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Angela Magnuson |
6. 21. 05 |
60 Minutes |
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7th Grade |
25 Students |
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Language Arts |
Lifestyle Choices |
0 IEP Students |
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LESSON PLAN: ACTIONS |
*Goal--Students will employ reading strategies to locate, interpret, and summarize information from a variety of internet sites regarding a single topic regarding personal health. They will then use the gathered information to create a concept map meant to help the students to develop a better understanding of their chosen topic. This newly organized information will also serve as a prewriting activity for the one to two page transactive word document they will be expected to write.
*Objectives-
(A) Students will recall elements of successful transactive writing, strategies for persuasive writing, and portions of the writing process (prewriting, outlining, and drafting)
(B) Students will learn a series of pertinent vocabulary words.
(C) Students will be introduced to the concept of the mind/body connection and engage in large group discussion on ways to maintain personal health through healthy decision making. They will also identify ways in which an individual might make choices that are potentially harmful and detrimental to one’s health.
(D) Students will choose a topic for research from a list of four designated topics, which are either beneficial or detrimental to one’s health. The four topics are 1)Nutrition and healthy eating habits 2)Eating disorders 3)Exercise, yoga, or meditation 4)Drug and alcohol abuse.
(E) Students will research their chosen topic over the internet from designated sites.
(F) Students will organize the gathered information into a concept map with regard for five specified criteria. Those criteria are 1)name of organization that exists either to support or prevent your chosen topic, 2) what effect could the individual’s involvement in the topic have on friends, and family, 3)what mental benefit or detriment ensues when individual engages in the topic, 4) what physical benefit or detriment ensues, 5) what emotional benefit or detriment ensues?
(G) Students will create an outline and write a first and final draft of a one to two page persuasive paper meant to either encourage or deter their audience from engaging in their said topic.
*Connections-
This lesson makes connections to :
(1)
1.2 Students make sense of the
variety of materials they read.
1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.16 Students use computers and
other kinds of technology to collect, organize, and communicate information and ideas.
2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.
2.32 Students demonstrate strategies for becoming and remaining mentally and emotionally healthy.
2.33 Students demonstrate the skills to evaluate and use services and resources available in their community.
3.2 Students demonstrate the
ability to maintain a healthy lifestyle.
Working toward my broad goal above students will deepen their understanding of healthy decision making. They will also sharpen their transactive writing skills by going through the writing process and creating a word document that is persuasive, correct, and well-supported. Students will use predominantly verbal/linguistic skills as they work through a series of written assignments meant to demonstrate their knowledge on personal health issues. They will also apply mathematical/logical skills as part of their prewriting organizational preparation.
(2) KDE’s Core Content for
RD-M-x.0.9 Reflect on and
evaluate what is read.
RD-M-2.0.11 Use text features (e.g., lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to understand a passage.
RD-M-2.0.14 Summarize information
from a passage.
And
WR-M-1 Writing Criteria
(regarding purpose/audience, idea development, organization,
sentence structure, language, and correctness).
WR-M-1.1 Reflective Writing- elements of reflective writing may be included as the student brings in relevant information from personal experience with or understanding of their chosen topic.
WR-M-1.4 Transactive Writing- persuasive piece meant to either encourage or deter their audience from engaging in their said topic.
Working toward my objectives above students will use organizational and technological tools to assist in their inquiry through mostly online research as they structure and develop their ideas through writing, charting, and discussing their chosen health topic.
(3) National English Standards, NCTE
In accordance with national
standards, the students will read a series of non- fictional, non-print texts, by way of individualized computer
research. As they acquire new information they will build
a better understanding of themselves, the world
in which they live, and the choices they must make as adolescents. The students
will engage in a series of organizational and writing activities also meant to increase their understanding of the topic
they have chosen as well as the applications
and mechanics of the writing processes that they will employ.
*Context--This lesson will be one part in a series of connected reading and writing assignments dealing with personal and authentic issues of health and wellness for middle school youth. Within this overarching theme, the students will be encouraged to connect present choices to future consequence. Research projects, oral presentations, written documents, and the creation of visual imagery and graphic organizers are the dominant ways in which the students will demonstrate their learning of personal and academic concepts. This particular lesson will extend beyond the completion of a written document as the students will choose one statistic that they feel best represents the bottom line of why an individual should choose to avoid or engage their said activity and create a chart that represents this statistic in a visually appealing way. The chart will then serve as the student’s visual aid which will accompany them during a short 3-5 minute presentation on their topic.
*Materials/Technology/Resources--Found on the Curriculum Page, students will access websites through provided links, during their initial 30 minutes of individual computer time in which they will be expected to research the six criteria that will be transferred to their concept maps. In addition, each student will be required to access at least one print source outside of class. All sources must be cited.
*Procedures-
(1) Sequential Activities: The following procedures will occur during the Friday class, the period before the final draft is due. During the first 20 minutes of class, students will gather into groups according to topic and discuss their findings. This will be the first time student have gathered in small groups to talk about their topics. Each group will decide for each group member, which of the students criteria is their strongest point out of the five concept map criteria (those criteria were also used to create the outline and body of the students’ first drafts).
Once everyone is in agreement and everyone has been evaluated by their group members, each student will list their strongest criteria/point on a piece of paper to be turned in to me by the end of class. This criteria/point is now considered to be the student’s leading piece of evidence in their persuasive piece and may earn them 4 bonus points in the summative assessment of the paper if they include at least four well-constructed sentences about that bit of information.
In the next 40 minutes of class students will work individually on either their research notes, outline, concept map, rough draft, or final draft. During that time I will be individually conferencing with each student in a very brief manner in order to track their progress and check off their progress sheets regarding participation points for their rough drafts.
(2) Mental, Emotional, and Physical Involvement: This lesson will require that students use multiple intelligences in their exploration of health topics and creation of a concept map and persuasive writing piece. The writing will require the use of verbal/linguistic skills, the creation of a concept map will require the use of mathematical/logical skills, and the group and individual inquiry and discussion will elicit the use of both intra- and interpersonal skills.
(3) Questioning: The following are five questions representative of the type of questions I will use to elicit thoughtful response and the recall of prior knowledge from students.
A) What effect might an individual’s abuse of drugs and alcohol have on the users friends and family?
B) Why is it important to have a position statement in the beginning of a persuasive paper?
C) What sort of an audience might an organization that exists to prevent or eliminate eating disorders gear their messages toward?
D) When talking about research, what is one referring to when they mention evidence? How could evidence strengthen a paper?
E) Which of the four topics do you feel effects the largest number of people? How so?
(4) Choice, Authenticity, and Diversity: I believe that the greatest strength of this lesson is its’ authenticity. These health issues covered by this lesson are extremely relevant in the lives of adolescents. In combining academics with content that is relatable to every day life and decision making, I predict the students will take on a sense ownership and perhaps empowerment as they research their chosen topics. That is where the element of choice comes in as the students may pick their topic from a list provided by me. Also students may navigate websites, gather information, compile data, and design their concept maps according to their own strategy so long as they meet expected deadlines and criteria standards. The element of diversity is met in that the topics for inquiry apply to personal issues of health that plague both genders and adolescents of all races and ethnicities.
*Student Assessment- Because
this lesson takes place over the course of a week minimum, there will be many
formative and three summative assessments.
The formative assessments will take place in the middle of every class
period as I check student progress sheets which will include a list of the five
assignments that will make up the total writing packet. The students will receive from 1-5 daily
participation points based on the amount of effort, explanation, and
demonstration of work completed up to that point. Every student will know where they should be
in terms of having begun or completed an assignment because we will, as a
class, verbalize that at the end and beginning of each period. Other formative assessments include turning
in individual vocabulary words, choosing a topic, and meeting and submitting
criteria points when asked to do so. I
will also record participation points based on the student’s ability to
contribute to large-group discussions. One formal summative assessment will be
based on the attached rubric used to grade the final draft of the students’
persuasive health paper. The concept map will also be evaluated and formally
assessed. The final summative
assessment, not included in any separate document with this lesson, will be
based on the student progress sheet.
Students will be required to turn in all five assignments and a total
point value will be based on the inclusion of all five pieces: 1)choice of
topic with research notes, 2)concept map, 3)writing outline, 4)rough draft, and
5)final draft.