EDR 626 Evaluation of Learning in Response to Lesson Teacher Grade Sara Eilers 2nd Grade Student Date/Time Calvin

3/2 /!"

#urpose$ Diagnostic session %ith a te&t in a different genre 'historical fiction( and at a more advanced thin)ing level than Koala Lou. Text: Freedom Summer *+ De*orah ,iles 'historical fiction( http$//sc"-.%ee*l+.com/uploads/-/!/!/ /-!! /!2/freedom0summer.pdf Standards 'CCSS and/or Content Standards( CCSS Reading Standards (2nd Grade): 1dentif+ the main purpose of a te&t2 including %hat the author %ants to ans%er2 e&plain2 or descri*e. Descri*e ho% ma3or characters in a stor+ respond to ma3or events and challenges 4se information gained from the illustrations and %ords in a print or digital te&t to demonstrate understanding of its characters2 setting2 or plot.

Learning Targets '51 can67 or 5Students %ill67 statements( 4sing the te&t and graphics2 1 can pause to e&plain m+ thin)ing and2 also2 as) 8uestions that 1 am %ondering to activate thin)ing and e&tend m+ thin)ing during/after reading the te&t. 9fter reading2 1 can reflect *+ responding to the follo%ing 8uestions$ :eing *rave means to do something %ith courage even though +ou ma+ *e scared on the inside. ,ho %as *rave in this stor+; <o%; <o% must it have felt to *e =oe; <o% must it have felt to *e =ohn <enr+;

1 can e&plain the themes that are ver+ important to understanding the te&t$ ,hat %as the theme of this stor+; ,hat message did the author %ant the reader to understand; Evidence of Success '1f students met o*3ectives2 %hat is it that the+ %ould do/sa+;(
Student %ill sa+ something li)e$ >The t%o *o+s %ere *rave in this stor+. =oe %as *rave *ecause he didn7t care %hat other people thought. <e follo%ed his heart *+ *eing friends %ith =ohn <enr+. 9lso2 =ohn <enr+ %as *rave *ecause he )ept living a happ+ life instead of *eing angr+ at ho% une8uall+ he %as treated.? >=oe must have felt ver+ angr+ *ecause he )ne% that =ohn <enr+ %as a good person and great friend %ho deserved to do the same things that he got to do. <e also must have felt upset that people thought *lac) people %ere une8ual to %hite. =ohn <enr+ must have felt happ+ that =oe treated him e8ual instead of treating him *+ his s)in color. 1t must have made him ver+ upset to see signs and people tell him %hat he %as/%asn7t allo%ed to do.? >1 thin) the author %ants the reader to understand %hat it must have felt li)e to *e *lac) children during the Civil Rights Era. <o% unfair and upsetting it must have *een to see %hite )ids *eing allo%ed to do things li)e s%im at the pu*lic pool2 sit at the restaurant and order ice cream2 go into the store to *u+ special treats ' shown in graphic(. @or things to not *e e8ual. 1t too) courage to *e friends *ecause the t%o *o+s %ere doing something that %asn7t popular. The+ didn7t care %hat other people thought of them *ecause the+ did %hat %as right in their heart.?

Assessment of Learning ',hat procedure/tool %ill *e used to collect evidence of learning;( The teacher %ill assess the student7s comprehension and thin)ing of the te&t through his thin) aloud responses. The teacher %ill listen for responses that correspond %ith the main ideas in the te&t2 reflect accuratel+ on ho% it must have felt2 and understand ho% the characters %ere *rave in their actions. Lesson Elements$ '1dentif+ the step or element of Gradual Release of Responsi*ilit+ A @ocus Lesson's('@L(2 Guided
1nstruction'G1(/#roductive Group ,or)'#G,(2 1ndependent Learning'1L( A see handout for clarification( 'add additional ro%s as needed(

Time 'min(

Element/Step 'a*ove(

1nstructional 9pproach ',hat teacher and/or students *e doing;(

@L and Launch

E&plain that %e have alread+ read man+ *oo)s a*out :lac) <istor+ li)e Freedom River, Sweet Clara and the Freedom Quilt, Martins Big ords, and !unt "arriets #nderground Railroad in the S$%2 toda+ he %ill hear a *oo) a*out a *lac) *o+ and a %hite *o+ %ho are *est friends during the Civil Rights Bovement. ,h+ might that have *een difficult; Read the te&t as the student follo%s along. #ause ever+ fe% pages to allo% the student to e&plain %hat he is thin)ing. The teacher %ill as) 8uestions to push the student7s thin)ing. Encourage the student to as) 8uestions. 9fter reading the te&t2 return to a rich graphic 'the t%o *o+s at the general storeAAA=oe inside *u+ing their treats and =ohn <enr+ standing outside the store %aiting( as conte&t for responding to the 8uestions$ :eing *rave means to have the courage to follo% +our heart. ,ho %as *rave in this stor+; <o% did he/the+ follo% his heart; <o% must it have felt to *e =oe; <o% must it have felt to *e =ohn <enr+; ,hat %as the theme of this stor+; ,hat message did the author %ant the reader to understand;

G1/#G,

G1/1L

After the Lesson, efore vie!ing video"#istening to audio: Ref#ect in !riting on the fo##o!ing $uestion% So%ho! do &ou fee# the #esson !ent' 1 feel li)e the read aloud %as significantl+ more challenging for Calvin than Koala Lou. Freedom Summer had incredi*le depth %hen it came to underl+ing lessons and themes. Some of these themes2 Calvin grasped2 *ut others %ere not noticed or ac)no%ledged ver*all+. 9dditionall+2 1 didn7t foresee an o*vious misconception of *lurring the facts and events of slaver+ and the Civil Rights Era. ,e have *een stud+ing te&t sets of :lac) <istor+ so 1 should have foreseen this confusion. 1n order for him to have independentl+ comprehended this te&t2 he %ould have needed additional teaching on the events of :lac) <istor+ and their chronological order. <e understood the *asic ideas of :lac) <istor+2 *ut not the depth of hatred and ine8ualit+ that it %as rooted in. 1 thin) this is something that comes %ith immersion and maturit+. 9reas %here Calvin continued to do %ell %as e&pressing thoughts that %ere directl+ supported *+ the te&t2 and2 also2 e&tending his thin)ing *+ predicting and reasoning %ith the te&t. 2

(o!, revie! #esson on video"audio"artifacts and then ref#ect in !riting on the fo##o!ing $uestions"statements #rovide description and evidence of student learning 'data2 8uotes2 annotated student %or)2 etc.(. )sing the text and gra*hics, + can *ause to ex*#ain m& thin,ing and, a#so, as, $uestions that + am !ondering to activate thin,ing and extend m& thin,ing during"after reading the textThe follo%ing are a sampling of the thin) aloud responses from Calvin. The responses sho%2 at times2 that he %as follo%ing the main ideas and thin)ing criticall+ a*out them2 *ut2 at other times2 sho%ed him stra+ from the te&t as evidence for his comments. >1 thin) it7s sad that the+ can have those la%s. 1 thin) the+ should ta)e do%n those dum* signs to ma)e ever+one happ+. The+ 3ust aren7t fair.? >1 thin) the+ must need to hide a lot in order to *e friends. Li)e hide in tornado shelters or other hidden spots in order to *e friends6 that %a+ =ohn <enr+ isn7t caught and made a slave.? 'insert instruction on slaver+ vs. civil rights era( >The store o%ner is angr+ that he is friends %ith a =ohn <enr+ 1 thin). :ut the+ still are friends? >Do the+ have to go to different schools;? >Do% the+ can *e together in the pool2 foods2 restaurants? >Ba+*e the+ %ill gro% up to *e firefighters? >There %ill *e too man+ people in the pool and the+ might not *e a*le to go in it6 or the sign %ill still *e up that sa+s2 >,hites Enl+?. >The+ destro+ed the poolF The+ 3ust made a ne% la%. That7s mean.? Be$ >,h+ %ould the+ have destro+ed the pool;? >Ba+*e *ecause the+ didn7t li)e it2 it %as ta)ing too much of the cit+7s %ater2 or it %as getting too cro%ded? >The person %ho shot Bartin Luther %as pro*a*l+ mad a*out that la%.? >,h+ are the+ calling them colored; The+ aren7t 3ust colored. ,e are all colored6 *lac) and %hite? Teacher$ ,hat does it mean %hen =oe sa+s2 >1 %ant to see the to%n %ith =ohn <enr+7s e+es;? Student$ >1t means >1 %ant to do ever+thing and see ever+thing li)e he does2 *ut that %ould feel li)e +ou %ere *eing slaved.? After reading, + can ref#ect & res*onding to the fo##o!ing $uestions: :eing *rave means to do something %ith courage even though +ou ma+ *e scared on the inside. ,ho %as *rave in this stor+; <o%; >:oth of them. =ohn <enr+ %as *rave *ecause he had gumption 'that %as a ne% %ord %e learned in a *oo) last %ee)( to go into the store. =oe and =ohn <enr+ gave each other gumption to do the right thing. The+ did this *+ %al)ing into the store together in the end. The+ encouraged each other.? <o% must it have felt to *e =oe; <o% must it have felt to *e =ohn <enr+; >=oe felt good *ecause he never needed to *e slaved. <e never %as left out *+ signs. =ohn <enr+ must have felt dar)2 cold and lonel+ *ecause he couldn7t do certain things. <e al%a+s sa+ signs that he %asn7t allo%ed? + can ex*#ain the themes that are ver& im*ortant to understanding the text: .hat !as the theme of this stor&' .hat message did the author !ant the reader to understand' >Gou can have gumption and %henever +ou7re sad2 don7t *e a scared+ cat. 4se +our gumption to help +ou in the hard things in +our life. The t%o *o+s encouraged each other.?

1n %hat %a+ did instruction support learning; ',hat did +ou do/decide in +our instruction that facilitated learning;( 1 needed to pause after 1 realiHed that Calvin %as confusing the facts of slaver+ %ith the facts of the Civil Rights Era. @or instance2 Calvin said2 >The+ must need to hide a lot in order to *e friends. Li)e hide in tornado shelters or other hidden spots so =ohn <enr+ isn7t caught and made a slave.? 1 8uic) dre% a timeline %ith slaver+2 slaver+ a*olished2 civil rights era2 la% that separate is not e8ual. This made more sense2 *ut he continued to ma)e comments that demonstrated that he had a hard time separating the differences. 9lso2 %hile reading2 1 stopped at a couple of different spots that 1 didn7t anticipate *eing >thin) aloud spots? *ecause of certain things Calvin %ould sa+. 1 )ne% that he %as particularl+ interested or gripped *+ certain pages in his response2 such as2 >,hat;F That7s not fair? or >The+ don7t care %hat other people thin).? ,hat are +our ne&t steps; ',hat %ill instruction loo) li)e ne&t time;( @or Calvin2 slight difficulties arose related to misconceptions in :lac) <istor+. De&t time2 1 %ill previe% important voca*ular+ 'colored people2 asphalt2 etc(2 *ut also ensure that he has a solid understanding of the events that the stor+ is grounded in. This is particularl+ crucial for e&positor+ te&ts and te&ts that are *ased on actual events. 4sing guided instruction2 develop >%onderings? or 8uestions preAreading2 %hile reading and postAreading. Calvin is more of an >e&plainer? rather than a >%onderer?. <e reall+ en3o+s e&plaining his thin)ing and reasoning rather than posing possi*ilities. Guiding him in 8uestioning %ill help develop this s)ill.

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