Northeast Hamilton K-12 Learning Plan
Teacher: Ms. Freeman
Course: Business Law
Date: 2-16-10
Objective:
Prompt for Metacognition: How did_Selective Highlighting_ help the student learn _the details of the criminal case____?
(CRISS strategy)
A: Author’s Craft
O: Organization
B: Background Knowledge
TU: Teaching for Understanding
CRISS Principles & Philosophy
AL: Active Learning
ME: Modeling & Explanation
Description of lesson including CRISS learning strategies used
A
Gave each student a KWL chart and wrote the name “Mark Becker” on the board.
BEFORE
Prepare
(1)
B
X
D: Discussion
PS: Purpose Setting
AL
X
D
W: Writing
W
X
O
TU
X
X
X
X
X
ME
PS
Had each student write what they knew about this person, without discussing it
out loud with the class.
After a few minutes had each student write what they want to know about this
person.
Metacognition Prompt: What do you know about this person and what do you
want to know about this person?
Gave each student a different article about Mark Becker and the trial, along with
a highlighter.
DURING
Be Active
(2)
X
X
X
Asked each student to read their own article and highlight the important details
of the article. I stressed to them not to “over highlight” and just pick the main
details.
Metacognition Prompt:
Had students share the important details of their article with the class.
AFTER
Organize
(3)
Students then went back to their KWL chart and asked them to write what they
learned about Mark Becker from their article and discussion.
Used an “expanded” KWL chart and had student write more questions they may
have about the Mark Becker trial. Then had students share their questions with
the class.
Metacognition Prompt: What did you learn from your article and what other
questions do you still have?
X
X
X
X
Possible Student
Responses
Possible Examples:





How did this learning
strategy help you
learn?
What did you learn?
What helped you to
learn that?
What strategies did
they use in this unit
that helped you to
better understand and
why?
What are three
strategies that really
help you to remember
information?
How do you know
when you’ve really
understood something
you’ve read or
discussed?
Two students knew who Mark Becker was before reading the articles and two students had no idea who he was.
Students were interested in reading these articles because they all had a connection somehow with this trial being in
Iowa.
The students were able to describe their articles better to the class because they could just refer to their highlighting
during discussion.
Reflection Notes
Possible Examples:





What went well? Why?
What did not go well?
How will I change it?
What did my students
gain from this lesson?
How did it impact
their thinking, their
attitudes, or their
abilities? What
reasons exist for these
beliefs? How did I help
myself and my
students be more
metacognitive?
In what ways did the
strategies I used
enhance student
learning? How do I
know this?
I thought this lesson went fairly well. I am glad I decided to tie the expanded KWL chart along with the selective
highlighting activity.
I was concerned before the activity that they might highlight too much or perhaps not enough. After reviewing their
articles I thought the students did a good job of highlighting the main ideas and details of the articles.
I think if I told the students just to read the article they would not have been able to retain what was in them to be
able to discuss with the group.
I am not sure how to do a similar activity with any textbook because I cannot have students highlighting in a book.
So I think this activity works well with articles.