Dream Unit
Dream it. Be it.
"Rise up you Dreamers and Troubadours of the endless journey...Your dream begins." Francis of Assisi
Dream it. Be it.
"Rise up you Dreamers and Troubadours of the endless journey...Your dream begins." Francis of Assisi
Resources
Learning Standards:
Websites:
http://www.poetryfoundation.org/bio/langston-hughes
www.brainyquote.com
http://www.youtube.com/watch?v=EpjFS3CQkKE "Langston Hughes reads his poem, 'Dreams'"
Learning Standards:
- With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
- Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.
- Create and present an original poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class.
Websites:
http://www.poetryfoundation.org/bio/langston-hughes
www.brainyquote.com
http://www.youtube.com/watch?v=EpjFS3CQkKE "Langston Hughes reads his poem, 'Dreams'"
Fifth and Sixth Grade Writing Rubric:
3-8.ela.common.core.writing.rubric.pdf | |
File Size: | 255 kb |
File Type: |
Poetry Compilation:
- Hip Hop Speaks to Children, edited by Nikki Giovanni.
To view many amazing videos and resources:
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
1) Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
WEEK OF APRIL 29, 2019
"Be the change you wish to see in the world."
-Gandhi
"Be the change you wish to see in the world."
-Gandhi
SONG: "IT'S A LONG WAY" written by Bill Harley
Song: "Swimming to the Other Side" written by Pat Humphries
SONG LYRICS: "WHAT CAN ONE LITTLE PERSON DO?"
SONG LYRICS: "What Can One Little Person Do?"
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WEEK OF APRIL 29, 2019
- Activate Prior Knowledge: Students will make a list in their writing notebooks: I am in the world to change the world. Under the heading students will write descriptive adjectives and ideas that depict Wangari Maathai. As students do that, they will continue to reflect on the list that was created yesterday about each students hopes and aspirations. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- Song: "What Can One Little Person Do?" https://video.search.yahoo.com/video/play;_ylt=A2KLqIIFIYtWViAAQe4snIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=what+can+one+little+person+do+by+sally+rogers&vid=23b44a711e5c2dbf96dda41acb4ffcd0&turl=http%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DWN.mqhslaotfIEmKPqvpgOB4A%26pid%3D15.1%26h%3D227%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Duh0gAO09zOc&tit=What+Can+One+Little+Person+Do+%28Sing+Along%29&c=0&h=227&w=300&l=199&sigr=11bt6phbh&sigt=11aok34fd&sigi=12lbltpoq&age=1298039672&fr2=p%3As%2Cv%3Av&fr=yhs-mozilla-001&hsimp=yhs-001&hspart=mozilla&tt=b
- Learning Objective: I will begin to create a list including adjectives and ideas about people who can change the world.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Independent Practice: Students will begin to create a list including adjectives and ideas about people who can change the world.
- Directions:
- Listen to and analyze the songs “It’s a Long Way,” and “Swimming to the Other Side.”
- Annotate the lyrics to the two songs.
- In what ways are “It’s a Long Way,” and “Swimming to the Other Side” similar? Write an essay that describes three or more similarities of the two songs.
- Write an essay that is at least 6-8 paragraphs long.
- What can these two songs teach us? In your essay, describe three or more lessons that these songs can teach us.
- Include evidence from the lyrics to support your description of the similarities of the two songs.
- Also, include evidence from the lyrics to support your description of the lesson that these two songs can teach us.
- Write as much as you can, as quickly as you can.
- In your writing, make sure you:
- Describe several examples from the text as your evidence to support your inferences.
- Use several examples of transition words throughout each paragraph. Use the transition word packet for ideas of transition words that you might never have used before in your writing.
- Check your writing for:
- spelling
- capitalization of proper nouns
- capitalization of the beginning of sentences
- punctuation
- indentation of each new paragraph
- interesting word choice
- Activate Prior Knowledge: Students will make a list in their writing notebooks: I am in the world to change the world. Under the heading students will write descriptive adjectives and ideas that depict Wangari Maathai. As students do that, they will continue to reflect on the list that was created yesterday about each students hopes and aspirations. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- Song: "What Can One Little Person Do?" https://video.search.yahoo.com/video/play;_ylt=A2KLqIIFIYtWViAAQe4snIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=what+can+one+little+person+do+by+sally+rogers&vid=23b44a711e5c2dbf96dda41acb4ffcd0&turl=http%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DWN.mqhslaotfIEmKPqvpgOB4A%26pid%3D15.1%26h%3D227%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Duh0gAO09zOc&tit=What+Can+One+Little+Person+Do+%28Sing+Along%29&c=0&h=227&w=300&l=199&sigr=11bt6phbh&sigt=11aok34fd&sigi=12lbltpoq&age=1298039672&fr2=p%3As%2Cv%3Av&fr=yhs-mozilla-001&hsimp=yhs-001&hspart=mozilla&tt=b
- Learning Objective: I will begin to create a list including adjectives and ideas about people who can change the world.
- Concept Development:
- Students will watch the videos about Malala.
- Students will think about words to describe her and add these words to their list. This list will help students write a poem about dreams, challenges, courage.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will begin to create a list including adjectives and ideas about people who can change the world.
- Other information on Malala:
- Unbreakable: One Girl Changing the World. Youtube. http://abc.go.com/shows/2020/listing/2013-10/11-unbreakable-one-girl-changing-the-world
- Malala's story - BBC News https://www.youtube.com/watch?v=FnloKzEAX7o
- He Named Me Malala Official Trailer 1 (2015) - Documentary HD. YouTube. https://www.youtube.com/watch?v=vE5gSHJkusU
- Malala Yousafzai addresses United Nations Youth Assembly, YouTube. https://www.youtube.com/watch?v=3rNhZu3ttIU
- Malala Yousafzai Nobel Peace Prize Speech, YouTube. https://www.youtube.com/watch?v=MOqIotJrFVM
- Teens React to Malala Yousafzai, https://www.youtube.com/watch?v=RE1KNTxc0uU
Homework due : None.
- Activate Prior Knowledge: Students will make a list in their writing notebooks: I am in the world to change the world. Under the heading students will write descriptive adjectives and ideas that depict Wangari Maathai. As students do that, they will continue to reflect on the list that was created yesterday about each students hopes and aspirations. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- Song: "What Can One Little Person Do?" https://video.search.yahoo.com/video/play;_ylt=A2KLqIIFIYtWViAAQe4snIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=what+can+one+little+person+do+by+sally+rogers&vid=23b44a711e5c2dbf96dda41acb4ffcd0&turl=http%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DWN.mqhslaotfIEmKPqvpgOB4A%26pid%3D15.1%26h%3D227%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Duh0gAO09zOc&tit=What+Can+One+Little+Person+Do+%28Sing+Along%29&c=0&h=227&w=300&l=199&sigr=11bt6phbh&sigt=11aok34fd&sigi=12lbltpoq&age=1298039672&fr2=p%3As%2Cv%3Av&fr=yhs-mozilla-001&hsimp=yhs-001&hspart=mozilla&tt=b
- Learning Objective: I will begin to create a list including adjectives and ideas about people who can change the world.
- Concept Development:
- Students will watch the videos about Malala.
- Students will think about words to describe her and add these words to their list. This list will help students write a poem about dreams, challenges, courage.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will begin to create a list including adjectives and ideas about people who can change the world.
- Other information on Malala:
- Unbreakable: One Girl Changing the World. Youtube. http://abc.go.com/shows/2020/listing/2013-10/11-unbreakable-one-girl-changing-the-world
- Malala's story - BBC News https://www.youtube.com/watch?v=FnloKzEAX7o
- He Named Me Malala Official Trailer 1 (2015) - Documentary HD. YouTube. https://www.youtube.com/watch?v=vE5gSHJkusU
- Malala Yousafzai addresses United Nations Youth Assembly, YouTube. https://www.youtube.com/watch?v=3rNhZu3ttIU
- Malala Yousafzai Nobel Peace Prize Speech, YouTube. https://www.youtube.com/watch?v=MOqIotJrFVM
- Teens React to Malala Yousafzai, https://www.youtube.com/watch?v=RE1KNTxc0uU
Homework due : None.
Classwork, : As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- Activate Prior Knowledge: Imagine that Malala is coming to our school. What would your reaction be meeting her? What would you be thinking? What questions would you have for her? Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective:
- I can ask questions that would help me to think deeper about my dreams and about how one little person could change the world.
- I can choose words from Malala's speech that I could use in my poetry.
- Concept Development:
- Malala: “Now I Am Living A Second Life”http://www.pbs.org/newshour/extra/daily_videos/malala-now-i-am-living-a-second-life/
- Students will continue to write descriptive words to add to their Dream/Change list.
- Students will continue to write down questions to ask Malala, to ask themselves.
- Academic Importance: Students will get a glimpse of the poems that Mrs. Looney's students have written in the past. Students will use these poems as models for what they can write and accomplish. Blog: Poetry. Dreams. http://mrslooney.weebly.com/blog/poetry1#comments
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
- As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- After students watch the video they will look at the text of Malala's United Nation's Speech and circle or highlight words that they could use in their poetry. These words will be added in their list of words. PDF of Malala's United Nation's Speech. http://www.un.org/News/dh/infocus/malala_speach.pdf
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
Homework due Tuesday, and Wednesday, December 6, and 7, 2016: None.
Classwork, Monday, Tuesday, December 5, and 6, 2016:
Classwork, Monday, Tuesday, December 5, and 6, 2016:
- Activate Prior Knowledge:
- "Rise up you Dreamers and Troubadours of the endless journey...Your dream begins." Francis of Assisi.
- Why are we here in school?
- Students will draw a picture or write a short list or phrase describing why they are here in school.
- Why is Mrs. Looney here?
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: I can identify MY dreams, hopes, and aspirations for MY journey and write a list of these dreams.
- Concept Development: I can explore MY dreams, hopes, and aspirations for MY journey.
- Definition of concept: What does the above quote mean?
- Mrs. Looney will help facilitate a conversation that will explain and interpret the meaning of the quote.
- Mrs. Looney will demonstrate how people she knows are going about fulfilling their dreams.
- Skill Development:
- Students will analyze the above quote (examine carefully, breaking it into components to understand it).
- Students will think about how the quote relates to their life.
- Students will describe and explain their hopes and dreams.
- Students will list their hopes and dreams.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Mrs. Looney will read the back cover of Pam Munoz Ryan's The Dreamer.
- We will begin a poetry unit to explore our dreams, hopes, and aspirations for our journey.
- Mrs. Looney will read A River of Words: The Story of William Carlos Williams.
- "Dream it. Be it." What does this phrase mean?
- Students will reflect back to the time when we thought about our goals for the year.
- Today we will reflect on our goals for our life.
- Where do you imagine you will be in nine or ten years?
- What will you be doing?
- What is your dream career?
- What would your life look like if you could dream it to be what ever you want it to be? Draw a picture of what your life will look like in five to ten years.
- Make a list of all you want to get out of your life.
- Closure: Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them? Mrs. Looney will canvas the room to be sure students are brainstorming and adding to their lists.
- Independent Practice:
- Students will jot down their dreams and goals.
- Why do we work hard in school? What are we striving for?
- What will our life look like in 5-10 years?
- Draw a picture of what your life will look like in five to ten years.
Dream Unit PowerPoint:
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Homework due Thurday, December 8, 2016: None.
Classwork, Wednesday, December 7, 2016: Mrs. Nolan will join us for the Second Step Program.
Homework due Friday, December 9, 2016: Complete the questions to "The Scoop on Dino Poop" article. See below for directions.
Classwork, Thursday, December 8, 2016:
"The Scoop on Dino Poop" Questions:
Classwork, Wednesday, December 7, 2016: Mrs. Nolan will join us for the Second Step Program.
Homework due Friday, December 9, 2016: Complete the questions to "The Scoop on Dino Poop" article. See below for directions.
Classwork, Thursday, December 8, 2016:
- Before reading the article “The Scoop on Dino Poop,” read the questions found below.
- Read the article “The Scoop on Dino Poop.” "The Scoop on Dino Poop" text: http://gatzertes.seattleschools.org/UserFiles/Servers/Server_2251/File/Student%20Activities/TheScoopOnDinoPoop.pdf?sessionid=58b22fd4bb84daf75deadb6e9a3e13fd
- Annotate as you read the article.
- Answer the questions in your writing notebook.
- Answer the questions in complete sentences.
- Write in paragraph form.
- Use the RACE format to answer the questions.
- What is the central idea/main idea of the article you just read? Use two details from the text to support your response.
- Why do paleoscatologists study coprolite? Use two details from the article to support your answer.
- According to the author, what did dinosaurs eat? Use details from the article to support your answer.
- According to the author, how does Dr. Chin find out what is inside a coprolite?
"The Scoop on Dino Poop" Questions:
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WEEK OF DECEMBER 12, 2016
Homework due Monday, and Tuesday, December 12, and 13, 2016: Students are to write their own "winter" story. They are to write at least four page in their writing notebook. Due on Tuesday.
Classwork, Friday, and Monday, December 9, and 12, 2016:
Classwork, Friday, and Monday, December 9, and 12, 2016:
- Activate Prior Knowledge:
- Question: What do you think of when you hear the word "winter"?
- Prior life experience: Students will write a list of all of the things and experiences that come to mind when they hear the word "winter."
- Learning Objective: (Skill Development)
- Skill Development:
- Students will analyze (examine carefully, breaking it into components to understand it) Bill Harley's song "The Great Sled Race."
- Students will list winter words: sounds of winter, foods of winter, sports of winter, values of winter, etc.
- Students will write their own "winter" story.
- Guided Practice:
- Mrs. Looney will explain.
- Mrs. Looney will model writing her own brainstorm list of winter words.
- Mrs. Looney will demonstrate how her winter story is a humorous story like Bill Harley's story.
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list.
- Students will review the fact that hyperbole are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Do all of the students have a list of 10-20 words that is associated with winter?
- Independent Practice:
- Students will write their own "winter" story.
- Their story may be humorous (like Bill Harley's "The Great Sled Race") or it could be serious or sad.
- Students are to write at least four pages in their writing notebook.
- Students are to use as many descriptive words as possible.
- If students are not able to write four pages in their notebooks in class, they are to finish it for homework.
Homework due Wednesday, December 14, 2016: None.
Classwork, Tuesday, December 13, 2016: Students will share their winter stories with the class.
Classwork, Tuesday, December 13, 2016: Students will share their winter stories with the class.
Homework due Thursday, December 15, 2016: None.
Classwork, Wednesday, December 14, 2016: Mrs. Nolan will join us for the Second Step Program.
Classwork, Wednesday, December 14, 2016: Mrs. Nolan will join us for the Second Step Program.
Homework due Friday, and Monday, December 16, and 19, 2016: Christmas Essay due Monday. Students may complete an extra credit assignment. See home page for details. Tuesday will be Mrs. Looney's Homeroom Class Christmas Celebration in social studies class. Students are invited to bring in a snack to share (12:45-1:30). We have 13 people in our class.
Classwork, Thursday, and Friday, December 15, and 16, 2016: Students will type their winter story or winter poem to submit to the writing contest.
Directions:
Christmas Persuasive Essay
• I definitely have been a very good boy or girl this year.
• Christmas is a time to be thinking of others.
• Presents are very important on Christmas Day.
• Presents should not be important on Christmas Day.
• We should have the Christmas spirit all year round.
• Christmas is a time to be thankful and for reflection.
• We should have Christmas twice a year!
Christmas Process Essay or How-To Essay
• A kid’s perfect minute-by-minute plan for Christmas Day.
• The correct way to open Christmas presents.
• How to make Christmas a special day for the entire family.
• How to prepare for Christmas Day.
• How to wrap a Christmas present.
• How to decorate for Christmas.
Christmas Argumentative Essay
• There should be absolutely no arguing on Christmas Day.
• Christmas is the best holiday of them all.
• The real meaning of Christmas is _______
• The Christmas spirit is alive and well.
Christmas Evaluation Essay
• What is the effect that Christmas has on society?
• Has the meaning of Christmas changed over time?
• Has Christmas become too commercialized?
Christmas Narrative/ Personal Narrative Essay
• A wonderful Christmas memory.
• My favorite present I ever GAVE.
• Christmas shopping with my family.
• My favorite part of Christmas.
• Family time on Christmas.
• Christmas traditions in my family.
• The best Christmas ever.
• Funny happenings on Christmas day.
• Memorable presents.
Christmas Cause and Effect Essay
• How I feel when I give on Christmas Day.
• How the Christmas spirit affects people’s behavior and attitude.
• Preparations for Christmas Day and the outcomes of all that hard work.
• What effect does all the Christmas media promotion have?
Christmas Expository/Informational Essay
• The history of Christmas.
• Christmas through the ages.
• Christmas traditions.
• Facts about Christmas.
• The symbols and symbolism of Christmas.
• The first Christmas.
Christmas Descriptive Essay
• Describe opening presents.
• How I felt opening presents, eating delicious food, and spending time with family and friends.
• Describe the Christmas spirit or Christmas energy.
• Describe who you celebrate Christmas with. What makes them unique or special to celebrate with?
• Describe the sights, sounds, and smells of when you first walk out to the tree on Christmas morning.
• Describe how the anticipation and excitement of Christmas makes you feel.
• Describe the sights, sounds, and smells of Christmas.
Christmas Five-Paragraph Essay
• Three reasons…
• Three signs…
• Three presents…
• Three traditions…
• Three signs that Christmas is just around the corner.
• Three reasons I love Christmas.
Christmas Compare and Contrast Essay
• Christmas now compared to Christmas when I was “young.”
• What used to be important to me about Christmas compared to what is important about Christmas to me now.
• The day before Christmas, Christmas Day, and the day after Christmas.
• Giving vs. receiving.
• Christmas for kids compared to Christmas for adults.
• Christmas traditions in different cultures.
Christmas Story Ideas
• A Christmas miracle.
• The greatest present ever.
• People in need on Christmas.
• The real story of Christmas.
• The day after Christmas.
• Wow… Look at that star!
WEEK OF DECEMBER 19, 2016
Homework due Tuesday, Wednesday, and Thursday, December 20, 21, and 22, 2016: Two additional Christmas essays. (There are three Christmas essays due in total...one was due on Monday.) Students may complete an extra credit assignment. See home page for details. Tuesday will be Mrs. Looney's Homeroom Class Christmas Celebration in social studies class. Students are invited to bring in a snack to share (12:45-1:30). We have 13 people in our class.
Classwork, Monday, Tuesday, Wednesday, and Thursday, December 19, 20, 21, and 22, 2016:
Directions:
• I definitely have been a very good boy or girl this year.
• Christmas is a time to be thinking of others.
• Presents are very important on Christmas Day.
• Presents should not be important on Christmas Day.
• We should have the Christmas spirit all year round.
• Christmas is a time to be thankful and for reflection.
• We should have Christmas twice a year!
Christmas Process Essay or How-To Essay
• A kid’s perfect minute-by-minute plan for Christmas Day.
• The correct way to open Christmas presents.
• How to make Christmas a special day for the entire family.
• How to prepare for Christmas Day.
• How to wrap a Christmas present.
• How to decorate for Christmas.
Christmas Argumentative Essay
• There should be absolutely no arguing on Christmas Day.
• Christmas is the best holiday of them all.
• The real meaning of Christmas is _______
• The Christmas spirit is alive and well.
Christmas Evaluation Essay
• What is the effect that Christmas has on society?
• Has the meaning of Christmas changed over time?
• Has Christmas become too commercialized?
Christmas Narrative/ Personal Narrative Essay
• A wonderful Christmas memory.
• My favorite present I ever GAVE.
• Christmas shopping with my family.
• My favorite part of Christmas.
• Family time on Christmas.
• Christmas traditions in my family.
• The best Christmas ever.
• Funny happenings on Christmas day.
• Memorable presents.
Christmas Cause and Effect Essay
• How I feel when I give on Christmas Day.
• How the Christmas spirit affects people’s behavior and attitude.
• Preparations for Christmas Day and the outcomes of all that hard work.
• What effect does all the Christmas media promotion have?
Christmas Expository/Informational Essay
• The history of Christmas.
• Christmas through the ages.
• Christmas traditions.
• Facts about Christmas.
• The symbols and symbolism of Christmas.
• The first Christmas.
Christmas Descriptive Essay
• Describe opening presents.
• How I felt opening presents, eating delicious food, and spending time with family and friends.
• Describe the Christmas spirit or Christmas energy.
• Describe who you celebrate Christmas with. What makes them unique or special to celebrate with?
• Describe the sights, sounds, and smells of when you first walk out to the tree on Christmas morning.
• Describe how the anticipation and excitement of Christmas makes you feel.
• Describe the sights, sounds, and smells of Christmas.
Christmas Five-Paragraph Essay
• Three reasons…
• Three signs…
• Three presents…
• Three traditions…
• Three signs that Christmas is just around the corner.
• Three reasons I love Christmas.
Christmas Compare and Contrast Essay
• Christmas now compared to Christmas when I was “young.”
• What used to be important to me about Christmas compared to what is important about Christmas to me now.
• The day before Christmas, Christmas Day, and the day after Christmas.
• Giving vs. receiving.
• Christmas for kids compared to Christmas for adults.
• Christmas traditions in different cultures.
Christmas Story Ideas
• A Christmas miracle.
• The greatest present ever.
• People in need on Christmas.
• The real story of Christmas.
• The day after Christmas.
• Wow… Look at that star!
Christmas Essays:
Classwork, Thursday, and Friday, December 15, and 16, 2016: Students will type their winter story or winter poem to submit to the writing contest.
Directions:
- Each student will choose three essays to write about Christmas.
- Essay #1 is due on Monday, December 19.
- Essay #2 is due on Tuesday, December 20.
- Essay #3 is due on Thursday, December 22.
- Your essays may be funny, sad, serious, and/or happy.
- Use fantastic word choice.
- Write your essays in your writing notebook.
- Be sure to give each essay a different title.
- Feel free to add illustrations if you would like!
- Have fun!
Christmas Persuasive Essay
• I definitely have been a very good boy or girl this year.
• Christmas is a time to be thinking of others.
• Presents are very important on Christmas Day.
• Presents should not be important on Christmas Day.
• We should have the Christmas spirit all year round.
• Christmas is a time to be thankful and for reflection.
• We should have Christmas twice a year!
Christmas Process Essay or How-To Essay
• A kid’s perfect minute-by-minute plan for Christmas Day.
• The correct way to open Christmas presents.
• How to make Christmas a special day for the entire family.
• How to prepare for Christmas Day.
• How to wrap a Christmas present.
• How to decorate for Christmas.
Christmas Argumentative Essay
• There should be absolutely no arguing on Christmas Day.
• Christmas is the best holiday of them all.
• The real meaning of Christmas is _______
• The Christmas spirit is alive and well.
Christmas Evaluation Essay
• What is the effect that Christmas has on society?
• Has the meaning of Christmas changed over time?
• Has Christmas become too commercialized?
Christmas Narrative/ Personal Narrative Essay
• A wonderful Christmas memory.
• My favorite present I ever GAVE.
• Christmas shopping with my family.
• My favorite part of Christmas.
• Family time on Christmas.
• Christmas traditions in my family.
• The best Christmas ever.
• Funny happenings on Christmas day.
• Memorable presents.
Christmas Cause and Effect Essay
• How I feel when I give on Christmas Day.
• How the Christmas spirit affects people’s behavior and attitude.
• Preparations for Christmas Day and the outcomes of all that hard work.
• What effect does all the Christmas media promotion have?
Christmas Expository/Informational Essay
• The history of Christmas.
• Christmas through the ages.
• Christmas traditions.
• Facts about Christmas.
• The symbols and symbolism of Christmas.
• The first Christmas.
Christmas Descriptive Essay
• Describe opening presents.
• How I felt opening presents, eating delicious food, and spending time with family and friends.
• Describe the Christmas spirit or Christmas energy.
• Describe who you celebrate Christmas with. What makes them unique or special to celebrate with?
• Describe the sights, sounds, and smells of when you first walk out to the tree on Christmas morning.
• Describe how the anticipation and excitement of Christmas makes you feel.
• Describe the sights, sounds, and smells of Christmas.
Christmas Five-Paragraph Essay
• Three reasons…
• Three signs…
• Three presents…
• Three traditions…
• Three signs that Christmas is just around the corner.
• Three reasons I love Christmas.
Christmas Compare and Contrast Essay
• Christmas now compared to Christmas when I was “young.”
• What used to be important to me about Christmas compared to what is important about Christmas to me now.
• The day before Christmas, Christmas Day, and the day after Christmas.
• Giving vs. receiving.
• Christmas for kids compared to Christmas for adults.
• Christmas traditions in different cultures.
Christmas Story Ideas
• A Christmas miracle.
• The greatest present ever.
• People in need on Christmas.
• The real story of Christmas.
• The day after Christmas.
• Wow… Look at that star!
WEEK OF DECEMBER 19, 2016
Homework due Tuesday, Wednesday, and Thursday, December 20, 21, and 22, 2016: Two additional Christmas essays. (There are three Christmas essays due in total...one was due on Monday.) Students may complete an extra credit assignment. See home page for details. Tuesday will be Mrs. Looney's Homeroom Class Christmas Celebration in social studies class. Students are invited to bring in a snack to share (12:45-1:30). We have 13 people in our class.
Classwork, Monday, Tuesday, Wednesday, and Thursday, December 19, 20, 21, and 22, 2016:
Directions:
- Each student will choose three essays to write about Christmas.
- Essay #1 is due on Monday, December 19.
- Essay #2 is due on Tuesday, December 20.
- Essay #3 is due on Thursday, December 22.
- Your essays may be funny, sad, serious, and/or happy.
- Use fantastic word choice.
- Write your essays in your writing notebook.
- Be sure to give each essay a different title.
- Feel free to add illustrations!
- Have fun!
• I definitely have been a very good boy or girl this year.
• Christmas is a time to be thinking of others.
• Presents are very important on Christmas Day.
• Presents should not be important on Christmas Day.
• We should have the Christmas spirit all year round.
• Christmas is a time to be thankful and for reflection.
• We should have Christmas twice a year!
Christmas Process Essay or How-To Essay
• A kid’s perfect minute-by-minute plan for Christmas Day.
• The correct way to open Christmas presents.
• How to make Christmas a special day for the entire family.
• How to prepare for Christmas Day.
• How to wrap a Christmas present.
• How to decorate for Christmas.
Christmas Argumentative Essay
• There should be absolutely no arguing on Christmas Day.
• Christmas is the best holiday of them all.
• The real meaning of Christmas is _______
• The Christmas spirit is alive and well.
Christmas Evaluation Essay
• What is the effect that Christmas has on society?
• Has the meaning of Christmas changed over time?
• Has Christmas become too commercialized?
Christmas Narrative/ Personal Narrative Essay
• A wonderful Christmas memory.
• My favorite present I ever GAVE.
• Christmas shopping with my family.
• My favorite part of Christmas.
• Family time on Christmas.
• Christmas traditions in my family.
• The best Christmas ever.
• Funny happenings on Christmas day.
• Memorable presents.
Christmas Cause and Effect Essay
• How I feel when I give on Christmas Day.
• How the Christmas spirit affects people’s behavior and attitude.
• Preparations for Christmas Day and the outcomes of all that hard work.
• What effect does all the Christmas media promotion have?
Christmas Expository/Informational Essay
• The history of Christmas.
• Christmas through the ages.
• Christmas traditions.
• Facts about Christmas.
• The symbols and symbolism of Christmas.
• The first Christmas.
Christmas Descriptive Essay
• Describe opening presents.
• How I felt opening presents, eating delicious food, and spending time with family and friends.
• Describe the Christmas spirit or Christmas energy.
• Describe who you celebrate Christmas with. What makes them unique or special to celebrate with?
• Describe the sights, sounds, and smells of when you first walk out to the tree on Christmas morning.
• Describe how the anticipation and excitement of Christmas makes you feel.
• Describe the sights, sounds, and smells of Christmas.
Christmas Five-Paragraph Essay
• Three reasons…
• Three signs…
• Three presents…
• Three traditions…
• Three signs that Christmas is just around the corner.
• Three reasons I love Christmas.
Christmas Compare and Contrast Essay
• Christmas now compared to Christmas when I was “young.”
• What used to be important to me about Christmas compared to what is important about Christmas to me now.
• The day before Christmas, Christmas Day, and the day after Christmas.
• Giving vs. receiving.
• Christmas for kids compared to Christmas for adults.
• Christmas traditions in different cultures.
Christmas Story Ideas
• A Christmas miracle.
• The greatest present ever.
• People in need on Christmas.
• The real story of Christmas.
• The day after Christmas.
• Wow… Look at that star!
Christmas Essays:
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Homework due Thursday, December 22, 2016: None. Students may complete an extra credit assignment. See home page for details.
Classwork, Wednesday, and Thursday, December 21, and 22, 2016:
Classwork, Wednesday, and Thursday, December 21, and 22, 2016:
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list.
- Students will review the fact that hyperbole are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch a few great videos to get us in the holiday spirit. We will also talk about cultural differences.
- Video number one: Amhrán na gCupán - When I'm gone as Gaeilge, YouTube. https://www.youtube.com/watch?v=Hz63M3v11nE
- Video number two: Avicii Vs Lurgan - "Wake Me Up" as Gaeilge https://www.youtube.com/watch?v=1A6__HssHW8&list=RDHz63M3v11nE&index=2
- Video number three: Beyonce surprises students - Let's Move! Flash Workout for New York City, YouTube video. https://www.youtube.com/watch?v=XoX9qXBP0Bs
- Video number four: Madcon, Glow, Official Music Video, YouTube. https://www.youtube.com/watch?v=P9QBK1W9Ag4
- Video number five: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video six: Michael Franti, Say Hey (I Love You)
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will also listen to Bill Harley's "The Ballad of the Mad Scientist." Mrs. Looney brought in an important prop to help us relate to the story.
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch two great videos to get us in the holiday spirit.
- Video number one: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video number two: Madcon, Glow, Official Music Video
Homework due Wednesday and Thursday, December 22 and 23, 2015: None. Students may complete an extra credit assignment. See home page for details. Monday will be our Christmas Celebration in social studies class. Students are invited to bring in a snack to share. Most classes have 15 people in the class.
Classwork, Monday, and Tuesday, December 21 and 22, 2015:
Classwork, Monday, and Tuesday, December 21 and 22, 2015:
- We will listen to Bill Harley's story "The Great Sled Race."
- Rationale: This story by Bill Harley shows how a common childhood activity can be turned into a tall-tale by hyperbole, humor, and “improvement” of actual events.
- We will listen to "The Great Sled Race" the first time for enjoyment.
- As students listen to the story for the second time, students will list examples of exaggeration and hyperbole from the story. Students will share examples to compile class list.
- Students will review the fact that hyperbole are so exaggerated that they can’t possibly have happened.
- Some examples include:
- The Sled had 4 afterburners (like on a jet) and took up half of the living room
- Mammoth Hill has an 88 degree angle is taller than Mt. Everest and had a course 3 miles long -- needed oxygen masks to go to the top and airplanes were passing below them
- Bill and Danny had been practicing at Olympic center
- Bill had the body of Arnold Schwarzenegger and knocked the principal’s wife into a tree at the crash
- Thank you to John E. Connor for his wonderful lesson plan!
- As we listen to another one of Bill Harley's stories, we will find the main idea/central idea. Some possibilities are: "It's a Long Way," "The Ballad of Dirty Joe," or "The Eeny Weeny Beeny Ghost."
- We will write a summary of the story.
- We will discuss our inferences.
- Bill Harley's Website: http://www.billharley.com/default.asp
- We will watch a fantastic video by K'naan called "Waving Flag." What can we infer about what "Waving Flag" means? What is the theme of the video?
- We will watch a few great videos to get us in the holiday spirit. We will also talk about cultural differences.
- Video number one: Amhrán na gCupán - When I'm gone as Gaeilge, YouTube. https://www.youtube.com/watch?v=Hz63M3v11nE
- Video number two: Avicii Vs Lurgan - "Wake Me Up" as Gaeilge https://www.youtube.com/watch?v=1A6__HssHW8&list=RDHz63M3v11nE&index=2
- Video number three: Beyonce surprises students - Let's Move! Flash Workout for New York City, YouTube video. https://www.youtube.com/watch?v=XoX9qXBP0Bs
- Video number four: Madcon, Glow, Official Music Video, YouTube. https://www.youtube.com/watch?v=P9QBK1W9Ag4
- Video number five: Carlson School of Management, "Deck the Halls." http://www.youtube.com/watch?v=uH8FvERQHtM
- Video six: Michael Franti, Say Hey (I Love You)
Songs:
"What Can One Little Person Do?" by Sally Rogers
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"The Climb," written by Miley Cyrus
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Homework due Wednesday, January 6, 2016:
Classwork, Tuesday January 5, 2016:
Classwork, Tuesday January 5, 2016:
- Activate Prior Knowledge: Students will make a list in their writing notebooks: I am in the world to change the world. Under the heading students will write descriptive adjectives and ideas that depict Wangari Maathai. As students do that, they will continue to reflect on the list that was created yesterday about each students hopes and aspirations. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- We will listen to "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Before we listen to the song "What Can One Little Person Do?" written by Sally Rogers, students will skim the song, browsing through the stanzas. Students will circle the names of historic people that are mentioned in the song.
- Students will write the gist of the song in the margins.
- Song: "What Can One Little Person Do?" https://video.search.yahoo.com/video/play;_ylt=A2KLqIIFIYtWViAAQe4snIlQ;_ylu=X3oDMTByZWc0dGJtBHNlYwNzcgRzbGsDdmlkBHZ0aWQDBGdwb3MDMQ--?p=what+can+one+little+person+do+by+sally+rogers&vid=23b44a711e5c2dbf96dda41acb4ffcd0&turl=http%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DWN.mqhslaotfIEmKPqvpgOB4A%26pid%3D15.1%26h%3D227%26w%3D300%26c%3D7%26rs%3D1&rurl=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Duh0gAO09zOc&tit=What+Can+One+Little+Person+Do+%28Sing+Along%29&c=0&h=227&w=300&l=199&sigr=11bt6phbh&sigt=11aok34fd&sigi=12lbltpoq&age=1298039672&fr2=p%3As%2Cv%3Av&fr=yhs-mozilla-001&hsimp=yhs-001&hspart=mozilla&tt=b
- Learning Objective: I will begin to create a list including adjectives and ideas about people who can change the world.
- Concept Development:
- Students will watch the videos about Malala.
- Students will think about words to describe her and add these words to their list. This list will help students write a poem about dreams, challenges, courage.
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will begin to create a list including adjectives and ideas about people who can change the world.
- Other information on Malala:
- Unbreakable: One Girl Changing the World. Youtube. http://abc.go.com/shows/2020/listing/2013-10/11-unbreakable-one-girl-changing-the-world
- Malala's story - BBC News https://www.youtube.com/watch?v=FnloKzEAX7o
- He Named Me Malala Official Trailer 1 (2015) - Documentary HD. YouTube. https://www.youtube.com/watch?v=vE5gSHJkusU
- Malala Yousafzai addresses United Nations Youth Assembly, YouTube. https://www.youtube.com/watch?v=3rNhZu3ttIU
- Malala Yousafzai Nobel Peace Prize Speech, YouTube. https://www.youtube.com/watch?v=MOqIotJrFVM
- Teens React to Malala Yousafzai, https://www.youtube.com/watch?v=RE1KNTxc0uU
Homework due Thursday, January 7, 2016: None.
Classwork, Wednesday January 6, 2016: As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
Classwork, Wednesday January 6, 2016: As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- Activate Prior Knowledge: Imagine that Malala is coming to our school. What would your reaction be meeting her? What would you be thinking? What questions would you have for her? Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective:
- I can ask questions that would help me to think deeper about my dreams and about how one little person could change the world.
- I can choose words from Malala's speech that I could use in my poetry.
- Concept Development:
- Malala: “Now I Am Living A Second Life”http://www.pbs.org/newshour/extra/daily_videos/malala-now-i-am-living-a-second-life/
- Students will continue to write descriptive words to add to their Dream/Change list.
- Students will continue to write down questions to ask Malala, to ask themselves.
- Academic Importance: Students will get a glimpse of the poems that Mrs. Looney's students have written in the past. Students will use these poems as models for what they can write and accomplish. Blog: Poetry. Dreams. http://mrslooney.weebly.com/blog/poetry1#comments
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
- As the students are watching the video they will continue to ask questions that would help them to think deeper about their dreams and about how one little person could change the world.
- After students watch the video they will look at the text of Malala's United Nation's Speech and circle or highlight words that they could use in their poetry. These words will be added in their list of words. PDF of Malala's United Nation's Speech. http://www.un.org/News/dh/infocus/malala_speach.pdf
- Malala Yousafzai Nobel Peace Prize Speech. https://www.youtube.com/watch?v=MOqIotJrFVM
Homework due Friday, and Monday, January 8, and 11, 2016: Begin working on your Dream poem. Dream poem due Friday, January 15, 2015.
Classwork, Thursday, and Friday, January 7, and 8, 2016:
Classwork, Thursday, and Friday, January 7, and 8, 2016:
- Activate Prior Knowledge: Students will listen to Langston Hughes recite his poems "The Dream Keeper" and "Dreams." Langston Hughes reads his poem, Dreams https://www.youtube.com/watch?v=hz2IOjuxMy0
- Students will write one sentence that summarizes the main idea of the poem. What is the message that Hughes wants us to think about after reading this poem?
- Learning Objective: Students will recognize rhythm and word choice in several poems. (Skill development.)
- Guided Practice: Mrs. Looney will begin writing down words that are powerful and that she might want to use while writing a poem.
By the end of the guided practice, students will be able to perform the steps individually. - Now read "A Dream Deferred" by Langston Hughes.
- What is the message he is trying to get across from that poem?
- How do his poems relate to our lives?
- Langston Hughes reads "The Negro Speaks of Rivers." YouTube. https://www.youtube.com/watch?v=8cKDOGhghMU
- Langston Hughes reads "I, Too." YouTube. https://www.youtube.com/watch?v=4CUKyVrhPgM
- 5 Poems by Langston Hughes. YouTube. https://www.youtube.com/watch?v=ZLjYflvXYIM
- If we have time, we will read A River of Words: The Story of William Carlos Williams written by Jen Bryant.
- Independent Practice: Students will continue to add to their lists of words and ideas and inspirations as the poems are being read.
Photos:
http://byricardomarcenaro.blogspot.com/2013/10/poetry-langston-hughes-dream-variations.html
http://www.last.fm/music/Langston+Hughes
Homework due Tuesday, January 12, 2016: Continue working on your Dream poem. Dream poem due Friday, January 15, 2015.
Classwork, Monday, January 11, 2016:
Suggestions for Writing Powerful Poetry:
Classwork, Monday, January 11, 2016:
- Students will go to the elementary computer lab to begin typing their poetry.
- Activate Prior Knowledge: Students will share the beginnings of their poetry.
- Learning Objective: (Skill development)
- Skill Development:
- I can listen to other poets recite their poetry (classmates as well as other famous poets).
- I can utilize suggestions from the list in my own poetry.
- Guided Practice: Mrs. Looney will give examples of what other poets have done to make their poems powerful. Mrs. Looney will use the list of suggestions as her guide.
- Independent Practice:
- Students will "create and present an original poem...in response to a particular author or theme studied in class.-Recognize and illustrate social, historical, and cultural features in the presentation of literary texts." (English Language Arts Common Core Learning Standards, Writing Standards, 11)
- -Using Langston Hughes' poems as an inspiration, write a poem that expresses your ideas about dreams.
-The rough draft on loose-leaf is due on Monday. -On Monday we will type our poems on the computer. Save your poem onto your email so you won’t lose it and so you can work on it at home.
-Submit your poem onto the blog page of Mrs. Looney’s website. Be sure to submit your poem under the “Poetry: Dream” section on the blog. -DO NOT WRITE YOUR LAST NAME ON THE BLOG PAGE! DO NOT ADD YOUR EMAIL TO THE BLOG PAGE!
Each poem will be graded using the following guidelines: - spelling
- interesting word choice
- use of repetition
- use of similes and metaphors
- use of rhyme
- use of onomatopoeia
Suggestions for Writing Powerful Poetry:
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Homework due Wednesday, Thursday, January 13, and 14, 2016: Continue to work on your poems. Choose the poem that you like best. Be sure to upload your poem onto Mrs. Looney's blog. Ask one of the blog experts in our class to teach you how to upload the poem onto the blog.
Classwork, Tuesday, and Wednesday, January 12, and 13, 2016:
Katy Perry's "Firework":
Classwork, Tuesday, and Wednesday, January 12, and 13, 2016:
- Activate Prior Knowledge: Each student will write down an example of a simile and a metaphor.
- Learning Objectives:
- I can answer the question "What have other authors done that I can do?"
- I can compile a list of suggestions of how to improve my poetry by reading other poets' work.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) last year's sixth grade poems that are found on my blog. Students will search for the literary devices that have been used by other students. Students will analyze (examine carefully, breaking it into components to understand it) Katy Perry's song "Firework" finding examples of similes and metaphors. https://www.youtube.com/watch?v=G1c6zF9aJxs
- Academic Importance: We will use this new skill in our poetry writing. Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. We will begin with looking at Tristen's poem and noting the different literary elements found in his poem. Gradually, students will begin to read other students' poems and make a list of ways they can improve their own poetry.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will continue to look for literary devices in the "Firework" song as well as the devices found in the following video: https://www.youtube.com/watch?v=GkMKaGLmkzk This video is a little juvenile, but it really does get the point across.
- https://www.youtube.com/watch?v=U_pxfifB6Co This video is a very good summary of several literary devices found in poetry and other types of literature.
- Students will search for literary devices in the poems written on Mrs. Looney's blog in previous years.
- Videos:
- Similes and Metaphors in Pop Music: http://www.youtube.com/watch?v=G1c6zF9aJxs
- Simile Song/Simile Video: http://www.youtube.com/watch?v=GkMKaGLmkzk
- Literary Devices in Pop Culture: http://www.youtube.com/watch?v=U_pxfifB6Co
- Mindy Bauer presents Onomatopoeia: http://www.youtube.com/watch?v=f1b5kCvVBo8
- Electric Company - onomatopoeic sound: http://www.youtube.com/watch?v=DrRW7RIr0xM
Katy Perry's "Firework":
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Homework due Friday, January 15, 2016: Complete the Literary Elements Sheet. Be sure to write DEFINITIONS AND EXAMPLES!
Classwork, Thursday, January 14, 2016: DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
Literary Elements for Writing Powerful Poetry:
Classwork, Thursday, January 14, 2016: DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
- Activate Prior Knowledge: Sub-skill review: Students will write down the names of some of the literary devices that they are trying to incorporate into their poems. Students will write their answers in their notebooks. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective:
- I can devise a rubric using a style that suits my approach to learning.
- I can devise a rubric that connects to the last few lessons in writing class.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the sample rubrics that were given to them. Students will compare the suggestions that are in the rubrics to their own writing. S
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: As a class we will go over the directions for devising rubrics for poetry writing. We will discuss different components and how they can improve our writing. We will go over definitions and examples of different components and different literary devices.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will complete the Literary Elements Sheet. Be sure to write DEFINITIONS AND EXAMPLES!
Literary Elements for Writing Powerful Poetry:
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Writing Powerful Poetry:
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Directions for Devising Rubrics for Poetry Writing:
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RACE Rubric Blank Template:
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Homework due Tuesday, January 19, 2016: Compile a list of at least five components that you wish to work on as you revise your poems. Be sure to prioritize and list the components in order of importance.
Classwork, Friday, January 15, 2016: DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
Classwork, Friday, January 15, 2016: DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
- Activate Prior Knowledge: Step One: Students will write down the names of some of the literary devices that they are trying to incorporate into their poems. Students will write their answers in their notebooks. Step Two: Students will think of one area in which they wish to improve in their poetry writing. Students will imagine that they have an imaginary wand that can magically change any parts of their poetry to make it even more amazing than it already is. Write down the one component (part) that they would like to use their magic wand to improve. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objectives:
- I can devise (create) a rubric using a style that suits MY approach to learning.
- I can devise (create) a rubric that prioritizes several components (parts) that I believe will improve my poetry.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the rubric samples that were handed out in class. Students will compare the different formats of the rubric samples. Students will explain to their partner: Why did I choose the specific components to include in my rubric?
- While evaluating the sample rubrics, ask yourself the following questions:
- What is my opinion regarding the design of the rubrics? Which format of the rubrics would assist me best?
- Which components should I select to add to my rubric? Why?
- Would these components help make my poem more powerful? How?
- How would you prioritize the components that you selected?
- Highlight certain aspects of the sample rubrics that you feel will enhance your poem (make it more powerful)
- Decide which parts of your poem you would like to improve upon.
- Choose at least five components to work on.
- Decide which format of rubric will help you to be the best poet you can be.
- Devise your rubric. See above for a blank rubric template to use if you choose.
- Academic Importance: Does anyone have any reasons why this lesson is important academically? How can knowing how to create a rubric help you in school?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life? In what ways can knowing how to create a rubric help you in life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first steps on the SmartBoard. Mrs. Looney will model and think out loud as to what components she wants to work on in her poetry writing. Mrs. Looney will model looking at her poetry on her blog and creating a list of five components to improve her poetry writing. The students will help Mrs. Looney prioritize the list. Mrs. Looney will think aloud as to why she prioritized the list as she did. The students will help Mrs. Looney complete the task.
By the end of the guided practice, students will begin to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students are released to their next class. Are students able to correctly follow the steps that were just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will begin rereading and evaluating their poems that are on the blog. They will then list the the five components and then prioritize the components.
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Remembering and Honoring Dr. Martin Luther King, Jr.
Homework Due Wednesday, January 19, 2015: Compare Martin Luther King, Jr. to Malala Yousafzai. Compile a list of similarities and differences, create a t-chart, or create a Venn diagram, or write an essay to compare these two remarkable people. This is to be completed on loose-leaf.
Classwork, Tuesday, January 19, 2016
Homework Due Wednesday, January 19, 2015: Compare Martin Luther King, Jr. to Malala Yousafzai. Compile a list of similarities and differences, create a t-chart, or create a Venn diagram, or write an essay to compare these two remarkable people. This is to be completed on loose-leaf.
Classwork, Tuesday, January 19, 2016
- We will read the book Martin's Big Words written by Doreen Rappaport, illustrated by Brian Collier. Martin's Big Words. https://www.youtube.com/watch?v=R3scXTRjqIU
- What are some characteristics that you can infer about Dr. Martin Luther King, Jr? Compare his characteristics from when he was younger to his characteristics of his during the time that he died.
- Before we listen to King's speech and watch King deliver his speech, we will discuss the use of repetition as a powerful literary device. Students will write down at least two examples of repetition in his speech. Students will also be listening to the theme of the speech.
- As a class we will listen to Dr. Martin Luther King's speech. Dr. Martin Luther King, Jr., Five minutes of his "I Have Dream" Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- We will watch about four and a half minutes of the following biography of King's life: "Martin Luther King Jr. - A 5 Minute Biography." https://www.youtube.com/watch?v=OmEZGbUvW2M
- We will sing "What Can One Little Person Do?" https://www.youtube.com/watch?v=uh0gAO09zOc
- Below are some more videos that inform about Dr. Martin Luther King, Jr.'s life and values.
- To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas.
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in. AND after you log into SNAP.caboces.org, click on the Learn360 icon. ALSO, click onto BrainPop and that will log you onto BrainPop.
- (C) After you are logged into Discovery Education and Learn360, come back to this webpage to click onto the two videos found below.
- Students will analyze the following videos:
- Dr. Martin Luther King, Jr. Biography. https://www.youtube.com/watch?v=OmEZGbUvW2M
- Brain Pop: Dr. Martin Luther King, Jr. https://www.brainpop.com/socialstudies/freemovies/martinlutherkingjr/
- Dr. Martin Luther King, Jr., Five minutes of his I Have Dream Speech, Live https://www.youtube.com/watch?v=3vDWWy4CMhE
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- The username and password for the SNAP.caboces.org website is found in the students' agendas. As always, "Go, Scio Tigers!"
- Then go to STEP B above.
- Students will http://www.learn360.com/ShowVideo.aspx?lid=163210&SearchText=martin+luther+king+jr&ID=256351
Homework due Thursday, and Friday, January 21, and 22, 2016: Students will create a rubric to self-evaluate their poems. This rubric is due on Friday, January 22. Students will evaluate their poems on Friday in writing class.
Classwork, Wednesday, and Thursday, January 20 and 21, 2016: (Continuation) DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
Classwork, Wednesday, and Thursday, January 20 and 21, 2016: (Continuation) DEVISING A RUBRIC TO SELF-EVALUATE MY POEMS.
- Activate Prior Knowledge: Looking at the RACE rubric and the NYS writing rubric, students will turn to their partner and explain how Mrs. Looney determines their grades for each writing piece.
- Learning Objectives:
- I can devise (create) a rubric that prioritizes several components (parts) that I believe will improve my poetry.
- I can devise (create) a rubric that will determine the grade that I have earned for my poem.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it) the rubric that they have created in class. Students will explain to their partner: Why did I choose the specific components to include in my rubric?
- While evaluating the sample rubrics, ask yourself the following questions:
- What is my opinion regarding the design of the rubrics? Which format of the rubrics would assist me best?
- Which components should I select to add to my rubric? Why?
- Would these components help make my poem more powerful? How?
- How would you prioritize the components that you selected?
- Highlight certain aspects of the sample rubrics that you feel will enhance your poem (make it more powerful)
- Decide which parts of your poem you would like to improve upon.
- Choose at least five components to work on.
- Decide which format of rubric will help you to be the best poet you can be.
- Devise your rubric. See above for a blank rubric template to use if you choose.
- Academic Importance: Review: Does anyone have any reasons why this lesson is important academically? How can knowing how to create a rubric help you in school?
- Personal Importance/Real Life Importance: Review: Does anyone have any other reasons why this lesson is important in your life? In what ways can knowing how to create a rubric help you in life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first steps on the SmartBoard. Mrs. Looney will model and think out loud as to what value (how many points) she will assign to each component. Mrs. Looney will model by looking at her rubric and assign values to each component. Mrs. Looney will think aloud as to why she assigned certain values to her rubric as she did. The students will help Mrs. Looney complete the task.
By the end of the guided practice, students will begin to perform the steps individually. Students may work with partners to help guide them through this difficult task. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students are released to their next class. Turn to your partner and explain one of your components, discuss the value you are giving that component, and explain why you are assigning that value. Are students able to correctly follow the steps that were just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will continue creating their rubric and assigning value to each component. Students may consult with partners for advice. The rubrics are due on Friday morning during writing class.
Homework due Monday, Tuesday, and Wednesday, January 25, 26, and 27, 2016: Students will answer the following questions: 1) What is a rubric? 2) How can rubrics be helpful? Write the answer to these two questions on loose-leaf. Due Tuesday. There isn't any writing homework due on Wednesday.
Classwork, Friday, and Monday, January 22 and 25, 2016: Revisions, blog comments, and Poetry Celebration
2 Rubric Questions: Due Tuesday on Loose-leaf
Classwork, Friday, and Monday, January 22 and 25, 2016: Revisions, blog comments, and Poetry Celebration
- Activate Prior Knowledge: Turn to your partner and explain how your rubric was useful in making revisions to your poems. When students are done sharing they will share with their partners how they think their rubrics can help them make intelligent, constructive comments about their peers' poems on the blog.
- Learning Objectives:
- I can use my rubric to make intelligent, constructive comments about my peers' poem on a blog.
- I can recite my poem to the class.
- Skill Development:
- Students will use the rubrics that they have created to self-evaluate their poems.
- Students will use the rubrics to make improvements to their poem and to write a new poem using the rubric as a guide.
- Students will use their rubrics to make intelligent, constructive comments to their peers about the poems that their peers have written.
- Students will practice reciting their poems so they will be prepared to share their poem with the class on Frida
- Academic Importance: Review: Does anyone have any reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Review: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will model the first steps on the SmartBoard. Mrs. Looney will model and think out loud as to what components she will focus on as she comments on a student's poem on the blog. Mrs. Looney will model by looking at her rubric and then looking at the poem. The students will help Mrs. Looney complete the task. By the end of the guided practice, students will begin to perform the steps individually.
- Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before the students are released to their next class. Turn to your partner and explain the steps that they are to follow. Are students able to correctly follow the steps that were just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: Students will analyze another student's poem and offer constructive feedback. Students will practice reciting their poems. Students will answer the following questions: 1) What is a rubric? 2) How can rubrics be helpful? Write the answer to these two questions on loose-leaf. Due Tuesday.
2 Rubric Questions: Due Tuesday on Loose-leaf
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Homework due day, January , 2016:
Classwork, day, January , 2016:
Kids Who Make a Difference: Compare and Contrast Essay
Directions:
Classwork, day, January , 2016:
Kids Who Make a Difference: Compare and Contrast Essay
Directions:
- Read the three texts that are included in your packet, pages 13-15.
- Three texts, pages 13-15:
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
- Write an essay comparing and contrasting the lives of Janine Licare, Craig Kielburger, and Ryan Hreljac.
- Be sure that you choose meaningful similarities and differences. Think hard. Dig deep to find meaningful similarities and differences.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make).
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make).
- Use the RACE format (found in your packet) to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due tomorrow on loose-leaf.
- This is for a grade.
- Kids Who Make a Difference three texts, pages 13-15:
- "Ryan's Well: Clean Water for Kids," written by Annabel Wildrick, http://www.gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/Ryan%27sWell.pdf
- "Rain Forest Hero," written by Patricia Newman, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/RainForestHero%20.pdf
- "Craig Kielburger: Kids to the Rescue!" written by T.V. Padma, http://gatzertes.seattleschools.org/modules/groups/homepagefiles/cms/1708820/File/Lets%20Read%204_5/KidsToTheRescue.pdf
- Kids Who Make a Difference Compare and Contrast Essay Directions:
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Homework due day, January , 2016:
Classwork, day, January , 2016:
Challenges that Children Face: Comparing Themes Essay
Directions:
Challenges that Children Face: Comparing Themes Essay Directions:
Classwork, day, January , 2016:
Challenges that Children Face: Comparing Themes Essay
Directions:
- Read the two texts that are included in your packet, pages 34-39.
- Two Texts, pages 34-39:
- Write an essay comparing a similar theme found in both articles.
- Theme: a recurring idea or subject.
- Be sure that you choose meaningful similarities found within the theme. Think hard. Dig deep to find meaningful similarities.
- Be sure to include an introduction that has a strong hook. Be sure that you state your claim (the main point you are trying to make about the theme).
- Use three quotes to support your claim (but no more than three quotes). Be sure that your quotes are only one sentence long. Be sure to cite your source using the MLA format (author page).
- Write several paragraphs that include many facts and evidence from the text to support your claim (the main point you are trying to make about the theme).
- Use the RACE format (found in your packet) to help you do your very best.
- Write as much as you can, as quickly as you can. You may use several sheets of loose-leaf paper.
- This essay is due tomorrow on loose-leaf.
Challenges that Children Face: Comparing Themes Essay Directions:
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Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework Due Tuesday, Wednesday, Thursday, and Friday, : .
Classwork: Monday, Tuesday, Wednesday, and Thursday,: Attending to Details in Multi-Media.
Guiding questions:
"Two Wolves, a Cherokee Legend":
Classwork: Monday, Tuesday, Wednesday, and Thursday,: Attending to Details in Multi-Media.
Guiding questions:
- What is the main idea/central idea of the text? (What is this text mainly about?)
- What ideas stand out to me as I view the PowerPoint video? What information or ideas does this text present?
- What is the lesson that the author is trying to teach us?
- "The purpose of this exercise is for students to get a sense of how close examination of texts leads to questions which in turn lead to further examination of textual detail..."
- Students will view the PowerPoint Two Wolves, YouTube video by David Owen, http://www.youtube.com/watch?v=E8CHjX8HauA.
- "Students will think about the guiding questions...as they watch the video."
- The first time the students observe the PowerPoint they will not take notes- just observe.
- How does the music affect the mood of the story?
- Students will observe the PowerPoint for a second time.
- As students observe again, they will take notes in a t-chart.
- Students will record details in a t-chart on loose-leaf. Students will record text-specific questions.
- List details in the first column of the t-chart.
- On the other side of the t-chart, students will write questions that arise from the details that are noted.
- Students will highlight the details that he/she thinks are most important.
- Explain why they see the details as most important.
- Write a few sentences explaining what has been learned from the video.
- Students may read the text version of the legend: Two Wolves, A Cherokee Legend,
http://www.firstpeople.us/FP-Html-Legends/TwoWolves-Cherokee.html - What are the differences between watching the video and reading the second version of the legend? What is the difference in how you felt?
- Which is the wolf that you feed?
- On a sheet of computer paper, students draw a collage with words, drawings, and symbols that depict "the wolf that they feed?"
- Students will view the PowerPoint without the sound. We will stop at each of the photos to analyze the photos.
- After analyzing the photos from the PowerPoint, students will write a caption for each photo.
- What questions do you have about each photo? Notice how these questions are "text specific."
- Students will list three details that they think are important in helping them understand something that is going on in the images.
"Two Wolves, a Cherokee Legend":
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Due Tuesday, December 10, 2013: Homework: Dream Poem AND MAKE CORRECTIONS/REDO THE "CLAIM/EVIDENCE" SHEET!!!!! AND REVISE YOUR ESSAY TO RECEIVE A HIGHER GRADE. See below.
Classwork:
Classwork:
- CORRECTIONS/REDO THE "CLAIM/EVIDENCE" SHEET: Most students did extremely poorly on the "Claim/Evidence" sheet. Please read the directions carefully and redo the work on a sheet of loose-leaf. The latest this assignment will be accepted will be the end of the day on Tuesday, December 10.
- CORRECTIONS/REDO THE "Explaining Hughes' Poems Essay": Most students did not take the time to write their essay at home. The results were essays that can use revision. Please revise your essays to bring up your grade. Please read the directions carefully and redo the work on a sheet of loose-leaf or feel free to type it. See below for more details. The latest this assignment will be accepted will be the end of the day on Thursday, December 12.
poems.inspired.by.langston.hughes.docx | |
File Size: | 19 kb |
File Type: | docx |
poems.inspired.by.langston.hughes.pdf | |
File Size: | 47 kb |
File Type: |
Claim/evidence Sheet: What does Hughes think about dreams?
what.does.hughes.think.about.dreams.pdf | |
File Size: | 113 kb |
File Type: |
what.does.hughes.think.about.dreams.docx | |
File Size: | 34 kb |
File Type: | docx |
Due Friday, December 6, 2013: Homework: Dream Board AND MAKE CORRECTIONS/REDO THE "CLAIM/EVIDENCE" SHEET!!!!! See below.
Classwork: Dream it. Be it.
Classwork: Dream it. Be it.
- CORRECTIONS/REDO THE "CLAIM/EVIDENCE" SHEET: Most students did extremely poorly on the "Claim/Evidence" sheet. Please read the directions carefully and redo the work on a sheet of loose-leaf. The latest this assignment will be accepted will be the end of the day on Monday, December 9.
- Using the laptop computers, students will create a Dream Board.
- Gandhi has said, "Be the change you wish to see in the world." What do you need to do to make changes in your life?
- Students will make a collage with words and pictures that will help them realize their goals.
- The collage will help remind us of what we are working towards each day.
- Be sure to include one inspiring quote.
- Listen to Miley Cyrus's song "The Climb."
http://losetheexcuses.blogspot.com/2010/11/be-change.html
dream.poems.langston.hughes.docx | |
File Size: | 46 kb |
File Type: | docx |
dream.poems.langston.hughes.pdf | |
File Size: | 56 kb |
File Type: |
explaining_langston_hughes_poems_essay.docx | |
File Size: | 19 kb |
File Type: | docx |
explaining_langston_hughes_poems_essay.pdf | |
File Size: | 50 kb |
File Type: |
writing.rubric.2013.xlsx | |
File Size: | 10 kb |
File Type: | xlsx |
writing.rubric.2013.pdf | |
File Size: | 51 kb |
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Due Tuesday, December 3, 2013: Homework: Dream List.
Answer the questions below and write your ideas in a list.
Classwork: December 2, 2013
Answer the questions below and write your ideas in a list.
Classwork: December 2, 2013
- Listen to Miley Cyrus's song "The Climb."
- "Dream it. Be it." What does this phrase mean?
- How does Miley's song relate to the phrase?
- Students will reflect back to the time when we thought about our goals for the year.
- Today we will reflect on our goals for our life.
- Where do you imagine you will be in nine or ten years?
- What will you be doing?
- What is your dream career?
- What would your life look like if you could dream it to be what ever you want it to be?
- Make a list of all you want to get out of your life.
Due: Homework:
Classwork: 4
Classwork: 4
- Students will listen to Langston Hughes recite his poem "Dream Boogie." Found on the Hip Hop Speaks to Children CD, edited by Nikki Giovanni.
- Students will look up encouraging, inspirational quotes and arrange the quotes in an artistic way.
- These quotes will go in each student's locker.
Due: Homework:
Classwork: 5
Classwork: 5
- Students will listen to Langston Hughes recite "Dream Variations." This is found on the Hip Hop Speaks to Children CD, edited by Nikki Giovanni.
- Students will listen to "The Climb."
- How is Miley's song "The Climb" similar to Langston's poems?
- Students will make a list of all the words that help summarize the goals they are trying to achieve.
- Use these words to make a collage. Students will use rulers, pencils, crayons, and markers to create their word collage.
- These will go in each student's locker.
Poems:
dream.poems.langston.hughes.docx | |
File Size: | 41 kb |
File Type: | docx |
dream.poems.langston.hughes.pdf | |
File Size: | 62 kb |
File Type: |
"The Climb," by Miley Cyrus
theclimblyrics.doc | |
File Size: | 25 kb |
File Type: | doc |
theclimblyrics.pdf | |
File Size: | 33 kb |
File Type: |
Classwork: Monday, December 16th, 2013, Pronouns
Due Tuesday, December 17th, 2013: Worksheet, page 187, Lesson 20, Thinking it Through 2. Refer to page 184 and 186 if you have any questions.
Grammar: Please see the engageNY website for more information about the Common Core Learning Standards and what is expected from our sixth grade students.
1. Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.Ensure that pronouns are in the proper case (subjective, objective, possessive).
What is a pronoun? Check out the YouTube video that describes them and gives some examples. Does anyone see a spelling mistake in the song?
Check out Grammar Girl! The Grammar Girl website gives fantastic descriptions of subjective, objective, and possessive pronouns. See below. You can also listen to all three of the articles on her website. Look for the audio on the upper right hand side.
Due Tuesday, December 17th, 2013: Worksheet, page 187, Lesson 20, Thinking it Through 2. Refer to page 184 and 186 if you have any questions.
Grammar: Please see the engageNY website for more information about the Common Core Learning Standards and what is expected from our sixth grade students.
- engageNY website: http://www.engageny.org/
- Grade Six, Common Core Standards for English Language Arts, pages 65 through 67: http://www.engageny.org/sites/default/files/resource/attachments/nysp12cclsela.pdf
1. Students will demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.Ensure that pronouns are in the proper case (subjective, objective, possessive).
What is a pronoun? Check out the YouTube video that describes them and gives some examples. Does anyone see a spelling mistake in the song?
Check out Grammar Girl! The Grammar Girl website gives fantastic descriptions of subjective, objective, and possessive pronouns. See below. You can also listen to all three of the articles on her website. Look for the audio on the upper right hand side.
- Grammar Girl, Pronouns: http://www.quickanddirtytips.com/education/grammar/does-the-olympic-theme-song-%E2%80%9Ci-believe%E2%80%9D-have-a-grammar-error
- Grammar Girl, Between You and Me: http://www.quickanddirtytips.com/education/grammar/between-you-and-me
- In groups, come up with definitions of a noun, verb, and pronoun.
- Make a poster to teach the class the definition of a pronoun. Be sure to include examples of pronouns.
Thanksgiving Extra Credit Opportunity, due December 2, 2013: If you wish, you may complete an extra credit project to help increase your grade during this second quarter. I will not accept this project after December 2nd. You may email me your final product.
- To give you ideas for the extra credit project, read over the lessons that we will complete over the first week in December (the week we return from Thanksgiving Break).
- Think about all that you wish to get out of your life. What do you dream your life to be like? What is your dream job?
- Create a PowerPoint, poster, essay, or creation on an iPad, iPod, or other device. Your project may be completed entirely electronically or may be completed by hand with pencils, pens, crayons, or markers on paper or posters.
- Your creation should contain several pages describing all that you wish to gain from life.
- It should also contain research as to what you want to do and be in your life.
- There are websites dedicated to certain careers. What do you need to study in college to enter your career? What courses will you need to take? What colleges offer that program?
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
WATCH THE FOLLOWING VIDEO UP TO 6:15.
BEGIN THE FOLLOWING VIDEO AT 4:25.
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice:
Homework due day, January , 2016:
Classwork, day, January , 2016:
Classwork, day, January , 2016:
- Activate Prior Knowledge: Example first. Question: Prior life experience(concept or skill). Sub-skill review(concept or skill). Students will write their answers on white boards. Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Objective: (Concept development)
- Concept Development:
- Definition of concept: Critical attributes:
- Examples: Nonexamples: How can we remember this concept? RAJ (pg. 129) Restate the concept. Apply the concept to examples. Justify your examples using the definition taught. Think/Pair/Share, note-taking, etc.
- Mrs. Looney will explain.
- Mrs. Looney will model. What was I thinking when I...? How did I remember...? How did I decide to...? Why did I...? How did I know...?
- Mrs. Looney will demonstrate.
- Skill Development: Students will analyze (examine carefully, breaking it into components to understand it). Students will compare. Students will describe. Students will explain. Students will identify. Students will evaluate. Students will list. Step-by-step process: What is the general approach for solving this kind of problem? What is the first step? Why is this step important? Why do we...? Why did I...? Why is this...? How did I know if...? How did I know...?
- Academic Importance: Does anyone have any other reasons why this lesson is important academically?
- Personal Importance/Real Life Importance: Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice: Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
By the end of the guided practice, students will be able to perform the steps individually. - Closure: Mrs. Looney wants to make sure that the students are completely prepared for the assignment before I hand it out. Are students able to correctly describe the concept that was just taught? Are students able to tell why it is important to learn the information that they have just been taught? Are students able to complete the skill that has just been taught to them?
- Independent Practice: