Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment:
3 Superior
(1 user)
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment:
2 Strong
(1 user)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment:
2 Strong
(1 user)
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Degree of Alignment:
2 Strong
(1 user)
Learning Domain: Language
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment:
3 Superior
(1 user)
Learning Domain: Language
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment:
3 Superior
(1 user)
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Degree of Alignment:
2 Strong
(1 user)
Learning Domain: Speaking and Listening
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Degree of Alignment:
2 Strong
(1 user)
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Degree of Alignment:
2.5 Strong
(2 users)
Cluster: Presentation of Knowledge and Ideas.
Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.)
Degree of Alignment:
2 Strong
(2 users)
Cluster: Conventions of Standard English.
Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Degree of Alignment:
2 Strong
(2 users)
Cluster: Vocabulary Acquisition and Use.
Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Degree of Alignment:
2 Strong
(2 users)
on Apr 06, 03:22pm Evaluation
CCSS.ELA-Literacy.L.6.1: Strong (2)
Students need a firm grasp of the language in order to explain what they think their idiom means. With the exception of the independent work, students needs to be able to express themselves to their group in order to be understood.
on Apr 06, 03:22pm Evaluation
CCSS.ELA-Literacy.SL.6.1: Superior (3)
This was given a "3" because students are directed to explain their idioms clearly to two different groups of classmates.It is an integral part of the lesson.
on Apr 06, 03:22pm Evaluation
CCSS.ELA-Literacy.L.6.4: Strong (2)
Looking up their idioms in the dictionary is a minor, but important, part of the lesson.
on Apr 06, 03:22pm Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
This is rated a "2" because the lesson could use a quick introduction on what idioms are. If students are exposed to them in English for the first time, it would be beneficial to use one as an example so students can understand the concept before having to explain the idioms to other students.
on Apr 06, 03:22pm Evaluation
Utility of Materials Designed to Support Teaching: Strong (2)
The lesson is rated a "2" for reason 1 - it does not include suggestions to use the materials with a variety of learners. Also, it could have used a note sheet for students to organize the different meanings of idioms as their classmates are explaining them.
on Apr 06, 03:22pm Evaluation
Quality of Assessments: Limited (1)
While there is a "closure" section, this lesson receives a "1" for assessment because it does not assess the understanding of each individual student. It addresses some of the performance expectations, but does so as a group so there would be no way to know if each group member is nearing proficiency.
on Apr 06, 03:22pm Evaluation
Quality of Technological Interactivity: Not Applicable (N/A)
This has been rated "N/A" because there isn't any technology involved in this lesson plan. However, it would be very easy to integrate technology. For instance, students could access a computer or iPad to check dictionaries, or apps like NearPod could be used to present the lesson (which is what we did).
on Apr 06, 03:22pm Evaluation
Quality of Instructional and Practice Exercises: Strong (2)
The lesson receives a "2" here, because the activities are strong but only somewhat varied (two of the main activities involve students explain their idioms to different groups). However, this would be a great introductory activity to any idioms. Teachers would need to follow up in subsequent classes to cement understanding.
on Apr 06, 03:22pm Evaluation
Opportunities for Deeper Learning: Superior (3)
This lesson receives a "3" because there are many opportunities for deeper learning. Students are thinking critically (to define their idioms and to agree/disagree with classmates), working collaboratively, communicating effectively, constructing viable "arguments" (their explanation of their idiom), and applying knowledge to real word situations (students may have to come up with a few examples to further illustrate what their idiom means to classmates who are not sure).