• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Library
 

Library

on

  • 1,179 views

 

Statistics

Views

Total Views
1,179
Views on SlideShare
1,179
Embed Views
0

Actions

Likes
0
Downloads
20
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Library Library Presentation Transcript

    • Library By Vaeshan Hudson
    • Summary
      • This PowerPoint is going to detail all the things I do in the Library. It is going to be in-line with the state standards to show how they have been implemented in my curriculum. Included you will find lessons, work samples and pictures that show my determination and dedication to my job and students. Hope you enjoy!!!!
    • What is a Library?
      • According to www.merriam-webster.com
      • A Library is ……
      • 1 : “A place in which literary, musical, artistic, or reference materials (as books, manuscripts, recordings, or film) are kept for use but not for sale’s.”
      • 2. A place where a series of related books are issued and organized in a system.
    • So what does a Librarian do?
      • A Librarian helps increase learning through reading.
      • A Librarian assists students in finding material to read that they enjoy.
      • A Librarian helps students learn how to cite, refer, and research information.
    • Here are some example of lessons taught in Library class that show multiply skills
    • Lesson 1
      • A lesson that was taught in class.
      • A PowerPoint I used in class.
      • Work samples and worksheets.
      • And Pictures.
    • Lesson 1
      • This lesson was taught to Kindergarteners.
      • Objective: The students will be able to identify the two main types of story genres: fiction and nonfiction.
      • Procedure:
      • I will introduce the lesson today by stating we will look at types of stories.
      • I will explain to the students that types of stories are called genres and that there are many different types of genres.
      • I will ask does anyone know what the two main types of stories are. We will discuss it and see if anybody knows. If no one states the two main types I will state that they are fiction and non -fiction.
      • Once that is brought up, I will ask does any body know what fiction means? Non-fiction?
      • We will then create a KWL on Chart only focusing on the K ( What I know) and the W ( What I want to know).
      • We will discuss that fiction stories are something that is not real and that a non-fiction story is something that is real.
      • I will hold up a pictures of a real story (non-fiction “ Meet the President” ) and a picture of a story that can not be real (fiction , “The three little pigs” ) I will say which of these two stories is fiction and which is non fiction. I ask them how do you know it is fiction or not fiction and state that they must show evidence to support their answer ( Such as pigs can not walk on two feet so this story must be fiction).
      • To help with confusion the students will then see a PowerPoint presentation on the two types. I found this PowerPoint http://www.pppst.com/library.html . I made some edits to make it more age appropriate. (The PowerPoint that was used is named genres)
      • I will read the slides to my students, stopping to ask questions pertaining to the material that they are seeing.
      L What I have learnt W What I want to Know K What I Know
      • Following the PowerPoint presentation, students must play the game fiction or non fiction. In it, they will see a picture of a story on my class screen and on a corresponding sheet they will have to circle the word fiction or non -fiction for that slide.
      • Finally we will review the correct answers and fill in the L part of our poster board KWL and discuss what has been learnt
      • Assessment:
      • The students were assessed informally through their class participation.
      • Formal assessment was calculated using the sheet that goes with the game. There were five questions in the game, each one is worth 2 points totaling the amount that this assignment is worth is 10pts.
      • Materials used for the lesson:
      • projectors and screen overhead, LCD paper penils and slides, worksheets and pictures of the stories.
    • These were the slides for the game Slide one
    • Resources
      • Copy of the KWL chart we created in class.
    • Work sample of the worksheet
    • GENRES The PowerPoint Presentation
    • NONFICTION FICTION There are 2 main types of stories:
    • FICTION Which is not real.
      • And Non Fiction which is real and deals with real life and real figures.
    • NONFICTION FICTION What are some genres in nonfiction?
    • Biographies and Auto biographies
      • Biographies: stories written about someone that are written by someone other than themselves.
      • Autobiographies: stories that a person writes about themselves.
    • NONFICTION FICTION What are some genres in fiction?
    • Did we miss any genres? mystery biographies fantasy poetry fables Historical fiction Science fiction Fairy tales Realistic fiction myths horror romance adventure stories Picture books
    • SCIENCE + FICTION = Stories that deal with Scientific issues but are not real.
    • FANTASY
      • Talking animals
      • Magical powers
      • Time travel
      • Imaginary beings from other planets
      This toad has an attitude!
    • Mysteries
      • CHARACTERS SEEM SO REAL.
      • MAIN CHARACTER COULD BE A DETECTIVE OR A SPY.
      • MAIN CHARACTER LOOKS FOR CLUES TO SOLVE A PROBLEM OR A CRIME.
    • Folktales Deal With
      • Animals that talk
      • Monsters
      • Tricks.
    • FABLE: “ 1 a short tale that teaches a lesson. The characters in fables are often animals who speak and act like people. "The Fox and the Grapes" is a well-known fable by Aesop. 2 a false story; lie. He told us a fable about his father being a jet pilot.”
    • Bibliography
      • The POWERPOINT CAME FROM
      • http://www.pppst.com/library.html
      • Resources it used
      • http://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12J http://www.kidsreads.com/features/010613-applegate.asp http://www.brucecoville.com/ http://www.davidaadler.com/bio.htm http://www.websterschools.org/classrooms/state_library/mystery_elements.html http://us.penguingroup.com www.dictionary.com http://www.nationalgeographic.com/grimm/article.html http://havilands.org/HavilandsCom/Biographies/VirginiaHaviland/biblio.html http://www.embracingthechild.org/authors2005.html http://www.libsci.sc.edu/miller/EvalTraditional.htm
    • Fiction or Non-Fiction The Game that went with the worksheet
    • What type of story is this?
      • Fiction
      • Or
      • Non-Fiction
    • What type of story is this?
      • Fiction
      • Or
      • Non-Fiction
    • What type of story is this?
      • Fiction
      • Or
      • Non-Fiction
    • What type of story is this?
      • Fiction
      • Or
      • Non-Fiction
    • What type of story is this?
      • Fiction
      • Or
      • Non-Fiction
    • The Il Teaching Standards that are shown in this lesson are:
      • Standard 1 Content Knowledge: I did research, I pulled resources, I tested the students knowledge of what was being taught from beginning to end.
      • Standard 2 Communication: I used verbal communication, discussion throughout the whole class and visual communication by creating visual clues such as the KWL and usage of Power Point and transparencies.
      • Standard 3 Planning for Instruction: I took my time to look for resources that could be altered to age appropriateness for the skill and grade level that I was teaching.
      • Standard 4 Assessment: The students where assessed informally and formally. Informally by discussion and participation to see if skills were met. Formally, by creating a chart and doing their sheet.
      • Standard 5 Collaborative Relationships: I have had correspondence with Ms. Clepper about what things and lessons would be appropiatefor her students. Also we speak after class about what was taught.
      • Standard 6: Diversity: Diversity was shown in this lesson by not just teaching to one working style but by trying to incorporate more then one learning style. Also diversity was shown by my spend more time working with the students that had difficulties I tried to work with each after the assignment was done that is when the other students do their silent reading or look at picture books so I can help others.
      • Standard7: Instructional delivery: I tried to include this by having the students apply what they have learn and by having them support the answers with evidence.
    • Room for Improvement
      • What I feel that I could have improved on this lesson is for the students to use more of their higher order thinking skills.
      • To prompt them with more critical questions.
      • And by adding a hands-on activity to show individual or group mastery.
    • Lesson 2
      • The lesson
      • Work samples
      • Pictures
    • Lesson 2
      • This lesson was taught to first and second grade.
      • Objective:
      • The students will be able to identify what the purpose of earth day is, to compose and create a book listing important information that can help the earth.
      • Procedure:
      • I will pose the question, what is Earth day and why do we celebrate it? The students will respond by discussing reasons and we will create a list on the board about its purpose.
      • Once that is finished, the students will move to the story rug to listen to a story about Earth day. The book is titled “ It is Earth Day” by Mercer Myer.”
      • I will then ask the students what do you think this story is about, prompting them to make their own prediction. I will explain that after we are done listening to the story, we will see whose prediction was right.
      • During the story, I will prompt the students’ comprehension by asking them story element questions such as who is in the story, and where is the story taking place.
      • Upon finishing the story, we will list ten things that we learned that can help the Earth. We will place this information on the board.
      • When we are finished with listing information, the students will move back to their seats and learn how we will use our list in creating a book about Earth day.
      • This is how the students are creating their book.
      • The students will receive one piece of color or white construction paper to use as a cover and they must fold it in half.
      • On the cover they must place their name, a title and draw a picture of something dealing with the Earth.
      • The loose leaf paper will be used as pages of the book. On each page the students will have to answer questions about either helping the Earth or what they are doing that can better the earth.
      • Finally the students will have to decorate the book or color it to make it more appealing.
      • Assessment
      • The students will be assessed by their book and by following the directions of the assignment. Each questions question is worth two points.
      • Also the students will be assessed for neatness (worth five points) and using correct grammar and spelling. Misspelled words or incorrect grammar gets one point deducted .
      • Materials: Overhead transparencies, questions on earth day, pencils and paper, crayons, construction paper, and stapler. “ It’s earth day” by Mercer Myer.
      • Resource
      • Edhelper is where is I got the questions that were used in the children's books .
    • Resources
      • Slides on the board that were used
      • Students working on the Assignment
    • Examples of finished projects
    • The Il Teaching Standards that are shown in this lesson are:
      • Standard 1 Content Knowledge: I researched and created a lesson that used many learning styles: visual, auditory and kinesthetic in creating a book.
      • Standard 2 Communication : Is shown through talking to their teachers, making sure they were not doing the same book in class by asking their opinion on whether or not they felt like this would be a good lesson or not.
      • Standard 3 Planning of Instruction: I had to order the book from borders.com because we did not have it in the library and I practiced making a book prior to giving the students the assignment to make sure it was not to difficult or to easy.
      • Standard 4 Assessment: The students were assessed in many ways, but mainly in a formal sense by following the given directions and following the point system of the project. And informally through discussion and creativity.
      • Standard 5 Collaborative Relationships: This was shown when I discussed the topic with their teacher to avoid overlap.
      • Standard 6 Diversity: This was shown by using more than one learning style, by not just doing something visual but by doing a hands on activity.
      • Standard 7 Instructional Delivery: This was shown by the students’ comprehension of the story that was read and by using their understanding to help them create their book.
    • Room for Improvement
      • I could have improved by using higher order thinking questions.
      • I could have improved the lesson by doing a Socratic discussion first.
      • I could have improved by adding a research component on it where they would research a topic dealing with the Earth.
    • Lesson 3
      • The Lesson
      • Resources I used
      • The questions I used for comprehension
      • Pictures
    • Lesson 3
      • This lesson was taught to a third grade class.
      • Objective:
      • The students will be able to start a literature unit on a novel. They will be able to identify and answer questions on literary elements and be able to apply and use their comprehension of the story to do a series of activities that go with the story. They will be able to learn what an acronym is, listing and identifying them.
      • Procedure:
      • The students will start a Literature unit on The B.F.G and complete activities based off the book.
      • I will ask the students have you every heard of an acronym. We will discuss it and if the students do not know what one is I will explain its meaning and give examples.
      • If there is any confusion, we will do an activity with acronyms.
      • Prior to class I created a poster with acronyms listed. I placed some that were easy and current such as lol ( laugh out loud) and some that were difficult such as p.s ( post script). I even included the title of the story that we are doing The B.F.G ( The Big Friendly Giant).
      • Once all the acronyms are identified, we will start reading the first chapter of our story.
      • We will identify unknown vocabulary and take breaks in our reading to look up terms( an example of a unknown word in chapter 1 was dormitory). Any unknown words will be defined and used in sentences.
      • Once the chapter is done, the students will have to answer a series of comprehension questions that go with the chapter. The students will be able to work in assigned groups of three to do their questions and they will be able to discuss events that happen in that chapter.
      • Once all the groups are done, the students and I will have a whole class discussion and we will determine whose answers were right.
      • After the discussion the students will go back in the group and each group will receive a small poster board where they will pick three events that happened in the chapter and draw a picture of the event with a description.
      • Assessment:
      • The students will be assessed informally by whole class and group discussion.
      • Formally by participation of creating the group poster, each event and description is worth ten points. And by working together on their sheet but by having their own copy of the sheet completed.
      • Materials: Pens, paper, project, slides, comprehension questions, and a copy of the book “ The B.F.G.”
    • Resources
      • A pictures of the students working on the acyrom poster.
      • Working on group assignment.
      • Questions that were asked .
    • Standards
      • Standard 1 Content Knowledge: I used this standard in grouping my students in this lesson. I knew who would and would not work well together.
      • Standard 2 Communication: I communicated with my students’ teachers to make sure they have not covered this book. I used a lot of visual clues in this lesson to assist the students, for example the poster making.
      • Standard 3 Planning for Instruction: I researched the book because prior to starting this unit I had not read this book. Thus I had to choose a book that I felt was age appropriate but would also catch my students’ attention.
      • Standard 4 Assessment: I assessed my students in many methods. In this lesson I did whole class assessment, group assessment and individual assessment.
      • Standard 5 Collaborative Relationship: Collaborative Relationship was shown here through communication of the assignment to the students’ teachers so they would know what they were learning and so they could input any ideas that they thought would be good.
      • Standard 6 Diversity: I tried to reach all learners, by creating visual clues together in pairing strong students with weaker students and by trying to spend one on one time with students so they could have a better understanding of the materials.
      • Standard 7 Instructional Delivery: This was shown in this lesson when the students had to complete their comprehension questions and had to use the book as a text reference to assist them.
    • Room for improvement
      • Making the students think critically.
      • Another good idea would have been for groups to create the comprehension questions for the chapter and for them to give their questions to another group.
      • Also a hands on activity such as creating a game or by using technology would have been good.
    • Lesson 4
      • The Lesson
      • Work samples
      • Pictures of Students
    • Lesson 4
      • This lesson was taught to 4 th and 5 th grade, this assignment lasted two and half weeks.
      • Objective:
      • The students will be able to research a country of choice and create a paper and brochure on reasons why someone should visit it.
      • Procedure:
      • The students will choose a country that they would like to research .
      • The students and I will go over a checklist of questions that they must answer on their country. The questions will help them write their paper.
      • I will show the students a sample on the projector of a paper I found on the computer that a kid created. I will show them that this students was creative and I want them to do that also.
      • I will go over the requirements of the paper and give a hand out of the requirements.
      • I will explain that they will have time in class to create and type their paper.
      • Finally once the requirements have been discussed and we have reviewed the does and the don’t of how to create a paper, the students will have time to research their country on the computer and by using a book on their country to find answers to the questions on their country sheets.
      • They will need to have at least ten of the twenty questions completed by the end of their first class for the week.
      • By the end of their second class, all country questions and answers are due.
      • In the second week of this project during the first class the students will get started on their rough drafts and complete them by our second meeting of class for the week.
      • Second class of second week the rough drafts are due and the students will have to meet with me and a classmate for corrections on their paper. Corrections must be done before we meet again and final drafts are done the first class meeting of the third week.
      • Third week class one papers are due and handed in. Upon completion of the papers the students then had to work on creating a brochure that goes with the country.
      • In the brochure there were six components: history, government, climate, geography, economy, culture , and religion. The students must write brief descriptions about each and try to make the brochure engaging to make people want to visit their county. Brochure were due by the end of this class.
      • Assessment
      • The students will be assessed by their papers for each grammar and spelling, mistake two points are deducted. If a question is not covered and answered from the question sheet five points are deducted. The paper is worth one-hundred points. The brochure is worth fifty points each element is worth seven points and neatness and creativity is worth eight points.
      • Materials:
      • Country books, Computers, Country question sheets, white paper, crayons and pens for brochure.
    • Resources
      • The Country Questions
      • What’s your countries name?
      • What is the Highest Point?
      • Does it have any major rivers?
      • What is your countries population?
      • What is your countries capital?
      • What are some of these countries major cities?
      • Official Languages?
      • What is the name of its currency?
      • Chief Export?
      • What form of Government does it have?
      • Who is the head of the Government?
      • Write paragraphs about your countries relations to the worlds.
      • How is it landscape?
      • What is its climate like?
      • How is its city life? What are some places to go?
      • Write a paragraph about its history. Who found it etc.
      • Write a paragraph about its government and its order?
      • How is its economy?
      • How is its urban life?
      • How is its rural life?
      • What types of holidays and celebrations do they have?
      • What types of sports and recreations are big?
      • White a paragraph about its education system.
      • What types of religions are their and which has the largest group?
      • How are its health care systems?
      • How is its transportation system?
      • Add four fun facts?
    • Paper Requirements
      • Must be typed
      • Double-Spaced
      • 1 and ½ inch Margin
      • Times new Roman Font
      • Spell Checked
    • Pictures of the students at work
    •  
    • Room for Improvement
      • My major problem with this lesson was time management and sticking to deadlines.
      • A lot of things were going on at this time such as ISAT and I feel like this lesson would have been more effective if it were done at a different time in the school year.
      • Also, by having students do their project in pairs.
    • Standards
      • Standard 1 Content Knowledge: I had to have knowledge on all the countries that the students were researching so I could assist them with their research.
      • Standard 2 Communication: I communicated with teachers to make sure the students were not doing a project like this in their class and to make them knowledgeable of what their students were doing.
      • Standard 3 Planning for Instruction: I had to research an example paper, create the questions that all students could find about their country and create requirement sheets to assist the students .
      • Standard 4 Assessment : The students were not just assessed in this lesson by written work but they were also assessed by their creativity and neatness which could help some students who are not strong writers .
      • Standard 5 Collaborative Relationships: I had to call on Mr. Woods’ assistance to have access to computers for each student to work on.
      • Standard 6 Diversity: Was shown in this lesson by taking the one on one time with each student to make corrections and by having to have another student help them with edits.
      • Standard 7 Instructional Delivery: The students had to apply their critical thinking skills and knowledge of referencing and citing to do this project.
    • Lesson 5
      • The Lesson Plan
      • Work the Worksheets that were used
      • A PowerPoint that was used and pictures
    • Lesson 5
      • This lesson was taught to 7 th and 8 th grade
      • Objective:
      • The students will be able to comprehend the purpose of a newspaper. They will be able to use it as a reference and to use it to research a number of things.
      • Procedure:
      • I will pass out three newspapers to each table and show the students a power point on the purpose of a newspaper. The power-point came from http://www.pppst.com/library.html . I made some edits to make it age appropriate.
      • I will go slide by slide explaining the information to make sure there is an understanding of the material.
      • After its’ completed, I will explain that we will be do a newspaper scavenger hunt to become more familiar with working with newspapers.
      • The students will receive a series of questions they will have to answer by using the newspaper. They will be placed in pairs and will have fifteen minutes to find the most answers, the group that gets the most answers right will receive a prize.
      • Once the fifteen minutes are over, the students will discuss their results and we will see how other groups did on their hunt.
      • Then they will see two Power-Points, one on the importance of a newspaper and the other on headlines.
      • The students and I will go over what a headline is. They will see a slide defining a headline. We will work together with creating headlines for two stories.
      • Then they will practice making headlines for the last three stories.
      • Once all the students are finished the students will present what they named the stories and why.
      • Finally, the last assignment will be the students determining what section of the newspaper an article fits in.
      • Assessment: The students will be assessed formally by the scavenger sheet (there are fifteen questions each question is worth two points), their headline sheet (each question is worth five points), their matching the section sheet and by an extra sheet dealing with the importance of a newspaper.
      • Materials: Projectors, laptop, paper, worksheets and pens.
    • Resources
      • Worksheets that were use
      • Scavenger hunt sheet questions
      • Name :
      • Date :
      • Find at least one of each of these:
      • Page number Name of the newspaper
      • A headline of a sports story
      • TV listing – what is it called?
      • Puzzle – what type is it? Job advert - Name of job and company Double glazing advertisement – name of company and telephone number
      • Read a report about a child or a school.
      • What is the headline and what is it about? Why is there a property section?
      • Job advertisement - Name of job and company
      • Double glazing advertisement – name of company and telephone number
      • Read a report about a child or a school. What is the headline and what is it about?
      • Where is there a property section?
      • Time the sun goes down?
      • Comic strip name and whets its about
    • Headline sheet match it with the letter
      • 1. About ten thousand soldiers were seen marching up and down the hill near York.
      • 2. It has been reported that Little Bo-peep cannot find her sheep. They seem to have magically disappeared. She has looked for them everywhere.
      • 3. Although the old bus stop beside a village green in Broomfield is used rarely. The only way Hannah gets to the village is by bus. But this is about to change. Council cannot afford to run a bus service.
      • 4. Temperatures today will not rise above 12oC, which is below average for June . There is a possibility of rain and gusts of wind.
      • 5. Jane and Ross are heroes to 84 year old Mrs. Bennett. “They saved my life,” she said from her hospital bed.
      • 6. It would be good to have the school year split into four terms instead of three. The summer holiday is too long. We forget a lot during a six weeks holiday. If we had shorter summer holiday we would not need to spend so much time on revision every September.
      • 7. Dave thinks that there really is a monster living in Chelmsford. He has taken strange dark monster shapes near River Chelmer.
      • 8. A Scientist has been researching pyramids. He has discovered a pyramid with a magical entrance.
      • 9. A new trap for catching woodworms is on sale in Essex. We will no longer have to use poisonous sprays to get rid of them.
      • 10. A peacock has been seen flying over Peggotty close. It was reported missing from the zoo last week. It created a lot of excitement around Newlands Spring area.
      • A.Sheep magically disappeared.
      • B Rescued by heroes
      • C School year with shorter summer holiday
      • D Magic Pyramid
      • E No buses to or from Village Green
      • F Where is the Summer?
      • G Peacock excitement
      • H Invasion Scare
      • I Chelmer Monster Scare!JPoisonous sprays out of fashion
    • Newspaper Power Points that was used in class
    • Features of a newspaper article
      • Headline
      • Orientation
      • Main body of text
      • Photo
      • Caption
      • Reorientation
    • What is a newspaper
      • According to www.abcteach.com
      • It is a publication that is used daily or weekly.
      • It includes local and international news.
      • Advertisements, announcements, opinions, cartoons, sports and many more things. “
      • It is a method of letting people know what is happening all around the world
      • Newspapers are broken down in sections.
      • The front page contains the most important stories of the day and each stories has a headline to grab peoples attention.
      • Headings ask the five w’s .
      • *Who is in the story?
      • *What is the story about?
      • *When did the story take place?
      • *Where did the story take place?
      • *How did it happen ?
      • Newspaper Must Have…
    • Headlines
      • In bold
      • Catchy
      • Alliteration
      • Interests the reader
      • Serious or humorous
      • Only has a few words
      • Action verbs
    • Orientation
      • This introduces the story and should GRAB our attention. It will set the scene and summarise the main points of the article. It is often only one sentence so you must make it a good one.
      Who? Where? When? What?
    • Main Body of Text
      • This is written in:
      paragraphs the past tense clear sentences It answers the questions: Why? How?
    • Photo
      • The photo shows us a snapshot of What happened?, Where it happened? Who it happened to? It should make the reader “Feel something” so that they want to read the article. If possible it should show action.
    • Caption
      • A caption goes underneath a photo to identify something or someone and to give us more information.
      It is a label for the photograph!
    • Reorientation
      • This ends the retelling of events. It brings us up to date.
      • Because it is telling us what is happening NOW it will move from the
      past tense present tense
      • Headlines
    • HEADLINES
      • OBJECTIVE:
      • We will learn how writers use different language effects to create interesting headlines.
      • Why are headlines important? Discuss.
    • Language Effects.
      • You may have already noticed that the style of headlines in broadsheet newspapers is different to that of tabloids.
      • Guess which of the following headlines came from a broadsheet , or tabloid .
      Hot pop-erty SFO called in to EU scandal Discuss the reasons for your opinion with your response partner.
    • Playing With Words
      • Writers can have lots of fun with words. Look again at…
      • Can you explain what the writer has done with the words?
      Hot pop-erty
    • Puns
      • A pun = a word in a sentence that can have two meanings.
      • Example:
      • Christmas shoppers stocking up.
      • Witch Halloween costume is for you?
    • Letter Play
      • Sometimes writer will change a letter in a word to give a double meaning.
      • Example:
      • Truck by lightning
    • Alliteration
      • Often using the same letter sound at the start of your words can create an interesting effect.
      • Example:
      • Sending up the Stars and Stripes.
    • Rhyme
      • Examples:
      • Green queen
      • Glass with class
    • Now your turn…
      • Try to use one of the language effects in headlines of your own:
      • Puns
      • Letter Play
      • Alliteration
      • Rhyme
    • Pictures
    •  
    • Il State Standard that were used in this lesson
      • Standard 1 Content Knowledge: I researched and created a lesson that used visual and auditory styles and a lesson where the students had to apply their content knowledge of newspapers.
      • Standard 2 Communication : Shown through talking to their teachers, making sure they were not doing the same lesson and making sure they thought it was a good lesson.
      • Standard 3 Planning of Instruction: I had to research power points and edit it to be effective in helping the students learn.
      • Standard 4 Assessment: The students were assessed in many ways, but mainly in a formal sense by them completing their sheets and using application to answer them. Informally participation and discussion were used.
      • Standard 5 Collaborative Relationships: I had to call on Mr. Woods’ assistance to have access to computers for each student to work on.
      • Standard 6 Diversity: Was shown in this lesson by taking the one on one time with each student to make sure they were understanding the assignment.
      • Standard 7 Instructional Delivery: The students had to apply their critical thinking skills and knowledge of referencing to complete these assignments.
    • Room for Improvement
      • By having a research component.
      • By having the students create their own PowerPoint on the importance of newspapers.
      • By having a Socratic discussion on a newspaper issue.
    • Resources that have been used
      • Informal Jr. Edition. Dictionary: Merriam-Webster’s Collegiate Dictionary. http://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12J http://www.kidsreads.com/features/010613-applegate.asp http://www.brucecoville.com/ http://www.davidaadler.com/bio.htm http://www.websterschools.org/classrooms/state_library/mystery_elements.html http://us.penguingroup.com www.dictionary.com http://www.nationalgeographic.com/grimm/article.html http://havilands.org/HavilandsCom/Biographies/VirginiaHaviland/biblio.html http://www.embracingthechild.org/authors2005.html http://www.libsci.sc.edu/miller/EvalTraditional.htm
      • www.edhelper.com
      • www.abctechteach.com
      • http://www.primaryresources.co.uk/english/englishD9.htm
      • Thank You
      • For
      • Your Time!!!!!!