Instructional Planning Guide

Name: Valerie Steele
Campus: Middle School

Lesson Plan Objective

Quotes with Character--Character Ed Lesson
 

Grade Levels
(select all grade levels applicable)

Subject
Other
 

Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

110.62 (b) (2)(D) incorporate direct and indirect quotes and other research to write in copy;

(3)(B) design elements into an acceptable presentation;

(C) use illustrations or photographs that have been cropped, to communicate and emphasize a topic;





TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Reinforce Language Arts skills

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
How long has the trait of character been around?

Did people from the past "push" character?

How do you learn and use character in your life? Give examples.

Is character important to you? others?

Do you hear/read quotes that have a underlying meaning?

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
One week

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Knowledge-Students will locate quotes on the Internet that relate to Character.

Comprehension-Students will find a graphic that will relate and/or go along with the quote/character trait.

Application-Students will create flyers of the different traits with the quotes.

Analysis-Students will need to analyze the quote to make sure that it fits with the character trait that is associated with it.

Synthesis-Students will have to interrupt a quote as to its meaning.

Evaluation-Students will critique each flyer to make sure the quote fits with the character trait.
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Publication with Character Rubric

New rubric would not load--here is the location on the web.

http://www.fisd.us/middle/teachers/vsteele/Pub%20Rubric%20with%20character.pdf

Create a rubric (click here). You may enter the complete URL above

Uploaded Rubric
not currently available.
 

Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
SW use the Internet to find quotes that are related to the six pillars of character. Students will then create letter size posters that reflect that character.

Class discussions may be used to discuss the concept of quotes (meanings).

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
1. Students will use the Internet or Library to find quotes that infer a character trait represented by the Six Pillars.
2. Students will use MS Publisher and create a flyer using the quote. Students may use clipart or photographs to dipict trait.
3. Students will repeat these activities until they have found a quote for all six traits and created flyers for them.
4. Students will deposit completed work in my drop box.

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Students will research quotes and connect quotes to the six pillars of character (one for each). They will then create a flyer using each quote and pillar and add graphics to enhance flyer. These will be on display around the school (s) and businesses in the community.

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
Computers w/Internet
MS Publisher (Desktop publishing software)
digital cameras
Use of teacher drop-box

if necessary:
Library-online catalog for book of quotes

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Students will be working in partners. One student may create flyer while other finds the quote.

GT students will need to take actual photos of that character being "performed" on campus.
Differentiation Power Point