21st Century Lesson Cycle Template



21st Century Lesson Cycle Template

|Subject: English Language Arts Unit: Writing |

| |

|Grade: 8 Lesson: Procedural writing |

|Curriculum Outcomes: Students will be expected to create texts collaboratively and independently using a variety of forms for a range of |

|audiences and purposes. |

|Driving Question: |

|How do teach a new skill to others? |

|Learning Goal: |

|To create a procedural feature |

|To be able to improve writing from evaluating a range of exemplars |

|Success Criteria: |

|To create a procedural feature that upon self reflection the student is proud of. This may a written document, a PowerPoint, a video or may use |

|any number of other platforms. |

|Assessment: |

|Self assessment – students assess their own work against a rubric & template. |

|Peer assessment – students make suggestions to peers on how to improve their writing |

|Teacher assessment – looking at formatting and strength of ideas |

| |

|Screencast Link(s) and Online Resources: |

|Webpages: |

|Screencasts: A) B) |

|Google Slide Presentation: |

|Google Folder: Worksheets, Graphic organizers, Critical evaluation, Peer assessments and Self assessment. |

| |

|Expected Duration: 5 to 7 hrs |

|This lesson done fully will take 5 – 7 one hour periods. |

|After review it could be amended depending on the needs of the students and the desires of the teacher. |

| |

|Lesson Procedure (including Differentiation) |

|Tools & Tech req’d |We do: |

|Website |Activity A) Do you want to build a snowman. Students and teacher will follow a Google slide presentation.|

|PowToons |This is an exercise in listen skills and the beginning idea of the need for precise language in |

|Internet |procedural writing. |

|Google Drive |Presentation Handout 1 Handout 2 |

|Google Docs |Handouts needed are also available via the website. |

| |Activities B) & C) Watch screencasts. These two screencasts are specifically made for this lesson and |

| |will walk students through the steps need to create a good procedural feature. They are short and can be |

| |watch repeatedly if students need to review the information. |

| |Screencast 1 Screencast 2 |

| |Screncasts are also available via the website. |

| |Activity D) Watch other procedural videos. Students are to evaluate at least 3 of 20 procedural videos. |

| |The intent is that they learn from these exemplars what characteristics to use and avoid when creating |

| |their own procedural features. |

| |Web page with 20 videos |

| |Evaluation sheet |

| |Videos are also available via the website. Evaluation sheets are available in MS Word, PDF and Google |

| |Docs |

| | |

| |Differentiation: |

| |Students struggling with writing at grade level will have a shorter assignment and / or be asked to |

| |dictate their ideas using the Ipads. |

| |They will be supported as they select simper tasks for procedural writing and aim at a younger audience. |

| |Students with advanced writing skills will be asked to work on more elaborate procedures or write for a |

| |more complex audience. |

|Bloom’s Taxonomy 21st Century Skills |

|( find and validate ( critical thinking |

|( apply and understand ( communicate clearly |

|( analyze and synthesize ☐ work collaboratively |

|( evaluate and leverage ☐ embrace culture |

|☐ create and publish ☐develop creativity |

|( utilize connectivity |

|Tools & Tech req’d |You do: |

|Website |Activity A) Students pick a topic. Students will pick a topic that they can create a procedural feature |

|PowToons |on. This may a written document, a PowerPoint, a video or may use any number of other platforms. The |

|Internet |platform will have some impact on their selection as some procedural ideas are better presented through |

|Google Drive |certain platforms. |

|Google Docs |Possible topics |

| |A topic list to help students is also available via the website. |

| |Activity B) Students organize using a graphic organizer. Students will pick a graphic organizer to help |

| |them start to put their ideas in place for their procedural feature. |

| |Seven Graphic Organizers: A B C D E F G |

| |The seven different graphic organizers to help students are also available via the website. |

| |Activity C) Students create a procedural feature. Students may re-watch the screencasts to help them |

| |understand all the steps involved. They will also be assisted by the graphic organizer they chose. |

| |Screncasts and graphic organizers are available via the website. |

| |Activity D) Students self evaluate their procedural feature. Students will use one of the self |

| |evaluation tools available to reflect on their procedural feature. Specific emphasis will be placed on |

| |what they did well and what areas for improvement they recognize. |

| |Self Evaluation Tool A |

| |Self Evaluation Tool B |

| |Two self evaluation tools are also available via the website. |

| | |

| |Differentiation: |

| |Students struggling with writing at grade level will have a shorter assignment and / or be asked to |

| |dictate their ideas using the Ipads. |

| |They will be supported as they select simper tasks for procedural writing and aim at a younger audience. |

| |Students with advanced writing skills will be asked to work on more elaborate procedures or write for a |

| |more complex audience. |

|Bloom’s Taxonomy 21st Century Skills |

|( find and validate ( critical thinking |

|( apply and understand ( communicate clearly |

|( analyze and synthesize ☐ work collaboratively |

|( evaluate and leverage ( embrace culture |

|( create and publish ( develop creativity |

|( utilize connectivity |

|Tools & Tech req’d |We share: |

|Website |Activity A) Share with a small group. Students share their procedural features with a small group of 3 or|

|PowToons |4 other students. |

|Internet |Students will use a peer evaluation form to help them focus their comments and suggestions for each other|

|Google Drive | |

|Google Docs |Peer Evaluation Tool |

| |The peer evaluation tool is also available via the website in a variety of formats including PDF, MS |

| |Word and Google docs. |

| |Activity B) Improvement, tweaking and final touches. Students will have opportunity individually and in |

| |small groups to improve their procedural feature. This could include tweaking and final touches before |

| |the class presentation. |

| |Activity C) Present to the class. Students will present their procedural feature to the class. |

| |Presentation Rubric |

| |The presentation rubric is also available via the website |

| |Activity D) Publish. Students will be asked to publish their work (if it has not been published already |

| |at this point). They will have their choice of platforms to publish. Class binder, YouTube, Google Docs, |

| |Prezi, Emaze, or other on-line options. |

| | |

| |Differentiation: |

| |Students struggling with writing at grade level can have support of another student to complete peer |

| |editing. |

| |Students struggling with reading at grade level can have another student read their articles. |

|Bloom’s Taxonomy 21st Century Skills |

|( find and validate ( critical thinking |

|( apply and understand ( communicate clearly |

|( analyze and synthesize ( work collaboratively |

|( evaluate and leverage ☐ embrace culture |

|( create and publish ( develop creativity |

|( utilize connectivity |

|WRAP UP/REMINDERS: |

|The step by step instructions for both student and teacher are available at |

| |

|Teacher Reflection: |

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