Bud not Buddy 6th grade literature lesson assessment

Teacher Candidate Name:

Maria Thompson

Grade Level:

6th

Date:

August 22, 2021

Unit/Subject:

ELA/Grammar and Writing

Instructional Plan Title:

The Great Depression…what was great about it?

Lesson Summary and Focus:

With Bud not Buddy being based in the era of the Great Depression, for today’s lesson, working in stations, students focus will be on doing a short research on the Great Depression, from causes/effects, presidency, years, area’s (states), Hooverville’s, etc. ensuring that grammar is properly being used (spelling, punctuation, capitalization)

Classroom and Student Factors/Grouping:

There are 3 students that are ELL, 4 students tier 2, 1 tier 3, and 3 gifted. There are 6 students 1 year below grade level, 1 student 2 years below grade level, and 2 students 2 years above grade level. As well as 3 students that are LD (class profile did not have a yes in the IEP/504 slot).

I will have to have access to the IEP (if applicable) for the students that are LD to follow what the document says. I will also have to have differentiation as well as modifications for the students that need it.

National/State Learning Standards:

CCSS.ELA-LITERACY.W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Specific Learning Target(s)/Objectives:

Students will be able to:

· Conduct a small research on the Great Depression (adding to their background knowledge).

· Create an essay of their research information including relevant pictures.

· Demonstrate that grammar (spelling, punctuation, capitalization) is used properly throughout essay.

· Identify and use descriptive adjectives and adverbs to enhance writing.

· Demonstrate agreement between pronouns and antecedents.

· Identify and correctly punctuate sentences/paragraphs throughout the research essay.

Academic Language

· descriptive adjectives/adverbs

· agreement between pronouns and antecedents

· sentences (complete)

· paragraphs (minimum 3-5 sentences per paragraph)

All of these items should be a quick review for my 6th graders. For this review, I will present a pre-made slide show of examples and have students review as a whole group.

If there are students that need further review, I will put together a small group and go into a deeper review or reteach those concepts exclusively before having those students start on their research project.

Resources, Materials, Equipment, and Technology:

· Promethean board

· Student Chromebooks

· Notebook

· Writing instrument

· Khan academy video for reviewing adjectives/adverbs, nouns-pronouns-anecdotes.

· Great Depression Research question sheet.

· PBS videos on the great depression

· The Great Depression Packet (digital for all BUT paper copy for those that do not have their chrome book for whatever reason).

· The Great Depression research project guided questions.

Anticipatory Set

· I will use 2 videos for the students as a review of the Great Depression Era

https://illinois.pbslearningmedia.org/resource/wheat-bubble-dust-bowl-video-9026/ken-burns-the-dust-bowl/

https://illinois.pbslearningmedia.org/resource/government-reform-programs-dust-bowl-video-9016/ken-burns-the-dust-bowl/

· Also 1 video from Khan academy as a review on subject/verb agreement and pronoun-antecedent agreement.

https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/subject-verb-agreement-and-pronoun-antecedent-agreement/v/pronoun-antecedent-agreement-syntax-khan-academy

Time Needed

20-25

minutes

Multiple Means of Representation

· I have 2 short videos that will give the students information visually and audially

· I also have a guided question worksheet for the students to use to help guide them through this project.

· I will also create a rubric for the students to use as a guide for their project

· I will have a completed research project to show the students as well for them to refer to if needed

Explain how you will differentiate materials for each of the following groups:

· English language learners (ELL): This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with special needs: This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with gifted abilities: I would love for these students to try their hands at a video presentation

· Early finishers (those students who finish early and may need additional resources/support):

Time Needed

30 minutes

Multiple Means of Engagement

· I will provide different stations with different information for the students to use for their research .

· I will provide library books on the great depression for students to use for information

· Students are allowed to use their chromebooks to research for additional information as well as relevant pictures to enhance their project

Explain how you will differentiate activities for each of the following groups:

· English language learners (ELL): All assignments will be assigned digitally so these students can use their text to speech as well as speech to text. That way, student can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with special needs: All assignments will be assigned digitally so these students can use their text to speech as well as speech to text. That way, student can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with gifted abilities: These students will have extended questions/activities for their research. Possibly putting together a word search for their peers or a cross words using vocabulary that stands out to them.

· Early finishers (those students who finish early and may need additional resources/support): These students will be asked to look over their research with me that way they are there for further instruction on how to complete their assignment. I will return their assignment giving them the opportunity to complete it without a lowered grade. Once they turn it in for the second time, they will go to their “what to do when I am done” file and work on items from that file.

Time Needed

Time will vary…

Multiple Means of Expression

After completing their research projects and presenting to their peers, students will write a few sentences connecting their research to our book Bud not Buddy book. I might actually create a kahoot/quiziz game for the students to act as a summative grade.

Explain how you will differentiate assessments for each of the following groups:

· English language learners (ELL): This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with special needs: This will be assigned digitally so these students can use their text to speech as well as speech to text. That way, students can hear the reading and be able to speak out their answers. Students will have different versions/levels of the research questions. Students will have extended time.

· Students with gifted abilities: These students will go to the “what to do when I am done” file and chose their activities.

· Early finishers (those students who finish early and may need additional resources/support):

Time Needed

15-30 mins

Extension Activity and/or Homework

Students will create a digital OR paper timeline of the Great Depression including at least 4 dates and events.

Time Needed

15 mins.