Process

Day 1:

1. Students will complete Warm-Up. 

• vocab and sentence correction exercises

2. Split into assigned groups. 

• Introduce yourself to your group if you haven't met!

• Discuss what "literacy" means to each person in your group

• Use your Chromebooks to Canva

3. Make a timeline of how you all were taught to read.

• Use Canva to make a timeline of when you learned to read

• Include at home and at school experiences

• make sure every group member has at least one bullet point on the timeline

4. Submit the timeline to me (Ms. Thibodeaux) on Google Classroom.

Day 2:

1. Students will complete Warm-Up. 

• vocab and sentence correction exercises

2. Split into assigned groups.

• spend 10 minutes reviewing your group's timeline

• discuss which bullet points each group member will share to the class (each member must share at least 1 point)

3. Take turns sharing your group's timeline with the class.

• each group should present for at least 5 minutes

• speak clearly and of an audible volume

4. Exit ticket: Write a 1 paragraph reflection of what you learned from your peers.

• this can include what you learned from your group members AND what you learned from other groups' presentations

• submit reflections to me (Ms. Thibodeaux) through Google Classroom

Day 3:

1. Students will complete Warm-Up. 

• vocab and sentence correction exercises

2. Take out Chromebooks.

• students will spend 30 minute of class time researching 

• what does "literacy level" refer to? how do we measure them? 

• students will take notes on their research, annotating at least 5 points of information

3. Open Microsoft Powerpoint

• students will make a powerpoint presentation of what literacy means

• slides must include how literacy levels are measured, how they can be raised, and why it is important to raise literacy

• at least one slide must include student's favorite book and why

• powerpoints must be at least 5 slides in length

Day 4:

1. Students will complete Warm-Up. 

• vocab and sentence correction exercises

2. Students will take 30 minutes of class time to finish presentations.

• make sure all required fields are met

• submit through Google Classroom for teacher review

3. Students will be given annotation worksheet.

• as fellow students present, take notes on what your peers have to say

4. Students will begin individual presentations of powerpoints.

• presentations must be at least 5 minutes in length

• students must annotate while classmates present

• presentations must be clearly audible and include all information presented on powerpoints

Day 5:

1. Students will complete Warm-Up. 

• vocab and sentence correction exercises

2. Students will complete individual presentations.

3. Students will turn in presentation annotations.

• must include at least five points from presentations mentioned by their peers

4. Exit ticket: Reflections.

• students will write reflection (at least 2 paragraphs) about what literacy levels mean, why it is important to raise them, and how they plan to raise their personal literacy level

• include concepts mentioned throughout the week

• students will show deep engagements with the lesson topics and include what they have learned throughout the lesson process

• submit reflection on Google Classroom for grading.