TITLE: Chapter 3
TASK DEVELOPER: Chuck Lasek
GRADE AND CONTENT AREA: Grades 11 - Cabinetmaking
SCHOOL: Mergenthaler Vocational Technical Senior High School
STANDARDS:

Maryland Core Learning Goals, Expectations, and Indicators
English: Grades 9-12

Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

Expectation 2.2: The student will compose texts using the prewriting, drafting, revising, and editing strategies of effective writers and speakers.

Indicator 2.2.2: The student will select and organize ideas for specific audiences and purposes.

Assessment Limits:

1. Selecting a logical sequence of ideas or sentences.
3. Selecting or deleting information to suit a given purpose or audience.
4. Identifying the logical placement of a sentence or paragraph within a text.

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PERFORMANCES:

The students will write a fact sheet.

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SETTING:

Real World Setting: Home Improvement

You are a buyer for a construction company and you will need a number of different sized nails for the next project the company will be doing. You are faced with knowing the various sizes that are needed for the job. You must write directions for each department and explain which nails they will need for their particular job. Once you have completed, you will have an opportunity to present your results to other students.

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INSTRUCTIONAL ACTIVITIES:

20-60-20 Teaching Model

Segment One: Mini-Lesson - Estimated Time: 20% of allocated time

During this segment of the lesson: (20 mins.)

  1. Teacher will review past lesson plans
  2. Teacher will review expectations for the BCR (shown on overhead)
    * Accountable Talk: Brainstorming: The knowledge of nails and where and how you will use them.
  3. Teacher will review safety rules

Technology for this segment: overhead
Materials for this segment: worksheet and textbook (if needed)
Student product or performance for this segment: class discussion
Scoring tool for this segment: n/a

Segment Two: Practice - Estimated Time: 60% of allocated time

During this segment of the lesson: Teacher will move through the room to observe and assess individual student work (50 mins.)

  1. Engage in one on one accountable talk
  2. Ask if students know the penny system for the different nails
  3. Ask if students know where finish nails and common nail are used
  4. Ask if students know the need for the hammer in driving nails

Technology for this segment: shop materials
Materials for this segment: shop materials
Student product or performance for this segment: identifying/utilizing nails
Scoring tool for this segment: informal accountable talk

Segment Three: Feedback - Estimated Time 20% of allocated time

During this segment of the lesson: Teacher will wrap-up the shop work experience (10 mins.)

  1. Review progress
  2. Distribute BCR handout or have students copy BCR off of the overhead
  3. Class Brainstorming possible content for the BCR

Technology for this segment: overhead (if needed)
Materials for this segment: BCR handout (if needed)
Student product or performance for this segment: BCR homework
Scoring tool for this segment: Construction Department Rubric (BCR)

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SCORING:

Constuction Department Rubric: Brief Constructed Response

LEVEL 3

This response demonstrates an understanding of the complexities of the text.

  • Addresses the demands of the question
  • Uses expressed and implied information from the text
  • Clarifies and extends understanding beyond the literal

LEVEL 2

This response demonstrates a partial or literal understanding of the text.

  • Addresses the demands of the question, although may not develop all parts equally
  • Uses some expressed or implied information from the text to demonstrate understanding
  • May not fully connect the support to a conclusion or assertion made about the text(s)

Proficient Performance = 2 and above

LEVEL 1

This response shows evidence of a minimal understanding of the text.

  • May show evidence that some meaning has been derived from the text
  • May indicate a misreading of the text or the question
  • May lack information or explanation to support an understanding of the text in relation to the
    question

LEVEL 0

  • The response is completely irrelevant or incorrect.

NOTE: The rubric for BCRs was last edited and approved July, 2004.

Source: http://mdk12.org/instruction/curriculum/hsa/language_arts/instructional.html

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RESULTS:

Organize: I collected data for the all of the students and I identified the number of students who performed at or above the proficient level on my scoring tool:

  • 12 out of 14 students were proficient on my scoring tool (score of a 2 or higher)

Therefore, 90 % of my students were proficient.

Reflection:

After teaching this lesson and evaluating student achievement, I realized after putting more weight on scores the students did better.