Collin Elliott CSUSM Teacher Credential Program Blog
Wednesday, March 27, 2013
Using Music in the Classroom, Part 2
Quick tip: Use an iPod and plug directly into classroom speakers to that you always have music ready to go quickly. I was using my laptop and I was always had to move from my desk over to where the speaker hookup was located. That time wasted without music is a missed opportunity. I created playlists for each type of activity: feel-good music (for when the students come into class), work time music (instrumental music for reading or group work) and transition music (upbeat songs with faster beats per minute to help speed up transitions).
Tuesday, March 26, 2013
Using Music In The Classroom
I've been finding some pretty cool stuff online on the subject of using music in the classroom. While using music allows you to use your creativity, there are a few guidelines that help maximize the experience.
First of all, while students are working, it is best to use instrumental music. This doesn't necessarily have to mean classical music. I've been using jazz quite a bit and it creates a cool, coffee shop kind of working environment. I also suggest checking out Bela Fleck and the Flecktones. Very cool instrumental stuff that doesn't sound old and stuffy.
I'll start posting some of my sample playlists shortly. Stay tuned...
First of all, while students are working, it is best to use instrumental music. This doesn't necessarily have to mean classical music. I've been using jazz quite a bit and it creates a cool, coffee shop kind of working environment. I also suggest checking out Bela Fleck and the Flecktones. Very cool instrumental stuff that doesn't sound old and stuffy.
I'll start posting some of my sample playlists shortly. Stay tuned...
Sunday, February 17, 2013
20% Project Pitch
For my 20% project, I would like to explore integrating music into my classroom. I have already begun incorporating music into my To Kill A Mockingbird unit with some success. Last week, I provided students with the lyrics to "Strange Fruit," by Billie Holiday. The song is about prejudice against African Americans in the South and, more specifically, the lynchings that were common at the time it was recorded in the 1930s. I played the song as students made annotations and/or drawings in the margins of the lyrics I had provided them with. They then answered a series of questions about their interpretations of the meaning of the song and how it connected to To Kill A Mockingbird. It was a great way to connect some of the themes we were discussing.
I will also be integrating music into the curriculum when we move on to the Romeo & Juliet unit. Students will be asked to create a soundtrack for various scenes and write liner notes describing how the song they chose for each scene is appropriate and relates to the themes.
These are just a couple of examples of how I can incorporate music in the classroom more. I am also researching more interesting ways to use music to deepen their understanding of certain concepts as well as simply making the classroom environment more enjoyable and engaging.
I will also be integrating music into the curriculum when we move on to the Romeo & Juliet unit. Students will be asked to create a soundtrack for various scenes and write liner notes describing how the song they chose for each scene is appropriate and relates to the themes.
These are just a couple of examples of how I can incorporate music in the classroom more. I am also researching more interesting ways to use music to deepen their understanding of certain concepts as well as simply making the classroom environment more enjoyable and engaging.
Monday, November 26, 2012
Blog Post #5
This semester, I have been surprised by the literacy levels of my students. They are able to understanding very complex material and have discussion that encompass a wide range of interpretations. I have been very impressed by the insights they have based on the readings as well as their ability to support their positions using evidence from the readings. For the most part, their analyses are thoughtful and well-developed.
However, they are not able to take responsibility for large chunks of reading without some sort of system to check for reading, such as reading quizzes. Unless they feel as though they will be tested in some way for their reading, many students simply do not read. This is not particularly surprising but it poses problems for class participation. Even still, while we randomly quiz students on reading, many still do not read the required sections. One strategy to help avoid this (which, unfortunately, I haven't been able to implement this semester) is to give students a choice over what novels they will read. Although the choices must be limited those on the approved reading list, students have shared with me that even having a choice between two books makes it feel less as though they are being forced to read one book. Next semester, I am eager to take this approach and offer students more control over what they want to read. Hopefully, giving them this responsibility will motivate them to take some more ownership over the readings.
Diary: September 30, 2013
My literacy rich classroom looks like one in which students may initially be skeptical of the reading process and may also have had negative experiences with reading in the past. It will be a learning process and one in which I am adjusting to their ability levels and figuring how to push them further.
My students are engaged in learning process of reading and use various strategies to help them with their comprehension.
They are reading excerpts that are culturally diverse and provide scaffolded readings to prepare them for much heavier readings later in the course.
December 15, 2013
My literacy rich classroom looks like one in which students are motivated to read, find the benefits and rewards in it and employ strategies to help them engage in it.
My students are engaged in the process of active reading.
They are reading dense novels yet they are using their strategies to help break down the concepts into more digestible pieces.
They are writing their thoughts, feelings, emotions and interpretations that go beyond the surface of the readings.
They are discussing what they are writing. They are discussing opinions, interpretations and feelings.
May 30, 2014
My literacy rich classroom looks like one in which students have confidence in their reading abilities. They have a wealth of strategies to use to help them with comprehension.
My students are engaged in the reading material they never thought they would appreciate or understand.
They are capable of independent learning in the following areas: reading, interpretation, argument, support, discussion, debate and critical thinking.
However, they are not able to take responsibility for large chunks of reading without some sort of system to check for reading, such as reading quizzes. Unless they feel as though they will be tested in some way for their reading, many students simply do not read. This is not particularly surprising but it poses problems for class participation. Even still, while we randomly quiz students on reading, many still do not read the required sections. One strategy to help avoid this (which, unfortunately, I haven't been able to implement this semester) is to give students a choice over what novels they will read. Although the choices must be limited those on the approved reading list, students have shared with me that even having a choice between two books makes it feel less as though they are being forced to read one book. Next semester, I am eager to take this approach and offer students more control over what they want to read. Hopefully, giving them this responsibility will motivate them to take some more ownership over the readings.
Diary: September 30, 2013
My literacy rich classroom looks like one in which students may initially be skeptical of the reading process and may also have had negative experiences with reading in the past. It will be a learning process and one in which I am adjusting to their ability levels and figuring how to push them further.
My students are engaged in learning process of reading and use various strategies to help them with their comprehension.
They are reading excerpts that are culturally diverse and provide scaffolded readings to prepare them for much heavier readings later in the course.
December 15, 2013
My literacy rich classroom looks like one in which students are motivated to read, find the benefits and rewards in it and employ strategies to help them engage in it.
My students are engaged in the process of active reading.
They are reading dense novels yet they are using their strategies to help break down the concepts into more digestible pieces.
They are writing their thoughts, feelings, emotions and interpretations that go beyond the surface of the readings.
They are discussing what they are writing. They are discussing opinions, interpretations and feelings.
May 30, 2014
My literacy rich classroom looks like one in which students have confidence in their reading abilities. They have a wealth of strategies to use to help them with comprehension.
My students are engaged in the reading material they never thought they would appreciate or understand.
They are capable of independent learning in the following areas: reading, interpretation, argument, support, discussion, debate and critical thinking.
Monday, November 12, 2012
Blog Post #4: Learning to Change, Changing to Learn
Right off the bat, I am quite shocked by education being
ranked the lowest in a study of IT intensiveness by the U.S. Department of
Commerce, below even coal mining.
I knew that the state of education was bleak but this information was
still a surprise. Speak Up seems
to think an improved use of technology in the classroom will help change
education for the better.
According
to the video, kids are far more engaged outside of school than they are in
it. Educators must find a way to
integrate the technology with which students are far more familiar and
comfortable with into the classroom to better engage kids in the learning process. Many of the speakers on the video
envision a classroom that is not necessarily composed of “brick and
mortar.” The online classroom may
be the future of learning, where students only meet to supplement what they are
learning outside through group activities and social networking.
It’s
no surprise that the proper use of technology in the classroom can have a
positive impact on students’ learning.
Technology has advanced to such a point that it is an integral part of a
child’s day. They use it to
communicate with their peers and research information, among other things, I
educators should be able to find a way to bring what they already know into the
classroom to help them learn.
Although
there are many possibilities for using technology with students, technology can
also help teachers connect with other teachers in an unprecedented way. The ability to communicate with other
educators and share ideas creates a global community for teachers to hone their
craft and better serve the students.
This is where technology excites me the most. Teachers are no longer isolated in the classroom and expected
to create amazing lessons from scratch.
There are so many technology resources from which teachers can learn new
ideas and collaborate with others to become more effective educators.
Technology
may have many benefits in store but it is up to this new generation of teachers
and students to find way to integrate it successfully. The ability to do so will, ultimately,
drive the classrooms of the future and benefit students for generations to
come.
Sunday, November 11, 2012
Unit Plan
Collin Elliott
UNIT TOPIC: Allusions
1. UNIT CONTEXT
Subject/Content Area:
Course: English
Grade Level: 12th
Length of Unit: 1
week
Number of class
periods and length of periods: 5 class periods/1:30 long
2. FACTS ABOUT THE
LEARNERS
Whole Class
Information
Number of students in
class: 36
Demographic
Information: 21 students are male and 15 students are female. The ethnic background of my students
consists of: 3 Hispanic, 1 Native-American, 32 Caucasian. 2 of my students are
early intermediate ELD with Spanish as their primary first language. 3 of my
students have an IEP.
Developmental
Needs
Readiness: 4 of
my students are writing at a 9th grade level. Most of my students
are writing at an 11th grade level.
Interest: This is
a social group of students, some are athletes and almost all of them are
interested in music. There are 2
basketball players, 2 surfers and 3 musicians. Almost all of my students have iPods or an iPhone and enjoy
listening to music.
Learning Profiles: My
students exemplify a pretty even balance of visual, auditory and kinesthetic
learning styles. They enjoy
working on group activities and most of them say they appreciate having
information and/or instructions up on the board.
Individual Student
Information and Differentiation Strategies
1. Carlos: Carlos
is a 17 year-old male in the 12th grade. He is from Mexico and has lived in the United States since
he was in 1st grade. He
lives with his single mother and has moved school districts 2 times since 1st
grade. He has consistently
received D’s and F’s since elementary school but has recently received more C’s
in his high school career. He is
very polite and courteous but is quiet, has difficulty participating in class
and does not complete his work with regularity. The CELDT scores indicate that he is at the Early
Intermediate level and is considered an English learner.
Developmental
Needs
Readiness: Carlos
can read and write at the Early Intermediate level. He has satisfactory speaking skills but needs to improve his
reading and writing skills.
Interest: Carlos
enjoys listening to music and playing soccer.
Learning Profile: Carlos
is quiet and does not actively participate in class discussions or in small
groups. He benefits most from
partner activities and tends to enjoy “learning by doing.”
Differentiation
Strategies
Process/Readiness: Teacher
pairs up students to read material to support ELL.
Process/Readiness: Students
discuss and share with partners.
Process/Readiness: Hands-on
activities, such as posters, to explain concepts.
Content/Readiness: Students
use graphic organizers, sentence frames and sentence starters to understand
content.
Process/Learning
Profile: Partner activities and gallery walks to present and view student
work.
These strategies will be assessed for effectiveness through
partner discussions, observations, quick writes and essays. If necessary, teacher will be available
outside of class time to provide student with additional support.
2. Lily: Lily is
a 17 year-old female in the 12th grade. She is from Mexico and speaks Spanish as her first
language. She is very polite and
respectful but is very quiet and does not approach the teacher or engage in any
discussion either during or outside of class time. She has a couple of friends in the class and enjoys
socializing with them. She enjoys
small group activities. The CELDT
scores indicate that she is at the Early Intermediate level and is considered
an English learner.
Developmental
Needs
Readiness: Lily
can read and write at the Early Intermediate level. She has satisfactory speaking skills but needs to improve
her reading and writing skills.
Interest: Lily
enjoys socializing with friends.
Learning Profile: Lily
is quiet and does not actively participate in class discussions or in small
groups. She benefits most from
small group activities and tends to enjoy “learning by doing.”
Differentiation
Strategies
Process/Readiness: Teacher
pairs up students to read material to support ELL.
Process/Readiness: Students
discuss and share with small groups.
Process/Readiness: Hands-on
activities, such as posters, to explain concepts.
Content/Readiness: Students
use graphic organizers, sentence frames and sentence starters to understand
content.
Process/Learning
Profile: Small group activities and gallery walks to present and view
student work.
These strategies will be assessed for effectiveness through partner
discussions, observations, quick writes and essays. If necessary, teacher will be available outside of class
time to provide student with additional support.
3. Shon: Shon is
a 17 year-old male in the 12th grade. He is a good student and receives good grades. However, is has trouble maintaining
focus and experiences difficulty with staying on task. He has an IEP that requires him to sit
near the front of instruction. He
is very social and likes to participate in class discussion as well as group
activities.
Developmental
Needs
Readiness: Shon
can read and write at a 12th grade level. He needs variety in class structure to stay focused and
relies on conversation and class discussion to stay on task.
Interest: Shon is
very social and likes to participate in class discussions.
Learning Profile: Shon
is very extroverted and likes to be in groups. He is comfortable speaking in front of the class but loses
focus quickly and needs to reign in his side conversations when others are
speaking.
Differentiation
Strategies
Process/Readiness: Students
discuss and share with small groups.
Process/Learning
Profile: Group presentations, class discussions and partner activities.
Content/Readiness: Students
use graphic organizers, sentence frames and sentence starters to understand
content.
Product/Learning
Profile: Students create posters to explain concepts and write essays to
improve writing skills.
The strategies will be assessed for effectiveness through
discussions, observations, quick writes and essays. If necessary, teacher will be available outside of class time
to provide student with additional support.
4. Breanne: Breanne
is a 17 year-old female in the 12th grade. She is a good reader but needs to improve her writing
skills. According to her IEP,
Breanne suffers from anxiety for which she is on medication and is required to
sit near the front of instruction.
She enjoys working individually or in partners.
Developmental
Needs
Readiness: Breanne
can read and write at a 12th grade level. She likes to have time to work and/or read
independently. She is relatively
quiet and gets nervous when presenting to the class.
Interest: Breanne
likes working alone and does not interact with the teacher unless called upon.
Learning Profile: Breanne
is introverted and can get easily overwhelmed. She does not like to talk in front of the class but will
contribute to small groups and/or partner activities. She prefers to stay quiet in class but is social with a couple
of other students in the class.
Differentiation
Strategies
Process/Readiness: Students
paired up to read material.
Process/Readiness: Students
discuss and share with small groups and/or partners.
Process/Learning
Profile: Gallery walk to view posters instead of sharing with whole class.
Content/Readiness: Students
use graphic organizers, sentence frames and sentence starters to understand
content.
Product/Learning
Profile: Students create posters to explain concepts and write essays.
The strategies will be assessed for effectiveness through
discussions, observations, quick writes and essays. If necessary, teacher will be available outside of class time
to provide student with additional support.
5. Luke: Luke is
a 17 year-old male in the 12th grade. He is a very active participant in class discussions and is
very polite, respectful and social.
His IEP says that he has anxiety, gets overwhelmed easily and has
trouble maintaining focus. He is a
member of the debate team and enjoys class discussions.
Readiness: Luke
can read and write and a 12th grade level. He likes to participate in class discussions and enjoys
debates.
Interest: Lukes
likes working independently as well is in groups and is very comfortable
interacting with the teacher and his peers.
Learning Profile:
Luke is very extroverted and has trouble staying on task. He gets frustrated with assignments he
does not easily understand and is quick to give up.
Differentiation
Strategies
Process/Readiness: Students
discuss and share with small groups.
Process/Learning
Profile: Group presentations, class discussions and partner activities.
Content/Readiness: Students
use graphic organizers, sentence frames and sentence starters to understand
content.
Product/Learning
Profile: Students create posters to explain concepts and write essays to
improve writing skills.
The strategies will be assessed for effectiveness through
discussions, observations, quick writes and essays. If necessary, teacher will be available outside of class time
to provide student with additional support.
2. Unit Rationale:
This unit is very important for students to learn so that
they can learn to recognize allusions in pop culture. It is also an introduction to their personal statements as
they will write a paper describing themselves through the use of allusion. Students will learn about allusions to
mythological figures, famous literary characters and biblical stories.
Enduring Understandings
Students will understand that allusions to famous literary,
poetic and artistic works can be found everywhere in the world around them,
including advertising, television, music and movies. The better they understand the sources of these allusions,
the deeper their enjoyment of media will be.
Essential Questions
1. Why are allusions made to previous works? What purpose do
they serve?
2. How can knowledge of allusions enhance our enjoyment of
new works?
3. How can we use allusions to better understand the world
around us?
4. How can we use allusions to better understand ourselves?
3. STANDARDS
CA Content Standards
Literary Response and Analysis
3.4 – Analyze ways in which poets use imagery,
personification, figures of speech and sounds to evoke readers’ emotions.
3.6 – Analyze the way in which authors through the centuries
have used archetypes drawn from myth and tradition in literature, film,
political speeches, and religious writings.
Writing Applications
2.1 – Write fictional, autobiographical, or biographical
narratives
Speaking Applications
2.3 – Deliver oral responses to literature.
CA ELD Standards
Identify Media Messages
Cluster 2, A – Identify strategies used by the media to
present information for various purposes
Describe Literary Elements
Cluster 3, A – Explain the significance of several literary
elements and techniques
4. UNIT OBJECTIVES
(by day)
1. After
working in groups, students will be able to (SWBAT) deliver an oral presentation
on one famous allusion, what its meaning is, provide an example of how it is
used in a famous work and what its deeper meaning is (Cognitive, psychomotor,
language: Speaking Applications 2.3). Students will get into groups and make
posters discussing the characteristics of their chosen allusion and give an
oral presentation (Verb). Teacher will monitor group discussions and
presentations (Criteria).
2. After
guided practice, SWBAT identify how poets use literary devices to convey deeper
meaning (Cognitive: Literary Response and Analysis 3.6). As a class, students
will annotate one poem with allusions and offer suggestions/interpretations of
meaning while class annotates a poem together on document camera (Verb).
Students are called upon randomly with index cards to offer suggestions during
class annotation (Criteria).
3. After
guided practice, SWBAT annotate a poem with allusions on their own to infer
author’s deeper meaning and write 1-2 short paragraphs explaining their position
(Cognitive: Literary Response and Analysis 3.4). Students will read 3 poems,
choose one to annotate and write 1-2 paragraphs discussing meanings/interpretations
of the poem (Verb). Students will
submit annotated poems and personal written interpretations (Criteria).
4. Using
a graphic organizer provided by the teacher, SWBAT look up major literary,
mythological and biblical allusions and provide examples of how and why they
might be used today (Cognitive: Literary Response and Analysis 3.6). Students
will fill in charts already containing names of famous literary, mythological
and biblical characters. In the
blank boxes, students will fill in who the character is/story behind character
and in another box, how and why an allusion to that character would be made
today (Verb). Students will turn
in completed charts (Criteria).
5. After
reviewing previous week’s work, SWBAT write a personal narrative using allusions
to describe aspects of their personality and different character traits
(Cognitive: Writing Applications 2.1). Students will write a personal narrative
comparing themselves to a famous literary, mythological and/or biblical figure
OR write a creative piece that alludes to a famous work (Verb). Students will submit essay/story to
teacher for grading (Criteria).
5. ASSESSMENT PLAN
1. Formative: Teacher will observe
students working in groups to provide assistance and ensure students are on
task. Teacher will prompt students
while working in groups.
Summative: Students will complete
posters and include information about their assigned
allusion.
2. Formative: Students will be assessed
for learning and understanding through class discussion and suggestions for
class annotations.
3. Summative: Students will be assessed on
their understanding through peer evaluations of poetry annotations and written
personal interpretations.
4. Summative: Students will be assessed
for learning and understanding through turning in completed Allusions Charts.
5. Summative: Students will be assessed
for learning and understanding through turning in essay/story properly using
allusions.
6. STEPS OF
INSTRUCTION
Into: Students
create a poster identifying a famous literary, mythological or biblical
allusion and give a presentation on how and why it would be used as an allusion
today.
Objective/Purpose: After
working in groups, students will be able to (SWBAT) deliver an oral
presentation on one famous allusion, what its meaning is, provide an example of
how it is used in a famous work and what its deeper meaning is (Cognitive,
psychomotor, language: Speaking Applications 2.3). Students will get into
groups and make posters discussing the characteristics of their chosen allusion
and give an oral presentation (Verb). Teacher will monitor group discussions
and presentations (Criteria).
Student Activity:
-Students
divided into groups and assigned either a famous mythological, literary or
biblical character along without some background description and information on
the character (15 min.)
-After
reading about their assigned character, each group will create a poster with information
on their character that they will teach to the class as part of their presentation
(55 min.)
-Each
group will present their poster to the class (20 min.)
Hook: The poster
will hook the students and provide them with an introduction to allusions. The posters will be hung around the
room and left up throughout the week.
Assessment:
Formative: Teacher
will observe students working in groups to provide assistance and ensure
students are on task. Teacher will
prompt students while working in groups.
Summative: Students
will complete posters and include information about their assigned allusion.
Through:
Unit Calendar: Allusions
Day 1
|
Day 2
|
Day 3
|
Day 4
|
Day 5
|
|
Content Standards
|
Speaking Applications 2.3:
Deliver oral responses to
literature
|
Literary Response and
Analysis 3.4:
Analyze ways in which poets
use imagery, personification, figures of speech and sounds to evoke readers’
emotions
|
Literary Response and
Analysis 3.4:
Analyze ways in which poets
use imagery, personification, figures of speech and sounds to evoke readers’
emotions
|
3.6: Analyze the way in
which authors through the centuries have used archetypes drawn from myth and
tradition in lit, film, etc.
|
Writing Applications 2.1:
Write fictional, autobiographical, or biographical narratives
|
Learning Objectives
|
Cognitive, Psychomotor,
Language:
After working in groups,
SWBAT to deliver an oral presentation on one literary device, what its
meaning is, and an example of how it is used in a famous work and what its
deeper meaning is
|
Cognitive:
After guided practice SWBAT
identify how poet’s use literary devices to convey deeper meaning
|
Cognitive:
After guided practice,
SWBAT annotate a poem on their own to infer author’s deeper meaning and write
1-2 paragraphs explaining their position
|
Cognitive:
After being provided with a
graphic organizer, SWBAT look up major literary, mythological and biblical
allusions and provide examples of how and why they might be used today
|
Cognitive:
After a quick write about
what makes them unique as individuals, SWBAT write a personal narrative using
allusions to describe their personality traits and characteristics
|
Student Activity
|
Students will get into
groups and make posters discussing characteristics of one literary
device. They will give an oral
presentation on their device.
|
As a class, students will
annotate one poem and offer suggestions/interpretations of meaning while
class annotates poem together on overhead projector/doc cam
|
Read 3 poems, choose one to
annotate and write 1-2 paragraphs discussing meaning/interpretation of poem
|
Students will fill in
charts with names of popular literary, mythological and biblical figures
|
Students will write a
personal narrative comparing themselves to a famous figure or write a
creative piece that alludes to a famous work
|
Assessment
|
Formative/Summative:
Monitor group discussions
(informal) and presentations for credit/no credit (formal)
|
Formative: Students are
called upon to offer suggestions during class annotation (Informal)
|
Formative: (Formal)
students will swap annotated poems and personal written interpretations with
a partner and grade each other according to provided rubric
|
Formative:
(Formal)
Students will turn in
completed charts for points
|
Summative:
(Formal) Students will
submit essay/story for grade from teacher based on rubric
|
Closure/Beyond:
Closure: Students will write an essay or story incorporating
the proper use of an allusion to summarize their learning for the unit.
Beyond: Students will begin to look at Margaret Atwood’s The Handmaid’s Tale and will be
introduced to various biblical references made in the book as a transition into
the next unit.
7.
MATERIALS/RESOURCES
-Handout packets with literary, mythological or biblical
character and background information
-Poster paper
-Markers
-36 copies of “Fall Of Icarus” poem
-36 copies of 3 poems for students to choose from for
annotation activity
-36 copies of rubric for grading poetry annotations
-Rubric for grading allusions essay/story
-36 copies of Allusions Chart
8. REFLECTION
After putting together my unit plan, I realize how difficult
yet necessary it is to take all of my students’ needs into account when
planning out instruction. I feel
that I have made a strong effort to differentiate instruction for my EL
students by offering group activities and modeling of annotations before asking
them to do it. Since the
presentations are in groups, they will hopefully feel less anxiety about
presenting than if they were asked to present alone. The group activities also suit the learning styles of my IEP
students, as well. The Allusions
Chart graphic organizer helps both my EL students and IEP students. The high achievers are accommodated by
the individual work on the poetry annotations and allusions essay/story in
which they can work at their own level and pace.
The strength of this plan lies in the multiple opportunities
for group interaction. One
possible drawback would be during the class poetry annotations. I will most likely only get the input
of the students who understand the activity while the ones who don’t remain
silent. Hopefully, the modeling of
the activity will give them enough preparation to work on their own
annotations. There are multiple
sources of evidence, including group posters, poetry annotations, written
interpretations of poetry and a final essay.
1. TITLE OF THE LESSON
Allusions Group Poster Project
Allusions Unit: Day 1 of 5
|
2. CURRICULUM AREA & GRADE LEVEL
English, 12th Grade
|
3A. STUDENT INFORMATION: English Language Learners
1.) Readiness Level
Carlos can read and write at the Early Intermediate
level. He has satisfactory
speaking skills but needs to improve his reading and writing skills.
2.) Learning Profile
Carlos is quiet and does not actively participate in class
discussions or in small groups.
He benefits most from partner activities and tends to enjoy “learning
by doing.”
3.) Interest
Carlos enjoys listening to music and playing soccer.
|
3B. STUDENT INFORMATION: Students w/ Special Needs
1.) Readiness Level
Breanne can read and write at a 12th grade
level. She likes to have time to
work and/or read independently.
She is relatively quiet and gets nervous when presenting to the class.
2.) Learning Profile
Breanne is introverted and can get easily
overwhelmed. She does not like
to talk in front of the class but will contribute to small groups and/or
partner activities. She prefers
to stay quiet in class but is social with a couple of other students in the
class.
3.) Interest
Breanne likes working alone and does not interact with the
teacher unless called upon.
|
4. RATIONALE
A. Enduring Understanding
Students will understand that allusions to famous
literary, poetic and artistic works can be found everywhere in the world around
them, including advertising, television, music and movies. The better they understand the
sources of these allusions, the deeper their enjoyment of media will be.
B. Essential Questions
1. Why are allusions made to previous works? What purpose
do they serve?
2. How can knowledge of allusions enhance our enjoyment of
new works?
3. How can we use allusions to better understand the world
around us?
4. How can we use allusions to better understand
ourselves?
C. Reason for Instructional Strategies and Student Activities
|
|
5. CONTENT STANDARD(S)
Speaking Applications
2.3 – Deliver oral responses to literature.
|
6. ELD STANDARD(S)
Listening and Speaking
Cluster 3, A – Speak clearly and comprehensibly by using
standard English grammatical forms, sounds, intonation, pitch and modulation.
|
7. LEARNING GOAL(S) - OBJECTIVE(S)
Cognitive, Psychomotor & Language
Development
-After researching assigned allusion to determine
characteristics of famous literary, mythological or biblical figures,
students will be able to create poster summarizing main points of assigned
allusion and present to class.
|
8. ASSESSMENT(S)
Formative-Progress
Monitoring
-Teacher will monitor students as they work in groups to
check for understanding and offer assistance if needed.
Summative
-Students will present posters to class.
|
9A. EXPLANATION OF DIFFERENTIATION FOR
ENGLISH LANGUAGE LEARNERS
Process/Based on Readiness, Learning Profile or Interest
-Students discuss and work in small groups.
Product/Based on Readiness, Learning Profile or Interest
-Students create posters to explain concepts.
|
9B. EXPLANATION OF DIFFERENTIATION FOR
STUDENTS WITH SPECIAL NEEDS
Process/Based on Readiness, Learning Profile or Interest
-Students discuss and work in small groups
Product/Based on Readiness, Learning Profile or Interest
-Students create posters to explain concepts.
|
10. INSTRUCTIONAL STRATEGIES
(Describe what the teacher does. Include differentiation
strategies.)
A. Anticipatory Set/Into
Teacher
explains that allusions can be seen in the world all around us. Teacher shows
video clips containing allusions to famous characters.
B. Instruction/Through
Teacher
students into groups, provides each group with a packet handout and has them
create posters on an assigned literary, mythological or biblical figure and
must explain how and why they would be alluded to today.
C. Guided Practice/Through
Teacher monitors
as groups work on posters.
D. Independent
Practice/Through
Teacher
has students present posters orally to class.
E. Closure
Students
finish presentations and teacher recaps the power of allusions in pop
culture.
F. Beyond
Teacher tells students they will be looking for allusions
in a poem in class tomorrow.
|
11. STUDENT ACTIVITIES
(Describe what the student does. Include differentiation
activities.)
A. Anticipatory Set/Into
Students listen as teacher explains that allusions can be
seen in the world all around us. Students watch video clips containing
allusions to famous characters.
B. Instruction/Through
Students
break into groups and create posters on an assigned literary, mythological or
biblical figure and must explain how and why they would be alluded to today.
C. Guided Practice/Through
Students work
on posters while teacher monitors.
D. Independent
Practice/Through
Students
present posters orally to class.
E. Closure
Students finish presentations and listen as teacher recaps
the power of allusions in pop culture.
F. Beyond
Students are told they will be looking for allusions in a
poem in class tomorrow.
|
12. RESOURCES
(Attach any materials needed to implement the lesson, such
as a power point presentation, graphic organizer, reading…)
-Video clips
-Poster paper
-Markers
-Handout packets
|
UNIT RUBRIC 20
points
Design Component
& Criteria
|
Approaching
|
Meets
(Including
the criteria for Approaching & Meets)
|
Exceeds
(Including the criteria for Approaching, Meets &
Exceeds)
|
Unit Context
1 point
|
Describes the subject/content area, curse, grade level
& …
|
&
describes the length of unit, number of class periods and lengths of periods.
|
& describe where it fits within the year plan.
|
Student Facts
2 points
|
Provide information the whole class (demographics,
readiness, interests, learning profile) …
|
& describe 5 individual students (2 ELL, 2 Special Ed
and another student of your choice). Include the student’s name, label, grade
level, culture, language, SES, family, affect, individual ed goals, readiness
(reading, writing and subject area level), interests, & learning profile
…
|
&
include information about students’ affects and needs for their learning
environment.
|
Different-iation
3 points
|
Describe the differentiation strategy(ies) for the 5
individual students…
|
&
label the strategy (lesson content, process or product) and the way it
addresses the students identity and developmental needs (readiness, interest
or learning profile)…
|
& provide how the strategy will be assessed for
effectiveness and altered if needed.
|
Unit Rationale
1 point
|
Explain the importance of unit in the student’s big
picture of learning & describes the enduring understandings - what
student’s will know and be able to do at the end of the unit …
|
&
articulate what essential questions you will use to frame the unit …
|
& label the questions based on the Six Facets of
Understanding.
|
Standards and Objectives
1 point
|
Both CA Content and ELD Standards are identified and each
is addressed in an objective that contains a condition, verb, and criteria …
|
&
each objective is labeled by the type (cognitive, affective, psychomotor or
language) and number of the standard it addresses…
|
& identify which of the six facets of understanding it
is designed to address.
|
Assessment
2 points
|
Provide an assessment for each objective and articulates …
|
&
identify the formality, purpose, implementation method and evaluation criteria.
|
& provide description of how you will communicate of
expectations, self-assessment
process and provide a sample of student work.
|
Into
1 point
|
Provide an into, activity for unit …
|
&
describe in detail the steps the teacher will take to implement the into
lesson and any need materials (i.e. graphic organizer, ppt, model, rubric)…
|
& provide script for teacher and times for each
activity.
|
Through
2 points
|
Provide a unit calendar outlining what is addressed each
day (objectives, standards, student activity and assessment) …
|
&
each activity is student centered with multiple opportunities for the
instructor to check for understanding…
|
& provide instructional materials for each lesson
plan.
|
Beyond
1 point
|
Provide
a beyond activity for unit …
|
& describe in detail the steps the teacher will take
to implement the beyond activities and any need materials (i.e. graphic
organizer, ppt, model, rubric)…
|
& provide script for teacher and times for each
activity.
|
Lesson Plan
4 points
|
Lesson plan is provided …
|
& lesson meets all the requirements specified in their
perspective rubrics including all the instructional materials …
|
&
A full scripted Lesson is provided
|
Materials & Resources
1 point
|
Describe
all the materials needed to implement the lesson/unit…
|
& the materials address a range of student needs and
variety of interests and learning profiles…
|
& the materials display the candidates imagination and
creativity.
|
Reflection
1 point
|
Address all the reflection prompts about differentiation,
strengths and limits of the lesson, & effectiveness of lesson …
|
&
describe what you learned about yourself and your students…
|
& identify what you would keep in mind for the next
lesson.
|
Self-Evaluation
1 point will be deducted if not included
|
Provide a copy of the rubric with the unit plan…
|
&
highlight the criteria for each component…
|
& provide hand written evidence for each criteria
marked and identify what page for each item.
|
Monday, November 5, 2012
EDSS 521 Blog Post #3
In my English class, unfortunately, there is not much in the
standards that addresses creativity.
It is up to my co-teacher and me to allow students to demonstrate
understanding of the material in creative ways. Most often, we have the students break into groups and create
posters so that we can check for understanding. The writing they are expected to perform is based almost
solely the essay format and constructing sound, well supported arguments. Creative writing is not addressed by
the standards. In response, we
devised an assignment the week before Halloween asking the students to write
and submit a scary short story.
The assignment was simply for credit or no credit so that the students
did not feel added pressure. It
was a way for us to keep them engaged in the writing process by giving them an
assignment based on creativity to break up some of the monotony of the essays
they had been asked to write up until that point.
Critical thinking, however, is ever-present in our
curriculum. Students are
constantly asked to analyze readings (fictional novels, short stories, academic
articles, etc.) and formulate opinions that they must be able to put into
writing and support with evidence from the readings. The nature of our class is such that problem solving is not
a large focus, if at all. The
strengthening of critical thinking skills is the driving force behind almost
all of our lessons.
Communication, collaboration and discussion are daily
occurrences in our class. We try
to break up instruction every ten minutes in order to allow for a whole class
discussion, small group discussion or one-on-one discussion. Almost every activity we do includes
some form of communication, collaboration or discussion. Often, the only tasks students are
expected to do individually are when they write essays. Even still, there are writing
assignments in which students can work in pairs or small groups.
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