Conclusion The main points of the paper are restated The writer uses transitions effectively. The writer addressed the audience for a final time (resounding thought) Comments: *I will walk around the classroom and monitor their discussions. If any of the pairs seem as though they are struggling to identify the key components, I will ask probing question to ease the progress. Speaking - Have student’s conference with their partners about the pros and cons of the paper. Students should explain how they score the paper; afterwards, students should write encouraging statements about each other’s paper in the “comment” section.
As a class we will read 2 different short stories and analyze bias and point of view in each of these. The teacher will indicate how certain words or word choice can indicate bias in order to model for the class. The first story will be more teacher led while the second the teacher will work with the students (scaffolding) until they are able to work through the text. As an independent activity students will be asked to complete a short worksheet that reviews bias and point of view based on the website www.martinlutherking.org.that will be posted on my P-board. Assessment: I will informally monitor answers during the discussions that follow the short stories.
The students will play a game of jeopardy with categories including government, citizenship, and geography. Throughout the game the teacher will elaborate on each question the students select whether they answer right or wrong to create a class lecture from the teacher. Considering we have discussed material within these three categories in previous lessons, the teacher will use this formative assessment to re-lecture and review materials from the previous lessons. -Computer -Jeopardy GUIDED PRACTICE. (___10___
One of the most important functions of literature, whether for teenagers, adults, or young children, is to convey a message, lesson, or overall idea that the author feels is important. As students will discover shortly, Dr. Seuss conveyed political and social themes that he felt were important. After the teacher is sure the students understand that books have themes that are far beyond the eye can see. The teacher will have the students split into groups of three. The teacher will hand out to the students a sheet with these words and phrases listed: corruption, power, human rights, racism, tolerance, environmental stewardship, greed, pollution, war, anti-Semitism, Hitler, Holocaust, Cold War.
Work on the character Chart Below. Write the information needed in the chart. Main Character Appearance what the characters look like Attitude what they feel Articulation what they say Action what they do Good Character traits that you can describe 1. Ex: Charlotte 8. After the students answered what is being asked in the character chart, Students will present their work in front of the class.
Students will compose a daily journal that will be shared and turned in as a final project at the end of the unit. An outline of the journal prompts and grading rubric is included in the appendix. This guide is for students in grade 6-8th who have a general idea of a journey. Teaching short stories can be a taunting task and with The Hero’s Adventure, the process will flow a lot smoother. Throughout this guide, teachers and students will learn, grow, and gain a better appreciation for taking a journey and the works of Joseph Campbell.
WITS teaches children conflict resolution strategies. As the name suggests, it teaches students to walk away, to ignore it, or to talk it out with the victimizer. It also teaches children to seek out help and look for someone to help with the situation. The WITS lessons are taught through a series of storybooks. Each storybook featured a different protagonist using one or more the WITS strategies to solve conflicts.
Character, Character vs. Self, Character vs. Nature, and Character vs. Society. Students will be able to understand and write the conflict in the worksheet with accuracy. The second lesson plan was guided writing. In this lesson plan, students will work in small groups to brainstorm their idea of the end of the book Bridge to Terabithia.
While they write, the teachers can write down the main ideas related the target text on the board. This process will help students to connect what they listen with what they have already know. The second task is "pre-listening questioning", especially, teachers can give some questions before students listen to the target text. By giving the questions related to the topic, students may build up their own expectations about the coming information, and they also try to find answers to these questions. It is clear that students' prior knowledge on the topic can be activated.
The teacher will then ask students to create their own topic sentence in which they will support using ideas from their graphic organizers, KWL chart, and their writing journals. Instructional Strategies: During the lesson the teacher is allowing the students to discuss and think about what is occurring in the story. The teacher is implementing this by allowing and allocating time for debriefing in between the story. By doing thing the teacher gives the students the opportunity to use their KWL Charts throughout the lesson just in case something has been answered, or if a new idea were to appear. Moreover the students are also allowed to use their writing journal for note taking during this story.