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Laney Smith

Standard #1: Learner Development

Scaffolding Assignment for English

1. Main Concept: Book Report/Paper Analysis
a. Ability to identify an understanding of the material:
i. Ability to identify key concepts of the work-What can be learned?
ii. Ability to identify the location/setting of the work-where is it set?
iii. Ability to identify the characters of the work-who is involved
iv. Ability to identify the main ideas of the work-why is it important?
b. Ability to compose an analysis of the book:
i. Elements of a paper-intro, thesis, main discussion, conclusion
ii. Paragraph structure-intro, concept, support, summary
iii. Sentence Structure-subject, action, result
c. Demonstrate an understanding of the Author
d. Demonstrate an understanding of the literary form
i. i.e.-fiction vs. non-fiction
e. Understanding of terminology
f. Understanding of Unit concept
i. What is the over-all message from doing this reading/assignment?

Understand the material Ability to identify key concepts of
the work-what can be learned?
Ability to identify the
location/setting of the work-where
is it set?
Ability to identify the characters
of the work-who is involved
Ability to identify the main ideas
of the work-why is it important?

Compose a paper Elements of a paper-intro, thesis,
main discussion, conclusion
Paragraph structure-intro,
concept, support, summary
Sentence Structure-subject,
action, result

Know the author
Understand the literary form Fiction vs. Non-fiction
Understand the terminology
Understand the unit concept Over-all message of the work
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Support Mastery:

Understanding the material
The book report should be a final goal. To ensure that the report is completed to its full potential,
a proven comprehension of the chosen literary title should be modeled. While reading the work,
students will be provided weekly reading assignments, daily class discussions, and have weekly
quizzes. This will identify who is struggling with the content of the book and who may need
extra explanation or discussion of the topic. Providing additional forms of media may be
necessary-for example a song or movie that relays the same message as the book.

Composing the book report
During the reading, time will be spent learning how to write a literary analysis, ensuring students
understand the natural flow of the paper, paragraph structure, and methods to use will ensure a
well-planned, well-versed paper. To assist with comprehension-provide excellent and poor
examples of paper flow for students to evaluate. Providing students peer review time and
revision opportunities will ensure the best final draft possible.

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Standard #1: Learner Development
Reflection of Scaffolding Assignment
The concept of Scaffolding is based on Vygotskys Theory of Cognitive Development
and Vygotskys Zone of Proximal Development. Vygotsky believed that students learn best in
social situations (a classroom). He also theorized that an individual will learn best when teachers
are able to identify the zone between what the student has already learned and what the student
has potential to learn with guidance. They should teach to the magic middle (the optimal
learning level) of each individual student. This guidance provided by the teacher should follow a
scaffolding approach. The method begins by determining a students core knowledge and then
working in steps to expand that knowledge to more complex and advanced ideas, similar to a
scaffold structure.
As an educator, using the scaffolding approach will be essential to student success. In the
example above, a student must develop a specific set of skills before s/he will be able to compose
or comprehend a book report. Working with the students to explore smaller chunks of the big
idea will ensure better comprehension and longer retention of the material. Breaking the overall
assignment into more workable pieces will allow students to build comfort with the subject and
the expectations of the assignment, as well as slowly introduce students to the seemingly difficult
end project. In the book report example, it will be important to determine reading levels, reading
preferences, and writing skill in addition to teaching students the material. The material may
include a specific book title, genre, or historical timeframe. Ensuring students have all the
necessary information to effectively compose a book report, the end assessment of skill.