512 Learning Map: Part 1

STAGE 1: PLANNING

YOUR TARGET: Standard, Goals & Outcomes Teacher:___________Ms. Kuiper___________________________Grade: ___________6______________ TARGET: Unpack Your Standard Part 1: My Standards, Goals and Outcomes Academic Standards: CCSS.ELA-LITERACY.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.5.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Students will learn about suffixes, root words, and prefixes through teacher modeling, small group, and whole group work. Students will learn about morphology, and how to decode words. *Highlight the main idea/knowledge (what)           *Underline the skills/verbs (how) Big Questions What is a root word? How can we find root words with prefixes and suffixes? Does adding prefixes and suffixes change the meaning of the root word? Knowledge (Concepts to be understood and applied) Students will learn what a root word is. Students will learn about prefixes and suffixes. Students will understand how to identify different parts of a word. Skills Students will learn how to identify a root word. Students will know what suffixes and prefixes are. Students will be able to independently identify different parts of a word. Student Learning Goal: State your Goal for the students to share Students will gain knowledge of prefixes, suffixes, and root words, and will learn how to identify different parts of a word. After this lesson, students will be able to use morphology, letter-sound correspondence, and syllabication patterns to decode new words. Students will now be aware of different tools that can be used to understand new vocabulary. Student Social-Emotional Goal (LEARNER): For this activity, students will be working in small groups and come together as a whole group. This activity gives students the opportunity to talk amongst each other, and build social communication skills. Students are able to contribute ideas, and must also listen to what other classmates say. This activity builds social connections between students, and improves small/whole group essential skills. Barriers to learning (LEARNER): ELL and special education students might struggle with vocabulary. Students who are behind grade level performance might struggle with this activity. Students who are shy and don’t speak much to the rest of the students will have to exit their comfort zone. Common Misconceptions (LEARNER & TARGET): It may be harder for ELL students to understand this assignment. Students who are not fluent in English may struggle with presenting information in small/whole groups.

Part 2: My Class My Classroom Composite: (TEACHER & LEARNER):   Whole group Mrs. Kuiper’s class is a 6th grade class at Pinion Mesa Middle School. The class is composed of 20 students: 16 boys and 4 girls. Several students have learning disabilities, and students are also ELL. The students enjoy working in group settings, and are highly motivated by extrinsic rewards. Students get distracted easily, and benefit from lessons with action and short intervals, with breaks in between.

Accommodations/Adaptations/Intervention (Teacher, Learner, Instruction, Management) Focus Student #1: Special Needs There are several students in the class who have a variety of different learning disabilities. For students with ADD or ADHD, I will give students the opportunity to take small rest breaks in between activities. Focus Student #2: English Language learner ELL students will be mixed into groups throughout the classroom. They will be able  to see the words students make, and will benefit from being paired with fluent English speakers. ELL students can write new vocabulary into their word journals, and will gain new knowledge of words they are unfamiliar with.

(TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT)

Multiple Means of Representation (modeling & practice)	1.     I will model what a root word is, and show students how to identify the suffixes and prefixes in the word.  (Visual) 2.   I will talk students through the process of breaking up a word. (Auditory) 3. Students will have the opportunity to work with small groups and create a model of a root word that contains a suffix and prefix (Kinesthetic)
Multiple Means of Engagement	1.      Students will create their own visual representation of a root word with a suffix and prefix, this gives students the opportunity to  express themselves whichever way they see fit. 2. Students will write what they learned in the lesson, each students answers will vary. Lower level students might have learned something different that higher level students. (exit ticket) 3. The exit ticket will serve as motivation for students to pay attention to learn, as this will be how they receive credit for this assignment.
Multiple Means of Expression (practice & assessment)	1. When presenting information to the class, students will be able to showcase their talents. (powerpoint slides, hand-made model, etc.) 2. Exit ticket can display whatever students have learned today, and will vary in each student. 3. Students will work together as a group to answer questions on the Roots worksheet.
Managing the Classroom Environment	I will continuously circulate throughout the room to listen to group conversations, and ensure each student is able to share their knowledge. The timer will serve as a way to transition between activities. I will give each student an opportunity to share what they have learned from this exercise. The winning group with earn 5 bonus points for this activity, and this will help keep each group motivated to win in this activity. Before the lesson begins, I will go over proper group behavior for this activity, and verify that each student is aware of how to behave.

STAGE 2: TEACHING

DAILY AGENDA: What will you use to manage daily instruction? What is your Learning Map sequence for Day 1? I will introduce the topic of roots, prefixes, and suffixes to the students. I will demonstrate one word on the whiteboard, and ask students to tell me what other words they see in the word that is written. Then, I will pass out the Word Parts worksheet and Roots worksheet. Students will work together to complete the assignment. Next, I will ask students to create a visual representation of roots, suffixes, and prefixes, which they will present to other students in the class. We will discuss what students have learned today. Students will be asked to write down one thing they learned today, and that will serve as their exit tickets. What materials will you use? ●      Sticky notes for exit tickets ●      Roots, suffixes, and prefixes worksheet ●      Word parts worksheet How will you assess student learning? I will provide multiple examples of root words, suffixes, and prefixes for the students. I will ask a variety of students questions, to gauge comprehension levels. I will rotate throughout the class during group work. I will assess the exit tickets to verify students were paying attention to the lesson.