Post a brief plan for implementing an activity in your classroom. Please respond to at least one other. Be sure to consider differentiation ( for ENL, disability, gifted & talented, etc) and briefly state how this lesson might be adjusted for other grade levels (example: if your lesson is for an elementary grade, how might it be taught at middle school and high school?)
THEN - try it out!
I liked how we took writing off the page and personalized different words or poems we had in mind. I would like to have the children in a 3rd grade classroom create an "I am from Poem". They would be given classroom time to make these. If they needed more time they would be allowed to take them home for homework. Then I would like them to think over night how they could make this poem come alive for the reader. The following day we would work on making their poems more personable. I would tell them that they can bring in any items from home, but I would also be providing some nature items and other crafty things. Then I would have them create a masterpiece in class with the materials brought and given to them.
ReplyDeleteTo provide differentiation I could have some students work with a partner. I would also be able to write their poem for the child, if they couldn’t write well and help them choose the craft they would like to use. I could then help them place their crafts where they would like them. If someone had a hearing disability I could provide examples and write sentence on the board with a fill in the blank end to help them get started.
If I used this in a junior high or high school, I could use the same type of poem. I may have a time where we went on a walk outside and gathered materials from the nature around us. I might even have them share their poems aloud with the class.
Beth Artner April 19, 2011
ReplyDeleteTeach Writ K-12 NIWP 404
Teacher: Emily Duvall
My 6th grade class is doing a big project called “The World’s fair.” This is a project with many small projects attached to the one culminating project at the end. Our classes here are 1 1/2 hours long every other day, so I have to be creative daily and make sure that I find ways to break up the time into at least three different activities.
I think that I will start having the kids do a short journal entry at the beginning and ending of the class each day we meet. The first entry will be on what they need to do today to accomplish the day’s small project. The end of the class journal entry can be “How I am doing on my project”, “What I want to accomplish next time we meet.” If the kids were in elementary class I would just do one journal entry a day at the beginning of the class to help the kids start the brainstorming process for themselves. If it were a high school level, I would have the kids pair up and read their journal entry to each other at the end of the day. This could give the kids some new ideas and they can change the entry to incorporate the new idea for the next class.
I like that you are integrating writing into this project also. This will give them a chance to look back over their progress through reading their journals. You could also have them journal in a way that they could attach this to their final project. This wasy they can see how they felt about the different stages of the project. They can also look back and see what parts they were excited for and what parts they felt they did good on. I really enjoyed reading your activity and hope the students enjoy it also.
ReplyDeleteI really enjoyed the idea of using items and art to provide a creative atmosphere for writing. I would like to use this concept in my future classroom. Students would create a piece of 3D art by added meaningful words to an applicable object. Instruction of poetic words, meanings, and origins, would allow this activity to progress from elementary to high school.
ReplyDeleteFirst, I would provide students with sample selections of poetry and they would choose a piece. Next, I would demonstrate with my own examples of 3D poetic art and explain the thoughts and feelings behind each project.
Students would be instructed to bring in objects from home that they would like to incorporate into their project. Using words and letters from magazines and newspaper cut outs, and or paint pens; students would place their chosen text onto their object.
I would provide objects, precut letters, and even entire poetic lines for those needing differentiation due to language or disability. Gifted and Talented could be encouraged to write a summary of their piece which would describe concepts and thoughts behind their choices of words and object.
This activity would conclude with students sharing their 3D artwork and explaining their reasons for choosing text and objects and how they relate to each other.
Ashley S. I like how you would use the "I Am" poem that students create for the base for this activity. I enjoyed this workshop as well. I concentrated on using published poetry for text. I love your idea of using the students own poetic work. It seems like it would be much more meaningful and personal. This would allow for much more self-expression and creativity than preselected published texts. Thanks for the ideas. I can't wait to use this in the classroom!
ReplyDeleteUse of Graphic Novels in the Classroom
ReplyDeleteGrade: 3rd
Idaho Content Standards
Goal 3.5: 3.LA.3.5.2 Share writing with intended audience.
Goal 4.4: 3.LA.4.4.2 Write or draw a response to a literature selection that identifies the plot.
Goal 5.4: 3.LA.5.4.1 Capitalize proper nouns, titles, and holidays.
Goal 1.2: 3.LA.1.2.3 Use graphics, graphs, tables, diagrams, parenthesis, italics and bold print to understand text.
Objective
The student will be able to
• read and share their graphic novel response to the group
• use graphics and text to respond to the reading selection
• appropriately use capitalization for name of characters and places in their own writing
• engage in the use of visual literacy in order to comprehend the text
Anticipatory Set
• Show students the splash page of the graphic novel Zita the SpaceGirl.
• Ask students to describe Zita’s clothing.
• Ask students why they think Zita is dressed this way.
Demonstration
Read chapter one of the text.
For each panel, have students interpret the graphics.
Page 4- stop and discuss what students think the rock-like object might be. Where did it come from?
Guided Practice
Teacher shares an example of his or her own graphic novel page that is a continuation of Zita’s story.
Independent Practice
Students are now asked to create their own graphic novel page. They will respond to the ending of chapter one by creating their own adventure for Zita and Joseph.
Closure/Student Reflection
Students will share their graphic novel page.
Assessment
• Asses student’s ability to clearly share their graphic novel page
• Asses student’s effort and quality of their graphic novel page
• Look for students to use appropriate capitalization of character names and places
• Asses students visual interpretations of the graphic novel to check for use of inference and comprehension
Differentiation
• Teachers could scribe for students with writing difficulty.
• Student could use the think-pair-share model to create Zita and Joseph’s adventure.
• For GT students, allow them the option to write about Zita and Joseph’s adventure in addition to the graphic novel page.
• ESL learners could be given a graphic novel page with blank bubbles to fill in.
Expansion Ideas for Middle and High School
• Have students take an existing piece of written work and turn it into a graphic novel.
• Have students research the use and importance of onomatopoeias throughout a graphic novel and apply them.
Writing off the page was very meaningful for me. I do not have a classroom available to implement a plan but I am going to use my sister and nephew tomorrow.
ReplyDeleteWe went on a hike today and found some 'natural treasures' such as pine cones, rocks, and smooth sticks. Tomorrow the plan is to cut out meaningful phrases from some old books and mod-podge them to our objects creating poems. I found what Nance said about connecting the poem to the object and I will pass that on to my sister and nephew.
This lesson could be used in any grade level. In middle school I would begin to introduce more complicated forms of poetry such as; haiku, sonnets and couplets. In high school I would expect students to show excellent word choice, rhyme structure and employ alliteration and/or assonance. I could extend the activity to an entire unit that would produce a large piece such as a mural.
Kari-
ReplyDeleteYour idea of having students find an existing piece of work and turning into a graphic novel is fantastic. This idea has so much potential, it could be expanded into an entire year-long unit! I am going to start keeping my eye open for stories that would work for this!
I found the comics in the classroom very helpful. I will include it in my classroom and have begun discussions with the Title one Teacher at my school to let me use some graphic novels with some of the stuggeling readers that I work with now. I would introduce the difference between graphic novels and comic books. Then I would have the students read one or two of each type. Next I would have a discussion about the differences they found between the two. I would also have the students finish up the lesson by writing about a Story line that they would like to put into a comic or graphic novel.
ReplyDeleteI really like Ashley's idea of taking the students own poetry and making it into something meaningful for them. I think that makes it more valuable to the students.
ReplyDeleteResponse to Heather:
ReplyDeleteI was in awe of this workshop. After letting my mind "walk" a little, I found myself thinking of all kinds of natural "treasures" that could be used for adding text. You're absoutely right, connecting the words to the object is important; however, I didn't concern myself with that too much in the workshop. Instead I took my "WOW word" from earlier in the day and used it my seed pod. I found it interesting how it ended up connecting with my object even though I didn't plan it that way. I think if you had students connect two pieces (meaningful text and a meaningful object) they would naturally fit togetehr.