Saturday, May 10, 2008
Spanish Translation
Unidad de Componentes ▼ 2008 (3) ▼ mayo (3) Los resultados de los estudiantes Comprensión de preguntas por capítulo Lección Plan - Exploración de caracteres con rasgos Adje ... Domingo, 4 de mayo de 2008 Lección plan - explorar los rasgos de carácter con adjetivos Lección Descripción Título: la exploración de rasgos de carácter con adjetivos Asunto: Lectura / Artes del Lenguaje Grado (s): 6-8 Duración: 3 (50 Minutos) Sesiones Lección Descripción de Día: En esta actividad, los estudiantes "convertirse en" uno de los principales personajes de la novela y Woodsong describen a sí mismos y otros personajes, utilizando listas de precisión, poderosa adjetivos. En sus pequeños círculos de literatura, cada estudiante tendrá la oportunidad de explorar sus puntos de vista de los principales personajes de la novela Woodsong y presentar su lista de palabras. Durante la discusión en clase, cada estudiante presentará su lista de palabras utilizando sus distintos "puestos de trabajo" como fondo. Esta lección se ve a desarrollar las interacciones sociales con los pares estudiantes, para discutir y explorar los conceptos del libro, y generar ideas de la novela. Primera sesión -- Objetivos del Estudiante Los estudiantes: - Examen de las características de los adjetivos. - Definir el término literario "rasgo de carácter" y estudiar la manera de proporcionar detalles que apoyar sus inferencias. - Realizar investigaciones utilizando recursos de referencia en Internet para encontrar precisa y descriptiva selección de palabras. - Explorar la perspectiva de la escritura descriptiva en las listas de palabras desde el punto de vista de un personaje de una novela que he leído recientemente. Plan Educativo Recursos Ordenador portátil gráfico en papel y marcadores Acceso a Internet Copias de la Woodsong Novela Las copias de la identificación de rasgos de caracteres instrucciones Rasgos del carácter gráfico interactivo del Estudiante, o copias de los rasgos de personalidad como la Hoja de caracteres Copias de los caracteres a ser un buen cesión, o una sobrecarga de la cesión imprimir copias de diccionarios y tesauros para complementar las herramientas de referencia en línea (opcional) copias de los documentos en los rasgos de carácter y adjetivos Preparación Los estudiantes han leído una parte sustancial de la novela y han examinado la correlación de fuerzas, debilidades, y los atributos de los distintos caracteres. Los estudiantes están familiarizados con el estudiante / profesor de recursos en línea la página. Los estudiantes han aceptado y están familiarizados con su función o puesto de trabajo dentro de la literatura equipo. Aunque gran parte del trabajo se realiza en el ordenador, Haga copias de la cesión, rasgos de carácter, adjetivo y limosnas. Como alternativa, encontrar información similar en su clase de gramática y libros de literatura. Prueba el gráfico de caracteres Rasgos de Estudiantes interactiva en sus computadoras para familiarizarse con la herramienta y asegurarse de que usted tiene el plug-in de Flash instalado. Puede descargar el plug-in de la página de soporte técnico. Instrucción y Actividades: Introducir F. Scott Fitzgerald cita, "La acción es de carácter", tomado de una de las revistas Fitzgerald. Pregunte a los estudiantes para discutir lo que Fitzgerald medios y la forma en que la idea subyacente se conecta a personajes literarios en su reciente lectura. Utilice la identificación de rasgos de caracteres e instrucciones de trabajo para explorar las conexiones entre un personaje y las acciones que toma el carácter (o no). Revisar el adjetivo parte de la oración, utilizando la Capital Community College "Guía para la Gramática y escritura" sitio Web o su gramática como libro de texto como referencia. Compartir la lista de rasgos de carácter como un ejemplo de la lista de adjetivos para que los estudiantes se refieren a como funcionan. Demostrar el carácter Rasgos gráfico, que muestra cómo los estudiantes de añadir puntos a la tabla, así como la forma de imprimir y guardar su trabajo: Escriba su nombre en la primera ranura en la parte interactiva. Por el título, elija el nombre de caracteres. Los estudiantes pueden también indicar el libro que incluye el personaje. Haga clic en Siguiente para pasar al cuadro de pantalla y escriba su información. En la primera columna, escriba el carácter de las acciones del libro. Puede incluir también los números de página. En la segunda columna, escriba el carácter de rasgos relacionados con la acción. Demostrar que la escritura no se limita al tamaño de la caja que aparece en pantalla. Respuestas a desplazarse. Cuando haya terminado de escribir sus respuestas, haga clic en Finalizar en la parte superior de la pantalla. En la siguiente ventana, haga clic en Imprimir. Sus respuestas se mostrará en una ventana del navegador Web. Para imprimir respuestas, elija el comando Imprimir del menú Archivo. Para guardar sus respuestas, elige Guardar como ... comando en el menú Archivo. Los estudiantes pueden abrir el archivo más tarde en un editor web o un procesador de textos que las importaciones HTML (como Microsoft Word o AppleWorks). Mostrar los estudiantes que las instrucciones para el uso de la herramienta están disponibles haciendo clic Instrucciones en la parte superior de la pantalla. En su literatura equipos, haga que los estudiantes trabajar a través de los rasgos de carácter de un personaje de la lectura, utilizando los caracteres Rasgos Gráfica. Lo ideal sería que el personaje que se centran en será el mismo carácter cuyo punto de vista que se adopten en sesión. Si los ordenadores no están disponibles, los estudiantes pueden utilizar la identificación de rasgos de caracteres hoja de trabajo. Distribuir entre los estudiantes, proporcionando información y ayuda cuando sea necesario. Recuerde a los estudiantes a imprimir y guardar su trabajo. Publicado por Amy Bisiewicz a 2:59 PM 0 comments Comprensión de preguntas por capítulo Capítulo Uno Capítulo Dos Capítulo Tres Capítulo Cuatro Capítulo Cinco Capítulo Seis Capítulo Siete Capítulo Ocho La Raza - Día 1-6 La Raza - Día 7-17 Publicado por Amy Bisiewicz a 2:32 PM 0 comments Los resultados de los estudiantes Unidad Descripción Esta novela basada en las artes del lenguaje busca la unidad para ayudar a todos los estudiantes mejorar su narrativa descriptiva y habilidades de escritura. El uso de Gary Paulsen la novela, Woodsong, los estudiantes identificar las características de una memoria, examinar de causa y efecto en las relaciones de la historia, desarrollar habilidades de comprensión de visualizar la historia, mientras que la lectura, la lista "dos" aprender vocabulario, el uso y la lectura de selección como un modelo para escribir una memoria personal. Presentación de libros Capítulo preguntas de discusión Capítulo vocabulario Actividad en curso - Creación de un Diario Culminando la actividad - la presentación de memorias personales En general las lecciones Descripción: Una unidad de quince días en artes del lenguaje de desarrollo, involucra a los estudiantes que participan en un círculo la literatura que cada estudiante tendrá la oportunidad de explorar sus puntos de vista de la novela, Woodsong. Los estudiantes también será la creación y desarrollo de una revista de investigación basado en la recopilación, observación, grupos pequeños y grandes debates. Por último, este grupo de lecciones busca desarrollar las interacciones sociales con los pares estudiantes, para discutir y explorar los conceptos del libro, la lectura comrehension ampliar el vocabulario a través de aprendizaje, y generar ideas de la novela. Un último proyecto culminará en los estudiantes la presentación de sus memorias personales. Massachusetts Departamento de Educación de Artes del Lenguaje Inglés marco curricular Norma General 2: Cuestionamiento, comprensión auditiva, y contribuyendo 2,1 conocimiento Contribuir a una discusión en clase con el fin de desarrollar un tema para un proyecto. 2,4 Integrar la información pertinente obtenida de grupos de discusión y entrevistas para los informes. 2,5 Resumir una forma coherente y organizada manera de información e ideas aprendidas a partir de un debate centrado. 2,6 Analizar las diferencias en las respuestas al grupo se centró en un debate organizada y sistemática. Norma General 24: Investigación 24,1 Generar preguntas y recoger información de diversas fuentes en un aula, la escuela o la biblioteca pública. Unidad de Objetivos: La unidad entera aguarda para completar los siguientes objetivos: 1. Los estudiantes serán capaces de revisar, recordar y reflejar ideas importantes de la novela. 2. Los estudiantes aprenden a comunicarse de manera efectiva durante las discusiones de grupo. 3. Los estudiantes serán capaces de analizar lo que han aprendido, sobre la base de un elegido voluntariamente "trabajo" dentro de los grupos pequeños. 4. Cada estudiante será capaz de revista su auto-aprendizaje a través de las lecturas y los pequeños grupos de discusión. 5. Cada estudiante presentará a la clase una memoria personal sobre la base de un importante acontecimiento en su vida. Publicado por Amy Bisiewicz a 1:34 PM 0 comments Suscribirse a: Entradas (Atom) La clase de Recursos Lista Carácter rasgos estudiante Gráfico programa interactivo Lección una cesión Guía de la Gramática y escritura La identificación de rasgos de carácter hoja de cálculo La identificación de rasgos de carácter instrucciones Ejemplo de lista de rasgos de carácter común Los adjetivos herramienta en línea Nueva Vocabulario Haga clic aquí para aprender nuevas palabras de vocabulario ¿Qué alimentos y equipo de los mushers hacer uso? ¿Qué alimentos y equipo de los mushers hacer uso? Mapa de la Iditarod Trail Race Ojo en el sendero Iditarod carrera oficial de noticias IDITAROD 2009: HD Video Iditarod 2008 alaskapodshow.com Iditarod 2007 "Retrospect" - Alaska Podshow # 27 Temporada II Iditarod Podcast para marzo 14 2007 # 26 Temporada II Iditarod Podcast para marzo 14 2007 # 25 Temporada II Iditarod Podcast para marzo 13 2007 ¿Cómo le gustaría presentar su memoria personal? La Iditarod
Sunday, May 4, 2008
Lesson Plan - Exploring Character Traits with Adjectives
Lesson Description:
Title: Exploring Character Traits with Adjectives
Subject: Reading/Language Arts
Grade Level(s): 6–8
Duration: 3 (50 Minutes) Sessions
This introductory first lesson to a three day activity plan looks to have students "become" one of the major characters in the Woodsong novel. The students will create and describe the character traits that they and the characters possess using lists of accurate, powerful adjectives. In their small literature circles, each student will have the opportunity to explore their descriptions of the main characters in the novel and present their list of adjectives based on the “job” or responsibility they have volunteered for. Group recorders will save the teams information electronically to be posted on the class resource page or hard copies can be handed in at the end of this lesson which will allow the teacher to assess student work. On the following day, the worksheets will be returned to the team with comments either via the online posting or by hard copy. The students continue to work towards an end goal of a group presentation to be held on the third day. This lesson looks to develop social interactions with peer students, to discuss and explore concepts from the book, and generate ideas from the novel.
Instructional Plan
Materials
· Laptop Computer - Each student will have access to their own laptop computer with the Windows XP operating system, Microsoft Office Suite, an internet connection, Write:Out Loud text-to-speech software, CO:Writer word prediction software, and Draft Builder process writing software.
Assistive materials include customizable keyboards and mice (Braille included), text/graphic keyboard overlays, glare screens, and ergonomic cushions. The assistive materials are for students who may have difficulties operating a laptop. It is important to utilize the many options that are internally available within the Windows operating system. For instance, the graphics can be enlarged or reduced, the colors modified and adjusted, and the cursor can be set to options that aid the user in pointing and clicking.
Although not being used extensively in this introductory lesson, the Don Johnston assistive software products are designed to be easy-to-use and very effective for struggling writers. Write:Out Loud empowers students to write more effectively assisting in the designing of compositions and communication of knowledge or creative thoughts. Draft Builder employs a visual mapping organizer and a writing tool to assist students in properly planning and organizing their ideas before they write. In this introductory lesson, Draft Builder’s advanced organizer can be used to provide or activate background knowledge for students as needed and support memory enhancement and transfer. Finally, CoWriter is a word prediction application created for struggling writers to help expand their vocabulary and improve written expression. This software suite is especially good for students with dyslexia, autism, and students with learning disabilities and can provide options for perception, language, understanding, executive functions, expressive skills and fluency, and engagement.
· Computer projector – The teacher can present learning materials to the entire class using a number of different formats, including movies, presentations, images, and sounds.
· Each student will borrow one copy of the novel from the school library. The class can access large print formats, audio tapes, and Spanish versions, as needed. Children with reading difficulties, English-language learners, and students struggling with comprehension will benefit from these alternatives.
· Chart paper and markers – These materials should always be present within a UDL designed classroom as they can be effective expression tools for many kinds of students, including those who struggle with presenting material orally.
· Hard copies of the:
o Identifying Character Traits instructions
o Character Traits Worksheet
o Become a Character Assignment
o Print copies of dictionaries and thesauruses to supplement online reference tools.
o Character traits and adjectives sample lists
These materials are available on the class resource page and can be sent to a printer. Some children may prefer to work with hard copies as they may find the laptop too difficult to maneuver or have a difficult time typing with the keyboard. As the goal of this assignment is not dependent upon computer skills, students can opt for which medium they want to use.
Preparation:
1. Students have read a substantial portion of the novel and have discussed the relative strengths, weaknesses, and attributes of various characters. The class is familiar with the novel and the material on the class online resource page.
2. Students have chosen and are familiar with their role or job within the literature team.
3. Make hard copies of all the worksheets and handouts.
Method:
1. (7 minutes) Introduce F. Scott Fitzgerald quotation, "Action is character," taken from one of Fitzgerald's journals. Ask students to discuss what Fitzgerald means and how the underlying idea connects to literary characters in their recent reading. The teacher should be using an internet connected laptop connected to the projector. Using Microsoft Word, the teacher should type the quote in large bold face type. While asking the class to comment on what this quote means, toggle to the internet explorer application and go to the Visual Thesaurus Website, http://www.visualthesaurus.com/ Type in the word “character” into the site’s search window. The program will create an impressive word list (See Figure 1) that will assist in the class discussion. Continue to lecture using the Fitzgerald quote as your anchor.
Figure 1. Screen Shot of Visual Thesaurus
www.ImageShack.us" />
2. (3 Minutes) The students “wake up” their laptops and are instructed to connect to the class resource page, click on the Identifying Character Traits worksheet. For students who are not using the laptop, hand out the hard copy of the worksheet.
3. (5 Minutes) With the teacher demonstrating on the class projector, walk the students through the process of filling in the blanks on the worksheet using the computer. Remind the students that the text-to-speech software can be used at any time. However, the use of earphones may be important to maintain appropriate classroom volume as some students can easily get distracted with too many noises. Have the class try this process and walk around the class to provide one-on-one assistance, accordingly. Have the students who are not using a laptop look on with a classmate who is. Although they have chosen to not use the laptop, the more exposure they get to the system may help them become more familiar and comfortable with the idea of trying it.
4. (10 Minutes) The next step is to introduce the students to adjectives. From the class resource page, have the students click on the guide to grammar and writing link. For students not working on the laptops, have them open the provided grammar textbooks as a reference. Using the class projector, take a moment to read specific material from the site. Then, have the class finish the reading using the text-to-speech software as necessary. The material from the Web site is similar to the information from the hard copies.
5. (10 minutes) Share the list of character traits that the teacher and class created earlier in step 3 and use them as a sample list of adjectives for students to refer to as they work.
There is another sample character traits list available at the class resource page. Have each student go to the link and click on it. Once the word list is opened, ask the class who would like to create a sentence around any one of these words. Allow four children to voluntarily answer and record them into the character traits chart. Try to choose four children who typically present their knowledge differently (one child may draw two pictures of the words, another may simply use text on the whiteboard, and another may verbally say the sentence). Use these answers to highlight the main points of the lesson and to define in more detail the relationships between adjectives and character traits.
6. (5 minutes) Have the students work through this computer procedure along with you on the laptop to demonstrate how to save and print their answers. If kids are having a tough go at it, reduce their anxiety by providing one-on-one assistance.
7. (10 minutes) In their collaborative, literature teams, have students complete their in-class assignment using the character traits for one character from the reading together using the Character Traits Chart. This part of the lesson is focusing on exploring the connections between a character and the actions that the character takes (or doesn't) in specific situations presented in the novel. The worksheets will be recorded by a voluntary student. As a way to help children who need visual representation or syntax clarification, use the projector to display helpful hints and a checklist of what the group needs to complete by the end of the lesson and how long they should spend on each task using the teacher laptop.
8. Circulate among students, providing feedback and help as necessary.
9. Have the reporter print out the completed worksheet and hand it in to the teacher for assessment purposes.
Assessment: To measure student progress in this lesson, I am using formative and summative assessments. Formative assessments, such as the online vocabulary and reading comprehension quizzes are designed to allow for daily and feedback from the teacher. These can be taken continuously by the student throughout the entire unit. The quizzes are compatible with the assistive technology software and enable struggling readers, English-language learners, and vision impaired persons to access. The scores do not “affect” the students overall grade, in hopes of recruiting more students to use the quizzes several times throughout the curriculum. However, the scores are documented and help the teacher continually assess their instructional strategies. The students are asked to record their answers into their personal learning journals. They are also asked to post comments on the class resource page in response to online discussion questions presented by the teacher.
For this lesson, the summative assessment is based on the completed literature team worksheet. The teacher will have the ability to see how the students were working together to learn about adjectives and character traits. As this is an introductory lesson, much of the assessment is based on whether the student’s present basic knowledge of adjectives and understand the concept of character traits. This knowledge will be the foundation for a more in depth look into sentence structure and organized writing skills in the upcoming weeks.
Title: Exploring Character Traits with Adjectives
Subject: Reading/Language Arts
Grade Level(s): 6–8
Duration: 3 (50 Minutes) Sessions
This introductory first lesson to a three day activity plan looks to have students "become" one of the major characters in the Woodsong novel. The students will create and describe the character traits that they and the characters possess using lists of accurate, powerful adjectives. In their small literature circles, each student will have the opportunity to explore their descriptions of the main characters in the novel and present their list of adjectives based on the “job” or responsibility they have volunteered for. Group recorders will save the teams information electronically to be posted on the class resource page or hard copies can be handed in at the end of this lesson which will allow the teacher to assess student work. On the following day, the worksheets will be returned to the team with comments either via the online posting or by hard copy. The students continue to work towards an end goal of a group presentation to be held on the third day. This lesson looks to develop social interactions with peer students, to discuss and explore concepts from the book, and generate ideas from the novel.
Instructional Plan
Materials
· Laptop Computer - Each student will have access to their own laptop computer with the Windows XP operating system, Microsoft Office Suite, an internet connection, Write:Out Loud text-to-speech software, CO:Writer word prediction software, and Draft Builder process writing software.
Assistive materials include customizable keyboards and mice (Braille included), text/graphic keyboard overlays, glare screens, and ergonomic cushions. The assistive materials are for students who may have difficulties operating a laptop. It is important to utilize the many options that are internally available within the Windows operating system. For instance, the graphics can be enlarged or reduced, the colors modified and adjusted, and the cursor can be set to options that aid the user in pointing and clicking.
Although not being used extensively in this introductory lesson, the Don Johnston assistive software products are designed to be easy-to-use and very effective for struggling writers. Write:Out Loud empowers students to write more effectively assisting in the designing of compositions and communication of knowledge or creative thoughts. Draft Builder employs a visual mapping organizer and a writing tool to assist students in properly planning and organizing their ideas before they write. In this introductory lesson, Draft Builder’s advanced organizer can be used to provide or activate background knowledge for students as needed and support memory enhancement and transfer. Finally, CoWriter is a word prediction application created for struggling writers to help expand their vocabulary and improve written expression. This software suite is especially good for students with dyslexia, autism, and students with learning disabilities and can provide options for perception, language, understanding, executive functions, expressive skills and fluency, and engagement.
· Computer projector – The teacher can present learning materials to the entire class using a number of different formats, including movies, presentations, images, and sounds.
· Each student will borrow one copy of the novel from the school library. The class can access large print formats, audio tapes, and Spanish versions, as needed. Children with reading difficulties, English-language learners, and students struggling with comprehension will benefit from these alternatives.
· Chart paper and markers – These materials should always be present within a UDL designed classroom as they can be effective expression tools for many kinds of students, including those who struggle with presenting material orally.
· Hard copies of the:
o Identifying Character Traits instructions
o Character Traits Worksheet
o Become a Character Assignment
o Print copies of dictionaries and thesauruses to supplement online reference tools.
o Character traits and adjectives sample lists
These materials are available on the class resource page and can be sent to a printer. Some children may prefer to work with hard copies as they may find the laptop too difficult to maneuver or have a difficult time typing with the keyboard. As the goal of this assignment is not dependent upon computer skills, students can opt for which medium they want to use.
Preparation:
1. Students have read a substantial portion of the novel and have discussed the relative strengths, weaknesses, and attributes of various characters. The class is familiar with the novel and the material on the class online resource page.
2. Students have chosen and are familiar with their role or job within the literature team.
3. Make hard copies of all the worksheets and handouts.
Method:
1. (7 minutes) Introduce F. Scott Fitzgerald quotation, "Action is character," taken from one of Fitzgerald's journals. Ask students to discuss what Fitzgerald means and how the underlying idea connects to literary characters in their recent reading. The teacher should be using an internet connected laptop connected to the projector. Using Microsoft Word, the teacher should type the quote in large bold face type. While asking the class to comment on what this quote means, toggle to the internet explorer application and go to the Visual Thesaurus Website, http://www.visualthesaurus.com/ Type in the word “character” into the site’s search window. The program will create an impressive word list (See Figure 1) that will assist in the class discussion. Continue to lecture using the Fitzgerald quote as your anchor.
Figure 1. Screen Shot of Visual Thesaurus
www.ImageShack.us" />
2. (3 Minutes) The students “wake up” their laptops and are instructed to connect to the class resource page, click on the Identifying Character Traits worksheet. For students who are not using the laptop, hand out the hard copy of the worksheet.
3. (5 Minutes) With the teacher demonstrating on the class projector, walk the students through the process of filling in the blanks on the worksheet using the computer. Remind the students that the text-to-speech software can be used at any time. However, the use of earphones may be important to maintain appropriate classroom volume as some students can easily get distracted with too many noises. Have the class try this process and walk around the class to provide one-on-one assistance, accordingly. Have the students who are not using a laptop look on with a classmate who is. Although they have chosen to not use the laptop, the more exposure they get to the system may help them become more familiar and comfortable with the idea of trying it.
4. (10 Minutes) The next step is to introduce the students to adjectives. From the class resource page, have the students click on the guide to grammar and writing link. For students not working on the laptops, have them open the provided grammar textbooks as a reference. Using the class projector, take a moment to read specific material from the site. Then, have the class finish the reading using the text-to-speech software as necessary. The material from the Web site is similar to the information from the hard copies.
5. (10 minutes) Share the list of character traits that the teacher and class created earlier in step 3 and use them as a sample list of adjectives for students to refer to as they work.
There is another sample character traits list available at the class resource page. Have each student go to the link and click on it. Once the word list is opened, ask the class who would like to create a sentence around any one of these words. Allow four children to voluntarily answer and record them into the character traits chart. Try to choose four children who typically present their knowledge differently (one child may draw two pictures of the words, another may simply use text on the whiteboard, and another may verbally say the sentence). Use these answers to highlight the main points of the lesson and to define in more detail the relationships between adjectives and character traits.
6. (5 minutes) Have the students work through this computer procedure along with you on the laptop to demonstrate how to save and print their answers. If kids are having a tough go at it, reduce their anxiety by providing one-on-one assistance.
7. (10 minutes) In their collaborative, literature teams, have students complete their in-class assignment using the character traits for one character from the reading together using the Character Traits Chart. This part of the lesson is focusing on exploring the connections between a character and the actions that the character takes (or doesn't) in specific situations presented in the novel. The worksheets will be recorded by a voluntary student. As a way to help children who need visual representation or syntax clarification, use the projector to display helpful hints and a checklist of what the group needs to complete by the end of the lesson and how long they should spend on each task using the teacher laptop.
8. Circulate among students, providing feedback and help as necessary.
9. Have the reporter print out the completed worksheet and hand it in to the teacher for assessment purposes.
Assessment: To measure student progress in this lesson, I am using formative and summative assessments. Formative assessments, such as the online vocabulary and reading comprehension quizzes are designed to allow for daily and feedback from the teacher. These can be taken continuously by the student throughout the entire unit. The quizzes are compatible with the assistive technology software and enable struggling readers, English-language learners, and vision impaired persons to access. The scores do not “affect” the students overall grade, in hopes of recruiting more students to use the quizzes several times throughout the curriculum. However, the scores are documented and help the teacher continually assess their instructional strategies. The students are asked to record their answers into their personal learning journals. They are also asked to post comments on the class resource page in response to online discussion questions presented by the teacher.
For this lesson, the summative assessment is based on the completed literature team worksheet. The teacher will have the ability to see how the students were working together to learn about adjectives and character traits. As this is an introductory lesson, much of the assessment is based on whether the student’s present basic knowledge of adjectives and understand the concept of character traits. This knowledge will be the foundation for a more in depth look into sentence structure and organized writing skills in the upcoming weeks.
Student Outcomes
Unit Description
This novel based, language arts unit looks to help all students improve their descriptive and narrative writing skills. Using Gary Paulsen's novel, Woodsong, Students will identify the characteristics of a memoir, examine cause-and-effect relationships in the story, develop comprehension skills by visualizing the story while reading, learn Tier Two vocabulary, and use the reading selection as a model for writing a personal memoir.
· Book Introduction
· Chapter Discussion Questions
· Chapter Vocabulary List
· Ongoing Activity – Creating a Journal
· Culminating Activity – Presentation of Personal Memoir
Overall Lessons Description:
A fifteen day unit in language arts development, involves students participating in a literature circle where each student will have the opportunity to explore their views of the novel, Woodsong. Students will also be creating and developing a journal based on research collecting, observations, small and large group discussions. Finally, this group of lessons looks to develop social interactions with peer students, to discuss and explore concepts from the book, extend reading comrehension through vocabulary learning, and generate ideas from the novel. A final project will culminate in students presenting their personal memoir.
Massachusetts Dept. of Education English Language Arts Curriculum Framework
General Standard 2: Questioning, Listening, and Contributing
2.1 Contribute knowledge to a class discussion in order to develop a topic for a project.
2.4 Integrate relevent information gathered from group discussions and interviews for reports.
2.5 Summarize a coherent and organized way information and ideas learned from a focused discussion.
2.6 Analyze differences in responses to focused group discussion in an organized and systematic way.
General Standard 24: Research
24.1 Generate questions and gather information from several sources in a classroom, school, or public library.
Unit Goals:
The entire unit looks to complete the following goals:
1. Students will be able to review, recall, and reflect important ideas from the novel.
2. Students will learn how to communicate effectively during group discussions.
3. Students will be able to analyze what they've learned, based on a voluntarily chosen "job" within the small groups.
4. Each student will be able to journal their self-learning through the readings and small group discussion.
5. Each student will present to the class a personal memoir based on one important event in his/her life.
This novel based, language arts unit looks to help all students improve their descriptive and narrative writing skills. Using Gary Paulsen's novel, Woodsong, Students will identify the characteristics of a memoir, examine cause-and-effect relationships in the story, develop comprehension skills by visualizing the story while reading, learn Tier Two vocabulary, and use the reading selection as a model for writing a personal memoir.
· Book Introduction
· Chapter Discussion Questions
· Chapter Vocabulary List
· Ongoing Activity – Creating a Journal
· Culminating Activity – Presentation of Personal Memoir
Overall Lessons Description:
A fifteen day unit in language arts development, involves students participating in a literature circle where each student will have the opportunity to explore their views of the novel, Woodsong. Students will also be creating and developing a journal based on research collecting, observations, small and large group discussions. Finally, this group of lessons looks to develop social interactions with peer students, to discuss and explore concepts from the book, extend reading comrehension through vocabulary learning, and generate ideas from the novel. A final project will culminate in students presenting their personal memoir.
Massachusetts Dept. of Education English Language Arts Curriculum Framework
General Standard 2: Questioning, Listening, and Contributing
2.1 Contribute knowledge to a class discussion in order to develop a topic for a project.
2.4 Integrate relevent information gathered from group discussions and interviews for reports.
2.5 Summarize a coherent and organized way information and ideas learned from a focused discussion.
2.6 Analyze differences in responses to focused group discussion in an organized and systematic way.
General Standard 24: Research
24.1 Generate questions and gather information from several sources in a classroom, school, or public library.
Unit Goals:
The entire unit looks to complete the following goals:
1. Students will be able to review, recall, and reflect important ideas from the novel.
2. Students will learn how to communicate effectively during group discussions.
3. Students will be able to analyze what they've learned, based on a voluntarily chosen "job" within the small groups.
4. Each student will be able to journal their self-learning through the readings and small group discussion.
5. Each student will present to the class a personal memoir based on one important event in his/her life.
Subscribe to:
Posts (Atom)