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16 Students
b) Closure (reviewing learning, summarizing, assignments~stated as you would say to your students):
SayWhen we first began talking about communities we didnt realize that so many things can stand as
a community. In the beginning we used our background knowledge of communities to help us draw
conclusion about what a community really is. Then, using this knowledge we were able to develop our
own definition based on inferences of a community and how our role in that community may affect us.
Yesterday we figured out how to turn our 5 Ws into something meaningful and give a story to our
images. As we keep learning about communities we will use the skills we learned this week to further
understand how our role in a community may affect the way we act, talk, and what that does for our
world.
c) Assessment (How you will determine that students have met the learning targets something
measurable):
Use a 5-point rubric to assess small group analysis. The teacher should observe during small group
discussions on both days 3 and 4 to assure that all students are participating, making connections, and
examining. Assessment will be based on participation and the ability to form a story out of the 5 Ws, not
whether the information was accurate or not.
Evidence of addressing diversity: (for example: cultural, gender, linguistic, physical, religious, sexual
identity, socioeconomic, etc)
Small groups are pre-planned to ensure a diverse community. Images used in the photo analysis depict
communities from all over the world as well as different species.
Differentiation for cognitive, affective, psychomotor needs: (ability level, learning style, assistive
technology, etc.)
Have students who are strong writers and spellers be the ones to craft the news article for Day 3s
lesson.
Materials / Equipment Needed:
Cedar Rapids Fire Department Personnel Image and TIME Magazine Article
5 Ws graphic organizer
Small group images (5)
Pencil (one per group)
Smart Board
Writing Paper
Teacher Reflection: (ways you will determine the success of the learning experience for learners and for
you; changes you would make another time; subsequent shifts in your thinking)
Cedar Rapids Fire Department personnel and Army reservists use a boat to rescue residents
from flooded areas of the city on June 12, 2008
Photographer: Scott Olson, Getty Images.
http://content.time.com/time/nation/article/0,8599,1904991,00.html
Rubiner, Betsy. A Year After the Flood, Cedar Rapids Struggles. TIME Magazine. 17. June.
2009. TIME. 27. Feb. 2016. *modeling example*
Ntaiya at the Kakenya Center for Excellence, a school she founded in rural Maasai village in
Kenya, in 2011.
Photographer: Phillip Andrews, National Geographic.
http://voices.nationalgeographic.com/2013/10/11/on-international-day-of-the-girl-proof-thateducation-is-power/
Ntaiya, Kakenya. On the International Day of the Girl, Proof that Education is Power.
Explorers Journal: National Geographic. 11. Oct. 2013. National Geographic. Web. 28. Feb.
2016.
Bryan Sobel, M.S. candidate in the field of horticulture, demonstrates how to break ground for a
garden bed. The students built two gardens outside the school in Barranco, a Garifuna Village in
the Toledo district in southern Belize.
http://www.news.cornell.edu/stories/2013/04/students-connect-belize-classrooms-gardenscommunities
Photographer: No Name
Cramer, Craig. Students connect Belize classrooms, gardens, communities. Cornell Chronicle.
8. Apr. 2013. Cornell.edu. Web. 28 Feb. 2016.
http://fineartamerica.com/featured/community-dance-naomi-gerrard.html
Title: Community Dance
Illustrator: Painted by Naomi Gerard
Illus. In: Fine Art America
Date Created: Apr. 20, 2010
http://blog.cincinnatizoo.org/2015/04/15/dog-log-chapter-5-the-beasts-have-been-unleashed/
Photographer: No Name
Burke, Dana. Dog Log: Chapter 5 The beasts have been unleashed! Cincinnati Zoo Blog. 15.
Apr. 2015. Cincinnati Zoo. Web. 28. Feb. 2016.
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Completed
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Completed with
additional effort