Sie sind auf Seite 1von 17

Courtney Cremeans

Resubmission

February 25, 2016-

Winfield Middle School


Klose

7th Grade-Erika

Human Body Systems

Instructional Objectives/Student Outcomes


1.
Students will construct a thesis statement and articulate their defense on
their stance. (application and evaluation)
2.
Students will compare and contrast the interacting human body systems.
(analyze)

WV CSOs
SC.O.7.3.01 Students will explore the relationship between the parts of a system to
the whole system.
SC.O.7.3.02 Students will construct a variety of useful models of an object, event,
or process.
S.7.LS.3

Students will use argument supported by evidence for how the body is
a system of interacting subsystems composed of groups of cells.

National Standards
WHST.6-8.9 Students will draw evidence from informational texts to support
analysis reflection, and research. (MS-LS1-5)
WHST.6-8.2 Students will write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes. (MS-LS1-5)

Management Framework
Overall Time-

90 minute lesson

Time Frame-

10 Minute Bell Ringer, Agenda Entry

10 Minute Introduction, Review of Body Systems, Establish Questions


10 Minute Thesis defined
15 Minute Rubric, Expectations, How to Turn it In

40 Minutes to Complete Teacher Made Assessment


5 Minute Additional Questions, Clean up

Strategies
Teacher guided instruction, student led writing, questioning, teacher demonstration,
scaffolding, concept map, group discussion, and independent reflection.
Differentiated Instruction/ Adaptations/ Interventions
I will accommodate multiple different learning styles by incorporating multiple
methods of instruction to appeal to the visual, auditory, kinesthetic, interpersonal,
and intrapersonal learners. I will go over what the students have been covering with
the respiratory, skeletal, digestive, circulatory, and muscular systems. I will write
instructions on the board, and verbally direct them with the new materials they will
be using. If any questions arise or assistance is needed, I will be walking around the
room to ensure everyone is on task and to eliminate confusion. I will give step by
step directions for the Persuasion Map/ Teacher made assessment writing
assignment. Students will draw connections from each system to connect them to
the integral entity of the body systems via group discussion, previous body system
worksheets, and the guided persuasion map. To submit their work, they will share
their PDF created to their teachers email to incorporate technology. As this is a new
resource, and the students are new to writing persuasive pieces, I will scaffold every
process. Students are able to discuss with one another to ensure they understand
the concepts, as well as refer to me, their notes, and worksheets. I will abide by
each individual IEP to ensure I am offering the appropriate plans in place for each
student. These accommodations include preferred seating, reading to students,
modified assignments, the use of the planner, and verbal/nonverbal prompts. The
grading scale for the persuasion map will be modified for students who need
modified assignments.
Procedures
Introduction/Lesson Set
Bell Ringer: Recall at least 2 words that you circled from the human body systems
activity: define them using the internet and use them in your own sentence(s).
I will display this on the smartboard and they will be responsible for completing this
while I take attendance silently using the seating chart within the first 10 minutes of
class. They will also be responsible for copying down the objectives into their
notebook and the itinerary for the day. Once everyone has completed and appears
finished, I will then ask for individuals, randomly, to read one of their definitions and
sentences.
Once I assess that everyone understands this bell ringer concept via verbal
diagnostic testing, I will move to introduce everyone to the new activities they will
be participating in the class period.
2

I will walk through how to complete the interactive teacher made assessment,
which will lead me to define terms, like thesis, and give examples.
Terms

Thesis Statement: A claim, usually found at the end of the first paragraph of
an essay or similar document, that summarizes the main points and arguments of
the paper.

Introduction: An initial section that summarizes the subject material of a book


or article.

Main Reasons 1,2, and 3: Two systems interacting for each main reason

*PASS OUT RUBRIC AND CHROMEBOOKS


The first prompt I will offer to guide the assessment is the rubric. This rubric serves
as my teacher made assessment as it will give clear instructions of persuasive
writing, point value, and a complete walk through as this is a new concept. This will
introduce the concept of thesis, expectation, how to use their covered materials to
make connections, and apply it to the technologic persuasive writing
assessment.
I will informally assess their knowledge on the varying systems, muscular,
circulatory, respiratory, digestive, and skeletal, to scaffold them in making
connections.

Body and Transitions


During the activity of the teacher made assessment, I will be walking around the
room to answer questions and encourage use of the rubric.
Questions will arise as they form their thesis, introduction, main reasons (3), facts
and examples (3 each), and conclusion, but I will be there to support, as well as the
rubric, notes, and body systems activity.

Closure
The closure will include submitting the persuasion map via email to me. Each
student will be graded according to the rubric and will receive feedback. We will
review the varying body systems and facts used in their writing to connect the two
body systems chosen. This review will be done verbally to the entire class.
Assessment
Diagnostic

To assess prior knowledge, I will start the bell ringer about body systems to
conclude that they can recall the material that has been taught for a week
(Objective 1 and 2).
Formative
I will visually observe students participation in creating persuasive writing piece to
conclude their ability to apply the knowledge, analyze the systems connections,
and evaluate the defense (Objective 1,and 2).
I will informally ask questions about the connections of the systems, new
terminology, and objectives to check for understanding and knowledge of
expectations (Objective 1 and 2).

Summative
I will utilize rubric in grading for each student to meet criteria (Objective 1 and 2).
Materials
Interactive whiteboard, pencil, paper, Chromebook, persuasion map web
address, rubric, and human body systems activity guide.
(See additional sheets for persuasion map, teacher made assessment, and
activity guide-body systems)
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Extended Handout
If Student Finishes Early
If student finishes early, I will review with the student their persuasion
map to ensure it meets the criteria of the rubric. I will ask students to persuade me
with an example thesis with varying example situations that are relevant to them.
If Lesson Finishes Early
If students finish early, I will ask the students to present their thesis to
the class. I
If Technology Fails
I can use the whiteboard instead of the interactive whiteboard if
technology fails for the review.

Post-Teaching
4

Reflection
This lesson proved to be very informative for the students as this was most of their
first time with persuasive writing. Mrs. Klose suggested that we walk through the
assignment together to form thesis statements, connect two body systems, use
their resources to find facts, and create a conclusion for the human body system. I
worked with two classes and taught this lesson. I edited my teacher made
assessment and the directions were more explicit. This form of direction helped the
students so they could refer to in case there was confusion, and students who chose
to work independently were able to complete the assignment on their own.
The first class was midday and some of the students had completed a persuasive
writing assignment before. Some of the students were able to self-direct to
complete the assignment whereas others needed my step by step instructions. I
walked around the room to answer questions.
The second class was at the end of the day and is comparatively more rowdy,
contains more students with IEPs, and students are just ready to go home. This
class needed to be walked through more directly by me.
The students needed more time to complete the assignment so it carried over into
the next day.
Data Based Decision Making
My decision to complete the persuasive piece independently self-directed, as
groups, or directed by me with the class groups was based upon the level that the
students had utilized persuasive writing before. I diagnostically assessed their
knowledge and readiness by asking questions aloud to the class and the first class
responded well, but the second class did not.
The first class completed the assignments with their table groups of four and I
walked around to monitor their writing. This worked for them as they had completed
a persuasive piece before. The second class completed the persuasive piece with
the whole class being led by me. I chose this because of the difficulty getting the
students to respond to any of the questions.
Some students wanted to be told exactly what to write, but according to the
objectives, the students need to learn how to use materials given to create and
persuade their own perspective. The answers were in the body systems packet, but
they were not directly given on purpose so students can search and create their
own facts to back up their reasons created.
The recreation of a more explicit teacher made assessment with clear instructions
proved to be effective for the higher achieving class and lower achieving class as
guided the 1st higher achieving class to complete the assignment independently,
and the 2nd lower achieving class to keep them on task and provided a visual aid to
keep themselves accountable.
The first class had an average score of 17 out of 20. I then segregated the scores
into higher and lower achieving students and the students who were high achieving
5

had an average score of 19/20. The lower achieving score was 14/20 and most of
these students did not have the assignment completed. If they would have had
more time, they could have received a better score so they were all given additional
time the next day. The class average improved to a 19 out of 20 after the additional
time was allotted the next day.
The second class had a mean score of 14 out of 20. I again segregated the data into
higher and lower achieving students and the students who were high achieving had
an average score of 16/20. The lower achieving score was an average of 11/20.
Again, most of the students in the entire class did not have the assignment
completed so they were given additional time the next day which improved their
scores by the class average being an 18 out of 20.

Data from tests:

Persuasive Writing Pre-Test & Post-Test Scores


120%
100%

95%
85%

80%

Grade

0.95

70%

80%
70%

0.9

97%
93%

94%
86%

Class One

Class Two

55%

60%
40%
20%
0%

Class One

Class Two

Pre-test and Post-test Classes


Class Average Pre-Test
Lower Achieving Students

Class
Averag
e PreTest
Class
One
Class
Two
Posttest
Class
One
Posttest
Class
Two

Higher Achieving Students


Class Average Post-Test

85%

Higher
Achievi
ng
Studen
ts
95%

Lower
Achievi
ng
Studen
ts
70%

Class
Avera
ge
PostTest

70%

80%

55%

97%

93%

95%

94%

86%

90%

Name____________
Class____________

Persuasive Writing for the Human Body-20 points


Using complete sentences, you will be persuading the reader how the
human body is made up of systems working together.

Introduction (3 points):
The introduction includes the thesis statement of the human body.
Include the topic, summary of opinion, and the why.

Thesis Statement: A claim that summarizes the main points and


arguments of the paper.
Thesis:_______________________________________________
____________________________________________________
Main Reason One (2 points):
Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or
examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________
8

Facts or Examples (1 point each for 3 separate facts, 3 points):


Each main reason needs three supporting facts or examples with
three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________
Fact Three:____________________________________________
Main Reason Two (2 points):
Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or
examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________

Facts or Examples (1 point each for 3 separate facts, 3 points):

Each main reason needs three supporting facts or examples with


three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________
Fact Three:____________________________________________
Main Reason Three (2 points):
Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or
examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________

Facts or Examples (1 point each for 3 separate facts, 3 points):


Each main reason needs three supporting facts or examples with
three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________

10

Fact Three:____________________________________________

Conclusion (3 points):
The conclusion needs to summarize the three main reasons compared
to your thesis. Be sure to use 3-4 sentences!
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Grade: ____/ 20
Intro: ___/ 2
Main Reasons: ___/ 6
Facts or Examples: ___/ 9

11

Conclusion: ___/ 3

Comments:

12

13

Courtney Cremeans
Human Body Systems Reflection
1.1Objectives/Outcomes were clear, concise, measurable, and appropriate to
1. Lesson
lesson, and paraphrased by the student to ensure understanding.
Objectives
Objectives listed were measured by the completion of the thesis statement teacher
and
made assessment, diagnostic assessment in the bell ringer, and the formative
Student
assessment verbally. The students constructed a thesis statement and articulated
Outcomes
their defense on a stance (1) and compared and contrasted the interacting human
body systems (2). The completion of the teacher made assessment that was
measurable by a given rubric ensured me of their understanding. I utilized the
Elmo, Smart Board, slideshow, wrote on the board, walked around the room, and
gave verbal explanations to make sure I was serving each students needs.
Instructions were also accompanied in the physical copies of the assessment to
ensure the expectations were clear.
1.2Objectives were aligned with WV Next Generation Standards (number and
description) as well as National Standards.
SC.O.7.3.01 of the WV CSOs was aligned with the National Standards WHST.6-8.2.
SC.O.7.3.02 and S.7.LS.3 of the WV CSOs was aligned with the National Standards
WHST.6-8.2
2. Design
of
Lesson and
Pedagogy

2.1 Lesson plan is organized, containing all three parts with full explanation
of each:
*Introduction/Lesson Set
My introduction required more effort from my part to get the students to talk. The
students were tired and ready to go home. I had to prompt the students with questions
to get the students to communicate with me to answer the bell ringer question I had
asked. All three sections of the lesson plan are identified with details describing the
different sections.
*Body/Transitions
The students were new to the concept of persuasive so this part of the lesson required
more time than what I had allotted. I had to be extremely explicit with my instructions
of how to complete a thesis statement and demonstrated how to do one on the Elmo. I
walked through these steps together with the class to avoid confusion.
The slideshow was something they were used to, along with taking notes with this
presentation.
I completed the instructions with the class and allowed students to create their own
sentences if they chose to do so.
*Closure
The teacher made assessment took longer than expected and there was no time to
discuss the review the concept of a thesis statement with other topics as I had hoped
to do. The students had just enough time to clean up, turn in their work, and pack up
their things.
2.2 Strategies were designed to address all of the following:
*Student engagement I made the material relevant to things and natural
occurrences they see on a daily basis like television shows that contained medical
information, relatives who may deal with skeletal problems, and body systems they
are more familiar with such as vessels and capillaries.
*Promoting critical thinking and problem solving I posed questions that
related the material to tangible items they could apply. They were proposed if I wanted
to defend drinking coffee in the morning as being beneficial, what would I need to say

14

3. Content
Knowledge

4.
Understand
s
Characteris
tics
of Students

this as a thesis statement. This questions made them think of the characteristics that
coffee offers and find factual information to defend it.
*Logical sequencing of meaningful activities The teacher made assessment
gave a sequence of steps that were necessary to follow in order to produce the
expected and anticipated results.
*Balance of small, large, individual , and partner learning experiences The
students wrote conclusions independently, the assessment was completed as a large
class, and bell ringers were discussed as tables.
*Supported the objective/outcome of the lesson Teacher guided instruction
and scaffolding led to the completion of the teacher made assessment, hands on
experiences led to the completion of the lab guide to prepare for the teacher made
assessment, and reflections done independently and dependently allowed for relating
the different body systems.
*Use of technology Technology was used through the Slideshow presentation and
Elmo with the teacher made assessment.
3.1 Content Knowledge is reflected and fully described in the following:
*identification of prior knowledge from previous lesson completed verbally
and written in the bell ringer. The body systems packet was completed the prior day to
ensure material was reviewed and available to refer to throughout the assessment.
*lesson activities reflect current objectives/outcomes assessment allowed for
classification and identification in relation to other body systems, and note taking
guides were done to identify prior to the assessment.
*projects to future learning activities and objectives- The conclusion of the
assessment explained what would be explained and covered in the next days notes
which was the dissection of the eye ball. The conclusion of the lab explained thesis
writing that will be replicated and reused in the future.
4.1 Designed to motivate and engage all students with fully written
explanations of the process
Students were able to enjoy the material to accommodate for multiple learning styles
such as auditory-spoken instruction and explanation, visual-worksheets, slideshow, and
Elmo, verbal-questioning and answering, interpersonal-working with partners and
class, and intrapersonal learners-concluding alone.
4.2 Developmentally appropriate with fully written explanations
Between the ages of about 7 and 11, children are in the period Jean Piaget referred to
as the concrete operational stage. After this stage, they transition into the formal
operational stage of cognitive development. The students are in between these two
stages and I must target a medium among the two. The students begin to think
abstractly and reason about hypothetical problems and abstract thought emerges.
They begin to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning, which requires me to pose some of
these questions as I did.
I posed questions that incorporated social issues being addressed in the media like
cardiovascular disease on the rise in our area and asked their personal observations.
Some may be on the lower end and still in the concrete operational stage where they
are just beginning to use deductive logic. They are becoming increasingly skilled at
understanding logical and concrete information but still struggle with hypothetical or
abstract concepts. As they focus on concepts that are concrete, it is important to offer
opportunities in which they can observe for themselves to make conclusions as I
presented in assessment and allowing the students to use their prior worksheet packet.
4.3 Appropriately differentiated to meet various needs of students including
(but not limited to differently learning styles, students with disabilities, high
achievers, etc.) with fully written explanations of how the teaching process
will be implemented.
Students who had IEPs were given a more explicit guide to their assessment as many

15

5.
Assessmen
t

6.
Manageme
nt of
Classroom
Time

7.
Technology

8. Data
Analysis

of them struggle with writing. I allowed for students write in their own sentences that
allowed for high achievers to write more complex responses and students who are low
achievers may write simpler sentences. The font of the assessment was large enough
to accommodate for students who have poor vision and the IEPs who describe students
who have trouble reading long written sections.
5.1 Described diagnostic, formative, and summative assessments
Diagnostic was done in the bell ringer, formative was done verbally and via note
taking, and summative was done through the completion of the teacher made
assessment.
5.2 Descriptions of assessments were provided and aligned with all primary
objectives/outcomes
Each assessment has the objective that was covered is listed beside of it. All of the
objectives (1 and 2) are addressed in the lesson plan and were covered in the lesson.
5.3 Attached formal or informal assessment tool with plan of implementation
included.
The assessment with the rubric are all attached. The instructions are provided and
implementation of each of these are covered in the form of varying assessments.
6.1 Classroom time was identified and referenced with possible structural
challenges identified.
The time management framework was noted for the 90 minute class period and each
section of the lesson was identified with its allotted time. Some of the sections of the
assessment took longer, like the thesis statement, than the time allotted but it worked
out because the bell ringer was shorter than expected, the timing worked well with
flexibility.
6.2 Individual activities and/or strategies have estimated time of completion
with possible structural challenges identified.
Each section of the lesson was identified with the planned procedure and time of
completion. If a section required materials, passing out materials was listed. If lesson
ran short, additional activities and extended handouts were listed.
6.3 Possible extended activities were identified and described in accordance
to each was meaningful, developmentally appropriate, and differentiated.
The extended activities were listed and were relevant to the lesson and objectives.
They address the writing CSOs for the appropriate grade level.
7.1 When technology was used, the lesson provided for access to ALL
students with a written plan for distribution or access included.
All students can access the power point presentation and the Elmo. The powerpoint
was displayed via the SmartBoard and was projected for all students to view.
7.2 Aligned with WV Next Generation Standards and National Technology
Standards.
I abided by the NSTA standards and WV CSOs to incorporate technology into the
lesson. The standards were listed.
7.3 Technology usage was developmentally appropriate and described.
All students can access and understand how to observe a media presentation. The
description of the Elmo and how to use its projecting features are identified.
7.4 Technology usage reflected district and national ISTE expectations.
I have not been exposed to the ISTE expectations, but by abiding by National Science
Standards, I had hoped to fulfil national standards.
8.1 Assessment data was collected, analyzed and used for future
instructional decision making.
I collected the student work and was able to use this to create a graph of grades,
determine an average, and identify students who needed additional assistance.

16

9.
Reflection

10.
Professiona
l
Practice

9.1 Using the 10 point rubric format (here), identified an evaluative score
with a written description of how the score was assigned.
This is a copy of my 10 point reflection rubric and I am identifying each of the 10
expectations.
9.2 Detailed explanation of how each component of the rubric was
successfully met (or not) was provided.
Each component is listed and I describe each of the components that are identified in
bold.
9.3 Provided detailed explanation of answers using the WVSU Reflection
Form.
I am using the reflection form used by WVSU.
9.4 Listed and described ideas for improving instruction based on material
from previous reflection sections.
To improve this lesson for next time, I will be more explicit in my directions. I will also
explain ahead of time to the resource room teacher so she/he has a clear
understanding of how to help the inclusion students in case questions arise.
9.5 Lists and describes changes and approaches to lesson plan creation from
plans.
Changes to my lesson plan creation from plans were to explain the lab before handing
out the assessment. This prevents them from getting excited and distracted by the
materials and allows them to focus on the directions. I also modified the time allotted
for the components of the lesson. Each component required flexibility which I have
found is imperative to middle school classrooms.
10.1 Lesson Plan was submitted on time. 10.2 Lesson Plan contained all
identified components.
I submitted my lesson plan prior to teaching to my teacher. The classroom teacher was
aware of what I would be doing and reviewed my lesson and gave their input.
10.3 Followed assigned lesson plan format.
The lesson plan format abides by WVSU rubric and expectations.
10.4 Lesson Plan includes WVSU Reflection Form completed with no errors in
grammar, spelling, and/or punctuation.
The reflection form from WVSU is attached and standard English with proper grammar
is utilized.

17

Das könnte Ihnen auch gefallen