Learning Maps 1

Learning Maps

Crystal Zavala

ITL 520: Academic Language and Literacy

May 4, 2019
 Learning Maps 2

GRADE LEVEL: 10 SUBJECT: English

COMMON CORE STANDARD(S): RL.9-10.2 Determine a central idea of a text and

analyze its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text.

Engagement Representation Action & Expression

Learner: Learner: Learner:

Basic Proficiency Basic Proficiency Basic Proficiency students
students will benefit of students will be will find a few major points
a visual aid to help underlining or to support their central
show some highlighting text to idea. I will need to set a
background regarding support the central requited amount of
the text. idea. support to motivate them
to dig deeper.
ELL- Emerging but ELL- Emerging but
high academic level high academic level ELL- Emerging but high
students will need a students will be academic level students
background of the text underlining or will first focus on the
plus a list of highlighting text to vocabulary that they do
Planning: vocabulary terms support the central not understand. Then they
taken from the text to idea. will focus on annotating
Basic help them understand those terms on their text
Proficiency Proficient Level making it easier to
the text better while
students will be understand on a second
reading. This will help
ELL- underlining or reading and then they can
them be more
Emerging but highlighting text to analyze the text for the
engaged in the text.
high academic support the central central idea.
level Proficient Level idea.
students will benefit Proficient Level students
Proficient will find a few major points
from background
Level to support their central
information on the
text. idea. I will need to set a
requited amount of
support to motivate them
to dig deeper.
Learning Maps 3

Target: Target: Target:

Students will be able Students will use Students will write out an
to thoroughly read the textual evidence to analysis of the text
text while analyzing it support the central indicating the central idea
to find the central idea. idea by using quotes while using quotes to
from the text. support their claim.

ASSESSMENT: ASSESSMENT: ASSESSMENT:

Students will be Students will be Students will use learning
assessed in their assessed through their maps to organize their
engagement through use of analyzing the thoughts on the central
class discussion about text through idea. They will also
the central idea of the annotations found on organize and layout the
text. Students will their texts. Making quotes they found in the
bring up quotes from notes of figurative text to connect with the
the text to support. language or quotes central idea.
that support the
central idea.
INSTRUCTION: INSTRUCTION:
As a class we will read Prior to this lesson I would
the text together while INSTRUCTION: go over the different
I stop periodically to I will give students an learning maps and how
make sure students example of a text with each works best to layout
are following along annotations and how and organizes different
and understanding this will help them thought processes. For
what is happening in when making their this lesson I would then
the text. I will also learning map on the remind students of the
highlight any key central idea of the text. learning maps in using
words or figurative them to plan out what will
language to help their eventually become their
understanding. MANAGEMENT: summary of the central
I will monitor the idea of the text.
students working on
MANAGEMENT: I their learning maps
would let students while conversing with MANAGEMENT:
work on their students around them I will monitor the students
Chromebook to expand their working on their learning
monitoring that they thinking. maps while conversing
are on task. This lets with students around them
ELL students search to expand their thinking.
up terms they are not
familiar with. This also
gives each student
their own time to work
in a way that benefits
them.
 Learning Maps 4

Reflection

The importance of strong and rigorous planning for good instruction to occur is that it

will help me as a teacher to cover as much ground to help my students as possible. With me

planning ahead on what my students will need to understand the text but what is also expected of

them assignment wise the more likely I will succeed in teaching them. Of course there will be

some parts of the lesson that students will not understand and I will adjust the lesson to help

them better but the better prepared I am for the multiple types of learners in my classroom the

less adjustments I will need to make which in turn will make the lesson run smoother and create

more success for my students.