Your "Planning and Teaching Sequence" assignments will be available for pick up on Monday. If you gave me an address with the assignment, I'll mail them out then. They have been really interesting to read, and I'm hopeful that you will get to teach some aspect or all of your plan when you do APT. Let me know if this happens.
It's been a true pleasure to meet and get to know all of you in 408. I wish you all the best for your teaching careers--it's hard work but the most creative, interesting, and valuable work in the world! For now, I'll wish you a happy holiday and lots of R&R.
...Jill
Friday, December 19, 2008
Wednesday, December 17, 2008
Ashley K and Robyn's plan
We are going to start this Grade Four Language Arts by re-reading the story of Little Red Riding Hood. This will make sure that every student is familiarized with the story. The second lesson will be used to introduce the idea of persuasive writing. We will model examples to help illustrate what the expectations are of the assignment. We will use a triangle outline (See example) to organize the main focus to which the students have to convince another party. This should take one class period. Our main example will be to convince one’s caregiver why they should buy them an iPod for Christmas. The third lesson will entail dividing the class into groups of four where they will brainstorm and write descriptions of the characters in the story. This will be useful with the exploratory and expressive language they will want to use in their Reader’s Theatre scripts (This concept they are already familiar with). This will take approximately a period and a half. Hopefully, by the fourth day the groups will be starting to write their rough draft. We will be giving the students a second class; however they will be working in a computer lab to finalize their script and to make any necessary corrections with spelling and grammar. This will be handed in at the end of the performance. The sixth day will be rehearsal where the students are allowed to bring in props and possible costume pieces that are appropriate for their characters. In the next physical education class the students will work with their scripts and be given the opportunity to physically and vocally create their characters. This will benefit the type of tone and dynamics they will use in their voice on the final presentation. The final lesson will allow the students to rehearse and make final touches to their play. Therefore, the last half of the class will be used to perform their Reader’s Theatre and for the teacher to videotape it. Overall this should take approximately nine days.
Bibliography
Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman Publishing.
Improvisation with Favorite Tales. Integrating Drama into the Reading/Writing Classroom. Heinemann Educational Books, Portsmouth, NH. 1992.
This book offers several ideas for drama games and activities revolving around the story of Little Red Riding Hood. Most of the games are improvisational and use Transformation and Narrative Pantomime acting games to develop the characters in the story. There are small group, partner, and solo activities that could be used in a gym or larger playing space.
Janeczko, P. (2003). Scholastic Guides: Writing Winning Reports and
Essays . New York, NY: Scholastic Inc.
This book offers students/teachers a chance to see qualities of good Persuasive Writing. It also included information on how to improve essays and reports. It was well-organized and each type of writing had enough information about for one to grasp an understanding of what it should look like.
Little Red Riding Hood. Retold and Illustrated by Trina Schart Hyman.
Holiday, 1983.Ruth Beall Heinig.
This is a book based on the original story by the Grimms brothers. The illustrations are very detailed and enhance the text in several ways. The age group specified for this particular book is 8-12 years of age.
Nelson, (1999). Language Arts 3: Hand in Hand. Scarborough, Ontario:
Mark Cobham.
This book offered very little to no information on persuasive writing or Reader’s Theatre. It was more effective as a step by step book to help develop the stages of learning for an elementary classroom.
Bibliography
Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman Publishing.
Improvisation with Favorite Tales. Integrating Drama into the Reading/Writing Classroom. Heinemann Educational Books, Portsmouth, NH. 1992.
This book offers several ideas for drama games and activities revolving around the story of Little Red Riding Hood. Most of the games are improvisational and use Transformation and Narrative Pantomime acting games to develop the characters in the story. There are small group, partner, and solo activities that could be used in a gym or larger playing space.
Janeczko, P. (2003). Scholastic Guides: Writing Winning Reports and
Essays . New York, NY: Scholastic Inc.
This book offers students/teachers a chance to see qualities of good Persuasive Writing. It also included information on how to improve essays and reports. It was well-organized and each type of writing had enough information about for one to grasp an understanding of what it should look like.
Little Red Riding Hood. Retold and Illustrated by Trina Schart Hyman.
Holiday, 1983.Ruth Beall Heinig.
This is a book based on the original story by the Grimms brothers. The illustrations are very detailed and enhance the text in several ways. The age group specified for this particular book is 8-12 years of age.
Nelson, (1999). Language Arts 3: Hand in Hand. Scarborough, Ontario:
Mark Cobham.
This book offered very little to no information on persuasive writing or Reader’s Theatre. It was more effective as a step by step book to help develop the stages of learning for an elementary classroom.
Tuesday, December 16, 2008
Allison's plan
Name: Allison Scott
Title: Literature Circle Blog Sequencing Plan
Grade: 5
Main purpose for teaching this sequence is to:
o Introduce blogging to students and to build on their previous knowledge
o Encourage students to use technology when writing
o Encourage student collaboration
o Explore deeper meaning behind text when looking at theme and plot
Rationale: This sequence allows students to experience technology that may be new to them, through the use of blogging, using video cameras, and personal computers. In this writing sequence students have an opportunity to work individually and as groups. Blogs allow for collaborative effort because students can post comments, giving constructive criticism and positive reinforcement.
Overview: The main activity in this lesson sequence is for each student to build a blog, including a short video clip.
1) Familiarity with text type:
Assumption: Students have read the books already and students understand how literature circles work
o Student will complete survey of understanding (for blogs)
o Show how different modes combine to create meaning
o Class discussion on blogs, personal experiences, thoughts etc.
o Show students example of completed blog (similar to model we will create)
o Explain how design, layout and organization of texts create effect
2) Capture Ideas: (note and develop)
o Students choose a character from their novel, make brief notes and rationalize why they choose to blog about that character
o Record through drawings, story maps, and notes
o Use information collected from the previous blogs (things they liked, things they didn’t)
3) Plan (develop, record and structure ideas)
o From the book choose 5-6 situations that you would like to write about from the point of view of your character
o Teacher models designing layouts and model creating a blog
o Students make a collection of photos and images that will help enhance thier writing
4) Draft (develop ideas to structured text)
o Teacher models how to start a blog
o Write a rough draft of introduction and 1 day (out of the 5) in the life of your character, include as much detail as possible
o Students will build their blogs and put the first draft of the writing on the blog
o Other students in the class will be expected to comment, politely and constructively, on the writing (what they liked, what needed work, clarifications)
o This stage may take a while because it should be repeated for each “day” in the life of the character
5) Revise (alter and improve the draft)
o Look back at original blog examples
o Adding and removing elements of the blog entry
o Students will use the comments of their literature circle groups to aid in the changes being made to their blogs (focus should be on providing feedback for communication)
o Finally, students from other literature circles will be asked to comment on areas that need clarification for people who have not read the book yet
6) Proof Read (check design, layout spelling etc.)
o The other members of the literature circles will be given an opportunity to read their group members blogs and then comment on potential changes
o Teacher will model talking about decisions about adding, removing and re-organizing elements of the blog
o Students will work with lit. circle partners to make decisions about the effective use of elements in the text
o Students will apply understanding of design and text construction to clarify meaning
7) Present (final copy prepared and presented)
o Talk through decisions about the final presentation
o Students video tape themselves reading the blog entry from what they decide is their favorite entry (read the day as the character)
o The whole class will all watch the video post and comment on it (positive comments, constructive criticism)
o Conclusion – after the video post each student will write a summary post using feedback from classmates to comment about: what I learned, want to do more, etc.
Annotated Resources:
Ball. (2008). Grade Six. Retrieved November 20, 2008 from
• A “no frills” basic, well-done blog designed by a teacher for his grade six class. The blog is updated daily about classroom activities, includes links to relevant websites.
Byars, B. (1981). The Midnight Fox. New York: Puffin Books.
• A novel about an average boy who gets caught up in a fox’s life while visiting his aunt and uncle’s farm. Ideal for grades 4 to 6.
Camilleri, M et.al. (2007). Blogs: web journals in language education. Austria: Council of Europe Publishing.
• This short book was originally written for English Language Learners, however all of the information is applicable to a classroom with English speaking children as well. Short and to the point, it highlights the benefits of blogs along with information that would be beneficial to a teacher just learning how to teach blogging.
Kuroneko. (2008, June 8). How to Start an Educational Blog for your Classroom. Retrieved November 3, 2008, from
• A website outlining how to start classroom blogs in a step-by-step format. The website also links to additional information such as: 6 Reasons to get your students blogging, and Locking down your EduBlog to prevent unauthorized access.
Norton, M. (1953). The Borrowers. Orlando, Florida: Harcourt Books.
• Miniature people who live in an old country house by borrowing from the humans are forced to emigrate from their home under the clock. This book is good for students in grades three to five.
Poulin. (2007). Mrs. Poulin’s Blog. Word Press: Engine. Retrieved November 20, 2008 from
• This blog is one of the best ones that I have seen. It is designed by a teacher, for her students and includes video footage of some of the students in her class.
Richardson, W. (2006). Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms. Thousand Oaks, California: Sage Publications Ltd.
• An excellent resource for blogs as well as other technology (wiki, podcasts, etc.). So detailed (safety, ways to use it, software to use and so on) that this would be the only book that one would need if they wanted to start a classroom blog.
Rylant, C. (1995). The Van Gogh Café. New York: Scholastic.
• Ideal for students in grades 4 through 6, this book follows a little girl, and all the magical happenings at the café her father owns.
Rowling, J. K.(1998). Harry Potter and the Sorcerers Stone. New York: Scholastic Press.
• The first in the Harry Potter series, this book introduces the miraculous world of Hogwarts and the other main characters. The book is good for students in grade four to seven.
Sanborn. (2005). Super Students Blog. Retrieved November 20, 2008 from
• This is an older, simpler blog that demonstrates a use of images and shows how each child in a class could contribute to a blog.
Title: Literature Circle Blog Sequencing Plan
Grade: 5
Main purpose for teaching this sequence is to:
o Introduce blogging to students and to build on their previous knowledge
o Encourage students to use technology when writing
o Encourage student collaboration
o Explore deeper meaning behind text when looking at theme and plot
Rationale: This sequence allows students to experience technology that may be new to them, through the use of blogging, using video cameras, and personal computers. In this writing sequence students have an opportunity to work individually and as groups. Blogs allow for collaborative effort because students can post comments, giving constructive criticism and positive reinforcement.
Overview: The main activity in this lesson sequence is for each student to build a blog, including a short video clip.
1) Familiarity with text type:
Assumption: Students have read the books already and students understand how literature circles work
o Student will complete survey of understanding (for blogs)
o Show how different modes combine to create meaning
o Class discussion on blogs, personal experiences, thoughts etc.
o Show students example of completed blog (similar to model we will create)
o Explain how design, layout and organization of texts create effect
2) Capture Ideas: (note and develop)
o Students choose a character from their novel, make brief notes and rationalize why they choose to blog about that character
o Record through drawings, story maps, and notes
o Use information collected from the previous blogs (things they liked, things they didn’t)
3) Plan (develop, record and structure ideas)
o From the book choose 5-6 situations that you would like to write about from the point of view of your character
o Teacher models designing layouts and model creating a blog
o Students make a collection of photos and images that will help enhance thier writing
4) Draft (develop ideas to structured text)
o Teacher models how to start a blog
o Write a rough draft of introduction and 1 day (out of the 5) in the life of your character, include as much detail as possible
o Students will build their blogs and put the first draft of the writing on the blog
o Other students in the class will be expected to comment, politely and constructively, on the writing (what they liked, what needed work, clarifications)
o This stage may take a while because it should be repeated for each “day” in the life of the character
5) Revise (alter and improve the draft)
o Look back at original blog examples
o Adding and removing elements of the blog entry
o Students will use the comments of their literature circle groups to aid in the changes being made to their blogs (focus should be on providing feedback for communication)
o Finally, students from other literature circles will be asked to comment on areas that need clarification for people who have not read the book yet
6) Proof Read (check design, layout spelling etc.)
o The other members of the literature circles will be given an opportunity to read their group members blogs and then comment on potential changes
o Teacher will model talking about decisions about adding, removing and re-organizing elements of the blog
o Students will work with lit. circle partners to make decisions about the effective use of elements in the text
o Students will apply understanding of design and text construction to clarify meaning
7) Present (final copy prepared and presented)
o Talk through decisions about the final presentation
o Students video tape themselves reading the blog entry from what they decide is their favorite entry (read the day as the character)
o The whole class will all watch the video post and comment on it (positive comments, constructive criticism)
o Conclusion – after the video post each student will write a summary post using feedback from classmates to comment about: what I learned, want to do more, etc.
Annotated Resources:
Ball. (2008). Grade Six. Retrieved November 20, 2008 from
• A “no frills” basic, well-done blog designed by a teacher for his grade six class. The blog is updated daily about classroom activities, includes links to relevant websites.
Byars, B. (1981). The Midnight Fox. New York: Puffin Books.
• A novel about an average boy who gets caught up in a fox’s life while visiting his aunt and uncle’s farm. Ideal for grades 4 to 6.
Camilleri, M et.al. (2007). Blogs: web journals in language education. Austria: Council of Europe Publishing.
• This short book was originally written for English Language Learners, however all of the information is applicable to a classroom with English speaking children as well. Short and to the point, it highlights the benefits of blogs along with information that would be beneficial to a teacher just learning how to teach blogging.
Kuroneko. (2008, June 8). How to Start an Educational Blog for your Classroom. Retrieved November 3, 2008, from
• A website outlining how to start classroom blogs in a step-by-step format. The website also links to additional information such as: 6 Reasons to get your students blogging, and Locking down your EduBlog to prevent unauthorized access.
Norton, M. (1953). The Borrowers. Orlando, Florida: Harcourt Books.
• Miniature people who live in an old country house by borrowing from the humans are forced to emigrate from their home under the clock. This book is good for students in grades three to five.
Poulin. (2007). Mrs. Poulin’s Blog. Word Press: Engine. Retrieved November 20, 2008 from
• This blog is one of the best ones that I have seen. It is designed by a teacher, for her students and includes video footage of some of the students in her class.
Richardson, W. (2006). Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms. Thousand Oaks, California: Sage Publications Ltd.
• An excellent resource for blogs as well as other technology (wiki, podcasts, etc.). So detailed (safety, ways to use it, software to use and so on) that this would be the only book that one would need if they wanted to start a classroom blog.
Rylant, C. (1995). The Van Gogh Café. New York: Scholastic.
• Ideal for students in grades 4 through 6, this book follows a little girl, and all the magical happenings at the café her father owns.
Rowling, J. K.(1998). Harry Potter and the Sorcerers Stone. New York: Scholastic Press.
• The first in the Harry Potter series, this book introduces the miraculous world of Hogwarts and the other main characters. The book is good for students in grade four to seven.
Sanborn. (2005). Super Students Blog. Retrieved November 20, 2008 from
• This is an older, simpler blog that demonstrates a use of images and shows how each child in a class could contribute to a blog.
Rhea's plan
Name: Rhea Wilson
Topic: Legends of the First Nations People of Canada
Grade: 4
Main Purpose
Students will be familiar with a variety of text types once they have reached the Grade 4 level. By introducing First Nations legends, children can discover a new genre of writing while learning about the rich history of oral traditions within many cultures of Canada. Students will write their own legend and perform the story for an audience.
Rationale
In English Language Arts, it is important to ensure that children have many opportunities for writing and to allow for choice and creativity within their projects. The style of storytelling associated with legends can be utilized to create different multimodal texts and provides students with a range of learning opportunities. The topic of legends can be integrated with the Social Studies curriculum which investigates the history of First Nations people in Canada, the Art curriculum which includes printmaking and painting, the Music curriculum in which students use musical instruments to enhance a story and even the Physical Education curriculum which includes creative movement that might be incorporated with storytelling projects.
Major Activity
Students will write their own legends and then perform the story for the class.
Planning Process Summary
Familiarity with text type: Develop understanding of multimodal texts
• Learn how legends were told using an oral storytelling format
• Read samples from different First Nations groups of Canada
Capture ideas: Note and develop initial ideas
• Use a character sketch template to create characters, including a trickster figure
• Review the handout outlining elements of a legend and make notes
Plan: Develop, record and structure initial ideas
• Plan the legend
• Keep in mind the performance which will be mapped out using a storyboard
Draft: Develop ideas from the plan into a structured text
• Write the legend
• Begin the storyboard
Revise: Alter and improve the draft
• Use peer conferencing for some feedback
Proof read: Check design and layout, spelling and punctuation
• Edit the final draft of the legend
• Complete the storyboard and work out details for the performance
Present: Prepare and present a final copy to a reader/audience
• Perform the legend for an audience
Student Resources
Enrico, John. (1984). Raven and the Moon and Oystercatcher: Two Haida Legends. Vancouver: Wedge.
This book contains two legends of the Haida people from the West coast of Canada.
McLellan, Joseph. (2006). Nanabosho and Porcupine. Winnipeg; Pemmican Publications.
McLellan, Joseph. (2000). Nanabosho Grants a Wish. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1994). Nanabosho: How the Turtle Got Its Shell. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1990). Nanabosho Steals Fire. Winnipeg; Pemmican Publications.
Nanabosho is a popular character in Ojibwe legends used to depict the trickster figure. Joseph McLellan has written several books using Nanabosho as the central figure.
Steptoe, John. (1984). The Story of Jumping Mouse : a Native American Legend. New York: Lothrop, Lee & Shepard Books.
The gifts of Magic Frog and his own hopeful and unselfish spirit bring Jumping Mouse finally to the Far-Off Land where no mouse goes hungry.
Aboriginal Canada Portal. Traditional Way of Living: Legends. Retrieved December 9, 2008, from http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao04580.html
An excellent website with several diverse samples of legends of the First Nations people of Canada.
Teacher Resources
Ahenakew, F., Gardipy, B. & Lafond, B. (1995). Voices of the First Nations: Teacher’s Guide. Toronto: McGraw-Hill Ryerson.
A guide which may be used in conjunction with readings and is useful for a unit on First Nations people.
Bearne, E. & Wolstencroft H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman.
A writing textbook that focuses on multimodal texts and the relationship between texts and images.
Sundmark, Janice. (1992). Using Native Legends in Elementary Language Arts: a Resource Manual for Teachers. Edmonton: University of Alberta.
A teacher’s resource for using native legends in conjunction with elemenary Language Arts.
VideoX Blogspot. Storyboards & Templates. Retrieved December 9, 2008, from
http://www.utopian.flipbrothers.com/resource/widescreentemplate.jpg
A website with several storyboard templates available for use which assist with “solving logistical and continuity problems before they occur”.
Voices in the Wind [videorecording]. Dir. Chris Tiffio. Regina: Partners in Motion. 2000.
A documentary special exploring the oral history and traditions of the First nations of the Plains. Approved for use in Alberta schools.
Topic: Legends of the First Nations People of Canada
Grade: 4
Main Purpose
Students will be familiar with a variety of text types once they have reached the Grade 4 level. By introducing First Nations legends, children can discover a new genre of writing while learning about the rich history of oral traditions within many cultures of Canada. Students will write their own legend and perform the story for an audience.
Rationale
In English Language Arts, it is important to ensure that children have many opportunities for writing and to allow for choice and creativity within their projects. The style of storytelling associated with legends can be utilized to create different multimodal texts and provides students with a range of learning opportunities. The topic of legends can be integrated with the Social Studies curriculum which investigates the history of First Nations people in Canada, the Art curriculum which includes printmaking and painting, the Music curriculum in which students use musical instruments to enhance a story and even the Physical Education curriculum which includes creative movement that might be incorporated with storytelling projects.
Major Activity
Students will write their own legends and then perform the story for the class.
Planning Process Summary
Familiarity with text type: Develop understanding of multimodal texts
• Learn how legends were told using an oral storytelling format
• Read samples from different First Nations groups of Canada
Capture ideas: Note and develop initial ideas
• Use a character sketch template to create characters, including a trickster figure
• Review the handout outlining elements of a legend and make notes
Plan: Develop, record and structure initial ideas
• Plan the legend
• Keep in mind the performance which will be mapped out using a storyboard
Draft: Develop ideas from the plan into a structured text
• Write the legend
• Begin the storyboard
Revise: Alter and improve the draft
• Use peer conferencing for some feedback
Proof read: Check design and layout, spelling and punctuation
• Edit the final draft of the legend
• Complete the storyboard and work out details for the performance
Present: Prepare and present a final copy to a reader/audience
• Perform the legend for an audience
Student Resources
Enrico, John. (1984). Raven and the Moon and Oystercatcher: Two Haida Legends. Vancouver: Wedge.
This book contains two legends of the Haida people from the West coast of Canada.
McLellan, Joseph. (2006). Nanabosho and Porcupine. Winnipeg; Pemmican Publications.
McLellan, Joseph. (2000). Nanabosho Grants a Wish. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1994). Nanabosho: How the Turtle Got Its Shell. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1990). Nanabosho Steals Fire. Winnipeg; Pemmican Publications.
Nanabosho is a popular character in Ojibwe legends used to depict the trickster figure. Joseph McLellan has written several books using Nanabosho as the central figure.
Steptoe, John. (1984). The Story of Jumping Mouse : a Native American Legend. New York: Lothrop, Lee & Shepard Books.
The gifts of Magic Frog and his own hopeful and unselfish spirit bring Jumping Mouse finally to the Far-Off Land where no mouse goes hungry.
Aboriginal Canada Portal. Traditional Way of Living: Legends. Retrieved December 9, 2008, from http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao04580.html
An excellent website with several diverse samples of legends of the First Nations people of Canada.
Teacher Resources
Ahenakew, F., Gardipy, B. & Lafond, B. (1995). Voices of the First Nations: Teacher’s Guide. Toronto: McGraw-Hill Ryerson.
A guide which may be used in conjunction with readings and is useful for a unit on First Nations people.
Bearne, E. & Wolstencroft H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman.
A writing textbook that focuses on multimodal texts and the relationship between texts and images.
Sundmark, Janice. (1992). Using Native Legends in Elementary Language Arts: a Resource Manual for Teachers. Edmonton: University of Alberta.
A teacher’s resource for using native legends in conjunction with elemenary Language Arts.
VideoX Blogspot. Storyboards & Templates. Retrieved December 9, 2008, from
http://www.utopian.flipbrothers.com/resource/widescreentemplate.jpg
A website with several storyboard templates available for use which assist with “solving logistical and continuity problems before they occur”.
Voices in the Wind [videorecording]. Dir. Chris Tiffio. Regina: Partners in Motion. 2000.
A documentary special exploring the oral history and traditions of the First nations of the Plains. Approved for use in Alberta schools.
Stephanie's plan
Stephanie Lindstrom
Teaching Sequence: Picture Books with Voice
Grade Three
Purpose(s):
Through the use of picture books students will learn about the concept of voice. Voice is one of the six traits of writing. For the focus of the unit the students will make a picture book that portrays their voice.
Rationale:
Picture books are often used in elementary classrooms to teach a variety of lessons. Most children like picture books, it interests them. They can use their imaginations to create the pictures or make the picture come alive. The use of picture books allows students to examine how meaning is constructed though both visual and written language. With that in mind I intend to use picture books to teach grade 3’s about the concept of voice. Therefore in this unit the students will be looking at the portrayal of voice in stories specifically picture books. Students will compose their own picture books in so doing portraying their voice in their work.
Overview:
Through the use of picture books the students will be looking a voice and how it can be portrayed in the stories. In doing so the students will be engaged in some initial activities to familiarized themselves with the text type and concept at hand. They will look at how an author portrays their voice in their writing. After being familiarized with the voice in picture books students will be challenged to create a book of their own that portrays their voice. They will be partnered up in the revising and proof reading stage to work on editing and providing constructive feedback. Over the course of this unit the students will work with a variety of strategies to capture ideas and to plan. They will work to find the one that works best for them.
Learning Outcomes:
From the English Language Arts (K-9) Program of Studies:
2.3 Understand Forms, Elements and Techniques
• Understand Forms of Genres
→ Discuss ways that visual image convey meaning in print and other media texts
2.4 Create Original Text
• Generate Ideas
→ Experiment with ways of generating ideas prior to creating oral, print and other media texts
• Structure Texts
→Add sufficient detail to oral, print and other media texts to tell about setting and character and to sustain plot
3.3 Organize, Record and Evaluate
• Organize information
→ Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing
4.1 Enhance and Improve
• Enhance Artistry
→ Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts.
Reference List:
1. Alberta Learning. (2000). English Language Arts (K-9): Program of Studies. Alberta Education.
The program of studies for English Language Arts in Alberta.
2. Bearne, E. and Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
This is our textbook. The teaching sequence was taken from here.
3. Cronin, D. (2003). Diary of a Worm. New York: HarperCollins Publishers.
This is a picture book about a worm. It is made in the form of a diary. Each page is an entry in the worm’s diary. It is a good way to look at voice with the students. It is funny and creative and shows the personality of the author. A follow up activity that can be done is to have students write a story with the voice of another animal or person. It can serious or funny depending on the student.
4. Hall, D. (1994). I Am The Dog. I Am The Cat. New York: Dial Books.
This book shows the personalities of a dog and a cat. Before you read the book you could have the students brainstorm qualities of a dog and a cat. Then read excerpts from the book and have the students guess which animal it is. As a following up activity have the students write a two character story.
5. Munsch, R. (1985). Mortimer. Toronto: Annick Press Ltd.
Robert Munsch is a good example of an author who portrays his voice in his writing. He also has really good examples of word placements on the page to add feeling. His illustrators are also really good at conveying emotion in the pictures.
6. Spandel, V. (2001). Books, Lessons, Ideas For Teaching the six Traits: Writing in the Elementary and Middle Grades. Wilmington: Great Source Education Group Inc..
This is a really good book to get ideas to teach any of the six writing traits. This is where I got many of my voice lessons.
Teaching Sequence: Picture Books with Voice
Grade Three
Purpose(s):
Through the use of picture books students will learn about the concept of voice. Voice is one of the six traits of writing. For the focus of the unit the students will make a picture book that portrays their voice.
Rationale:
Picture books are often used in elementary classrooms to teach a variety of lessons. Most children like picture books, it interests them. They can use their imaginations to create the pictures or make the picture come alive. The use of picture books allows students to examine how meaning is constructed though both visual and written language. With that in mind I intend to use picture books to teach grade 3’s about the concept of voice. Therefore in this unit the students will be looking at the portrayal of voice in stories specifically picture books. Students will compose their own picture books in so doing portraying their voice in their work.
Overview:
Through the use of picture books the students will be looking a voice and how it can be portrayed in the stories. In doing so the students will be engaged in some initial activities to familiarized themselves with the text type and concept at hand. They will look at how an author portrays their voice in their writing. After being familiarized with the voice in picture books students will be challenged to create a book of their own that portrays their voice. They will be partnered up in the revising and proof reading stage to work on editing and providing constructive feedback. Over the course of this unit the students will work with a variety of strategies to capture ideas and to plan. They will work to find the one that works best for them.
Learning Outcomes:
From the English Language Arts (K-9) Program of Studies:
2.3 Understand Forms, Elements and Techniques
• Understand Forms of Genres
→ Discuss ways that visual image convey meaning in print and other media texts
2.4 Create Original Text
• Generate Ideas
→ Experiment with ways of generating ideas prior to creating oral, print and other media texts
• Structure Texts
→Add sufficient detail to oral, print and other media texts to tell about setting and character and to sustain plot
3.3 Organize, Record and Evaluate
• Organize information
→ Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing
4.1 Enhance and Improve
• Enhance Artistry
→ Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts.
Reference List:
1. Alberta Learning. (2000). English Language Arts (K-9): Program of Studies. Alberta Education.
The program of studies for English Language Arts in Alberta.
2. Bearne, E. and Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
This is our textbook. The teaching sequence was taken from here.
3. Cronin, D. (2003). Diary of a Worm. New York: HarperCollins Publishers.
This is a picture book about a worm. It is made in the form of a diary. Each page is an entry in the worm’s diary. It is a good way to look at voice with the students. It is funny and creative and shows the personality of the author. A follow up activity that can be done is to have students write a story with the voice of another animal or person. It can serious or funny depending on the student.
4. Hall, D. (1994). I Am The Dog. I Am The Cat. New York: Dial Books.
This book shows the personalities of a dog and a cat. Before you read the book you could have the students brainstorm qualities of a dog and a cat. Then read excerpts from the book and have the students guess which animal it is. As a following up activity have the students write a two character story.
5. Munsch, R. (1985). Mortimer. Toronto: Annick Press Ltd.
Robert Munsch is a good example of an author who portrays his voice in his writing. He also has really good examples of word placements on the page to add feeling. His illustrators are also really good at conveying emotion in the pictures.
6. Spandel, V. (2001). Books, Lessons, Ideas For Teaching the six Traits: Writing in the Elementary and Middle Grades. Wilmington: Great Source Education Group Inc..
This is a really good book to get ideas to teach any of the six writing traits. This is where I got many of my voice lessons.
Kristin and Cheryl L's plan
Names: Kristin Schlamp and Cheryl Law
Title and Grade Level: Free Verse Poetry, Grade 3
Purpose: Our main purpose for this planning sequence is to engage children in reading and writing poetry while emphasizing the free verse form. Our second purpose is to ensure that students have a positive, enjoyable experience with poetry. We have found that poetry is often viewed from a negative perspective and believe this needs to change!
Rationale: Poetry is a genre that effectively addresses many outcomes from the LA Program of Studies, as students are engaged with manipulating language, sounds, rhythm and ideas while writing. As this sequence will be used as an introduction to poetry, we chose to emphasize the free-verse form. The free-verse poem is accessible to all students as it lacks rigid structure and rules; the possibilities for writing are wide open.
Overview:
Activity 1: Familiarity with Text Type: The teacher will conduct a whole-class discussion in which students will compare and contrast 3 poems of varying forms. Students should notice point such as: some poems rhyme while others don’t, some poems are silly while others are serious etc. Working in pairs, students will find a poem that they think is interesting to share with the class, along with an explanation for their selection. As students share, the teacher will create a chart titled “What We Know About Poetry.”
Activity 2: Familiarize students with Free Verse Poetry: Working in groups of 3-4, students will read, then compare and contrast a variety of free verse poems. Students will share their thoughts in a whole-class discussion, and the teacher will create a chart titled “What We Know About Free Verse Poems”. This will help students recognize what makes a free verse poem unique, and that the options when writing this type of poem are endless!
Activity 3: Capture Ideas: The teacher should conduct a short discussion about where authors may get ideas for writing poetry. Complete the coloured-paper activity, as conducted in EDEL 408, using the following topics: favourite things, favourite places, experiences or feelings. Students will have started to develop writing territories during previous lessons, so these ideas can be added.
Activities 4 & 5: Planning and Drafting a Free Verse Poem: The teacher and students will discuss ways in which a poem could be planned. Ideas include: completing a concept web, making a list of ideas, drawing a picture, or just begin writing. As a group, the teacher and students will create a concept map with ideas for a poem, and will then write a first draft. Students will then plan and draft their own free verse poems. *Please note: it is important to emphasize that students may use any planning method they are comfortable with. For example, some students’ writing will be stifled by being forced to create a concept map.
Activity 6: Revision: The teacher will model revision by using a think-aloud approach and the poem written by the class. The teacher will then conduct a writing conference, using the whole class as the “conference partner”. Students will then revise their poems individually, and participate in a writing conference to elicit feedback from peers for further revision.
Activity 7: Proofreading: The teacher will model proofreading using the class poem, and will then write a final draft. Students will proofread their own poem, a friend’s poem, and will write their final draft.
Activity 8: Publishing: The teacher will show the students a few publishing techniques used in various poetry collections while explaining that illustrations are purposeful and add to the depth of the poetry. Students will be provided with a variety of art materials and may illustrate/publish their poem in whatever format they feel is appropriate, but must be able to justify their choice.
Resources with Annotation:
(1990). Learner’s Voices: The Book Voyage (M. Banaszkiewicz, Ed.). Ottawa: The Movement for Canadian Literacy.
The authors of this book share their messages about the world through their own personal experience. This book contains stories and poems. The book contains entries from authors in each province and territory.
Alberta Learning. (2000). Program of studies: English language arts (K-9). Alberta: Alberta Learning.
Bagert, B. (2007). Shout!: Little poems that roar. New York: Scholastic, Inc.
A colourful and wonderfully illustrated book of noisy poems.
Barton, R. & Booth, D. (2004). Poetry goes to school: From Mother Goose to Shel Silverstein. Markham, ON: Pembroke Publishers.
This book discusses the importance of poetry and what poetry writing looks like in the classroom. The book explores different poetic forms and discusses rhyme, voice, painting images with words, and discussing the stories in poems.
Bearne, E., Wolstencroft, H. (2007). Visual approaches to teaching writing:
Multimodal literacy 5-11 (1st ed.). London: Paul Chapman Publishing.
This textbook addresses how to teach writing from a multimodal approach.
Burkhardt, R. M. (2006). Using poetry in the classroom: Engaging students in learning. Lanham, MD: Rowman & Littlefield Education.
This book was written by Ross Burkhardt who was a middle school teacher. This book answers questions about teaching poetry.
Cole, J. (1984). A new treasure of children’s poetry: Old favorites and new discoveries. New York: Doubleday.
Joanna Cole has selected over two hundred poems. She has arranged them in sequences. A nice collection to add to a poetry corner.
Davis, J. & Hill, S. (2003). The no-nonsense guide to teaching writing: Strategies, structures and solutions. Portsmouth, NH: Heinemann.
This book discusses teaching writing: goals, tools, structure and organization, writing workshops, helping students become writers, revision, poetry, feature articles, and picture books.
English Language Arts Council. (2008). Alberta Voices, 7(1).
Alberta Voices is published by the ATA for the English Language Arts Council (ELAC). It is a professional news journal for English language arts teachers in Alberta.
English Language Arts Council. (2007). Celebrating Words, 7(1).
Celebrating Words is a supplement to Alberta Voices. It is an annual collection of writing written by Alberta students.
Esbensen, B. J. (1996). Echoes for the eye: Poems to celebrate patterns in nature. New York: HarperCollins Publishers.
This book is a collection of free verse poems written about patterns in nature. The poems are illustrated and could be used as examples for how students could illustrate their poems.
Flint, A. (2008). Literate lives: Teaching reading & writing in elementary classrooms. Hoboken, NJ: John Wiley & Sons, Inc.
A very informative book on teaching reading and writing to elementary students. A good text for learning more about children, reading and writing.
Goldberg, Bonn. (1996). Room to write: Daily invitations to a writer’s life. New York: GP Putnam’s Sons.
This was a handout we received in EDEL 408 when we discussed pantoums.
Grauer, K. (2005). Starting with art: Relating children’s visual and written expression. In K. Grauer & R. Irwin (Eds.), Starting with… (pp. 111 – 117). Toronto: Canadian Society for Education through Art.
This is the textbook from EDEL 302. Chapter 14 discusses the connections between art and language arts and the importance of integrating the two subjects.
Greenfield, E. (2006). The Friendly four. New York: HaperCollins Publishers.
This is a story written in free-verse poems about four children who meet and spend a summer playing and discovering. A nice story to read to your students.
Hemphill, S. (2005). Things left unsaid: A novel in poems. New York: Hyperion Books for Children.
This is a novel written in free verse poems about the complexities of friendship. It tells the tale of a girl who is dealing with her mother, school, friendship and forming her own identity.
Ireson, B. The small ghostie. In Poems go clang!: A collection of noisy verse (pp. 18-19). Cambridge, MA: Candlewick Press.
This collection of poems are illustrated by Debi Gliori. All poems in this book use words that make sounds. This book would be useful for discussing the concept of onomatopoeia.
Janeczko, P.B. (Ed.). Hey, you! Poems to skyscrapers, mosquitoes, and other fun things (1st ed.). New York: HarperCollins Publishers Ltd.
This is a collection of poems written to a variety of “things” such as a bee, a wall, the moon and an astronaut. It also contains very unique illustrations that help bring the poems to life. Children and adults could enjoy this collection.
Lee, D. (2000). Bubblegum delicious. Toronto, ON: Key Porter Books.
This collection contains clever and humorous poetry for children written by Dennis Lee accompanied by silly yet beautiful illustrations by David McPhail.
Lee, D. (1991). The ice cream store (1st ed.). Toronto, ON: HarperCollins Publishers Ltd.
Another collection of Dennis Lee’s humorous poetry for children, accompanied by illustrations by David McPhail.
Lesynski, L. (2006). “I did it because…”: How a poem happens. Toronto: Annick Press.
Loris Lesynski teams up with illustrator Michael Martchenko to present a collection of poems. In amongst the poems are pages that provide useful tips on feeling the beat, sounds and wordplay, picking a topic, and where ideas come from. A great book to read to students in the classroom.
Major, K. (2003). Ann and seamus. Toronto, ON: Douglas & McIntyre.
Ann and Seamus is a poetic retelling of a true story about a young girl from Newfoundland named Ann. Ann helps save the lives of 160 Irish immigrants by showing great courage in the face of a raging ocean storm.
Morley, S. A. (1978). Studying poetry. North Billerica, MA: Curriculum Associates, Inc.
This book is useful for defining literary terminology (i.e. alliteration) and giving examples of how to use techniques in writing poetry (i.e. painting a picture with words, tercet). This book also gives examples of different forms of poems and defines each form (i.e. Haiku, Free-Verse)
Osborn, E.M. (Ed.). (1972). My book of Canadian poems: An anthology of poetry for children. Victoria, BC: Marlowe House Ltd.
This 36 page anthology contains a varied collection of poems. Teachers may find some poems quite useful, although others will be considered inappropriate for today’s classroom. (ie. One particular poem makes remarks that are now considered racist and stereotypical, yet would have been acceptable at the time of writing.) Teachers should exercise caution with this collection.
Perry, A. Y. (1997). Poetry across the curriculum: An action guide for elementary teachers. Needham Heights, MA: Allyn & Bacon.
This book discusses the steps in conducting poetry lessons and how to use poetry in other curricular areas.
Prelutsky, J. (2000). It’s raining pigs & noodles. New York: Greenwillow Books.
This is a collection of poems by Jack Prelutsky. He writes silly poems that children love to read. He plays with language and usually writes about humorous topics.
Prelutsky, J. (2008). My dog may be a genius. New York: Greenwillow Books.
This is a collection of more than 100 silly poems. The poems are of multiple forms and illustrated.
Routman, R. (2000). Kids’ poems: Teaching third & fourth graders to love writing poetry. New York: Scholastic.
This book, written by teacher Regie Routman, outlines an instructional plan for poetry writing, discusses the merits of free verse poetry, and provides examples of minilessons. Throughout the book there are examples of poems written by students.
Ruurs, M. (2001). The power of poems: Teaching the joy of writing poetry. Gainesville, FL: Maupin House Inc.
This teacher resource seeks to assist teachers with teaching poetry in the classroom. The majority of activities are designed for grades three to eight, but could be modified for other grades if needed. This book addresses the aspects of content and craft when writing poetry, and very closely follows the Multimodal Planning Sequence. An extensive list of resources for teachers is also included.
Silverstein, S. (1996). Falling up. New York, NY: HarperCollins Publishers Ltd.
This book is a quirky collection of poetry for children, written and illustrated by Shel Silverstein. It is sure to be a hit in the elementary classroom!
Tiedt, I.M. (2002). Tiger lilies, toadstools and thunderbolts: Engaging K-8 students with poetry. Newark, DE: International Reading Association.
This teacher resource provides background knowledge and a variety of activity suggestions for teaching poetry to students in Kindergarten to Grade 8. There is an extensive resource list as well as reproducible lesson plans. The author addresses a variety of poetic forms, as well as ideas for cross-curricular connections.
Tompkins, G. (1994). Teaching writing: Balancing process and product. New York: Merrill.
We received a writing conferences handout in class taken from this book. This book by Gail Tompkins is very informative for teaching writing. It discusses the writing process, assessment, and teaching specific forms (i.e. letters, expository writing, narrative writing, descriptive writing, poetry, persuasive writing). It also has special features, which are helpful in addressing the problems of struggling writers. It is a great book for gaining more information for teaching children to write.
Webb, K. (Ed.). (1979). I like this poem. London, England: Puffin Books.
This book provides a varied collection of poems selected by children ages five to fifteen.
Wilson, L. (1994). Write me a poem: Reading, writing and performing poetry (1st ed.). Portsmouth, NH: Heinemann.
Write me a poem is a teacher resource that provides suggestions of how to teach reading, writing and performing poetry in the elementary classroom. The author addresses various forms including free verse, rhyming poems, poems for two voices and noisy poems. Many examples of poems written by children are included.
Title and Grade Level: Free Verse Poetry, Grade 3
Purpose: Our main purpose for this planning sequence is to engage children in reading and writing poetry while emphasizing the free verse form. Our second purpose is to ensure that students have a positive, enjoyable experience with poetry. We have found that poetry is often viewed from a negative perspective and believe this needs to change!
Rationale: Poetry is a genre that effectively addresses many outcomes from the LA Program of Studies, as students are engaged with manipulating language, sounds, rhythm and ideas while writing. As this sequence will be used as an introduction to poetry, we chose to emphasize the free-verse form. The free-verse poem is accessible to all students as it lacks rigid structure and rules; the possibilities for writing are wide open.
Overview:
Activity 1: Familiarity with Text Type: The teacher will conduct a whole-class discussion in which students will compare and contrast 3 poems of varying forms. Students should notice point such as: some poems rhyme while others don’t, some poems are silly while others are serious etc. Working in pairs, students will find a poem that they think is interesting to share with the class, along with an explanation for their selection. As students share, the teacher will create a chart titled “What We Know About Poetry.”
Activity 2: Familiarize students with Free Verse Poetry: Working in groups of 3-4, students will read, then compare and contrast a variety of free verse poems. Students will share their thoughts in a whole-class discussion, and the teacher will create a chart titled “What We Know About Free Verse Poems”. This will help students recognize what makes a free verse poem unique, and that the options when writing this type of poem are endless!
Activity 3: Capture Ideas: The teacher should conduct a short discussion about where authors may get ideas for writing poetry. Complete the coloured-paper activity, as conducted in EDEL 408, using the following topics: favourite things, favourite places, experiences or feelings. Students will have started to develop writing territories during previous lessons, so these ideas can be added.
Activities 4 & 5: Planning and Drafting a Free Verse Poem: The teacher and students will discuss ways in which a poem could be planned. Ideas include: completing a concept web, making a list of ideas, drawing a picture, or just begin writing. As a group, the teacher and students will create a concept map with ideas for a poem, and will then write a first draft. Students will then plan and draft their own free verse poems. *Please note: it is important to emphasize that students may use any planning method they are comfortable with. For example, some students’ writing will be stifled by being forced to create a concept map.
Activity 6: Revision: The teacher will model revision by using a think-aloud approach and the poem written by the class. The teacher will then conduct a writing conference, using the whole class as the “conference partner”. Students will then revise their poems individually, and participate in a writing conference to elicit feedback from peers for further revision.
Activity 7: Proofreading: The teacher will model proofreading using the class poem, and will then write a final draft. Students will proofread their own poem, a friend’s poem, and will write their final draft.
Activity 8: Publishing: The teacher will show the students a few publishing techniques used in various poetry collections while explaining that illustrations are purposeful and add to the depth of the poetry. Students will be provided with a variety of art materials and may illustrate/publish their poem in whatever format they feel is appropriate, but must be able to justify their choice.
Resources with Annotation:
(1990). Learner’s Voices: The Book Voyage (M. Banaszkiewicz, Ed.). Ottawa: The Movement for Canadian Literacy.
The authors of this book share their messages about the world through their own personal experience. This book contains stories and poems. The book contains entries from authors in each province and territory.
Alberta Learning. (2000). Program of studies: English language arts (K-9). Alberta: Alberta Learning.
Bagert, B. (2007). Shout!: Little poems that roar. New York: Scholastic, Inc.
A colourful and wonderfully illustrated book of noisy poems.
Barton, R. & Booth, D. (2004). Poetry goes to school: From Mother Goose to Shel Silverstein. Markham, ON: Pembroke Publishers.
This book discusses the importance of poetry and what poetry writing looks like in the classroom. The book explores different poetic forms and discusses rhyme, voice, painting images with words, and discussing the stories in poems.
Bearne, E., Wolstencroft, H. (2007). Visual approaches to teaching writing:
Multimodal literacy 5-11 (1st ed.). London: Paul Chapman Publishing.
This textbook addresses how to teach writing from a multimodal approach.
Burkhardt, R. M. (2006). Using poetry in the classroom: Engaging students in learning. Lanham, MD: Rowman & Littlefield Education.
This book was written by Ross Burkhardt who was a middle school teacher. This book answers questions about teaching poetry.
Cole, J. (1984). A new treasure of children’s poetry: Old favorites and new discoveries. New York: Doubleday.
Joanna Cole has selected over two hundred poems. She has arranged them in sequences. A nice collection to add to a poetry corner.
Davis, J. & Hill, S. (2003). The no-nonsense guide to teaching writing: Strategies, structures and solutions. Portsmouth, NH: Heinemann.
This book discusses teaching writing: goals, tools, structure and organization, writing workshops, helping students become writers, revision, poetry, feature articles, and picture books.
English Language Arts Council. (2008). Alberta Voices, 7(1).
Alberta Voices is published by the ATA for the English Language Arts Council (ELAC). It is a professional news journal for English language arts teachers in Alberta.
English Language Arts Council. (2007). Celebrating Words, 7(1).
Celebrating Words is a supplement to Alberta Voices. It is an annual collection of writing written by Alberta students.
Esbensen, B. J. (1996). Echoes for the eye: Poems to celebrate patterns in nature. New York: HarperCollins Publishers.
This book is a collection of free verse poems written about patterns in nature. The poems are illustrated and could be used as examples for how students could illustrate their poems.
Flint, A. (2008). Literate lives: Teaching reading & writing in elementary classrooms. Hoboken, NJ: John Wiley & Sons, Inc.
A very informative book on teaching reading and writing to elementary students. A good text for learning more about children, reading and writing.
Goldberg, Bonn. (1996). Room to write: Daily invitations to a writer’s life. New York: GP Putnam’s Sons.
This was a handout we received in EDEL 408 when we discussed pantoums.
Grauer, K. (2005). Starting with art: Relating children’s visual and written expression. In K. Grauer & R. Irwin (Eds.), Starting with… (pp. 111 – 117). Toronto: Canadian Society for Education through Art.
This is the textbook from EDEL 302. Chapter 14 discusses the connections between art and language arts and the importance of integrating the two subjects.
Greenfield, E. (2006). The Friendly four. New York: HaperCollins Publishers.
This is a story written in free-verse poems about four children who meet and spend a summer playing and discovering. A nice story to read to your students.
Hemphill, S. (2005). Things left unsaid: A novel in poems. New York: Hyperion Books for Children.
This is a novel written in free verse poems about the complexities of friendship. It tells the tale of a girl who is dealing with her mother, school, friendship and forming her own identity.
Ireson, B. The small ghostie. In Poems go clang!: A collection of noisy verse (pp. 18-19). Cambridge, MA: Candlewick Press.
This collection of poems are illustrated by Debi Gliori. All poems in this book use words that make sounds. This book would be useful for discussing the concept of onomatopoeia.
Janeczko, P.B. (Ed.). Hey, you! Poems to skyscrapers, mosquitoes, and other fun things (1st ed.). New York: HarperCollins Publishers Ltd.
This is a collection of poems written to a variety of “things” such as a bee, a wall, the moon and an astronaut. It also contains very unique illustrations that help bring the poems to life. Children and adults could enjoy this collection.
Lee, D. (2000). Bubblegum delicious. Toronto, ON: Key Porter Books.
This collection contains clever and humorous poetry for children written by Dennis Lee accompanied by silly yet beautiful illustrations by David McPhail.
Lee, D. (1991). The ice cream store (1st ed.). Toronto, ON: HarperCollins Publishers Ltd.
Another collection of Dennis Lee’s humorous poetry for children, accompanied by illustrations by David McPhail.
Lesynski, L. (2006). “I did it because…”: How a poem happens. Toronto: Annick Press.
Loris Lesynski teams up with illustrator Michael Martchenko to present a collection of poems. In amongst the poems are pages that provide useful tips on feeling the beat, sounds and wordplay, picking a topic, and where ideas come from. A great book to read to students in the classroom.
Major, K. (2003). Ann and seamus. Toronto, ON: Douglas & McIntyre.
Ann and Seamus is a poetic retelling of a true story about a young girl from Newfoundland named Ann. Ann helps save the lives of 160 Irish immigrants by showing great courage in the face of a raging ocean storm.
Morley, S. A. (1978). Studying poetry. North Billerica, MA: Curriculum Associates, Inc.
This book is useful for defining literary terminology (i.e. alliteration) and giving examples of how to use techniques in writing poetry (i.e. painting a picture with words, tercet). This book also gives examples of different forms of poems and defines each form (i.e. Haiku, Free-Verse)
Osborn, E.M. (Ed.). (1972). My book of Canadian poems: An anthology of poetry for children. Victoria, BC: Marlowe House Ltd.
This 36 page anthology contains a varied collection of poems. Teachers may find some poems quite useful, although others will be considered inappropriate for today’s classroom. (ie. One particular poem makes remarks that are now considered racist and stereotypical, yet would have been acceptable at the time of writing.) Teachers should exercise caution with this collection.
Perry, A. Y. (1997). Poetry across the curriculum: An action guide for elementary teachers. Needham Heights, MA: Allyn & Bacon.
This book discusses the steps in conducting poetry lessons and how to use poetry in other curricular areas.
Prelutsky, J. (2000). It’s raining pigs & noodles. New York: Greenwillow Books.
This is a collection of poems by Jack Prelutsky. He writes silly poems that children love to read. He plays with language and usually writes about humorous topics.
Prelutsky, J. (2008). My dog may be a genius. New York: Greenwillow Books.
This is a collection of more than 100 silly poems. The poems are of multiple forms and illustrated.
Routman, R. (2000). Kids’ poems: Teaching third & fourth graders to love writing poetry. New York: Scholastic.
This book, written by teacher Regie Routman, outlines an instructional plan for poetry writing, discusses the merits of free verse poetry, and provides examples of minilessons. Throughout the book there are examples of poems written by students.
Ruurs, M. (2001). The power of poems: Teaching the joy of writing poetry. Gainesville, FL: Maupin House Inc.
This teacher resource seeks to assist teachers with teaching poetry in the classroom. The majority of activities are designed for grades three to eight, but could be modified for other grades if needed. This book addresses the aspects of content and craft when writing poetry, and very closely follows the Multimodal Planning Sequence. An extensive list of resources for teachers is also included.
Silverstein, S. (1996). Falling up. New York, NY: HarperCollins Publishers Ltd.
This book is a quirky collection of poetry for children, written and illustrated by Shel Silverstein. It is sure to be a hit in the elementary classroom!
Tiedt, I.M. (2002). Tiger lilies, toadstools and thunderbolts: Engaging K-8 students with poetry. Newark, DE: International Reading Association.
This teacher resource provides background knowledge and a variety of activity suggestions for teaching poetry to students in Kindergarten to Grade 8. There is an extensive resource list as well as reproducible lesson plans. The author addresses a variety of poetic forms, as well as ideas for cross-curricular connections.
Tompkins, G. (1994). Teaching writing: Balancing process and product. New York: Merrill.
We received a writing conferences handout in class taken from this book. This book by Gail Tompkins is very informative for teaching writing. It discusses the writing process, assessment, and teaching specific forms (i.e. letters, expository writing, narrative writing, descriptive writing, poetry, persuasive writing). It also has special features, which are helpful in addressing the problems of struggling writers. It is a great book for gaining more information for teaching children to write.
Webb, K. (Ed.). (1979). I like this poem. London, England: Puffin Books.
This book provides a varied collection of poems selected by children ages five to fifteen.
Wilson, L. (1994). Write me a poem: Reading, writing and performing poetry (1st ed.). Portsmouth, NH: Heinemann.
Write me a poem is a teacher resource that provides suggestions of how to teach reading, writing and performing poetry in the elementary classroom. The author addresses various forms including free verse, rhyming poems, poems for two voices and noisy poems. Many examples of poems written by children are included.
Carmen's plan
Name: Carmen Hanaer
Title of Planning sequence and Grade Level: Creating a picture book, Grade 4
Purpose & Rationale: My main purpose in teaching this sequence is so the students in my classroom get the chance to experience making their own picture books. This activity can possibly open doors to some students who dread writing; this is a mode of writing that the students have probably never tried and will hopefully enjoy.
Rationale: I have chosen to teach this sequence to my grade four class as they are ready to learn about others’ point of view. I have also chosen to use the classic story of “The three little pigs”, as it is a well known story to many students and is easy enough to introduce the story to others who have not heard it before. The students will experience the writing process to help their stories come alive, and have the chance to create pictures for their stories as well. I think that the students will enjoy making their “own” picture book as I will bind their published copy so they can show their stories to others. I will provide a few different assessment strategies throughout this process, students will evaluate themselves, and they will participate in peer conferences and teacher conferences as well. There will be no formal evaluation at the end of this project as the students will be evaluated throughout the picture book process.
Overview: My lesson was creating a picture book of a story we already know. The students were writing the story from a different perspective, I used the Three Little Pigs as an example but the students could choose which story they wanted to use. The students went through the writing process as well as writing conferences with the teacher and fellow students. The students helped in editing others work as well. The students in the end received their own bound copy of their published piece of work.
Annotated Bibliography
Rayner, M. (1997). The Small Good Wolf. London: MacMillan Children’s Books.
This story is told to three little wolves by the wolf mother. It is about a good little wolf that gets into mischief, and how a mean old woman changed and spread the story of the big bad wolf. I think that this book could be used by children up to the fourth grade; the pictures are bright and they compliment the writing style as well.
Scieszka, J. (1989). The True Story of the 3 Little Pigs. (L. Smith, Illustr). New York, NY: Penguin Group.
This story provides the reader with the wolf’s side of the story of The 3 Little Pigs. The wolf is in prison and is explaining that it all started with a sneeze and a cup of sugar. He admits to going to the houses of the 3 little pigs to borrow sugar, but while at the houses he sneezes because of his cold. These sneezes causes the houses to fall down, the pigs perish in the incident and the wolf thinks it a waste to leave perfectly good meat to go bad. I think this book could be enjoyed by many readers. The drawings are very well done and help make the book a hit.
Trivizas, E. (1993). The Three Little Wolves and the Big Bad Pig. (H. Oxenbury, Illustr). New York, NY: Scholastic Inc.
This delightful story is a twist on the original “Three Little Pigs”. The 3 little wolves leave home to go and find their place in the world. The wolves find other animals who lend them materials to build their houses. Once there house is built they relax and visit, but a big bad pig makes his round and destroys everything in his path. The last house that the wolves build is made out of flowers, the big bad pig goes to destroy it but finds the smell of the flowers beautiful. The pig moves in with the wolves and they live happily ever after. I think this book can be enjoyed by all people, and children can begin to understand different perspectives. The pictures are very kid friendly and an easy read.
Title of Planning sequence and Grade Level: Creating a picture book, Grade 4
Purpose & Rationale: My main purpose in teaching this sequence is so the students in my classroom get the chance to experience making their own picture books. This activity can possibly open doors to some students who dread writing; this is a mode of writing that the students have probably never tried and will hopefully enjoy.
Rationale: I have chosen to teach this sequence to my grade four class as they are ready to learn about others’ point of view. I have also chosen to use the classic story of “The three little pigs”, as it is a well known story to many students and is easy enough to introduce the story to others who have not heard it before. The students will experience the writing process to help their stories come alive, and have the chance to create pictures for their stories as well. I think that the students will enjoy making their “own” picture book as I will bind their published copy so they can show their stories to others. I will provide a few different assessment strategies throughout this process, students will evaluate themselves, and they will participate in peer conferences and teacher conferences as well. There will be no formal evaluation at the end of this project as the students will be evaluated throughout the picture book process.
Overview: My lesson was creating a picture book of a story we already know. The students were writing the story from a different perspective, I used the Three Little Pigs as an example but the students could choose which story they wanted to use. The students went through the writing process as well as writing conferences with the teacher and fellow students. The students helped in editing others work as well. The students in the end received their own bound copy of their published piece of work.
Annotated Bibliography
Rayner, M. (1997). The Small Good Wolf. London: MacMillan Children’s Books.
This story is told to three little wolves by the wolf mother. It is about a good little wolf that gets into mischief, and how a mean old woman changed and spread the story of the big bad wolf. I think that this book could be used by children up to the fourth grade; the pictures are bright and they compliment the writing style as well.
Scieszka, J. (1989). The True Story of the 3 Little Pigs. (L. Smith, Illustr). New York, NY: Penguin Group.
This story provides the reader with the wolf’s side of the story of The 3 Little Pigs. The wolf is in prison and is explaining that it all started with a sneeze and a cup of sugar. He admits to going to the houses of the 3 little pigs to borrow sugar, but while at the houses he sneezes because of his cold. These sneezes causes the houses to fall down, the pigs perish in the incident and the wolf thinks it a waste to leave perfectly good meat to go bad. I think this book could be enjoyed by many readers. The drawings are very well done and help make the book a hit.
Trivizas, E. (1993). The Three Little Wolves and the Big Bad Pig. (H. Oxenbury, Illustr). New York, NY: Scholastic Inc.
This delightful story is a twist on the original “Three Little Pigs”. The 3 little wolves leave home to go and find their place in the world. The wolves find other animals who lend them materials to build their houses. Once there house is built they relax and visit, but a big bad pig makes his round and destroys everything in his path. The last house that the wolves build is made out of flowers, the big bad pig goes to destroy it but finds the smell of the flowers beautiful. The pig moves in with the wolves and they live happily ever after. I think this book can be enjoyed by all people, and children can begin to understand different perspectives. The pictures are very kid friendly and an easy read.
Jason's plan
Name: Jason Cheung
Title of planning sequence and grade level: Creation of Graphic Novel for Grade 6 students.
Purpose/Rationale: This writing sequence focuses on the narrative aspects and creation of a graphic novel. Students will be given a choice of three books to read: Coraline, by Neil Gaiman, Harry Potter and the philosopher’s stone, and Varjek Paw, by S.F. Said. Students will then develop ideas to create a fan fiction based graphic novel of a trailer, sequel or unwritten chapter to the book they have chosen to read.
I believe this will be an engaging activity for grade 6 students because it will challenge them to create a story in which they have control of the outcomes of characters in the story that they have chosen to read. As well the grade 6 students will have the opportunity to be creative in bring a character that they have enjoyed reading about to life.
Writing Sequence:
Familiarity with text type:
In this section I plan to read a couple short graphic novels with my students in small groups and explore the different types of text conventions involved in graphic novels so that my students have sense of what to look for and what kinds of techniques different authors use. A chapter from a popular manga can be read to the students: Naruto – Volume 1, by Masashi Kishimoto. This first chapter involves humor and life themes in which all students can make connections.
Capture Ideas:
As the students read through their chosen novels, I will encourage and demonstrate strategies of developing ideas as well. Strategies such as webs, brainstorming and writing notes on sticky pads are good ways to collect thoughts and ideas. Some thoughts to keep track of are the settings, characters, etc.
Plan:
Students will now decide on the setting, font, background, colour and develop characters in the stories they have read and being creating the characters in their chosen novels. The teacher will then provide examples of these features and discuss with students the kinds of effects these features bring to the graphic novel and students will decide what suits their writing best. By now the teacher will have shown examples of other types of graphic novels. It is important to discuss the framing sequences of graphic novels for this determines the pace of the narration. Page 65-67 in the text talks about this. As well discuss the different speech bubbles involved (p.59). Grammarmancomics.com is a great resource to teach the students about parts of speech.
Drafting, Revise, Proof Reading:
For this writing sequence is it important to refer back to previous discussions of text designs and techniques that can be used for graphic novels. When revising the writing encourage students to reorganize their work and check what parts of their stories can be adjusted to improve the cohesion and meaning. And in proof reading show students work that the teacher has edited before and teach strategies as to how students can help each other proof read each others work as well as other strategies such as reading their stories backwards.
Present:
The teacher can make copies of the students finished or unfinished graphic novels. Students can then read their peers work and give feedback as to what they liked about the piece of writing in a class discussion.
Resources:
Bearne, Eve; Wolstencroft, Helen (2007). Visual approaches to teaching writing. Thousands Oak, CA: Paul Chapman Publishing.
- Page 65-67 is a good way to explain graphic novel narrations.
Boyd, Brian. Grammarman EFL/ESL comics for students and teachers. Retrieved December 10, 2008, Website: http://www.grammarmancomic.com/index.html
- Provides writing tips in comic strips. Other good resources as well.
Dickens, Charles (2006). Oliver twist. Hauppauge, NY: Barrons.
- Good for showing examples of graphic novels.
Gaiman, Neil (2002). Coraline. New York, NY: HarperCollins.
- Fun book for students to read and can build upon the ideas.
Kishimoto, Masashi (2003). Naruto, volume 1. Japan: Shonen Jump.
- This is a good chapter to read to the students as it provides humor and a situation that students can relate with the main character. Provides different text conventions as well.
Morice, Dave (2002). Poetry comics an animated anthology. New York, NY: Teachers and Writers Collaborative.
- good for showing examples of graphic novels.
Rowling, J.K (2000). Harry potter and the philosopher’s stone. Vancouver, B.C: Raincoast Books.
- Book that students are familiar with and enjoy, also good to build ideas upon.
Said, S.F (2003). Varjek paw. New York, NY: Yearling
- Interesting book about a cat with special powers. Cat has problems that students can make connections with
Smith, Jeff (2003). Bone, volume 1. Colombus, OH: Cartoon Books.
- good for showing examples of graphic novels.
Title of planning sequence and grade level: Creation of Graphic Novel for Grade 6 students.
Purpose/Rationale: This writing sequence focuses on the narrative aspects and creation of a graphic novel. Students will be given a choice of three books to read: Coraline, by Neil Gaiman, Harry Potter and the philosopher’s stone, and Varjek Paw, by S.F. Said. Students will then develop ideas to create a fan fiction based graphic novel of a trailer, sequel or unwritten chapter to the book they have chosen to read.
I believe this will be an engaging activity for grade 6 students because it will challenge them to create a story in which they have control of the outcomes of characters in the story that they have chosen to read. As well the grade 6 students will have the opportunity to be creative in bring a character that they have enjoyed reading about to life.
Writing Sequence:
Familiarity with text type:
In this section I plan to read a couple short graphic novels with my students in small groups and explore the different types of text conventions involved in graphic novels so that my students have sense of what to look for and what kinds of techniques different authors use. A chapter from a popular manga can be read to the students: Naruto – Volume 1, by Masashi Kishimoto. This first chapter involves humor and life themes in which all students can make connections.
Capture Ideas:
As the students read through their chosen novels, I will encourage and demonstrate strategies of developing ideas as well. Strategies such as webs, brainstorming and writing notes on sticky pads are good ways to collect thoughts and ideas. Some thoughts to keep track of are the settings, characters, etc.
Plan:
Students will now decide on the setting, font, background, colour and develop characters in the stories they have read and being creating the characters in their chosen novels. The teacher will then provide examples of these features and discuss with students the kinds of effects these features bring to the graphic novel and students will decide what suits their writing best. By now the teacher will have shown examples of other types of graphic novels. It is important to discuss the framing sequences of graphic novels for this determines the pace of the narration. Page 65-67 in the text talks about this. As well discuss the different speech bubbles involved (p.59). Grammarmancomics.com is a great resource to teach the students about parts of speech.
Drafting, Revise, Proof Reading:
For this writing sequence is it important to refer back to previous discussions of text designs and techniques that can be used for graphic novels. When revising the writing encourage students to reorganize their work and check what parts of their stories can be adjusted to improve the cohesion and meaning. And in proof reading show students work that the teacher has edited before and teach strategies as to how students can help each other proof read each others work as well as other strategies such as reading their stories backwards.
Present:
The teacher can make copies of the students finished or unfinished graphic novels. Students can then read their peers work and give feedback as to what they liked about the piece of writing in a class discussion.
Resources:
Bearne, Eve; Wolstencroft, Helen (2007). Visual approaches to teaching writing. Thousands Oak, CA: Paul Chapman Publishing.
- Page 65-67 is a good way to explain graphic novel narrations.
Boyd, Brian. Grammarman EFL/ESL comics for students and teachers. Retrieved December 10, 2008, Website: http://www.grammarmancomic.com/index.html
- Provides writing tips in comic strips. Other good resources as well.
Dickens, Charles (2006). Oliver twist. Hauppauge, NY: Barrons.
- Good for showing examples of graphic novels.
Gaiman, Neil (2002). Coraline. New York, NY: HarperCollins.
- Fun book for students to read and can build upon the ideas.
Kishimoto, Masashi (2003). Naruto, volume 1. Japan: Shonen Jump.
- This is a good chapter to read to the students as it provides humor and a situation that students can relate with the main character. Provides different text conventions as well.
Morice, Dave (2002). Poetry comics an animated anthology. New York, NY: Teachers and Writers Collaborative.
- good for showing examples of graphic novels.
Rowling, J.K (2000). Harry potter and the philosopher’s stone. Vancouver, B.C: Raincoast Books.
- Book that students are familiar with and enjoy, also good to build ideas upon.
Said, S.F (2003). Varjek paw. New York, NY: Yearling
- Interesting book about a cat with special powers. Cat has problems that students can make connections with
Smith, Jeff (2003). Bone, volume 1. Colombus, OH: Cartoon Books.
- good for showing examples of graphic novels.
Christina's plan
Overview of Planning and Teaching Sequence
Name: Christina Denis
Title of Planning and Teaching Sequence: Mystery Writing
Grade: 6
Purpose: To have students write a mystery story, illustrate or animate it, then present their finished product to their class. This gives each student the opportunity to share their ideas and receive peer and teacher feedback immediately.
Rationale: Students will expand on their previous knowledge of the elements of mystery stories. Students will be given the opportunity to “publish” their stories in a few ways: by doing both the text and illustrations individually using student’s own printing or handwriting and drawings, by typing the text while doing illustrations by hand, or typing the text and using computer software to animate. Allowing the students to choose the mode to present their story will help to engage them in the completion of the project from beginning to end. Students will be encouraged to get excited about their stories and to share their ideas throughout the process. By completing this sequence students will have the opportunity to create their own mystery story from beginning to end. Students will be given the opportunity to share their work on numerous occasions while it is in progress and will also be provided with immediate feedback. Finally they will be given the opportunity to present the completed final product to the entire class, showcasing their work on a more formal basis.
Overview:
Developing understanding of mystery stories
• Read examples of mystery stories
• Show the elements of mystery stories. ~ Main element is suspense (Buss & Karnowski. p. 32).
• Explain how each of the elements are necessary to create effect
• Discuss how to compose texts according to audience and purpose
• Draw on examples from readings to compose a mystery story.
• Present finished story in a meaningful manner
Capture ideas
Note and develop initial ideas
• Explore ideas for problems that could be used for mystery stories.
• Explore ideas for characters for mystery stories.
• Explore ideas for setting for mystery stories.
• Record ideas using notes, drawings and mapping.
• Capture ideas in a variety of ways (illustrations, animations, jotted notes and drawings.
Plan
Develop, record and structure initial ideas
• Demonstrate how to use the elements which are necessary when writing a mystery story.
• Model some illustrations and or animations that could be used for the mystery story being created.
• Model strategies for presenting story to class.
• Show plans, notes, maps and drawings
Show how to organize ideas using a variety of strategies such as charts, lists or Draft
Develop ideas from the plan into a structured text
• Create first draft of mystery story.
• Design illustrations and or animations.
• Model strategy being used for presentation using examples from work already completed.
• Demonstrate how changes can be made to both the story and the presentation of it.
• Show how to use illustration and or animations choices to engage the audience.
• storyboards.
Revise
Alter and improve the draft
• Refer to examples from shared readings to evaluate whether the criteria for original story has been met.
• Ask peer partners to asses and review texts using agreed upon criteria.
• Demonstrate how to add or remove text and animation to clarify meaning.
• Show how changes can be made to presentation using available software options.
• Model organization strategy for taking suggestions from peer conferences and incorporating them into the final presentation.
Proof read
Check design and layout, spelling and punctuation
Demonstrate how to check:
➢ Visual text for content, colour, cropping of images, effects, layout and composition, image placement and visual emphasis.
➢ Moving images for fades and edits, cropping, timing of clips, visual effects.
➢ Non-linear text to ensure hyperlinks, action buttons and animation sequences work.
➢ Written text for spelling, punctuation and paragraphing.
Present
Prepare and present a final copy to the class
• Discuss decisions made about final presentation, including choice in strategy used to present (why this strategy was chosen).
• Discuss how final copy will be evaluated using models.
• Publish completed text:
➢ Using decided upon strategy such as:
• Hand written and illustrated.
• Hand written and computer illustrated.
• Typed but illustrated by students.
• Typed and animated on the computer.
• Present published product to class.
References
Bearne, E. & Wolstencroft, H. 2007. Visual Approaches to Teaching Writing:
Multimodal Literacy 5-11. London: Paul Chapman Publishing.
Buss, K. & Karnowski, L. 2000. Reading and Writing Literary Genres. Newark:
International Reading Association.
Cunningham, M. (Ed.). (1997). Fright Write: It`s a Mystery to Me. Chicago: RGA
Publishing.
Iveson, M. & Robinson, S. (Ed.). Mystery and Wonder Anthology. Scarborough: Prentice-
Hall Canada Inc.
Alberta Education English Language Arts Program of Studies. Retrieved July 21, 2003,
from http://www.ednet.edc.gov.ab.ca/studentprograms/
Annotation:
The majority of ideas for this planning and teaching sequence came for the textbook (mostly for the chart on pages 32&33) and the Buss and Karnowski book Reading and Literacy Genres. The other two books included have some examples of mystery stories that could be useful when teaching a unit on mystery writing.
Name: Christina Denis
Title of Planning and Teaching Sequence: Mystery Writing
Grade: 6
Purpose: To have students write a mystery story, illustrate or animate it, then present their finished product to their class. This gives each student the opportunity to share their ideas and receive peer and teacher feedback immediately.
Rationale: Students will expand on their previous knowledge of the elements of mystery stories. Students will be given the opportunity to “publish” their stories in a few ways: by doing both the text and illustrations individually using student’s own printing or handwriting and drawings, by typing the text while doing illustrations by hand, or typing the text and using computer software to animate. Allowing the students to choose the mode to present their story will help to engage them in the completion of the project from beginning to end. Students will be encouraged to get excited about their stories and to share their ideas throughout the process. By completing this sequence students will have the opportunity to create their own mystery story from beginning to end. Students will be given the opportunity to share their work on numerous occasions while it is in progress and will also be provided with immediate feedback. Finally they will be given the opportunity to present the completed final product to the entire class, showcasing their work on a more formal basis.
Overview:
Developing understanding of mystery stories
• Read examples of mystery stories
• Show the elements of mystery stories. ~ Main element is suspense (Buss & Karnowski. p. 32).
• Explain how each of the elements are necessary to create effect
• Discuss how to compose texts according to audience and purpose
• Draw on examples from readings to compose a mystery story.
• Present finished story in a meaningful manner
Capture ideas
Note and develop initial ideas
• Explore ideas for problems that could be used for mystery stories.
• Explore ideas for characters for mystery stories.
• Explore ideas for setting for mystery stories.
• Record ideas using notes, drawings and mapping.
• Capture ideas in a variety of ways (illustrations, animations, jotted notes and drawings.
Plan
Develop, record and structure initial ideas
• Demonstrate how to use the elements which are necessary when writing a mystery story.
• Model some illustrations and or animations that could be used for the mystery story being created.
• Model strategies for presenting story to class.
• Show plans, notes, maps and drawings
Show how to organize ideas using a variety of strategies such as charts, lists or Draft
Develop ideas from the plan into a structured text
• Create first draft of mystery story.
• Design illustrations and or animations.
• Model strategy being used for presentation using examples from work already completed.
• Demonstrate how changes can be made to both the story and the presentation of it.
• Show how to use illustration and or animations choices to engage the audience.
• storyboards.
Revise
Alter and improve the draft
• Refer to examples from shared readings to evaluate whether the criteria for original story has been met.
• Ask peer partners to asses and review texts using agreed upon criteria.
• Demonstrate how to add or remove text and animation to clarify meaning.
• Show how changes can be made to presentation using available software options.
• Model organization strategy for taking suggestions from peer conferences and incorporating them into the final presentation.
Proof read
Check design and layout, spelling and punctuation
Demonstrate how to check:
➢ Visual text for content, colour, cropping of images, effects, layout and composition, image placement and visual emphasis.
➢ Moving images for fades and edits, cropping, timing of clips, visual effects.
➢ Non-linear text to ensure hyperlinks, action buttons and animation sequences work.
➢ Written text for spelling, punctuation and paragraphing.
Present
Prepare and present a final copy to the class
• Discuss decisions made about final presentation, including choice in strategy used to present (why this strategy was chosen).
• Discuss how final copy will be evaluated using models.
• Publish completed text:
➢ Using decided upon strategy such as:
• Hand written and illustrated.
• Hand written and computer illustrated.
• Typed but illustrated by students.
• Typed and animated on the computer.
• Present published product to class.
References
Bearne, E. & Wolstencroft, H. 2007. Visual Approaches to Teaching Writing:
Multimodal Literacy 5-11. London: Paul Chapman Publishing.
Buss, K. & Karnowski, L. 2000. Reading and Writing Literary Genres. Newark:
International Reading Association.
Cunningham, M. (Ed.). (1997). Fright Write: It`s a Mystery to Me. Chicago: RGA
Publishing.
Iveson, M. & Robinson, S. (Ed.). Mystery and Wonder Anthology. Scarborough: Prentice-
Hall Canada Inc.
Alberta Education English Language Arts Program of Studies. Retrieved July 21, 2003,
from http://www.ednet.edc.gov.ab.ca/studentprograms/
Annotation:
The majority of ideas for this planning and teaching sequence came for the textbook (mostly for the chart on pages 32&33) and the Buss and Karnowski book Reading and Literacy Genres. The other two books included have some examples of mystery stories that could be useful when teaching a unit on mystery writing.
Ashley B and Eryn's plan
MISSION POSSIBLE:
The Letter Game
Mission Objective:
To write an epistle story with a partner from the other grade six class. Partners will be chosen for you. The story will consist of eight letters, four written by each partner. Your story will be based off the provided writing prompt. This assignment will take place over the course of two weeks, wherein you and your partner will exchange letters.
Situation Debriefing:
You and your partner work for the CIA. Your mission is to recover the stolen ______________that is extremely dangerous/valuable. Certain clues have led to two different locations. You and your partner decided to split up. You are ¬sent to ¬¬
¬______________, and your partner has been sent to ¬______________. Recover the stolen item at all costs! Telephone communication is not safe. All communication between you and your partner must be written. Good Luck, Agents!
Assessment:
You will be assessed using the standard Grade 6 Achievement Rubric. The letter format will be marked under the organization category. Their will also be a self-assessment for you to complete at the end of the project.
Purpose
The purpose of this unit is to provide Grade Six students with the opportunity to engage in writing a narrative, and to introduce the idea that stories can be written in a variety of forms. This unit also allows students to work cooperatively with a partner from another class to develop a well thought out and executed plot. Students will be taught the key elements to writing a good story: setting, plot structure, round and static characters, etc.
The provided unit is not complete. It is completed up to, and including, the drafting section of the writing sequence. This unit when completed will include the revising, editing and publishing sections of the writing process.
Rationale
This lesson sequence is valuable and worthwhile for grade six students for several reasons. One of the reasons is because it allows students an opportunity to practice writing in First Person. Often this is challenging because the writer can’t simply state what is happening, or state character traits; writers have to show what is happening. Also, this activity demands a higher level of thinking. Students not only create a story, but do so one segment at a time. They also have to respond and interconnect their story to their partners’ half. The co-authorship of this project is another major benefit. Students learn how to work together in planning, sequencing and writing their project. It also allows students an opportunity to practice their letter format in a fun and informal way.
This writing project is engaging because it is different then the standard narrative form. The co-authoring is also a change from the standard authorship they usually engage in. Another reason the sequence is engaging, is because the activity itself creates anticipation. From experience, one author can’t wait to see how and what the other author has written and responded about.
The reason this activity has a specific writing prompt is to provide some structure and scaffolding during the project. This prompt gives them a foundation to build their story on, something they can start planning, writing and brainstorming with.
Overview Sequence
Familiarity with Type
- Explain how design, layout and organization of texts create effect
- Discuss how to compose texts according to audience and purpose
- Draw on reading to design text models
Teacher Modeling
- Read Sorcery and Cecelia
- Review letter format
- Discuss organization of the story
Children’s Independent Learning
- Break into small groups to further discuss the book and its format.
- Other epistle novels will be available for students use.
Capture Ideas
- Explore communication modes for an epistle narrative
o Letters
o Emails
o Secret codes (including key)
- Record ideas through story maps, webs, notes, graphic organizer, etc.
Teacher Modeling
- Show how to record ideas while brainstorming various settings with class.
Children’s Independent Learning
- Brainstorm and record various communication forms that can be used for the assignment.
Plan
- Review planning process
Teacher Modeling
- Discuss and show various ways of planning
Children’s Independent Learning
- Students plan out story plot with their partners.
Drafting
- Discuss various elements of writing
o 1st Person Point of View
o Co-Authoring
o Characters
o Endings
Teacher Modeling
- Explain how use of writing elements will enhance the written product.
- Discuss how to maintain cohesion throughout story.
Children’s Independent Learning
- Students write their letter story incorporated discussed writing elements.
Resources and References
Grade 6 Narrative Writing Scoring Guide 2007. Alberta Education.
http://education.alberta.ca/media/824888/04_ela6%20mark%20narrative%20exemp%202007.pdf
This is the scoring guide used to mark the Grade 6 Provincial Achievement Tests. By using this rubric, it allows students to become familiar with the expected standards.
Stevermer, C and Wrede, P. (2003) Sorcery and Cecilia or the Enchanted Chocolate Pot. Harcourt Inc: New York.
- This fiction book is the correspondences between two young ladies in 19th Century England. The plot is passed between the two authors, Stevermer and Wrede, written in letter format.
The Letter Game
Mission Objective:
To write an epistle story with a partner from the other grade six class. Partners will be chosen for you. The story will consist of eight letters, four written by each partner. Your story will be based off the provided writing prompt. This assignment will take place over the course of two weeks, wherein you and your partner will exchange letters.
Situation Debriefing:
You and your partner work for the CIA. Your mission is to recover the stolen ______________that is extremely dangerous/valuable. Certain clues have led to two different locations. You and your partner decided to split up. You are ¬sent to ¬¬
¬______________, and your partner has been sent to ¬______________. Recover the stolen item at all costs! Telephone communication is not safe. All communication between you and your partner must be written. Good Luck, Agents!
Assessment:
You will be assessed using the standard Grade 6 Achievement Rubric. The letter format will be marked under the organization category. Their will also be a self-assessment for you to complete at the end of the project.
Purpose
The purpose of this unit is to provide Grade Six students with the opportunity to engage in writing a narrative, and to introduce the idea that stories can be written in a variety of forms. This unit also allows students to work cooperatively with a partner from another class to develop a well thought out and executed plot. Students will be taught the key elements to writing a good story: setting, plot structure, round and static characters, etc.
The provided unit is not complete. It is completed up to, and including, the drafting section of the writing sequence. This unit when completed will include the revising, editing and publishing sections of the writing process.
Rationale
This lesson sequence is valuable and worthwhile for grade six students for several reasons. One of the reasons is because it allows students an opportunity to practice writing in First Person. Often this is challenging because the writer can’t simply state what is happening, or state character traits; writers have to show what is happening. Also, this activity demands a higher level of thinking. Students not only create a story, but do so one segment at a time. They also have to respond and interconnect their story to their partners’ half. The co-authorship of this project is another major benefit. Students learn how to work together in planning, sequencing and writing their project. It also allows students an opportunity to practice their letter format in a fun and informal way.
This writing project is engaging because it is different then the standard narrative form. The co-authoring is also a change from the standard authorship they usually engage in. Another reason the sequence is engaging, is because the activity itself creates anticipation. From experience, one author can’t wait to see how and what the other author has written and responded about.
The reason this activity has a specific writing prompt is to provide some structure and scaffolding during the project. This prompt gives them a foundation to build their story on, something they can start planning, writing and brainstorming with.
Overview Sequence
Familiarity with Type
- Explain how design, layout and organization of texts create effect
- Discuss how to compose texts according to audience and purpose
- Draw on reading to design text models
Teacher Modeling
- Read Sorcery and Cecelia
- Review letter format
- Discuss organization of the story
Children’s Independent Learning
- Break into small groups to further discuss the book and its format.
- Other epistle novels will be available for students use.
Capture Ideas
- Explore communication modes for an epistle narrative
o Letters
o Emails
o Secret codes (including key)
- Record ideas through story maps, webs, notes, graphic organizer, etc.
Teacher Modeling
- Show how to record ideas while brainstorming various settings with class.
Children’s Independent Learning
- Brainstorm and record various communication forms that can be used for the assignment.
Plan
- Review planning process
Teacher Modeling
- Discuss and show various ways of planning
Children’s Independent Learning
- Students plan out story plot with their partners.
Drafting
- Discuss various elements of writing
o 1st Person Point of View
o Co-Authoring
o Characters
o Endings
Teacher Modeling
- Explain how use of writing elements will enhance the written product.
- Discuss how to maintain cohesion throughout story.
Children’s Independent Learning
- Students write their letter story incorporated discussed writing elements.
Resources and References
Grade 6 Narrative Writing Scoring Guide 2007. Alberta Education.
http://education.alberta.ca/media/824888/04_ela6%20mark%20narrative%20exemp%202007.pdf
This is the scoring guide used to mark the Grade 6 Provincial Achievement Tests. By using this rubric, it allows students to become familiar with the expected standards.
Stevermer, C and Wrede, P. (2003) Sorcery and Cecilia or the Enchanted Chocolate Pot. Harcourt Inc: New York.
- This fiction book is the correspondences between two young ladies in 19th Century England. The plot is passed between the two authors, Stevermer and Wrede, written in letter format.
Gillian and Natasha's plan
EDEL 408 Overview of Planning and Teaching Sequence
Gillian Bourgeois & Natasha Smith
Grade Three Poetry: Poetry Pump-Up
Purpose:
• Broaden students’ poetry perspectives
• Familiarize students with different forms of poetry (Narrative, Limericks, Haiku, Free
Verse, Cinquains, Lyric poems)
• Teach students the parts of a poem and the figurative language associated with poetry
• Gain an appreciation towards poetry
Rationale:
Poetry is a wonderful form of writing that allows students to express their ideas, thoughts, and feelings creatively. Many students can develop misconceptions about what a poem is and even apprehensions about reading, interpreting, responding to, and/or writing poetry. This sequence is designed to eliminate those common hesitations by exposing students to the multiple forms of poetry. Students will learn that poetry is flexible and is not bound by rigid rules. By being engaged in the following activities, students will gain a lasting appreciation towards poetry and build on their confidence as readers and writers.
Overview:
Familiarity with Text Type:
• Read and categorize texts
Teacher Modeling:
• Discuss text conventions associated with each mode
Children’s Independent Learning:
• Read multimodal texts and express preferences
Capture Ideas:
• Record ideas through drawings, story maps, note making
Teacher Modeling:
• Demonstrate capturing ideas using different strategies
• Show how to record ideas
Children’s Independent Learning:
• Use note taking approaches to text type and age of pupils
Plan:
• Demonstrate how to choose the modes which are best for the task
• Show how to collect and arrange ideas using graphic organizers, lists, and story boards
Teacher Modeling:
• N/A
Children’s Independent Learning:
• N/A
Draft:
• Demonstrate making changes to the text, adding or removing elements to clarify meaning
Teacher Modeling:
• Explain how choices of mode will communicate the overall meaning of the text
Children’s Independent Learning:
• Apply decisions about which mode will best communicate the overall meaning of the
text
Revise:
• Demonstrate adding or removing elements of the text to clarify meaning
Teacher Modeling:
•Talk through making decisions about reorganizing elements of the text to improve
design, cohesion and meaning
Children’s Independent Learning:
• Apply understanding of design and text construction to clarify meaning
Proof Read:
• Demonstrate how to check: written text for spelling, punctuation and paragraphing
Teacher Modeling:
• Demonstrate proofreading for accuracy of individual elements of the text and overall
design
Children’s Independent Learning:
• Proof read for accuracy and consistency
Present:
• Publish texts: on screen as video podcasts, digital videos of news and television broadcasts, animations, websites; through live performances of shadow puppets, dance, plays
Teacher Modeling:
• Demonstrate offering constructive feedback about content, design and use of modes
to communicate successfully with the reader
• Support children as they identify their next steps
Children’s Independent Learning:
• Evaluate own final copy
Major Activity:
In this sequence, students will work towards creating a poem. Students will recite their poem at “The Poetry Cafe” at the end of this sequence as a final culminating activity. Each learning experience helps prepare the students for this major activity. This poetry sequence begins by introducing students to the concept of poetry by exploring the question “What is poetry?” (Familiarity with text type). Next, the students are taught how to identify and categorize types and characteristics of poems (Familiarity with text type). The students then capture and record ideas through visual representation of a poem (Capture Ideas & Plan). To further expand their poetry perspectives, the students respond to a 5-10 minute clip from disc one of the Planet Earth DVD series (which does not include dialogue) by creating a poem collaboratively (Draft). Finally each student uses the class poem as a guide to create their own version (either by altering the form completely or simply changing the wording) and orally presents it in front of their classmates and family at “The Poetry Cafe” (Revise, Proof Read, & Present).
Annotated Bibliography:
De Angeli, M. (1970). Book of Nursery and Mother Goose Rhymes. United States: Little Brown &
Co.
- A comprehensive collection of familiar nursery rhymes.
English, K. (2004). Speak to Me (And I Will Listen Between the Lines). New York, NY: Farrar,
Straus and Giroux.
- A series of sincere free verse poems spoken in six voices from an inner-city classroom.
Greenberg, D. (2006). Don`t Forget Your Etiquette! New York, NY: Farrar, Straus and Giroux.
- A book full of clever, funny poems that poke fun at misbehaviour.
Johnston, T. (2005). The Whole Green World. New York, NY: Farrar, Straus and Giroux.
- Lyrical and rhythmic poetry reflecting the beauty of our world.
Lee, D. (2001). Alligator Pie. Toronto, Ontario: Scholastic Canada Ltd.
- A collection of light-hearted and humorous poetry that is sure to capture students’ attention.
Lee, D. (2001). Bubblegum Delicious. Canada: Harper Collins Children`s Books.
- Upbeat and nonsense verses cleverly depicting common schoolyard rhythms.
Lee, D. (2006). Garbage Delight. Canada: Key Porter Kids.
- Includes all the humour that Lee is known for, but also contains poems with a softer side.
Lee, D. (2001). Jelly Belly. Canada: Key Porter Kids.
- Contains familiar whimsical nursery rhymes with an added bonus of finger-plays and other games.
Lee, D. (1999). The Ice Cream Store. Canada: Harper Collins Canada.
- A crazy book of poems with high energy.
Norman, L. (2006). My Feet Are Laughing. New York, NY: Farrar, Straus and Giroux.
- Narrative poems great for reading aloud due to their bouncy rhythms.
Prelutsky, J. (2007). Me I am! New York, NY: Farrar, Straus and Giroux.
- Mimics Dr. Seuss’s “Sam I am,” and celebrates individualism and uniqueness.
Silverman, E. (2008). There Was a Wee Woman... New York, NY: Farrar, Straus and Giroux.
- Adventurous and good-humoured verse that tells a stroy.
Silverstein, S. (1974). Where the Sidewalk Ends. New York, NY: HarperCollins.
- A best-selling collection of humorous poems.
Stevenson, R. L. (2006) The Moon. New York, NY: Farrar, Straus and Giroux.
- Easy to read narrative poem about a young girl and her father.
WGBH. (2008). Ferns Poetry Club. Retrieved December 2, 2008, from
http://pbskids.org/arthur/games/poetry/
- An interactive website that promotes publishing “authentic” children’s poetry.
Winter, J. (2002). Emily Dickinson`s Letters to the World. New York, NY: Farrar, Straus and
Giroux.
- Contains poems written by the well known Emily Dickinson, considered part bibliography and part poetry anthology.
Worth, V. (2007). Animal Poems. New York, NY: Farrar, Straus and Giroux.
- Thoughtful free verse poems centered on different animals with wonderful illustrations.
Zemach, M. (2001). Some From the Moon, Some From the Sun. New York, NY: Farrar, Straus
and Giroux.
- A book full of poems and songs with a sun/moon theme.
Gillian Bourgeois & Natasha Smith
Grade Three Poetry: Poetry Pump-Up
Purpose:
• Broaden students’ poetry perspectives
• Familiarize students with different forms of poetry (Narrative, Limericks, Haiku, Free
Verse, Cinquains, Lyric poems)
• Teach students the parts of a poem and the figurative language associated with poetry
• Gain an appreciation towards poetry
Rationale:
Poetry is a wonderful form of writing that allows students to express their ideas, thoughts, and feelings creatively. Many students can develop misconceptions about what a poem is and even apprehensions about reading, interpreting, responding to, and/or writing poetry. This sequence is designed to eliminate those common hesitations by exposing students to the multiple forms of poetry. Students will learn that poetry is flexible and is not bound by rigid rules. By being engaged in the following activities, students will gain a lasting appreciation towards poetry and build on their confidence as readers and writers.
Overview:
Familiarity with Text Type:
• Read and categorize texts
Teacher Modeling:
• Discuss text conventions associated with each mode
Children’s Independent Learning:
• Read multimodal texts and express preferences
Capture Ideas:
• Record ideas through drawings, story maps, note making
Teacher Modeling:
• Demonstrate capturing ideas using different strategies
• Show how to record ideas
Children’s Independent Learning:
• Use note taking approaches to text type and age of pupils
Plan:
• Demonstrate how to choose the modes which are best for the task
• Show how to collect and arrange ideas using graphic organizers, lists, and story boards
Teacher Modeling:
• N/A
Children’s Independent Learning:
• N/A
Draft:
• Demonstrate making changes to the text, adding or removing elements to clarify meaning
Teacher Modeling:
• Explain how choices of mode will communicate the overall meaning of the text
Children’s Independent Learning:
• Apply decisions about which mode will best communicate the overall meaning of the
text
Revise:
• Demonstrate adding or removing elements of the text to clarify meaning
Teacher Modeling:
•Talk through making decisions about reorganizing elements of the text to improve
design, cohesion and meaning
Children’s Independent Learning:
• Apply understanding of design and text construction to clarify meaning
Proof Read:
• Demonstrate how to check: written text for spelling, punctuation and paragraphing
Teacher Modeling:
• Demonstrate proofreading for accuracy of individual elements of the text and overall
design
Children’s Independent Learning:
• Proof read for accuracy and consistency
Present:
• Publish texts: on screen as video podcasts, digital videos of news and television broadcasts, animations, websites; through live performances of shadow puppets, dance, plays
Teacher Modeling:
• Demonstrate offering constructive feedback about content, design and use of modes
to communicate successfully with the reader
• Support children as they identify their next steps
Children’s Independent Learning:
• Evaluate own final copy
Major Activity:
In this sequence, students will work towards creating a poem. Students will recite their poem at “The Poetry Cafe” at the end of this sequence as a final culminating activity. Each learning experience helps prepare the students for this major activity. This poetry sequence begins by introducing students to the concept of poetry by exploring the question “What is poetry?” (Familiarity with text type). Next, the students are taught how to identify and categorize types and characteristics of poems (Familiarity with text type). The students then capture and record ideas through visual representation of a poem (Capture Ideas & Plan). To further expand their poetry perspectives, the students respond to a 5-10 minute clip from disc one of the Planet Earth DVD series (which does not include dialogue) by creating a poem collaboratively (Draft). Finally each student uses the class poem as a guide to create their own version (either by altering the form completely or simply changing the wording) and orally presents it in front of their classmates and family at “The Poetry Cafe” (Revise, Proof Read, & Present).
Annotated Bibliography:
De Angeli, M. (1970). Book of Nursery and Mother Goose Rhymes. United States: Little Brown &
Co.
- A comprehensive collection of familiar nursery rhymes.
English, K. (2004). Speak to Me (And I Will Listen Between the Lines). New York, NY: Farrar,
Straus and Giroux.
- A series of sincere free verse poems spoken in six voices from an inner-city classroom.
Greenberg, D. (2006). Don`t Forget Your Etiquette! New York, NY: Farrar, Straus and Giroux.
- A book full of clever, funny poems that poke fun at misbehaviour.
Johnston, T. (2005). The Whole Green World. New York, NY: Farrar, Straus and Giroux.
- Lyrical and rhythmic poetry reflecting the beauty of our world.
Lee, D. (2001). Alligator Pie. Toronto, Ontario: Scholastic Canada Ltd.
- A collection of light-hearted and humorous poetry that is sure to capture students’ attention.
Lee, D. (2001). Bubblegum Delicious. Canada: Harper Collins Children`s Books.
- Upbeat and nonsense verses cleverly depicting common schoolyard rhythms.
Lee, D. (2006). Garbage Delight. Canada: Key Porter Kids.
- Includes all the humour that Lee is known for, but also contains poems with a softer side.
Lee, D. (2001). Jelly Belly. Canada: Key Porter Kids.
- Contains familiar whimsical nursery rhymes with an added bonus of finger-plays and other games.
Lee, D. (1999). The Ice Cream Store. Canada: Harper Collins Canada.
- A crazy book of poems with high energy.
Norman, L. (2006). My Feet Are Laughing. New York, NY: Farrar, Straus and Giroux.
- Narrative poems great for reading aloud due to their bouncy rhythms.
Prelutsky, J. (2007). Me I am! New York, NY: Farrar, Straus and Giroux.
- Mimics Dr. Seuss’s “Sam I am,” and celebrates individualism and uniqueness.
Silverman, E. (2008). There Was a Wee Woman... New York, NY: Farrar, Straus and Giroux.
- Adventurous and good-humoured verse that tells a stroy.
Silverstein, S. (1974). Where the Sidewalk Ends. New York, NY: HarperCollins.
- A best-selling collection of humorous poems.
Stevenson, R. L. (2006) The Moon. New York, NY: Farrar, Straus and Giroux.
- Easy to read narrative poem about a young girl and her father.
WGBH. (2008). Ferns Poetry Club. Retrieved December 2, 2008, from
http://pbskids.org/arthur/games/poetry/
- An interactive website that promotes publishing “authentic” children’s poetry.
Winter, J. (2002). Emily Dickinson`s Letters to the World. New York, NY: Farrar, Straus and
Giroux.
- Contains poems written by the well known Emily Dickinson, considered part bibliography and part poetry anthology.
Worth, V. (2007). Animal Poems. New York, NY: Farrar, Straus and Giroux.
- Thoughtful free verse poems centered on different animals with wonderful illustrations.
Zemach, M. (2001). Some From the Moon, Some From the Sun. New York, NY: Farrar, Straus
and Giroux.
- A book full of poems and songs with a sun/moon theme.
Vicki's plan
Overviews of Planning and Teaching Sequence: Poetry
Name: Victoria Hayward
Title of Planning Sequence and grade level: Greatest poetry for Grade 4
Purpose: The purpose in teaching this sequence is to expose students to numerous types of poetry and to have them create their own poetry and present their work to their peers. This lesson sequences allows students to see many types of poetry, which fits with the English Language Arts curriculum, and allows them to create. The students will be introduced to three different types of poetry, the Diamante poem, the shape poem and the free verse poem. Students will then study each type of poetry in more depth and with more examples to solidify understanding. After studying each poem, the students will have a chance to create their own poem of each type. Furthermore, students will be able to artistically embellish their work to amplify the mood and feeling of the poem. Finally, students will have an opportunity to share their work with their peers. In sharing their work, they will be asked to talk about a favorite poet that has been studies throughout the course of the activities. They will also need to explain the type of poetry they have chosen to present.
Rationale: This sequence is engaging for students because it provides them with numerous types of poetry. Often time students have only been exposed to a select few types of poetry, and thus lose interest in learning the same material. Therefore, the students will be introduced to a few types of poetry, the Diamante, the shape and the free verse poem. Numerous examples will be provided as students begin to study each type in more depth.
By having students illustrate their work, it allows them to be creative in another manner. The illustrations allow them to communicate the intent of their work more clearly, and in another medium. Artistically embellishing their poems also caters to the Art Program of Studies. Students are able to have the feeling and mood of their work interpreted visually rather than just orally. By presenting their work, students have a chance to explain their thought processes to their peers, and thus illustrating understanding of the topic. By presenting, students gain a sense of achievement and pride. They are able to show their best work, their work that has been polished. Moreover, in presenting, the teacher is able to assess understanding. The students are asked to talk about a favorite author that has been studied and to discuss the type of poetry they are choosing to present. This allows the teacher to see the development within the students understanding.
Overviews:
Familiarity with text type
- Be introduced to different types of poetry
- Discuss different types of poetry
- Discuss how different types of poems have different aspects: rhyme, rhythm etc.
Teacher modeling
- Read different types of poems by various authors.
- Discuss the parts of each type of poem
Children’s independent learning
- Listen to different types of poems
- Respond to the various poems
Capture Ideas
- Ask students what kind of poetry they already know, what poets they know etc.
- Brainstorm topics for poetry types
- Parts of poem types
Teacher Modeling
- Offer some ideas of types of poetry
- Aid in brainstorming topics
Children’s Independent learning
- Give topic ideas
- Discuss parts of the poem – parts most enjoy or parts that seem most useful
Plan
- Demonstrate how to choose topics
- Show how to arrange ideas
Teacher Modeling
- Help students choose topics
- Evaluate the choice of topics
Children’s Independent learning
- Choose an appropriate topic
- Arrange ideas in a way that creates a flow to the work
Draft
- Demonstrate how to make changes to a piece of work
Teacher Modeling
- Discuss how choice of color and material affect the feeling of a poem
Children’s Independent learning
- Choose a color or artistic material or aid in communicating the feeling of the work
- Effectively portray the poem visually
Revise
- Add notes to poem to aid in polishing it
Teacher Modeling
- Model revisions to help in polishing work.
- Model how to add notes to work to increase clear communication
Children’s Independent learning
- Add notes to work
- Consider notes on work that can be added
- Work on clarifying the text
Proof Read
- Demonstrate how to check content and spelling
- Check poetry form
Teacher Modelling
- Explain how to check a poems flow
- Demonstrate how to polish work
Children’s Independent learning
- Proof read for correct spelling
- Polish work
Present
- Publish texts using art supplies
- Model how to evaluate a final copy
- Talk about the presentation of a polished copy
Teacher Modeling
- Demonstrate constructive feedback
- Clearly communicate with the student
Children’s Independent learning
- Evaluate own work
- Present a personally written poem
Major Activity:
o To create poems (Diamante, Shape and Free Verse).
Resources/References:
The Poetry Corner. Retrieved December 2, 2008 from http://www.english.uga.edu/ cdesmet/class/engl4830/work/projects/brent/alphadef.htm
o This webpage offers numerous poetry definitions. There are definitions for all types of poetry as well as parts of poetry.
Read – Write – Think (2006). Shape Poems. Retrieved December 2, 2008 from http://www.readwritethink.org/materials/shape/
o This is an interactive website. It deals with shape poetry. It offers definitions and examples.
Worsley School . Shape Poems. Retrieved December 2, 2008 from http://www.worsleyschool.net/socialarts/shape/shapepoem.html
o This webpage has various examples of shape poems.
James Madison University. Forms of Poetry for Children. Retrieved December 3, 2008 from http://falcon.jmu.edu/~ramseyil/poeform.htm#D\
o This page offers links for every different type of poetry. There are links to examples of poetry and to definitions.
Reading a –z Free Verse. Retrieved December 3, 2008 from http://www.readinga-z.com/poetry/lesson_plans/freeverse/freeverse_print.html
o This is a teacher posted lesson plan on Free Verse poetry. The most useful part are the examples offered.
Dave Calder Dave Calder. Retrieved December 3 2008 from http://www.davecalder.freeuk.com/shapes/shape.htm
o Dave Calder is a shape poet. This page offers some interesting forms of his poetry.
Teams Educational Resources Diamante Poetry. Retrieved December 4, 2008 from http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/diamante.html
o This webpage has a great template for Diamante poems. It also offers a comprehensive outline as how to write Diamante poems.
Shel Silverstein Messy Room. Retrieved December 4, 2008 from http://www.famous-poems.biz/Shel_Silverstein/Messy-Room-famous-free-verse-poem-by-Shel-Silverstein.html
o This is a webpage that features a few poems by Shel Silverstein. It also shows a few of his books. His poetry is both fun and engaging for students.
Retrieved Decmeber 4, 2008 from http://www.poetryclass.net/rshand2.jpg
o This website has some shape poetry.
Read – write – think. Diamante Poetry. Retrieved December 4, 2008 from http://www.readwritethink.org/materials/diamante/
o This is an interactive website to help students understand the Diamante poem better. It features the template and examples.
Shel Silverstien Shel Silverstein. Retrieved December 4, 2009 from http://www.shelsilverstein.com/indexSite.html
o This is the Shel Silverstein official website. He has links to his poems and books. This site also has a place for students to interact with the poetry.
Name: Victoria Hayward
Title of Planning Sequence and grade level: Greatest poetry for Grade 4
Purpose: The purpose in teaching this sequence is to expose students to numerous types of poetry and to have them create their own poetry and present their work to their peers. This lesson sequences allows students to see many types of poetry, which fits with the English Language Arts curriculum, and allows them to create. The students will be introduced to three different types of poetry, the Diamante poem, the shape poem and the free verse poem. Students will then study each type of poetry in more depth and with more examples to solidify understanding. After studying each poem, the students will have a chance to create their own poem of each type. Furthermore, students will be able to artistically embellish their work to amplify the mood and feeling of the poem. Finally, students will have an opportunity to share their work with their peers. In sharing their work, they will be asked to talk about a favorite poet that has been studies throughout the course of the activities. They will also need to explain the type of poetry they have chosen to present.
Rationale: This sequence is engaging for students because it provides them with numerous types of poetry. Often time students have only been exposed to a select few types of poetry, and thus lose interest in learning the same material. Therefore, the students will be introduced to a few types of poetry, the Diamante, the shape and the free verse poem. Numerous examples will be provided as students begin to study each type in more depth.
By having students illustrate their work, it allows them to be creative in another manner. The illustrations allow them to communicate the intent of their work more clearly, and in another medium. Artistically embellishing their poems also caters to the Art Program of Studies. Students are able to have the feeling and mood of their work interpreted visually rather than just orally. By presenting their work, students have a chance to explain their thought processes to their peers, and thus illustrating understanding of the topic. By presenting, students gain a sense of achievement and pride. They are able to show their best work, their work that has been polished. Moreover, in presenting, the teacher is able to assess understanding. The students are asked to talk about a favorite author that has been studied and to discuss the type of poetry they are choosing to present. This allows the teacher to see the development within the students understanding.
Overviews:
Familiarity with text type
- Be introduced to different types of poetry
- Discuss different types of poetry
- Discuss how different types of poems have different aspects: rhyme, rhythm etc.
Teacher modeling
- Read different types of poems by various authors.
- Discuss the parts of each type of poem
Children’s independent learning
- Listen to different types of poems
- Respond to the various poems
Capture Ideas
- Ask students what kind of poetry they already know, what poets they know etc.
- Brainstorm topics for poetry types
- Parts of poem types
Teacher Modeling
- Offer some ideas of types of poetry
- Aid in brainstorming topics
Children’s Independent learning
- Give topic ideas
- Discuss parts of the poem – parts most enjoy or parts that seem most useful
Plan
- Demonstrate how to choose topics
- Show how to arrange ideas
Teacher Modeling
- Help students choose topics
- Evaluate the choice of topics
Children’s Independent learning
- Choose an appropriate topic
- Arrange ideas in a way that creates a flow to the work
Draft
- Demonstrate how to make changes to a piece of work
Teacher Modeling
- Discuss how choice of color and material affect the feeling of a poem
Children’s Independent learning
- Choose a color or artistic material or aid in communicating the feeling of the work
- Effectively portray the poem visually
Revise
- Add notes to poem to aid in polishing it
Teacher Modeling
- Model revisions to help in polishing work.
- Model how to add notes to work to increase clear communication
Children’s Independent learning
- Add notes to work
- Consider notes on work that can be added
- Work on clarifying the text
Proof Read
- Demonstrate how to check content and spelling
- Check poetry form
Teacher Modelling
- Explain how to check a poems flow
- Demonstrate how to polish work
Children’s Independent learning
- Proof read for correct spelling
- Polish work
Present
- Publish texts using art supplies
- Model how to evaluate a final copy
- Talk about the presentation of a polished copy
Teacher Modeling
- Demonstrate constructive feedback
- Clearly communicate with the student
Children’s Independent learning
- Evaluate own work
- Present a personally written poem
Major Activity:
o To create poems (Diamante, Shape and Free Verse).
Resources/References:
The Poetry Corner. Retrieved December 2, 2008 from http://www.english.uga.edu/ cdesmet/class/engl4830/work/projects/brent/alphadef.htm
o This webpage offers numerous poetry definitions. There are definitions for all types of poetry as well as parts of poetry.
Read – Write – Think (2006). Shape Poems. Retrieved December 2, 2008 from http://www.readwritethink.org/materials/shape/
o This is an interactive website. It deals with shape poetry. It offers definitions and examples.
Worsley School . Shape Poems. Retrieved December 2, 2008 from http://www.worsleyschool.net/socialarts/shape/shapepoem.html
o This webpage has various examples of shape poems.
James Madison University. Forms of Poetry for Children. Retrieved December 3, 2008 from http://falcon.jmu.edu/~ramseyil/poeform.htm#D\
o This page offers links for every different type of poetry. There are links to examples of poetry and to definitions.
Reading a –z Free Verse. Retrieved December 3, 2008 from http://www.readinga-z.com/poetry/lesson_plans/freeverse/freeverse_print.html
o This is a teacher posted lesson plan on Free Verse poetry. The most useful part are the examples offered.
Dave Calder Dave Calder. Retrieved December 3 2008 from http://www.davecalder.freeuk.com/shapes/shape.htm
o Dave Calder is a shape poet. This page offers some interesting forms of his poetry.
Teams Educational Resources Diamante Poetry. Retrieved December 4, 2008 from http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/diamante.html
o This webpage has a great template for Diamante poems. It also offers a comprehensive outline as how to write Diamante poems.
Shel Silverstein Messy Room. Retrieved December 4, 2008 from http://www.famous-poems.biz/Shel_Silverstein/Messy-Room-famous-free-verse-poem-by-Shel-Silverstein.html
o This is a webpage that features a few poems by Shel Silverstein. It also shows a few of his books. His poetry is both fun and engaging for students.
Retrieved Decmeber 4, 2008 from http://www.poetryclass.net/rshand2.jpg
o This website has some shape poetry.
Read – write – think. Diamante Poetry. Retrieved December 4, 2008 from http://www.readwritethink.org/materials/diamante/
o This is an interactive website to help students understand the Diamante poem better. It features the template and examples.
Shel Silverstien Shel Silverstein. Retrieved December 4, 2009 from http://www.shelsilverstein.com/indexSite.html
o This is the Shel Silverstein official website. He has links to his poems and books. This site also has a place for students to interact with the poetry.
Cheryl C's plan
For Grade 2
Purpose: To teach children how to write instructions that are clear and easy-to-follow.
Rationale: This could be considered a boring topic, but kids need to know how to write things sequentially, not just for instructions, but for stories, poems, essays or virtually any other kind of writing. They need to learn to be purposeful in their planning of the sequence of their ideas and what can be used to enhance clarity along the way.
This skill can be useful in science (sequences are important both in conducting and responding to experiments), math (problem-solving), even physical education (where understanding and following directions can prevent injuries).
Overview
Major Activity: Write your own How-To
Familiarity with Text Type: Students will investigate the features of recipes, crafts, experiments, HowToons, WikiHow sites, Google Maps, Ikea assembly instructions and other manuals to see and understand all the types of instructions that are out there.
Capture Ideas: The teacher will determine a broad topic and the students will brainstorm anything relating to that topic that might need instructions. For example: a topic like ‘Going to School’ would generate all sorts of ideas like Making a Lunch, Taking the Bus, Putting on your winter gear, etc..
Plan: The students decide what their How-To will be and will further research the type of instruction they choose (recipe, HowToon, etc). They will use this research to justify the components, design, and layout they choose for their own How-To.
Draft: The students create a first draft and have a peer conference to see how easy their How-Tos are to follow.
Revise: Students use feedback from conference to create draft 2. Draft 2 is created in Microsoft Publisher.
Proofread: Students have a second conference with two readings of the How-To: one for design and layout and one for spelling/punctuation.
Present: Students make the last of the changes and save their files as JPEGs. The teacher posts them to their own WikiHow site and the students present to the class.
References
Alberta Education. English Language Arts (K-9) Program of Studies. 2000 http://education.alberta.ca/media/450519/elak-9.pdf
Bearne, E. & Wolstencraft, H. (2007). Visual Approaches to Teaching Writing. London, UK: Paul Chapman Publishing.
References Cont’d
Creature Features Project: Alberta Assessment Consortium: http://www.aac.ab.ca/pdfs/elementary.html
Print Resources
Griffith, S., Dragotta, N., & Bonson, J. (2007). Howtoons: The Possibilities are Endless. New York, NY. Harper Collins Publishers.
Howtoons are cartoons showing kids of all ages "How To" build or do things. Each illustrated episode is a stand-alone fun adventure and relays instructions in a unique way
Gabriel, Faith K. (2008). Nifty Thrifty Crafts Animal Crafts. Berkely Heights, NJ. Enslow Publishers Inc.
A fun craft book that includes drawings and pictures in the instructions on how to complete the crafts. Uses kid-friendly language
Cook, Deanna. (1995). The Kids’ Multicultural Cookbook: Food & Fun Around the World. Charlotte, VT. Williamson Publishing Co.
A great cookbook that includes pictures with the recipes. Uses kid-friendly language, multicultural.
Web Resources
Howtoons . (2007). Howtoons.com. Retrieved November 25, 2008, from www.howtoons.com
Howtoons are cartoons showing kids of all ages "How To" build or do things. Each illustrated episode is a stand-alone fun adventure and relays instructions in a unique way
Creative Commons. (2008). wikiHow: The How-To Manual That You Can Edit. Retrieved November 25th, 2008, from www.wikihow.com
wikiHow is a wiki (What I Know Is)- based collaboration to build the world’s largest, highest quality ‘how-to’ manual.
Ikea Systems. (2008). Ikea USA Assembly Instructions. Retrieved November 25, 2008, from http://www.ikea.com/ms/en_US/customer_service/assembly_instructions.html
A good spot to find .pdf files of assembly instructions for use in class.
User Manuals & Guides. (2005). Usersmanualguide.com. Retrieved November 25, 2008, from www.usersmanualguide.com
User Manuals and User Guides for various equipment like mobile phones, photo cameras, monitors, software etc… sorted by brand
Purpose: To teach children how to write instructions that are clear and easy-to-follow.
Rationale: This could be considered a boring topic, but kids need to know how to write things sequentially, not just for instructions, but for stories, poems, essays or virtually any other kind of writing. They need to learn to be purposeful in their planning of the sequence of their ideas and what can be used to enhance clarity along the way.
This skill can be useful in science (sequences are important both in conducting and responding to experiments), math (problem-solving), even physical education (where understanding and following directions can prevent injuries).
Overview
Major Activity: Write your own How-To
Familiarity with Text Type: Students will investigate the features of recipes, crafts, experiments, HowToons, WikiHow sites, Google Maps, Ikea assembly instructions and other manuals to see and understand all the types of instructions that are out there.
Capture Ideas: The teacher will determine a broad topic and the students will brainstorm anything relating to that topic that might need instructions. For example: a topic like ‘Going to School’ would generate all sorts of ideas like Making a Lunch, Taking the Bus, Putting on your winter gear, etc..
Plan: The students decide what their How-To will be and will further research the type of instruction they choose (recipe, HowToon, etc). They will use this research to justify the components, design, and layout they choose for their own How-To.
Draft: The students create a first draft and have a peer conference to see how easy their How-Tos are to follow.
Revise: Students use feedback from conference to create draft 2. Draft 2 is created in Microsoft Publisher.
Proofread: Students have a second conference with two readings of the How-To: one for design and layout and one for spelling/punctuation.
Present: Students make the last of the changes and save their files as JPEGs. The teacher posts them to their own WikiHow site and the students present to the class.
References
Alberta Education. English Language Arts (K-9) Program of Studies. 2000 http://education.alberta.ca/media/450519/elak-9.pdf
Bearne, E. & Wolstencraft, H. (2007). Visual Approaches to Teaching Writing. London, UK: Paul Chapman Publishing.
References Cont’d
Creature Features Project: Alberta Assessment Consortium: http://www.aac.ab.ca/pdfs/elementary.html
Print Resources
Griffith, S., Dragotta, N., & Bonson, J. (2007). Howtoons: The Possibilities are Endless. New York, NY. Harper Collins Publishers.
Howtoons are cartoons showing kids of all ages "How To" build or do things. Each illustrated episode is a stand-alone fun adventure and relays instructions in a unique way
Gabriel, Faith K. (2008). Nifty Thrifty Crafts Animal Crafts. Berkely Heights, NJ. Enslow Publishers Inc.
A fun craft book that includes drawings and pictures in the instructions on how to complete the crafts. Uses kid-friendly language
Cook, Deanna. (1995). The Kids’ Multicultural Cookbook: Food & Fun Around the World. Charlotte, VT. Williamson Publishing Co.
A great cookbook that includes pictures with the recipes. Uses kid-friendly language, multicultural.
Web Resources
Howtoons . (2007). Howtoons.com. Retrieved November 25, 2008, from www.howtoons.com
Howtoons are cartoons showing kids of all ages "How To" build or do things. Each illustrated episode is a stand-alone fun adventure and relays instructions in a unique way
Creative Commons. (2008). wikiHow: The How-To Manual That You Can Edit. Retrieved November 25th, 2008, from www.wikihow.com
wikiHow is a wiki (What I Know Is)- based collaboration to build the world’s largest, highest quality ‘how-to’ manual.
Ikea Systems. (2008). Ikea USA Assembly Instructions. Retrieved November 25, 2008, from http://www.ikea.com/ms/en_US/customer_service/assembly_instructions.html
A good spot to find .pdf files of assembly instructions for use in class.
User Manuals & Guides. (2005). Usersmanualguide.com. Retrieved November 25, 2008, from www.usersmanualguide.com
User Manuals and User Guides for various equipment like mobile phones, photo cameras, monitors, software etc… sorted by brand
Kara's plan
Kara Kulak
Old Radio Shows
Grade Three
Purpose
To introduce students to the entertainment form of old radio shows and allow them to create their own radio show through script writing and recording.
Rationale
This unit will expose students to a form of entertainment they probably have no previous experience with – old radio shows. They will listen to a variety of old radio show genres. By providing this assortment it is hoped that students will find at least one program that they really enjoy, thus making the unit more interesting to them. Once students are hooked on this form of entertainment, they will be told how they will be writing and producing their own radio show! During this process they will engage in a beneficial and authentic writing experience - culminating in an exciting and original finished product. This project will be a welcomed challenge for students at the grade three level and with the proper instruction, guidance and encouragement, the finished radio shows will be remarkable. Their writing will be allowed to come off the page and will come alive with the addition of character voices and sound effects. This unit provides an opportunity for students to practice their oral presenting skills without the pressure of doing so “live”. The element of sound also ties into the grade three “Hearing and Sound” unit in science, and cross-curricular connections can be made.
Planning and Teaching Sequence*
Familiarity with Text Types
• Listen to and categorize old radio shows
• Explain how design, layout and organization of old radio shows and their scripts create effect
• Discuss how to compose radio shows according to audience and purpose
• Draw on reading (of comic books) to design old radio show script
• Demonstrate expressing personal responses to old radio shows (in journal entry)
Teacher Modeling
• Expose students to old radio shows
• Discuss conventions associated with old radio shows
Capture Ideas
• Explore ideas for old radio shows using the sound scavenger hunt and episodic stories found in comic books
• Record ideas through note making and story maps
Children’s Independent Learning
• Listen to old radio shows and express preference
• Create own radio show scripts based on a comic book story
Teacher Modeling
• Demonstrate making sounds for scavenger hunt and creating old radio show scripts based on a comic book episode
• Show how to take notes and use story maps
Plan
• Demonstrate how to choose the comic book episode that works best for this task
• Show how to collect and arrange ideas using graphic organizers, lists, storyboards
Children’s Independent Learning
• Decide what comic book story to use for their radio show
Teacher Modeling
• Combine models from shared listening and capture idea on planning formats
Draft
• Demonstrate how to use models and plans from shared reading/listening to support drafting scripts and design choices
• Model using audio devices to record own radio show
• Demonstrate making changes to the text, adding or removing elements to clarify meaning
Children’s Independent Learning
• Explore design options to create possible script layouts (i.e. where sound effects and advertisements are placed)
• Decide on the importance of speech and/or sound effects
Teacher Modeling
• Explain how choices of sound/voice will communicate the overall meanings of the script
Revise
• Refer back to models of old radio show and scripts presented during shared listening and reading
• Ask peers to assess and review text using agreed criteria (during peer conferences)
• Demonstrate adding or removing elements of the script text/sound effects to clarify meaning
Children’s Independent Learning
• Apply decisions about which narration/sound effects/character lines best communicate the intended meaning of their old radio show
Teacher Modeling
• Model using success criteria to inform revisions and improve the draft script
• Talk through making decisions about re-organizing elements of the script to improve design , cohesion and meaning
Proof Read
• Demonstrate how to check written script for spelling, punctuation and appropriate script format
• Demonstrate how to check audio for voice impression, volume, and clarity
• Demonstrate how to check audio for sound effect impression and volume
Children’s Independent Learning
• Work with peers to make decisions about the effective use of narration/sound effects/character lines to communicate meaning
• Apple understanding of design and script/audio construction to clarify meaning
Teacher Modeling
• Demonstrate proof reading for appropriate inclusion of individual elements in the script and overall design
• Demonstrate proof listening for accuracy of individual elements in the audio
Present
• Model how to evaluate final copy
• Publish old radio shows by recording a final version to share with the class
Children’s Independent Learning
• Proof read and proof listen for accuracy and consistency
• Check cohesion/volume levels of sound effects and voice
Teacher Modeling
• Demonstrate offering constructive feedback about content, design and use of narration/sound effects/character lines to communicate successfully with the listener
Children’s Independent Learning
• Use available resources (audio material) to present texts
• Evaluate own final copy
• Identify areas to improve on if revising the script or audio version of their old radio show
*Based off “The Multimodal Planning and Teaching Sequence” found in Bearne and Wolstencroft’s text
(see reference list)
Description of Learning Experiences
Students will:
• listen to a variety of old radio shows to familiarize themselves with this entertainment genre.
• be shown a sample of an old radio show script and shown the various elements of this text type.
• see the transition from television to radio by listening to an old radio show of I Love Lucy and watching an episode of the I Love Lucy television show.
• complete a sound scavenger hunt to collect ideas for sound effects in their radio show.
• create their own old radio show script based on a comic book episode
• include an advertisement, sound effects, narration and character lines in their radio show.
• participate in peer conferences to receive feedback on their scripts.
• have on-the-spot conferences with the teacher to receive feedback on their scripts.
• make alterations to their scripts based on the above feedback.
• record their old radio shows and present them to the class.
• write reflections on their opinions of old radio shows, comparing old radio show to television programs, and self-assessing their group work and final product.
Annotated Resource List
Arnaz, D., Ball L. (Producers), Oppenheimer J. (Producer/Writer), Levy, R. (Director), & Carroll, B. & Davis, M. (Writers). (1951). I Love Lucy: The Very First Show [Motion Picture]. Beverly Hills, CA: Fox Video.
This is the pilot of the I Love Lucy Show – the television program based off the old radio show My Favorite Husband. This video, combined with the I Love Lucy: Breaking the Lease will clearly demonstrate the transition from radio shows to television shows.
Asimov, I. (Writer). (1955). X-Minus One: Nightfall (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This science-fiction radio show gives students an example of a type of suspense show. Students will enjoy the predictions this show makes about the year 2050.
Balzer, G., Josefsberg, M., Perrin, S., & Tackaberry, J. (Writers). (1952). The Jack Benny Program (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This program is a good example of old radio show variety programs. It can be used to connect old radio shows to modern talk shows like Ellen.
Bearne, E., & Wolstencroft H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London, UK: Paul Chapman Publishing.
Our class textbook provides the outline of The Multimodal Planning and Teaching Sequence (p. 32). This outline was used to create an outline for the Old Radio Show unit.
Freeman B. P. & Lowther, G. (Writers). (1945). The Adventures of Superman: The Meteor from Krypton (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will be a good tie in from the previous unit on comic books. It will also be useful for sparking the interest the boys in the class.
Oppenheimer, J. (Writer/Producer/Director). (1952). I Love Lucy: Breaking the Lease (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will help to demonstrate the transition from radio shows to television. After listening to this show students will also have the opportunity to view an I Love Lucy television episode.
Rapp, R. (Writer). (1947). The Bickersons (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will serve as an example of the family life comedies that were popular at the time. It will tie into a lesson on script writing using a script from another comedy series Our Miss Brooks.
Simply Scripts: Read Scripts Online (2006). Our Miss Brooks: Cure That Habit. Retrieved November 8, 2008, from http://www.vstreff.org/Scripts/Brooks_Cure_that_habit.pdf
This document will be used to demonstrate to students how old radio show scripts are written to include speech, sound effects, commercials, etc. The homepage http://www.simplyscripts.com/radio.html provides many old radio show scripts to choose from.
Tollin, A. (1999). The 60 Greatest Old-Time Radio Shows of the 20th Century: Selected by Walter Cronkite [Booklet]. Schiller Park, IL: Radio Spirits, Inc.
This booklet accompanies the cassette tape collection and provides valuable and interesting information about the old radio shows included in this set.
Old Radio Shows
Grade Three
Purpose
To introduce students to the entertainment form of old radio shows and allow them to create their own radio show through script writing and recording.
Rationale
This unit will expose students to a form of entertainment they probably have no previous experience with – old radio shows. They will listen to a variety of old radio show genres. By providing this assortment it is hoped that students will find at least one program that they really enjoy, thus making the unit more interesting to them. Once students are hooked on this form of entertainment, they will be told how they will be writing and producing their own radio show! During this process they will engage in a beneficial and authentic writing experience - culminating in an exciting and original finished product. This project will be a welcomed challenge for students at the grade three level and with the proper instruction, guidance and encouragement, the finished radio shows will be remarkable. Their writing will be allowed to come off the page and will come alive with the addition of character voices and sound effects. This unit provides an opportunity for students to practice their oral presenting skills without the pressure of doing so “live”. The element of sound also ties into the grade three “Hearing and Sound” unit in science, and cross-curricular connections can be made.
Planning and Teaching Sequence*
Familiarity with Text Types
• Listen to and categorize old radio shows
• Explain how design, layout and organization of old radio shows and their scripts create effect
• Discuss how to compose radio shows according to audience and purpose
• Draw on reading (of comic books) to design old radio show script
• Demonstrate expressing personal responses to old radio shows (in journal entry)
Teacher Modeling
• Expose students to old radio shows
• Discuss conventions associated with old radio shows
Capture Ideas
• Explore ideas for old radio shows using the sound scavenger hunt and episodic stories found in comic books
• Record ideas through note making and story maps
Children’s Independent Learning
• Listen to old radio shows and express preference
• Create own radio show scripts based on a comic book story
Teacher Modeling
• Demonstrate making sounds for scavenger hunt and creating old radio show scripts based on a comic book episode
• Show how to take notes and use story maps
Plan
• Demonstrate how to choose the comic book episode that works best for this task
• Show how to collect and arrange ideas using graphic organizers, lists, storyboards
Children’s Independent Learning
• Decide what comic book story to use for their radio show
Teacher Modeling
• Combine models from shared listening and capture idea on planning formats
Draft
• Demonstrate how to use models and plans from shared reading/listening to support drafting scripts and design choices
• Model using audio devices to record own radio show
• Demonstrate making changes to the text, adding or removing elements to clarify meaning
Children’s Independent Learning
• Explore design options to create possible script layouts (i.e. where sound effects and advertisements are placed)
• Decide on the importance of speech and/or sound effects
Teacher Modeling
• Explain how choices of sound/voice will communicate the overall meanings of the script
Revise
• Refer back to models of old radio show and scripts presented during shared listening and reading
• Ask peers to assess and review text using agreed criteria (during peer conferences)
• Demonstrate adding or removing elements of the script text/sound effects to clarify meaning
Children’s Independent Learning
• Apply decisions about which narration/sound effects/character lines best communicate the intended meaning of their old radio show
Teacher Modeling
• Model using success criteria to inform revisions and improve the draft script
• Talk through making decisions about re-organizing elements of the script to improve design , cohesion and meaning
Proof Read
• Demonstrate how to check written script for spelling, punctuation and appropriate script format
• Demonstrate how to check audio for voice impression, volume, and clarity
• Demonstrate how to check audio for sound effect impression and volume
Children’s Independent Learning
• Work with peers to make decisions about the effective use of narration/sound effects/character lines to communicate meaning
• Apple understanding of design and script/audio construction to clarify meaning
Teacher Modeling
• Demonstrate proof reading for appropriate inclusion of individual elements in the script and overall design
• Demonstrate proof listening for accuracy of individual elements in the audio
Present
• Model how to evaluate final copy
• Publish old radio shows by recording a final version to share with the class
Children’s Independent Learning
• Proof read and proof listen for accuracy and consistency
• Check cohesion/volume levels of sound effects and voice
Teacher Modeling
• Demonstrate offering constructive feedback about content, design and use of narration/sound effects/character lines to communicate successfully with the listener
Children’s Independent Learning
• Use available resources (audio material) to present texts
• Evaluate own final copy
• Identify areas to improve on if revising the script or audio version of their old radio show
*Based off “The Multimodal Planning and Teaching Sequence” found in Bearne and Wolstencroft’s text
(see reference list)
Description of Learning Experiences
Students will:
• listen to a variety of old radio shows to familiarize themselves with this entertainment genre.
• be shown a sample of an old radio show script and shown the various elements of this text type.
• see the transition from television to radio by listening to an old radio show of I Love Lucy and watching an episode of the I Love Lucy television show.
• complete a sound scavenger hunt to collect ideas for sound effects in their radio show.
• create their own old radio show script based on a comic book episode
• include an advertisement, sound effects, narration and character lines in their radio show.
• participate in peer conferences to receive feedback on their scripts.
• have on-the-spot conferences with the teacher to receive feedback on their scripts.
• make alterations to their scripts based on the above feedback.
• record their old radio shows and present them to the class.
• write reflections on their opinions of old radio shows, comparing old radio show to television programs, and self-assessing their group work and final product.
Annotated Resource List
Arnaz, D., Ball L. (Producers), Oppenheimer J. (Producer/Writer), Levy, R. (Director), & Carroll, B. & Davis, M. (Writers). (1951). I Love Lucy: The Very First Show [Motion Picture]. Beverly Hills, CA: Fox Video.
This is the pilot of the I Love Lucy Show – the television program based off the old radio show My Favorite Husband. This video, combined with the I Love Lucy: Breaking the Lease will clearly demonstrate the transition from radio shows to television shows.
Asimov, I. (Writer). (1955). X-Minus One: Nightfall (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This science-fiction radio show gives students an example of a type of suspense show. Students will enjoy the predictions this show makes about the year 2050.
Balzer, G., Josefsberg, M., Perrin, S., & Tackaberry, J. (Writers). (1952). The Jack Benny Program (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This program is a good example of old radio show variety programs. It can be used to connect old radio shows to modern talk shows like Ellen.
Bearne, E., & Wolstencroft H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London, UK: Paul Chapman Publishing.
Our class textbook provides the outline of The Multimodal Planning and Teaching Sequence (p. 32). This outline was used to create an outline for the Old Radio Show unit.
Freeman B. P. & Lowther, G. (Writers). (1945). The Adventures of Superman: The Meteor from Krypton (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will be a good tie in from the previous unit on comic books. It will also be useful for sparking the interest the boys in the class.
Oppenheimer, J. (Writer/Producer/Director). (1952). I Love Lucy: Breaking the Lease (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will help to demonstrate the transition from radio shows to television. After listening to this show students will also have the opportunity to view an I Love Lucy television episode.
Rapp, R. (Writer). (1947). The Bickersons (Cassette Recording). Schiller Park, IL: Radio Spirits, Inc.
This radio show will serve as an example of the family life comedies that were popular at the time. It will tie into a lesson on script writing using a script from another comedy series Our Miss Brooks.
Simply Scripts: Read Scripts Online (2006). Our Miss Brooks: Cure That Habit. Retrieved November 8, 2008, from http://www.vstreff.org/Scripts/Brooks_Cure_that_habit.pdf
This document will be used to demonstrate to students how old radio show scripts are written to include speech, sound effects, commercials, etc. The homepage http://www.simplyscripts.com/radio.html provides many old radio show scripts to choose from.
Tollin, A. (1999). The 60 Greatest Old-Time Radio Shows of the 20th Century: Selected by Walter Cronkite [Booklet]. Schiller Park, IL: Radio Spirits, Inc.
This booklet accompanies the cassette tape collection and provides valuable and interesting information about the old radio shows included in this set.
Carly's plan
408 Overview Carly Wallace
Title: Persuasive Response to Challenged Children’s Books Grade: 5
Purpose(s): 1. Gain persuasive writing skills: Although children work hard to convince adults of their opinions, they often find it difficult to consider both sides of an argument. Exploring many examples of persuasive writing and breaking down the components (introduction or hook, viewpoint, reasons, support, opposing viewpoint, counter argument, conclusion), allows children to see what an effective argument consists of and how they can create a solid argument within their writing.
2. Exploring censorship: Children’s books are challenged for a variety of reasons such as illustrations, content, and many other issues. In efforts to protect children, censorship has become a popular topic, resulting in books being challenged for educated, or possibly foolish, reasons. During the upper elementary years children are trying to push the boundaries and gain independence, so exploring an idea such as censorship would be an appealing topic for this age group.
Rationale: I believe this is an engaging learning experience that introduces children to persuasive writing with an exciting focus. Exploring various examples of persuasive writing, individually and in groups, provides students with useful knowledge on the topic discussed and encourages collaboration. Challenged books deal with important topics that many adults will avoid, leaving children confused and poorly informed. Taking the time to discuss these topics is beneficial for children so they are well educated about current issues explored in our society today. This lesson allows students to explore challenged books and respond by expressing their perspective, stating what they believe should be done with the book in their school.
Familiarity With Text Type- Persuasion:
1. Explore persuasive picture books dealing with persuasion. Some examples:
Grambling, L. (1998). Can I have a stegosaurus mom? can I? please!? New York, New York: Troll Communications.
(A young boy begs his mother for a pet dinosaur; supporting his argument with the benefits it will provide him).
Viorst, J. (1993). Earrings. New York: Aladdin Paperbacks.
(A young girl tries to convince her parents of the benefits of piercing her ears).
2. Use class voting to explore different viewpoints/ chart results.
3. Model effective writing by exploring examples of poor and strong persuasive essays on IWB or projector- Examples:
Teacher Web. (2008). Scoring models for persuasion. Retrieved November 20, 2008, from http://www.teacherweb.com/CA/HermosaValleySchool/carolepoertner/ScoringModelsfor Persuasion.doc
Vermont Department of Education. (2003). Persuasive benchmarks. Retrieved November 20, 2008, from http://education.vermont.gov/new/pdfdoc/pgm_curriculum/literacy/ writing/benchmarks/grade_5/grade_5_1_11_persuasive.pdf
4. Break down elements of persuasive essays using writing organizers. Some Examples:
Mead School District. (n.d.). Planning sheet. Retrieved November 24, 2008, from http://mhs.mead354.org/file.cfm?resourceid=14135&filename=Planning%20Sheet.doc.
Read Write Think. (2004). Persuasion map. Retrieved November 24, 2008, from
http://www.readwritethink.org/materials/persuasion_map/
Time for Kids (2004). Tfk homework helper: Persuasive Essay. Retrieved November 28, 2008, from http://www.timeforkids.com/TFK/media/hh/pdfs/ideaorganizers/persuasive_ideaorg.pdf
5. Explore role-playing with persuasion with weak and effective examples- Great example:
Read Write Think. (2004). Role-play Activity. Retrieved December 1, 2008, from
http://www.readwritethink.org/lesson_images/lesson268/role.pdf
Familiarity With Text Type- Challenged books:
1. Introduce the concept of censorship as it applies to children’s literature.
2. Explore censorship using videos, websites, and children’s books. Examples:
“Top 10 Banned Books 2006- Banned Books Week 2007” (http://www.youtube.com/watch?v=d3mGlp4GT6k)
“Katie Couric’s Notebook: Banned Books Week CBS News” (http://www.youtube.com/watch?v=5pJMfEMfCHg)
3. Explore examples of banned or challenges children’s books. Examples on websites:
Kennedy, E. (2008). Banning and censorship of children’s books. Retrieved November 22, 2008, from http://childrensbooks.about.com/cs/censorship/a/censorship.htm
American Library Association. (2007). Frequently challenged books. Retrieved
November 20, 2008 from, http://www.ala.org/ala/aboutala/offices/oif/
bannedbooksweek/challengedbanned/frequentlychallengedbooks.cfm
N.A. (2006). Through the eyes of a child. Retrieved November 20, 2008 from, http://www2.lib.virginia.edu/exhibits/censored/child.html
4. Discuss opinions and articles, which reflect opinions on the books.
Capturing Ideas:
1. Explore planning organizers, which outline the format of persuasive essays. Examples above.
2. Each student will pick a challenged story to write a persuasive essay. The essay will ask the student to express their ideas about what they believe should be done with the book in their school and why.
3. Use an essay organizer to model planning with one of the challenged books as an example. Search for arguments against your opinion on IWB.
4. Ask students to search websites and resources to find opposing arguments, choose an organizer and begin recording some ideas.
Drafting:
1. Students will work during class and at home to complete the first draft, referring to examples, handouts, and asking questions. Great reference:
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive
Revision/ Editing:
1. Students will work through peer conference, using a teacher-developed checklist, to ensure they have included all the necessary elements of persuasive writing. Elements to include:
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from
http://teacher.scholastic.com/activities/writing/worksheet_6.asp?topic=Iditarod
2. Peers will also complete a peer-editing sheet including elements of praise, questions they may have, and ideas for improvement.
3. Teacher takes opportunity to complete on the spot conferences, one-on-one conferences with students and mini lessons to address common writing problems.
Proofreading:
1. Use strategies such as colours: Using felts: green-underline capitals, put green boxes around start of sentences. Red- put red box around punctuation at end of sentence. Add up boxes do they match? Orange- circle word “and” to make sure its not used too many times. Strategy online:
Think Quest (n.d.). Write on reader. Retrieved November 27, 2008, from http://library.thinkquest.org/J001156/writing%20process/bc_editing.htm
Presenting:
1. Have students present essay to class, describing their book, their argument and have discussion about agreeing comments and opposing arguments.
Useful Resources:
Caine, K. & Angelillo, J. (2008). Writing to persuade. Portsmouth, NH: Heinemann.
(This book includes various samples of children’s persuasive writing in all forms, examples of helpful mini-lessons, revision and editing strategies and much more).
Janeczko, P. (2003). Writing winning reports and essays. New York: Scholastic.
(This book includes strategies and tips for to promote successful writing. Samples of book reports, persuasive essays, personal essays and etc. are included. Written in student friendly language).
Read Write Think. (2002). A case for reading: Examining challenged and banned books. Retrieved November 20, 2008, from
http://www.readwritethink.org/lessons/lesson_view.asp?id=410
(I based my lesson upon an idea I found on this website. This website includes great lesson plans for various literacy topics. Each lesson plan includes hyperlinks to helpful resources, handouts and websites that extend the subject area).
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive
(This website outlines the steps to creating an effective piece of persuasive writing. The site includes links to teacher guides, lesson plans, editing and revision worksheets and great interactive elements that could be used in the classroom).
Orange Unified School District. (n.d.). Persuasive writing. Retrieved November 24, 2008,
from http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
(This website breaks down each component of persuasive writing in great detail).
Title: Persuasive Response to Challenged Children’s Books Grade: 5
Purpose(s): 1. Gain persuasive writing skills: Although children work hard to convince adults of their opinions, they often find it difficult to consider both sides of an argument. Exploring many examples of persuasive writing and breaking down the components (introduction or hook, viewpoint, reasons, support, opposing viewpoint, counter argument, conclusion), allows children to see what an effective argument consists of and how they can create a solid argument within their writing.
2. Exploring censorship: Children’s books are challenged for a variety of reasons such as illustrations, content, and many other issues. In efforts to protect children, censorship has become a popular topic, resulting in books being challenged for educated, or possibly foolish, reasons. During the upper elementary years children are trying to push the boundaries and gain independence, so exploring an idea such as censorship would be an appealing topic for this age group.
Rationale: I believe this is an engaging learning experience that introduces children to persuasive writing with an exciting focus. Exploring various examples of persuasive writing, individually and in groups, provides students with useful knowledge on the topic discussed and encourages collaboration. Challenged books deal with important topics that many adults will avoid, leaving children confused and poorly informed. Taking the time to discuss these topics is beneficial for children so they are well educated about current issues explored in our society today. This lesson allows students to explore challenged books and respond by expressing their perspective, stating what they believe should be done with the book in their school.
Familiarity With Text Type- Persuasion:
1. Explore persuasive picture books dealing with persuasion. Some examples:
Grambling, L. (1998). Can I have a stegosaurus mom? can I? please!? New York, New York: Troll Communications.
(A young boy begs his mother for a pet dinosaur; supporting his argument with the benefits it will provide him).
Viorst, J. (1993). Earrings. New York: Aladdin Paperbacks.
(A young girl tries to convince her parents of the benefits of piercing her ears).
2. Use class voting to explore different viewpoints/ chart results.
3. Model effective writing by exploring examples of poor and strong persuasive essays on IWB or projector- Examples:
Teacher Web. (2008). Scoring models for persuasion. Retrieved November 20, 2008, from http://www.teacherweb.com/CA/HermosaValleySchool/carolepoertner/ScoringModelsfor Persuasion.doc
Vermont Department of Education. (2003). Persuasive benchmarks. Retrieved November 20, 2008, from http://education.vermont.gov/new/pdfdoc/pgm_curriculum/literacy/ writing/benchmarks/grade_5/grade_5_1_11_persuasive.pdf
4. Break down elements of persuasive essays using writing organizers. Some Examples:
Mead School District. (n.d.). Planning sheet. Retrieved November 24, 2008, from http://mhs.mead354.org/file.cfm?resourceid=14135&filename=Planning%20Sheet.doc.
Read Write Think. (2004). Persuasion map. Retrieved November 24, 2008, from
http://www.readwritethink.org/materials/persuasion_map/
Time for Kids (2004). Tfk homework helper: Persuasive Essay. Retrieved November 28, 2008, from http://www.timeforkids.com/TFK/media/hh/pdfs/ideaorganizers/persuasive_ideaorg.pdf
5. Explore role-playing with persuasion with weak and effective examples- Great example:
Read Write Think. (2004). Role-play Activity. Retrieved December 1, 2008, from
http://www.readwritethink.org/lesson_images/lesson268/role.pdf
Familiarity With Text Type- Challenged books:
1. Introduce the concept of censorship as it applies to children’s literature.
2. Explore censorship using videos, websites, and children’s books. Examples:
“Top 10 Banned Books 2006- Banned Books Week 2007” (http://www.youtube.com/watch?v=d3mGlp4GT6k)
“Katie Couric’s Notebook: Banned Books Week CBS News” (http://www.youtube.com/watch?v=5pJMfEMfCHg)
3. Explore examples of banned or challenges children’s books. Examples on websites:
Kennedy, E. (2008). Banning and censorship of children’s books. Retrieved November 22, 2008, from http://childrensbooks.about.com/cs/censorship/a/censorship.htm
American Library Association. (2007). Frequently challenged books. Retrieved
November 20, 2008 from, http://www.ala.org/ala/aboutala/offices/oif/
bannedbooksweek/challengedbanned/frequentlychallengedbooks.cfm
N.A. (2006). Through the eyes of a child. Retrieved November 20, 2008 from, http://www2.lib.virginia.edu/exhibits/censored/child.html
4. Discuss opinions and articles, which reflect opinions on the books.
Capturing Ideas:
1. Explore planning organizers, which outline the format of persuasive essays. Examples above.
2. Each student will pick a challenged story to write a persuasive essay. The essay will ask the student to express their ideas about what they believe should be done with the book in their school and why.
3. Use an essay organizer to model planning with one of the challenged books as an example. Search for arguments against your opinion on IWB.
4. Ask students to search websites and resources to find opposing arguments, choose an organizer and begin recording some ideas.
Drafting:
1. Students will work during class and at home to complete the first draft, referring to examples, handouts, and asking questions. Great reference:
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive
Revision/ Editing:
1. Students will work through peer conference, using a teacher-developed checklist, to ensure they have included all the necessary elements of persuasive writing. Elements to include:
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from
http://teacher.scholastic.com/activities/writing/worksheet_6.asp?topic=Iditarod
2. Peers will also complete a peer-editing sheet including elements of praise, questions they may have, and ideas for improvement.
3. Teacher takes opportunity to complete on the spot conferences, one-on-one conferences with students and mini lessons to address common writing problems.
Proofreading:
1. Use strategies such as colours: Using felts: green-underline capitals, put green boxes around start of sentences. Red- put red box around punctuation at end of sentence. Add up boxes do they match? Orange- circle word “and” to make sure its not used too many times. Strategy online:
Think Quest (n.d.). Write on reader. Retrieved November 27, 2008, from http://library.thinkquest.org/J001156/writing%20process/bc_editing.htm
Presenting:
1. Have students present essay to class, describing their book, their argument and have discussion about agreeing comments and opposing arguments.
Useful Resources:
Caine, K. & Angelillo, J. (2008). Writing to persuade. Portsmouth, NH: Heinemann.
(This book includes various samples of children’s persuasive writing in all forms, examples of helpful mini-lessons, revision and editing strategies and much more).
Janeczko, P. (2003). Writing winning reports and essays. New York: Scholastic.
(This book includes strategies and tips for to promote successful writing. Samples of book reports, persuasive essays, personal essays and etc. are included. Written in student friendly language).
Read Write Think. (2002). A case for reading: Examining challenged and banned books. Retrieved November 20, 2008, from
http://www.readwritethink.org/lessons/lesson_view.asp?id=410
(I based my lesson upon an idea I found on this website. This website includes great lesson plans for various literacy topics. Each lesson plan includes hyperlinks to helpful resources, handouts and websites that extend the subject area).
Scholastic. (2008). Writing workshop: Persuasive writing. Retrieved December 1, 2008, from http://teacher.scholastic.com/activities/writing/index.asp?topic=Persuasive
(This website outlines the steps to creating an effective piece of persuasive writing. The site includes links to teacher guides, lesson plans, editing and revision worksheets and great interactive elements that could be used in the classroom).
Orange Unified School District. (n.d.). Persuasive writing. Retrieved November 24, 2008,
from http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm
(This website breaks down each component of persuasive writing in great detail).
Monday, November 17, 2008
Harry Potter fandom in the movies
Check out this trailer for a movie called "We Are Wizards," which seems to be about a Harry Potter fandom:
http://www.youtube.com/watch?v=XQSreoCRJeM
The letters they are referring to are from when TimeWarner was trying to shut down all kids' Harry Potter fan sites. Their lawyers sent scary letters to kids about taking down their fan sites or else TimeWarner would take legal action against them. You can imagine how frightening that was for kids and their parents!
http://www.youtube.com/watch?v=XQSreoCRJeM
The letters they are referring to are from when TimeWarner was trying to shut down all kids' Harry Potter fan sites. Their lawyers sent scary letters to kids about taking down their fan sites or else TimeWarner would take legal action against them. You can imagine how frightening that was for kids and their parents!
Tuesday, October 21, 2008
Midterm blueprint
Thanks once again for a terrific work session with Susan's class today. I loved looking around and seeing pairs of you working and getting to know each other. I've emailed Susan with our questions and will get back to you with answers.
Here's the material about the midterm:
EDEL 408 Fall 2007 Midterm (20%)
October 28, 2008 13:00-14:30
Content:
Demonstrates conceptual knowledge of learning and teaching writing;
Demonstrates expected quality of writing (given exam conditions): response is clearly articulated.
Provides well articulated, clear illustrations of teaching/learning situations;
Makes explicit reference to course readings, class activities, and discussions as appropriate.
Responses demonstrate appropriate professional to for audience (as given in writing prompt); no jargon; friendly and informal but basically correct, not slangy and not pretentious.
Part A. Applying ideas from the textbook: 2 questions (3 marks each)
Part B. Sample of a child’s writing. (7 marks) Read the writing sample (grade level and context of assignment provided).
Strengths you see in this writing? Give examples from the writing.
Areas you would like this child to work on? Give examples from the writing.
Write what you would say in a writing conference in a specific conference situation.
Part C. Scenario. (7 marks) Choose ONE of the following TWO scenarios of professional practice. For each, compose a carefully reasoned and articulated response to explain how and why you would teach writing in response to the situation presented. Be specific and give examples or illustrations of your ideas. Draw explicitly upon class readings, discussions, and activities as appropriate to develop ideas for teaching writing. If you want to show that an idea draws specifically from the text, for example, insert [B&W]. Write in a tone appropriate for the given scenario (for ex., not expecting parents to know the terminology of your textbook). You can choose to write in dialogue, as you would speak to the group, or you can write an explanation of what you would say.
Here's the material about the midterm:
EDEL 408 Fall 2007 Midterm (20%)
October 28, 2008 13:00-14:30
Content:
Demonstrates conceptual knowledge of learning and teaching writing;
Demonstrates expected quality of writing (given exam conditions): response is clearly articulated.
Provides well articulated, clear illustrations of teaching/learning situations;
Makes explicit reference to course readings, class activities, and discussions as appropriate.
Responses demonstrate appropriate professional to for audience (as given in writing prompt); no jargon; friendly and informal but basically correct, not slangy and not pretentious.
Part A. Applying ideas from the textbook: 2 questions (3 marks each)
Part B. Sample of a child’s writing. (7 marks) Read the writing sample (grade level and context of assignment provided).
Strengths you see in this writing? Give examples from the writing.
Areas you would like this child to work on? Give examples from the writing.
Write what you would say in a writing conference in a specific conference situation.
Part C. Scenario. (7 marks) Choose ONE of the following TWO scenarios of professional practice. For each, compose a carefully reasoned and articulated response to explain how and why you would teach writing in response to the situation presented. Be specific and give examples or illustrations of your ideas. Draw explicitly upon class readings, discussions, and activities as appropriate to develop ideas for teaching writing. If you want to show that an idea draws specifically from the text, for example, insert [B&W]. Write in a tone appropriate for the given scenario (for ex., not expecting parents to know the terminology of your textbook). You can choose to write in dialogue, as you would speak to the group, or you can write an explanation of what you would say.
Sunday, October 19, 2008
Week of Oct. 21--Working with children
Thank you to Eryn and Cheryl for reporting the feedback from the “midterm feedback session” to me. And thank you all for your thoughtful responses. I will work on addressing them, especially the immediate concern about the midterm exam and explanations for the assignments. We’ll work on these for the 2nd half of class after the children leave on Tues. In the meantime, don’t be overly anxious: I regard your work as professional development, not as “gotcha” tests and assignments.
Please read the following carefully. Print out if you’d like to have it in class.
Procedure for class on Tues, Oct. 21:
Bring your MovieMaker project on memory stick and/or your laptop.
If you can come a few minutes early to room 277, please do. I’ll have nametags for you.
We will be pushed for time, so it’s important that you understand what you need to do with your student and the timelines we’ve laid out. The class will be with us from 1:00-2:30.
Ms Kosanovich’s class will arrive at 1:00. Find your partner (list below). We will have another room (380) to use, and half of you will be directed to take your partner to that room after we have said our welcomes and given directions.
The children's assignment is to create a MovieMaker project that is a response to literature. Each child will have read one of the following short books: Love that Dog (Sharon Creech), The Van Gogh Café (Cynthia Rylant), or Hey, World, Here I Am! (Jean Little). Each child will have a copy of the book for you to read and respond to later. The book will have stickee notes in it where the child made comments about anything he/she particularly liked or noticed when reading the book.
The purposes of Tuesday’s work with Ms Kosanovich’s class are: (1) for you to get to know your partner a bit and to learn about the book that your partner has read; and (2) to help your partner get images and some text files to start the Movie Maker project.
(1) Get to know your partner: When the computers have been assigned and we are in the 2 rooms, first show your partner the MovieMaker project that you have created as a way of introducing yourself. Talk for a few minutes with your partner about how you made the movie so that he/she gets a sense of what can be done with the program. (15 min max.)
Next, spend a few minutes talking with your partner about the Multimodal Text Survey (from the textbook, p8) that Ms Kosanovich’s class has filled out. Each child will come with his/her copy of it. Use this time to get to know a little about the child’s interests and ideas about stories. Then ask the child about the book that he/she has read—what he/she liked about it, what kinds of things he/she noticed and wrote about on stickees, etc. This is your time to learn about your partner so that you’ll be able to help create the movie. (15 min max.)
(2) Help your partner with his/her MovieMaker project: Ms Kosanovich’s students will each come with a memory stick with 2-3 images on it:
• a photo of the book jacket,
• a photo of a drawing he/she has done about the book, and
• probably a photo of him/her working on the drawing.
You will talk with your partner about what kinds of images will be good to have in the movie (based on the child’s responses to the book). Then help your partner find more images that will be good to use. You should prepare to do this by going back to the free sites we talked about in class.
• NOTE: Check the Learning and Technology Integration site for such free images and audio: www.lati.ualberta.ca . Do this before we have the class meeting so that you are comfortable looking on the sites. On the site, follow links: "research subject areas" and then "secondary ELA" to see the free sites.
If your partner has selected some text passages that he/she especially likes from the book, then help your partner create the text passages on MovieMaker. Save all files that you and your partner want to use in a folder on the child’s memory stick.
At 2:20, all students should return to room 277 to return the mobile lab equipment and to get organized for the children to return to Belgravia.
In our Nov. 4 session, we will have writing conferences and work with sequencing the MovieMaker projects. By this time, you will have read your partner’s book and written a response letter to him/her. (This response letter will be part of your writing folder as well as a response to your partner. I’ll talk about this more in class.)
Susan and I are excited about the work you will do with the children. I know that it takes some flexibility on your part to work with children in our class, and I appreciate your flexibility and enthusiasm. You will learn a lot, and I’m confident that you’ll teach the children well during this project. See you Tues!
Pairing of students: If you have 2 students, they are reading the same book.
EDEL 408 Ms Kosanovich’s students
Gillian Justin
Ashley B Sarah B
Marco Zachary
Jason Adam P
Eryn Matthew
Cheryl C Samual and Georgia C
Christina Autumn
Carmen Grace
Vickie Sarah H
Ashley K Sam H
Kara Adam L and Jacob
Cheryl L Rachel K
Stephanie Madeleine
Tiffany Travis
Kristin Stephanie
Allison Aida
Natasha Jenna
Robyn Iris
Carly Georgia W
Natalie Rachel Y
Rhea Davina and Olivia
Please read the following carefully. Print out if you’d like to have it in class.
Procedure for class on Tues, Oct. 21:
Bring your MovieMaker project on memory stick and/or your laptop.
If you can come a few minutes early to room 277, please do. I’ll have nametags for you.
We will be pushed for time, so it’s important that you understand what you need to do with your student and the timelines we’ve laid out. The class will be with us from 1:00-2:30.
Ms Kosanovich’s class will arrive at 1:00. Find your partner (list below). We will have another room (380) to use, and half of you will be directed to take your partner to that room after we have said our welcomes and given directions.
The children's assignment is to create a MovieMaker project that is a response to literature. Each child will have read one of the following short books: Love that Dog (Sharon Creech), The Van Gogh Café (Cynthia Rylant), or Hey, World, Here I Am! (Jean Little). Each child will have a copy of the book for you to read and respond to later. The book will have stickee notes in it where the child made comments about anything he/she particularly liked or noticed when reading the book.
The purposes of Tuesday’s work with Ms Kosanovich’s class are: (1) for you to get to know your partner a bit and to learn about the book that your partner has read; and (2) to help your partner get images and some text files to start the Movie Maker project.
(1) Get to know your partner: When the computers have been assigned and we are in the 2 rooms, first show your partner the MovieMaker project that you have created as a way of introducing yourself. Talk for a few minutes with your partner about how you made the movie so that he/she gets a sense of what can be done with the program. (15 min max.)
Next, spend a few minutes talking with your partner about the Multimodal Text Survey (from the textbook, p8) that Ms Kosanovich’s class has filled out. Each child will come with his/her copy of it. Use this time to get to know a little about the child’s interests and ideas about stories. Then ask the child about the book that he/she has read—what he/she liked about it, what kinds of things he/she noticed and wrote about on stickees, etc. This is your time to learn about your partner so that you’ll be able to help create the movie. (15 min max.)
(2) Help your partner with his/her MovieMaker project: Ms Kosanovich’s students will each come with a memory stick with 2-3 images on it:
• a photo of the book jacket,
• a photo of a drawing he/she has done about the book, and
• probably a photo of him/her working on the drawing.
You will talk with your partner about what kinds of images will be good to have in the movie (based on the child’s responses to the book). Then help your partner find more images that will be good to use. You should prepare to do this by going back to the free sites we talked about in class.
• NOTE: Check the Learning and Technology Integration site for such free images and audio: www.lati.ualberta.ca . Do this before we have the class meeting so that you are comfortable looking on the sites. On the site, follow links: "research subject areas" and then "secondary ELA" to see the free sites.
If your partner has selected some text passages that he/she especially likes from the book, then help your partner create the text passages on MovieMaker. Save all files that you and your partner want to use in a folder on the child’s memory stick.
At 2:20, all students should return to room 277 to return the mobile lab equipment and to get organized for the children to return to Belgravia.
In our Nov. 4 session, we will have writing conferences and work with sequencing the MovieMaker projects. By this time, you will have read your partner’s book and written a response letter to him/her. (This response letter will be part of your writing folder as well as a response to your partner. I’ll talk about this more in class.)
Susan and I are excited about the work you will do with the children. I know that it takes some flexibility on your part to work with children in our class, and I appreciate your flexibility and enthusiasm. You will learn a lot, and I’m confident that you’ll teach the children well during this project. See you Tues!
Pairing of students: If you have 2 students, they are reading the same book.
EDEL 408 Ms Kosanovich’s students
Gillian Justin
Ashley B Sarah B
Marco Zachary
Jason Adam P
Eryn Matthew
Cheryl C Samual and Georgia C
Christina Autumn
Carmen Grace
Vickie Sarah H
Ashley K Sam H
Kara Adam L and Jacob
Cheryl L Rachel K
Stephanie Madeleine
Tiffany Travis
Kristin Stephanie
Allison Aida
Natasha Jenna
Robyn Iris
Carly Georgia W
Natalie Rachel Y
Rhea Davina and Olivia
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