myOn Research Assignment: find out all you can about a type of animal and their adaptations. Write a report about the animal, especially about mothers and their young. Use a word processing program or Google slides. Be sure to use myON for some of the information and share where you got any information within the report.
Each week, students also work on a variety of writing assignments and research. With the older grades, we’re currently working to compare and contrast different versions of stories. After reading the stories, and completing graphic organizers within myOn, students complete research to explore additional versions of the stories. We will soon use Storyjumper so students can complete their own versions of the stories.
Content Objective – I can find a variety of factual information about a topics by choosing a topic. I will summarize important information. (Prompts provide students with needed baseline information, information that allows them to apply all writing traits with both creativity and confidence.) Across a range of standards, I will use R.A.F.T.S. for role, audience, format, topic, & a strong verb that shares the purpose of the writing. Such prompts help students gain content knowledge and help students both understand and apply writing traits. The prompts help students with narrative, persuasive, descriptive, & imaginative modes of writing.
Language Objective – I will use a word-processing program to write a report on the information, defining words new to me as I do so, that summarizes the information. Here’s one example: role: yourself; audience: the owner of a local tv station; format: contest essay or letter; topic: knowledge about how things were for your parents when they were growing up; strong verb: impress. The owner of the local tv station is running a contest to choose a family to star in a new reality program about how life used to be. You decide to write a contest entry to impress the owner with knowledge about earlier times–or life in another country at another time. (This is an NCSS social studies strand about time, continuity, and change. It can involve how we view ourselves and our families not only over time but also place.)
Overall Language Objectives
I can listen for information in mentor texts/picture books to make inferences and discuss inferences by stating my opinion of specific parts of the book before the inference that address the inference.
I can listen to a story and orally explain why the story is folklore, referring to the text as a basis for the explanation, using story elements as I liked about the story and the connections I made.
This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding. Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner. These involve a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts, making connections; I can share connections about works of literature. I can read, view, & listen for information in any format to make inferences; I can share inferences. I can identify literary elements and plot components of folktales and stories. I can discuss literary elements and plot components. I can understand cause and effect in literature.