Lori smith libs 6144 lesson
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The document describes a lesson plan for a 5th grade class on the topic of freedom. It includes having students write what freedom means to them, listening to a recording of Harriet Tubman, reading and discussing a poem about freedom, and researching freedom in the library catalog. The lesson aims to have students interpret the meaning of freedom from different perspectives and sources. In a reflection, the teacher notes some students struggled to define freedom but provided examples of students' responses, from being out of jail to having free expression.
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The lesson plan aimed to help students understand what freedom means. Students would first write their own definitions of freedom, then listen to and discuss readings about Harriet Tubman and poems about freedom. They would analyze poetic elements like rhythm, rhyme and meaning. Students would also work in groups to search the library catalog on keywords like freedom and poetry. The goal was for students to think critically about freedom and gain experience using the library catalog.
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This lesson provides historical context for the 1930s setting of To Kill a Mockingbird. Students will take a vocabulary quiz and reading quiz. They will then learn about the Jim Crow era through a Springboard excerpt and group discussion. The lesson aims to explain the racism and poverty prevalent in the 1930s to understand the novel.
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400 afrofuturism syllabus fall 2021
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Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
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Lori smith libs 6144 lesson
- 1. Lori Smith LIBS 6144 Grade 5: 14 Students: 8 girls, 6 boys, 5 white, 9 African American What does freedom mean? Materials-paper, pencils, computers with internet and card catalog, speakers Hand out paper and pencil to each student and ask each student to write down what freedom means to them. • Have students read their papers aloud to the class. In whole group discuss and elaborate on the meanings and differences in how we see freedom. • Listen to Harriet Tubman, read by Maya Angelou, and discuss how it was read-emotion/ rhythm and meaning. http://www.freedomarchives.org/downloads.html • http://www.freedomarchives.org/audio_samples/Mp3_files/Harriet_Tubman.mp3 • Using the overhead, read the poem Universal Freedom, by George Krokos. http://www.poemhunter.com/poem/universal-freedom-is/ Stop throughout to discuss the properties of poetry-stanza, rhyme, rhythm, word choice, and using context clues to figure out meaning. • Hand each student a stanza from the poem by Maya Angelou. Have students read their stanza quietly to themselves and write their interpretations/what they think it means. Have students read their stanzas out loud and discuss interpretations as a group. • Assign groups of 2 to computers. Have students locate and open the card catalog and use the keywords freedom, poetry, or biographies to locate books in the library. Have students scroll through and identify number of books available, call numbers, and locate one of the books in the library. Common Core- English Language Arts R.CCR.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.
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- 3. Lori Smith LIBS 6144 Lesson Reflection Student arrived at the media center and sat in groups of 4 at round tables. As I was handing out their papers I announced that we were going to do an activity and then read and listen to some poems. Once all of the papers were handed out I told the students that we were going to talk about freedom and posed the question “What is freedom what does freedom mean to you?” and instructed them to write their answer on their papers. I walked around reading what students had on their papers and guiding those who were struggling to come up with an answer. I called on students to share what they had written. We then discussed the differences on how we think about freedom. I told them about the second graders who associated freedom with “getting out of here” and “running free.” I was surprised by the difficulty that the fifth grade students had with interpreting freedom. Some of them just wrote “freedom is” and could not come up with anything. Some examples of what students wrote: “to be out of something like jail”, “when you’re not a slave”, “no rules”, “you have your own rights and that you can do whatever you want as long as it’s not against the law”, “free expression”, “released from something”, “it’s about a person’s feelings”, “to go wherever you want to have fun”, “to be what you want to be”, “you’re not held in, you’re free”. After we discussed our intpretations I put the poem on the overhead and read the first stanza. I stopped to discuss and ask questions about the rhyme, rhythm, what you call a group of words in a poem (stanza)