11th Grade English III and U.S. History
Argumentative Writing
Argumentative Writing
Task #2 with The Bold School Framework for Strategic Blended Learning™
Provide your explanation of how you would design a learning experiences (grounded in the Bold School Framework for Strategic Implementation of Blended Learning) for students for the selected standard that would address all of the essential understandings and include active experiences for the essential knowledge, skills and processes.
This Lesson will be with an English III and a U.S. History class. I will be working with Dr. Lowe, Instructional Coach, and Mrs. Alvarado, Media Specialist, to plan with the teachers and co-teach with them.
Step 1: Identify Desired Academic Outcome(s)
- What skill or skills do I want to cultivate in students?
- Understand the constitutional issues and the impact of the internment of Japanese
- Why the U.S. entered the war.
- Reading and Annotating Historical references.
- Determine how vocabulary used in a text?
- Determine the relevance of material in terms of the focus of the essay describing a person and giving examples.
- Identify the purpose of a word or phrase when the purpose is straightforward.
- Use a word, phrase or sentence to accomplish a straightforward purpose
- What priority standards will be addressed in this lesson?
U.S. History Standard:
Describe the constitutional issues and impact of the internment of Japanese Americans on the U.S., including the Fred Korematsu v. United States of America decision.
- EQ #54: What were the constitutional issues and the impact of the internment of Japanese?
TOD 401. Determine relevance of material in terms of the focus of the essay
· EQ29 – How do I determine the relevance of material in terms of the focus of the essay?
TOD 402. Identify the purpose of a word or phrase when the purpose is straightforward (e.g., describing a person, giving examples)
· EQ30 – Can I identify the purpose of a word or phrase when the purpose is straightforward?
o C1 – describing a person
o C2- giving examples
TOD 403. Use a word, phrase, or sentence to accomplish a straightforward purpose (e.g., conveying a feeling or attitude)
· EQ31 – Can I use a word, phrase or sentence to accomplish a straightforward purpose?
Step 2: Select a Goal-Aligned Instructional Strategy That Works
- What high effect size instructional strategy or strategies will I leverage to meet the academic outcomes above?
- Worked Examples
- Direct Instruction
- Vocabulary Programs
- Concept Mapping
- What will my students be doing in this lesson?
- Students will busing the resources in the link below in S.S.
- https://rcschools-my.sharepoint.com/:w:/g/personal/morrisa_rcschools_net/EaQinSgj2aBInqDlLHH_SMYBm7tafi9dBqjn3Zyc0bKXaw?e=4%3a2II363&at=9&CID=f77c480b-1438-bd51-0c5d-2219d9e63c51
In ELA:
- Students will be annotating on an assigned article digitally.
- Students will be using www.gale.com digital database.
- Students will be using the annotations of the article to gain background knowledge of the Social Studies standard Atrocities of World War II.
- Knowledge will be used to build a collaborated presentation in Social Studies.
- What will I be doing in this lesson?
- Teacher will work with ITC and MS to create a webpage for students’ references and resources.
- MS and ITC will co-teach with the teacher on how to digitally annotate article in class using www.gale.com.
Step 3: Choose Digital Tool
- What digital tool or tools can I use to elevate the chosen high effect size strategy?
- Student 2:1 Devices
- www.gale.com
- PowerPoint Online
- How will these tools make me more efficient and effective?
- The tools being used allow for students to collaborate with peers and to more efficiently complete the assigned project.
- How will the tools elevate or increase the rigor or relevance of student learning?
- Students will add personal connections while annotating online with gale.com
- Students in S.S. will be using online PowerPoint to document research on the S.S. standard.
- Will these tools allow me to double down on instructional strategies where I am my most skillful, or will they be a distraction to me, or my students? Allows teachers to complete an activity that is needed to assess the standard and skills taught while using technology to more efficiently complete the tasks assigned. ELA will be working with the Media Specialist on the gale website for annotating. ITC will be working with the S.S. teacher with the collaboration piece in PowerPoint.
Step 4: Plan Blended Instruction
- How will I plan this lesson strategically with rigorous and relevant academic outcomes in mind?
- What will I be doing and what will the students be doing throughout the class?
Step 5: Self-Assess Your Plans and Progress with a Framework
Rigor/Relevance Framework:
- Are learning tasks moving students out of Quad A (low rigor/low relevance) and toward Quad D (high rigor/high relevance)?
- Rigor: Do questions or learning tasks require that students use the higher levels of cognition in Bloom’s Knowledge Taxonomy? Are students evaluating, synthesizing, analyzing, and/or creating content? Yes
- Relevance: Will students be able to apply newly acquired knowledge across disciplines and/or to real-world predictable or unpredictable situations? Will students grasp that their learning is relevant to circumstances beyond the class content at hand? Yes.
Please indicate what evidence will be used to show that students have met the objectives for the standard you chose.
Students will be pulling references and annotating material in ELA to use to complete a collaborative presentation on both of the Social Studies standards. The PowerPoint collaboration project will tie together World War 2 and the Cold War atrocities.