Key Questions:
Will establish the goal of the lesson:
What are the characteristics
of a good man?
What are the characteristics
of a bad man?
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Knowledge and skills of students to inform teaching (prior
knowledge/prerequisite skills and personal/cultural/community assets)
Key questions:
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What are you doing to becoming a good man?
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Does a good man vary depending on where they live and how they were
raised?
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Common Core State Standards/Content Standards/ISTE
Standards (List the number and text of the standard. If only a portion of a
standard is being addressed, then only list the relevant part[s].)
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Support literacy (traditional literacy, domain specific literacy, or
new literacy) development through language (academic language)
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Using a Venn Diagram, compare and contrast the difference between a
good man and bad man.
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Students will discuss in groups men they have seen in their communities
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Students will write a list of different occupations that have good men
and occupations that have bad men.
Vocabulary
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General academic terms: categorize, compare/contrast, describe, explain,
question, retell, summarize.
Note: Consider range of students’ understanding of language function
and other demands-- what do students already know, what are they struggling
with, and/or what is new to them?
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Learning
objectives :
Students with
special needs can draw the things that make a good man as well as the things
that don’t
Students can
work in different groups that will allow communication and help each other.
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Instructional resources and materials used to engage
students in learning.
Visual pictures of different men doing different occupations and in
the community.
Interactive technology would be beneficial in getting the students
involved and being able to see the different characteristics of men. Having
visuals of the different characteristics and how they interact within the
community.
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Reflection
●
Did your instruction support learning for the whole class and the
students who need great support or challenge?
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What changes would you make to support better student learning of the
central focus?
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Why do you think these changes would improve student learning? Support
your explanation from evidence of research and/or theory.
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Excellent - 4
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Good - 3
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Fair - 2
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Unacceptable - 1
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Content
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The content is substantial,
intriguing, and original. It relates directly to the topic.
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The content is clear and
directly related to the topic.
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The content is ordinary and
somewhat related to the topic.
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The content is absent or
not related to the topic.
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Purpose
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Clearly defined purpose,
carefully and convincingly presented.
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Purpose is defined and understandable,
supported by details.
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Purpose is vague,
misstated, or not always supported by details.
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There is no purpose.
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Description
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Concrete
language and sensory images create a highly imaginative and descriptive
piece; rich use of literary devices such as
simile, metaphor, and
alliteration
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Concrete language and
sensory images create a descriptive piece; uses many literary devices
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Some concrete language and sensory images;
uses some literary devices
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Uses little or no concrete
language or sensory images
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Details
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Uses
details such as explanations and examples
that are accurate, appropriate, and fully
support the topic.
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Uses details such as explanations and examples
that are accurate and support the topic.
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Uses some
details that are accurate; some details such
as examples and explanations are not
appropriate for the topic; details do not always support the topic.
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Uses little or no detail to
support and explain the topic.
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Organization
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Logical presentation of ideas; all parts
contribute to a strong central idea
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Most ideas are connected; some parts don't
contribute to the central idea.
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Some ideas connected to
each other; many parts don't contribute to the central idea.
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ideas have little connection to each other;
there is no strong central idea.
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Conclusion
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Completely integrates and
extends key ideas of assignment, furthering understanding of topic.
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Summarizes main ideas.
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Restates main ideas.
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There is no conclusion. The
piece just ends.
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