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Politics : Sharks in the Septic Tank -- Ignore unavailable to you. Want to Upgrade?

To: The Philosopher who wrote (51303)	6/17/2002 10:18:39 PM
From: epicure	Read Replies (1) \| Respond to of 82486

I never said A was for the minimum I don't agree with that Here is an example of some student outcomes I wrote for a thematic unit on a piece of core literature. Each outcome would have a multiprong rubric- composed of four levels. You can think of the levels as A, B, C, D- but they really correspond to attainment of skills listed under each heading of the four part rubric. Student Outcomes 1. What important cognitive skills do I want them to develop? Ø Students will learn to express what they know using brainstorming on the subject "toys" as part of the Roxaboxen thematic unit.. Grade 3 Listening and Speaking 1.5 Ø Students will learn to analyze literature by identifying themes in Roxaboxen by doing "chapter titles" for each page, or coherent group of pages. Grade 3 Reading Comprehension 2.3 Ø Students will learn to analyze literature in terms of characters by doing character maps on characters in Roxaboxen. Grade 3 Literary Response and Analysis 3.3 Ø Students will learn to communicate effectively orally by using collaborative talk when discussing Roxaboxen and other books in that thematic unit. Grade 3 Listening and Speaking 1.7 Ø Students will learn to communicate effectively in writing by searching Roxaboxen for powerful groups of words form which they will make found poems. Grade 3 Writing Applications 2.2 2. What social and affective skills do I want them to develop? Ø Students will develop a spirit of teamwork and cooperation when deciding how to organize a human graph reflecting how effective they thought Roxaboxen was at describing a child's eye view of the world. Ø Students will learn to appreciate their individual strengths by making personal connections to Roxaboxen and other literature in that thematic unit using a life experience "quickwrite". Ø Students will begin to understand that we all have strengths and weaknesses by making a sun shadow Mandala and working with opposite characteristics found within themselves as part of the Roxaboxen thematic unit. Ø Students will learn to appreciate each other and build friendships by engaging in partner think aloud protocols one on one when reading literature related to the Roxaboxen thematic unit. Ø Students will learn patience by using the written conversation technique to explore literature in the Roxaboxen thematic unit. 3. What metacognition skills do I want my students to develop? Ø Students will learn to evaluate the writing process by learning to evaluate ideas using P-M-I Evaluation strategy on the Roxaboxen unit assignment where the children imagine other characters have come to Roxaboxen, like Pooh. Grade 3 Written and Oral Language Conventions 1.1 Ø Students learn to generate their own rubrics for "good" writing in Read Around Groups, which will evaluate the stories of the children generated in response to Roxaboxen. Grade 3 Writing Strategies 1.4 Ø Students will learn to plan effective ways to keep themselves on track in independent learning by using Learning Logs while they read the literature in the Roxaboxen thematic unit. Grade 3 Reading Comprehension 2.2 Ø Students will evaluate the effectiveness of their research strategies using a metacognition journal while they do their research on their chosen tribe of Soutwestern Indians in the Roxaboxen thematic unit activities.Grade 3 Reading Comprehension 2.3 Ø Students will evaluate their problem solving strategies by keeping a problem solving journal while they proceed through the map activities associated with the Roxaboxen thematic unit. HSS 3.1 4. What types of problem solving skills do I want my students to develop? Ø a…..Students will create their own unique interpretations of Galimoto (one of the books in the Roxaboxen thematic unit) by using Sketch to Stretch. Ø Students will learn to solve problems that have no one right answer using Venn diagrams to compare toys of today with toys of yesterday, one of the activities in the Roxaboxen thematic unit. Ø Students will learn how to do research using KWL strategies when they begin to research animals that live in the Southwestern deserts as part of the Roxaboxen thematic unit. Ø The students will learn to make healthy choices by making sociogram maps of some of the characters in the story Roxaboxen and dealing with the choices they have made- Anna May speeding, and Marion being mayor, for example. Ø The students will create their own unique mathematical expressions by building a page modeled after Anno's Counting Book using Southwestern animals, and settings as part of the Roxaboxen thematic unit. 5. What concepts and principles do I want my students to be able to apply? Ø Students will apply basic principles of ecology to their lives by using a problem/solution journal for evaluating how native American people protected themselves from the elements in the Southwestern deserts as part of the Roxaboxen thematic unit. HSS 3.2 Ø Students will learn to apply basic principles of ecology using "Speculation about Effects" Journals to discuss destruction of habitat and the impact of ATV use in the Southwestern deserts as part of the Roxaboxen thematic unit. HSS 3.5 Ø Students will criticize literary works based on plot, setting, and characters using an adapted form of the literary report card. Students will develop a report card for the main books in the Roxaboxen thematic unit rating them (with grades) on plot, setting, characters. Grade 3 Literary Response and Analysis 3.3 Ø Students will understand cause and effect relationships in everyday life and to illustrate this we will examine journals made in response to Roxaboxen in the activities above (as in outcome 5.b) and examine cause and effect in our own work. Grade 3 Reading Comprehension 2.6 Ø Students will better understand what a democracy is by contrasting the historical governments of Indians in the Southwest with out own form of government using Venn diagrams as part of the Roxaboxen thematic unit. HSS 3.4