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					Content Class Lesson Foundation for a SDAIE Portfolio By Donna Nolf

Content Class Lesson Foundation for a SDAIE Portfolio Porfolio-Part 1 Background and Content Objectives SUBJECT: TOPIC: Standard: Unit Objectives: Upon completion of this unit, students will be able to: 1) Identify Harriet Tubman’s contributions to U.S. history. 2) Identify and describe the Underground Railroad as an important historic site in U.S. history. 3) Identify important changes the Underground Railroad made in U.S. history. 4) Identify conflict among slaves and slave owners in U.S. history. (Racism and working conditions, labor. Class Make-up: It is a third and fourth grade class. Home languages include Portuguese, Polish, Turkish, French, and Spanish. Language proficiency levels (CALP) range from beginner-beginner to mid-intermediate. Social Studies/History Harriet Tubman 8.3.3 Grade 3

Portfolio-Part 2 Teaching Content Objectives Attachment 1) Start by hanging pictures of Harriet Tubman and discussing them. 2) Picture walk through the book about Harriet Tubman. Discuss pictures. 3) Read the book slowly and explain as you go along pointing out vocabulary words. Ask questions that need more than a yes or no answer to be sure students are comprehending. 4) Give students journals to keep notes. (vocabulary words, facts, etc.) 5) Write vocabulary words and describe w/ pictures, action, etc., if needed. 6) Again ask questions or make them use the words in a sentence to check comprehension. 7) Read the book Minty and the Drinking Gourd. Repeat 2 through 5. 8) Pair or group students to brainstorm facts, discuss facts, and share ideas. 9) Make a graphic organizer using Harriet Tubman. 10) Reenact an auction for slaves. 11) Draw a big scenery for a background for a skit. Use cotton balls for the fields. Have the students do the work for hands on activities. Use fluorescent stars for the big dipper. 12) Do a day of the life of a slave. (students act out working in fields) Then a night version with lights out with students escaping using desks for safe houses. 13) Have students make picture cards by making copies form the book and coloring them. Glue to poster board paper and then write story on the back. Students will do a Reader’s Theater by standing in front of the scenery and reading to the audience. The audience will then ask students questions. 14) Have students write their own play and act it out. They will dress the parts and put on a skit. 15) Show a video. Have a lady who impersonates Harriet Tubman come to the school to tell her story and answer questions.

16) Have students draw map showing the route. Use map to estimate the distance of the Underground Railroad. 17) Color code a map of the United States showing which states were free, which were not, and which were neutral. 18) Do a cause and effect paper. 19) Play a bingo game, Charades, Mad libs, pictionary, and Hang man for vocabulary and grammar. Practice with chants and songs. 20) Listen to the song, “The Drinking Gourd”. Learn the words. Sing after skits. 21) Learn codes for Underground Railroad and the song, “The Drinking Gourd”. Students make up their own code words. 22) Write a story about how you would feel if you were a slave. Would you try to escape? 23) Write a story about your journey from you own country and the difference between that and the Underground Railroad. 24) Do a lesson on the Big Dipper. Other names, tell about the seven brightest stars, and tell about the North Star. 25) Make up a lesson on nature. How to know what to eat, why moss grows on one side of the tree, etc. 26) Do a Web quest or Scavenger Hunt on the computer about Harriet Tubman. 27) Have students do a PowerPoint about the Underground Railroad. 28) Do an Acoustic poem with Harriet Tubman. Write poems using who, what, when, where, and why. Do a Diamante Poem. 29) Make up an interview for Harriet Tubman. Make a newspaper. Each student will have a section or page of a newpaepr. Fromt page can have a major headline and a story about Harriet Tubman. Local page can have a story about the Underground Railroad. Students can make a nature page, comics, kids puzzle page and more. 30) Read and follow the directions for a recipe of Johnnie Cakes. A Civil War period recipe. Make the cakes and eat them!

Portfolio – Part 2 Teaching Content Objectives LESSON PLANS I would start out by hanging pictures of Harriet Tubman on the blackboard. I would ask questions like, “Does anyone know who this is?,“ “When does it look like she lived?” What does she look like?”, etc. Next, I would picture walk through the book of Harriet Tubman and do some predicting and discussing different things on the pictures in the book. After that, I would slowly read the book of Harriet Tubman and try to explain things that are not understood by acting out, or using gestures to be sure they comprehend. As I am doing this, I might be writing the vocabulary words on the board. I could explain by using pictures, actions, or any other methods to describe the words. The students would have been given a notebook to start keeping facts and words noted as we go along. If there is access to other Harriet Tubman books, I would read them in the same wary and follow the same procedures. I like to read Minty, The Underground Railroad, and The Drinking Gourd, which are all related to Harriet Tubman. This is a good time to grouped the students and have them brainstorm ideas. When they have finished, I would regroup them and have them share their ideas. Students need to have fun while they learn, so I would have them re-enact a slave auction with fake money and costumes. We would start drawing a background of a plantation and painting it on a large strip of paper and use cotton balls for the fields. Now we could hang fluorescent stars on the board in the shape of the Big Dipper and the North Star. I would turn the lights out, and students would pretend to be sneaking and following the drinking gourd. Harriet Tubman (one of the girl students), would be leading the way. When the lights go back on, it is now daylight at the plantation. Some slaves could be working, others secretly talking about escaping, and one might even try to get away. If possible, there are videos available and a lady actress who comes to school dressed as Harriet Tubman. She tells stories and answers questions. Now that we have had so much fun, the will begin their ‘”wanted poster” of Harriet Tubman. They may use a picture or draw a picture on a poster board and write the word “Reward”. In writing or on the computer, the students will use the facts to describe Harriet Tubman for the poster. The students will be drawing a map showing the route of the Underground Railroad, and by using a real map, will estimate the distance. Everyone will need to do an essay on what it would be like to have been a slave at that time. We can do an organizer for cause and effect. Last, but certainly not least, we could play bingo using our vocabulary words, make crossword puzzles, word searches, or play pictionary. If time allows, we could make an acoustic poem using HarrietTubman or a “who, what, when where, and why” poem. For the music lovers, there are songs to be sung. Last, for the seamstresses,

we would work on a quilt, each person doing something about the journey they took to come to the United States. Depending on the time allowed, I would go to the computer and show or work on a PowerPoint or a WebQuest. Finally we would do a newspaper. Here we would be able to use many of our activities. The slave story would be on the Local page, the Underground Railroad would be on the front page, a story of Harriet Tubman on the obituary page, and so on. As we reach the end of the Underground Railroad, I hope everyone has traveled farther into the history of Harriet Tubman. The nice part about this lesson is that it can continue on with Rosa Parks, Martin Luther King, and more on equal rights. It is a great Black History Month project.

“Scenery” drawn by students using cotton balls, etc.

Portfolio – Part 3 Teaching Vocabulary Attachment BICS free railroad quilt log cabin cotton nurse star CALP plantation slave underground auction reward runaway conductor

Objectives: By the time we have completed this project, students will be able to: 1) mentally associate a word with its picture 2) spell the words 3) know what the word means Time needed for the activity: Teacher needs at least one hour to make the game. The teacher will need at least four one-hour lessons to go over the words, get students to know the meanings and how to spell them. Allow at least 20 minutes per game played. Materials needed are: Manilla paper, a book with pictures to copy, a copy machine to shrink down the pictures, computer to type words on, a list of questions to ask, and some kind of beans or markers for the Bingo game. Teacher begins by making copies of pictures and making them smaller on the copier. Now draw a grid on the manilla paper for the pictures and glue the pictures in the squares. Type out the words and do a grid on the other side of the paper and glue them on. If a laminator is available, have the boards laminated. Make a list of questions. For your first lesson, use gestures and/or pictures to be sure the students comprehend the words. Next, do spelling activities to help students practice spelling the words. Finally, play Bingo!

Example Bingo Card

Portfolio – Part 4 Reading Attachment Reading Material: Copy of a Johnnie Cake (Civil War Era) recipe taken off the Internet Material Needed: cornmeal, milk, vegetable oil, baking soda, salt, large bowl, wooden spoon, measuring cups, measuring spoons, cookie sheet, plates, molasses, and a toaster oven. Objectives: Upon completion students will be able to: 1) read and follow directions 2) write a narrative procedure to read to the class telling what they did 3) measure ingredients Time needed for activity: About two hours and ten minutes. One hour to read, go over the recipe, and talk about the ingredients. One half hour for preparing the food, 25 minutes baking time, and 15 minutes to enjoy the treat. Description of Activity: If in a position to do a short field trip with the students, go to the store and buy the ingredients. If not, the teacher can shop ahead and bring in the ingredients as well as the equipment needed. Have each student read the recipes to him or herself and then read together. Have each person add one ingredient. Talk about words like pour, mix, and measure, and what a stiff batter means. You might want to have the students read the labels on the ingredients and talk about them.

Portfolio – Part 5 Oral Language Oral Practice: A Picture Book of Harriet Tubman, written by David A. Adler and a copy of the song, “The Drinking Gourd”, written and on tape. Materials Needed: Paint, large paper, manilla paper, cotton balls, markers, fluourescent stars, a highlighter, tape of the music with a tape recorder, and access to a copy machine. Objectives: Upon completion, students will be able to: 1) plan and present an oral activity 2) answer simple questions posed by the audience 3) sing the words to the song 4) verbalize more fluently and accurately Time needed for activity: This activity will be an ongoing process. It will take about ten one-hour sessions to complete the final project. Description of Activity: After reading our book, students will be drawing and painting a backdrop for their performance which is a great hands-on activity. Each student will have a copy of the book for reading. The reading and re-reading to practice for their show will help with the fluency. They will take turns rating the other students as they speak. Using one of the copies of the book, students will color the pictures and paste them on the manilla paper. The reading for the page will be pasted on the back for the students to read. If possible, laminate the pictures. Now students will listen to the song on tape. They will read and practice the words. After that, students will practice singing the song. When the group is ready to perform, they will be in front of an audience holding up pictures about the story while reading the story on the back of the pictures. When reading is finished, students will sing the song. Audience will be asked to ask questions which students will answer.

Portfolio Part 6 Grammar Attachment Grammar materials needed: Chalkboard, chalk, paper, pencils, hand out with the parts of speech and what thay are, worksheet for tenses, worksheet for singular/plural words, and a dictionary. Objectives: Upon completion, students will be able to: 1) know at least 5 parts of speech and give examples 2) know the 3 tenses 3) know the difference between singular and plural Time needed for activity: Students will need at least six one-hour lessons on the three objectives named above. Purpose of this activity will be learning to use form, meaning, and usage of the above grammar points. Description of Activity: On the first day for one hour, students will discuss parts of speech. The next day for an hour, they will talk about the present tense, past tense, and the future tense. On the next lesson, students will go over the difference between singular and plural. Students will use the practice paper (attachment) to learn to chant and sing to help them remember the grammar we are working on. For the fourth lesson, the teacher will review what they have gone over. The day of the fifth lesson, the first 15 minutes will be to ask questions if needed. Now the class will play the Mad lib game a few times. The day of the sixth lesson, each student will make up their own mad lib. They will write a story and then highlight the parts of speech, tense, singular or plural words. Now they will rewrite the story and replace the words that are highlighted by writing what part of speech, which tense, or whether it is singular or plural. The class will now play the game using their own stories. Other games to play for practicing their grammar would b Hang Man, Pictionary, and Charades. Students will give clues in the games like noun, verb, singular, past tense, etc. If student is not sure what the word is, they are to look it up in the dictionary to find out.

Grammar Attachment Parts of Speech: N is for noun, it’s a person, place, or thing, V is for verb, it helps me do most anything, A is for adjective, it describes the noun, Like tall, smart of maybe even brown! And don’t forget the pronoun, it gives the noun a break, He, she, it, them, or you for goodness sake! Finally the adverb, it changes manner, place, and time, Quickly, timely, distantly, or silently like a mime! Tenses: In the past I did it, it’s over, said, and done, Today is the present, I’m singing or I can run, Tomorrow is the future, it’s things that are yet to come, I will sing, I will run, I’ll even chew some gum! Singular or Plural: (sung to the tune of “Are You Sleeping?) Singular, singular, That means one, that means one, If you need to add more, It becomes a plural, More than one, more than one.

Portfolio- Part 7 Teaching Writing Writing Material: A newspaper Materials Needed: The newspaper, manilla paper, scratch paper with pencils, glue, computer, Men’s felt hats. Copy machine. Objectives: Students will be able to: 1) edit their own work 2) retell in writing an important historical event 3) write creatively (similes, descriptively, etc.) 4) understand paragraphs, indenting, grammar, and punctuation Time needed for Activity: This will be an ongoing activity. Approximately eight weeks of one hour lessons. Description of Activity: Students will be learning about paragraphs, indenting, punctuation, creative writing, and editing. We will be talking about onomatopoeias, hooking in your reader with a great opening sentence, keeping your reader captivated with interesting facts and great description. We may be adding conversation to the writing as well. Finally, we would talk about closing statements. We will begin by going over the newspaper and reading an article or two to get the idea. Students will pretend to be a newspaper reporter. They will be wearing hats with a press badge made with the manilla paper. Students will choose or draw out of a hat which section of the paper they will do. The first page will need the name of the newspaper which will be decided by the class. Below the name will be a big headline like, “Slaves Escape on the Underground Railroad”. Students will write a story about the railroad. Maybe the local section could be an interview with a slave where students will make up and write an article like a human interest story. For a sports page, there is a game that was called, “Rounders”, which was similar to baseball. The weather/astrology page would be an article about the Big Dipper. There could be a kid’s fun activity page with an article about nature. Students could use parts of the story about Harriet Tubman’s father and what he taught her about survival in the wilderness. An obituary page could have Harriet Tubman’s death giving the student an opportunity to do a story about her. The activity page could include acoustic poems, regular poetry, decoding games with the code words from the Underground Railroad. The next page could be a funnies page where students can make up their own cartoons and put some word searches or crosswords with

vocabulary words from the lesson. The students will first edit their own work, then pass the work to another student to re-edit the story and then type out a final copy. Students will find pictures for the paper and gather all the work together. It will be arranged like a newspaper, glued on, and final copies made. The final product will be a newspaper. “EXTRA, EXTRA, READ ALL ABOUT IT!”

Portfolio – Part 7 Teaching Writing Writing Material: The book “Sweet Clara and the Freedom Quilt”, by Deborah Hopkinson, Materials Needed: Any fabric cut into squares. (I use felt) Yarn and big plastic needles. Scratch paper and pencils. Construction paper to write the story on and a paper punch. Objectives: By the end of this lesson, students will be able to: 1) relate in writing how it would have felt to be a slave. 2) re-tell in writing how it felt when when they arrived in America 3) compare the difficulties in their trip and the slave’s trip. Time needed for the activity: This would be an ongoing activity. Approximately four one-hour lessons. Description of activity: Prior to doing this lesson, I would try to work with the students on different writing strategies. We would talk about the “Hook”, where the opening sentence draws the reader in. We would talk about onomatopoeias and how to use adjectives to make the story more interesting. Students will learn about paragraphs, indenting, and punctuation. Students may be encouraged to add conversation to the story and learn about quotations, etc. They need to have a closing to the story, also. I would start the lesson by picture walking, going over vocabulary words, asking comprehension questions, and making sure the students know what a quilt is and how it was used by the Underground Railroad. After reading, we will begin the writing. Each student will be doing two papers. One will tell about being a slave, and the other will tell about their journey to America. After doing a “sloppy copy”, students will be editing their own stories. They will then take turns re-editing each other’s work. Students will write final stories on construction paper or type them up. Holes will be punched around the paper to sew the paper to the felt. When all the squares are finished, the students will sew them together with the yarn. Final project will be a beautiful quilt with wonderful stories to tell to future generations.


				
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