FBE RLA

-masters level work -complete sentences with detailed work -plagiarism under 2% -proper in text citations and references -must put all work on PDF below -check out grading rubric to see how its graded -description of day and class below Interactive FBEs Interactive FBEs Criteria Ratings Pts This criterion is linked to a Learning OutcomeDetails Details are specific, clear, and create a vivid picture of the classroom, students, and teaching. 100 pts Full Marks 0 pts No Marks 100 pts This criterion is linked to a Learning OutcomeCompleteness Questions are answered completely, with all aspects of the prompt fully addressed. 100 pts Full Marks 0 pts No Marks 100 pts This criterion is linked to a Learning OutcomeCoursework Responses connect to coursework when relevant. 100 pts Full Marks 0 pts No Marks 100 pts Total Points: 300 7th Grade ELAR Independent Reading Book Report on Current Events Observation Reflection (9:00 a.m.2:00 p.m.) 9:0010:00 a.m. Launch and Mini-Lesson From 9:009:20, I helped students transition into independent reading by reviewing expectations for their current events book report. I clarified the difference between summarizing and analyzing. For example, one student asked, Is this just retelling the article? I explained that analysis requires explaining why the event matters and how it connects to larger issues. I modeled this using a current news article and demonstrated how to identify theme and authors purpose. From 9:2010:00, I facilitated a small group of four students who struggled with identifying credible sources. I guided them through evaluating the author and publication date. One student initially selected an opinion blog. After our discussion, he recognized the bias and replaced it with a verified news source. This showed growth in critical thinking aligned to 7th grade ELAR standards. 10:0011:00 a.m. Independent Reading Conferences During this hour, I conducted one-on-one conferences. I asked guiding questions such as, What is the central idea of your article? and What evidence supports it? One student could not identify textual evidence. I directed her to reread paragraph three and highlight statistics. After guidance, she successfully cited a fact to support her claim. I provided feedback on sentence structure and reminded students to use academic language in their written responses. 11:00 a.m.12:00 p.m. Writing Workshop From 11:0011:30, I supported students drafting their book reports. I circulated and gave feedback on thesis statements. One student wrote, This article is about climate change. I prompted him to be more specific. He revised it to clearly state the impact of climate change on coastal cities, demonstrating improvement in clarity and focus. From 11:3012:00, I facilitated peer review. I modeled constructive feedback and monitored discussions. I intervened when feedback was vague and encouraged students to reference the rubric. Students became more specific, stating, You need more evidence in paragraph two. 12:001:00 p.m. Revision and Differentiation I worked with a small intervention group needing additional support with organization. I provided a graphic organizer and scaffolded paragraph structure. Students responded positively and began structuring their ideas more clearly. One student who previously had disorganized notes produced a coherent outline by the end of the session. 1:002:00 p.m. Reflection and Closure From 1:001:30, students finalized drafts. I provided targeted feedback on transitions and MLA formatting. From 1:302:00, I led a reflective discussion. Students shared what they learned about evaluating current events. Many expressed increased confidence in analyzing news sources. My consistent involvement throughout each hour ensured academic growth, accountability, and engagement aligned to 7th grade ELAR standards.