Long-term goal: Students will be able to express personal opinions and preferences Students will be able to acknowledge individual differences Students will be able to share life experiences Students will be able to use various organization skills Essential Question: What defines you best?
1. Title of Lesson: ___Portfolio Checkpoint__
2. Lesson Goal: Choose works that best represent themselves and share Reflect on past work and present work to make connections with themselves Reflect on the progress or lack of progress that has been made
3. Standards addressed: View, listen to, read, gather, organize, and discuss information from various sources. Select information appropriate to the purpose of the investigation. Formulate and share opinions about information and ideas with reference to features in oral and written text such as details and facts. Formulate, ask, and respond to questions to obtain and provide information and meaning. Compare, contrast, and categorize to gain a deeper understanding of information and objects. 4. Background of the Lesson: Portfolio checkpoints should happen once a week within each theme. This time is specifically allotted to help students organize and choose what items they would like to put into their portfolio. This lesson should, in some way, be a review of the lessons previously done for the week. Students should be able to raise questions about topics or lessons that still confuse them, want to work more with, or even had a criticism about. Instructors should be able to tend to the issues brought up by students either individually or collectively to help them think critically and connect those same issues with their identities as well as their overall portfolios.
5. Lesson Procedure page _________
Time Activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Dialogue (Teachers Questions; Anticipated Student Responses) Environment (Materials, Strategies, Adaptations) Accommodations
30min 1 hr Pre-stage Review 1. Have students elicit the different topics of the lessons they have had so far. a. This can be a class discussion or interactive: i. Teacher-instructed: -Write on the board the different topics elicited -Project the different topics up on the board ii. Student-initiated: -Have students go up to the board and write down as many topics that they can remember. Allow Student to Student interaction to negotiate different topics.
2. From those topics have students pick by: a. The most difficult to the easiest b. The most interesting to least c. The most relevant to least d. Needs more help e. Still confused with f. Did not like/really enjoyed 3. Students should lead these conversations. Students should be able to either summarize or justify their opinions based on their own personal experience with the topic or as a reaction to the experience 4. Round out the conversation by connecting
General post-focusing questions: What lessons do you remember? What do you remember from those lessons? How can you summarize the lesson? What skill(s) did that lesson help you with? How? What was significant about that/those lesson(s) to you?
Board work Projector
Handout (individual work): Brainstorming Handout Lesson Topics with blanks provided for reflection
Instructor should be able to provide clarifications during this time about previous lessons that students are still confused about or provide exercises to help students remember and reflect. the topics to the appropriate skills they relate to (R, W, S, L, G)** if not already done so by students. 5. Have students personally choose one of those activities based on what they have/do not have in their portfolio already and what criteria they themselves would like to reflect or react to the activity. a. This can link to any of the reasonings posted on #2 (a-f) or any others brought up during discussion. Time Activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Dialogue (Teachers Questions; Anticipated Student Responses) Environment (Materials, Strategies, Adaptations) Accommodations
30 min- 1 hr During Stage Individual Practice, Group work, Sharing Ideas 1. Once students have chosen a work, have students discuss or reflect their decisions individually or collectively. a. Give students individual time to look through their portfolios or their work for the week and chose what they want to put in their portfolio. b. Allow students to discuss or reflect in groups, as a class, or with a partner. 2. Provide guidance with what students should be looking for. Instruction should be scaffolded to allow students picking ANY of the 5 language skills (R,W,S, L, G) to organize and reflect upon their work. 3. Provide guiding questions that help students think critically and make connections to themselves
General post-focusing questions: Who o Who is the activity talking about? Related to? o Who else can this lesson help? What o What is the activity about? o What did the activity help you with? o What did you learn? o What did you improve/did not improve? o What was difficult for you? o What was easy for you? o What was interesting for you? o What was boring for you? o What would you change? When
-Any materials needed to replicate or review previous lessons should be made available to students Example: Drawing materials Projector or Computer Audio
4. After choosing, students should be able to talk to peers for suggestions or opinions about their chosen pieces. This is a way to elicit critical thinking and connections to self that may not be realized through individual work. It may also bring up perspectives that they have not considered before. o When did you do this activity? o When does this activity apply to your life? o When can you use this activity in your life? Where o Where did you do this activity? o Where can you apply this activity? o Where does this activity apply to your life? Why o Why did you choose this activity? o Why did you find it difficult/easy/interesting/ boring? How o How does this activity/lesson apply to you? Relate to your life? o How does this activity/lesson reflect you? o How can you change this lesson/activity to reflect yourself better? Time Activities (Divide this into sections. Sections might include: Set-up, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.) Dialogue (Teachers Questions; Anticipated Student Responses) Environment (Materials, Strategies, Adaptations) Accommodations
30 min- 1 hr Post Stage Practice 1. Have students now look at their reflections and or what they want to reflect upon. 2. Allow students to begin the editing process. a. Students should be able to find mistakes that they have made, or things
General post-focusing What needs more work? How can you change, expand, react to your points of interest? What grammatical forms help
they may want to expand upon, include, or just react to based on the activity that they have chosen b. Reactions or reflections should somehow be made tangible so that they can be represented in the physical portfolio. Suggestions: Provide students with a USB that can hold either a video file or audio file that they would like to talk about, show, reflect, or react to Provide students with a handout where they can draw, write, or cut & past their reactions/reflections Provide students extra copies of previously used handouts to re-do, re-create, or write criticisms about Provide students with a handout that helps them organize what they would like to specifically present, represent, or reflect you? What vocabulary words help you?
-Any materials needed to replicate or review previous lessons should be made available to students Example: Drawing materials Projector or Computer Audio
6. Evaluation: (How will you know whether or not you have achieved your goals? What did the childrens responses to this lesson tell you about whether your goals were met?)
Did students make connections with activities to themselves? Did students find areas that need improvement, expansion, reaction, reflection, or criticism? Did find solutions to issues found through the activity? Did students respond to feedback?
7. Post Lesson Reflection:
What would you change about this lesson and why would those changes improve it?
How did your organization and materials affect the success of the lesson?
What were some challenges with this lesson? What surprised you?
