Term 4 Convergencechartmayeseisenberg 2

Knowledge of Students and Context:
Standards:
Curriculum Materials:
Literacy: CC.1.2.3.D Explain the point of view of the author.

CC.1.2.3.L Read and comprehend literary non-fiction and
informational text on grade level, reading independently and
proficiently. CC.1.2.3.A Determine the main idea of a text;
recount the key details and explain how they support the main
idea. CC.1.2.3.C Explain how a series of events, concepts, or
steps in a procedure is connected within a text, using language
that pertains to time, sequence, and cause/effect.
- Changing the World: Persuasive Speeches,

Petitions, and Editorials, Lucy Calkins
- Every Living Thing, Cynthia Rylant
- Famous Animals, Susan Brocker
- American Zoo Association
- Cass Becomes a Star, Graham Meadows
- A Dog Movie Star Demonstrates the Art of
Canine Acting, youtube.com
- Save the Birds, Fay Robinson
- Aero and Officer Mike, Joan Plummer
Russell, from the Storytown anthology
- Canine Partners for Life
- USDA Animal Welfare Information Center
- Native American Animal Stories, Joseph
Bruchac
- Fireflies, Julia Brinckloe
Writing-- CC.1.4.3.G Write opinion pieces on familiar topics or

texts; CC.1.4.3.H Introduce the topic and state an opinion on the
topic; CC.1.4.3.I Support an opinion with reasons; Create an
organizational structure that includes reasons linked in a logical
order with a concluding statement or section; CC.1.4.3.K Use a
variety of words and sentence types to appeal to the audience;
CC.1.4.3.L Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling. CC.1.4.3.X Write routinely over
extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening-- CC.1.5.3.A Engage effectively in a
range of collaborative discussions on grade level topics and
texts, building on others ideas and expressing their own clearly.
Social studies-- 5.2.3.A. Identify personal rights and
responsibilities; 5.2.3.C. Identify leadership and public service
opportunities in the school, community, state, and nation;
5.2.3.D. Describe how citizens participate in school and
community activities.
What
The Relationship
Between Humans
and Animals
Why
We will use a variety of teaching methods to

engage our students and reach all different types
of learners:
- Read alouds, partner reading, shared reading,
and independent reading will touch on all parts of
the balanced literacy framework
- The debate and gallery walk will encourage
student inquiry and meaning making
- Small group and whole class discussion will
provide space for students to share their ideas
and learn from each other
- Presentations will build students speaking and
listening skills
Theories of Teaching and

Learning:
How

Teaching Methods:
- Penn Alexander is one of the best schools in

SDP, and our students have consistently high
scores on standardized tests
- A few students are ELL, have IEPs, or just
need more support
- Students are interested in animals, evidenced
by their choice of informational text writing
topics, their I Have a Dream statements, their
Big Money responses, and countless
conversations with students about their pets
- Students have background knowledge
of/personal experience with animals
- Students are accustomed to engaging in
higher-order thinking, are aware of social
issues, and display an interest in tackling
nuanced topics
- Topic is consistent with 3rd grade curriculum
progression and state standards
Educational Philosophy and Beliefs:

- Students should learn from each other, challenge each
other, and engage in meaningful conversation
- Differentiation should be used to accomplish equity
- Education should teach students to see things from
different perspectives and understand nuance
- Students should have an active role in the knowledgebuilding process
- Education should foster empathy and compassion
- Teaching should inspire a sense of initiative within
students, and should give students a significant (but
developmentally appropriate) level of agency and
responsibility
- Teaching and learning should be an enjoyable
experience!

- Calkins theory of teaching/learning

writing: emphasis on a writing process
where students create an argument,
evaluate available evidence, and use the
workshop model to plan and revise their
work
- Tomlinson: differentiation is a way to
ensure that all students are given the tools
they need to access higher-order thinking
- Gardners theory of multiple intelligences:
incorporate a variety of activities and
teaching methods so that each student can
access deep learning and effectively
demonstrate their understanding
- Gilles: importance of group work and
collaboration; students use each other as
resources in the knowledge-building
process
- Scardamalia & Bereiter: learning as an
iterative process of inquiry and implicit
knowledge development

Term 4 Convergencechartmayeseisenberg 2

Uploaded by

Copyright:

Available Formats

Term 4 Convergencechartmayeseisenberg 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Term 4 Convergencechartmayeseisenberg 2

Uploaded by

Copyright:

Available Formats

Knowledge of Students and Context:

Literacy: CC.1.2.3.D Explain the point of view of the author.

- Changing the World: Persuasive Speeches,

Writing-- CC.1.4.3.G Write opinion pieces on familiar topics or

We will use a variety of teaching methods to

Theories of Teaching and

- Penn Alexander is one of the best schools in

Educational Philosophy and Beliefs:

- Calkins theory of teaching/learning

You might also like