WGU Connected Learning Segment Template
| General Information | |||||||||||
| Teacher Education Candidate Name: | xxxxx | Date Developed: | 23/01/2020 | ||||||||
| Connected Learning Segment Title: | The earth: Underground Railroad | Period/Time Estimate: | Three instructional hours | ||||||||
| Subjects (3): | Language, writing, Art | Grade Level: | 3 | Number of Students: | 26 | ||||||
| Central Focus: The central focus is a topic such as the solar system, life cycles, the Civil Rights Movement. | Underground Railroad
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| Lesson 1 Information | |||||||||||
| State-adopted Content Standard CCSS .ELA-LITERACY. RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
| Subject ELA | Learning Objectives(s) (Behavior, Condition, Criteria) After reading Follow the drinking gourd, students will be able to ask and answer questions to demonstrate understanding of the text, referring explicitly to the text as the basis for the answers relating to the story of the sailor and the slaves on their escape on the underground railroad. Stydents will demonstrate mastery of the text by providing 4-6 quality questions and anwers referring to the book. | Instructional Plan: Strategies and Learning Tasks Modeling:The teacher will model to the class on how to ask quality questions referring to the story, for example Who aids the escape of the slaves? What means do the slaves use to escape? Guided: Students will be put in groups of three and will form quality questions and give answers that relate to the story among themselves. Independently: Individual students will be asked to construct quality questions using who, what, where, when, and how. They should be able also to answer questions relating to the text. Students will be said to have mastered the text by constructing 4-6 questions and anweres relating to the text. | Description of Formative and Summative Assessment Formative In groups of three, students will be asked to make and answer questions relating to the book read. The teacher will go round the group assessing the students’ understanding of the text. Summative Students will have demonstrated their mastery of the text if they are able to construct quality questions using who, what, where, when and how. They should also be able to anwer questions referring explicitly to the text. They shoul be able to construct 4-6 questions. | |||||||
| Lesson 2 Information | |||||||||||
| State-adopted Content Standard (or Common Core State Standards, if applicable) CCSS .ELA-LITERACY. RL3.3 Describe characters in a strory (e.g, their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
| Subject Writing | Learning Objectives(s) (Behavior, Condition, Criteria) After reading Sweet Clara and the Freedom Quilt, students should be able to pick the characters in the story, describe them in terms of their traits, motivation and feelings. Students should be able to describe at least 3 characters in the story. They should also be able to describe how these characters have contributed to the sequence of events in the story. | Instructional Plan: Strategies and Learning Tasks Guided: The teacher guide the students in identifying characters in the story, for example Clara, their descriptions, and demonstrate how their actions affect the flow of events in the srtory.For example Clara sews a map that her and other slaves use to escape slavery. Independent: Students will identify different characters in the story, describe the characters and show how these characters’ actions contribute to the sequence of events. Each student should be able to identify at least three characters, give their descriptions and explain how their actions contribute to the sequence of events. | Description of Formative and Summative Assessment Formative Students, in their groups should be able to describe the characters in the book and demonstrate how their actions influence the events in the story. The teacher will walk around and listen-in as he guides the students.
Summative Students should be able to describe at least three characters in the book, their traits, motivation, and how they influence the storyline. | |||||||
| Lesson 3 Information | |||||||||||
| State-adopted Content Standard (or Common Core State Standards, if applicable) CCSS .ELA-LITERACY. RI3.7 Use information gained from illustrations (e.g maps, photographs) and the words in a text to demonstrate understanding of a text (e.g, where, when , why and how key events occur).
| Subject Art | Learning Objective(s) (Behavior, Condition, Criteria) After reading If you traveled on the underground railroad, students should be able to use the information on the wall charts and the words from in the story to demonstrate their understanding of the text. They should be able to tell the places mentioned , why and how the key events occur in the story | Instructional Plan: Strategies and Learning Tasks Modelling:The teacher will have availed wall charts with pictures of the underground railroad, Free land, Ellis and some slaves mentioned in the book. He will help the student use the illustrations and words in the story to demonstrate unerdstanding of the text. Guided: Students to discuss among themselves in groups of 3-4 in an effort to use the pictorial information to understand the text in story book. The teacher will walk in the groups in an effort to ascertain students’ level of understanding while at the same time offering more guidance and clarifications. Independent: Students will use information gained from illustrations and words in the text to demonstrate 100% understanding of the text. | Description of Formative and Summative Assessment Formative The teacher will walk into the students’ groups as he assesses their understanding. . Summative Individual students will be assessed as they stand one at a time and demonstrate their ability to use information from the illustrations and the words from the text to demonstrate 100% understanding to the text. | |||||||
| Reflection | |||||||||||
| Explain (suggested length of 1–2 paragraphs) how the learning segment was designed to support students (e.g. motivate and engage) when interacting with children’s literature. Use evidence-based research or resources in the course of study to support your explanation (use APA in-text citations). | The learning segment helps a teacher factor in all the students in his or her class since different students have varying strengths and weaknesses (Darling-Hammond, L. 2015). The teacher therefore, designs the lesson such that all learners are catered for. Another advantage of using the learning segment is that it works to ensure that students are engaged during learning don’t just get instructions from the teacher (Kerry, T. 2010). This also motivates learners to be critical thinkers and not just memorize concepts. Additionally, it gives a clear build- up of activities and assessments, which help the teacher meet the day’s objectives and ultimately meet the central focus or the content standard (Burke & Depka, 2011). | ||||||||||
| References in APA | |||||||||||
| References Burke, K., & Depka, E. (2011). Using Formative Assessment in the RTI Framework. NY: Solution Tree Press. Darling-Hammond, L. (2015). Getting Teacher Evaluation Right: What Really Matters for Effectiveness and Improvement. New York, NY: Teachers College Press. Kerry, T. (2010). Cross-Curricular Teaching in the Primary School: Planning and Facilitating Imaginative Lessons. London, NY: Routledge.
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