Writing Objectives Assignment PDF

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EDBE 4490 Assignment 1: Writing Objectives 7/21/17 Thematic Unit: Aquatic Animals Grade 2 Time: 4 Weeks Science Lesson Plan: Aquatic Animals and Their Needs 1. Description of the Lesson The purpose of the month long project is to teach the class about the different aspects of aquatic animals. During the 4 weeks, students will be involved in several activities related to the research of aquatic animals. The lesson that I will describe in this assignment focuses on aquatic animals and their basic needs as well as their different characteristics that help them meet their basic needs. The following are the steps in this lesson: a. Teacher will start the lesson by activating the students prior knowledge of aquatic animals. b. The teacher will then show the students a short video going over aquaic animals as a whole: http://study.com/academy/lesson/aquatic-animals-information-lesson-forkids.html c. The teacher will then start a discussion about the different animals in the video and what the students might think those animals basic needs are d. The teacher will then explain that all living things have basic needs but for the lesson we are only going to focus on aquatic animals e. The teacher will then explain that all aquatic animals have physical characteristic and behaviors that help them meet their basic needs f. The teach will then ask the class if they can think of any examples of different characteristics that these animals may use in order to meet their basic needs g. The teacher will then explain that the students will be working in pairs to create a short powerpoint or prezi presentation over 2 different animals (one per student) about those animals basic needs and how their characteristics are similar or different h. The teacher will then take the class to the computer lab to work on the project i. The students will construct the powerpoint or prezi based on the research they have gathered j. The students will then present their findings to the class 2. Texas Essential Knowledge and Skills 1. 112.13(b)(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to: (A) identify the basic needs of plants and animals;

2. 112.13(b)(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to: (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water; 3. College and Career Readiness Standards 1. I. Nature of Science: Scientific Ways of Learning and Thinking E. Effective Communication of Scientific Information. 2. Use essential vocabulary of the discipline being studied. 4. Student-friendly Content Objectives 1. The student will be able to identify at least 5 different basic needs of at least 2 different aquatic animals. 2. The student will be able to compare the physical characteristics of at least 2 different types of aquatic animals. 3. The student will be able to work with a partner on the above objectives and put them into a presentation. 4. The student will be able to put their findings in a PowerPoint or Prezi to present to the rest of the class. 5. English Language Proficiency Standards (ELPS) 1. 74.4(c)(1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (A) use prior knowledge and experiences to understand meanings in English 2. 74.4(c)(1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (F) use accessible language and learn new and essential language in the process 3. 74.4(c)(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and

enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; 6. Student-friendly Language Objectives 1. The student will write their findings in a PowerPoint or Prezi presentation using appropriate vocabulary 2. The student will share their findings with the whole class by explaining in detail what they have found using appropriate vocabulary Thematic Unit: Aquatic Animals Grade 2 Time: 4 Weeks Art Lesson Plan: Pollution in the Ocean 1. Description of the Lesson The purpose of the month long project is to teach the class about the different aspects of aquatic animals. During the 4 weeks, students will be involved in several activities related to the research of aquatic animals. The lesson that I will describe in this assignment focuses on aquatic animals, the ocean, and the pollution that surrounds them. The following are the steps in this lesson: a. Teacher will start the lesson by activating students prior knowledge about aquatic animals in the ocean b. The teacher will activate students prior knowledge about pollution in the ocean c. The teacher will then ask the students to think of their favorite aquatic animal d. The teacher will then call upon some of the students to share what animal they have chosen e. The teacher will then have a conversation with the class about what kind of trash or pollution you might find in the ocean f. The teacher will then ask the students to talk with the students around them about how the trash in the ocean would affect the animal that they chose g. The teacher will teh share a video about trash in the ocean with the class:https://www.youtube.com/watch?v=Ku5dgUtXcLo h. The teacher will then ask the students what they thought about the video and have a brief discussion i. The teacher will then explain to the students what they will be doing today j. The teacher will explain that the students will be working individually to construct a piece of artwork that illustrates both their animal and the pollution in the ocean that might affect their animal k. The teacher will explain to the students that they will be able to use a variety of different materials (ex. Pens, pencils, markers, crayons, paint, paper, recycled objects, “trash”) to construct their project l. The students will then work on their project and once done share it with the class m. The students will then reflect on their art piece as well as another student's piece of work

2. Texas Essential Knowledge and Skills 1. 117.108(b)(2)Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (A) express ideas and feelings in personal artworks using a variety of lines, shapes, colors, textures, forms, and space; 2. 117.108(b)(2)Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (C) identify and practice skills necessary for producing drawings, paintings, prints, constructions, and sculpture, including modeled forms, using a variety of materials. 3. College and Career Readiness Standards 1. I. Key Cognitive Skills C. Research across curriculum 4. Design and present an effective product 4. Student-friendly Content Objectives 1. 2. 3. 4. 5.

The student will be able to work on their own to develop a piece of artwork The student will be able to illustrate their animal on one piece of paper The student will be able to demonstrate trash in the ocean The student will be able to use multiple resources to create their project The student will be able to explain their project to the class

5. English Language Proficiency Standards (ELPS) 1. 74.4(c)(1)Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (F) use accessible language and learn new and essential language in the process 2. 74.4(c)(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order

for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; 3. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (E) share information in cooperative learning interactions 6. Student-friendly Language Objectives 1. The student will be able to write a 3 sentence reflection of their art piece. 2. The student will be able to write a 3 sentence reflection of another student's art piece of their choosing. 3. The student will be able to share their work in front of the class by using grade appropriate and topic appropriate vocabulary. Thematic Unit: Aquatic Animals Grade 2 Time: 4 Weeks Math Lesson Plan: Measure and Chart length of aquatic animals 1. Description of the Lesson The lesson that I will describe in this assignment focuses on measurement and creating graphs. The following are the steps in this lesson: 1. The teacher will start the lesson by activating students prior knowledge about measurement. 2. Teacher will ask kids to get their individual white boards out and write down the answer to 1 foot = _____ inches 3. Teacher will ask students to raise hand for the answer, student will answer with 12 inches. Teacher will then ask students to convert 1.5 feet = _____ inches. Answer is 18 inches. 4. Teacher will then ask students to get out their iPads, rulers and something to write with, and also any markers or colored pencil’s they had. Teacher would also get out a measuring tape. 5. Teacher asks students to look up how long a full grown lobster is, and then using their ruler and a piece of paper, draw a line of how long the lobster would be.

6. Students will then get into groups of 3-4, and using their rulers together, measuring out different distances of different aquatic animals using rulers on the floor or the white board or measuring tape. Students will document their findings in a chart with the animal and the length. 7. After documenting their animals, students will work within their group to create a bar graph using the data they collected on their animals. 8. Students will present their bar graphs to the class explaining the parts of the graph, and how the length of each bar represents the data they collected. 2.

Texas Essential Knowledge and Skills

(9) Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to: ○ (D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes; (10) Data analysis. The student applies mathematical process standards to organize data to make it useful for interpreting information and solving problems. The student is expected to: (A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category;  3. College and Career Readiness Standards IV. Measurement Reasoning A. Measurement involving physical and natural attributes 1. Select or use the appropriate type of unit for the attribute being measured. 4. Student-friendly Content Objectives 1. The student will be able to use a ruler to measure out the length of aquatic animals. 2. The student will be able to draw a bar graph, labeling the x-axis, y-axis, drawing bars, label, title, and number. 3. The student will be able to explain verbally why the length each individual bar in the bar graph represents the data collected on aquatic animals. 4. The student will be able to perform multiplication problems to convert from inches to feet. 5. English Language Proficiency Standards (ELPS) (3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:

D) speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency; (E) share information in cooperative learning interactions (H) narrate, describe, and explain with increasing specificity and detail as more English is acquired (5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: (B) write using newly acquired basic vocabulary and content-based grade-level vocabulary 6. Student-friendly Language Objectives 1. The student will be able to write their data in a chart and label their graph using newly acquired vocabulary words. 2. The student will help present to the class his/her group’s graph, explaining in detail the aspects of the graph. Thematic Unit: Aquatic Animals Grade 2 Time: 4 Weeks Reading Lesson Plan: Research and write about favorite aquatic animal 1. Description of the Lesson The lesson that I will describe in this assignment focuses on reading skills and learning about the animals in the sea. The following are the steps in this lesson: 1. Teacher will begin lesson with reading “Under the Sea” by Anne Rooney. Students will be free to sit where they want for the reading. 2. Students will then return to desks to write 1 brief paragraph, about their favorite animal we read about, including characteristics, needs, and anything else they love about their animal. 3. After 20-25 minutes of writing, students will read aloud their 2 paragraphs to their elbow partner. 4. Next students will all get out their iPad’s, and begin researching about their animal. 5. Students will be writing a 1 page research paper, about the animal they have chosen. 6. Students will spend time researching their animal on their ipad, or if they know of any books in the library, may go check out a book to research their animal. 7. Research paper will be due at the end of the week. (Students have 4 days to prepare)

2.

Texas Essential Knowledge and Skills

(2) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (F) identify and read contractions (e.g., haven't, it's); (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (5) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine the relevant meaning of unfamiliar words or multiplemeaning words; (19) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:  (A) write brief compositions about topics of interest to the student;  3. College and Career Readiness Standard I. Writing A. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author’s purpose. 2. Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. II. Reading B. Understand new vocabulary and concepts and use them accurately in reading, speaking, ...