Organization+Rationale+P.2

<============= Link to file.

**– ORGANIZATION PACKET**

s · //How do the learning targets relate to EALRs, state learning goals, district goals, school goals, or classroom goals?// Richland school district has ‘Power Standards’ which are EALRs that are broken down by state learning goals, district goals, and finally what goals we will cover in the classroom at which grade. The second week of school, we went over these Power Standards and handed out a standards check off sheet to the students. As the curriculum moves along in the class, we check off which standards we covered in the lesson. For this particular lesson, the class will be covering the RSD Content/Organization/Style (COS) Power Standard. This is EALR 3 and GLE 3.0; The Student writes clearly and effectively, Traits of Quality Writing. The RSD Power Standards for Middle School Writing calls for us to cover organization, which defines: Analysis ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. · //How do the learning targets relate to previous and future lessons? (explain or provide a unit plan)// Previous lessons are covered on the organization of a 5x5 paragraph (intro, three bodies, and conclusion paragraphs) in the 6th grade. The lesson from the last day of class was the first part of the Organization Packet. In the first part of this lesson, we covered notes on what the audience looks for in great organization. Also, we used a paragraph that was out of order and had the students put the sentences in their proper transition order. Future lessons in 8th grade, as well as any essay or paper to be written in their lifetime, will call for organization and create stronger, most understandable papers. · //How do the learning targets incorporate a multicultural perspective?// Organization of papers is a target which is limited to a larger perspective. However, in some cases of the papers which we grade in this lesson will have come from many different perspectives. Some of these discuss ways of living in our American culture. · //Why are the learning targets appropriate for all students in the class? (highlight any modifications for individual students)// The learning target is appropriate because organization is a vital component of completing any long written piece of work. In 8th grade and on into high school will ask students to create well organized papers. Great organization goes beyond papers as well. Organization surrounds our everyday life. Every student will someday have to wake up, eat breakfast, get dressed, go to work, and will have to be organized to keep their day moving more in motion. Students will learn that the more prepared they are and organized, the better their lives will move along just like their papers. The students will be able to see actual 7th grade work and how I would go about grading the papers based on their content.

 · //How does the strategy accommodate students at different developmental or achievement levels?// This lesson incorporates past student work. This means the students are going to evaluate old work using the rubric which they are taught today. Students can see first hand the different grades which students just like them will receive. This helps show students who would normally score what needs to be done to get a higher grade. This also allows high scoring students to see what needs to be present in order to receive a high grade. There are three different ways to be assessed in this lesson: class, group, and individual work. This lesson also has three different ways of learning style: auditory, visually, and kinesthetically. · //How does the strategy respond to differences in students’ cultural and linguistic backgrounds?// The assessment strategy is very diverse for many different types of learners. Cultural and linguistic backgrounds are not affected by the ways of assessing progress.

 · //How have you demonstrated your understanding of students’ cultural backgrounds, ethnicity, first language development, English acquisition, socioeconomic status (SES), and gender?// Most of my class is white; however, I demonstrate my understanding of the minority and class differences through equal, unbiased inclusion. · //How do the experiences accommodate the learning needs of students with disabilities or 504 students?// Class, group, and individual work include all the students of the classroom. I am available before and after school for any extra attention or assistance for students with or without disabilities. · //How do the experiences incorporate multicultural perspectives?// Part of this lesson incorporates a papers written about how students go about their day to day living. But culturally it is very narrow. · //How do the experiences stimulate student problem solving and critical thinking?// Students must grade papers based on the rubric that I use for their papers. It gives them a feeling of taking on the role of a teacher. This puts the students in a position they don’t normally get and can find the activity fresh and something new. The students must thoroughly read over the stories and label every grade with the appropriate corresponding rubric notes. · //How do the experiences create an inclusive and supportive learning community?// My class seating chart is setup by gender and intelligence. The lesson incorporates class and group work that involves interaction of multiple intelligences.

 · //Describe your plan for collaboration with families to support student learning.// Families can contact me through the school or the online Gradebook program. Parents/Guardians can access the student’s grades online as well as missing assignments and attendance. The lesson doesn’t call for parent/guardian inclusion; however I always encourage students to be involved with their learning and families. Meetings can be set up through voicemail, e-mail, or in person through the office. My contact information can be found on the Gradebook website.