Class 5 outline
Questions, concerns?? Anyone ready to share lesson plan ideas, folder ideas, or research topic ideas? For next week be ready to share, if called on.
Any questions about any of the strategies we have been using? Has anyone tried some in their work and would share with the class?
Chapter 7-
Strategy- Find someone who- look at the terms on page 296. Now ask the people in your room who knows what creative response means? Write down their definition and ask another person.
*Strategy- who am I? or what am I? (good idea for review of facts) Find your spring partner and turn to pages 305-306. Take turns asking questions and giving answers. 1st person gives some facts about one type of journal and ask- “which type of journal am I?” (Ex- I keep private records of personal observations or I keep a daily record of thoughts and feelings.. the other person has to either access his/her notes or recall the type of journal from the readings and answer “ a diary”.) Works well in science, history, wood working shop, mechanics, grammar class, literature or any class where recall of facts is important.
*Strategy - Tea Party or buzz group- after reading the info on pages 309-318- talk to your group about ways you got yourself or get your students started on journals, what you expect from students in their journals and how you respond to their journals.
* (this strategy uses higher level thinking because it involves more than recall of the facts on those pages- it requires you to have read the material- think about, analyze your methods and then self evaluate on how you apply the material. It encourages language output and also listening skills.
The following students will please share some ideas shared by the group (this strategy of sharing ideas from the group encourages participation because it is the same as having a puppet or mask “do the talking”. It lowers the affective filter because “you” are not doing the talking= the puppet is- or the group is:
Melanie Huff, Bo Warner, Stephanie Roper, Linda Cornia, Lynnette Brewer, Anita Jacobsen, Casey Moon, Lucy Valentine, Liz Synder, Abe Curtis.
Will Joe Smyly please summarize some precautions when using journals- page 318.
*Strategy is inside-outside circle. You have your students line up in a priority line (example- tallest to shortest, alphabetical, oldest to youngest, most/least letters in the their name, etc) then have every other student form an inside circle and an outside circle- this gives them a partner to work with. You can now review math facts, spelling words, flash cards, etc. We are going to review the terms on page 296. Ring a bell after a few seconds and the inside circle moves two partners to the left.
*Strategy is numbered heads. Have students count off and remember their number. You call out randomly or pull a numbered stick. Keeps everyone’s attention. Read the story on page 296 and write 4 things you notice happening in this class. Read 297 to check your answers. Will the following students (I could give you all a number) please tell how they encourage responding in their situation and why it is important?
Julie Lee, Lana Keller, Jesse Fieldsted, Amber Thacker, Tisha Thornley, Jennifer Davila, Mindy Moulton, Steven Smith, Rebecca Benoit, Linda Whitehead, Florence Gehring and Sylvia Leavitt. (pages 297-303)
Everyone look at page 304.
Break
Video * strategy is viewing and Jumpstart/headstart.
Using Literature in the language arts classroom, counseling office, administrative office, content area classes
* Strategy is peer tutoring- Will someone from the following positions please volunteer to tell the class how s/he uses literature: a kindergarten teacher, a teacher in grades 1-3, grades 4-6, grades 7-9, grades 10-12, counselor, ESL teacher, administrative, as a substitute, etc
Everyone look on page 321-322. Any comments?
Culture and Cinderella books-
*Strategy is Venn diagram or response charts (pages 318-320) or discussion groups (pages 324-326)
List of books- handout on NU center site.
Leno Puro read one Cinderella story and Jason Norman read one. Everyone do the following: a Venn diagram, a targeting diagram, a chaining diagram, a pyramid, - think of other strategies to use.
Writing- Chapter 8
Look on page 338. Will the following share how they apply the 4 domains of writing?
Michelle Tatton, Carol Raymond, Tina Allred, Cari Guymon, Jean Eardley, Pat Benally, Curtis Nielson, Suzanne Marchant, and Andrea Schoenfeld.
Everyone look on page 340. There are many strategies for connecting reading and writing, strategies for writing, and sample lessons in this chapter.
*Strategy is expanding vocabulary - supercalifragalisticeexpiadoshus, word bingo, word wheel
Strategy is writing folktales. (handout on nu center site)
Look at elements of a balanced writing program (handout on nu center site), the writing process
(Handout on nu center site), Grave’s writing workshop (handout) and scoring guide (handout on nu center site).
For next week- be prepared to tell your progress on the lesson plan, the folder of organizing materials and the research topic. Read chapter 9- and be prepared to share how you help struggling readers.