change a person physically and mentally? l   What are the policies of different countries over refugees? l   What are their living environment v.s. American children’s? please compare. l   If you were a president, will you embrace the refugees? Why or why not? l   What a student can DO NOW for refugee future.

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson? l   Oral presentation (rubrics, the elements include content, ICT skills, expression skill, dress) l   The article content and format. (rubrics) l   The interview questions. (rubrics) l   The process of communication of newspaper editor when they submit the article. (through the evidence of e-mail)

12. How will I bring the lesson to closure (Summary Questions)? l   Share the strength of the published article written by classmate. l   Share the overall feedback from editors after collecting them through emails.

13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP l   Have a debate over “assist refugee or not” • ENRICHMENT ACTIVITIES l   Have teleconference to interact with a real refugee. l   Watch documentary about refugee life. • HOMEWORK l   Use word processor to key in article. l   Make a PPT or Prezi. l   Contact with newspaper editor via e-mail. (cc teacher and parents)

14. What topics come next? TOMORROW l   Write down students’ opinions about how to prevent civil war. DAY AFTER l   Write down how students perceive this country and make a topic.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) •  STRENGTHS l   Students learn to real-world event and contribute their efforts. • WEAKNESSES l   Some students’ articles might successfully get published, some might not. How to balance their emotion. • AREAS to WORK l   Invite an editor to give speech in advance. • THINGS TO CHANGE l   Rubrics for assessments should discuss with students.