Courtney Cremeans

Resubmission

February 25, 2016-

Winfield Middle School

Klose

7th Grade-Erika

Human Body Systems

Instructional Objectives/Student Outcomes

1.
Students will construct a thesis statement and articulate their defense on
their stance. (application and evaluation)
2.
Students will compare and contrast the interacting human body systems.
(analyze)

WV CSOs
SC.O.7.3.01 Students will explore the relationship between the parts of a system to
the whole system.
SC.O.7.3.02 Students will construct a variety of useful models of an object, event,
or process.
S.7.LS.3

Students will use argument supported by evidence for how the body is
a system of interacting subsystems composed of groups of cells.

National Standards
WHST.6-8.9 Students will draw evidence from informational texts to support
analysis reflection, and research. (MS-LS1-5)
WHST.6-8.2 Students will write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes. (MS-LS1-5)

Management Framework
Overall Time-

90 minute lesson

Time Frame-

10 Minute Bell Ringer, Agenda Entry

10 Minute Introduction, Review of Body Systems, Establish Questions

10 Minute Thesis defined
15 Minute Rubric, Expectations, How to Turn it In

40 Minutes to Complete Teacher Made Assessment

5 Minute Additional Questions, Clean up

Strategies
Teacher guided instruction, student led writing, questioning, teacher demonstration,
scaffolding, concept map, group discussion, and independent reflection.
Differentiated Instruction/ Adaptations/ Interventions
I will accommodate multiple different learning styles by incorporating multiple
methods of instruction to appeal to the visual, auditory, kinesthetic, interpersonal,
and intrapersonal learners. I will go over what the students have been covering with
the respiratory, skeletal, digestive, circulatory, and muscular systems. I will write
instructions on the board, and verbally direct them with the new materials they will
be using. If any questions arise or assistance is needed, I will be walking around the
room to ensure everyone is on task and to eliminate confusion. I will give step by
step directions for the Persuasion Map/ Teacher made assessment writing
assignment. Students will draw connections from each system to connect them to
the integral entity of the body systems via group discussion, previous body system
worksheets, and the guided persuasion map. To submit their work, they will share
their PDF created to their teachers email to incorporate technology. As this is a new
resource, and the students are new to writing persuasive pieces, I will scaffold every
process. Students are able to discuss with one another to ensure they understand
the concepts, as well as refer to me, their notes, and worksheets. I will abide by
each individual IEP to ensure I am offering the appropriate plans in place for each
student. These accommodations include preferred seating, reading to students,
modified assignments, the use of the planner, and verbal/nonverbal prompts. The
grading scale for the persuasion map will be modified for students who need
modified assignments.
Procedures
Introduction/Lesson Set
Bell Ringer: Recall at least 2 words that you circled from the human body systems
activity: define them using the internet and use them in your own sentence(s).
I will display this on the smartboard and they will be responsible for completing this
while I take attendance silently using the seating chart within the first 10 minutes of
class. They will also be responsible for copying down the objectives into their
notebook and the itinerary for the day. Once everyone has completed and appears
finished, I will then ask for individuals, randomly, to read one of their definitions and
sentences.
Once I assess that everyone understands this bell ringer concept via verbal
diagnostic testing, I will move to introduce everyone to the new activities they will
be participating in the class period.
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I will walk through how to complete the interactive teacher made assessment,
which will lead me to define terms, like thesis, and give examples.
Terms

Thesis Statement: A claim, usually found at the end of the first paragraph of
an essay or similar document, that summarizes the main points and arguments of
the paper.

Introduction: An initial section that summarizes the subject material of a book

or article.

Main Reasons 1,2, and 3: Two systems interacting for each main reason

*PASS OUT RUBRIC AND CHROMEBOOKS

The first prompt I will offer to guide the assessment is the rubric. This rubric serves
as my teacher made assessment as it will give clear instructions of persuasive
writing, point value, and a complete walk through as this is a new concept. This will
introduce the concept of thesis, expectation, how to use their covered materials to
make connections, and apply it to the technologic persuasive writing
assessment.
I will informally assess their knowledge on the varying systems, muscular,
circulatory, respiratory, digestive, and skeletal, to scaffold them in making
connections.

Body and Transitions

During the activity of the teacher made assessment, I will be walking around the
room to answer questions and encourage use of the rubric.
Questions will arise as they form their thesis, introduction, main reasons (3), facts
and examples (3 each), and conclusion, but I will be there to support, as well as the
rubric, notes, and body systems activity.

Closure
The closure will include submitting the persuasion map via email to me. Each
student will be graded according to the rubric and will receive feedback. We will
review the varying body systems and facts used in their writing to connect the two
body systems chosen. This review will be done verbally to the entire class.
Assessment
Diagnostic

To assess prior knowledge, I will start the bell ringer about body systems to
conclude that they can recall the material that has been taught for a week
(Objective 1 and 2).
Formative
I will visually observe students participation in creating persuasive writing piece to
conclude their ability to apply the knowledge, analyze the systems connections,
and evaluate the defense (Objective 1,and 2).
I will informally ask questions about the connections of the systems, new
terminology, and objectives to check for understanding and knowledge of
expectations (Objective 1 and 2).

Summative
I will utilize rubric in grading for each student to meet criteria (Objective 1 and 2).
Materials
Interactive whiteboard, pencil, paper, Chromebook, persuasion map web
address, rubric, and human body systems activity guide.
(See additional sheets for persuasion map, teacher made assessment, and
activity guide-body systems)
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Extended Handout
If Student Finishes Early
If student finishes early, I will review with the student their persuasion
map to ensure it meets the criteria of the rubric. I will ask students to persuade me
with an example thesis with varying example situations that are relevant to them.
If Lesson Finishes Early
If students finish early, I will ask the students to present their thesis to
the class. I
If Technology Fails
I can use the whiteboard instead of the interactive whiteboard if
technology fails for the review.

Post-Teaching
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Reflection
This lesson proved to be very informative for the students as this was most of their
first time with persuasive writing. Mrs. Klose suggested that we walk through the
assignment together to form thesis statements, connect two body systems, use
their resources to find facts, and create a conclusion for the human body system. I
worked with two classes and taught this lesson. I edited my teacher made
assessment and the directions were more explicit. This form of direction helped the
students so they could refer to it in case there was confusion, and students who
chose to work independently were able to complete the assignment on their own.
The first class was midday and some of the students had completed a persuasive
writing assignment before. Some of the students were able to self-direct to
complete the assignment whereas others needed my step by step instructions. I
walked around the room to answer questions.
The second class was at the end of the day and is comparatively more rowdy,
contains more students with IEPs, and students are just ready to go home. This
class needed to be walked through more directly by me.
The students needed more time to complete the assignment so it carried over into
the next day.
Data Based Decision Making
My decision to complete the persuasive piece independently self-directed, as
groups, or directed by me with the class groups was based upon the level that the
students had utilized persuasive writing before. I diagnostically assessed their
knowledge and readiness by asking questions aloud to the class and the first class
responded well, but the second class did not.
The first class completed the assignments with their table groups of four and I
walked around to monitor their writing. This worked for them as they had completed
a persuasive piece before. The second class completed the persuasive piece with
the whole class being led by me. I chose this because of the difficulty getting the
students to respond to any of the questions.
Some students wanted to be told exactly what to write, but according to the
objectives, the students need to learn how to use materials given to create and
persuade their own perspective. The answers were in the body systems packet, but
they were not directly given on purpose so students can search and create their
own facts to back up their reasons created.
The recreation of a more explicit teacher made assessment with clear instructions
proved to be effective for the higher achieving class and lower achieving class as
guided the 1st higher achieving class to complete the assignment independently,
and the 2nd lower achieving class to keep them on task and provided a visual aid to
keep themselves accountable.
The first class had an average score of 17 out of 20. I then segregated the scores
into higher and lower achieving students and the students who were high achieving
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had an average score of 19/20. The lower achieving score was 14/20 and most of
these students did not have the assignment completed. If they would have had
more time, they could have received a better score so they were all given additional
time the next day. The class average improved to a 19 out of 20 after the additional
time was allotted the next day.
The second class had a mean score of 14 out of 20. I again segregated the data into
higher and lower achieving students and the students who were high achieving had
an average score of 16/20. The lower achieving score was an average of 11/20.
Again, most of the students in the entire class did not have the assignment
completed so they were given additional time the next day which improved their
scores by the class average being an 18 out of 20.

Name____________
Class____________

Persuasive Writing for the Human Body-20 points

Using complete sentences, you will be persuading the reader how the
human body is made up of systems working together.

Introduction (3 points):
The introduction includes the thesis statement of the human body.
Include the topic, summary of opinion, and the why.

Thesis Statement: A claim that summarizes the main points and

arguments of the paper.
Thesis:_______________________________________________
____________________________________________________
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Main Reason One (2 points):

Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or
examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________

Facts or Examples (1 point each for 3 separate facts, 3 points):

Each main reason needs three supporting facts or examples with
three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________
Fact Three:____________________________________________
Main Reason Two (2 points):
Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or

examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________

Facts or Examples (1 point each for 3 separate facts, 3 points):

Each main reason needs three supporting facts or examples with
three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________
Fact Three:____________________________________________
Main Reason Three (2 points):
Your main reason will connect two of the systems discussed and
introduce how they are connected. Make sure you have facts or
examples that you can back up the body systems you are using as your
reason!
Main Reason: ___________________________________________

Facts or Examples (1 point each for 3 separate facts, 3 points):

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Each main reason needs three supporting facts or examples with

three separate sentences. The facts or examples you use need to
connect the two systems you are using for the main reason.
Fact One: _____________________________________________
Fact Two:_____________________________________________
Fact Three:____________________________________________

Conclusion (3 points):
The conclusion needs to summarize the three main reasons compared
to your thesis. Be sure to use 3-4 sentences!
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Grade: ____/ 20
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Intro: ___/ 2
Main Reasons: ___/ 6
Facts or Examples: ___/ 9
Conclusion: ___/ 3

Comments:

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