Submit a brief lesson plan that includes implementation of something you learned; include differentiation (for ENL, persons with disabilities, persons considered gifted/ talented, etc) and briefly state how this lesson might be adjusted for other grade levels. In other words, if you lesson is for an elementary grade, how might it be taught to middle schoolers and high schoolers?
This will be you longest and most comprehensive post.
These are the instructions students were given. There is a copy of the painting at the top of the directions, and it was put up on the projector. The differentiation is already included as this lesson was designed for a mixed group, grades 9-12, including both 504 and IEP students. As for using this in an elementary setting, I think it could be easily adapted by choosing a more age-appropriate painting and piece of music like Peter and the Wolf by Sergei Prokofiev or a scene from Fantasia.
ReplyDeleteSergei Rachmaninoff composed “Isle of the Dead” as a musical representation of the painting “Isle of the Dead” by Arnold Bocklin.
1. Take a close look at the painting. Jot down a few ideas about what you think might be going on there on a scrap piece of paper.
2. Title a new page in your journal “Isle of the Dead”
3. As you listen to the music, approximately 20 minutes, write the story you think is being represented.
4. If you get stuck, look back at the painting or your list of ideas; you should be writing as long as the music is playing.
5. You will be given a 5 min. warning when the song is coming to an end. You should try to give your story a resolution during that time.
6. Get a different colored marker or pen than you wrote in.
7. After writing, using the new color, you will S.T.A.R. your work. This means:
S: Substitute any words or phrases that are bland using a thesaurus, synonym finder, or new ideas.
T: Take-away any parts you don’t think fit.
A: Add any ideas you didn’t get to during the writing.
R: Rearrange any ideas that seem out of order or would be better placed somewhere else.
8. Trade your story with a partner. Write a note to your partner about the differences you see between their ideas and your own.
9. Be prepared to share the topic of your story with the class.
10. Answer at bottom of your journal: Why do you think there are so many variations even though we all looked at the same picture and listened to the same song?
With thanks to Cheryl Forster’s Workshop: Music as a Springboard for Writing, NIWP 2011
Beth Artner
ReplyDeleteLesson 4
March 15, 2011
Summery: This is my first year teaching Social Studies and it has been a fun learning experience for me. I realized that Barry Hoonan’s use of the power point for building student schematic background was a great idea. I could use it in my social studies classes.
Purpose: To give my middle school students a basic background on a new chapter in social studies before they read the chapter. I will use Barry Hoonan’s phrase, “What do you notice.”
Objective: Analysis skills through observation and communication with peers.
Assessment: Students use the sentence list they generated to write a short synopsis (one paragraph) of what they noticed from the power point.
Differentiation: G/T students could write a poem instead of a short paragraph from the power point. IEP students could write basic words instead of a sentence from the power point list. They may not need to write a paragraph as the other students do.
Activity: Introduce the new chapter on Civilization in the Indus Valley. Make a power point of images relating with the social studies subject to be taught.
1. Ask student to write down short sentences or phrases of “What they notice” while watching the power point.
2. After the power point, students discuss with their peers what is on their list.
3. Students write a short synopsis of what they noticed from the power point.
(have the students turn in paragraph for assessment.)
4. Whole class reads the chapter (out loud) and ends with a class discussion on the chapter.
Adjust lesson for other grade levels: To adjust the lesson for high school grades the students could have a more extensive write-up after completing the lesson. For adjustment in lower elementary grades the students could write only words instead of sentences for their power point list. They don’t have to write a whole paragraph.
Poems for Fluency Lesson Plan
ReplyDeleteObjectives: The learners will echo read a poem to practice fluency and phrasing. The learners will create their own version of the same poem by completing the blanks on a poem given to them.
Anticipatory Set: I will read a poem called The Cheese Moon by Gareth Lancaster to the students.
Guided Practice: The students will echo read The Cheese Moon. The students will “scoop” the phrases in the poem as a class.
Independent Practice: The students will break into small group and individually create their own version of the same poem, by filing in the blanks. The poem is called The Spring Wind Can’t, The Spring Wind Can Evaluation/Assessment: The students will sit in the author’s chair and share their version of The Spring Wind Can’t, The Spring Wind Can.
Alternatives: For disabled students there will be a copy of each poem for every student to
take home, so they can perform the scooping on their own sheet. Also, the teacher could assist by scribing for the student.
For higher grades, the poem could be used to review proper nouns, main idea, and figurative language.
Title: Creative Convincing
ReplyDeleteTeaching 6 Traits Writing with Picture Books, Voice
Grade: 2nd Grade
Idaho Content Standards:
· 2.L.A.4.2.1 Participate in writing a friendly letter
· 2.LA.2.1.3 Participate in drawing conclusions based on information gathered from pictures and print.
Objective(s):
The learner will –
· Assume the voice of an animal who wants something
· Compose a friendly letter that persuades a human to give them what they want
Anticipatory Set/ Warm-Up/ Hook
· Read Doreen Cronin’s, Click, Clack, Moo/ Cows That Type, to students at least twice: first, for entertainment; and than a second time to discuss persuasive voice.
· The second time through, point out that this book is about negotiation, give and take, in a ridiculous setting. Discuss how funny it is that in this book cows, chickens, and ducks are able to type and write letters to the farmer. Talk about the power of negotiation, finding the middle ground, and using writing as a tool for communication.
· Tell students they will be writing a persuasive and friendly letter in the voice of an animal who wants something from a human. They will need to write with a comical voice while using the format of a friendly letter.
Demonstration:
· Put a sample friendly letter on the ELMO or overhead projector.
· Review its persuasive voice.
· Review its format.
· Leave sample displayed for students to reference as needed.
Guided Practice:
· Thinking and pre-writing: Before drafting, create two classroom lists: "persuasive words" and "persuasive techniques."
· Ask students, "How do you convince someone to give you something they have never thought to give you? (Ex. insist, give them good reasons…)
· What kinds of words do you use? (Ex. Please, if you do this than…)
· What kind of tone do you take on? (Ex. insistent, reasonable…)
· Discuss ideas and put them on the list for students to refer to as they draft.
Independent Practice:
· Students write a persuasive, friendly letter through the voice of an animal who wants something.
· Students re-read and revise draft.
· Students re-write neatly.
· If time allows, create an illustration to coincide with their letter.
Closure/ Student Reflection:
· Students read their letters and share illustrations to the class using the author’s chair.
Assessment:
· Assess the student’s letter. Is it in the correct format for a friendly letter?
Materials:
· Click, Clack, Moo/Cows That Type, by Doreen Cronin
· Example of persuasive friendly letter
· Paper, pencils and crayons
Differentiation:
· Letter can be compiled orally or with assistance as needed
· Gifted/Talented students may compile a portfolio of different animals making requests of a human and include illustrations.
· Middle School and High School Students can benefit from this lesson as well. Instead of an animal writing to a human, have them write a persuasive friendly letter using the voice of a Video Game, Movie, Internet, or TV Character. The book could also be used to teach negotiation or revolution, i.e. the Revolutionary War. Where the animals become Patriots and the Farmer is the British. (How are the battling groups similar?)
Assignment 4
ReplyDeleteAlright, I really want my students to create an “I Am From” poem. I’ll start with lists, and I’ll give my students some ideas for lists to create like the “imaginary walk around the house and list the important things you see”, or “the sayings and/or food around your house”. I’ll then show some examples of “I Am From” poems. Next we’ll get writing, sharing. As to some differentiation, for a student who hates to write, I might have him draw pictures of the items around his house instead of listing them with words. If I were to teach this lesson at a middle school level I would possibly add some requirements to the poem. For example, I might require alliteration, onomatopoeia, simile, and/or metaphor.
Lesson Plan
ReplyDeleteEach of the students will choose any character from the book The Pigman by Paul Zindel. Here are the instructions given to the kids. At each point I give them examples I have done about a character from another story we have read.
We are going to really get into the mind of a character from The Pigman. Choose the character you felt you had the biggest connection to or that you liked the best.
1. Visualize the character your chose in your head.
2. Make a list of all of the things you know about your character.
a. Think about their:
i. Family
ii. Interests
iii. Personality
iv. Friends
v. Home
vi. School
3. After you have a nice long list, read through the list and pick the ten that best represent your chosen character.
4. Take each item and use it in a sentence about your character.
5. After you have ten sentences about your character, revise the sentences to fit into the “I Am From” sentence I demonstrated.
a. At this point I share a sample “I Am Poem” about a character.
6. Once you are done with your poem, pick your favorite line to share with the class.
At this point we will go through the characters one by one and each student who did that character will add an “I Am From” section to our class poem about each character. There will be a large sheet of paper on the wall for each character and after we have shared out loud, each student will add his or her chosen line to the paper, building a class poem for each character. This will lead to a class discussion about the characteristics of each character, giving us a great point for comparing and contrasting the different views and interpretations of the characters.
After hearing everyone in the class, each student will write a final draft of their poem using the STAR method of substitute, take away, add, rearrange based on the ideas they heard from their classmates. They can:
1. Substitute words or descriptions for ones they heard from others.
2. Take away ideas they didn’t feel fit after the class discussion.
3. Add ideas they liked from other classmates.
4. Rearrange the ideas or lines of their poem to best fit their desires.
The differentiation is already included in the lesson; each student is doing the lesson based on his or her own individual interpretation of the character so there is not a wrong answer. The lesson is designed for a mixed group of students of all levels including 504 and IEP students grades 9-12. This lesson could easily be used at other education levels by lessening the amount and length of the work asked for. This would be a great way to discuss characterization at the lower levels.
Lesson Plan "I Am From" poem
ReplyDeleteEach of the students will choose any character from the book The Pigman by Paul Zindel. Here are the instructions given to the kids. At each point I give them examples I have done about a character from another story we have read.
We are going to really get into the mind of a character from The Pigman. Choose the character you felt you had the biggest connection to or that you liked the best.
1. Visualize the character your chose in your head.
2. Make a list of all of the things you know about your character.
a. Think about their:
i. Family
ii. Interests
iii. Personality
iv. Friends
v. Home
vi. School
3. After you have a nice long list, read through the list and pick the ten that best represent your chosen character.
4. Take each item and use it in a sentence about your character.
5. After you have ten sentences about your character, revise the sentences to fit into the “I Am From” sentence I demonstrated.
a. At this point I share a sample “I Am Poem” about a character.
6. Once you are done with your poem, pick your favorite line to share with the class.
At this point we will go through the characters one by one and each student who did that character will add an “I Am From” section to our class poem about each character. There will be a large sheet of paper on the wall for each character and after we have shared out loud, each student will add his or her chosen line to the paper, building a class poem for each character. This will lead to a class discussion about the characteristics of each character, giving us a great point for comparing and contrasting the different views and interpretations of the characters.
After hearing everyone in the class, each student will write a final draft of their poem using the STAR method of substitute, take away, add, rearrange based on the ideas they heard from their classmates. They can:
1. Substitute words or descriptions for ones they heard from others.
2. Take away ideas they didn’t feel fit after the class discussion.
3. Add ideas they liked from other classmates.
4. Rearrange the ideas or lines of their poem to best fit their desires.
The differentiation is already included in the lesson; each student is doing the lesson based on his or her own individual interpretation of the character so there is not a wrong answer. The lesson is designed for a mixed group of students of all levels including 504 and IEP students grades 9-12. This lesson could easily be used at other education levels by lessening the amount and length of the work asked for. This would be a great way to discuss characterization at the lower levels.
Expository Text Structure
ReplyDeleteThird Grade
Objective: Students will identify the components of expository text structure and analyze how the structure aids in the comprehension of the text
Anticipatory Set: Show students a colorful, engaging poster with diagrams and charts included. Ask “What do you notice?” and record comments on a chart. Ask students to jot down (2 minutes) what they learned from the diagrams and charts and then buddy share what they wrote. Discuss student observations together.
Guided Practice: Using an overhead projector and document camera, read a short expository text with the class. Discuss the use of subtitles, captions, highlighted vocabulary words, diagrams, and charts while reading. At the conclusion of the book, ask students how the text elements helped them understand the book. Have students jot down, buddy share, and discuss observations as a whole group. Record comments during group discussion.
Independent Practice: (next day)
materials – short expository text @ 3rd grade reading level and below
Reintroduce comment sheet from previous day. Pair students up and have them choose an information book to read together. Differentiation: Pair at risk/disabled students with a supportive peer. Have gifted students complete assignment independently. Their assignment is to read the book and become “experts” in their subject. While students are reading, teacher is reinforcing the use of text elements by speaking/questioning with each buddy group. After reading, students show how they have become “experts” about their subject and create a small poster with one chart and/or one diagram.
Conclusion: Posters are presented by the “experts” to the class and displayed in the classroom.
Adjusted for middle or high school: Higher level text with more comprehensive graphs and charts
Feedback March 22, assignment Beth Artner Lesson 4
ReplyDeleteI like your style of teaching. It is very simple and easy to read. I agree with you about power point, and think it could be really good to use on a variety of subjects. We are in a new technology generation where students like to spend more time on the computer for research and to do their assignment.
Lesson Plan:
ReplyDeleteObjective: TLW use adjectives, synonyms, and exact words to create interesting sentences that draw a picture for the reader.
Anticipatory Set: Students will each be given an envelope with 4 note cards. On each note card there will be 2 sentences- 1 dull sentence and 1 sentence that describes the actions. Students will vote on which sentence gives each of them a picture in their minds. Then students will think-pair-share regarding what made the describing sentences more interesting to read. These ideas will be written on a poster board.
State Purpose: At this point I will tell students we will be working on creating sentences that describe. Students will recall what made the sentences in the envelopes exciting or dull. I will explain that one way to make sentences descriptive and interesting is to choose the right words. I will tell students we are going to use synonyms and adjectives to strengthen our sentences.
Input: I will then read Roberto Insect Architect to students. Throughout the story we will stop to discuss adjectives and synonyms the author used. We will also discuss how the author’s word choice added to the story. After reading the story, the class will come up with a list of ways to make great describing sentences.
Model: I will write down 5 sentences lacking in word choice or detail. As I rewrite the sentence, I will talk aloud regarding the changes I am making. When done, I will have students reread the sentence. I will then ask students if they get a better picture in their minds because of the adjectives. Then, I will talk to students about overused words found in the sentences. I will turn students’ attention to the word nice (found in 3 of the 5 sentences). I will remind students of our use of synonyms to make sentences more descriptive. I will change the word nice in 1 of the sentences-talking aloud so that students know why I choose the particular synonym.
Check for Understanding: Remind students of the word choice used in the book Roberto the Insect Architect. I will ask students to turn and discuss with a partner the different ways we have discussed in the lesson to create better sentences. I will ask students to share ways to make sentences more descriptive.
Guided Practice: Using the remaining 2-4 sentences, pairs of students will choose a sentence to rewrite. Each student pair will be provided with a thesaurus, the story read, and the modeled sentences will be displayed. Students would have 5-10 minutes to rewrite their chosen sentence using synonyms and adjectives. Pairs would then share their sentence with the class
Independent Practice: Students will then be asked to choose 1 sentence from their own writing to revise. Students will be given a rough draft of their most recent work. I will have highlighted 2 sentences for each student to choose from. Students will then use adjectives and/or synonyms to rewrite their sentence. During writing conferences students will share their sentence revision. This will be a perfect time to help the student revise other sentences based on the previous revision.
Closure: Students will be called to the carpet to review the lesson. Using examples from Roberto the Insect Architect, we will review ways to make a sentence more interesting and descriptive. A list of revision suggestions (created during this lesson) will be displayed for students to refer to during the editing process in writing.
Differentiation: I will have a sheet available for students that maps out where to add adjectives or replace a word with a synonym. I will also provide small group instruction to ensure these students are understanding the concept. For higher learners, I will ask them to add to their sentences by using adverbs to further the description in the sentence.
Adjustments: Depending on the grade level, this could easily be adjusted simply by changing the book used for an example text. Also, higher grades could focus on sentence structure and variety, as well as word choice.
Grade: 1st
ReplyDeleteDisability: If you had a student that was deaf you could do this lesson by showing the difference of voice by writing or acting out a sentence. This way they could see the different between using voice and not using voice in reading and writing.
MiddleSchool/HighSchool: Have the student’s poem or a higher grade level book. This way it is more difficult to find the trait of voice in their book. Have them then write a about a passage that includes voice and what emotion or expression is being voiced.
Idaho Content Standards:
1.LA.2.1.3 Participate in drawing conclusions based on information gathered from pictures and print.
1.LA.4.1.1 Write narratives based on personal experience.
1.LA.3.5.2 Share writing with intended audience.
Objective(s):
TSWBAT – listen to the author of the story read Skippyjon Jones and the Big Bones and concentrate on one of the 6 writing traits known as voice.
TSWBAT – show their knowledge of voice by putting energy into their writing about a personal story that happened to them.
TSWBAT- then share their story with the class.
Anticipatory Set
What does a reader do to make listing to a story interesting?
If they come up with the idea of voice expand on it.
Explain to them that hearing a person read a story with different levels and sounds of their voice connecting to the book makes it interesting and fun to hear.
Today we are going to hear a story on a CD read by the author of the book. She gives lots of voice to her story and makes it exciting to hear.
Demonstration:
Before we read you are going to help me learn what voice means. By thumbs up or thumbs down, show me when I have great voice in saying sentences and when I don’t. (Give them about 4 or 5 examples)
Give them examples of this: Howdy, partner how’s it going! (monotone
and Howdy, partner how’s it going! (excitement and mimicking a cowboy)
Ask them which one was more appealing to listen to.
Guided Practice:
Begin listening to the CD of the author who is reading Skippyjon Jones and the Big Bones.
After page 5, stop and ask the children if they could pick out any traits of voice so far in the story.
If they did have them write this in their writing journal.
Continue listening to the story, have the children raise their hands if they hear good use of voice in the story.
Stop at the end of page 13, and have the children look at how page 14 is written. Ask the students if they think that there will be energy in the reading of this next page or not.
After page 14 is written stop the CD again and explain that we can see that there is excitement in voice by viewing how it is written too.
Continue listening to the story by asking for thumbs up or down.
When finished reading, explain to the students that they will be writing their own story using voice to explain the emotions. Give them an example of your own and ask the children to give the sentence energy by making it come to life. Yippee, I get to eat ice cream. Have them share their voiced sentence with their neighbor.
Independent Practice:
Have each child begin to write a personal story, reminding them to make it interesting for the listener to read or hear.
Give the children time to write and then call them to the front of the class to share.
Closure/ Student Reflection:
Have each student share their story out loud with the class. Have the children read with enthusiasm and voiced expression. This way you can assess if they understand what voice means in reading and writing.
Assessment:
When reading the story assess their understanding about voice by watching their thumb movements.
View their personal stories to see if they wrote with energy and the idea of voice expressions.
Listen to the oral presentation about their personal story using voice.
Materials:
Schachner, Judy. 2007.Skippyjon Jones and the Big Bones.
Individual writing journals
This comment has been removed by the author.
ReplyDeleteIn the vocabulary workshop I adjusted one of the activities that the instructor shared with us. Ms. Sandon shared with us a vocabulary activity where students would take words they are working on and fill out a half piece of paper with these that had squares with the following labels: Definition, Characteristics, Examples, Non-examples. Students would then take a vocabulary word they are working on and break it down in each square. My plan:
ReplyDeleteObjective: Students will internalize the 6-7 vocabulary words of the week (our reading program has a different story, and set of vocabulary words, each week).
Anticipatory Set: I will read a short passage that contains all of the vocabulary words that we need to learn. I will try to strategically place some of the words so that the story doesn't make sense unless you know the meaning of the vocabulary words.
Guided Practice: As a class we will take a large index card and fold it in half (hamburger fold) so that the index card has 2 sections on the front and 2 on the back. We will then label our index card sections as follows: Definition, Picture, Related Words, and How I Can Remember. Then we will choose one of our vocabulary words and fill the card out. We would begin by looking the word up in our dictionary. The first card/word will be filled out in its entirety together. Example:
BAKERY
Definition: a place where breads, cakes, etc. are sold.
Picture: draw a picture of a bakery (building)
Related Words: donut, cake, pastry, baker, flour, sugar, customers, etc.
How to Remember: "I know...bakery has the little word bake in it and I know baking is like cooking, so it's where people sell the stuff they bake!"
Independent Practice: Students will then be assigned a second word, and handed a second index card. Each student will need to complete all 4 sections of their index card.
Then I would have students who did the same word on their second index card get in a group together. All students could check their index card with their group members.
After everyone has had time to check their words I would switch up the groups. Now...each group would have one student with each of our 6-7 vocabulary words. Each child would share their index card (vocabulary word) with their group.
Closing: I would have the students read the passage they read in the beginning again. Hopefully, this time, the passage would make more sense now that they understand each vocabulary word.
Assessment: At the end of the week I would give students a half sheet of paper with each vocabulary word on it. I would randomly write definitions on the board. Students would have to find the matching definition to each word and write it on their paper.
Differentiation: As I stated in the beginning-I adjusted this lesson from a intermediate lesson. I think the sections of the card could be adjusted for different grade levels. For example instead of draw a picture you could have a section be synonyms/antonyms.
March 22, assignment
ReplyDeleteLesson Plan: Career
Objectives: The students will find different career options through "job workshop." Senior students will select their career for next year, either two years course or four years course. High school students are prepared for next year's goal.
Subject: English and composition
Introduction: Teacher is here to teach students to learn, read and write. School Psychologist, I introduce our school psychologist in our school district. To talk about his career as a psychologist making an intervention, finding results that would work for each individual student, either behavior problems or health problems.
Talented and Gifted Students: I provide a list of careers that are easier for them to identify and they circle the career they like. Answer the multiple choice on 1 to 15 descriptions of individual careers in America. They can also research on the computer with my supervision.
Group Discussion: Each group has at least 4 students in each group. The students have to choose one career. The group creates a poster, slide show or use power point, to make a presentation.
Individual Activity:
1. Everyone writes about a career they choose and why they chose it?
2.Student will share with the class about the career they selected.
Conclusion: High School class will gain knowledge of careers available to them and have an idea how to reach their goal. Lower grades will write about jobs of their parents or relatives in the classroom. First-grade class will make a list of selected words provided on "Pop Corn" word chart from the chalk board about jobs. They will draw or sketch the job they will choose, what they are going to do when they grow-up.
Lesson Plan: I Need a Hero!
ReplyDeleteThird-grade Class
Objective: Students will identify different heroes in American history, how they become Heroes and teaching bias and point of view.
Anticipatory Set: Show students a colorful engaging poster, slide show with different characteristic of the image, events, "What do you notice?" pause the slide show and I put a chart beside the slide show and I ask student to right down their comments (90seconds) at the same time I right my own observation in a piece of paper. What they have learned from the slide show? Compare your list to your classmate next to you. Write and Discuss about the pictures, images, events together. Play the slide show and pause the slide show at least 3x until the lesson is presented.
Purpose: To give my third grade class an idea of the basic back ground on a "HERO" in the history of our country.
Discussion: I use the chart next to the slide show for our class discussion about the hero.I write, What this person did to make them a hero? List the name of hero. Give an example what they accomplished based on the slide show. Then I divided the class into 5 groups. Each group has to choose one hero and create a poster, to make a presentation the next day.
Individual Study: Students will pick their favorite hero from the chart and explain why they like them. Write two sentences about the hero they selected.
Talented and Gifted Students: I provide a list of Hero that is related to the slide show and it is easier for them to identify and they circle the Hero they like. Answer the multiple choice question about American heroes.
Conclusion: High School students could have more symbolic, dramatic action, on their heroes and use power point on their presentation. The Middle School student will do the same pattern as High School class.
NiceNet Lesson
ReplyDeleteObjectives
-- The students will identify and analyze character traits.
-- The students will write critical responses to student observations.
-- The students will utilize an online forum for discussion.
Preparation
-- Set up NiceNet teacher account.
-- Set up class.
-- Create topics: Questions, Random Stuff, and Technology.
-- Create pint handouts for account creation and posting.
Introduction (Day 1)
-- Display NiceNet on the projector and demonstrate its functionality.
-- Demonstrate how to create an account. (Use print handout with screen images for struggling students.)
-- Discuss technology availability.
-- Assign as homework: Create a NiceNet account by next class and post to the Technology topic.
Literature & NiceNet (Day 2)
-- Review characterization by looking back in Writer's Notebooks.
-- Read "Salvador Late or Early."
-- Students write observations about character in their Writer's Notebooks: actions, key phrases, inferences.
-- PowerPoint: Youth Voice Adaptation
-- Students post a response to the story or another student's response.
-- Show model "I am from..." poems.
-- Assign homework: Write an "I am from..." poem using the observations you've gathered and post to NiceNet.
NiceNet Discussion Continued (Day 3)
-- PowerPoint: Youth Voice Adaptation review
-- Students post responses to "I am from..." poems.
-- Assign homework: Respond to at least one more post.
Adaptations
-- Some students do not have access to the internet at home, so some accommodations will need to be made. All computer work could be done in class. We discussed other options in my class such as school library, public library, or classroom computers.
-- The students will give personal interpretations of "Salvador Late or Early," so they will be working at their own level.
-- Younger grades might have difficulty with a project like this. Perhaps it could work by changing the literature piece and changing the online forum to a group poster. The "I am from..." poem definitely helps with analyzing character and making inferences.
-- I'm making handouts and using student experts to help IEP and 504 students with the technology.
This comment has been removed by the author.
ReplyDeleteWALKING POEMS
ReplyDeleteOn the board:
Make two lists: Family's Favorite Foods & Family's Favorite Sayings.
Model the Activity:
Fill out the lists on the board, so that students get a feel for what you are asking of them. Then plug your answers into an
"I am from..." poem/template.
Copy the Activity:
Studentss will then take out a sheet of paper; fold it in half and make the same two lists and plug their answers into the poem/template.
Differentiation:
For the kinestetic learner and the IEP student, adapt the lesson plan by taking the students on what author Herd calls a 'walking poem.' Have students silently follow you through the school W/CLIPBOARDS or NOTEBOOKS and list their surroundings. For example: golden trophies; memories full of dust.
Grade Level Adaptations:
The High school student might make mental lists about the interior of their cars while the grade school students might pick their room at home, and the primary student his/her school desk.
OBJECTIVE:
Students will demonstrate their understanding that good writing is about capturing the details of life.
Kary,
ReplyDeleteAfter reading your lesson plan, I immediately thought of the "If you give a Mouse a Cookie.." picture book about how if you give a mouse a cookie he'll ask for a glass of milk and then he'll want you to....( the author's name escapes me) It' a circular plot and ends how it begins. I know the author has another book called: "If you give a Moose a muffin..."
I wonder if after your second graders get a feel for point of view and voice through their personal letter writing; if they would enjoy writing their own 'circular story' about a different animal. Since circular plots speak to a type of ORGANIZATION; maybe you it would be a seamless transition from the writing trait VOICE.
How about: If you give a llamma your lunch..:)
Just a thought!
Lesson Plan: Musical Writing
ReplyDelete6-8th Grade
Objective:
Students will demonstrate reflective writing skills using a musical prompt.
Anticipatory Set:
Engage your students in a discussion on music. Ask questions such as; What types of music do you like and why? What do you feel when you hear certain types of music? What sounds are you drawn to?
Guided Practice:
Play a classical piece of music. Ask students to close their eyes and just listen. When the piece is over ask students to share what adjectives, verbs etc. the music made them think of. Write the words on the board. Model for the students how you would use the words to write a short poem or story.
Independent Practice:
Play another piece of classical music. This time students will write the words they think of as they listen. When the piece is over have students do a think-pair-share with table partners. Partners will compile words and write a story or a poem together. Share their work with the class.
Assessment:
Do this activity every morning for a week asking students to write responses in a journal. At the end of the week collect journals and assess for reflective writing skills.
Adaptations:
Primary Grades-
Students may draw pictures or simply share their stories orally.
High School-
Integrate this lesson with a current history lesson using a music piece that fits the time period you are studying. Have students also include a paragraph on how this music fits into the time period they are studying.
ESL-
Chose a culturally appropriate piece of music.
IEP-
Use a video along with the piece of music to add a visual prompt. Depending on the plan, students may orally share their stories, draw them or act them out.
Technology:
I plan to use an IPOD in my classroom that is connected to my classroom computer. It will be loaded with music that I can use in the classroom. You can also simply use a CD player or play straight from the internet depending on licensing of the piece you choose.
Name: Kari Berkshire
ReplyDeleteGrade: 2nd
Idaho Content Standards
2.1: 2.LA.2.1.3 Participate in drawing conclusions based on information gathered from pictures and print.
2.3: 2.LA.2.3.4 Retell basic plots of literary text.
3.1: 2.LA.3.1.3 Identify strategies for planning and organizing writing.
3.5: 2.LA.3.5.2 Share writing with intended audience.
Objective
The student will be able to
• predict and conclude story events based on context and illustrations,
• restate the events of the story based on cause and effect,
• identify text structure through the use of a problem-solution story map, and
• share a written summary of the problem and solution.
Anticipatory Set
Students will be given three large strips of paper each containing a sentence. Students will work together to put the sentences in order from beginning to end based on a problem-solution text structure. Teacher will discuss the importance of organizing events and ideas to create sequential structure while writing.
Demonstration
Teacher reads text aloud while using probing questions to monitor students’ comprehension and focusing questions on cause and effect events.
Guided Practice
Teacher will use the text Rain School to walk students through the process of identifying the problem-solution text structure by using a story map. Teacher will demonstrate a retelling of the problem and solution in his/her own words and write it on the board. Teacher will bring attention to how the problem in the beginning gradually evolved into a solution in the end of the story.
Independent Practice
Students pair with their reading pals to discuss and identify the problem and solution of a previously shared text. Together they will fill out the story map. Using the ideas from the story map, each student will summarize, in their own words, the problem and solution.
Closure/Student Reflection
Student pairs will take turns presenting their story’s problem-solution story map and their written summary.
Assessment
• Teacher will assess students’ ability to predict and conclude by evaluating students’ rationale throughout the reading of the story,
• judge students’ ability to sequentially restate the plot through cause and effect events during the guided practice, and
• evaluate student ability to identify the problem and solution in their paired-reading text by use of the story map and each student’s written summary, and
• evaluate student’s ability to verbally share his/her story map and written summary
Differentiation
• Student will be paired in a fashion that accommodates ELL and students with comprehension difficulty.
• Students with writing disabilities will be given the option to verbally present their portion of the assignment.
Expansion Ideas for Middle and High School
• Middle School- Students can use their own trade book to identify, of the five text structures, which one is being used and describe how it aids in his/her comprehension.
• High School- Students can construct a portfolio of the books read throughout the year, the different text structures being used, and choose one to discuss which text structure they found most appealing and why.
Materials
• Rumford, James. (2010). Rain School. Houghton Mifflin Harcourt. Boston, New.
• Sentence strips
• Graphic organizer
References
http://www.adlit.org/strategies
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ReplyDeleteDebbie Dawes
ReplyDeleteHaiku Lesson Plan
March 22, 2011
This lesson encompasses poetry, art and computer word processing. It will take about three to four one hour session to complete. This is designed for third grade students.
Lesson Objectives:
• Students will write a comparison haiku and a contrast haiku (in modern form).
• Students will publish the poems on the computer.
• Students will paint a watercolor wash background on which the published poems will be displayed.
Materials:
• Books and examples of Haiku poetry
• Paper, pencils, clipboards
• Computer lab
• Watercolors, watercolor paper, brushes, water, paper towels
Instructions:
Poetry
1. Teacher will read and show examples of many forms of Haiku poems.
2. Teacher will display, discuss, and compare the rules of Haiku (according to Jane Reichhold and traditional rules from Haiku for People).
3. Teacher will demonstrate a comparison and contrast Haiku.
4. Teacher will provide inspirations from nature for the poetry- either in photo format or by going on a nature walk – weather dependent.
5. Students will spend time (20 -30 minutes) writing both forms of poetry.
6. Share poetry- either in group, turn and share, in private meeting with teacher.
7. Student will pick best of each form, edit, then go to lab and publish.
8. Students will glue poems on watercolor background for public display.
Watercolor Wash background
1. Teacher will demonstrate dry and wet watercolor wash techniques, brush loading, brush care, clean up techniques to students. Use of photos showing correct technique place around the room leads to greater student independence in clean-up and brush care.
2. Students paint a wash on water color paper, considering each of their poems when choosing colors.
3. Students clean brushes and place work on drying rack.
4. Students glue published poems on artwork when dry.
Teacher displays completed work on public display in school.
Extension include writing Haiku in traditional form (5, 7, 5 syllable lines) for gifted or older students. Learning disable students could use a scribe to record poems. Older students could also create a more detailed background for their poems and hand letter the poem using ink and brush (traditional oriental art form) on the background.