Performance Based Project<br />Education 513OL<br />Models of Teaching<br />Jasmine Rudy<br />10/3/11<br />
Gradual Release of Responsibility- GROR<br />Objective: <br />to gradually release the responsibility of task completion from the teacher to the students.<br />
Teaching Strategies Used:<br />Direct Instruction/Modeling<br />Guided Instruction (whole group & small group)<br />Collaborative Learning<br />Independent Practice (with teacher conferring)<br />Assessment (formative & summative)<br />
Balto<br />“Who is Balto and what is his significance in Alaska?”<br />Language Arts:<br />Vocabulary<br />Objective: Students will learn the history of Balto and be able to retell the story of Balto in their own words. <br />The lessons included in this project will focus on the vocabulary aspect of the unit. The objective of these lessons is that students will be able to identify the meaning of their vocabulary words and use them in context.<br />
Direct Instruction/Modeling:<br />Activity Day 2: Teacher will read and model determining the definition of words using context clues.<br />Activity Day 3: Teacher will read aloud to the students, pausing to identify the vocabulary word and model the process of identifying the meaning of the word.<br />Activity Day 5: Using illustrations as clues. Creating illustrations.<br />Activity Day 7: Dictionary project. Review rubric. Model project.<br />
Guided Instruction:<br />Whole Group<br />Activity Day 2: Teacher and students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning. They will then revisit the definition on the chart and make changes if needed.<br />Activity Day 4 & 6: Popcorn reading with pauses to identify and define vocabulary. Definitions recorded on vocabulary worksheet.<br />Activity Day 7: Balto Jeopardy.<br />
Guided Instruction:<br />Small Group<br />Activity Day 2 & 3: Students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning and make any changes to the definitions on the chart as needed.<br />Activity Day 5 & 6: Read additional chapters. Brainstorm ideas for term illustrations. <br />
Collaborative Learning:<br />Collaboration 1: Define vocabulary terms using context clues. Record definitions on chart paper. These charts will be presented to the whole class.<br />Collaboration 2: Illustration creation. Groups will have collaborated on two assigned terms to create illustrations which will be presented to the class.<br />Collaboration 3: Class Dictionary<br />Other Concurrent Activities:<br />
Independent Practice:<br />-Exit Slip<br />-Creation of definition for terms (homework)<br />-Word Splash Activity (homework)<br />Student/Teacher Conferring:<br />Teacher will meet with students to:<br />-Review process used in determining the meaning of a term.<br />-Discuss status of dictionary pages and aid students in brainstorming process.<br />
Assessment:<br />Formative<br />-Homework<br />-Exit Slip<br />-Products from collaborative work<br />-Observation during lessons and guided instruction<br />-Questioning throughout lessons<br />Summative<br />-Pre-test on vocabulary terms<br />-Vocabulary quizzes throughout unit<br />-Unit assessment<br />
Lesson Created by: Jasmine Rudy<br />GROR Planning tool provided by: Edu 513OL<br />Re-created by: Jasmine Rudy<br />Optimal Learning Model provided by: http://www.literacyleader.com/?q=node/477<br />Pictures taken by: Jasmine Rudy<br />Rubric, example, jeopardy game, word splash created by: Jasmine Rudy<br />Balto picture courtesy of: http://www.animationsource.org/balto/en/<br />Clip art provided by: <br />http://axelmeierhoefer.wordpress.com/2011/06/08/from-brainstorming-to-brainsteering-channeling-creative-ideas-into-productive-solutions/<br />http://school.discoveryeducation.com/clipart/clip/dmbtest.html<br />Book cover: www.amazon.com<br />Vocabulary list: Scholastic<br />Credits:<br />
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