Is Summer Break Necessary?

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Is Summer Break Necessary? by Mind Map: Is Summer Break Necessary?

1. Standards

1.1. Standard - CC.1.3.3.A Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.

1.1.1. Standard - CC.1.2.5.H Determine how an author supports particular points in a text through reasons and evidence.

1.1.1.1. Standard - CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses

1.2. 3.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

1.3. 3.SL.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1.4. 3.SL.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

1.5. 3.SL.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

1.6. 3.SL.1.d Explain their own ideas and understanding in light of the discussion.

1.7. 3.SL.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

1.8. 3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

1.9. 3.SL.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

1.10. 3.SL.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

1.11. 3.SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2. Assessment

2.1. The students were assigned to write a letter to their superintendent about if their school should have a summer break or not.

2.2. The teacher called on some volunteers to voice their opinion and thoughts at the end of the lesson. This lead to an overall discussion of the purpose and importance of school. She also asked if anyone changed their mind/opinion and asked why

3. Materials

3.1. Article

3.2. 3 index cards (1-red 1-yellow 1-green) to take turns talking and indicating who has an answer or question

3.3. Pencil/writing utensil

3.4. Note sheet/graphic organizer to write opinion and evidence

3.5. Folders

4. Activity

4.1. The students are in groups of about 4. In their groups, the students are voicing their opinions as well as finding textual evidence to support their opinion on if their school should have long summer break or not.

5. Goals

5.1. The students are to form their own opinion on if their school should have a long summer break or none at all.

5.2. The students will find text evidence to support their opinion within the article that they have been reading for the past day.

6. Strategies Used?

6.1. There were several collaboration groups (4 to a group)

6.2. The teacher was asking questions to expand, deepen and even question the students thinking and/or opinion.

6.3. The teacher reviewed the article and overall day with the students to prepare them.

6.4. Some students were using their pointer finger to help them read the article.

6.5. The teacher helped a student stay focus reading by pointing her finger to his paper.

6.6. The teacher had an group expectations chart that allowed the students to visually see what is expected when they are in their groups.

6.7. The teacher modeled and showed the students what she wanted to see and expect (I.E. going over the expectation chart and putting a hand to her ear indicating that the students in their groups should be listening; "brown table make sure you are focused" "show me five" and raising her hand indicating everyone to settle down)

6.8. 3 index cards (1-red 1-yellow 1-green) to take turns talking and indicating who have an answer or question

6.9. The teacher prompted the students and made them look back into the article to find evidence to support their opinion

7. Content

7.1. Grade 3

7.2. ELA // Literacy // Writing

7.3. The students are discussing about an article, forming an opinion, supporting that opinion with evidence from the articles and writing an email to their superintendent about if their school should have a long summer break or not.

8. Differentiation

8.1. In this video, I personally did not see any differentiation being used. I think I saw graphic organizers being used, but it was hard to see. One idea for differentiation for this lesson could be using different variations of the article, like different reading levels.

9. Student Engagement

9.1. The students were in groups of about 4. Each member got to talk or express their opinion. This allowed the other students to listen to their peer's thinking process and maybe adjust theirs.

9.2. The students were overall very engaged during this lesson because it was student based. All of the students were participating and listening to their peers when they were discussing their different opinions.