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ELMT 7130


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ELMT 7130

  1. 1. Instruction as Reference Service ELMT 7130 / Dr. Chung Presented by Andrea Cullers and Kris Kassalen
  2. 2. Instructional Objectives <ul><li>Develop an instruction for students in 8 th grade that introduces The Big 6 information skills while using technology in curriculum. </li></ul>
  3. 3. Georgia Performance Standards <ul><li>ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. </li></ul><ul><li>g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: </li></ul><ul><li>i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery). </li></ul>
  4. 4. Georgia Performance Standards <ul><li>ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student </li></ul><ul><li>a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story. </li></ul>
  5. 5. Georgia Performance Standards <ul><li>ELA8LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When delivering and responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. c. Shows appropriate changes in delivery (e.g., gestures, expression, tone, pace, visuals). d. Uses language for dramatic effect. </li></ul>
  6. 6. Instructional Strategy <ul><li>The Big 6 </li></ul><ul><ul><li>#1 Task Definition = Create a Poem </li></ul></ul><ul><ul><li>#2 Information Seeking Strategies </li></ul></ul><ul><ul><li>#3 Location & Access </li></ul></ul><ul><ul><li>#4 Use of Information </li></ul></ul><ul><ul><li>#5 Synthesis </li></ul></ul><ul><ul><li>#6 Evaluation </li></ul></ul>
  7. 7. Lesson 1: How do you make ordinary words poetic? <ul><ul><li>Task Definition: Students will create a poem </li></ul></ul><ul><ul><li>Students will be introduced to poetry by discussing the difference between “ordinary” and “poetic” language. </li></ul></ul><ul><ul><li>Teacher/Media Specialist will integrate the use of </li></ul></ul><ul><ul><ul><li>“ T”chart </li></ul></ul></ul><ul><ul><ul><li>Thesaurus </li></ul></ul></ul><ul><ul><ul><li>Ask students to comment on this process </li></ul></ul></ul><ul><ul><ul><li>Evaluation: “ticket out the door”- students will reflect and describe how they selected poetic words </li></ul></ul></ul>
  8. 8. Lesson 2: How is imagery used in poetry? <ul><ul><li>Begin with Defining Imagery by using an online resources. </li></ul></ul><ul><ul><li>Locate & Access online information for Use </li></ul></ul><ul><ul><ul><li>New Georgia Encyclopedia </li></ul></ul></ul><ul><ul><ul><li> (explain diff. .org vs. .com). </li></ul></ul></ul>
  9. 9. Resources to Achieve Instruction <ul><li>Lesson Two cont… </li></ul><ul><ul><li>Six-Room concept in applying imagery to ordinary words in their event to produce a poem </li></ul></ul><ul><ul><li>Evalution – students share work </li></ul></ul>
  10. 10. Lesson 3: What literary concept are related to poetry? <ul><li>Poetry Toolbox Activity </li></ul><ul><ul><li>Poetry Glossary </li></ul></ul><ul><ul><li>New Georgia Encyclopedia </li></ul></ul><ul><ul><li>Print materials in Poetry section 800’s </li></ul></ul><ul><ul><li>Graphic organizer </li></ul></ul><ul><li>Reflection </li></ul><ul><li>Homework </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
  11. 11. Poetry Toolbox Terms Alliteration Simile Onomatopoeia Metaphor Personification Repetition Rhyme Rhythm Imagery Line Break Title
  12. 12. <ul><li>Alright now fealous, (YEAH!) Now what's cooler than bein' cool? (ICE COLD!) I can't hear ya' HYPERBOLE </li></ul><ul><li>I say what's cooler than bein' cool? (ICE COLD!) whooo... </li></ul><ul><li>Alright, alright, alright, alright Alright, alright, alright, alright Alright, alright, alright, alright Alright, alright, alright, Ok now ladies, (YEAH!) And we gon' break this back down in just a few seconds Now don't have me break this thang down for nothin' Now I wanna see y'all on y'all baddest behavior ALLITERATION </li></ul><ul><li>Gimme some suga', I am your neighbor ahh here we go! Shake it, shake it, shake it, shake it (OHH OH) Repetition </li></ul><ul><li>Shake it, shake it, shake, shake it, shake it, shake it (OHH OH) Shke it, shake it like a Poloroid Picture , shake it, shake it Simile </li></ul>
  13. 13. Lesson 4: Can you identify Rhyme scheme in the songs you listen to ? <ul><ul><li>Poetry Toolkit Synthesis and Evaluation </li></ul></ul><ul><ul><li>Apply Rhyming schemes from favorite lyrics. </li></ul></ul><ul><ul><li>Understand by describing examples </li></ul></ul>
  14. 14. Culminating Activity <ul><ul><li>Students plan a “poetry slam” for the class and create invitations for family and administrator. </li></ul></ul><ul><ul><li>OR </li></ul></ul><ul><ul><li>Students produce their poem using MovieMaker or PwPt slides and songs that fit “mood” of the poem. </li></ul></ul>
  15. 15. Synthesis and Evaluation <ul><li>Poetry Slam presentations </li></ul><ul><ul><li>Rubric </li></ul></ul><ul><li>Evaluation (Quiz) </li></ul>
  16. 16. Assessment Methods <ul><li>Daily evaluation </li></ul><ul><li>“ Ticket out the Door” evaluations </li></ul><ul><li>“ T” chart </li></ul><ul><li>Graphic Organizer </li></ul><ul><li>Print & Online resources ability </li></ul><ul><li>Poem </li></ul><ul><li>Quiz </li></ul>
  17. 17. Assessment Methods for the Instruction <ul><li>Teacher/Media Specialist Observation </li></ul><ul><li>Participation of student </li></ul><ul><li>Group/Team participation </li></ul><ul><li>Assess technology and knowledge of topics discussed </li></ul><ul><li>Feedback of instruction and methods </li></ul>
  18. 18. Team Collaboration <ul><li>Andrea- How I was able to learn from Kris’ strengths </li></ul><ul><ul><li>How I was able to improve </li></ul></ul><ul><ul><li>How I plan on using my new found knowledge </li></ul></ul><ul><li>Kris – Strength in information access </li></ul><ul><ul><li>How I was able to learn from Andrea’s strengths </li></ul></ul><ul><ul><li>How I was able to improve </li></ul></ul><ul><ul><li>How I plan on using my new found knowledge </li></ul></ul>
  19. 19. Bibliography <ul><li>Eisenberg, M. (2005). A Big6 Overview. Retrieved March 15 th, 2008, from The Big 6 Website: </li></ul><ul><li>Flynn, M. & McPhillips, S. (2000). A note slipped under the door: Teaching from poems we love. Portland, ME: Stenhouse </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>Oral Presentation Rubric. (2001). Retrieved March 15 th , 2008, from Instruction </li></ul><ul><li>Website: </li></ul>