Children’s Literature Author Study
Author(s):
Suzanne M. Trainor
Grade Level: 4
Timeframe: 2 weeks
Lesson Description or Explanation
Students will work in partners to research a popular children’s literature author. They will explore biographical information about the author as well as immerse in the author’s writing. The lesson will culminate with each pair creating a powerpoint presentation that will be presented to the rest of the class.
Indiana Curricular Standards
Language Arts Standards:
4.2.2- Analysis of grade level appropriate nonfiction and informational text, use appropriate standards when reading for different purposes
4.5.3 – Research application: write or deliver a research report that has been developed using a systematic research process and that:
• includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors)
• demonstrates that information gathered has been summarized
• organizing information by categorizing it into multiple categories or includes information gained through observation
ISTE Standards
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
Assessments
Formative/Summative
Formative: Students will be evaluated by kidwatching throughout the duration of the project. Special attention will be paid to how well they are working with their partner. Is one student dominating the work? Are they working cohesively or choosing to divide and conquer? Are they respecting each others’ ideas and compromising when necessary?
Summative: A rubric will be created to grade students on their final powerpoint presentation.
Prior Knowledge
Curricular Knowledge or Skills:
- general research knowledge, such as note taking
- reading of picture books
- presenting findings to a large group
Technology Knowledge:
- use of search engine
Technology
Internet Resources: (please list URLs) – any search engine
Hardware: desktop computer, capability to project work onto large screen for entire class to view
Software: PowerPoint
Procedure
Week One: Assignment of author and initial research
- Students will be strategically paired and assigned an author to study from a list of famous authors of children’s literature. Each will be given a worksheet asking general biographical information such as the name, age, hometown, topics covered, etc. They will also be given a packet in which they will review works the author has written, as well as compare and contrast them to one another. Students will work during the first week to use internet search engines to find the biographical information requested. The entire class will also go to the school library, where they may find works completed by their author and work together to review the material. Sufficient time will be given during this week to complete the given handouts, and this information will be used to create the powerpoint presentation during week two.
Week Two: Powerpoint Presentations
- Week two will begin with a trip to the computer lab. Teacher will spend time teaching the large group the basics of using Powerpoint software using the large projection screen, inviting students to practice the skills being discussed on their own computers as they move along. After this overview is conducted, students will be given time throughout the week to work in the classroom, in pairs, to complete their own PowerPoint presentations about their author and his or her books. (In my particular classroom, there are 6 computers in the classroom available for student use.) Ideally, presentations would be completed and ready to be presented to the class by Friday afternoon. This is flexible, however, as using Powerpoint is completely new to these students. If more time is discovered to be necessary, it will be given.
-
Differentiated Instruction
ESL ESL/ENL students will be paired with non-ESL/ENL partner for assistance with translation if necessary.
ESL/ENL specialist will be on hand during initial Powerpoint introduction so students receive best possible understanding of software.
Websites may be translated using Google feature during research process.
Challenge/Extend
Students who prove to be proficient in the basic use of Powerpoint software may be invited to extend their presentations to include effects such as sounds and animations. Students will only be graded on the basics but may explore as deeply as they like or are able.
Special Needs
Partner work also addresses the possibility of special needs. For example, students with physical disabilities may still participate in the oral presentation of the Powerpoint as well as give input into how it is created. Windows applications may be enacted to allow voice commands or other such assistance as necessary.
Thursday, January 7, 2010
Monday, December 7, 2009
Assisted Reading with Starfall.com®
Assisted Reading with Starfall.com®
Author(s):
David Fromke
Grade Level:
Kindergarten
Timeframe:
All of the students will rotate through this activity as an option during their centers over the period of a week. A time allotment of 30min. will occur each morning. During that time, 2 groups of 4-5 students will rotate through the option.
Lesson Description or Explanation
Students will be given a 15 min. session where they can read along with the internet website/program Starfall. A teacher will assist them while they set up for the activity.
Indiana Curricular Standards
K.1.2 Follow words from left to right and from top to bottom on the printed page. (Core Standard)
K.1.4 Recognize that sentences in print are made up of separate words.(Core Standard)
ISTE Standards
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems,and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Assessments
(Formative/Summative)
There is very little summative assessment at the kindergarten level (at least at the school I’m student teaching in). The students’ technology and reading skills will be formatively assessed by kidwatching taken by the teacher and/or IA (who is conveniently available in the morning). The teacher(s) will be responsible for taking notes for all 8-10 students during the 30 minute center. In addition an informal reading analysis will be given after the 2nd week of this center, using a [teacher] preselected and leveled text.
Prior Knowledge
Curricular Knowledge or Skills: All of the students have strong concepts of print (they are in their 12th week of school). Some are still working on letter recognition while others are already in higher leveled books. Recently, the students have gained access to the classroom leveled library where the teacher has assessed each student and directed her/him to an appropriate book. Prior to this, the students have had access to the classroom and school library of picture books and early reader text.
Technology Knowledge:
The class has recently been introduced to the computers in the classroom. Many of the students have access to computers at home, while some have never used one at all. Of the students that have computers at home, 5 of them are more than proficient enough to participate without help. These students will serve as experts for their classmates to refer to for help. The other portion of students who have prior experience with computers know basic operations and concepts. These operations include use of a mouse, location of popular operation keys on the keyboard, and show some knowledge of the general format of desktop navigation. The final portion of the class, who has had no prior introduction to computers, has been working on basic operations on the computer. Computers were introduced to the classroom 2 week ago and all of the students have had the opportunity to explore operations and navigation for a minimum of 30 minutes (some have logged as much as 1 hr. because of after school programs).
Technology
Internet Resources: www.starfall.com
Hardware: 5 desktop computers, 5 stereo headsets (optional), 5 mice
Software: any current web browser (ex. Microsoft Explorer, Firefox, Safari)
Procedure
Preface: The students are well-versed in centers and the rotation and expectations for how the allotted time should be spent. However, because they are 5 years old, the expectations and rules will be briefly reviewed between each rotation, every day. There are 23 students that will rotate between 5 centers. The students should get a chance to use the computer twice a week. The norms for the other centers are already learned, so leaving the students to work in their groups without the teacher is acceptable.
Each day 2 pictures of students will be attached with Velcro to the monitor of each of the computers. The students will be expected (and they will check without the teacher asking them to) to know whether they are using a computer for centers that day. They will also have to come to a decision about who will go first (good social interaction moment).
The first time the students are introduced to starfall.com will be modeled by the teacher. It will be important that the teacher repeats the instructions and expectations for what will go on in this center. The student will be allowed at the teacher’s discretion to navigate through the different book choices on the website. Some students will need full assistance during their first experience with this program (this is a good opportunity to make sure that the IA is there to help).
After the norms have been set and the directions seem to be clear the computer will already be opened to starfall.com, where they will be expected to engage in a book. For the duration of the student’s time on the computer they will be expected to read through books or engage in other activities on the website the entire time.
This lesson can last for as many weeks as the teacher wants it to. Starfall.com has many books for all different levels of reader – and it’s free.
Differentiated Instruction
ESL
There are no students in the classroom that are ESL/ELL. If I did have a student in the classroom that needed this type of support, it might look like this.
Starfall.com is set up so that it is friendly and accommodating for students who are ESL. Another support could be added by switching the language of the operating system (Microsoft Windows at our school) to Spanish or whichever language (if supported) the student needed.
Challenge/Extend
Starfall.com has many levels of difficulty in the choices of books that can be read along with. It also has many games and fun movies that offer a chance for students to challenge themselves. As far as challenging the students technologically, I would encourage them to do more of the set up process for starting the work in starfall.com. I would also, as I stated above, challenge them to act as a class expert and help others navigate the lesson.
Special Needs
One of the two IEP’s in our classroom would be affected by the content in this lesson. His autism, however, has not proven to challenge his interest or skills at the computer yet. Interestingly enough, the other student with an IEP is best friends with him and also happens to be our classrooms most knowledgeable computer user. Pairing the two of these students together could be one of many options we could implement.
Wednesday, October 14, 2009
Harlem Renaissance Poetry (plus handout)
Harlem Renaissance Web-Quest
Author(s):
Britt Gerton
Grade Level:
11th
Timeframe: One 90 Minute Period
Lesson Description or Explanation
This lesson will be the introductory lesson to an entire poetry unit concentrating on Harlem Renaissance poets. The point of this lesson is to give them a creative way to research the era and the poets we will be reading in the coming unit.
Indiana Curricular Standards
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:
a.apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
(Challanged students)
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of source and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Assessments
Formative/Summative
Formative: Formative assessment for this lesson would come at the end of the unit when the students are required to create their own book of poetry using the poets of the Harlem Renaissance as guides and inspiration.
Summative: Summative assessment for this assignment will come when the students turn in the handout from the web-quest. With this I will be able to gage their level of learning and go over more specifics of the Harlem Renaissance if needed.
Prior Knowledge
Curricular Knowledge or Skills: As this is an introductory lesson to the unit the only prior knowledge students would need is the concept of poetry and poets in general. Depending on the school system many of the students may have prior knowledge of Harlem and the Harlem Renaissance and this lesson may merely be a refresher.
Technology Knowledge: Students must have a command of the ability to use a computer and how to navigate a website.
Technology
Internet Resources: (please list URLs)
http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html
Hardware:
Computer with internet access
Software:
N/A
Procedure
1. As an opening hook, students will enter the room and take out their writing journals as used in other units. I will then play the “Poetry by Langston Hughes-The Weary Blues” video. They will be asked to respond to the video and poem within it (that they will have in text form as well) in their journals. 10 minutes
2. I will lead a short period of class discussion following the video and poem they just experienced.
• What assumptions can be made about the time period this poem was written during?
• What do these images remind you of? And the words?
• What did this video make you think of in your own life?
• What in this video aligns with the words of the poem?
• Additional conversation will come from the students. 20 minutes
3. I will introduce the class to the poetry unit we are beginning today, and give them a short direct instruction on the background of the Harlem Renaissance. (See Attached) 10 minutes
4. Students will be put into pairs and given the web quest hand out to complete. 50 minutes
Differentiated Instruction
ESL In order to accommodate students in ESL I would create the handout in their home language but require them to complete the English copy of the handout. Also I would allow these students to work in partners to complete the handout. Also I would attempt to find a program that would translate and read aloud the text on the website.
Challenge/Extend
For students who need an additional challenge when completing this assignment I would have them complete the handout and then make a slideshow presentation on PowerPoint; choosing one of the Poets found on the website. The slideshows would be shown to the students on the next available class period as yet another overview of the poets we are preparing to read about.
Special Needs
As we are working with a website it would not be difficult to accommodate students with special needs; the website can be read aloud by a text reading program, the information needed to complete the handout will be put into a different format to accommodate students who may be unable to effectively navigate the website.
Please download and save this document to your computer.
Save as, Last name(s) Technology Lesson Plan.
Don’t forget to paste this lesson plan into Blogger.
Harlem Renaissance Web-Quest
Names: __________________&___________________
Instructions: Follow this link: http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html and explore the website with the goal of completing web quest. This website will help fill in the background information on the poets and poems we will be reading for this unit.
1. What was the “Talented Tenth”?
2. Why did Langston Hughes criticize the work of some artists writing during the early Harlem Renaissance?
3. What semi-autobiographical text, published in 1923, seemed to mark (or spark) a shift in the content and tone of Harlem Renaissance literature?
4. How were Langston Hughes and Countee Cullen connected?
For the next two questions, you should visit the “A Place Called Harlem” section of the Drop Me Off in Harlem Web site.
5. Briefly describe the geography of Harlem.
6. List two specific buildings, nightclubs, churches, or streets in Harlem and briefly describe their historical, religious, political, and/or artistic significance.
7. Where did poet Countee Cullen live in Harlem? Who else famous lived there?
8. What is the “Black Swan”, and what was significant about it?
List three interesting things you learned about the life and/or career of each author listed here:
Langston Hughes
1.
2.
3.
Countee Cullen
1.
2.
3.
Jean Toomer
1.
2.
3.
Author(s):
Britt Gerton
Grade Level:
11th
Timeframe: One 90 Minute Period
Lesson Description or Explanation
This lesson will be the introductory lesson to an entire poetry unit concentrating on Harlem Renaissance poets. The point of this lesson is to give them a creative way to research the era and the poets we will be reading in the coming unit.
Indiana Curricular Standards
11.1.1 Understand unfamiliar words that refer to characters or themes in literature or history.
11.2.5 Analyze an author’s implicit and explicit assumptions and beliefs about a subject.
ISTE Standards
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Students:
a.apply existing knowledge to generate new ideas, products, or processes.
b.create original works as a means of personal or group expression.
(Challanged students)
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of source and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Assessments
Formative/Summative
Formative: Formative assessment for this lesson would come at the end of the unit when the students are required to create their own book of poetry using the poets of the Harlem Renaissance as guides and inspiration.
Summative: Summative assessment for this assignment will come when the students turn in the handout from the web-quest. With this I will be able to gage their level of learning and go over more specifics of the Harlem Renaissance if needed.
Prior Knowledge
Curricular Knowledge or Skills: As this is an introductory lesson to the unit the only prior knowledge students would need is the concept of poetry and poets in general. Depending on the school system many of the students may have prior knowledge of Harlem and the Harlem Renaissance and this lesson may merely be a refresher.
Technology Knowledge: Students must have a command of the ability to use a computer and how to navigate a website.
Technology
Internet Resources: (please list URLs)
http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html
Hardware:
Computer with internet access
Software:
N/A
Procedure
1. As an opening hook, students will enter the room and take out their writing journals as used in other units. I will then play the “Poetry by Langston Hughes-The Weary Blues” video. They will be asked to respond to the video and poem within it (that they will have in text form as well) in their journals. 10 minutes
2. I will lead a short period of class discussion following the video and poem they just experienced.
• What assumptions can be made about the time period this poem was written during?
• What do these images remind you of? And the words?
• What did this video make you think of in your own life?
• What in this video aligns with the words of the poem?
• Additional conversation will come from the students. 20 minutes
3. I will introduce the class to the poetry unit we are beginning today, and give them a short direct instruction on the background of the Harlem Renaissance. (See Attached) 10 minutes
4. Students will be put into pairs and given the web quest hand out to complete. 50 minutes
Differentiated Instruction
ESL In order to accommodate students in ESL I would create the handout in their home language but require them to complete the English copy of the handout. Also I would allow these students to work in partners to complete the handout. Also I would attempt to find a program that would translate and read aloud the text on the website.
Challenge/Extend
For students who need an additional challenge when completing this assignment I would have them complete the handout and then make a slideshow presentation on PowerPoint; choosing one of the Poets found on the website. The slideshows would be shown to the students on the next available class period as yet another overview of the poets we are preparing to read about.
Special Needs
As we are working with a website it would not be difficult to accommodate students with special needs; the website can be read aloud by a text reading program, the information needed to complete the handout will be put into a different format to accommodate students who may be unable to effectively navigate the website.
Please download and save this document to your computer.
Save as, Last name(s) Technology Lesson Plan.
Don’t forget to paste this lesson plan into Blogger.
Harlem Renaissance Web-Quest
Names: __________________&___________________
Instructions: Follow this link: http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html and explore the website with the goal of completing web quest. This website will help fill in the background information on the poets and poems we will be reading for this unit.
1. What was the “Talented Tenth”?
2. Why did Langston Hughes criticize the work of some artists writing during the early Harlem Renaissance?
3. What semi-autobiographical text, published in 1923, seemed to mark (or spark) a shift in the content and tone of Harlem Renaissance literature?
4. How were Langston Hughes and Countee Cullen connected?
For the next two questions, you should visit the “A Place Called Harlem” section of the Drop Me Off in Harlem Web site.
5. Briefly describe the geography of Harlem.
6. List two specific buildings, nightclubs, churches, or streets in Harlem and briefly describe their historical, religious, political, and/or artistic significance.
7. Where did poet Countee Cullen live in Harlem? Who else famous lived there?
8. What is the “Black Swan”, and what was significant about it?
List three interesting things you learned about the life and/or career of each author listed here:
Langston Hughes
1.
2.
3.
Countee Cullen
1.
2.
3.
Jean Toomer
1.
2.
3.
Sunday, October 11, 2009
Mound Builders in Indiana
Mound Builders in Indiana
Kathryn Potter
4th grade
10:20-11:00
Lesson Explanation: Students will learn about the first prehistoric people who lived in Indiana after the Ice Age. They will learn about the different groups and stages of civilization in Indiana. They will learn that these prehistoric groups built mounds. They will engage in an inquiry as to why they built mounds. They will study the artifacts these people left behind and learn about their purposes, and thus the people’s way of life.
Indiana Academic Standards
• Social Studies 4.1.1 Native American Indians and the Arrival of Europeans to 1770. Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.
• English 4.2.9 Recognize main ideas and supporting details presented in expository (informational texts).
ISTE Standards
2. Design and develop digital-age learning experiences and assessments
3. Model digital-age work and learning
1. Students will present their findings from Day 1 to the whole class.
2. Students will turn in their “archaeological dig” notes and their Ten Questions they would ask the Angel Mounds people.
Assessment
3. Students will submit an “exit card” on a post-it with one thing they learned about the Mound builders of Indiana.
Prior Knowledge:
Curricular Knowledge or Skills: Students learned about the Ice Age – they will learn the connections between the Ice Age and the prehistoric Indians. They also will learn the correlation – fossil is to Ice Age as artifact is to prehistoric people.
Technology Knowledge: Students have used the Internet many times in the Technology centers. They know how to scroll and highlight and magnify sections of the website they wish to focus on.
Technology:
Internet Resources: (please list URLs)
http://www.in.gov/dnr/parklake/files/mounds_trail.pdf
http://www.gbl.indiana.edu/
http://www.angelmounds.org/
Procedure:
Day 1: Class will review what they learned about the Ice Age. Prehistoric Indians will be introduced by reading from their Indiana History textbook and the pull-down map of North America. Mounds will be introduced in reading of textbook and discussion.
Students will divide up into six small groups. They will each investigate using a different media as to WHY prehistoric Indians built mounds.
1. Old Indiana History textbook (with page assignments) 2. Very Old Indiana History textbook (with packet copied from it) 3. Indiana Indians book 4. Angel Mounds Activity Book 5. Mounds of Earth and Shell book 6. Mounds State Park brochure accessed via www.in.gov in the computer corner
Day 2: Students will present their findings to the rest of the class. The reasons will be summarized on the board during a whole class discussion.
Day 3: Students will review purposes of the mounds. Class discussion of HOW we know that people built them and lived there (from artifacts) just as fossils tell us of the geologic history. We will discuss Angel Mounds and what is an archaeologist. Students will break into groups – each with a packet of photos from the website of Glenn A. Black Laboratory of Archaeology (used with permission). On a log entitled “Archaeological dig” students will use descriptive words to describe at least three artifacts in the photos.
With their groups, they will come up with ten questions to ask the Angel Mounds people if they could go back in time. They will then describe how they might go about finding the answers to their questions since they can’t ask them.
Day 4: Students will be given extra time to finish the work they started in their groups. Using the Smart board, the class will look at photos of the Angel Mounds site on their website.
Students will then submit their work and their exit card on a post-it note.
Differentiated Instruction
ESL
Students who are English-language learners will be paired with other students who will assist them in reading and word choice in their writing.
Challenge/Extend
Students may read further in their groups if they wish and may add to their report.
Students may sketch the artifacts they are describing.
In Art class the next week students will reflect on their study of the artifacts and create their own artifact out of clay.
Special Needs
Students will be paired with students who will assist them, whether it be in reading or writing. In groups, students with physical limitations will be seated where they will be able to have a comfortable and active part of the discussion.
Kathryn Potter
4th grade
10:20-11:00
Lesson Explanation: Students will learn about the first prehistoric people who lived in Indiana after the Ice Age. They will learn about the different groups and stages of civilization in Indiana. They will learn that these prehistoric groups built mounds. They will engage in an inquiry as to why they built mounds. They will study the artifacts these people left behind and learn about their purposes, and thus the people’s way of life.
Indiana Academic Standards
• Social Studies 4.1.1 Native American Indians and the Arrival of Europeans to 1770. Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.
• English 4.2.9 Recognize main ideas and supporting details presented in expository (informational texts).
ISTE Standards
2. Design and develop digital-age learning experiences and assessments
3. Model digital-age work and learning
1. Students will present their findings from Day 1 to the whole class.
2. Students will turn in their “archaeological dig” notes and their Ten Questions they would ask the Angel Mounds people.
Assessment
3. Students will submit an “exit card” on a post-it with one thing they learned about the Mound builders of Indiana.
Prior Knowledge:
Curricular Knowledge or Skills: Students learned about the Ice Age – they will learn the connections between the Ice Age and the prehistoric Indians. They also will learn the correlation – fossil is to Ice Age as artifact is to prehistoric people.
Technology Knowledge: Students have used the Internet many times in the Technology centers. They know how to scroll and highlight and magnify sections of the website they wish to focus on.
Technology:
Internet Resources: (please list URLs)
http://www.in.gov/dnr/parklake/files/mounds_trail.pdf
http://www.gbl.indiana.edu/
http://www.angelmounds.org/
Procedure:
Day 1: Class will review what they learned about the Ice Age. Prehistoric Indians will be introduced by reading from their Indiana History textbook and the pull-down map of North America. Mounds will be introduced in reading of textbook and discussion.
Students will divide up into six small groups. They will each investigate using a different media as to WHY prehistoric Indians built mounds.
1. Old Indiana History textbook (with page assignments) 2. Very Old Indiana History textbook (with packet copied from it) 3. Indiana Indians book 4. Angel Mounds Activity Book 5. Mounds of Earth and Shell book 6. Mounds State Park brochure accessed via www.in.gov in the computer corner
Day 2: Students will present their findings to the rest of the class. The reasons will be summarized on the board during a whole class discussion.
Day 3: Students will review purposes of the mounds. Class discussion of HOW we know that people built them and lived there (from artifacts) just as fossils tell us of the geologic history. We will discuss Angel Mounds and what is an archaeologist. Students will break into groups – each with a packet of photos from the website of Glenn A. Black Laboratory of Archaeology (used with permission). On a log entitled “Archaeological dig” students will use descriptive words to describe at least three artifacts in the photos.
With their groups, they will come up with ten questions to ask the Angel Mounds people if they could go back in time. They will then describe how they might go about finding the answers to their questions since they can’t ask them.
Day 4: Students will be given extra time to finish the work they started in their groups. Using the Smart board, the class will look at photos of the Angel Mounds site on their website.
Students will then submit their work and their exit card on a post-it note.
Differentiated Instruction
ESL
Students who are English-language learners will be paired with other students who will assist them in reading and word choice in their writing.
Challenge/Extend
Students may read further in their groups if they wish and may add to their report.
Students may sketch the artifacts they are describing.
In Art class the next week students will reflect on their study of the artifacts and create their own artifact out of clay.
Special Needs
Students will be paired with students who will assist them, whether it be in reading or writing. In groups, students with physical limitations will be seated where they will be able to have a comfortable and active part of the discussion.
The Rock Cycle-Sedimentary Rock | |
Author(s): | Marissa Corey-Wilson-This lesson plan is adapted from a Block II assignment that was written by several members of a group, myself included. |
Grade Level: | 4th grade |
Timeframe: | This lesson is a one day lesson that is part of a five day study that takes 45 minutes every day. Because I plan to demonstrate how to use the different tools in Word Paint, I expect that this lesson will take 1 hour. |
Lesson Description or Explanation | This lesson is designed to help students develop knowledge of sedimentary rock. This lesson has the students divided up into centers. These centers are designed for the students to learn about different aspects of sedimentary rock, and how it is formed. At each station the students will be asked to complete a different task. |
4.3.6 Recognize and describe that rock is composed of different combinations of minerals WRITING: Processes and Features 4.4 Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts. | |
ISTE Standards | 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: C. Use models and simulations to explore complex systems and issues. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: Process data and report results. |
Assessments Formative/Summative | Formative: At station one, the students will be asked to produce a written piece about their pet rock. This will include where their pet rock could have been found, how it was made, how they know their pet rock is a sedimentary rock, and name its characteristics. At station two, students will be asked to take an interactive Power Point quiz after reviewing how sedimentary rocks are formed. At center three, the students will be asked to draw an example of how sedimentary rocks are formed. I would like them to use a writing utensil and paper or if they want use Paint on the computer to show me they know how sedimentary rock is formed. By doing these assessments my students will show me if they are grasping the content needed to be learned. Summative: At the end of this unit of study the students will be asked to explain by essay or computer quiz how the rock cycle works and how igneous, sedimentary, and metamorphic rocks fit into the cycle. |
Prior Knowledge | Curricular Knowledge or Skills: Because the students are learning how sedimentary rock is formed, the students will have learned on previous days what igneous rocks are, how they are formed and where they fit into the rock cycle process. Technology Knowledge: The students will need to know how to use PowerPoint to start their quiz. Because this method has been used in the classroom before, the students know how to take the interactive quizzes and tests. Students will also need to know how to pick different tools on Word Paint to produce their computer created drawing. |
Technology | Internet Resources: (please list URLs)
As stated previously the students will need access to a computer with Microsoft Word 2003, or 2007, and with an internet connection. |
Procedure | Beginning of lesson: 10 minutes will be devoted to teaching the students how to use the drawing and erasing tools in Paint. Beginning of lesson: 5 minutes will be devoted to discussing what the class has learned so far. As a class students will be asked to write what they have learned on a K(now)W(ant to know)L(earned) chart.. By doing this the class can discuss what they have been learning and what they think they might learn as the week progresses. The rest of the lesson will be hands-on; each station will be approximately 15 minutes long. There are three stations. · Station 1 includes writing an essay about the students’ pet rock that was provided to them at the very beginning of the unit. These rocks were hand- picked from a selection provided by the teacher. The student will be asked to write how they know that their pet rock is a sedimentary rock. They will also be asked to write how their pet rock came to be a sedimentary rock. The students will also be asked to write places that sedimentary rocks are commonly found. · Station 2 includes looking for information that the students can put on their personal KWL charts. This will help the students contribute to information provided for the class wide KWL chart. Students will be expected to find information using the internet by selecting kid- friendly websites. Because the students will be on school provided computers, websites will already be filtered through the school’s internet protection system. After completing their research and adding to their KWL chart students will be asked to complete a PowerPoint quiz that will require them to select the correct button according to the answer they think is correct, and type answers to questions that are asked on the PowerPoint. These will be one or two word answers. Because there will be multiple students per station, students will be allowed to work with a partner at this station. · Station 3 lets students get creative using their drawing skills. The students will be asked to show through a drawing how sedimentary rocks are formed. The students will be able to select a variety of materials including, paper, pens and pencils, or markers and crayons. Students will also be able to use Word Paint as a means to produce their picture. |
Differentiated Instruction | |
ESL | At each station there will be directions written out for my ESL learners. By providing the directions in the language that the student speaks, the student(s) will be able to participate in the activities. I will also provide books about our lesson that are also translated into the language the student natively speaks. For the written part of my students’ product I will allow the student to write in his/her own language after they have at least tried to write about their pet rock in English. For the station in which the students are to take the PowerPoint quiz, I will also provide the quiz with key words in the language my student speaks fluently. Depending on what language my student(s) speak, I will work closely with the parents of that student to make sure that my adjustments are correct. |
Challenge/Extend | For a challenging activity I would ask my students to create a PowerPoint on what they have learned so far about metamorphic, sedimentary, igneous rocks, and the rock cycle. In this PowerPoint I would ask for definitions and explanations of how the rock cycle works and how each rock is made. I would also ask my students to make a glossary of key words that we have been studying. This activity will let my students to be creative with their product, and the students will have the freedom to share with me and the rest of the class what they know about rocks. |
Special Needs | This lesson will be available on a computer that has volume control, and the computer screen can be enlarged for students with vision impairments. Because my students will be able to work in partners, students with physical disabilities will be able to rely on their partner for mouse control. My quiz that will be for everyone will also be adapted to so that my students will get leveled questions. By doing this all students will feel and be successful. |
Spelling Online
Title: Spelling Online
Author: Tandy Dawson.
My mentor teacher uses this currently in her classroom.
Grade level: Grade 3
Timeframe: Test is every Thursday and lasts anywhere from 10 to 20 minutes.
Lesson Description: Students take their weekly spelling test online at spellingcity.com and can also access the site at home to study for their test and complete one weekly assignment.
Indiana Curricular Standards: Language Arts:
Standard 3.1 Reading: word recognition, fluency, and vocabulary development.
Standard 3.7 Listening and Speaking: Skills, Strategies and Applications.
Science Standard 3.2 Scientific Thinking
Math Standard 3.6 Problem Solving
ISTE Standards: Technology Standards:
Standard 4 Critical Thinking, Problem Solving, and Decision Making
Standard 6 Technology Operations and Concepts.
Assessments: Students have the choice of completing any of the activities on the website with their spelling words. One such activity is a word search. The student then prints the completed activity and brings it back to class.
On Thursday the student will access the website from school and complete their spelling test. The student has the choice of hearing the word by itself and in a sentence. The student then prints out their completed, graded test and turns it in to the teacher for their grade.
Prior Knowledge: Curricular Knowledge or Skills: Students will draw on their knowledge of phonics. They will utilize single consonant sounds as well as consonant blends in order to spell the words correctly. They will also draw on their knowledge of spelling rules such as, i before e.
Technology Knowledge: Students will draw upon their knowledge on using a computer. They will know how to turn on the computer, access the correct website, and print the required pages. They must follow multi-step directions.
Technology: Internet Resources: (please list URLs) www.spellingcity.com
Hardware: Students will need access to a computer at home to complete homework or make prior arrangements with the teacher. The students will need access to a printer unless prior arrangements have been made.
Software: The computer needs to have an operating system; either Windows or Mac will work.
Procedure: The students are given a new spelling list every Friday, or the last day of the week that the students are in school. This could be on a Wednesday if the students have fall break that week. They will have the weekend and three nights of the next week to complete at least one activity on the website. If students do not have access to a computer at home and are unable to go to the library, the teacher can print out an activity for the student to complete. The student can then take that activity home, complete it and then bring it back to school.
On Thursday the students will choose to take the spelling test during one of their writing time activities. This process is self-paced. The students are not rushed by other students being able to take their test faster because there are several activities going on at once.
Differentiated Instruction
ESL: Each test is individualized based on the student’s current level of performance. If the student is assessed as needing help on sight words, then that is the list they will receive. The directions to access the website are also printed in other languages on how to access the website. The words themselves are in English since they are spelling words.
Challenge/Extend: The spelling list is based on needs that were assessed during the beginning of the year and progress in difficulty as each level is mastered. The students that are on grade 5 words start with grade 5 spelling lists and keep going to increase their ability.
Special Needs: The spelling list is based on needs assessed during the beginning of the year and progress in difficulty as each level is mastered. The students that are on grade 1 words start with grade 1 spelling lists and keep going to increase their ability. Students that have difficulty with a standard keyboard will have access to a large key keyboard.
Author: Tandy Dawson.
My mentor teacher uses this currently in her classroom.
Grade level: Grade 3
Timeframe: Test is every Thursday and lasts anywhere from 10 to 20 minutes.
Lesson Description: Students take their weekly spelling test online at spellingcity.com and can also access the site at home to study for their test and complete one weekly assignment.
Indiana Curricular Standards: Language Arts:
Standard 3.1 Reading: word recognition, fluency, and vocabulary development.
Standard 3.7 Listening and Speaking: Skills, Strategies and Applications.
Science Standard 3.2 Scientific Thinking
Math Standard 3.6 Problem Solving
ISTE Standards: Technology Standards:
Standard 4 Critical Thinking, Problem Solving, and Decision Making
Standard 6 Technology Operations and Concepts.
Assessments: Students have the choice of completing any of the activities on the website with their spelling words. One such activity is a word search. The student then prints the completed activity and brings it back to class.
On Thursday the student will access the website from school and complete their spelling test. The student has the choice of hearing the word by itself and in a sentence. The student then prints out their completed, graded test and turns it in to the teacher for their grade.
Prior Knowledge: Curricular Knowledge or Skills: Students will draw on their knowledge of phonics. They will utilize single consonant sounds as well as consonant blends in order to spell the words correctly. They will also draw on their knowledge of spelling rules such as, i before e.
Technology Knowledge: Students will draw upon their knowledge on using a computer. They will know how to turn on the computer, access the correct website, and print the required pages. They must follow multi-step directions.
Technology: Internet Resources: (please list URLs) www.spellingcity.com
Hardware: Students will need access to a computer at home to complete homework or make prior arrangements with the teacher. The students will need access to a printer unless prior arrangements have been made.
Software: The computer needs to have an operating system; either Windows or Mac will work.
Procedure: The students are given a new spelling list every Friday, or the last day of the week that the students are in school. This could be on a Wednesday if the students have fall break that week. They will have the weekend and three nights of the next week to complete at least one activity on the website. If students do not have access to a computer at home and are unable to go to the library, the teacher can print out an activity for the student to complete. The student can then take that activity home, complete it and then bring it back to school.
On Thursday the students will choose to take the spelling test during one of their writing time activities. This process is self-paced. The students are not rushed by other students being able to take their test faster because there are several activities going on at once.
Differentiated Instruction
ESL: Each test is individualized based on the student’s current level of performance. If the student is assessed as needing help on sight words, then that is the list they will receive. The directions to access the website are also printed in other languages on how to access the website. The words themselves are in English since they are spelling words.
Challenge/Extend: The spelling list is based on needs that were assessed during the beginning of the year and progress in difficulty as each level is mastered. The students that are on grade 5 words start with grade 5 spelling lists and keep going to increase their ability.
Special Needs: The spelling list is based on needs assessed during the beginning of the year and progress in difficulty as each level is mastered. The students that are on grade 1 words start with grade 1 spelling lists and keep going to increase their ability. Students that have difficulty with a standard keyboard will have access to a large key keyboard.
Saturday, October 10, 2009
Acrostic Poems: All About Me and My Favorite Things
Acrostic Poems: All About Me and My Favorite Things
*Ideas and lessons taken from readwritethink.org*
Author(s):
Katie Myers and Nikki DeBona
Grade Level:
2nd
Timeframe:
Class periods? 7-8 sessions (feel free to extend/shorten based on needs)
Number of hours? Minutes? 30-40min.
Lesson Description or Explanation
Students write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional poem about something that is important to them, also using the letters of that word for the beginning of each line. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. The activity addresses personal reflection and creative writing along with spelling and phonemic awareness.
Indiana Curricular Standards
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
ISTE Standards
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
2.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
Assessments
Formative/Summative
Formative: When everyone is finished, celebrate the writing by having all students display their poems around the room. Student will be free to circulate the room and read the poem. Next to each poem will be a piece of paper for students to right one good quality in the poem. Encourage students to read a poem aloud to the whole group. Simply join the celebration and observe poems of students.
Summative: Look for creativity and willingness to join in process of writing throughout sessions as well.
Prior Knowledge
Curricular Knowledge or Skills: Ability to search through dictionaries. Ability to write a complete sentence. Ability to use correct punctuation and spacing.
Technology Knowledge: Ability to search the web for specific websites suggested by teacher.
Technology
Internet Resources: (please list URLs)
Hardware: Acrostic Poems for Children. http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html
Acrostic Poem interactive,
http://www.readwritethink.org/materials/acrostic/
Software: Little Explorers Picture Dictionary. http://www.enchantedlearning.com/Dictionary.html
Procedure
Student Objectives
Students will
find words that begin with the letters in their own names, using a variety of sources including word banks and online dictionaries.
create two acrostic poems.
revise poems as needed, for meaning and conventions.
share their poems with classmates.
complete a reflective self-assessment.
Instruction and ActivitiesSession One: Introduction and Modeling with Teacher Name
1. Prepare for the session by loading the Little Explorers Picture Dictionary on computers.
2. Display the letter/word matrix and blank chart paper side-by-side on a flat surface.
3. Read and show some acrostic poems to students, using the examples that you have chosen from the Web Resources or the booklist.
4. Gather students and explain that they will help you write a poem using the letters in your name, and you need them to help you think of some words.
5. On chart paper, write your own first name vertically down the left side, so that each letter can be the first letter of the first word of one line. Be sure to do this in front of the students (rather than in advance), so that the starting format can be modeled for the students.
6. Have students read the letters aloud, starting at the top.
7. Then write your name and the verb “is” on the top line, using the first letter. For instance, I would write, “Renee is.”
8. Ask students to suggest some words which begin with the next letter and which can describe you.
9. Write all appropriate suggestions on the letter/word matrix and explain that the chart is going to be a word bank the whole class can use.
10. If no one can come up with an appropriate word, refer to the online dictionary for some ideas. Show students how to find lists of words by clicking on a letter.
11. Choose at least one word from the online dictionary and have a student add it to the matrix.
12. When you have a few possible words, choose one and complete a phrase or sentence, writing it down and having students read it with you.
13. Continue the process with all the letters of your name. My example:
Renee isEnergetic,Never bored,Extremely helpfulExtra kind.
14. When the poem is complete, have students read it aloud together and then talk about it. Does it make sense? Do you get a picture of the person by reading the poem? Did we use complete sentences or just words and phrases? Is there anything we should change?
15. If changes are suggested, talk about them and change some words if desired.
16. Leave the poem displayed on the wall.
Session Two: Students Write Their Own Name Acrostic Poems
1. Before starting, review the large chart paper matrix.
2. Have students suggest more words for the matrix, and especially for any blank spaces. Try to have at least two words in each space.
3. Have students begin by writing their names in capital letters down the left side of a sheet of paper, then to begin their poem by completing their name and adding “is” to the top line.
4. Invite them to help each other find words they need that begin with the letters of their names, and to use those words in phrases.
5. Have adult helpers assist students as needed, if they are available.
6. As students work, invite them to add any particularly interesting words to the matrix for others to use, too. Keep in mind that they will be doing another acrostic poem about something they like, so including some of these images in their name poems would be particularly good.
7. As students finish their poems, have them informally share with each other. Working with pairs or small groups of students, invite them to give each other suggestions. Encourage students to rewrite their poems on clean paper if they have done a lot of erasing. When all students are finished, have volunteers read their poems aloud to the group.
8. Collect the poems and keep them for later use.
Session Three: Students Write a Second Acrostic Poem
1. Post a blank piece of chart paper to the right of your name poem.
2. Gather students and explain that they are going to write another acrostic poem, this time about something that is important to them.
3. Ask students to tell about some things that are important to them. Suggestions might be a pet, a favorite person, a favorite food, and so forth.
4. Quickly review the process with students and give directions by choosing something that is a favorite of yours and writing that word down the left side of the chart paper.
5. Then write the word and the verb “is” (or “are” if appropriate). For instance, you might write “Hedwig is” or ”Cookies are.”
6. Have a student suggest words for the second line. It isn’t necessary to complete this whole poem, since students have already been through the process.
7. Have students choose what they will write about before they get a sheet of paper to begin.
8. Ask them to write the word down the left side of the paper and show it to you before they begin writing their poem. At this point, you can check the spelling.
9. As with the first poem, invite students to help each other, use an adult helper for extra assistance, encourage students to share their finished drafts with each other, and invite students to write a clean copy if necessary.
Session Four: Preliminary Sharing and Revising
1. Tell students that they will work in groups to read each other’s poems. Explain that they will trade poems with each other, read each other’s poems, and give each other suggestions for alternate words and changes in spelling and/or capitalization.
2. Make sure they understand that they should read all the poems in their group, so that everyone will get lots of suggestions and help.
3. Point out to students that suggestions are optional, and that this is a time to try out different ideas, to get help with spelling, and to finish up their poems before they make a new, clean copy for publishing.
4. Arrange students in heterogeneous groups, with four to a group. As they work, circulate among the groups to listen in, giving advice and ideas when necessary and appropriate.
Session Five: Publish and Perform
1. Before starting, transfer your name acrostic poem and your favorite thing poem to blank white copy paper. Fold a sheet of construction paper in half and glue one poem to each side of the inside of the folded paper.
2. Gather students together. Show them your sample illustrated poems mounted on construction paper.
3. Explain to students that you are going to give them both of their poems, and that they will do three things:
a. trace over the words with a fine-tipped marker or colored pencil
b. illustrate their poems
c. mount their poems on construction paper
4. Make sure that students understand that they are to draw pictures of themselves on the name poems, and a picture of their favorite thing on that poem.
5. As students work, circulate and assist as needed. Encourage students to use lots of color on their illustrations.
6. As they finish and mount their poems, they can stand them up on a shelf for everyone to see.
7. When everyone is finished, celebrate the writing by having all students read both poems aloud to the whole group.
Differentiated Instruction
ESL
Students will be supplied with Spanish to English dictionaries and English to Spanish dictionaries. Students are all welcomed to create a poem in Spanish as well (if time allows).
Challenge/Extend
Extensions
Have students create a “mother” or “father” acrostic poem for Mother’s Day or Father’s Day.
Have students create holiday acrostic poems.
Use the Acrostic Poem interactive to publish your poems. The Acrostic Poem Tool allows students to type in a word, create an Acrostic Poem, and then print out their writing.
Have students pair off and write acrostic poems about each other.
If students have older classroom “buddies,” have them write an acrostic about their buddies.
Special Needs
*Adapt lesson based on need of the specific child*
Ideas:
-Picture dictionaries will be available.
-Help the student look up words in dictionary, student is still encouraged and expected to come up with words that describe him/her.
-Alter the poem to a shorter poem, allow student to come up with short lines next to each letter of their name describing that word.
-Those for hearing impaired
*Ideas and lessons taken from readwritethink.org*
Author(s):
Katie Myers and Nikki DeBona
Grade Level:
2nd
Timeframe:
Class periods? 7-8 sessions (feel free to extend/shorten based on needs)
Number of hours? Minutes? 30-40min.
Lesson Description or Explanation
Students write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional poem about something that is important to them, also using the letters of that word for the beginning of each line. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. The activity addresses personal reflection and creative writing along with spelling and phonemic awareness.
Indiana Curricular Standards
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
ISTE Standards
1.
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
2.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems.
b.
select and use applications effectively and productively.
Assessments
Formative/Summative
Formative: When everyone is finished, celebrate the writing by having all students display their poems around the room. Student will be free to circulate the room and read the poem. Next to each poem will be a piece of paper for students to right one good quality in the poem. Encourage students to read a poem aloud to the whole group. Simply join the celebration and observe poems of students.
Summative: Look for creativity and willingness to join in process of writing throughout sessions as well.
Prior Knowledge
Curricular Knowledge or Skills: Ability to search through dictionaries. Ability to write a complete sentence. Ability to use correct punctuation and spacing.
Technology Knowledge: Ability to search the web for specific websites suggested by teacher.
Technology
Internet Resources: (please list URLs)
Hardware: Acrostic Poems for Children. http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html
Acrostic Poem interactive,
http://www.readwritethink.org/materials/acrostic/
Software: Little Explorers Picture Dictionary. http://www.enchantedlearning.com/Dictionary.html
Procedure
Student Objectives
Students will
find words that begin with the letters in their own names, using a variety of sources including word banks and online dictionaries.
create two acrostic poems.
revise poems as needed, for meaning and conventions.
share their poems with classmates.
complete a reflective self-assessment.
Instruction and ActivitiesSession One: Introduction and Modeling with Teacher Name
1. Prepare for the session by loading the Little Explorers Picture Dictionary on computers.
2. Display the letter/word matrix and blank chart paper side-by-side on a flat surface.
3. Read and show some acrostic poems to students, using the examples that you have chosen from the Web Resources or the booklist.
4. Gather students and explain that they will help you write a poem using the letters in your name, and you need them to help you think of some words.
5. On chart paper, write your own first name vertically down the left side, so that each letter can be the first letter of the first word of one line. Be sure to do this in front of the students (rather than in advance), so that the starting format can be modeled for the students.
6. Have students read the letters aloud, starting at the top.
7. Then write your name and the verb “is” on the top line, using the first letter. For instance, I would write, “Renee is.”
8. Ask students to suggest some words which begin with the next letter and which can describe you.
9. Write all appropriate suggestions on the letter/word matrix and explain that the chart is going to be a word bank the whole class can use.
10. If no one can come up with an appropriate word, refer to the online dictionary for some ideas. Show students how to find lists of words by clicking on a letter.
11. Choose at least one word from the online dictionary and have a student add it to the matrix.
12. When you have a few possible words, choose one and complete a phrase or sentence, writing it down and having students read it with you.
13. Continue the process with all the letters of your name. My example:
Renee isEnergetic,Never bored,Extremely helpfulExtra kind.
14. When the poem is complete, have students read it aloud together and then talk about it. Does it make sense? Do you get a picture of the person by reading the poem? Did we use complete sentences or just words and phrases? Is there anything we should change?
15. If changes are suggested, talk about them and change some words if desired.
16. Leave the poem displayed on the wall.
Session Two: Students Write Their Own Name Acrostic Poems
1. Before starting, review the large chart paper matrix.
2. Have students suggest more words for the matrix, and especially for any blank spaces. Try to have at least two words in each space.
3. Have students begin by writing their names in capital letters down the left side of a sheet of paper, then to begin their poem by completing their name and adding “is” to the top line.
4. Invite them to help each other find words they need that begin with the letters of their names, and to use those words in phrases.
5. Have adult helpers assist students as needed, if they are available.
6. As students work, invite them to add any particularly interesting words to the matrix for others to use, too. Keep in mind that they will be doing another acrostic poem about something they like, so including some of these images in their name poems would be particularly good.
7. As students finish their poems, have them informally share with each other. Working with pairs or small groups of students, invite them to give each other suggestions. Encourage students to rewrite their poems on clean paper if they have done a lot of erasing. When all students are finished, have volunteers read their poems aloud to the group.
8. Collect the poems and keep them for later use.
Session Three: Students Write a Second Acrostic Poem
1. Post a blank piece of chart paper to the right of your name poem.
2. Gather students and explain that they are going to write another acrostic poem, this time about something that is important to them.
3. Ask students to tell about some things that are important to them. Suggestions might be a pet, a favorite person, a favorite food, and so forth.
4. Quickly review the process with students and give directions by choosing something that is a favorite of yours and writing that word down the left side of the chart paper.
5. Then write the word and the verb “is” (or “are” if appropriate). For instance, you might write “Hedwig is” or ”Cookies are.”
6. Have a student suggest words for the second line. It isn’t necessary to complete this whole poem, since students have already been through the process.
7. Have students choose what they will write about before they get a sheet of paper to begin.
8. Ask them to write the word down the left side of the paper and show it to you before they begin writing their poem. At this point, you can check the spelling.
9. As with the first poem, invite students to help each other, use an adult helper for extra assistance, encourage students to share their finished drafts with each other, and invite students to write a clean copy if necessary.
Session Four: Preliminary Sharing and Revising
1. Tell students that they will work in groups to read each other’s poems. Explain that they will trade poems with each other, read each other’s poems, and give each other suggestions for alternate words and changes in spelling and/or capitalization.
2. Make sure they understand that they should read all the poems in their group, so that everyone will get lots of suggestions and help.
3. Point out to students that suggestions are optional, and that this is a time to try out different ideas, to get help with spelling, and to finish up their poems before they make a new, clean copy for publishing.
4. Arrange students in heterogeneous groups, with four to a group. As they work, circulate among the groups to listen in, giving advice and ideas when necessary and appropriate.
Session Five: Publish and Perform
1. Before starting, transfer your name acrostic poem and your favorite thing poem to blank white copy paper. Fold a sheet of construction paper in half and glue one poem to each side of the inside of the folded paper.
2. Gather students together. Show them your sample illustrated poems mounted on construction paper.
3. Explain to students that you are going to give them both of their poems, and that they will do three things:
a. trace over the words with a fine-tipped marker or colored pencil
b. illustrate their poems
c. mount their poems on construction paper
4. Make sure that students understand that they are to draw pictures of themselves on the name poems, and a picture of their favorite thing on that poem.
5. As students work, circulate and assist as needed. Encourage students to use lots of color on their illustrations.
6. As they finish and mount their poems, they can stand them up on a shelf for everyone to see.
7. When everyone is finished, celebrate the writing by having all students read both poems aloud to the whole group.
Differentiated Instruction
ESL
Students will be supplied with Spanish to English dictionaries and English to Spanish dictionaries. Students are all welcomed to create a poem in Spanish as well (if time allows).
Challenge/Extend
Extensions
Have students create a “mother” or “father” acrostic poem for Mother’s Day or Father’s Day.
Have students create holiday acrostic poems.
Use the Acrostic Poem interactive to publish your poems. The Acrostic Poem Tool allows students to type in a word, create an Acrostic Poem, and then print out their writing.
Have students pair off and write acrostic poems about each other.
If students have older classroom “buddies,” have them write an acrostic about their buddies.
Special Needs
*Adapt lesson based on need of the specific child*
Ideas:
-Picture dictionaries will be available.
-Help the student look up words in dictionary, student is still encouraged and expected to come up with words that describe him/her.
-Alter the poem to a shorter poem, allow student to come up with short lines next to each letter of their name describing that word.
-Those for hearing impaired
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