Teacher: Hensley Selection: Because of Winn Dixie Date: March 4, 2011
Lesson 3
Objectives: -SW respond to given prompt in response journals, by referencing their text. -SW create “fat” questions and identify unfamiliar words in text. -SW use the blog to respond to teacher initiated question. -SW write their own questions and begin their own blog via teacher blog site.
Before Reading: -TW have students take out response journals to discuss expectations and guidelines. -TW explain that each week students will receive a response question from their reading for the week. -TW hand out response starters and TW read through expectations and go over in great detail, including the fact that students must include 2 starters that should be underlined. -TW model writing a response, using the previously read Pink and Say, by Patricia Polacco. -TW draw attention to the fact that 3-4 complete sentences were used. TW then model how to create 2 “fat” questions of her own using open-ended starters, to post on blog. -TW then note that students will be using these responses and questions to hold an “online literature circle” (blog) along with a literature circle in class each Friday.
During Reading: -TW then begin reading chapters 1 and 2 aloud, stopping frequently to discuss big ideas, using teacher edition questions on page 5. -TW note any unfamiliar vocabulary words and post on chart paper at front of room. SW be encouraged to fill in the “Think it means” section by using context clues to guess the definitions. -SW then finish reading through the end of chapter 2, independently.
After Reading: -SW respond to the question “How do you think Opal feels about the preacher being so busy all the time?” in their response journals. -SW be reminded of the expectations that they must include 3-4 complete sentences along with 2 underlined starters. -SW then create their 2 “fat” questions to be posted on the blog. -Once students have completed their response and 2 “fat” questions, TW take students to technology lab to show them the blog. -TW explain “logging in” information as well as show them the area for their first blog (their first response that was just written). -TW give students time to type and post their responses, along with their 2 “fat” questions. -TW then show them how they can add their own responses to the “fat” questions. -TW then have students come back to classroom and discuss strengths and areas for improvement for next week. TW record the student thoughts on chart paper, as a comparison for the weeks to come. -TW ask questions of the students such as: “What do you like about the blogs? What do you dislike? What was difficult? What do you still have questions on?”
Assessment: Observation, completed responses and 2 “fat” questions, blog entry
Materials: Leo, the class stuffed animal Camera Class weblog
Objectives: “Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.” “Students use spoken, written, and visual language to accomplish their own purposes (for example, for learning, enjoyment, persuasion, and the exchange of information).” -Standards for the English Language Arts sponsored by NCTE and IRA, page 42
Subjects Covered: Literacy, Writing, Social Studies
Procedures: In class, display the class website for blogging. Explain to students that each of them will take Leo for a weekend. They will include Leo in every activity that they engage in that weekend and take photos. We will ask parents for their input to let us know when families are taking a vacation and set up a schedule for Leo’s travels. The teacher will begin by taking Leo home the first weekend. The teacher will attach photos of Leo on the class website and write about all of the activities that Leo took part in that weekend. There will be a place for the students to ask Leo questions about his adventures and Leo will respond back. When each student takes Leo home, he or she will be asked to read a bedtime story to Leo to help him sleep. The students will pick a favorite book to read to Leo and share it with the class in their weblog. When they write about Leo’s adventures, there will be a place to include the title of the book, author, summary, and why they love the book. By the end of Leo’s travels, the class will have a list of new books to read that were shared by their classmates. The class will create a map to keep track of Leo’s travels. Each time Leo returns to school, students will work together to figure out where Leo visited and mark it on the class map. The class map will be on the website.
Assessment: Students will be assessed using a rubric. Students are expected to complete the activity in a timely manner. Each student will write their own journal entry about Leo’s travels and complete a book review. Students are also expected to respond to classmate’s entries. Time to complete these activities will be provided in class for students who do not have internet access at home.
Objective NCSCOS 1.05 Student will be able to identify fractional parts of sets or groups. Vocabulary Fraction, numerator, denominator, set Essential Question How do fractions name parts of a set? Can you draw a picture to find parts of a set? Direct Instruction Teacher will explain that a “set” is considered a whole and ”fractional parts” are parts of the set Guided Practice Students will use K’Nex to build different models. After model is complete student will identify which fraction of the model are blue, red, green, white, grey, etc. Homework Students will search the news paper or a magazine for fractional parts of a set and blog their findings.
Example: The heading of an article Eight Planets is Enough
What fraction of the heading are vowels? What fraction of the heading are consonants?
Literacy Unit: Where the Mountain Meets the Moon by Grace Lin
Grade: 2nd
Week: One Length: Three Literacy Workshop Periods
Objective(s): English Language Arts Competency Goal 3 -The learner will make connections through the use of oral language, written language, and media and technology.
3.01 Use personal experiences and knowledge to interpret written and oral messages. 3.02 Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge. 3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features). 3.04 Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs). 3.06 Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text.
Where the Mountain meets the Moon by Grace Lin – Chapter 1
Instructional Input: Explain reading assignments for Chapter 1 of Where the Mountain Meets the Moon. Students must take reflective notes while reading that review key points, main highlights, and general idea of the reading assignment as well as completing the task they were assigned for the week. Each task(role) will be represented on the classroom blog through a thread as well as the reflective notes. Discussion Director: Students develop a list of questions that the class might want to discuss about this part of the book. Students’ task is to guide peers thorough the big ideas in the reading and share their reactions.
Literary Luminary: Students locate and reflect upon three special sections or quotations in the text for the class to discuss. These sections should include some especially interesting, powerful, funny, puzzling, or important sections of the reading. Student reflections should help the class think about the sections more carefully.
Word Wizard: Students identify puzzling or unfamiliar words, words that stand out, words that are repeated a lot, used in an unusual way, or are crucial to the meaning of the text. Students should share their ideas on the usage of each of the five words they identify.
Summarizer: Students first identify details from the text and use the details to identify the main idea. Students will also prepare a brief summary of the reading. key points, main highlights, and general idea of the day’s reading assignment.
Connector: Students will make connections as well as comparing/contrasting text to self, world, and other texts
Students may use the following guiding ideas: • Your own past experiences • Happenings at school or in the community • Stories in the news • Similar events at other times and places • Other people or problems that you are reminded of • Between this book and other writings on the same topic or by the same author
Before students begin, remind them of blogging expectations for class:
• Students must complete the readings before blogging • Students must post the reflective notes they took while reading • Students are required to respond once per week on at least two threads. • Students must be respectful and thoughtful at all times • Teacher must provide weekly feedback to each student on their “role” post
Assessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the book which will require use of blog as a resource.
Differentiation: Texts and literature circle roles will be assigned according to ability level of individual students. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.
Family Blog on Stuart Little Objective: Students will read Stuart Little with their families and answer questions about each chapter in a blog. They will discuss the book and vocabulary words in the blog.
Introduction: Everyone will get a copy of Stuart Little. You will read this at home with your families. We will have a blog going on the book. You will enter the blog and discuss the vocabulary and the questions for each chapter. If you do not have a computer at home then you will complete the assigned reading at home and blog about the chapters at school or in the computer lab each week.
Procedure: • Set up blog. • Hand out Stuart Little. • Write a letter explaining to parents how to access the blog and that they are responsible for helping their child read the correct chapters in Stuart Little. • Hand out study questions and vocabulary that will be on the blog so each family has a paper copy. • Students will be assigned chapters that they will answer questions about and explain what the vocabulary words mean. Other students will respond to their answers and add to the vocabulary definitions as necessary. • Have students read each chapter and blog about the assigned vocabulary and questions. Students can blog at home or at school each week. • Teacher will check and make sure that the correct students are responding to the questions and the other students are responding to their answers. • Teacher will also respond to student answers and clarify vocabulary words.
Closing: Once the book has finished students will blog about ideas for a culminating activity. The teacher will present choices about what the final project could be and students will discuss it in the blog and decide what they would like to do. Students will invite other people in the school and family members to look at their blog about the book.
Teacher: Hensley Selection: Because of Winn Dixie Date: March 4, 2011
ReplyDeleteLesson 3
Objectives:
-SW respond to given prompt in response journals, by referencing their text.
-SW create “fat” questions and identify unfamiliar words in text.
-SW use the blog to respond to teacher initiated question.
-SW write their own questions and begin their own blog via teacher blog site.
Before Reading:
-TW have students take out response journals to discuss expectations and guidelines.
-TW explain that each week students will receive a response question from their reading for the week.
-TW hand out response starters and TW read through expectations and go over in great detail, including the fact that students must include 2 starters that should be underlined.
-TW model writing a response, using the previously read Pink and Say, by Patricia Polacco.
-TW draw attention to the fact that 3-4 complete sentences were used. TW then model how to create 2 “fat” questions of her own using open-ended starters, to post on blog.
-TW then note that students will be using these responses and questions to hold an “online literature circle” (blog) along with a literature circle in class each Friday.
During Reading:
-TW then begin reading chapters 1 and 2 aloud, stopping frequently to discuss big ideas, using teacher edition questions on page 5.
-TW note any unfamiliar vocabulary words and post on chart paper at front of room. SW be encouraged to fill in the “Think it means” section by using context clues to guess the definitions.
-SW then finish reading through the end of chapter 2, independently.
After Reading:
-SW respond to the question “How do you think Opal feels about the preacher being so busy all the time?” in their response journals.
-SW be reminded of the expectations that they must include 3-4 complete sentences along with 2 underlined starters.
-SW then create their 2 “fat” questions to be posted on the blog.
-Once students have completed their response and 2 “fat” questions, TW take students to technology lab to show them the blog.
-TW explain “logging in” information as well as show them the area for their first blog (their first response that was just written).
-TW give students time to type and post their responses, along with their 2 “fat” questions.
-TW then show them how they can add their own responses to the “fat” questions.
-TW then have students come back to classroom and discuss strengths and areas for improvement for next week. TW record the student thoughts on chart paper, as a comparison for the weeks to come.
-TW ask questions of the students such as: “What do you like about the blogs? What do you dislike? What was difficult? What do you still have questions on?”
Assessment: Observation, completed responses and 2 “fat” questions, blog entry
Leo’s Travels
ReplyDeleteMaterials:
Leo, the class stuffed animal
Camera
Class weblog
Objectives:
“Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.”
“Students use spoken, written, and visual language to accomplish their own purposes (for example, for learning, enjoyment, persuasion, and the exchange of information).”
-Standards for the English Language Arts sponsored by NCTE and IRA, page 42
Subjects Covered:
Literacy, Writing, Social Studies
Procedures:
In class, display the class website for blogging. Explain to students that each of them will take Leo for a weekend. They will include Leo in every activity that they engage in that weekend and take photos. We will ask parents for their input to let us know when families are taking a vacation and set up a schedule for Leo’s travels.
The teacher will begin by taking Leo home the first weekend. The teacher will attach photos of Leo on the class website and write about all of the activities that Leo took part in that weekend. There will be a place for the students to ask Leo questions about his adventures and Leo will respond back.
When each student takes Leo home, he or she will be asked to read a bedtime story to Leo to help him sleep. The students will pick a favorite book to read to Leo and share it with the class in their weblog. When they write about Leo’s adventures, there will be a place to include the title of the book, author, summary, and why they love the book. By the end of Leo’s travels, the class will have a list of new books to read that were shared by their classmates.
The class will create a map to keep track of Leo’s travels. Each time Leo returns to school, students will work together to figure out where Leo visited and mark it on the class map. The class map will be on the website.
Assessment:
Students will be assessed using a rubric. Students are expected to complete the activity in a timely manner. Each student will write their own journal entry about Leo’s travels and complete a book review. Students are also expected to respond to classmate’s entries. Time to complete these activities will be provided in class for students who do not have internet access at home.
Objective
ReplyDeleteNCSCOS 1.05 Student will be able to identify fractional parts of sets or groups.
Vocabulary Fraction, numerator, denominator, set
Essential Question How do fractions name parts of a set? Can you draw a picture to find parts of a set?
Direct Instruction Teacher will explain that a “set” is considered a whole and ”fractional parts” are parts of the set
Guided Practice Students will use K’Nex to build different models. After model is complete student will identify which fraction of the model are blue, red, green, white, grey, etc.
Homework Students will search the news paper or a magazine for fractional parts of a set and blog their findings.
Example: The heading of an article Eight Planets is Enough
What fraction of the heading are vowels? What fraction of the heading are consonants?
Homework Rubric 5 examples – 100 2 examples - 40
4 examples – 80 1 example - 20
3 examples – 60 0 examples - 0
Date: 2/28/11
ReplyDeleteLiteracy Unit: Where the Mountain Meets the Moon by Grace Lin
Grade: 2nd
Week: One Length: Three Literacy Workshop Periods
Objective(s): English Language Arts Competency Goal 3 -The learner will make connections through the use of oral language, written language, and media and technology.
3.01 Use personal experiences and knowledge to interpret written and oral messages.
3.02 Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.
3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features).
3.04 Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs).
3.06 Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text.
Where the Mountain meets the Moon by Grace Lin – Chapter 1
Instructional Input: Explain reading assignments for Chapter 1 of Where the Mountain Meets the Moon. Students must take reflective notes while reading that review key points, main highlights, and general idea of the reading assignment as well as completing the task they were assigned for the week. Each task(role) will be represented on the classroom blog through a thread as well as the reflective notes.
Discussion Director: Students develop a list of questions that the class might want to discuss about this part of the book. Students’ task is to guide peers thorough the big ideas in the reading and share their reactions.
Literary Luminary: Students locate and reflect upon three special sections or quotations in the text for the class to discuss. These sections should include some especially interesting, powerful, funny, puzzling, or important sections of the reading. Student reflections should help the class think about the sections more carefully.
Word Wizard: Students identify puzzling or unfamiliar words, words that stand out, words that are repeated a lot, used in an unusual way, or are crucial to the meaning of the text. Students should share their ideas on the usage of each of the five words they identify.
Summarizer: Students first identify details from the text and use the details to identify the main idea.
Students will also prepare a brief summary of the reading. key points, main highlights, and general idea of the day’s reading assignment.
Connector: Students will make connections as well as comparing/contrasting text to self, world, and other texts
Students may use the following guiding ideas:
• Your own past experiences
• Happenings at school or in the community
• Stories in the news
• Similar events at other times and places
• Other people or problems that you are reminded of
• Between this book and other writings on the same topic or by the same author
Before students begin, remind them of blogging expectations for class:
• Students must complete the readings before blogging
• Students must post the reflective notes they took while reading
• Students are required to respond once per week on at least two threads.
• Students must be respectful and thoughtful at all times
• Teacher must provide weekly feedback to each student on their “role” post
This comment has been removed by the author.
ReplyDeleteContinued...
ReplyDeleteAssessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content. Students will complete a culminating activity at the end of the book which will require use of blog as a resource.
Differentiation: Texts and literature circle roles will be assigned according to ability level of individual students. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.
Family Blog on Stuart Little
ReplyDeleteObjective:
Students will read Stuart Little with their families and answer questions about each chapter in a blog. They will discuss the book and vocabulary words in the blog.
Introduction:
Everyone will get a copy of Stuart Little. You will read this at home with your families. We will have a blog going on the book. You will enter the blog and discuss the vocabulary and the questions for each chapter. If you do not have a computer at home then you will complete the assigned reading at home and blog about the chapters at school or in the computer lab each week.
Procedure:
• Set up blog.
• Hand out Stuart Little.
• Write a letter explaining to parents how to access the blog and that they are responsible for helping their child read the correct chapters in Stuart Little.
• Hand out study questions and vocabulary that will be on the blog so each family has a paper copy.
• Students will be assigned chapters that they will answer questions about and explain what the vocabulary words mean. Other students will respond to their answers and add to the vocabulary definitions as necessary.
• Have students read each chapter and blog about the assigned vocabulary and questions. Students can blog at home or at school each week.
• Teacher will check and make sure that the correct students are responding to the questions and the other students are responding to their answers.
• Teacher will also respond to student answers and clarify vocabulary words.
Closing:
Once the book has finished students will blog about ideas for a culminating activity. The teacher will present choices about what the final project could be and students will discuss it in the blog and decide what they would like to do. Students will invite other people in the school and family members to look at their blog about the book.