- Number of visits 394
- Number of saves 19
- Number of comments 2
Description
- Overview:
- This lesson will allow students to select and share what details are important on a topic. Groups of students will research a topic and then discuss and determine the top 25 important things someone should know about the topic.
- Subject:
- Applied Science, Arts and Humanities, Business and Communication, Career and Technical Education, Education, English Language Arts, History, Life Science, Mathematics, Physical Science, Social Science
- Level:
- Lower Primary, Upper Primary, Middle School, High School
- Material Type:
- Lesson, Teaching/Learning Strategy
- Author:
- Lynn Ann Wiscount, Vince Mariner, Erin Halovanic
- Date Added:
- 07/07/2020
- License:
-
Creative Commons Attribution
- Language:
- English
- Media Format:
- Text/HTML
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Standards
Common Core State Standards English Language Arts
Grade 5,Reading for Informational TextCluster: Integration of Knowledge and Ideas.
Standard: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Writing
Standard: Conducting Research
Indicator: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Degree of Alignment: 2.5 Superior (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Content
Indicator: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
Degree of Alignment: 2.5 Superior (2 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration - Collaborative Discussion
Indicator: Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others' ideas and expressing their own clearly.
Degree of Alignment: 2.5 Superior (2 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration - Collaborative Discussion
Indicator: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Degree of Alignment: 2.5 Superior (2 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration - Collaborative Discussion
Indicator: Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
Degree of Alignment: 2.5 Superior (2 users)
Learning Domain: Writing
Standard: Conducting Research
Indicator: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Conducting Research
Indicator: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Content
Indicator: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic; include graphics and multimedia when useful to aiding comprehension.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Speaking and Listening
Standard: Conventions of Standard English
Indicator: Demonstrate command of the conventions of standard English when speaking, based on Grade 5 level and content.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic clearly.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic clearly.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration - Collaborative Discussion
Indicator: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Speaking and Listening
Standard: Comprehension and Collaboration - Collaborative Discussion
Indicator: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.
Degree of Alignment: 2 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic clearly, including a preview of what is to follow.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic clearly, including a preview of what is to follow.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and write about one specific topic.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
Degree of Alignment: 1.5 Strong (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory
Indicator: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
Degree of Alignment: 1 Limited (2 users)
Learning Domain: Writing
Standard: Informative/Explanatory - Focus
Indicator: Identify and introduce the topic for the intended audience.
Degree of Alignment: 1 Limited (2 users)
Learning Domain: Reading for Informational Text
Standard: Integration of Knowledge and Ideas.
Indicator: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Degree of Alignment: Not Rated (0 users)
Evaluations
Achieve OER
Average Score (3 Points Possible)| Degree of Alignment | 1.9 (2 users) |
| Quality of Explanation of the Subject Matter | 3 (1 user) |
| Utility of Materials Designed to Support Teaching | 1.5 (2 users) |
| Quality of Assessments | 2 (2 users) |
| Quality of Technological Interactivity | 2 (1 user) |
| Quality of Instructional and Practice Exercises | 1.5 (2 users) |
| Opportunities for Deeper Learning | 1 (2 users) |
on Feb 25, 02:31pm Evaluation
Quality of Instructional and Practice Exercises: Limited (1)
This lesson presumes extensive background knowledge with using rubrics as assessment tools, note-taking, and methods of online research.
Students are asked to compile a list of "Things I Didn't Know" about a topic while researching but no number of facts is specified in the lesson plan. However, later on the students are asked to share their five facts to the group in order to compile a group list of 25 facts about a topic.
25 facts may be too many for some students, so it's up to the discretion of the teacher to modify this task as necessary. This lesson is more suited to classes who have extensive note-taking and online research experience. Certainly younger students or those who have little experiencing conducting online research must be guided through the process. Whole class work is recommended for this.
Is the group presentation rubric for self-assessment, for the audience, or for the teacher?