Biographies and Autobiographies Narrative Nonfiction Informational Nonfiction Nonfiction Reading a biography or autobiography and sharing it with others Select book using I PICK strategy Read book Student plans and works on project at home Marzano’s Hierarchy of Thinking Skills and symbolism Share Teacher shares directions and expectations Select book from library using I PICK strategy Students get empty cereal box Students are given directions and expectations Conference with teacher to discuss plan Marzano lesson using Dear Willie Rudd and create questions Lesson on symbolism Present Book in the Box to class Place projects in school library <ul><li>Can I read and comprehend the information in the biography or autobiography? (6.5) </li></ul><ul><li>Can I correctly organize the information needed for the book project? (6.6) </li></ul><ul><li>Did I effectively share the information about my book? (6.2) </li></ul><ul><li>Can I recognize symbolism in literature? </li></ul><ul><li>What did I learn and how can I improve my next project? </li></ul>Self reflection NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULE UNIT MAP CURRENT UNIT 1 3 2 4 5 6 7 8
Authentic Learning Scale Glenvar Middle School <ul><li>Higher-Order Thinking </li></ul><ul><li>lower-order thinking only 1… 2… 3… 4*… 5… higher-order thinking is central </li></ul><ul><li>Depth of Knowledge </li></ul><ul><li>knowledge is shallow 1… 2… 3… 4*… 5… knowledge is deep </li></ul><ul><li>Connectedness to the World Beyond the Classroom </li></ul><ul><li>no connection 1… 2… 3… 4*… 5… connected </li></ul><ul><li>Substantive Conversation </li></ul><ul><li>No substantive conversation 1… 2… 3… 4… 5*… high-level of substantive conversation </li></ul><ul><li>Social Support for Student Achievement </li></ul><ul><li>Negative social support 1… 2… 3… 4… 5*… positive social support </li></ul><ul><li>Indicates the degree of measure of evidence of the strand in “Book in the Box” unit </li></ul><ul><li>Newmann, F.M. & Wehlage, G.G. (April, 1993). Five Standards of Authentic Instruction, 50(7), pps. 8-12. </li></ul>
. 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness B L O O M’ S T A X O N O M Y <ul><li>2 3 4 5 </li></ul>Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations A Acquisition C Assimilation B Application D Adaptation Global Awareness: Placing projects in school library for other students to see. The goal is to encourage others to read the books. Creative and Innovative: creating a book report in a cereal box Critical thinking and problem solving: synthesizing required to generate questions using Marzano’s Thinking Skills heirarchy Communication and collaboration is needed when working in groups and with adults and sharing comments with students. Information, communications and technology literacy is needed to accomplish task effectively and efficiently. Life and career skills are needed to teach students flexibility, self-direction, social skills, accountability, productivity, leadership and responsibility Analyzing “Book in the Box” Application Model: Rigor and Relevance Developed by Willard R. Daggett Daggett, Bill. "Taking Rigor and Relevance from Concept to Reality." Virginia ASCD. Williamsburg Marriott, Williamsburg, Virginia. 04 Dec. 2009. Address.