Learning Goal: Use the rubric to edit and complete your time travel projects.
Opening Question: What have you already completed in your project? What do you still need to complete?
Students record their opening question on their learning goal sheet and are ready to start class 3 min after the bell has rung. I reward students who get started early with ROCK STAR SCIENTIST tickets.
I will be talking to the students today in groups so I don't need them to share their answers out before the mini-lesson. Instead I have them share their answers with their partner. This type of conversation helps students commit to completing the project and is another way to build positive accountability in your class.
I'm showing this funny video PROCRASTINATION - The Musical to lighten things up a little today. The workshop design of the lessons is built to keep kids from procrastinating by having frequent check-ins and structured work period. But students still enjoy laughing at this video on the last day of work.
The purpose of this mini-lesson is for students to see the power of the rubric in planning and organizing there work time today. I ask students to get out all their work and their rubrics. Together we look at the proficient and advanced lines. Students put starts on their rubrics to show where they are at this moment in time. For each of the four parts of the assignment, I have students make work commitments for the day and write those down on their rubric.
A screencast of this process is below.
The purpose of this section is to set up a system of check-ins with the students that is effective and efficient. Teachers do not have the time to check in with each child independently every day. Instead, the I call up a group of students to talk to all at once. I ask all the students to bring the assignment paper and their work so far.
Today when I call students back I am looking to find out how far students have gotten and motivate them to use the rubric to edit and improve their projects. Students bring their projects and assignment sheets back to the group table. We start with the timeline. Each students shows me where they are on the rubric and what they need to do to move up. We do the same process with the facts, pictures, and narrative. I use a recess and lunch work time for students that are clearly behind and mark kids that I need to make parent phone calls for. Once I am convinced that students understand what they need to do I send them back to their tables to work independently.
As students finish their projects we build the wall together putting the pictures and narratives up in the appropriate time slot.
Closing Statement: Today we used the rubric to push our work forward and improve our products.
Closing Question: What did you change in your project after re-looking at the rubric?
Closure depends greatly on timing and is not as easy to plan in advance as opening. You can find more information about how I manage closure here.