Beacon Lesson Plan Library

Independent - To Be or Not Top Be - Day 8, Lesson 6: Weave a Web of Words

Katie Koehnemann
Bay District Schools

Description

Students will apply writing strategies to web their ideas and write a first draft for their summative oral presentations in which they will address the guiding question, Independent – To Be Or Not To Be?

Objectives

The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks).

The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion).

The student uses strategies to speak clearly, (for example, rate, volume, phrasing, enunciation).

The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).

The student uses visual aids, technology, or demonstrations to support a presentation.

The student uses nonverbal strategies to engage an audience (for example, eye contact, gestures, posture, facial expressions).

The student understands reasons Americans and those who led them went to war to win independence from England.

The student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution (for example, the French and Indian War, the Stamp Act, the Boston Tea Party).

Materials

-Students’ Independent notebook
-Transparency of the Oral Presentation Rubric
-Overhead projector with viewing surface
-Transparency of Webbing tool (In Associated File)
-Copy of Webbing tool (In Associated File) for each student
-Notebook paper
-Writing implements

Preparations

1. Make transparency copy of Planning My Reasons webbing tool. (In Associated File)
2. Make student copies of Planning My Reasons webbing tool. (In Associated File)
3. Have a transparency of the Oral Presentation Rubric.
4. Students need their Independent notebooks.
5. Have an overhead projector with viewing surface.

Procedures

NOTE: Students will take the Summative Assessments A and B today during the Social Studies time of the day. This is displayed on the Daily Teaching Matrix, located in the Unit Plan Overview. (See the link to this unit at the top of this page.) The assessments are located in the appropriate files.

This lesson is designed as the Writing component; however, students may require more time than that block allows. A suggestion is to utilize time from other blocks to accommodate the size of the task. Adjusting time does not mean students miss out on reading, working with words, or other skills taught through the block system. In this assignment, they are enhancing, enriching, and extending what they have learned by using the writing process. Through this critical thinking process, students apply, analyze, synthesize, and evaluate in preparation for their presentation of opinion.

1. Place the Oral Presentation Rubric transparency on the overhead projector as students view their copies of the rubric. Review with students, elements of the rubric to make sure the requirements of the task are clear.
Language of the rubric to review with students:

Preparation:
Investigation has been completed through the other lessons.
Recording has been completed through the other lessons.
Webbing in this lesson.
Drafting in this lesson.
Revision after receiving assessment feedback and peer feedback.

Organization and Content:
Introduction as it pertains to writing and the content.
Body as it pertains to writing and the content.
Conclusion as it pertains to writing and the content.

Delivery:
Visual aid as it pertains to the content of their presentation.
(Verbal and Non-verbal elements of the rubric will be addressed in another lesson.)

2. Display on overhead Planning My Reasons (In Associated File) webbing tool.

3. Hand out to students, copies of the webbing tool. (In Associated File)

4. Remind students of the task. They are responding to the guiding question, Independent – To Be Or Not To Be? They are preparing an oral presentation by giving their opinion. They answer the following guiding question. (Should the colonists have fought for independence or not?) They must support their opinions with historical facts and reasons as directed by the criteria of the rubric. The presentation does not have to be a speech, but any one of a number of possibilities. (See suggestions on wall chart, Lesson 1: I Pledge Allegiance.)

5. Review the purpose of webbing. The web helps to organize the historical events and reasons they will use to support their opinions. Explain to students that they are to use information from their investigation of significant events (QAD) and self-reflection pages as resources.

6. Allow students time to work independently on their webbing tools. Formative assessment occurs as student work is monitored by conferencing with students as they work. Check for understanding of the task, correct usage of resources, and clear understanding of their personal opinions and how to support them with facts.

7. Once webbing is complete, students write a draft of their presentations.

8. As students draft, monitor their work by reading, posing questions, and formatively assessing their responses for accuracy of content and purpose.

9. Allow students to begin creating their visual aids.

10. Collect student work for further review and feedback or have students place work in their notebooks.

Assessments

As students work independently on the webbing tool and drafting, formative assessment occurs by conferencing with students. Check for understanding of the task, correct usage of resources, and clear understanding of their personal opinion and how to support it with facts. Monitor their work by reading, posing questions, and formatively assessing their responses for accuracy of content and purpose.

Extensions

1. The writing process, and this assignment in particular, requires students to do some deep critical thinking as they apply, analyze, synthesize, and evaluate material. Students who struggle with these processes will need extra guidance and conferencing with the teacher or peer student. It may be advantageous to pair some students up to assure all students a margin of success.
2. Liberty and Justice for All is an interactive Student Web Lesson. The lesson addresses this standard: the student understands reasons Americans and those who led them went to war to win independence from England. (See link to unit plan at the top of this page.)
3. United We Stand is an interactive Student Web Lesson. The lesson addresses this standard:, the student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution. (See link to unit plan at the top of this page.)
4. Lessons may reflect modifications of, but are designed in conjunction with, the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. It is suggested that you have a historical fiction or a non-fiction book selected for use with the Shared Reading Component. Also, for the Self-Selected Reading Component, you will need to have appropriate period books available for which students to choose.
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2956. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, if any.

Web Links

Ooffers guidelines and links to help you utilize visual aids to create an effective speech.
Virtual Presentation Assistant

There are numerous good pointers. Click on any item, Using Visual Aids, Making Transparencies, Making the Most of an Oral Presentation, and more.
Table of Contents

Offers speaking strategies and presentation tips.
Peak Performance

This site offers easy speech writing for those who just can’t get started. Not recommended that students use this fill in the blank format, but it may help someone who is experiencing a writer’s block in getting started.
The Internet Library of Speeches

Oral Presentations, A Printable Checklist is a guide to help students in their preparations. Scroll to the bottom and click Create Printable Checklist.
PBL

Attached Files

Planning My Reasons web     File Extension: pdf

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