Children's Literature Task 2.docx - Running head Barbara...

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Running head: Barbara Thomasson 1 Barbara Thomasson WGU Children’s Literature C-239 Task 2 PAGE 1
A. WGU Connected Learning Segment Template General Information Teacher Education Candidate Name: Barbara Thomasson Date Developed: 12/22/2018 Connected Learning Segment Title: It’s a Revolution! Period/Time Estimate: 3 class periods of 60min Subjects (3): Social Studies, ELA, Technology Grade Level: 5 Number of Students: 24 Central Focus: The central focus is a topic such as the solar system, life cycles, the Civil Rights Movement. The American Revolution Lesson 1 Information State-adopted Content Standard (or Common Core State Standards, if applicable) Subject Learning Objectives(s) (Behavior, Condition, Criteria) Instructional Plan: Strategies and Learning Tasks Description of Formative and Summative Assessment GLE.SSS-4.1.1 . Understands and creates timelines to show how historical events are caused by other important events (OSPI, 2018). Social Studies Given a list of 10 historical events leading to the Declaration of Independence, students will place events in chronological order on a timeline with 80% accuracy. Students will have already read, “ Liberty!: How the Revolutionary War Began ” (Penner, 2003) in a previous lesson. The teacher will discuss with students that today, they will work in their table groups to find important events in the book. Each student will have a copy of the book to work with. The teacher will demonstrategoing through the book and coming across an important event. She will then write the event down on a notecard with the date and a description of what happened and why. They will then be asked Formative Assessment: During guided practice and class disscusion, the teacher will walk around the classroom asking questions such as “Why do you think that happened?” or “Why do you think they felt that way?”, to assess student understanding. Summative Assessment: Students will be given a worksheet with ten key historical events leading up to the Declaration of Independence listed on the bottom of the page. The top will have a timeline drawn with the years listed PAGE 2
to line their notecards up in chronological order starting with what happened first. The teacher will explain that each event leads up to one very important event. Students will work together in their table groups to find key dates and events in the book and write them on notecards. The teacher will walk around the classroom, checking in with each group to assess understanding. After writing down key events, the students will place their notecards in the order the events happened. The teacher will then lead a class discussion. The students will be asked to share the events they wrote down according to what happened first. The teacher will write down the events shared on the overhead projector, in the order that events happened. “The teacher will ask “Why do you think that happened?”, “Why do you think they felt that way?” and “How would you feel?” to help students understand the motivation behind the events they listed.

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