Dimension 1 “Content Knowledge” and Artifacts GPS (5-8) By: Ali R. B. Brinson

5.-ELA7RC2 The student participates in discussions related to curricular learning in all subject areas. The student… a. Identifies messages and themes from books in all subject areas. f. Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary). Artifact 1 (Literary Term Application Flip Chart) – For this activity, students used a chart to apply their understanding of various literary terms to their understanding of the novella The Old Man and the Sea. Students were in groups of 3 and 4 where they discussed the story and had to answer various questions that related to the analysis of the story’s theme, symbolism, and various metaphors. How it worked. Students took one piece of copy paper and wrote the literary word on the top in their own words, once the chart opened, the inside would reveal a specific scene from the novella that represents that literary term, and lastly their would be a picture. The students enjoyed this activity.

6. ELA7RC4 The student establishes a context for information acquired by reading across subject areas. The student c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts. Artifact 1 (Context Clues Exercise) – In language arts, students are consistently reading information that relates to other subject areas, the key in reading is always to equip students with tools to enhance their vocabulary abilities and/or give them the knowledge necessary to uncover hidden meanings. The attached artifact is of a students working with various ways in which one can seek out clues that help uncover unfamiliar meanings.

7. -ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. The student b. Writes texts of a length appropriate to address the topic or tell the story. c. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). Artifact 1 (Student Memoirs) – Our first unit was narratives, thus I had the students write a memoir after we had read several and dissected them to find out what makes a memoir different from a biography/autobiography. Students focused on writing a memoir, but had to be careful structure the memoir in story format, such as having cause and affect, chronological order, and making sure that conventions were properly adhered to.

8. ELA7W2 The student demonstrates competence in a variety of genres. b. Creates an organizing structure appropriate to purpose, audience, and context. d. Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs, descriptive adjectives, and varied sentence structures). f. Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback, movement, gestures, expressions, tone, and mood). g. Provides a sense of closure to the writing. Artifact 1 (Persuasive Paper) – Attached is the rough draft of a persuasive paper. Our unit began 2 weeks ago. Students have been learning of the various types of persuasion, such as bandwagon, slanted, celebrity appeal, etc. all while viewing these techniques in articles and commercials. Students had lots of examples and practice with persuasive and have already learned how to write a coherent essay, hence, the persuasive essay was/is their next piece of writing.