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Jonathan Brown 11/29/13 Hayes Middle School/8th Grade West Virginia Studies Lesson 3: Task Six - Incorporation ofa

literacy strategy (Jigsaw Group Activity) INSTRUCTIONAL OBJECTIVES/ STUDE T OUTCOMES

* Students will be able to work cohesively in groups, and with other groups, to discover and gather information resources that pertain to the five steps of writing. WVCSOS W.8.2(c)-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. NATIONAL STANDARDS

NL-ENG.K-12. 8 Developing Research Skills Students use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge. MANAGEMENT FRAMEWORK

Overall Time: 45mins. Time Frame: - 5 min. Introduction! Check for Prior knowledge/ Diagnostic Assessment - 5 min. Lecture/ Power point/ Explanation ofInstructions - 5 min. Grouping of Students - 20 min. Group Activity/ 5 Steps of writing/ Discovery of missing information - 10 min. Handout! Questionnaire/ Summative Assessment STRATEGIES *Teacher Led Discussion * Guided Instruction *Collaborative Learning (Group)
I

DIFFERENTIA TED INSTRUCTION/ Needs based planning

ADAPTIONS/

INTERVENTIONS

*Learning Disabilities- modified instruction * Attention Differences - guided instruction * Sensory Differences- vary content delivery *Ability Difference - differentiated instruction *Motivational Differences - personalized content *Physical Differences - extended time for assignments *Communication Differences - guided instruction *Cultural Differences - translator/ interpreter * Enrichment- Extension activities

*Multiple Intelligence Addressed: (Check All that Apply) -Verbal/linguistic ++ -spatial ++ -logical/mathematical -bodily (kinesthetic) ++ -musical -naturalist -interpersonal ++ -existential -other PROCEDURES IntroductionlLesson Set

++

*Introductionl Check for prior Knowledge: Essential questions: -What do you think a jigsaw activity is? -Do you know the five steps ofthe writing process? *State Objectives Body and Transitions *Short Power-point -Explains jigsaw activity *Grouping! Group Activity *Worksheet Activity - Table with the five steps of the writing process - Each group has different worksheets with one of the steps - 1 group member must visit other groups to retrieve the missing information and \ report back to his/her home group. - The stationary group members had to explain their step to the visiting students from other groups *Restate Objectives! Check for Understanding

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Closure * Questionnaire Handout! Student Evaluation of the activity

*Teacher Led discussion! Question and Answer/ Brainstorm -Would learning be more interesting if this type of activity was used more? - How well did your group work together? - What didn't you like about it?

ASSESSMENT Diagnostic *Essential Question: Start of class -What do you think ajigsaw activity is? -Do you know the five steps of the writing process? Formative

*Stating Clear Objectives - Pausing during lecture and presentation to makes sure the students have a clear understanding of the lesson, and the given assignment. * Worksheet activity / Guided Evaluation / Assessment of understanding Summative Assessment * Student Produced finished tables including all five steps of the writing process gather from discovery and collaboration with other groups.

MATERIALS Technology: * Smart board * Speakers/ Audio recording of Video (if there is a problem with the smart board)

Printed Materials: * Worksheet for group activity with table of the five steps of writing process Supplies: * Notebook Paper * Pencil * Printer Paper Internet Resources

EXTENDED ACTIVITIES

If student finishes early: - Students can begin on any homework assignments they have. If lesson ends early: - Students will participate in a think aloud to brainstorm! providing feedback on the activity POST TEACHING Reflections -Did the students enjoy this lesson? - Did the students learn anything from this lesson? - How interested were the students? - Was there anything I could have done to draw the student's attention in more? After teaching this lesson I felt comfortable that the students enjoyed the lesson, and gained some knowledge about writing. The only thing I can think of that I could have done different would have been to extend the activity over two days, and then assessed them on the actual steps of writing and not on an evaluation of the whole activity; but I felt that I needed to get feedback on the activity for future implementation in the classroom.

5 Steps of the Writing Process


Step Prewriting Description
An activity that causes the writer to think about he subject. The writer organizes his thoughts before he begins to write. The process of putting ideas down on paper. The focus is on content not mechanics The process of refining the piece of writing. The writer adds to a writing piece. The writer reorganizes a piece of writing. The writer shares his story Mechanical, grammatical and spelling errors are fixed in the writing piece. The writing piece is prepared in final form, including illustrations. The writer shares his writinq with others.

Strateqies
Drawing Talking Brainstorming Graphic organizers Research Listing Field Trips Taking notes, Organizing thoughts into paragraphs, Writinq a first draft Peer editing Conferencing Share Chair or Author's Chair

Drafting

Revising

Editing

Publishing I \l
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Checklists Rubrics Editing Checklists Proofreadinq Reading aloud Reading to a group Displaying in the room Printing the books Web publishinq

Group One: 5 Steps of the Writing Process


Step Prewriting Description
An cctivity that causes the writer to think about he subject. The writer organizeshis thoughts before he beginsto write.

Strategies
Drawing Talking Brainstorming Graphicorganizers Research Listing Field Trips

Drafting

Revising

Editing

Publishing

Group 2: 5 Steps of the Writing Process


Step Prewriting Description Strateqies

Drafting

The process of putting ideas down on paper. The focus is on content not mechanics

Taking notes, Organizing thoughts into paragraphs, Writing a first draft

Revising

Editing

I\;

Publishing

Group 3: 5 Steps of the Writing Process


Step Prewriting Description Strategies

Drafting

Revising

The process of refining the piece of writing. The writer adds to a writing piece. The writer reorganizes a piece of writing. The writer shares his story.

Peer editing Conferencing Share Chair or Author's Chair

Editing

Publishing

Group 4:
Ing process 5 St eps 0 f th e W rliti
Step Prewriting Description Strateqies

Drafting

Revising

Editing

Mechanical, grammatical and spelling errors are fixed in the writing piece.

Checklists Rubrics Editing Checklists Proofreading

Publishing

Group 5:
5 Steps of the Writing Process
Step Prewriting Description Strategies

Drafting

Revising

Editing

Publishing

The writing piece is prepared in final form, including illustrations. The writer shares his writing with others.

Readingaloud Reading to a group Displaying in the room Printing the books Web publishing

Process
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Group One: 5 Ste s of the Writin


Ste Prewriting Descri tion
An cctivity that causes the writer to think about\he subject. The writer organizes his thoughts before he begins to write.

Process
Strate ies
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Drafting

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1.) Did you like this jigsaw group activity? why? ( was it fun?)

2.) Do you think you these five writing strategies could be helpful if you had to write a research paper, or if you wrote a story?

3.) Pick one step that you think is important and explain why you think it is important?

4.) Do you think you would enjoy doing more activities like this in the future?

5.) Do you think Mr. Brown did a good job explaining how a jigsaw works, and the assignment that he gave you? give one reason why or why not you think he did or didn't do a good job?

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