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WRITING A LEARNING EXPERIENCE EXERCISES

Contact Information: Pat Loncto

□ TASK A: Complete the PRE-ASSESSMENT

□ TASK B: Discover the parts of a Sketch: Scavenger Hunt

□ TASK C: REFLECT

□ TASK D: Examine an Original sketch, score Sketch

□ TASK E: Examine an Original and Edited Sketch

□ TASK F: Edit Sketch template for personal use

□ TASK G: Complete POST-ASSESSMENT

5/21/2023 Writing a Learning Experience EXERCISE Pkt 1

Essential Question:What makes learning happen?

Guiding Questions:

What makes a Learning Experience similar to, and different from, a Unit Plan? a Lesson Plan?

What makes a Sketch similar to and different from a lesson plan?

LE Tools to examine:

Tool 1: Finding the Big IdeasTool 2: MY Performance Indicator Vocabulary ListTool 3: Lesson SketchTool 4: Rubric

Why use the LE tools? To fulfill professional responsibility to develop intentional “best practice” lessons. To develop the kernel idea of a Learning Experience before investing time in writing a

Learning Experience with all component parts. To save editing time when writing a Learning Experience. To systematically examine the elements of “Power” in a Learning Experience:

→ Relation to the Standards/Performance Indicators and NYS Assessments→ Intellectual Challenge→ Assessment→ Engagement→ Adaptability→ Technology Integration


TASK A: Complete the PRE-ASSESSMENT

What do you know?LEARNING EXPERIENCE PRE-TEST

1. What lesson components are non-negotiable for making subject matter meaningful and advancing student learning?

2. What makes a Learning Experience similar to and different from a Unit Plan?

3. What makes a Learning Experience similar to and different from a Lesson Plan?

4. What is the difference between an Essential Question and a Guiding Question? Give an example to illustrate your answer.

5. When are the moments to assess during learning?

6. Explain the purpose and use of Student Reflection.

Your reflection: How are you feeling right now? (keep your thoughts to yourself)


TASK B: Discover the parts of a Lesson Sketch Scavenger Hunt

A Sketchy Scavenger HuntDirections: Examine and analyze Jennifer Twist’s Lesson Sketch (tool 3) to discover how the 4 LE tools

worked together to form the foundation for a quality Learning Experience. Answer the following questions.

1. What is the relationship between the Essential Question, Guiding Question(s), Reflection Question in the sketch?

2. Locate the first Standards/PI. Write the Standard/PI code:

3. Locate the first assessment tool and state the Learning Opportunity when the tool is used and state the PI being assessed.Tool:

Learning Opportunity:

Standard/PI:

4. List 3 verbs that indicate the action of students during the learning opportunities.1. 2. 3.

5. In what tense is the Learning Opportunity section written? Why this tense?Tense:Why?

6. From reading the Sketch how do you know what the teacher is doing in contrast to what the students are doing?

7. Summarize the “big idea” for this lesson.

Your reflection: In your opinion, is the sketch useful to you? Why?/Why not?


Tool 3: LESSON SKETCH

Standards Area: Mathematics Topic: Place Value and Value of a Number

Grade Level: Fourth Teacher: Ms. Jennifer TwistClassroom Teacher: Mrs. Jennifer Battel

Enduring Understanding:The value of a digit changes based on its place value and number value.

Essential Question: What do numbers show?

Length of Periods: 50 Minutes

Lesson Components Day 1Student Guiding Question(s) What questions direct this lesson and connect to the essential question?

What does value of a number mean? How does the place of a digit effect the numbers value? Where are the following place values located? Whole Numbers: Decimal Numbers: Thousands,Hundreds,Tens, Ones Thousandths, Hundredths, Tenths

How will I show place value of whole numbers (up to thousands) and decimal numbers (up to thousandths)? What is the value of the digits in each place value?

NYS Standards/PI What do you want your students to know and/or be able to do by the end of this lesson?

New York State MST Standard 3: MathematicsStudents will:

Understand the concepts of and become proficient with the skills of mathematics Communicate and reason mathematically Become problem solvers by using appropriate tools and strategies through the integrated study of number and sense and

operations, algebra, geometry, measurement and statistics and probability.Strand: Number Sense and OperationStudents will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Band: Number SystemsPerformances Indicators:3.4.N.4 Understand the place value structure of the base ten number system

Assessment Tool(s)How do you obtain evidence of each student’s learning during this lesson?

Place Value Computation Pre-Test (Proficient Level Version)-Administered prior to day one of the LE Observations of student conversations and anecdotal notes (Place Value Game, Walk-About Survey Concept Attainment

Activity, Reflection) Place Value Rubric for Differentiated Place Value Test

Skills What steps/procedures do you want your students to learn during this lesson?

Manipulate the base ten number system to solve problems Communicate mathematical reasoning in relationship to place value/number value

Learning OpportunitiesWhat are the students doing during this lesson?

Independently complete Place Value Computation Pre-Test (Proficient Level Version)-Administered prior to day one of the LE.

Participate in whole group Place Value Game Complete Walk-About Survey with peers Take part in whole group brainstorming Concept Attainment Activity Use the following websites for independent practice while teacher clarifies misconceptions with students needing

additional help.http://songsforteaching.com/math/placevalue/onestenshundredsplace.htm http://education.jlab.org/placevalue/gamepage.html Based on Pre-Test score, students independently complete Differentiated Place Value Test Students work collaboratively with 2-3 peers to verbally compile a response for the reflection question. They may also


http://education.jlab.org/placevalue/gamepage.html

http://songsforteaching.com/math/placevalue/onestenshundredsplace.htm

use white boards and base ten blocks to communicate their thinking.

Teaching Strategies NOTES:What does the teacher need to remember during this lesson?

Gather the following : Place Value number cards (3x5 cards with whole number and decimal number place values printed on them) Mystery Place Value Cards and post-it notes Chart Paper( Examples and Non-Examples) Place Value Computation Pre-Test Walk-About-Survey Differentiated Place Value Test Place Value Rubric white boards and base ten blocks

Student Reflection Opportunity/Question How do students connect their learning to their personal lives during this lesson?

Give an example of when the place value of a number matters in your life? Respond to the following Essential Question:

What do numbers show? “Pop” to share mathematical thinking


Walk-About-Activity: Blank TemplateName:__________________________________________ Date:______________

Directions: Find a different classmate to complete each question below. Make sure your classmate signs his or her name after he/she completes the question. Once you have completed the activity, please return to your desk.

Circle the number in the thousandths place?

8 6 5 .1 4 6

Name:___________________

_______________________________

Write a number with a 9 in the hundreds place.

Name:____________________

Draw a box around the number in the tens place.

9 4 2. 4 8

Name: __________________

Which place is the 1 in? Write the place value on the line below.

_______________________________

4, 1 2 6

Name: ____________________

Which place is the 7 in? Write the place value on the line below.

________________________________

5 1 3. 2 7Name:____________________

Draw a box around the number in the hundreds place.

7 3 9. 2

Name:____________________


Differentiated Place Value Test Part 1(Developing Level: Blank Template)

Name: ___________________________________________ Date:_______________

Circle the number in the hundreds place. Underline the number in the tens place. Draw a box around the number in the thousands place.

1.) 7 5, 6 4 3 2.) 1 6, 9 1 5 3.) 1 4, 8 9 1 4.) 9 2, 7 2 0

5.) Write a number with:3 in the thousands place5 in the thousandths place9 in the hundreds place1 in the tens place6 in the hundredths place4 in the tenths place7 in the ones place

____________ __________ __________ ___________ . __________ ___________ ____________

6.) Write a number with:7 in the hundreds place2 in the thousandths place9 in the hundredths place6 in the ones place8 in the tenths place5 in the tens place3 in the thousands place

___________ __________ _________ ___________. ______ ______ ______

7.) Use the provided numbers to answer the questions below. 8,516: What is the value of the digit in the hundreds place? _______10.35: What is the value of the digit in the tenths place? _________


Differentiated Place Value Test Part 1(Proficient Level: Blank Template)

Name: ___________________________________________ Date:_______________


1.) 7 5, 6 4 3 2.) 1 6, 9 1 5 3.) 1 4, 8 9 1 4.) 9 2, 7 2 0

5.) Write a number with:3 in the thousands place5 in the thousandths place9 in the hundreds place1 in the tens place6 in the hundredths place4 in the tenths place7 in the ones place

____________ __________ __________ ___________ . __________ ___________ ____________

6.) Write a number with:2 in the hundreds place7 in the thousandths place9 in the hundredths place6 in the ones place8 in the tenths place5 in the tens place3 in the thousands place

___________ __________ _________ ___________. ______ ______ _______

7.) Use the provided numbers to answer the questions below. 8,516: What is the value of the digit in the thousands place? _______125.86: What is the value of the digit in the hundredths place? ______


Differentiated Place Value Test Part 1(Distinguished Level: Blank Template)

Name: ___________________________________________ Date:_______________


1.) 7 5, 6 4 3 2.) 1 6, 9 1 5

3.) Write a number with:An odd digit in the thousands place5 in the thousandths place9 in the hundreds placeAn even digit in the tens place6 in the hundredths place4 in the tenths placeAn odd digit in the ones place

____________ __________ __________ ___________ . __________ ___________ ____________

4.) Use the provided numbers to answer the questions below.8,516: What is the value of the digit in the thousands place? _______10.35: What is the value of the digit in the tenths place? _________125.86: What is the value of the digit in the hundredths place? _____

5.) Write a four digit number._________________________

6.)In the box below, write the place value for each of the four digits.

7.) In the box below, write the number value for each of the four digits


Differentiated Place Value Test Part 2

Name:_________________________________ Date:______________

Read the number story below. Answer all of the questions using complete sentences.

Miss Twist wanted to bring all of the fourth graders a special snack. There were 30 students in Mr. Arnold’s class, 28 students in Miss Blue’s class, 25 students in Miss Lee’s class, 26 students in Miss Smith’s class, and 27 students in Miss Twist’s class. Miss Twist went to Wegmans and bought each student an apple.

1.) How many apples did Miss Twist buy? Write the digits inside of the correct shape.

Hundreds Tens Ones

Explain how you decided the total number of apples Miss Twist bought:_________________________________________________________________________________

_________________________________________________________________________________

Explain how you decided where to write the digit within the triangle:_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________


Show your work in this box

2.) How do you know the digit in the circle is not worth one apple?

________________________________________________________________________________

________________________________________________________________________________

3.) Using complete sentences create a number story that includes places values up to thousands.

Number Story:_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_____________________________________________________________________________

Using your number story write one place value question to share with the class.

_________________________________________________________________________________

_________________________________________________________________________________


Tool 4 Rubric: Place Value RubricAttribute Level 4 Level 3 Level 2 Level 1 Total/Comments

Problem SolvingThe extent to which the student provides a correct solution through the use of errorless computations.

Sophisticated computation(s) process is errorlessComputation(s) arrive at correct solution

Computation(s) process is errorless

Computation(s) arrive at correct solution

Computation(s) process contains error(s)

ORComputation(s) arrive at incorrect solution

Computation(s) and/ or solution is missing ORBoth computation(s) and solution are incorrect

Number ValueThe extent to which the student represents number value numerically.

States correct number value based on provided digit

Written response is enriched with the use of mathematical vocabulary

States correct number value based on provided digit

Written response correctly identifies number value of given digit

States incorrect number value based on provided digit ORWritten response includes incorrect usage of mathematical vocabulary

States incorrect number value based on provided digit Written response includes incorrect usage of mathematical vocabulary

Place ValueThe extent to which the student represents a digit according to place value.

Digit is placed in the correct position based on its value

Written response is enriched with the use of mathematical vocabulary

Digit is placed in the correct position based on its value

Written response correctly identifies the place value of a given digit

Digit is placed in the incorrect position based on its value ORWritten response includes incorrect usage of mathematical vocabulary

Digit is placed in the incorrect position based on its value

Written response includes incorrect usage of mathematical vocabulary

Number StoryThe extent to which the student represents mathematical thinking in the form of a number story.

Communicates, in writing, a number story that elicits a mathematical solution

Provides a question that can be solved based on the number story

Uses enriched mathematical vocabulary

Communicates, in writing, a number story that elicits a mathematical solution

Provides a question that can be solved based on the number story

Content of written number story is irrelevant to the skill of place value and number value ORQuestion that can be solved based on the number story is missing or irrelevant

Content of written number story and/or question is irrelevant

Question that can be solved based on the number story is missing and/or irrelevant

Part 1 Test Score (28 points): Part 2 Rubric Score (12points): Total Score (40/40): Sweet Home Grade Interpretation: Secure=40-30 Points Developing=29-20 Points Beginning=19-0 Points


Sample Basic Tools in My Tool Box for Writing an LE.By Jennifer Twist

Tool 1: Finding the Big Ideas Directions: Fill in all the blanks with the same word for the LE topic. Brainstorm and write your answer for each question in the space under the question. Write the first ideas that come to your mind. Purpose of finding the Big Idea: to discover what makes this topic worth your time to teach and the student’s effort and time to learn.NOTE: This design tool with prompts has been adapted from UBD.

Why study place value and number value? So what?(topic)

Place value/number value are foundational skills for mathematics. An understanding of place value and number value is necessary when adding and subtracting multi digit numbers, multiplying, and dividing.

What makes the study of place value and number value universal? (topic)

All individuals need a basic understanding of the number system. The skill of applying place value/number value is necessary within several place in the real world including money and cooking.

If the unit on place value and number value is a story, what’s the moral of the story? (topic)

All digits within a number have a specific place value number value. Incorrect usage of a place value and completely changes the meaning of a digit.

What’s the Big Idea implied in the skill or process of place value and number value? (topic)

The value of a digit changes based on its place value and number value.

What larger concept, theme, or issue underlies place value and number value? (topic)

The value of digits change based on interpretation of place value and number value.

What couldn’t we do if we didn’t understand place value and number value? (topic)

Go about daily life and activities including balancing a checkbook, cooking or purchasing any item from a store.

How are place value and number value used and applied in the larger world? (topic)

The number system(place value and number value) is used in everyday life including money and buying/selling items.

What is real-world insight about place value and number value? (topic)

The number system is a foundational element of basic life.

What is the value of studying place value and number value? (topic)

Successfully carrying out day to day activities including driving and shopping.


Tool 2: MY Performance Indicator Vocabulary ListDirections: List the key vocabulary for your particular chunk of learning. Also refer to Standards/PI selected and Core Curriculum

Name: Jennifer Twist Standards Area: MST Standards 3: MathematicsGrade Level: Fourth Title of Learning Experience: Place Value

Brief description of the related series of lessons (LE): This learning experience focuses on reviewing the following skills:

Place Value and Number Value

New York State MST Standard 3: MathematicsStudents will:

Understand the concepts of and become proficient with the skills of mathematics Communicate and reason mathematically Become problem solvers by using appropriate tools and strategies through the integrated study of

number and sense and operations, algebra, geometry, measurement and statistics and probability.

Strand: Number Sense and OperationStudents will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems.

Band: Number SystemsPerformances Indicator

Key Phrases Nouns Verbs AdjectivesNumber Sense and Operation

Foundation of the number system

Mathematics

Place Value

Base Ten Number System

Concepts

Skills

Problem Solver

Tools/strategies

Numbers/Number Systems

Relationships

Everyday life: money shopping, driving

Position

Digit

Problem Solving

Communicate/reason

Understand

Representing

Interpret number meaning

Proficient

Multiple

Using the information you included within Tool 1 and 2, write an Enduring Understanding for your topic.

The value of a digit changes based on its place value and number value.

Using the information you included within Tools 1, 2, and the Enduring Understanding write an Essential Question for your topic.What do numbers show?


3.4.N.4 Understand the place value structure of the base ten number system

There is no page 16

TASK C: REFLECT: How did Tool 1: Finding the Big Ideas, and Tool 2: MY Performance Indicator Vocabulary List, help Jennifer Twist be successful in writing her sketch (Tool 3) and her rubric (Tool 4)?

TASK D: Examine Jennifer B’s Original Sketch and Edited Sketch that follow. Use the Quality Lesson Sketch and Learning Experience Rubric below by highlighting a score in each dimension for her Original Sketch in one color and her Edited sketch in another color.

Assessment: Power Rubric Reference: Giselle O. Martin-Kniep, Ph.D. Learner-Centered Initiatives, Ltd.

Jeff Arnold, Pat Loncto Daemen College, TLQP

Quality Lesson Sketch Learning Experience RubricCRITERIA 4 – BEST PRACTICE 3 – PROFICIENT 2 – NEEDS REVISIONS

CONCERNING DETAILS/ALIGNMENT

1 – NEEDS MAJOR REVISIONS

Relation to Standards/PIThe extent to which stated Standards/PI form the foundation for curriculum lessons and where all components of the learning experience are aligned to them.

The alignment of all the learning experience components with stated Standards/PI from any/all related disciplines is obvious and explicit.

Assessment of the Standards/PI is so interwoven with the curriculum that it is difficult to distinguish where the curriculum ends and the assessment begins.

The alignment among all learning experience components with stated Standards/PI can be seen.

It is possible for everyone to tell where the curriculum ends and the assessment begins.

The alignment of learning experience components with stated Standards/PI is not explicit but can be inferred.

The assessment is appended to the curriculum. Only some aspects of the curriculum are measured.

The alignment of learning experience components with stated Standards/PI is contrived or difficult to determine.

The assessment is unrelated to the curriculum. It does not measure student learning from the curriculum taught.


Intellectual ChallengeThe extent to which the learning opportunities require reflective authentic inquiry.

Essential/guiding questions drive learning opportunities that are compelling and provide the central focus for students’ in-depth inquiry of the standards-based theme, problem, issue, etc., throughout the learning experience. Learning Opportunities challenge students through age-appropriateness and level of difficulty, a connection to real-life situations, active participation and applications in higher levels of thinking.

Learning Opportunities include measures that guide student reflection on both products and processes that may take the form of specific questions, checklist, or rubrics related to the Standards/PI being assessed.

Essential/guiding questions drive learning opportunities by providing the central focus for students’ standards-based inquiry of the theme, problem, issue, etc., throughout the learning experience.

Learning Opportunities are age-appropriate, link learning to real-life situations, and require students to investigate and synthesize information.

Learning Opportunities include measures that guide student reflection on the final assessment that may take the form of specific questions, checklists, or rubrics related to the Standards/PI being assessed.

Essential/guiding questions are significant, open-ended and linked to the standards-based theme, issue, etc but they inconsistently addressed throughout the learning experience.

Learning Opportunities are age- appropriate and focus primarily on recall, comprehension and factual knowledge acquisition through research without a practical application of the information in real-life.

Learning Opportunities include measures that ask students to reflect, but questions, checklists, or rubrics are only peripherally related to the Standards/PI being assessed.

Essential/guiding questions are unclear or poorly stated. They are divorced from theme, issue, problem, or question, and unrelated to the State Standards.

Learning Opportunities, whether they are age-appropriate of not, focus exclusively on recall, comprehension and drill and practice of knowledge and skills without a practical application of information in real-life.

The teacher is the only person who reflects on the products and process of the learning experience.

AssessmentThe extent to which teacher and students can measure student performance relative to each performance indicator.

The learning is formally and seamlessly assessed from beginning to end in ways that measure and support individual student learning as well as inform modifications and adjustments in teaching.

The learning includes formal, noticeable diagnostic, formative and summative assessments that support individual learning.

The learning includes formative and summative assessments. Formative assessment is not formally used to support learning because it is not addressed with students or because it does not provide individual records on individual student

Formal assessment is limited to a summative end-of-unit assessment.


The standards-based criteria for performance on assessment tasks are jointly identified and articulated by teacher and students in rubrics that effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement.

Expectations are supported with modeling/exemplars that show students what various levels of performance look like

The standards-based criteria for performance on assessment tasks are identified and articulated by the teacher in rubrics. The descriptions effectively distinguish between levels of performance and guide students in evaluating their work and setting goals for improvement.

Expectations are supported with modeling/exemplars that show students what various levels of performance look like

learning. OR

The standards-based criteria for performance on assessment tasks are identified by the teacher but the descriptions do not distinguish between levels of performance and therefore provide little or no feedback for student self-reflection, goal setting and improvement.

ORStudents do not have models that serve to show what quality work looks like even though they have an articulated rubric with levels of performance.

AND/ORThe students do not know the criteria for performance on assessment tasks.

AND/ORStudents do not have models or a rubric that serve to show what quality work looks like.

EngagementThe extent to which the learning opportunities hold the attention of students and motivate them to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement.

Learning opportunities explicitly draw upon students’ interests backgrounds, cultures and experiences as a foundation for its study.

Learning opportunities require students to work for a real audience and purpose so that they can experience the benefits and consequences of their work.

Learning opportunities allow students to derive personal meaning from the material presented by recognizing the connection to their real lives.

Learning opportunities have a real purpose and could have real consequences for students, but need a real audience from outside of the classroom so that students can experience the benefits and consequences of their

Learning opportunities are contrived connections between students’ own experiences and the material presented.

The purpose of the learning opportunities are vague or only school related. There are no real consequences beyond the classroom. The audience consists of teachers and / or peers.

Learning opportunities are presented in ways that prevent students from making meaningful connections between their experiences and the material.

The teacher is the only audience and the purpose of the learning opportunities is to measure / test. The consequences are grades.


Students work both individually and in collaborative groups to design, implement and evaluate work products and performances.

work.

Students interact with peers to share ideas and give feedback during all phases of the project.

Students interact with peers to evaluate their products.

Students work individually, without interaction with peers at any point during the assessment.

AdaptabilityThe extent to which the learning opportunities are suitable for the range of student abilities in the classroom.

Learning opportunities and assessments allow for a wide range of teacher-and student-negotiated student choice of what to learn, and where appropriate, how to demonstrate such learning.

The time allotted for students to learn and demonstrate learning is individualized and linked to the different learning and assessment demands.

Learning opportunities and assessments allow for students to draw upon their preferred learning style/intelligence.

Learning opportunities and assessments provide students with a wide range of teacher predetermined choices for students in terms of what to learn or how to demonstrate their learning.

The time allotted for students to learn and demonstrate learning is fixed.

Learning opportunities and assessments support several learning styles/intelligence.

Learning opportunities provide for teacher pre-determined and limited student choice in terms of what to learn and how to show learning.


Learning opportunities provide for a limited range of learning styles/ intelligence, although the assessment supports a single style of learning.

Learning opportunities are fixed activities. There is no choice of what or how to learn.


Learning opportunities and assessments are geared towards a single learning style/intelligence.

Technology The extent to which instructional technology, when appropriate, is used to enhance instruction.

Information is presented and experienced by students through a wide variety of appropriate educational technologies that assist students in achieving the learning Standard/PI

Information is presented and experienced by students through the use of appropriate educational technologies that assist students in achieving the learning Standard/PI

Information is presented by the teacher through the use of educational technologies, but not experienced by the students.

Information is presented by the teacher through the use of educational technologies, but not experienced by the students.


addressed in the learning plan.

addressed in the learning plan. OR

The technology is inappropriate and does not assist students in achieving the learning Standard/PI addressed in the learning plan.

ANDThe technology is inappropriate and does not assist students in achieving the learning Standard/PI addressed in the learning plan.


ORIGINAL One Day Lesson SketchDiscipline: Art Grade level: 2 Teacher: Jennifer B.Organizing Center: Follow the Drinking Gourd Unit: Star Maps

Essential Question: What is the Underground Railroad? How did slaves use this to escape to freedom?

Length of periods: 40 minutes


When you look up at the sky at night, what do you usually see? Why were the stars so important in the story, Follow the Drinking Gourd?What does the term “drinking gourd” refer to? Which was the most important star and why?

NYS Standards/PI What do you want your students to know and/or be able to do by the end of this learning?

2.1.a, 2.1.b, 2.1.c2.3.a, 2.3.d

Assessment Tool(s)How do you obtain evidence of each student’s learning?

See rubric


-following directions -creating a print: -applying paint to stamp, applying stamp to paper.-knowledge of vocabulary (freedom, North star (Polaris), Drinking Gourd (Big Dipper)


The student discusses what the Underground Railroad was; specifically, the importance of the term “follow the drinking gourd” in order to be led to freedom. (group discussion)The student discusses what the term drinking gourd refers to, what the big dipper is, and what the north star is. (group discussion)The student creates a star map that depicts the drinking gourd, or big dipper, and includes the proper location of the North star.The student learns and implements the process off creating a print: creating a printing surface, applying paint to the surface, and applying the stamp to paper to create the image.


Paint supplies

Student Reflection Opportunity/Question How do students connect their learning to their personal lives?

What is the most important star to a slave trying to escape to freedom? Why? What does the term “follow the drinking gourd” mean?What are the steps to creating a print?


TASK E: Examine Jennifer B.’s Original Sketch (above) AND her Edited Sketch (below) and identify the significant changes/improvements by making notes on the Edited Sketch below.

EDITED One Day Lesson SketchDiscipline: Art Grade level: 2 Teacher: Jennifer B.Organizing Center: Follow the Drinking Gourd Unit: Star Maps

Essential Question: What symbols did slaves use to aid them during their escape to freedom in the Underground Railroad?

Length of periods: 40 minutes


What is a symbol?How were symbols used to communicate important information between slaves?How does the sky at night help us?Why were the stars so important in the story, Follow the Drinking Gourd?Which was the most important star for the slaves and why?What does the term “drinking gourd” refer to? What are the steps to creating a print?

NYS Standards/PI What do you want your students to know and/or be able to do by the end of this learning?

Art 2.1.a (create art, printmaking) Art 2.1.b (develop ideas based on themes)Art 2.1.c (art principles) Art 2.3.d (explain how ideas are expressed in other disciplines)ELA RD 2.1.c (read and understand directions) ELA RD 2.2.i (recognize value of illustration in literary text)ELA SP 2.1.b (express an opinion) ELA SP 2.3.f (ask and respond to questions)

Assessment Tool(s)How do you obtain evidence of each student’s learning?

Observation during group work with anecdotal notes, characteristics lists, scribed ideasStar Map rubric for map and print


-following directions-creating a print to express ideas from the story: -applying paint to stamp, applying stamp to paper.


-In small groups list characteristics of the Underground Railroad, specifically, the importance of the term “follow the drinking gourd” in order to be led to freedom; the term drinking gourd; what the big dipper is; and what the north star is (based on a book read in ELA class and a song in music class).-Groups, in turn, contribute individual facts as teacher scribes the ideas on chart paper.-Create a star map that depicts the drinking gourd, or big dipper, and includes the proper location of the North star.-Observe teacher creating a print. -Implement the process of creating a print: creating a printing surface, applying paint to the surface, and applying the stamp to paper to create the image.-Go around room and share answers to reflection question.


-Vocabulary: “drinking gourd” refers to (the big dipper)-Location of North Star (Polaris)-Set up stations for print making before class.


How did knowing the Follow the Drinking Gourd story help you create your print? What symbols are important in your life and why are they important to you?


TASK F: Edit Sketch form for personal use. For this task, you may want to transfer a current lesson to the Sketch template in order to make it your own.

Terms for completing Lesson SketchLesson Sketch is a graphic organizer containing a teacher’s learning plan for engaging students in experiences that attain the lesson’s objectives specified in the NYS Standards/Performance Indicators.

Organizing Center and Essential Question allow the teacher to connect lessons and to make the unit as cohesive as possible by providing a theme and an overarching question designed to create student interest and summarize the direction for the entire unit.

Student Guiding Question(s) allow the teacher to connect lessons and to make the unit as cohesive as possible by breaking the essential question into smaller scaffolding questions.

NYS Standards/Performance Indicators are specific criteria/objectives for identifying what students are expected to learn and be able to do.

Assessment Tool(s) can be recall-based, performance-based, product-based, and process-based (reflections). They provide concrete evidence of learning. Assessment must be aligned to the stated performance indicators, that is, they must show what each student knows and can do in relation to the performance indicators that the lesson sets out to accomplish. They result from engagement in the Learning Opportunities.

Skills are subject-related actions/procedures students learn, practice, and apply, numerous times, with positive reinforcement and support in a variety of tasks/situations. Assessment of skills needs to be listed in Assessment Tool(s) section.

Learning Opportunities include lesson activities that the teacher uses to engage students in learning. These need to consider a number of criteria, including (a) sensitivity to multiple learning styles and intelligences; (b) inquiry questions and experiences; (c) flexibility and choice; (d) academic rigor; (e) incorporation of higher order thinking and ELA skills; (f) requirements stipulated by school district. The Learning Opportunities are stated in terms of what the STUDENTS are doing, not the teacher and begin with a verb.

Teaching Strategies NOTES are details about the lesson that the teacher wants to remember about his/her part in the learning such as a teaching strategy explanation, classroom management, resources, etc.

Student Reflection Opportunity/Question support students’ meta-cognitive processes and allow them to reflect on different aspects related to learning. These include: the processes used to learn (i.e., how did you solve that problem?), the merits and shortcomings of their products and performance (i.e., what is the best part of your essay?), their feelings and thoughts as learners (i.e., what aspects of this work are you finding most challenging?), and their learning as a whole (i.e., what is the most important thing you learned this week, why?).


LESSON SKETCH TEMPLATE

Discipline: Title: Grade Level: Teacher :Enduring Understanding: Essential Question: Length of Periods:Lesson Components Day 1Student Guiding Question(s) What questions direct this lesson and connect to the essential question? NYS Standards/PI What do you want your students to know and/or be able to do by the end of this learning?Assessment Tool(s)How do you obtain evidence of each student’s learning?Skills What steps/procedures do you want your students to learn during this lesson?Learning OpportunitiesWhat are the students doing during this lesson?




TASK G: Complete POST-ASSESMENT

What do you know now? LEARNING EXPERIENCE POST-TEST1. What lesson components are non-negotiable for making subject matter meaningful and advancing

student learning?

2. What makes a Learning Experience similar to and different from a Unit Plan?

3. What makes a Learning Experience similar to and different from a Lesson Plan?

4. What is the difference between an Essential Question and a Guiding Question? Give an example to illustrate your answer.

5. When are the moments to assess during learning?

6. What is the Expert Jigsaw strategy?

7. Explain the purpose and use of Student Reflection.

5/21/2023 Writing a Learning Experience EXERCISE Pkt28

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