Teaching/ Student Work, Rubrics , Notes

     The following three pages shows the evolution of day one of my lesson plan from week one of ITL 528 until week three. Included in the links below are the elements used to teach the first day of this five day lesson plan. 

     This page is include rubrics for the exit slip activity. It also includes, student annotations of the story Eleven, and notes on how this information will be applied in the future. As usual, nothing goes completely according to plan and a lot of adjustment is still required. 

1. Evolution of the Lesson Plan
2. Student Work/ Pics/ Rubrics/ Notes - You Are Here
3. Power Point/ Notes/ Graphic Organizers
4. PK - 12 Learners a Detailed Break Down

Cinderella – Identifying Theme/ Pair Share Rubric
Grade	4 -Excellent	3 –Good	2 – Missing Information	1 – Limited Information
Point of View: Purpose	Student establishes and maintains purpose which is connected to a clear and coherent theme.	Student establishes a purpose which is connected back to a theme.	While the student establishes author’s purpose, no connection is made to a theme.	Student does not establish an author’s purpose or connect to a potential theme.
Point of View:  Awareness of Audience	Students are strongly aware of the audience the story was written for and how the specific actions of the characters connect the plot to that audience.	Students are aware of the audience the story was written for and how the characters connect the plot to that audience.	While students may be aware of the audience the story was written for, they have trouble vocalizing how or why the characters illustrating a connection between the characters and the audience.	The students can neither vocalize the audience the story was written for, nor why the characters imply a connection to that author.
Images Figurative Language Word Choice	The students elaborate on how images, figurative language, and word choice create a distinct mood and tone. They can also clearly relate that tone back to the enumerated themes.	The students elaborate on how images, figurative language, or word choice contributes to mood and tone. What they do identify is related back to the enumerated themes.	The students are able to elaborate on how images, figurative language, or word choice contributes to tone or mood. However, they are incapable or incomplete when connecting that idea back to the theme.	The students can no elaborate on how images, figurative language, or word choice are connected to mood or tone. Nor, can they connect the concept back to the stories theme.

Student Work

In order to apply the concept of theme to other stories students were given a worksheet that allows them to break down the elements of Cinderella before annotating Eleven. This was meant to be a lead in activity, so that the thin-pair-share activity was more meaningful. 

While most everybody comes up with the same charterers, the same setting, and the same problem. Not every student interprets what those three elements are saying about human nature the same.

Using these same elements, the characters, setting, and problem, the students would apply a similar break down to Sandra Cisnero's narrative Eleven. In doing this though, I realized students don't always follow the same path as the instructor. So, there really needs to be a myriad of themes to connect to.