ECE 4410 Content Literacy Project Planning

Your name: Adisha Wesley

Grade level: 4th
School and district: Carmel Elementary, Cherokee County

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience
Learners will take place
(Classroom  white board in the front
Context)  smart board in the front
 word wall
 3 small white boards in the front with reading groups and names
 3 small white boards in the back with math groups and names
 On white board, there are learning goals and success criteria for
each subject
 4 desktops
 On one side of the class, there is a bookshelf/cubby for students to
place lunch boxes
 On top of the bookshelf/cubby, students have their own book
boxes for ELA
 There are anchor charts around the classroom
 Motivational charts/decorations around the room
 In the front, there are 4 bins on the wall labeled “I’m a novice”,
“I’m an apprentice”, “I’m a practitioner”, and “I’m an expert” for
students to assess themselves on how well they think they know a
topic/lesson
 Desks are in groups of 3-4 so students are able to work with other
 There is a classroom library in the back corner, and it is also a
calming corner if a student needs to calm down and it can be used
as a flexible seating option
 Small stage in front of room

Learner Description Number of students in class:

 Number of self-identified males: 8
 Number of self-identified females: 13
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 3 (504) Student A:
504 plans  Small group
 Extended time on tests
(time and a half)
 Extended time to
complete assignments
(extra day)
 Repetition of directions
 Preferential seating near
point of instruction
 Frequent breaks
 Modify math assignments
(shorten)
 Use of math graphic
organizers and interactive
notebooks
Student B:
 Preferential seating near
teacher and to the front of
 his table
 Check for understanding
of directions and redirect
frequently
 Allow extended time and
a half to complete tests
 Allow for frequent breaks
during testing for
movement
 Allow use of rubber band
on chair legs during
testing
 Limit directions to 1 or 2
steps
 Allow to stand when
working
 Parents will provide
earbuds to use to avoid
distractions when
working independently
 A morning checklist,
visual reminder, will be
either posted or put in
student’s binder
 Clunking of assignments
 Check agenda daily for
teacher’s signatures.
Agenda will be used to
communicate any
incomplete assignments
 Post copy of schedule in
agenda
Student C:
 In PE, ASP, and recess
teachers should be aware
of hard/high jumping, and
entanglement hazards
(including dodgeball,
monkey bars, jumping
rope, contact sports) and
any possible situations
that could cause fractures
 Student may opt of the
above mentioned
activities
Students in EIP 5  Number talks
 Alternative multiplication
strategies
 Math facts
 Click-clunk for
comprehension
 Partner reading for
reading fluency
 Easy CBM
English learners 0
Gifted Program 0
Students with gaps 0
in academic
knowledge
Other learning 0
 needs
Personal Assets, Cultural,
Assets, Community
Assets (also referred to
as Funds of Knowledge)
 Personal: Some students love Pokémon cards and trading them.
We have a few that basketball, softball, and baseball, as well as an
interest in football. Many students have a pet or two, either a cat
or dog, and love writing about their pets and sharing experiences
about them. We have student who likes to talk about
vegetarianism who does her best to practice that, although she
loves bacon. There are a few students who are into and very
inclined with video games, specifically Minecraft, Call of Duty, and
Roblox. In addition to this, some are into TikTok videos and
dances.
 Cultural: There are 3 students who a different language besides
English. Two have Ukrainian roots and another student has Latin
roots. There are some students who are fully aware of being
cautious of others and open to their opinions and there are others
who are as open and cautious. Some students know what to say
and what not to say some students because it can cause a
reaction. There is one student who does dance moves when she is
gets frustrated with something as a form of calming down.
 Community: Some students go to the local churches and the two
that are by school serve as evacuation areas for the school. There
is a park called JJ Biello Park where some students have their
baseball and softball games. The local Chik-Fil-A, Marco’s Pizza,
and Cherokee Arts Theater are partners with the school. There is a
library that some students go to with their families called Rose
Creek Library. There is a high school, Woodstock High School, that
some kids cheer and play football at. There is also a shopping
center near by that has stores like Office Depot that donate to the
school and tutoring places are also in the shopping center.

Step 2: Identify Overarching Goal, Big I want students to be able to explain what deforestation is, how it
Curricular Idea, or Essential caused, and why it is hurting our environment by reviewing what we
Priorities Question(s) have learn about it in the past week and write three facts in their
own words about deforestation. Once they have shown
understanding of this topic, we will talk about what effects are
caused by deforestation. Students will then work in groups and each
group will be given an effect caused by deforestation to research
and create a poster that provides information about their topic and
present it to the class that will later be displayed in the hallway for
others to read. With this, students are able to teach each other
about what they have learned about their topic. This will help
students apply their research skills to a real world problem as well
become the expert in a topic to present and teach to an audience to
bring awareness.
Georgia Standard (s) of ELAGSE4W2: Write informative/explanatory texts to examine a
Excellence, WIDA topic and convey ideas and information clearly
Standard(s), etc. S4L1d.: Use printed and digital data to develop a model illustrating
and describing changes to the flow of energy in an ecosystem when
plants or animals become scarce, extinct, or overabundant
Prior Academic This lesson will activate the prerequisite skills of researching using a
Knowledge and computer or laptop. Students will need the prior academic
Prerequisite Skills knowledge of what deforestation is and how it is caused.

Learning Objective(s) - I can state what deforestation is, how it is caused, and why
 or Learning Target(s)
Vocabulary
(Step 2)
List of vocabulary and phrases students need Whole-class and differentiated supports to
to know to master the standards and
objectives:
- Deforestation
- Scarce
- Soil erosion
- Flooding
- Greenhouse gases
- Drought
- Awareness
Step 3: Assessment Plan
Design
Assessme Georgia Performance
nt Standard(s)
Framewor
k Learning Target(s)
ELAGSE4W2: Write
informative/explanatory
texts to examine a topic and
convey ideas and
information clearly
S4L1d. Use printed and
digital data to develop a
model illustrating and
describing changes to the
flow of energy in an
ecosystem when plants or
animals become scarce,
extinct, or overabundant
Type of Assessment
Any pre-assessment
information you already
it is hurting our environment
- I can research an effect that is caused by deforestation and
teach it to a peer or an audience
- I can create a poster to bring awareness to deforestation
and the effects of it
Language Supports
(Step 4)
help students learn the vocabulary:
- Modeling the use of vocabulary
- Visuals
- Anchor charts
Corresponding Format of Assessment(s)
Learning
Objective(s) or
- I can state what  Student states at least 2 facts about
deforestation is, deforestation
how it is caused,  Student writes at least a 5-6
and why it is sentence summary about their
hurting our effect caused by deforestation
environment  Student states at least 2 facts about
their effect caused by deforestation
- I can research an in their summary
effect that is caused  Student actively participates in
by deforestation creating a poster that brings
and teach it to a awareness to the effects caused by
peer or an audience deforestation
- I can create a
poster to bring
awareness to
deforestation and
the effects of it
Format of Supports, Evaluation Criteria
Assessment (e.g., Accommodations, How will you know or
quiz, test, checklist, Modifications measure if the students
KWL chart, (Differentiated have met the learning
performance task) Assessments, objective(s) or learning
Culturally target(s)?
Relevant
Assessment)
 Sticky-note  Students can
restate 2 facts
 know about
deforestation

Formative assessment(s)  Turn and  Students can

talk state one
 Teacher negative effect
walk that is caused
around by
and listen deforestation
 Write from video
down facts  Students can
from each use their
presentati research to
on share 1 fact
about their
topic
 Students will
state 1 idea
their group
came up with
to bring
awareness to a
partner (not
research group
member)
 Students will
have 2 quick
facts from each
group
presentation (8
total)
Summative assessment(s)  Create a  Sentence  Topic is clearly
poster starters stated in the
 Informatio from poster and
nal writing writing writing
piece noteboo  Contains
ks model/illustrati
(previous on that visually
writing represents
lessons) topic
 Rubrics  Proper use of
provided vocabulary
on day 1  At least 2-3
ideas to bring
awareness are
in writing
Pre-Assessment Summary
The pre-assessment information allows me to see if the students retained information about
deforestation because they will need that background to link into this lesson. If students show
that they did not retain information about deforestation, we will have to review it before
moving on. I have included a video that goes over deforestation as well as effects caused by it.
Step 4: Materials Needed Teacher Resources:
Create - https://www.youtube.com/watch?v=yS5FTnW3Jqo
Learning - https://www.activewild.com/what-is-deforestation-for-kids-
Activities information-and-facts/
- Kahoot

Student Resources: List, and include, all handouts, worksheets, and other
materials, including assessments, that you will have students use in this lesson.
Please make sure you cite your reference in APA style. Include slide shows,
graphic organizers, or any other materials you plan to use. Note that slide
images can be copied from Power Point and pasted into Word documents. List
al materials needed, and the amount of each.
 Pencils
 Notebook paper for research notes
 Notes on deforestation for vocabulary
 Computers/laptops for research and writing
 Color pencils, markers, and/or crayons
 Checklists – 1 for writing and 1 for posters
 5 posters – 1 poster per group
 Glue
 Internet
 Microsoft word
Technology Connection I will be using a video that goes over deforestation as a refresher for students
(OPTIONAL -include as on day 1 that also mentions some effects caused by deforestation. The students
often as possible) will be using laptops and desktops to conduct research about their effect caused
by deforestation.
Connection to the Arts Students will be hand drawing a representation of their effect caused by
deforestation.
Supporting Diverse  Rubrics for writing and poster – students will be able to look at
Learners checklists to ensure they have included what is needed for their
product
 Group/collaborative work – students are able to engage with one
another and collaborate on research, writing, and presentation
 Use of notes for vocabulary – students will be able to refer back to
notes about deforestation and vocabulary

Culturally Responsive In the community, there are trees being taken to build stores and homes.
Teaching Students are seeing this firsthand and will be able to make connections as well
as be able to predict possible negative effects that could occur near them.
Research and Theory, or Research says that when students are given opportunities for collaborative
Principles of Child inquiries, it makes learning more student-centered and is based on real-world
Development experiences or issues which allows students to apply this to their lives and the
world they live in.
Higher Order Thinking  What have we learned about deforestation? What is it?
Questions (HOTQs)  Why does deforestation occur? Who causes it?
 What are some ways that we can help prevent deforestation?
 How can we bring awareness to this issue?
 Why is it bad for our environment?
Instructional Strategies Day 1:
and Learning Tasks  Review what deforestation is and why it happens: independently
state 2 facts about deforestation on a sticky note with their name to
turn in
 Play a video and go over the types of effects that are caused by
deforestation
 Each student will be given an effect to research and rubrics for their
collaborative writing piece and poster
 Students will be released to start their research independently for
 15 minutes
Day 2:
 Students will collaborate with group members on what they have
found from day 1
 Teacher will be roaming and talking to each group briefly about
what they have found while students are having their group meeting
 Students will be able to continue to finish their research, IF NEEDED
 Students will collaborate with group members to write about their
effect based on their findings
Day 3:
 Students will continue collaborating on writing piece with group
members on this day
 If finished with their collaborative writing piece, students will begin
creating their poster with group members on effect
Day 4:
 Finish creating posters with writing piece attached on the front (5-10
minutes)
 Students will present with their research group to the class
 I will be using the same rubrics that the students have to assess their
posters and writing piece
Lesson Closure Give a brief synopsis regarding how you will wrap up each day’s lesson. How will
students summarize and/or share what they have learned related to the
objective or learning target?
Day 1:
 Students will return to seats and can share one fact they have found
at their table group, not group members, before putting their
research away
Day 2:
 Students will go through their rubrics with group members to make
sure they are including what is needed before transitioning to recess
Day 3:
 Brief meeting with group members on what they have learned about
their effect caused by deforestation before cleaning up for recess
Day 4:
 Students will write 2 facts about what they have learned from each
group that presented on a piece of paper (8 facts total)
Re-teaching, Re- Describe at least one new strategy for re-teaching the content and/or skills
Engagement, Practice presented for students who did not successfully meet the learning objective(s)
or learning target(s).
I would assign them a RazKids assignments that has a fill in the blank
worksheet to go with it so they are able to read about deforestation and
effects that are caused by it.

To show understanding, I would have them create a drawing about what they
learned with a summary to explain in their own words what deforestation is
and what the negative effects that it causes for our planet.
Extensions Describe at least one new strategy for enriching, challenging or extending the
content and/or skills for students who successfully met the learning
objective(s) or learning target(s).
Day 1:
 Writing 2 facts about deforestation after video
Day 2:
Day 3:
Day 4:
 Kahoot with table group members as teams, not research members.
Kahoot will have questions from each groups effect
 References

Admin. (2015, November 10). What Is Deforestation For Kids: Information And

Facts. https://www.activewild.com/what-is-deforestation-for-kids-

information-and-facts/

The Incy Wincies. (2019, Dec. 17). Deforestation Educational Environmental

Video. [Video]. YouTube. https://www.youtube.com/watch?

v=yS5FTnW3Jqo

Appendix

A:
1 2 3

Topic Topic is not introduced Title is mentioned and Topic is clearly introduced
provides little information and provides relevant
information
Details and Writing does not state Writing somewhat states Writing clearly states how
Elaboration how the problem affects how the problem affects the problem affects our
our environment and our environment and 1 environment and at least
does not include any idea that could prevent 2-3 ideas to bring
ideas that could prevent and bring awareness to awareness to the
and bring awareness to the problem problem
the problem
Organization  Information and  Information and  Information and
ideas are not OR ideas are fairly ideas are
 are poorly organized organized
organized  Easy to follow to  Clear and easy to
 Difficult to follow an extent follow
 No use of linking  Uses 1 linking  Uses at least 2-3
words/phrases word/phrase linking
words/phrases
Writing Piece Rubric

Name:_______________

____/9 points

B:

Poster Rubric
1 2 3
Does Not Meet Somewhat Meets Meets Expectations
Expectations Expectations
Model/Illustration Visual representation is Has a visual Provides a clear visual
not provided OR does representation BUT does representation of the
not clearly represent not provide a clear topic
the topic representation of the
topic
Creativity Has no color/drawings Use of few colors and Use of colors are
OR drawings are not drawings are somewhat included AND drawings
related to the topic related to the topic are related to the topic
Name:_________________
___/6 points