Stage 2 of BWD lesson Plan

Ok so I think I might be starting to understand what I am doing. Am I on the right track???

Name  Amber Hinkle            Lesson Plan Title __My Life__________________

Target Learner       1^st grade                Abilities _various level of abilities_______

Stage 2 –Evidence [ DRAFT ]

Stage 1	Stage 2
If the desired result is for learners to…	Then, you need evidence of the student’s ability to …	SO, the assessment needs to include some things like…
Understand that: (U) ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order ·         Interviews can be helpful in finding out about one’s past And thoughtfully consider the questions… ·         What can we learn from our family? ·         Why should we learn about where we come from?	Performance verb #1: Explain- Students will need to describe significant events in their lives in order of occurrence. Performance verb #2: Interpret- Students will document their findings from the interviews they conduct Performance verb #3: Apply- students will create a timeline based on their findings. Performance verb #4: Perspective- Students will analyze their findings and determine which events are most significant. Performance verb #5: Empathy- Students will consider why it is important to know about our pasts. Performance verb #6: Self knowledge- students will need to reflect on what is in the past and what is in the present.	Performance Tasks #1 Create timeline that illustrate the important events in your life Performance Task #2 Present timeline to class and explain the various events that are on the timeline.

Key:

(U) understanding

(Q) essential question

(T) performance task

(OE) other evidence

revised stage one

So I was really unhappy with how my stage one came out so I decided to do it again. This time I am creating the lesson all on my own. Hopefully this time around it will be better. Your feedback is welcome and appreciated.

Name  Amber Hinkle      Lesson Plan Title Where did I come from? 

Target Learner   2^nd grade                          Abilities _Basic 2^nd grade skills in ready and writing________________________

Stage 1 –Desired Results

Established Goals

2.1 Students differentiate between things that happened long ago and things that happened yesterday. Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

Desired Understandings

Students will understand that… ·         Their lives are made up of a series of events ·         Timelines can be used to place events in order

Essential Questions to Consider

·         What can we learn from our family? ·         Why should we learn about where we come from?

Desired Key Knowledge

Students will know… ·         Timelines are made up of different events ·         Relevant vocabulary words

Desired Key Skills

Students will be able to… ·         Create a timeline that outlines important events in their lives ·         Conduct an interview with a family member

The TEACH Act

Found a great site today that helps explain the TEACH Act. Here is how they summarized the TEACH Act,
"The TEACH Act provides some much needed clarification and expansion of privileges for distance learning. Although many requirements must be met, the Act, when coupled with application of fair use, makes life a bit easier for distance learning providers, faculty, and students." ( Bruwelheide, 1999)

http://www.nea.org/home/35377.htm

BWD Stage 1 (draft)

I'm not sure if I did this right, all input would be appreciated.

Name  Amber Hinkle      Lesson Plan Title Balanced Literacy- Presidents  

Target Learner   5^th Grade                          Abilities _________________________

Stage 1 –Desired Results

Established Goals

English Language Arts – “Standard 3: Language for Critical Analysis and Evaluation” ISTE – “Standard 1: Basic operation and concepts “ “Standard 5: Technology research tools” ISTE – “Standard 2: Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.” ISTE – “Standard 5: Technology research tool” ISTE – “Standard 6: Technology problem-solving and decision-making tools” ISTE – “Standard 3 – Students use technology tools to enhance learning, increase productivity, and promote creativity.”

Desired Understandings

Students will understand that Presidents have played an important role in creating the foundation of our country. Students will also understand how to present findings from research in a clear and concise manner.

Essential Questions to Consider

Why study presidents? What is the value of studying presidents? What contributions have presidents made to our nation? What is the role a president?

Desired Key Knowledge

Students will know general information about various presidents. Students will know what big contributions presidents have made to our nation. Students will know the role that the president plays in our government. Students will know why it’s important to study about our presidents.

Desired Key Skills

Students will be able to write a three paragraph essay using three resources Students will be able to draw a picture representing the president they chose to research. Students will be able to present their findings using a flip chart

History of the TEACH Act

In 1998 it was brought to the attention of Congress that the Fair Use section of the Copyright Act (section 110 (1)) was too broad and it allowed people to much leeway. Section 110 (2) was also unclear as it did not define the use for distant education. Congress in turn asked the Copyright Office to compile a report that would further define these sections. This report was presented as a bill to Congress in 2001 and became law in 2002.
http://www.utsystem.edu/ogc/intellectualproperty/teachact.htm