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 1st 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
I love the concept of my life in a time line! Do you think it will be too difficult for 1st graders? Would they only be choosing 2-4 events, then they should be able to do it. Great job and great idea!
ReplyDeleteAmber, I love the idea of creating a timeline. What a great way to teach sequence!
ReplyDeleteDo you think you may need another performance task or two? For example, in the second column you mention that students will document their findings from an interview, but I don't see a correlating assessment in the third column.
I also don't see your essential questions clearly represented in the performance tasks. Perhaps having them write 3 sentences on what they learned from their family would answer the first essential question.
Amber,
ReplyDeleteIf they are interviewing others as noted in stage 1, would you need a performance verb for that in the second column? Also tie your assessments back to the goal in stage 1 and even the essential questions to be sure they are answering or addressing either one.
I also love the idea of a timeline to teach sequence!
ReplyDeleteA couple ideas I had was to include a performance task that connects with your question "What can we learn from our family?" The student could present specific facts such as where their parents or grandparents came from, and report who they learned that from (connecting with an interview). Kids this age LOVE to talk about themselves!
I also thought you could have a timeline of their family and where they fit into it...who was born first, etc.
Amber,
ReplyDeleteI think you are on the right track. You seem to have a clear picture of what you want the students to do and know by the end of this lesson. From stage 1 you list "Why should we learn about where we come from?", but I'm not seeing the connection to that in stage 2.