Week 6: Activity Strategies, Texts, & Resources Scaffolding Idaho Core Standards FORMATIVE Options Connection ASSESSMENT (Content Standards if Y/N applicable) Monday: Curate poems written throughout unit by Short→ Long Draft Drafting/Composing elaborating/composing in preparation for Supported→ culminating project. Students may also compose a Independent new poem and/or prepare a collection of poems. Learning→ Doing→ Reflecting Note: Students may work at their own pace during Model→ Mentor→ this week and may need extra time at recess, lunch, Monitor or at home. W.5.3 Tuesday: Revise poems by working in partners with Google Supported→ Revisions Write narratives to develop real or Revising Form revision tool. Independent imagined experiences or events using effective technique, Whole→ Part→ descriptive details, and clear event Whole sequences Learning→ W.5.4.Produce clear and coherent Doing→ writing in which the development and organization are appropriate to Reflecting task, purpose, and audience. Model→ Mentor→ Monitor W.5.3 Wednesday: Finalize poem and prepare for web publication by Supported→ Polished draft/ Write narratives to develop real or Polishing/ mapping an d planning presentation using Independent storyboards imagined experiences or events using effective technique, Storyboarding storyboards as a guide Whole→ Part→ descriptive details, and clear event Practice performing poetry. Ideas for practice Whole sequences are . Learning→ W.5.4.Produce clear and coherent Doing→ writing in which the development and organization are appropriate to Reflecting task, purpose, and audience. Model→ Mentor→ Monitor W.5.6 Thursday: Build presentations using poem, web tools, original Supported→ Presentations in With some guidance and support Tech Time art or approved images Independent progress from adults, use technology, including the Internet, to produce Whole→ Part→ and publish writing as well as to
Week 6: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Drafting/Composing Curate poems written throughout unit by elaborating/composing in preparation for culminating project. Students may also compose a new poem and/or prepare a collection of poems. Note: Students may work at their own pace during this week and may need extra time at recess, lunch, or at home. Short→ Long Supported→ Independent Learning→ Doing→ Reflecting Model→ Mentor→ Monitor Draft Tuesday: Revising Revise poems by working in partners with Google Form revision tool. Supported→ Independent Whole→ Part→ Whole Learning→ Doing→ Reflecting Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences W.5.4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Revisions Wednesday: Polishing/ Storyboarding Finalize poem and prepare for web publication by mapping an d planning presentation using storyboards as a guide Practice performing poetry. Ideas for practice are . Supported→ Independent Whole→ Part→ Whole Learning→ Doing→ Reflecting Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences W.5.4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Polished draft/ storyboards Thursday: Tech Time Build presentations using poem, web tools, original art or approved images Supported→ Independent Whole→ Part→ W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to Presentations in progress