Week Five Start Summative Assessment – Activity/Strategy Instructional Notes Texts and Sequencing and Formative Targeted Resources Scaffolding Assessments Vocabulary Monday: Individual Whole class reading of chapter Finish reading TDQs and 22-23 (the last part of the book). The Giver reflective journals and literature circle work Tuesday: Explain summative assessment Modeling of expectations Annotated and show rubric. Explain process Go through: summative assessment through rubrics and bibliography journals that each student will and rubric detailed requirement sheet complete as they work through Backward the summative assessment. planning Process journal requirements Students sign up for topics and backward plan, dividing up Topic sign up responsibilities to make sure they meet deadlines. Explain Backward plan annotated bibliographies each Model student will create as they conduct database research. Wednesday - Thursday: I will provide ideas for Each group will be assigned countries and time periods countries and/or time periods to Database research Annotated to research that will research that tie into their topics Databases bibliography provide the groups with a and they need to search the Write summaries and annotated variety of systems, which databases to look at each counties’ Process journal bibliographies (each person should help them narrow in system and create an annotated responsible for his/her own on good sources. By bibliography. Each student will annotated bibliography) working in small groups also spend five minutes at the end and dividing up the of each period writing his/her Process Journals (purpose – responsibilities, the work process journal, detailing the metacognitive activity to help them should be more evenly progress, successes and obstacles see what strategies work, don’t distributed than is typical he/she faced that day. work, what progress has been of group work. made, and needs to be made)
Week Five – Start Summative Assessment Activity/Strategy Texts and Resources Sequencing and Scaffolding Formative Assessments Targeted Vocabulary Instructional Notes Monday: Finish reading The Giver Individual TDQs and reflective journals and literature circle work Whole class reading of chapter 22-23 (the last part of the book). Tuesday: Go through: summative assessment and rubric Process journal requirements Topic sign up Backward plan Model Modeling of expectations through rubrics and detailed requirement sheet Annotated bibliography Backward planning Explain summative assessment and show rubric. Explain process journals that each student will complete as they work through the summative assessment. Students sign up for topics and backward plan, dividing up responsibilities to make sure they meet deadlines. Explain annotated bibliographies each student will create as they conduct database research. Wednesday - Thursday: Database research Write summaries and annotated bibliographies (each person responsible for his/her own annotated bibliography) Process Journals (purpose – metacognitive activity to help them see what strategies work, don’t work, what progress has been made, and needs to be made) Databases I will provide ideas for countries and time periods to research that will provide the groups with a variety of systems, which should help them narrow in on good sources. By working in small groups and dividing up the responsibilities, the work should be more evenly distributed than is typical of group work. Annotated bibliography Process journal Each group will be assigned countries and/or time periods to research that tie into their topics and they need to search the databases to look at each counties’ system and create an annotated bibliography. Each student will also spend five minutes at the end of each period writing his/her process journal, detailing the progress, successes and obstacles he/she faced that day.
-The-Giver-Unit-Plan.docx