Docstoc

Lesson Plan Template

Document Sample
Lesson Plan Template Powered By Docstoc
					Who Wants Potatoes!? Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Who wants Potatoes!? W–7–11.2 Sharing thoughts, observations, or impressions (Local) W–7–11.3 Generating topics for writing (Local) OC–7–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local)

Context of the Lesson Opportunities to Learn

This lesson will help the students to understand the importance of potatoes in Irish society. It will serve as our jumping off point into Nory Ryan‟s Song. Diverse Learning: Students will be drawing connections between the potatoes and how they relate to the Irish people. Auditory learners will benefit from the in class discussion about potatoes being taken away and how they can use what they don‟t have. Visual learners will be able to write all things they can have with potatoes and see the consequences of what happen when they no longer have that list because the potatoes have been taken away. Kinesthetic learners will definitely benefit from having potatoes that they can handle in their hands to bargain with and then having them taken away so they have nothing to bargain with. Accommodations/Modifications: graphic organizers will be provided for those students who need help drawing the connections between the potatoes and their effect on Irish lifestyle. Materials Needed: Giff, Patricia Riley. Nory Ryan‟s Song. Yearling: New York, 2000. Classroom notebooks Bag of potatoes 1. Students will demonstrate the importance of potatoes by listing everything they can do or make with potatoes, using them as money, and bargaining with whatever they have to get into Mrs. Moran‟s room (America). 2. Students will explain the importance of potatoes in the lives of the Irish people through a written response. Page 1 of 27

Objectives

Amy Barth

Instructional Procedures

Opening: Good morning boys and girls please sit down and take out you notebooks. Today we are going to talk a little bit about potatoes, and just how important they are. Once everyone is seated I will pass out the potatoes so that everyone has a few on their desks. When I look at potato I think of mashed potatoes (holding up a potato of my own). Open your notebooks to a clean page. I want you to think of as many things as you can that you can make out of potatoes or anything that you might be able to do with them. I will give you ten minutes and then we‟ll continue with our activity. Engagement: After about 10 minutes I will bring the class back together. Ok who can tell me 3 things they can make or do with potatoes? I will let 3 students answer so the class will have and idea of what can be done with potatoes. Now take your lists a crumple them up. They don‟t matter anymore because now you all live on Ms. Barth‟s land and I need to collect taxes soon. All you have left are those few potatoes in front of you. It‟s a bitter cold night and everyone is hungry, you all have two choices cook up one potato for the family or go another night without eating. How would cook the potato and who would save it? I will wait for their answers. The students who want to cook the potato will have one potato taken away from them, and the students how save theirs will keep them on their desks. Now some of you have one less potato in front of you. Now there is someone who wants to trade you a bowl of milk and a loaf of bread for two potatoes. Who will trade? Again I will wait for their responses and take away potatoes from the students who want to trade. It‟s been a month, the rent is due for you to sit in those chairs, and I need two potatoes from everyone. Tom asks, But Ms. Barth I only have 1 because I traded for the milk and bread. If you don‟t have enough to give me two then you need to go stand along the wall, and your property is now mine to do what I want with. I will take two potatoes from everyone. The students that don‟t have enough will stand in the back of the room. Now Kelly you hear that I am giving tickets away for only one potato to passage into Mrs. Moran‟s room (America) and want to share this news with your friends, who will give Kelly a potato? If students give Kelly their potatoes for passage into Mrs. Moran‟ room my next question will be, Kelly now that you have more potatoes, will you go get the tickets or keep those potatoes to yourself? We will take a look around to see who is left with potatoes, who have none, and who have been kicked off their land.

Amy Barth

Page 2 of 27

Closure: Ok boys and girls, can anyone tell me why we did this activity? What did it help you see about the Irish culture? Wait for response. We have about five minutes left, I want you to write a journal response and tell me how you felt having your only source of food and money (your potato) get taken away from you. Also how did it feel knowing you were kicked out of your seat and I could do what I want with it? Finally tell me if there is any thing you would have done differently to try to get into Mrs. Moran‟s room (America). Finish your responses at home if you don‟t finish them now.

Assessment
Students will write a journal response about how they felt having their potatoes taken away, not being able to sit with everyone else, and trying to get into Mrs. Moran‟s room, which will represent freedom (America). Students will also respond to how important potatoes are. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This was the first lesson I implemented when I started Nory Ryan‟s Song. I used potatoes and play money with the students to play a little game. Half the class was given 2 potatoes and half were given coins. The object was to see who could use their money or food wisely to either not get evicted or get a ticket to America. After the activity, I passed out the books and asked the students to write a short prediction based on the activity and the front cover of the book about what the story was going to be about. Some of the students shared their predictions and then I passed out a summary about what the story actually is about. The students enjoyed the activity. They got into trading and trying to barter with me in order to get things that would help them. If I have the opportunity to teach this lesson again I would keep the activity the same. I think with the little information that the students had helped to create interesting predictions and show how their imaginations can be stretched. There were a few things that I changed right from the beginning. I passed out the vocabulary for the first 6 chapters and the Irish terms right away, I added using play coins along with the potatoes in the activity. I changed the assessment and closing activity to the prediction because the activity took longer than I thought.

Amy Barth

Page 3 of 27

There are no Cats in America! Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts There are no cats in America! W-7-11.2 Demonstrates the habit of writing extensively by ... Sharing thoughts, observations, or impressions (Local) W-7-6.3 In informational writing, students organize ideas/concepts by ... Using transitional words or phrases appropriate to organizational text structure (State) W-7-8.1 In informational writing, students demonstrate use of a range of elaboration strategies by ... Including facts and details relevant to focus/controlling idea, and excluding extraneous information (State) W-7-9.1 In independent writing, students demonstrate command of appropriate English conventions by ... Applying rules of standard English usage to correct grammatical errors (State)

Context of the Lesson

The purpose of this lesson will be for students to explain in their own word why they feel that people from different cultures migrated to America. They will use the information we discussed in the previous class and the film An American Tail to help in answering this question. Diverse Learning: The students will have a short warm-up question to answer when they come into class. After we go over the warm-up we will watch a clip from An American Tail, called “There are no cats in America”. Auditory and visual learners will be able to see and hear the clip from An American Tail; also for visual learn we will be making chart of our responses. For Kinesthetic learners we will later be writing a journal entry and we will also be making a chart with our responses to our warm up question, journal entry, and to what we think about the clip we watched. Materials Needed: classroom notebooks An American Tail. Dir. Don Bluth. 1986. DVD. Universal Pictures and Amblin Entertainment. 2004. 1. Students will show an understanding of why the Irish (along with cultures) wanted to migrate to the United States after watching a clip from An American Tail and Page 4 of 27

Opportunities to Learn

Objectives

Amy Barth

responding to a journal prompt based on the clip. Opening: Class there is a warm-up question on the board: “What do you think the line „the streets are paved with cheese‟ means?” Take about 5 minutes or so and write down what you think this means. The student should take no more than 5 minutes writing their responses down. Who wants to share what they think it means? Engagement: Class An American Tail is a story about a Russian mouse family, the Mousekewitz, who move New York, along with other families, because the cats in Russia, along with other countries, are putting their lives in jeopardy. The Mousekewitz‟s decide to come to New York for freedom, along with other cultures. The mice represent a controlled people, like the Irish, and the cats represent the controllers, like the British. We will see this same relationship in Nory Ryan‟s Song. The class will watch the clip, which is a song called “There are no cats in America”; after the clip is over I will give the kids a journal prompt related to the clip to write on. Next I want you to write a journal entry on: Why do you think all the different mice are fleeing to America? After watching the clip do you agree or disagree with what you said in your warm up about what „the street are paved with cheese‟ mean from before. After I say this to the kids I will write the prompt on the board so they can refer back to it while writing. I will give the students about 10-15 minute to write this entry and while they are writing I will also get two pieces of paper and put them up on the board to write on. We will make charts for our class discussion and as a class list the possibilities for what “the streets are paved with cheese” means and responses to our journal entries. Closure: Is there anyone that can tell me how the clip we watched today relates to what we talked about yesterday with the potato famine? How does this clip relate to what we already know about why people migrated to America? I will use these questions and answers to help move our discussions as we start and progress through the story. The students will be given a journal prompt asking them: Why do you think all the different mice are fleeing to America? After watching the clip do you agree or disagree with what you said in your warm up about what „the street are paved with cheese‟ means from before. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient:

Instructional Procedures

Assessment

Reflections

Amy Barth

Page 5 of 27

Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This lesson was implemented during the first week of teaching to help give the students further background information about Nory Ryan‟s Song and to also help activate any prior knowledge that the students might have had. Prior to watching the clip from An American Tail, we went over reasons why people immigrated to the United States. We watched the clip in which the mice sing “There are no cats in America and the streets are paved with cheese”. After we talked for a few minutes about two phrases. First was“…and the streets are paved with cheese”, and the second was “…the streets are paved with gold”. I asked the students what each one meant and they were able to come up with some pretty good responses, and then based on the discussion we had, I asked the students to write a short paragraph comparing what the mice in An American Tail experience to what people who immigrated over to this country might have experienced. Overall, I enjoyed this lesson very much and so did the students; I had many of them ask if we would finish the movie. I think the students did an excellent job on their paragraphs, and it also helped me to see how they did or did not make connections. I wouldn‟t change anything about this lesson.

Amy Barth

Page 6 of 27

Meet the Family Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Meet the Family W–7–3.1 Stating and maintaining a focus (purpose), a firm judgment, or point of view when responding to a given question (State) R–7–4.1 Identifying or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (State) R–7–4.3 Generating questions before, during, and after reading to enhance/expand understanding and/or gain new information (Local)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: Student with visual and auditory needs will be able to listen and follow along as I read Chapters one and two aloud. We will stop and talk about important concepts as they come up. For the Advanced Class: In this class I will start the reading off aloud, but will have the students do most of the reading and will stop and ask probing questions to get them to think. For my on task class: Again I will start the reading off aloud and have the students continue with it. We will discuss the important facts and I will ask them probing questions to get them to think more. For my Lower Level Class: In this class I will do all the reading out loud. I will stop about the important parts as I did with the other classes and will use ideas we come up in those classes to help get these kids to think more. Materials Needed: Giff, Patricia Riley. Nory Ryan‟s Song. Yearling: New

Amy Barth

Page 7 of 27

York, 2000.

Objectives

1. Students will discuss the events in the story and predict what they think will happen in the next few chapters we read through an in class discussion and have to hand in a ticket out the door with their predictions written before they leave class. Opening: Good Morning boys and girls, take out your warm up notebooks, and complete the warm up on the board. We will quickly go over the daily grammar warm up on the board. Felicia collect the warm up notebooks for me. While Felicia is collecting the notebooks, I am going to pass out the Nory Ryan books. I will pass out the books and get ready to recap the previous day and start reading. Engagement: Yesterday we talked about why people come to America. In the first few chapters of Nory Ryan‟s Song we are going to see just why people would want to leave Ireland during this time. I will begin reader chapter one, stopping at the information we should talk about. Ok popcorn Logan read next. We will continue to do this until we have finished the first two chapters. Closure: Now boys an girls, we can see that Nory and her family are getting to the bottom of their resources. Take out a piece of paper from your notebook and I want you to predict what you think will happen in the next two chapters based on what we have been talking about. Fold up the paper when you are done so no one can see it and bring it up to me. Have a nice day!

Instructional Procedures

Assessment

Reflections

The students will be assessed through an in class discussion and their participation in it. They will be given a ticket out the door and have to predict what they think will happen in the next few chapters based on what we have read so far. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This lesson wasn‟t done exactly the way I had thought it would. As we read the story we touched upon the characters and their traits. Before the first test I gave a sheet that had important people, places and events on it as a short study guide and that is more how the lesson was taught. In one class everything was done together, while I wrote on the front of the board, and in the other three classes the

Amy Barth

Page 8 of 27

students worked in groups and then we cam together as a class to discuss what they had come up with for answers. If I teach this lesson in the future I will the students get into 3 small groups and do the worksheet together, coming up with as much information as possible, then come together as a class again and write in one color what we come up with for each character, place, etc. Then when my next class would come in we will follow the same plan but when we come together as a class we will only add to what the first class had as a list and it will be in a different color. This will continue with the rest of the classes.

Amy Barth

Page 9 of 27

What’s the Word Grade/Content Area Lesson Title GLEs/GSEs
7th English Language Arts What‟s the Word OC–7–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local) R–7–3.2 Selecting appropriate words or explaining the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learners: Students will have access to their vocabulary words during the test. Our word wall will be located in the front of the room on the chalk board, so students will be allowed to see the words in case they need to. For more advanced students: These students will have a much larger list of words. Not all will be included on the quiz, but students should be familiar with all of them. For lower level students: These students will have a modified list of words; about half of what the more advanced students will be responsible for. Accommodations/Modifications: Students will be allowed to take the test un-timed if needed and be allowed to finish it during the next period if they do not finish it in class.

Objectives

1. Students will demonstrate their knowledge of the vocabulary from the first 6 chapters in a vocabulary test using the appropriate definitions. Opening: Good Morning boys and girls, for you warm-up today take out you index cards and take the next few minutes to go over them before the test. I will allow the students no more than 5 minutes to come in, get settled, and look over their words. Engagement: Ok please put everything under your desks. Once their desks are cleared off I will pass out the tests. You have the period if you need it. Good Luck.

Instructional Procedures

Amy Barth

Page 10 of 27

Assessment Reflections

Closure: Boys and girls there are about 10 minutes left in class. If you have finished please put you test in the folder up front. You have until the bell to work. I will take the tests that have been put into the folder in the front of the room and put them on my desk. The students will have a vocabulary test. The words will be from the first 6 chapters and arranged in any order. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This lesson was incorporated into the first test. Originally the plan was to have a separate vocabulary test and a separate comprehension test, but my cooperating teacher said the students usually did better with both on one test. Also the vocabulary words that I used came from a vocabulary sheet that I got later from another teacher, so the words are different. I liked doing the test with both vocabulary and comprehension questions on it because I felt that I gave the students a variety of ways to answer a question and I felt that the students were being tested in different ways

Amy Barth

Page 11 of 27

Black Potatoes Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Black Potatoes W–7–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (State) OC–7–1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local) R–7–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: Students will participate in a Think Pair Share activity. We will have read chapters 6 and 7 when the potatoes are starting to spoil and will talk about the significance of that. We will look at grain in our own society and compare it with potatoes in Irish society. Auditory learners will benefit from the initial class discussion on the importance of grain in our society and the pairing sharing portion of the activity when they discuss their ideas with fellow classmates. Visual and kinesthetic learners will benefit from the graphic organizer we will use for the activity; kinesthetic students will be able to manipulate the graphic organizer the way they need to. Visual learner will also benefit from the list we will make together on the board during the sharing portion of the activity. Materials Needed: Think Pair Share graphic organizer from http://www.educationoasis.com Accommodations/Modifications: My class that has mainly IEP‟s will just to a think and share activity. They will go right from their own ideas to a class discussion. 1. Students will read the beginning chapters about the potato famine (6 and 7) and relate it to the present day grain products and predict what would happen if our grain products were spoiled. Page 12 of 27

Objectives

Amy Barth

Instructional Procedures

Opening: Hello boys and girls. AS they come in the student know o get their warm-up notebooks and work on the warmup that is son the board. I will ask the students questions about Chapters 6 and 7 to recap what is happening. So boys and girls what do we know about what is happening on the farms in Ireland? With the potatoes spoiling, what are some concerns that Nory and other people in Maidin Bay have? Engagement: Today we are going to talk about what we think would happen if all of our grain crops were spoiled. We are going to be doing a Think Pair Share activity. I will model how the students are supposed to do the Think Pair Share activity and show them where they are supposed to write showing them on my own graphic organizer. I will ask the students a few questions to help them think about the importance of grain. Can anyone tell m hat some of the things we use grain for are? Who would be affected if our grain crops were spoiled? Ok you will have about 10 minutes to write down what you think, please begin. After 10 minutes I will call their attention back to me. Ok now turn to the person next to you and go over the ideas you have come up with. These ideas will go in the next column. Talk about why these ideas are important to you. You have 10 minutes, begin. I will continue to circulate around the room listening to the discussions the students are having. After another 10 minutes I will bring the class back together again. I heard a lot of good discussion going on. I will start by giving an example of my own to start the kids off. Who would like to give me another idea? The discussion will continue like this until the end of class Closure: Great discussion boys and girls. Who can tell me why we did this activity? I will wait for responses and then add, if it hasn‟t already been said that I did the activity to show the importance of potatoes to the Irish how scary it would be if it were to happen here. Please hand in your graphic organizers on your way out. Have a nice day. Students will be assessed using a check and check minus on their graphic organizer. A check would show serious thought and it will also be based on the class discussion I heard. A check minus would be for not much of an attempt on the graphic organizer or not much participation in the class discussion. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient:

Assessment

Reflections

Amy Barth

Page 13 of 27

Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: I implemented this lesson when we came back from February vacation. I printed out an article from the 1980‟s about a reduction in our grain crops. In my collaborative class I read through the article and helped the kids break it down because the language was a little advanced for them. In my regular classes I had the students read the article in pairs and talk about it to see if they could get a better understanding of it between before we went over it as a class. After we went over the article together so everyone understood the main idea of it, I had the students work by themselves for a few minutes filling in a graphic organizer about how the article made them feel, and what they thought about the fact that the United States had experienced a type of food shortage like in Nory Ryan‟s Song. Next the paired up with the person next to them, had then go through their responses, and finally I asked them to think about how a grain shortage would affect us if it happened this year. This lesson was a little harder for the students. I would give them a different graphic organizer because I think the one I gave them confused them more than it should have. Also I will look for an article that is more towards their reading level. If I can‟t find one then I will just try to paraphrase the article and sum it up in my own words to make it easier for them to understand. Despite the fact that I tried to go over the main points of the article with the students to simplify it for them, I think they were still distracted by the language because it was above their reading level.

Amy Barth

Page 14 of 27

Put Yourself in Someone Else’s Shoes Grade/Content 7th Grade English Language Arts Area Put Yourself in Someone Else‟s Shoes Lesson Title GLEs/GSEs
W–7–11.2 Sharing thoughts, observations, or impressions (Local) W–7–11.4 Writing in a variety of genres (Local) OC–7–2.2 Maintaining a consistent focus (Local) R–7–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: The character list will be put up on the front board. Visual learners will have the names and character descriptions in front of them to choose from. Auditory learners will benefit from oral directions and also reading the journals in class. Kinesthetic learners will be able to write their reflective journal. We will do a quick mini lesson on writing as another person and then go into writer‟s workshop. Materials Needed: writer‟s workshop notebooks Character list Accommodations/Modifications: For my lower students I will read one or two stories. For my more advanced students: This class is self run through writer‟s workshop, except for when I pick who will read. The students read their own work and call on each other for comments. Students will choose a character from our character list and write a reflective journal on what life is like in Ireland for them. Opening: The character list will already be on the board. As the students come in they will start on their warm up and we will quickly go over it. Writer‟s workshop is today boys and Page 15 of 27

Objectives

Amy Barth

Instructional Procedures

girls. Engagement: I want to quickly go over the topic you will be writing on (this is different than normal because they usually have a free write). Since we have been talking so much about what these character are going through. I want you to choose one and do writer‟s workshop as if you were them. You can choose whomever you want as long as you can give enough detail as to what they are like. I want you to write about what they would be thinking at this point in the story. So say I want to write about Maggie. We know she‟s in New York now, so I would write as if I am in New York and what I would be worried about with my family back in Ireland, but also about New York and if it is everything I imagined and why. Tom, please pass out the writer‟s workshop notebooks. Does anyone have any questions? After about 30 minutes we will stop and I will ask for volunteers to read theirs. Closures: Great job today boys and girls. Sometimes it is hard for us to understand what it is like for someone else unless you are in their shoes. I wanted you to really think about what these characters are going through. Does anyone think they would act the way their character would if you were put in the same situation? Keep these things in mind as wee continue reading. Students will be assessed in their writer‟s workshop notebooks. They will be graded using a 1-5 scale, 1 being a poor score and 5 being the highest, based on the descriptions and details they include. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: One of the girls wrote form the perspective of Maggie, the older sister who left for New York with her husband. At the end of the entry she wrote that she couldn‟t wait for her family to join her in New York so she could share the great news of her pregnancy with them. At the end of the book we found out that Maggie is in fact pregnant. Lesson Implementation: I implemented this lesson shortly after we had been introduced to all of the characters. Overall it went very well and the students enjoyed it. The next time I teach this lesson I won‟t try to make it a whole class period. Instead, I‟ll make it just a mini lesson, so it only takes about 20 minutes of class time. The other thing I will change will be to allow the students to write in any form. I tried to have them all writing as if they were keeping a journal, but many

Assessment

Reflections

Amy Barth

Page 16 of 27

students expressed that they wanted to write in a letter form, so I will give that option next time.

Amy Barth

Page 17 of 27

Test You Knowledge Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Test Your Knowledge OC–7–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local) R–7–4.1 Identifying or describing character(s), setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time; or identifying rising action, climax, or falling action (State)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: The students will have a chapter test with a mix of vocabulary and comprehension questions. There will be written directions on the test and I will orally give directions as well. Materials Needed: Chapter test for Chapters 7-12 from http://www.edhelperblog.com/cgi-bin/vocab.cgi Accommodations/Modifications: students will be given extra time to finish as needed if they cannot finish during the class period. Students will demonstrate their knowledge of chapters 7-12 with comprehension questions and vocabulary. Opening: As the students come in they won‟t have a normal warm up on the board. Good morning boys and girls, take the next few minutes to go over anything you need to for the test. Engagement: Take everything off your desks please. You will have the class period for the test. When you finish take out a book and read quietly. Does anyone have any questions? I will wait for questions before I pass the tests out. Closure: Boys and girls you have about 10 minutes left. If you are done please put the tests in the folder on the front table. You can work until the bell if you need it. The assessment will be a chapter test based on chapters 7 through 12 in Nory Ryan‟s Song. It will include both comprehension questions about the chapters and vocabulary Page 18 of 27

Objectives

Instructional Procedures

Assessment

Amy Barth

Reflections

from the chapters. Students will be graded on a 100 point scale. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This test was given the day before vacation. The only thing I would change about the test itself is the style in which it was presented. The Science teacher and I both had to give test so we gave them across the board. I didn‟t mind doing it in this way, but because it was the first time I had ever done this I was a little unsure of how to go about doing it. I will make sure I have my collaborative class in front of me because they had a different test, and I would also make sure that I went class to class had them clear off their desks and explain everything before they start. I was a little too concerned with everyone starting at the exact same time that there were still some students studying when I passed out the tests.

Amy Barth

Page 19 of 27

Extra! Extra! Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Extra! Extra! W–7–11.4 Writing in a variety of genres (Local) W–7–1.4 Applying a format and text structure appropriate to the purpose of the writing (State) OC–7–1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local)q

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: The first part of this lesson will be the interview with Stu Moran. By having Stu in our class we will touch all modalities. Auditory and visual learners will have his interview to help them. All students will be able to actively participate in the interview process, which will help kinesthetic learners. Accommodations/Modifications: Students will be allowed a graphic organizer if needed to help them cluster their information together from Stu. Materials Needed: graphic organizer from http://www.edhelper.com Media: Interview/guest speaker Stu Moran 1. Students will interview (question) Mrs. Moran‟s (our social studies teacher) husband about growing up in Ireland and anything he may know about the Potato famine. 2. Students will produce a one page newspaper article on what they think would be the latest story in Ireland in 1845 by using the information from Mr. Moran‟s interview and what we have read so far in Nory Ryan‟s Song. Day 1: Opening: Good morning class. Today we have a guest speaker with us, Mrs. Moran‟s husband, Stu Moran. Stu grew up in Ireland. He‟s going to tell us a little bit about what that Page 20 of 27

Objectives

Instructional
Amy Barth

Procedures

was like and if you have any questions yourself about Ireland ask him. Engagement: After a little intro I will hand the class over to Stu. The format we will have set up will be with Stu talking about what it was like living and growing up in Ireland and if he has any family connection with the potato famine. I will have asked the students to bring in questions for Stu, which they will ask. Closure: With about 5 minutes left of class I will bring everyone together for a quick closing. Thank you Stu for coming into our class. Does anyone have any final questions for Stu before he leaves? Let‟s give our guest a round of applause. Day 2: Opening: Hello boys and girls, take out the notes and answers you have from yesterday‟s interview with Mr. Moran. As they are taking out their information they have I will pass out the directions for the newspaper article. Engagement: Once everyone is ready we will go over the assignment. Our assignment today is a newspaper article. Based on Mr. Moran‟s interview and what we know about Ireland from Nory Ryan‟s Song I want you to pretend it is 1845 and write a one page article about what is happening in Ireland right then. I have large paper for you to glue them on when you are done writing. Let me know if you need help. Begin. I will circulate the room helping the students when they need it. The large paper I have will already have Extra! Extra! written at the top. As students finish I will have them place their articles in a folder on my desk and I will glue them on. Closure: Alright we have about 5 minutes, let‟s start cleaning up. If you have finished make sure you leave it in the folder on my desk. If you have not finished please let me know and you can take it home and finish it for homework, make sure you bring it in for tomorrow. I will make a list of the students that take theirs homes that way I know whose to expect back the next day. Students will create a one page news article based on what the next big headline would be in 18454 in Ireland. They will use the information we have from Nory Ryan‟s Song and from the interview with Mrs. Moran‟s husband to complete

Assessment

Amy Barth

Page 21 of 27

Reflections

this. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: Did not implement this.

Amy Barth

Page 22 of 27

Let’s Review Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Let‟s Review W–7–11.2 Sharing thoughts, observations, or impressions (Local) W–7–2.3 Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas (State) OC–7–1.2 Summarizing, paraphrasing, questioning, or contributing to information presented (Local) OC–7–1.4 Participating in large and small group discussions showing respect for a range of individual ideas (Local)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: This lesson is designed to review the book informally instead of using a formal test. All modalities will be touched upon during this lesson. Kinesthetic learners will have the benefit of working with others in small groups and work with their worksheets. Visual learners will have their worksheets in front of them with all the questions a fingertip a way and the book which they may rely on for help. Auditory learners will benefit from discussions with their peers about answers to the questions (especially the critical thinking questions). Accommodations/Modifications: Students will have the help of the book to answer questions; they will not be forced to use solely memory to answer these questions. Students will also have the help of each other, along with my help to get started or try to find the answers. Materials Needed: review will be created using http://www.edhelper.com

Objectives

1. Student‟s will work in groups of 3 using their books to fill out review sheets which include vocabulary, characters, and comprehension questions that can be Page 23 of 27

Amy Barth

answered throughout the whole story. 2. Students will also be asked some critical thinking questions which have no specific answer, they are meant to show the student‟s thought process. Opening: Hello boys and girls. Since we have finished Nory Ryan‟s Song, we are gong to do a group review. You will be grouped with 3 people to work on the review together. Engagement: Before passing the review out and grouping the kids together I will give them directions. This review won‟t be graded as right or wrong but rather that you are looking for the answers in the right places and participating with your groups. You will notice at the bottom may be questions you‟ve never seen the answer to. These are critical thinking questions. There is no right or wrong answer; they are just to see your opinions and ideas. I will hand out the review and as I do that I will group the students together by 3‟s. They will be allowed to start as soon as they are grouped and have their review. Closure: Ok boys and girls, there are about 15 minutes left of class. So who can tell me a little bit about what Nory went through? If you were in her situation does anyone think they could do what she did to survive? I will ask other questions based on their answer to the previous 2. The review will serve as a class participation grade for the whole class. It will also count as extra points to an area needed for students who may be behind. The review will be made up of 24 questions, not including the critical thinking questions, and each one will be worth 1 point. For each question answered correctly the group will get 1 point and the total will be divided among the three students in the group so they each get the same amount. (So if a group got ever question right that would total 24 points and each student would then get 8 points to add to whatever grade they wanted). Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: Did not implement this.

Instructional Procedures

Assessment

Reflections

Amy Barth

Page 24 of 27

Mmm Mmm Good! Grade/Content Area Lesson Title GLEs/GSEs
7th Grade English Language Arts Mmm Mmm Good! W–7–8.2 Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images (State) OC–7–1.1 Following verbal instructions to perform specific tasks, to answer questions, or to solve problems (Local) R–7–16.2 Providing relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective) (Local)

Context of the Lesson Opportunities to Learn

The students will be introduced to Nory Ryan, her family and her friends. We will read and discuss about the effects of British colonization over Ireland, the Potato famine, and what Irish families did during his time period to stay alive. Diverse Learning: This lesson will take 2 days in class. It will allow students to work in class with their hands. They will have both oral and written directions to help both auditory and visual learners. Kinesthetic and visual learners will benefit from the hands on activity and drawing and writing they will be doing with it. Accommodations/Modifications: All students will be given an empty cereal box, so they don‟t have to bring one in. Paper and any art supplies will be needed. For students with organizational issues, I will allow them to create their four parts at their desks and when they finish each we will put then on the boxes together. For more advanced students I will expect that they can create the whole thing at their desks and be able to put everything together by themselves. Materials Needed: Giff, Patricia Riley. Nory Ryan‟s Song. Yearling: New York, 2000. Cereal boxes, paper, crayons, markers, other art supplies

Objectives

1. Students will create a cereal box based on Nory Ryan‟s Song, which should include a summary of the book, a character list, what their opinion is of the book, and a drawing based on the book. Student will be allowed to Page 25 of 27

Amy Barth

class periods to work on it. Day 1: Opening: Good Morning boys and girls. Today we are going to start your projects for Nory Ryan‟s Song. I will pass out the directions as soon as everyone is in their seats and quiet. We are going to be doing a cereal box project. I will quickly go over the directions with the class to make sure everyone understands what they will be doing. Engagement: Can I have one person from each row come up and grab enough cereal boxes for everyone in their row. While the students are getting their cereal boxes I will pass out pre cut pieces of paper that they will need for the sides of the boxes. I am going to leave the all of the art supplies on the two desks in the front and as you need them come up and get only what you need. Make sure you have everything drawn and written before you glue it onto the boxes. Let me know if you have any questions while you are working. I will be circulating the room as the students work to make sure they stay on task. Closure: Ok we have about 10 minutes left so let‟s start cleaning up. Please put any supplies back where they belong that you have out. I will walk around and pick up what they have done so far with their projects that way they are in the room and we can continue to work on them tomorrow. All of the projects for this class will be in this box, so when you come into tomorrow you can get right to work finishing them up. Have a nice day, see you tomorrow. Day 2: Opening: Hello boys and girls go get your projects out of the box and continue to work on them. I will put out all the art supplies once everyone is at their seats with projects. Engagement: Once the projects are back to thee students and the art supplies are out, I will be circulating the room again and helping the students that need help gluing their projects together. Let me know when you finish and I will collect them and put them back in the box. When you are done take out a book and read silently until the rest of the class has finished. Closure: If we finish up early we will talk about the project and the book for a little while. Does anyone want to share their opinions on Nory Ryan‟s Song? Raise your hand if you

Instructional Procedures

Amy Barth

Page 26 of 27

Assessment

liked it? Raise your hand if you didn‟t? Someone tell me why they did or didn‟t like it. We will talk about their opinions for a few minutes. Once the bell rings they will be dismissed. Great job boys and girls, I look forward to going over your projects. Have a nice day! The final assessment for Nory Ryan‟s Song will be a cereal box project. Students will use a cereal box and on the four different sides include a summary of the book, a character list, a drawing based on the story, and what their opinion of the book is. The two narrow sides of the box will be used for the character list and their opinion and the two bigger sides will be used for the drawing and the summary. Student Work Sample 1 – Approaching Proficiency: Student Work Sample 2 – Proficient: Student Work Sample 3 – Exceeds Proficiency: Lesson Implementation: This lesson was changed a little but the concept stayed the same. Instead of using a cereal box, we used coffee can like cylinders. The students started this the last week that I was there and presented the project on Thursday and Friday. The students worked entirely in class on this and the only thing that they had to do at home was find tings to put into the cylinders. The students need to needed to cover the outside of the cylinder with construction paper. On the outside they needed to include the Author and Title of the story and had to include events from the story on the outside of the can. Inside, they needed to include five objects that were important to the story with an index card that had a description on it of what the object was, why it was important, etc. We had to student‟s grade themselves as well as Mrs. Richardson and me. The students did an excellent job on this project, they were very creative with things that they made and brought in for their five objects.

Reflections

Amy Barth

Page 27 of 27


				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:75
posted:12/12/2009
language:English
pages:27