- Submit a brief lesson plan that includes implementation of something you learned: include differentiation ( for ENL, disability, gifted & talented, etc)
- 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?)
Monday, March 25, 2013
Assignment 4
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Lesson Plan: Similes
ReplyDeleteCommon Core Standards:
• L.2.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Objectives:
• The learner will create appropriate and relevant similes for each of the following plant parts: roots, stem, leaves, and flower, using their knowledge of each plant part’s purpose and/or attributes.
Materials:
• Crazy Like a Fox: A Simile Story by Loreen Leedy
• List of sentences, some of which are similes and some of which are not
Activity:
1. Gather kids at the carpet and introduce what a simile is. (A simile is a figure of speech used to compare two different things using like or as.) Give a couple of examples.
2. Read Crazy Like a Fox aloud to the kids and ask them to give silent thumbs up each time they hear the words like or as. Tell the kids that after we read you will give them a few sentences which may or may not be similes and they will need to tell you which are which.
3. Read them five sentences, asking the kids to touch their nose when they hear a sentence that IS a simile. If the sentence is not a simile they will keep their hands folded in their lap and we will turn it into a simile together. Read through the following sentences:
a. The sky was as blue as the ocean.
b. I like to eat candy. (Candy is like…Candy is as sweet as)
c. This watermelon is as big as an elephant.
d. I was crying like a baby.
4. After you have assessed whether or not they have an understanding of similes, write one as a class for the roots of a plant. Talk about and write on the board, the purpose of roots for the plant’s health and survival and list some attributes of roots.
5. Ask the class, “What could we compare roots to that do something similar or look similar to roots?” Field answers and write some ideas of the board. (elephant trunk, straws, strong animals, thirsty animals, etc.)
6. Write a simile together for roots. If students would like to use this on their flip book, they may. If not, they can create one of their own.
7. Excuse the kids to their seats to write their root simile in the designated area on their flip book.
8. Move on together to the stem. Brainstorm with the class some ideas as you did with roots. After you have collected some ideas, let children choose one from the board or create one of their own. Continue this way until finished with each plant part.
9. Give students time to share their favorite similes from their flip book. Celebrate their creativity!
Assessment:
• Assessing the children on their understanding of similes is happening throughout the lesson when reading the book with the thumbs up/down, nose touches with the sentence sort, when brainstorming ideas together as a class, during their work time when you are circulating and checking in with students, and finally when the kids are sharing their favorites.
Differentiation:
Due to the nature of this lesson, all students will make similes based on their own vocabularies which will be more or less sophisticated as well as the comparisons they will be making. For example, a talented and gifted child may make comparisons to more abstract concepts or use a higher vocabulary to create similes where your learning disabled or ELL students will use a more appropriate vocabulary for their skills. A word bank could also be used with chosen adjectives and nouns to provide children with the vocabulary and leaving them to just make the appropriate comparison. The great thing about similes is that they can be created no matter what vocabulary is used.
Adaptations:
For middle school and high school, this lesson could easily be adapted and used within a content that is being studied. Students could create similes for characters in a book, historical events, science concepts, etc. A teacher could also create appropriate word banks that students have to use to make things more challenging.
Lesson: Ekphrastic Expression
ReplyDeleteStandards: L5.4c
L5.5
W5.4
Materials:
2 pieces of butcher paper
Markers
Stickies
4 thesauruses
Dictionaries
Pictures (one on smart board, one on the computer)
http://ushistoryimages.com/images/california-gold-rush-pictures/fullsize/gold-rush-pictures-5.jpg
http://www.ghosttowngallery.com/ghosts/bodie6.jpg
Activity:
Because this is the first time the students have done this, I will explain what ekphrastic expression is, and show them some examples from the handouts I was given during the session. Then, I will show them the two pictures that goes along with what they’ve been reading in their unit Going West. Using pictures from their unit will help them because they have some background knowledge already, and will help take away some of the anxiety about this new activity.
I will then break up the students into two groups and they will take their stickies and a pencil and go to each picture, contemplate the picture, and write down as many words as they can about their emotions, thoughts, what is literally in the picture, etc.
I’ll give them about 5 minutes at each picture.
Then, each group will get a picture and their job is to sort the words and create some sort of poem (rhyming, acrostic, free form).
When they come up with a poem, they get to creatively put it on their butcher paper, then decide how they are going to present it to the class.
Differentiation:
The thesauruses and dictionaries will help students find words that are more descriptive, and help the struggling students find words that they may want to use.
Adaptations:
For the lower grades, you may want to choose even simpler pieces of art – meaning more concrete, more familiar pieces (like a ball, or the playground). For the upper grades, choosing more abstract pieces to evoke more feelings would work. Also, for the younger grades, you are going to model and do more whole class activities with them, also working on building word banks to choose words from when describing things. For the older students, you may tell them specifically how to respond to the piece of art, after that, they could compare and contrast the response to the art and the art itself.
While at the conference I took note from several of my sessions that students need to be more involved in vocabulary, we need them to find words fun and interesting to work with. We need to get students up and moving around. My second grade group is working on nouns, pronouns and verbs and having a bit of trouble remembering how to define, and correctly use these parts of speech.
ReplyDeleteMaterials:
Sticky notes- each one labeled with one words from the different categories Example (radio, table, cat,) (he, I, she) (jump, chase, talk)
Loose Leaf Paper
Pencils
Objective: Identify and sort parts of speech
Activity:
Sticky notes will be randomly placed around the room. Three columns will be on the board labeled: Nouns, Pronouns, Verbs
Explain lesson and set expectations: Introduce objective. Have a quick class discussion to review what a noun, pronoun and verb is. Expectations-you have to use walking feet, you can only find one sticky note at a time. Read the word, then place on the board into the proper column. Walk back to your seat and record the word you stuck to the board.
Hand out loose leaf paper. Students will fold into thirds and label their paper to match the board.
Expectations will again be reviewed, word sort will begin.
Once words are sorted, students will return to their seats and review the sticky notes whole class. If words are not in the correct category class will work together to sort them correctly. As each word is reviewed students will copy onto their own paper creating a large list for each category.
For students that have disabilities I would offer support to them as they are going around the room, for example I might use the word in a sentence for them and guide them through a discussion of where the word would fit. I would give them the option of writing their sticky note word on their paper before hanging it on the board, so its easy to record. I would make sure the room is easy to move around and spell each word as they are writing it so they can visually see and hear the word. For gifted students I could have them use these words in sentences but the pacing of the lesson should be pretty fast and guided.
If I was doing this lesson with an older group of students, I would have them make the sticky notes, by giving them each three sticky notes and having them make one word from each category. I would then follow the lesson much in the same manner, but at the end I would challenge them to write a short story using 4 words from each category.
This a great lesson! It can be so tricky to find ways to get the kids some good exposure time to new vocabulary and integrate new words into their own vocabulary. This gives me some good ideas to do with my students!
DeleteOverview
ReplyDeleteHow does annotating articles help to develop stronger reading skills?
In this lesson, students the uses and strategies of annotation, learn a system of symbols to use, and consider the benefits. Students will annotate an informational text and identify the important information within the text using the skill learned in this lesson.
Materials
Student writing Journals, article on John Knowles and A Separate Peace, pencil or pen, and access to internet.
Warm-up
Students respond to the following prompt in their journals:
Do you write in books? Why or why not? Do you write in some kinds of books but not others? What kinds of things do you write? Have you found annotating books to be useful to you at all?
When students have finished have them share their thoughts. Ask students if there are any differences in how you write notes on, say, a novel or poem as opposed to a history textbook chapter? What are the uses of annotations?
Activity
In their journals, have students take notes on the various annotation symbols to be used in class. Explain the reason for using common symbols if others are reading your annotations.
Pass out the text on John Knowles and the novel A Separate Peace. If a Smart Board or a document camera are present, project the article and annotate the first page together, make sure to involve students through questioning.
When finished with the first page, assign groups and parts of the article to annotate. Together students will annotate the assigned section using the annotation symbols they have in their journals. Students will use the internet and any other available sources to look up important details and questions from text as well as unfamiliar vocabulary and references.
Students will then jigsaw the information by presenting the most important information from each section. The rest of the students will comment on and critique the annotation effectiveness of each group.
Going further
Hold a class experiment to test whether and to what extent annotation helps readers retain information found in text.
Divide the class in half and give them a piece of writing to read that is relevant to coursework, like a chapter from current course reading.
Ask half the class to annotate the piece in the style of their choosing, and ask the other half to read the text without annotating. After students have completed the reading, give an assessment designed to gauge retention and understanding. The assessment might include a combination of multiple-choice, fill-in-the blank and short-answer questions and might include a portion where students share any verbatim passages they can recall.
Differentiation
The differentiation in this lesson comes from group work where students will be paired with and assisted by higher-level achievers, and gifted and talented students will be challenged by higher-level questioning and applications of annotation. During the warmup the response to a variety of questions will allow more advanced students to infer to a greater depth while lower-level students can answer comfortable based on what they know.
Standards
CCSS.ELA-Literacy.RI.9-10.1
CCSS.ELA-Literacy.RI.9-10.3
CCSS.ELA-Literacy.RI.9-10.4
CCSS.ELA-Literacy.RI.9-10.6
ReplyDelete.
Overview: Coding the Text
Since it can be difficult for fifth graders to understand non-fiction reading material, text coding may be used. While students are reading the text, they use different codes next to the text to indicate vocabulary that is new, ideas that are new, main ideas, important words, things they agree with or already know, and information that sparks a question. Since students are thinking critically about the text in a different way, they will have to look closely at the text and read more carefully.
Materials needed:
Any non-fiction text at grade level copied so students have enough room to write codes on the sides
Pens
Poster board/butcher paper
Markers
Activity:
As a class, we would create symbols to represent each of the codes in the text. I would write the codes on a poster so we could all see and use the codes. This will create the buy-in we need from the students to use the codes. Then I would give each student a non-fiction text. I would read part with them, modeling the coding as we read; I would then let them practice the coding with a partner. They would read the paragraph together, and then discuss which codes they believe apply to the paragraph. We would then discuss the symbols as a class. Next, I would let each student code their text. Once all students finished coding the text, we would discuss any questions, vocabulary words, and main ideas. We would then discuss the other codes on the paper. Students would share questions and other students would try to answer the questions and comments. I would question along the way as I typically do, and see if the level of comprehension increases with the text coding. This would then also become a good study tool for our grade-level text books (especially science).
Differentiation:
My class is set up in groups where my advanced learning students are near the other advanced students, and my lowest kids are mixed with on-grade-level students. The questioning done by my ALP students will be much deeper than my more literal basic students; however their placement in the class will allow the students to model for each other and for the more advanced students to go into the text much deeper. I would also be able to aide my lower students as I monitor and walk around the room.
This could be used at any grade level, however some of the codes would be more basic for lower grades, and more advanced for higher grades. Upper grades could also use their text book from the start.
DeleteEkphrastic Expression
ReplyDeleteo Standards
• CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
• CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
• CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
o Concept
• Emotions/expression
o Essential question
• How do we express our feelings?
o Objective
• TSWBAT: Write a word that represents a painting.
• TSWBAT: Write an opinion as to what emotion a piece of art represents.
• TSWBAT: provide three pieces of evidence that support their opinion
o Lesson Outline
• I will set up an art walk around the classroom
• I will sort students into small groups
• I will show pictures of some picture that display emotions and engage students in discussions about what they notice (color, faces, weather…) about the pictures and if each picture looks like a happy or a sad picture.
• Students will be sorted into small groups
• They will do an art walk around the classroom to look at different pictures
• They will write an emotion word on a piece of sticky note at each picture and leave it there.
• After complete cycle they will return to their table and write in their journals
• They will write about a picture of their choosing: they will write their opinion about the what emotion it represents and provide 3 sentences that provide evidence in support of their opinion
o Differentiation
• Physical disabilities, ELL, LD’s
• If they can’t write the word they could draw a picture that represents an emotion
• Visual impaired students
• Could listen to an assortment of music instead of visual aids,
• Auditory impaired students
• Could be given instruction through visual cue cards
o Other grades
• 3-6 Students could be limited to the types of words they can use, adjectives, each student must think of one word and the pictures could be much more abstract, and the writing activity could be developed into a poem or other higher level composition
• 6-8 students could be limited to only authentic, non-repeating 1 word answers. Their writing piece could develop into an essay of how art creates expression essays. The painting could by more complex and have opposing characteristics that inspire debate.
I enjoyed Dr. Wilhelm's presentation on inferring and wanted to adapt it to my needs in theater.
ReplyDeleteObjective: Students will utilize their chosen scenes to draw both explicit and implicit references about their characters.
Materials:
Scene from scene book
4 different colored highlighters
CCS: RI.9-10.4; RL.9-10.1; RL.9-10.3; SL.9-10.1
Activity:
1. Working in scene groups, read aloud the chosen scene.
2. Working independently, each student uses one highlighter color to mark all text spoken by their character which explicitly tells something about their character.
3. Continuing to work independently, each student uses a second color highlighter to mark all text not spoken by their character which implicitly tells something about their character.
4. The student then uses the third color highlighter to mark all text spoken by other characters which explicitly tells something about the original student’s character.
5. Finally, the student uses the fourth color highlighter to mark all text not spoken by other characters which implicitly tells something about the original student’s character.
6. Students then return to their scene group and discuss how their characters fit into the scene. Students are to encourage each other to dig deeper about their characters.
7. The students read aloud the scene again with a clearer understanding of all characters involved in the scenes.
8. In order to differentiate I would take some groups including students who have academic challenges and instead of having them highlight alone, I would have them do the entire exercise together as a group.
9. With some modifications, this exercise could be used in upper elementary grades through high school.
Kate Keinert Lesson Plan:
ReplyDeleteClose Reading of “A Modest Proposal” by Jonathon Swift.
Using Dr. Wilhelm’s modeling lesson.
Grade 12
Addresses CCSS Reading Standards 1-6.
Materials: copies of “A Modest Proposal,” pen, pencil, highlighters. Also an NPR All Books Considered interview of Kathryn Miles who wrote: All Standing… link: http://www.npr.org/2013/03/17/174195692/famine-ship-jeanie-johnston-sailed-through-grim-odds
Overview: Students will read A Modest Proposal, first alone, then with scaffolding, modeling, and “close reading” strategies. Students will respond to questions that require a close reading of the text—higher level, critical thinking and analytical questions.
• Students will read the essay cold—knowing only that it took place in Ireland. They may annotate, if they choose, but no highlighting! Frustration will be great . This essay is perfect for the exercise of close-reading.
• Teacher: Any questions? Students will pair-share and we’ll have a class discussion over “what’s really going on here?”
• Give context to the situation: historical, geographical, political, etc. Use the NPR clip to connect potato famine and Irish oppression from England. This had been going on for centuries!
• Identify Swift’s intended audience and elements of satire.
• Discuss why and when a “close reading” of a text is beneficial and worth the extra time. Many students will think that Swift was serious—this is a perfect motivation to read the essay again closely to determine what he’s really saying.
• Using a document camera, model annotation and close reading strategies. Use highlighters and margin-writing to “think aloud” and mark up a copy of the essay. Get 6 paragraphs or so into it. Pay special attention to the title and subtitle.
• Have students finish annotating. Once finished, pair-share copies and strategies. Discuss as a class.
1. I have a handout with 5 questions that direct students to specific passages for an even greater “close-read.” Not sure they need to be included in this blog? If so, let me know. An example: Near the end of this pamphlet, Swift dismisses some alternative solutions to the problem of poverty. Identify three of the solutions and explain why they might work.
2. Another question: Select 3 of the comments made by Swift below, and explain what Swift is really saying. None of these statements are quite what they seem.
a. “a very knowing American of my acquaintance.”
b. “persons of Quality” (several times)
c. “advising the Mother to let them suck plentifully in the last month”
d. “very proper for Landlords, who, as they have already devoured most of the Parents, seem to have the best Title to the Children”
e. “which of them could bring the fattest child to market”
f. “I have no Children, by which I can propose to get a single Penny…”
Accomodations: ELL and Students with Disabilities will have extra vocabulary provided and a para-pro to read the essay aloud, if needed.
Gifted and Talented don’t need accommodations for this assignment—they can adjust what and how they annotate according to their insight.
This lesson can be made to fit different grade levels depending on the literary elements being addressed (satire fits high school, for example; perhaps lower grades look at irony, character, setting, etc.). The text will also vary depending on grade level—but the idea is that it needs to be complex enough to merit a second reading. Dr. Wilhelm used the short essay about the grumpy horse-faced teacher.
My lesson is basically the extended version of a sample lesson that Lorraine Hirakawa did with us in the "Implementing CCSS using Common Sense Argumentative Writing" class.
ReplyDeleteLesson plan – introduction to writing argument
Grade level: 9
Materials: Copy of mystery to project on wall
Copy of Argument Chart to project and model on wall
Student copies of activity sheet
Copies of Argument Chart (one per group, with extras)
Objective: Students will learn how to make an argument with claim, evidence, and warrant.
Students will work cooperatively to solve a problem and organize an argument.
Students will work independently to create an outline for an argumentative essay.
Plan:
1. Divide groups in desk groups of 3-5.
2. Introduce the topic by explaining that today they are playing detectives, and they are responsible for making sure a death is investigated thoroughly so that if the death was in fact a murder, the culprit will be held accountable.
3. Project “Slip or Trip” onto the board. Read aloud the information that goes along with the drawing.
4. Distribute copies (one per student) of the activity sheet, which has the mystery on side and the directions on the other side.
5. Project directions onto the wall. Go over example evidence/rule/conclusion.
6. Have students work cooperatively for 10 minutes, encouraging them to get up to look at the picture if needed.
7. Project an editable copy of the Argument Chart on the wall. Ask a group for one example of a conclusion they arrived at on their activity sheet. Using that example, model filling out the Argument Chart.
8. Distribute Argument Charts to groups. Have students work together to complete the chart. (10 minutes) They do not yet need to agree on whether or not Queenie murdered her husband, so claims can be on either side of the argument.
9. With a data projector, display one group’s Argument Chart. Ask students how they would organize an argument that Queenie did or did not murder her husband using the information on the Argument Chart. Model how to organize the different claims, evidence, and warrants into an outline of an argumentative letter (or essay). Make it clear through your modeling that at this point, a decision must be made about whether this death was an accident or a murder.
10. For the remainder of the time, have students work on an individual outline of an argumentative essay, either following the Argument Chart they did as a group or venturing out with their own opinions and evidence. Walk around to observe and re-teach as necessary.
Day 2
1. Revisit the activity, (ideally using the data projector) to review the key elements from yesterday. Have students make comments or ask questions as needed.
2. Have students continue working on the outline. Walk around, checking off completion for students as they show mastery of writing an outline, or re-teaching when necessary.
3. Use the model outline from yesterday. Model how to write an introduction to an argument essay, and then how to write a conclusion for an argument essay.
4. Today or on another day, bring students to a computer lab. Use the detailed outline to write a first draft of an argumentative paper. (Optional) Go through the writing process until a completed essay.
Differentiation: Because much of the beginning work is in groups, students with disabilities should be able to fully participate in some way. Re-teaching is done individually while students are working independently. Students can use computers to type up individual work, or use speech to text software if needed. G/T kids could research a real unsolved mystery and do the same activity.
For different grade levels: This is very easy to adjust for grade levels, as you can require a specific number of claims, evidence, conclusions, etc. The amount of writing/outlining/revising can be adjusted to grade/ability level. For much lower grade levels, you could use a different type of mystery picture that is more suited for elementary.
Oops - I forgot to explain that this is using the "Slip or Trip" mystery, found in "Teaching With Argument" text by G. Hillocks.
DeleteThis sounds like a great lesson, and I also appreciate your differentiation. It seems like this can be as complex or simple as you need it to be to meet learners' needs.
Delete