1. Performance Based Project
Education 513OL
Models of Teaching
Jasmine Rudy
10/3/11

2. Gradual Release of Responsibility- GROR
Objective:
to gradually release the responsibility of task completion from the teacher to the students.
3. Teaching Strategies Used:
Direct Instruction/Modeling
Guided Instruction (whole group & small group)
Collaborative Learning
Independent Practice(with teacher conferring)
Assessment (formative & summative)
4. Balto
Who is Balto and what is his significance in Alaska?
Language Arts:
Vocabulary
Objective: Students will learn the history of Balto and be able to retell the story of Balto in their own words.
The lessons included in this project will focus on the vocabulary aspect of the unit. The objective of these lessons is that students will be able to identify the meaning of their vocabulary words and use them in context.
5. Focus Lesson/Activity:
6. Direct Instruction/Modeling:
Activity Day 2: Teacher will read and model determining the definition of words using context clues.
Activity Day 3: Teacher will read aloud to the students, pausing to identify the vocabulary word and model the process of identifying the meaning of the word.
Activity Day 5: Using illustrations as clues. Creating illustrations.
Activity Day 7: Dictionary project. Review rubric. Model project.
7. Guided Instruction:
Whole Group
Activity Day 2: Teacher and students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning. They will then revisit the definition on the chart and make changes if needed.
Activity Day 4 & 6: Popcorn reading with pauses to identify and define vocabulary. Definitions recorded on vocabulary worksheet.
Activity Day 7: Balto Jeopardy.
8. Guided Instruction:
Small Group
Activity Day 2 & 3: Students will chart the meaning of vocabulary words for their chapters. As they come across the word in reading, they will use context clues to determine word meaning and make any changes to the definitions on the chart as needed.
Activity Day 5 & 6: Read additional chapters. Brainstorm ideas for term illustrations.
9. Collaborative Learning:
Collaboration 1: Define vocabulary terms using context clues. Record definitions on chart paper. These charts will be presented to the whole class.
Collaboration 2: Illustration creation. Groups will have collaborated on two assigned terms to create illustrations which will be presented to the class.
Collaboration 3: Class Dictionary
Other Concurrent Activities:
10. Independent Practice:
-Exit Slip
-Creation of definition for terms (homework)
-Word Splash Activity (homework)
Student/Teacher Conferring:
Teacher will meet with students to:
-Review process used in determining the meaning of a term.
-Discuss status of dictionary pages and aid students in brainstorming process.
11. Assessment:
Formative
-Homework
-Exit Slip
-Products from collaborative work
-Observation during lessons and guided instruction
-Questioning throughout lessons
Summative
-Pre-test on vocabulary terms
-Vocabulary quizzes throughout unit
-Unit assessment
12. Lesson Created by: Jasmine Rudy
GROR Planning tool provided by: Edu 513OL
Re-created by: Jasmine Rudy
Optimal Learning Model provided by: http://www.literacyleader.com/?q=node/477
Pictures taken by: Jasmine Rudy
Rubric, example, jeopardy game, word splash created by: Jasmine Rudy
Balto picture courtesy of: http://www.animationsource.org/balto/en/
Clip art provided by:
http://axelmeierhoefer.wordpress.com/2011/06/08/from-brainstorming-to-brainsteering-channeling-creative-ideas-into-productive-solutions/
http://school.discoveryeducation.com/clipart/clip/dmbtest.html
Book cover: www.amazon.com
Vocabulary list: Scholastic
Credits: