Learning Experience Plan Subject: English Grade level: 12
Unit: Creative Writing Day/periods:
Topic: Using Questions into Paragraphs as a post reading strategy to teach research summarizing
Content Standards:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Experience Outcomes
Students will:
o Identify words associated with a specific genre of music
o Define the components of a genre of music
o Recall on personal experiences with specific genres of music
o Construct questions with a partner
o Model the QuIP set up provided by the teacher
o Develop a written paragraph based on the information
Learning Experience Assessments
o Brainstorm in their notebooks while music is playing in the classroom
o Write in journals based on the question of musical genres
o Take place in a class discussion on personal connections to music
o Use the provided sources and sample to think of useful questions for research
o Respond to their questions using the provided sources with a partner
o Use the filled out QuIP and translate that information into a well developed paragraph
Differentiation
Approaching
Approaching students will have multiple opportunities to work with a partner to better their understanding of the topic at hand. Also, the QuIP works as a graphic organizer, which will help when organizer their ideas.
On-level
On-level students will connect with the material when asked to discuss their personal experiences and music. Focusing the research on a topic that the students find interest in allows them to approach the skill with less apprehension.
Beyond
Beyond students will benefit from the strategy of QuIP and most likely use this strategy for further research assignments. When constructing the paragraphs for homework, these students will have reflective time to understand what their strengths and weaknesses are in regard to research and constructing paragraphs.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Music/ Notebooks
Journal
Discussion
Printed sources/Smart Board/ Discussion
Printed sources
Printed sources
Completed QuIP
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will enter the room and a classic song from the “pop” genre will be playing from the computer. They will be asked to brainstorm any adjectives that come to mind when listening to this music and record it in their notebooks.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) A journal question will be posted on the board for students to respond to: “What defines a genre of music? Are there specific components that contribute to the overall style of a genre?”
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) Students will then be asked to share their journal responses. I will then verbally ask if anyone can think of a genre of music that connects with them personally and why? This discussion will then lead into the introduction of their research assignment and the use of Questions into Paragraph, or QuIP strategy.
Direct Instruction (input, modeling, check for understanding) “Summarizing is a reading strategy that involves extracting essential information from the texts you read. The “Questions into Paragraph” strategy is a specific framework for questioning, researching, and summarizing that focuses on developing three questions and responding to them using two sources of your own finding. I made a sample using the genre of pop music to model what I will be asking you to do eventually in the lesson. As you can see, picking the questions is very important in order to generate the best research for your writing. Of course, make sure your sources are reliable. Wikipedia is not a reliable source to use when constructing a research paper of any sort.” I will then provide the students with a copy of the online sources and present the QuIP on the Smart Board, only revealing the first question and answers. The students and I will go through the sources and pinpoint the areas that I found my answers for the first question. We will then discuss why my question was necessary to ask in order to improve the research paper.
Guided Practice (how students will demonstrate their grasp of new learning) Students will be asked to independently read the two sources over to themselves. Then, the students will be put with a partner and asked to brainstorm the other two questions for the QuIP outline. After they use my first question as a guide and discuss their findings after reading the sources on their own, they will be able to complete the chart with their partner.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) I will then go around the room and have partners share their questions and a sentence from each source that supports it with the rest of the class. We will then vote which two questions are most appropriate for formulating the best possible research. I will make sure to discuss not only which question was the best but also why those questions are the best for what we are looking for.
Independent Practice (what students will do to reinforce learning of the lesson) For homework, students will be asked to take their completed QuIP and construct a paragraph using the information they recorded. Each of their paragraphs should be well developed and underline the sentences that directly respond to a question asked after reading the sources. Students will hand in these assignments and have an opportunity to edit them for revision after my comments are recorded.
Unit: Creative Writing Day/periods:
Topic: Using Questions into Paragraphs as a post reading strategy to teach research summarizing
Content Standards:
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Experience Outcomes
Students will:
o Identify words associated with a specific genre of music
o Define the components of a genre of music
o Recall on personal experiences with specific genres of music
o Construct questions with a partner
o Model the QuIP set up provided by the teacher
o Develop a written paragraph based on the information
Learning Experience Assessments
o Brainstorm in their notebooks while music is playing in the classroom
o Write in journals based on the question of musical genres
o Take place in a class discussion on personal connections to music
o Use the provided sources and sample to think of useful questions for research
o Respond to their questions using the provided sources with a partner
o Use the filled out QuIP and translate that information into a well developed paragraph
Differentiation
Approaching
Approaching students will have multiple opportunities to work with a partner to better their understanding of the topic at hand. Also, the QuIP works as a graphic organizer, which will help when organizer their ideas.
On-level
On-level students will connect with the material when asked to discuss their personal experiences and music. Focusing the research on a topic that the students find interest in allows them to approach the skill with less apprehension.
Beyond
Beyond students will benefit from the strategy of QuIP and most likely use this strategy for further research assignments. When constructing the paragraphs for homework, these students will have reflective time to understand what their strengths and weaknesses are in regard to research and constructing paragraphs.
Curriculum Integration
Materials/Resources
Procedures/Strategies
Music/ Notebooks
Journal
Discussion
Printed sources/Smart Board/ Discussion
Printed sources
Printed sources
Completed QuIP
Day 1
Sponge Activity (activity that will be done as students enter the room to get them into the mindset of the concept to be learned) Students will enter the room and a classic song from the “pop” genre will be playing from the computer. They will be asked to brainstorm any adjectives that come to mind when listening to this music and record it in their notebooks.
Anticipatory Set (focus question/s that will be used to get students thinking about the day’s lesson) A journal question will be posted on the board for students to respond to: “What defines a genre of music? Are there specific components that contribute to the overall style of a genre?”
Activating Prior Knowledge (what information will be shared with/among students to connect to prior knowledge/experience) Students will then be asked to share their journal responses. I will then verbally ask if anyone can think of a genre of music that connects with them personally and why? This discussion will then lead into the introduction of their research assignment and the use of Questions into Paragraph, or QuIP strategy.
Direct Instruction (input, modeling, check for understanding) “Summarizing is a reading strategy that involves extracting essential information from the texts you read. The “Questions into Paragraph” strategy is a specific framework for questioning, researching, and summarizing that focuses on developing three questions and responding to them using two sources of your own finding. I made a sample using the genre of pop music to model what I will be asking you to do eventually in the lesson. As you can see, picking the questions is very important in order to generate the best research for your writing. Of course, make sure your sources are reliable. Wikipedia is not a reliable source to use when constructing a research paper of any sort.” I will then provide the students with a copy of the online sources and present the QuIP on the Smart Board, only revealing the first question and answers. The students and I will go through the sources and pinpoint the areas that I found my answers for the first question. We will then discuss why my question was necessary to ask in order to improve the research paper.
Guided Practice (how students will demonstrate their grasp of new learning) Students will be asked to independently read the two sources over to themselves. Then, the students will be put with a partner and asked to brainstorm the other two questions for the QuIP outline. After they use my first question as a guide and discuss their findings after reading the sources on their own, they will be able to complete the chart with their partner.
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate close) I will then go around the room and have partners share their questions and a sentence from each source that supports it with the rest of the class. We will then vote which two questions are most appropriate for formulating the best possible research. I will make sure to discuss not only which question was the best but also why those questions are the best for what we are looking for.
Independent Practice (what students will do to reinforce learning of the lesson) For homework, students will be asked to take their completed QuIP and construct a paragraph using the information they recorded. Each of their paragraphs should be well developed and underline the sentences that directly respond to a question asked after reading the sources. Students will hand in these assignments and have an opportunity to edit them for revision after my comments are recorded.