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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!!!!
Objective: The students will be able to identify the two main types of story genres: fiction and nonfiction.
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
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.”
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.
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.
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.
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.
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.
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.
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.
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.
Country books, Computers, Country question sheets, white paper, crayons and pens for brochure.
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.
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.
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.
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.
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.
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.
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.