READ 302 Content Area Literacy Lesson Plan 1 Teacher Candidate: Isaac Cardot Standards: MU.6-8.6 Visually and aurally identify musical instruments MU.6-8.7 Read rhythmic patterns in multiple meters. MU.6-8.15 Develop civic literacy by singing and relating West Virginia songs to West Virginia history and geography. MU.6-8.16 Discuss the evolution of musical styles, including relationships to historical events. Content Area Literacy Strategy: Using Prompts For Writing To Learn: Exit Slip (Improving Adolescent Literacy, p. 147) Goal: The goal of this lesson is to provide the students with information about bluegrass and blues music and to allow them time to discuss and write a short essay on that information to help the students fully digest and understand the content. Description of Learning Strategy and Experience: Exit slips are used as a closure activity at the end of a period where the students write to summarize what they have learned and provide the teacher with an assessment of their knowledge and comprehension. “Before we end today, I'd like you to write a short essay of 3-5 sentences that summarizes the ‘main characteristics of bluegrass and blues music, You can write about these points for example; where does it come from? What instruments are used? What does it sound like? Who were some of the main singers, instrumentalists, etc.? You may line up at the door when you've handed it in.”Rationale: Exits! assessment for the teacher to understand what the k away fr ording to Improving Adolescent Literacy, “The critical ment that all of these writing to learn events have in common is that students do not correct write their pieces. Instead, each becomes a starting point for learning (p. 148), aly, according to Readingrockets.org, "They allow students to express what or how they are thinking about new information. Assessment: | know learning has taken place because of the exit slip assessment tool. This taol provided me with feedback that directly showed me what the students remembered and understood about bluegrass and blues music. The students handed in these exit slips to me before they left the classroom. After reading the students’ exit slips | can tell | should review the origins of bluegrass and blues music Mentor Comments: T&aae did a Wondertul *o ae . : Job with His lesser! He Was coufidecctin WS Knowl ee Hus -topic. Hts kssouw boptHu stolectts eugonga . They had a Greater a, of Hid “Mstruments Used Tur bluegrass by Are 2nd of lis tescon Mentor Signature: ‘Student Teacher Signature:_“\p~_~_ Date a Date t/ 30/ BL