For my field clinicals this semester I was assigned to Maclay School, a private school in Tallahassee, Fl. At first I was very hesitant but as my first day drew near I became more confident about my assignment. I heard it was a rich school and was perplexed about why I had been assigned to that school. My professor had requested that her LIT 3333 students be placed at an ESOL school not a private college preparatory school. On Monday, my first day, I dressed very professionally in black slacks, a button down blouse and heels. Mr. Beamer, the Dean of Maclay Middle and High, had called me the previous Friday and told me I would be observing a seventh grade language arts class and I was very excited. When I arrived I checked in at the front desk and found Mr. Beamer. We exchanged formalities and then he led me to Mrs. Engelbrecht's class. She is a 15 year veteran teacher with a wonderful personality. Although I didn't ask her age she looks to be in her 50's. She had a bright smile and looked very relaxed ina denim shirt and jeans.
On that day she was adminstering a test and so at her desk, her and I talked quietly about the teaching profession and my goals in life while the students tested. She was very personable and warm but I could tell her students feared her. She advised that I maintain a distance from my students when I become a teacher because it is important for the respect to be there at all times. She said that when teachers become friends with their students there is little respect and the classroom management is out the window. After the test was done Mrs. Engel spent the last 10 minutes of class reviewing vocabulary. After her class was dismissed she confided that she never intended on becoming a teacher but now that she is one she can't imagine doing anything else. She told me that there are many perks to teaching in a private school but the downsides are many. The biggest downside is parent over-involvement. Since the parents pay a very high tuition at Maclay they are very pushy and can sometimes be a nuisance. But overall Mrs. Engel is a happy camper at Maclay.
On my second day of observations I was placed in Mrs. Braden's first grade class. This was an unexpected change for me but an intriguing one nonetheless. Mrs. Braden is originally from Texas but relocated to Tallahassee ten years ago. She is in her mid-50's, a pastor's wife and mother of two grown children. Her class is filled with owls (her favorite) and decorated very nicely. She, Like Mrs. Engel, raves about the resources at Maclay. She has been a teacher for 30 years and half of that time was spent in the public school system. She shared some horror stories with me about having to have class in a portable with no board and just a table and chairs and other sad things that occur in public school all over the country. Eventhough she's has some horrible experiences in the public school system she says they helped make her into the teacher she is today. Because she is used to not having lots of resources she learned all types of creative ways to teach lessons and engage her rambunctious 5 and 6 year olds.
On the third day I revisited Mrs. Engel and on that day she was teaching a lesson on diageramming. The students really loved the lesson and were eager to share their own diagrams. From these teachers I learned that if you love what you do your students will love it too. Engel and Braden were the perfect teachers to observe. Eventhough their teaching styles and grade levels were different they engaged their students with enriching and stimulating activities and displayed thorough knowledge of their content area. There were no dull and awkward moments and when students misbehaved, and there were a few, they executed discipline with expert skill. I hope that if I do decide to teach I will find my nitch like these two ladies found theirs
Thursday, December 4, 2008
Wednesday, October 22, 2008
“What’s in a name?” Lesson plan for Broken China
Dominique Ferguson
Adolescent Literature
7th grade Language Arts Class: 90 minute class block
“What’s in a name?” Lesson plan for Broken China
Focus Statement
This lesson plan will focus on names. It is important for students to become aware of the origin of names, their importance and how different cultures handle naming. The idea for this plan stems from the origin of China Cup’s name in the novel, Broken China, and an article I read, which the students will read also, titled Top Baby Name Trends of 2008.
During this lesson students will be asked to give the origins of their names (or if their name has no origin then give anecdote/reasoning behind it) which was assigned for homework the class prior. As a class we will discuss the similarities and differences in a race’s or a culture’s names and the reasons behind this fact. Moreover there will be community presenters who will speak to the class about the African Naming Ritual and the Naming Rituals for the Jewish culture. It is my hope that my students leave class with a richer understanding of the diversity of the world in which they live.
Theme and Thinking Skill
The theme for my lesson is cultural awareness. I would like for students to have a better understanding of the world and its diversities. Very few people give consideration to names and their importance in society until it is time to name their child or a new pet, choose a candidate for a job or choose a doctor or a lawyer. For example, it is pretty safe to say that a woman will feel more comfortable seeing a doctor named William Sanford than one named Seemore Butts. In more professional terms (of course) I will teach students to become more aware of these societal norms and prejudices that run so rampant in our society. We will also discuss the role history has played in names and their meanings.
Objectives
Students will be able to:
1. explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
2. generate ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests;
3. use effective listening strategies
Standards
LA.7.2.1.8, LA.7.3.1.1, LA.7.5.2.1
Procedures
1. The first 20 minutes of class will be set aside for students to read their homework assignment aloud. This is mandatory not optional except for ESOL students. ESOL students are allowed to dictate their assignment to the ESOL teacher and she will record it. I will listen to teh recording and give them their homewrok grade. For traditional students, if the assignment is not done then that student will receive a zero for the day. For homework, students were assigned to research/ask a parent or guardian about the origin of their name and write one to two sentences about it.
2. After each assignment is read we will spend 10 minutes discussing the novel, Broken China, and reviewing for the reading quiz at the end of class. The teacher will guide the discussion with questions such as How do you feel about the novels’ title? How does it tie in with the book? What were your feelings about the novel? Were the events relatable to you and realistic?
3. Next students will be introduced to the presenters. Each presenter will be given 20-25 minutes to discuss naming rituals and the importance of names in their culture. Presenters may show video clips, demonstrations or provide students with pamphlets to create a greater understanding of what they do.(Before presentation parents will be provided with a letter explaining the presentation and giving them the option of “opting-out” their student.
4. After the presentation 5 minutes will be given for questions and comments.
5. Once the question and answer session is done students will be given an essay quiz.
6. After the quiz students will take home the Baby Names article (found at http://lifestyle.msn.com/your-life/family-parenting/articleab.aspx?cp-documentid=11257635>1=32020) and will write brief summary (100 words) of the article for homework.
Assessment
The following question is to be answered using at least 50 words
If I could rename anyone in my family or any one of my friends it would be___________. His/Her new name would be_________________ because…
Sources, Materials and Accommodations
1. Broken China novel (class set)
2. Baby Names Article (one for each student)
I will ensure that fair and appropriate accommodations are made for ESE and ESOL students.
ESOL ACCOMODATIONS
These students will either dictate their essay quiz answers to the ESOL specialist or they may write the essay in their native language and I will have it translated and grade accordingly. If If ESOl student has a fairly good grasp of the English language he/she may write answer in 25 words.
ESE ACCOMODATIONS
If any of these students have problems paying attention or are disruptive in nature they will be exempted from the presentation and given a seperate assignment. The following is a high interest worksheet that will build reading comprehension skills, and excite struggling readers. The worksheet can be forund at the following website: http://www.akm.net.au/sail/download/Reading%20Comp%20-%2050%20Cent%20-%20advanced%20English.pdf
Along with this worksheet students will have to write a 25 word summary on the reason Curtis Jackson chose the name 50 Cent.
Adolescent Literature
7th grade Language Arts Class: 90 minute class block
“What’s in a name?” Lesson plan for Broken China
Focus Statement
This lesson plan will focus on names. It is important for students to become aware of the origin of names, their importance and how different cultures handle naming. The idea for this plan stems from the origin of China Cup’s name in the novel, Broken China, and an article I read, which the students will read also, titled Top Baby Name Trends of 2008.
During this lesson students will be asked to give the origins of their names (or if their name has no origin then give anecdote/reasoning behind it) which was assigned for homework the class prior. As a class we will discuss the similarities and differences in a race’s or a culture’s names and the reasons behind this fact. Moreover there will be community presenters who will speak to the class about the African Naming Ritual and the Naming Rituals for the Jewish culture. It is my hope that my students leave class with a richer understanding of the diversity of the world in which they live.
Theme and Thinking Skill
The theme for my lesson is cultural awareness. I would like for students to have a better understanding of the world and its diversities. Very few people give consideration to names and their importance in society until it is time to name their child or a new pet, choose a candidate for a job or choose a doctor or a lawyer. For example, it is pretty safe to say that a woman will feel more comfortable seeing a doctor named William Sanford than one named Seemore Butts. In more professional terms (of course) I will teach students to become more aware of these societal norms and prejudices that run so rampant in our society. We will also discuss the role history has played in names and their meanings.
Objectives
Students will be able to:
1. explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written;
2. generate ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests;
3. use effective listening strategies
Standards
LA.7.2.1.8, LA.7.3.1.1, LA.7.5.2.1
Procedures
1. The first 20 minutes of class will be set aside for students to read their homework assignment aloud. This is mandatory not optional except for ESOL students. ESOL students are allowed to dictate their assignment to the ESOL teacher and she will record it. I will listen to teh recording and give them their homewrok grade. For traditional students, if the assignment is not done then that student will receive a zero for the day. For homework, students were assigned to research/ask a parent or guardian about the origin of their name and write one to two sentences about it.
2. After each assignment is read we will spend 10 minutes discussing the novel, Broken China, and reviewing for the reading quiz at the end of class. The teacher will guide the discussion with questions such as How do you feel about the novels’ title? How does it tie in with the book? What were your feelings about the novel? Were the events relatable to you and realistic?
3. Next students will be introduced to the presenters. Each presenter will be given 20-25 minutes to discuss naming rituals and the importance of names in their culture. Presenters may show video clips, demonstrations or provide students with pamphlets to create a greater understanding of what they do.(Before presentation parents will be provided with a letter explaining the presentation and giving them the option of “opting-out” their student.
4. After the presentation 5 minutes will be given for questions and comments.
5. Once the question and answer session is done students will be given an essay quiz.
6. After the quiz students will take home the Baby Names article (found at http://lifestyle.msn.com/your-life/family-parenting/articleab.aspx?cp-documentid=11257635>1=32020) and will write brief summary (100 words) of the article for homework.
Assessment
The following question is to be answered using at least 50 words
If I could rename anyone in my family or any one of my friends it would be___________. His/Her new name would be_________________ because…
Sources, Materials and Accommodations
1. Broken China novel (class set)
2. Baby Names Article (one for each student)
I will ensure that fair and appropriate accommodations are made for ESE and ESOL students.
ESOL ACCOMODATIONS
These students will either dictate their essay quiz answers to the ESOL specialist or they may write the essay in their native language and I will have it translated and grade accordingly. If If ESOl student has a fairly good grasp of the English language he/she may write answer in 25 words.
ESE ACCOMODATIONS
If any of these students have problems paying attention or are disruptive in nature they will be exempted from the presentation and given a seperate assignment. The following is a high interest worksheet that will build reading comprehension skills, and excite struggling readers. The worksheet can be forund at the following website: http://www.akm.net.au/sail/download/Reading%20Comp%20-%2050%20Cent%20-%20advanced%20English.pdf
Along with this worksheet students will have to write a 25 word summary on the reason Curtis Jackson chose the name 50 Cent.
Overheard Conversation: Enough is Enough
I heard this conversation between two male classmates a week ago during my English Literature class. However, I've changed it some so that it rhymes.
Enough is Enough
Man I don't know what's on the midterm, do you?
Hell if I know I think Chapters 1 and 2.
Oh naw! I ain't even study,
I think I'm gone hafta cheat.
You with me Buddy?
Nigga please I ain't tryna get beat
In my head by my mama if I get caught,
Besides what happened to the notes that you bought?
And the book and the workbook and all that other stuff
But...
Forget it my nig your luck is rough
Cause I ain't cheating today
Now is enough is enough.
Enough is Enough
Man I don't know what's on the midterm, do you?
Hell if I know I think Chapters 1 and 2.
Oh naw! I ain't even study,
I think I'm gone hafta cheat.
You with me Buddy?
Nigga please I ain't tryna get beat
In my head by my mama if I get caught,
Besides what happened to the notes that you bought?
And the book and the workbook and all that other stuff
But...
Forget it my nig your luck is rough
Cause I ain't cheating today
Now is enough is enough.
Monday, October 20, 2008
November Blue Lesson Plan
Lesson Plan for "November Blue"
Dominique Ferguson
Adolescent Literature
7th grade Language Arts: Two 90 minute block periods
Focus Statement
This lesson plan focuses on improving student’s research and organizational skills by having them reserach information that pertains to the novel November Blue. In a creative and practical way students will demonstrate mastery of the novel’s themes and concepts by creating a pamphlet on a teen issue. In groups students will be assigned one of the following issues:bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.6.1.3)
This activity will be instructor-led and students will be placed into groups of four or five. The topics will be chosen by the instructor for each group and students will be given specific guidelines to follow for the creation of the pamphlets. Though this lesson may be a bit restrictive in nature (because groups and topics are chosen by teacher) students will learn the importance of following directions, generating ideas from multiple sources and writing in an informational format. The materials necessary for this activity are construction paper, scholarly journals (about adolescent psychology), markers, computer access (trips will be made to computer lab), and teen magazines.
Theme and Thinking Skill
The theme for this lesson plan is awareness and team work. Since this plan is designed for a 7th grade language arts class I want my students to become aware of the adversities teens face form the pre-teen stage all the way to older adolescence. Most students are unaware that what they are facing is an issue until they are suddenly hit with it; much like November in November Blue. I believe if students are allowed to research and view the data and articles on issues such as teen pregnancy, peer pressure, etc then the knowledge they gain will make them less of a target and more sensitive to the world around them. Furthermore it is important to build team-player skills in students. Middle school is a critical time for most students and they often have issues making friends or working together. I hope this activity will teach them to work together and the importance of following directions.
Objectives
Students will be able to:
1.generate ideas from multiple sources
2.write in an informational form
3.use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Standards
LA.7.2.1.5,LA.7.4.2.1, LA.7.3.1.1, LA.7.3.2.1, LA.7.6.1.3, NL-ENG.K-12.8
Procedures (90 minute period-2 classes)
1. Before class the teacher will write the following question on the board: Can pregnancy be compared to a handicap? Support or attack. Once students are seated, they will be given 15 minutes to respond to this question in their journals. After journals 5 minutes will be given for students to share.
2. Next, students will be engaged in a deeper discussion of the novel.(LA.7.2.1.5) The teacher will guide a 20 minute discussion using the following questions: What was the main idea of the novel? What was Draper’s relevance in writing it? Who was your favorite character? Why? Did you feel November handled her situation the right way? What are your felings about Ariel's treatment of Olivia?
3. These questions will serve as a review of the novel as well as a transition into teh activity. In class (may take up to two class periods) students will be given the task of designing and writing an informational pamphlet on one of the following issues: bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.4.2.1)
4. The instructor will separate students into groups of four or five and each group member should contribute equally to the assignment. This will be monitored by giving each group member a task sheet. Up to two people can be assigned to type/write, one for design and one for researching.(LA.7.3.2.1)
5. Using the internet, scholarly journals and teen magazines students will research and gather information on their assigned topic and present this information in an informational pamphlet. A rubric will be given to each group along with specific instructions on the content that should be included in the pamphlet. The students will have a choice of typing or handwriting this assignment. (LA.7.3.1.1 and NL-ENG.K-12.8) (50 minutes will be set aside each class period for group work).
6. On Day two of this assignment, students will work in the media center.
7. At the conclusion of this activity (on day two) students will turn in their completed pamphlets and given 20 minutes to take a reading quiz on November Blue (fomal assessment and answer key included).
8. Before dismissal students will be assigned to research the origin of their names.This research can be conducted online or they can simply ask their parents. The answers must be written in complete sentences and ready to be turned in next class. This activity will help to introduce the next novel, Broken China.
Each Pamphlet should include the following:
1. Cover Page: Group members' names, date, course, teacher's name and topic. Designs are optional but strongly encouraged.
2. Table of Contents
3. Statistics on particular topic, sources must be cited in Bibliography
4. Formal definition and brief synopsis of topic
5. Summary (150 words on how this topic relates to November Blue
6. Fact Page
7. Preventative Tips
8. Bibliography: Students will be given a handout from the following website:
http://albion.jordan.k12.ut.us/TeacherWebFolders/Simons/Middle_Ages/Bibliography.pdf
Task Sheets:
Designer: this person is responsible for creating a cover sheet for the pamphlet as well as organizing pages according to pamphlet format set forth by teacher. Also responsible for conducting topic research.
Researcher: is reponsible for leading research and organizing data in a coherent and concise way. Must also make sure bibliography follows the same format as the handout.
Typer/Writer: is responsible for writing or typing all data.Also needs to contribute to research.
This activity is for participation points. No letter grade will be received but the group who worked best together, followed all guidelines and turned in a great product will receive a no homework pass for one week.
Assessment
1. How is the novel, November Blue, divided? (c)
a. Books (Book 1, Book II, etc.)
b. chapters
c. Dates and chapters
d. None of the above
2. Who wants custody of November’s baby? (b)
a. Jericho and Olivia
b. Mr.& Mrs. Prescott
c. Mrs. Nelson
d. Jason’s parents
3. How old is the pregnant girl November meets on the bus? (d)
a. eight
b. fourteen
c. twenty
d. None of the above
4. “November wondered how this kid was going to take care of a baby, and she tried to figure out a way of asking that wouldn’t offend the girl” (Draper 169).
In fifty (50) words explain how November’s assessment of the girl on the bus may be hypocritical.
Sample Response:
I believe November’s assessment of the girl is hypocritical. For one November is a pregnant teen just like that girl. Even though the girl seems immature
November still has no right to act as if she is superior in any way. And then November starts asking the girl a bunch of questions as if her own life is together and orderly. Although November is older than the girl she is no better off than her.
5. What instrument does Jericho play for Sunshine? (a)
a. Trumpet
b. Saxophone
c. Xylophone
d. French horn
Sources, Materials and Accommodations
1. November Blue by Sharon Draper (class set)
2. Construction paper
3. Scholarly journals (about adolescent psychology)
4. Markers
5. Computer access (trips will be made to computer lab)
6. Teen magazines
Necessary changes will be made to the lesson to accommodate any ESE and ESOL students.
7. Bibliography handouts: one for each group
Dominique Ferguson
Adolescent Literature
7th grade Language Arts: Two 90 minute block periods
Focus Statement
This lesson plan focuses on improving student’s research and organizational skills by having them reserach information that pertains to the novel November Blue. In a creative and practical way students will demonstrate mastery of the novel’s themes and concepts by creating a pamphlet on a teen issue. In groups students will be assigned one of the following issues:bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.6.1.3)
This activity will be instructor-led and students will be placed into groups of four or five. The topics will be chosen by the instructor for each group and students will be given specific guidelines to follow for the creation of the pamphlets. Though this lesson may be a bit restrictive in nature (because groups and topics are chosen by teacher) students will learn the importance of following directions, generating ideas from multiple sources and writing in an informational format. The materials necessary for this activity are construction paper, scholarly journals (about adolescent psychology), markers, computer access (trips will be made to computer lab), and teen magazines.
Theme and Thinking Skill
The theme for this lesson plan is awareness and team work. Since this plan is designed for a 7th grade language arts class I want my students to become aware of the adversities teens face form the pre-teen stage all the way to older adolescence. Most students are unaware that what they are facing is an issue until they are suddenly hit with it; much like November in November Blue. I believe if students are allowed to research and view the data and articles on issues such as teen pregnancy, peer pressure, etc then the knowledge they gain will make them less of a target and more sensitive to the world around them. Furthermore it is important to build team-player skills in students. Middle school is a critical time for most students and they often have issues making friends or working together. I hope this activity will teach them to work together and the importance of following directions.
Objectives
Students will be able to:
1.generate ideas from multiple sources
2.write in an informational form
3.use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge.
Standards
LA.7.2.1.5,LA.7.4.2.1, LA.7.3.1.1, LA.7.3.2.1, LA.7.6.1.3, NL-ENG.K-12.8
Procedures (90 minute period-2 classes)
1. Before class the teacher will write the following question on the board: Can pregnancy be compared to a handicap? Support or attack. Once students are seated, they will be given 15 minutes to respond to this question in their journals. After journals 5 minutes will be given for students to share.
2. Next, students will be engaged in a deeper discussion of the novel.(LA.7.2.1.5) The teacher will guide a 20 minute discussion using the following questions: What was the main idea of the novel? What was Draper’s relevance in writing it? Who was your favorite character? Why? Did you feel November handled her situation the right way? What are your felings about Ariel's treatment of Olivia?
3. These questions will serve as a review of the novel as well as a transition into teh activity. In class (may take up to two class periods) students will be given the task of designing and writing an informational pamphlet on one of the following issues: bullying, depression, peer pressure, self-esteem, and teen pregnancy.(LA.7.4.2.1)
4. The instructor will separate students into groups of four or five and each group member should contribute equally to the assignment. This will be monitored by giving each group member a task sheet. Up to two people can be assigned to type/write, one for design and one for researching.(LA.7.3.2.1)
5. Using the internet, scholarly journals and teen magazines students will research and gather information on their assigned topic and present this information in an informational pamphlet. A rubric will be given to each group along with specific instructions on the content that should be included in the pamphlet. The students will have a choice of typing or handwriting this assignment. (LA.7.3.1.1 and NL-ENG.K-12.8) (50 minutes will be set aside each class period for group work).
6. On Day two of this assignment, students will work in the media center.
7. At the conclusion of this activity (on day two) students will turn in their completed pamphlets and given 20 minutes to take a reading quiz on November Blue (fomal assessment and answer key included).
8. Before dismissal students will be assigned to research the origin of their names.This research can be conducted online or they can simply ask their parents. The answers must be written in complete sentences and ready to be turned in next class. This activity will help to introduce the next novel, Broken China.
Each Pamphlet should include the following:
1. Cover Page: Group members' names, date, course, teacher's name and topic. Designs are optional but strongly encouraged.
2. Table of Contents
3. Statistics on particular topic, sources must be cited in Bibliography
4. Formal definition and brief synopsis of topic
5. Summary (150 words on how this topic relates to November Blue
6. Fact Page
7. Preventative Tips
8. Bibliography: Students will be given a handout from the following website:
http://albion.jordan.k12.ut.us/TeacherWebFolders/Simons/Middle_Ages/Bibliography.pdf
Task Sheets:
Designer: this person is responsible for creating a cover sheet for the pamphlet as well as organizing pages according to pamphlet format set forth by teacher. Also responsible for conducting topic research.
Researcher: is reponsible for leading research and organizing data in a coherent and concise way. Must also make sure bibliography follows the same format as the handout.
Typer/Writer: is responsible for writing or typing all data.Also needs to contribute to research.
This activity is for participation points. No letter grade will be received but the group who worked best together, followed all guidelines and turned in a great product will receive a no homework pass for one week.
Assessment
1. How is the novel, November Blue, divided? (c)
a. Books (Book 1, Book II, etc.)
b. chapters
c. Dates and chapters
d. None of the above
2. Who wants custody of November’s baby? (b)
a. Jericho and Olivia
b. Mr.& Mrs. Prescott
c. Mrs. Nelson
d. Jason’s parents
3. How old is the pregnant girl November meets on the bus? (d)
a. eight
b. fourteen
c. twenty
d. None of the above
4. “November wondered how this kid was going to take care of a baby, and she tried to figure out a way of asking that wouldn’t offend the girl” (Draper 169).
In fifty (50) words explain how November’s assessment of the girl on the bus may be hypocritical.
Sample Response:
I believe November’s assessment of the girl is hypocritical. For one November is a pregnant teen just like that girl. Even though the girl seems immature
November still has no right to act as if she is superior in any way. And then November starts asking the girl a bunch of questions as if her own life is together and orderly. Although November is older than the girl she is no better off than her.
5. What instrument does Jericho play for Sunshine? (a)
a. Trumpet
b. Saxophone
c. Xylophone
d. French horn
Sources, Materials and Accommodations
1. November Blue by Sharon Draper (class set)
2. Construction paper
3. Scholarly journals (about adolescent psychology)
4. Markers
5. Computer access (trips will be made to computer lab)
6. Teen magazines
Necessary changes will be made to the lesson to accommodate any ESE and ESOL students.
7. Bibliography handouts: one for each group
Friday, October 3, 2008
"Drinking Coffee" Lesson Plan
Dominique Ferguson
Dr. West-White
LIT 3333
3 October 2008
7th grade Language Arts: 90 minute block ( may take 2 periods)
Focus Statement
In this lesson students will create a book jacket for their favorite short story in Drinking Coffee Elsewhere and give a short story report (spin-off of book report) on the story they read. Inside the book jacket students will place a typed copy of the story report which will include a character analysis and a story scavenger hunt.
Students will not only have fun with this activity but be allowed to analyze and evaluate the author’s purpose for their chosen short story as well as sharpen grammar skills.
Theme and Thinking Skill
The theme that guides this lesson is independent learning. Students will be discouraged from seeking ideas or answers from the instructor or their peers. With this activity I hope the students will rely on their own knowledge and the short story they have read.
Objectives:
Students will be able to:
Analyze and evaluate
Compare and contrast
Standards: LA.7.1.7.1, LA.7.1.7.5, LA.7.2.1.7
Procedures:
1. After finishing a selection of stories from Packer’s Drinking Coffee Elsewhere the class will chose their personal favorite and do the following activities:
• Character Analysis: Students select one character from the book they're reporting on and then answer the following questions:
What traits does this character have that I do not have?
What traits do I have that the character does not have?
What traits do the two of us share?
• *Students search the story read for words and/or sentences that match the scavenger hunt criteria, which focuses on grammar and phonics skills. The following are examples of the kinds of words students might be looking for; the last few items on the list might require writing two sentences from the book :
a three-syllable word
a contraction
a compound word
a word with a silent e at the end
a word with a suffix that required doubling the final consonant before adding the suffix
a word with a suffix that required dropping a silent e before adding the suffix
the longest word in the book
a word that includes the letters tion
a four-syllable word
a word that includes a silent letter other than e
an adjective
a word with a prefix
a sentence that includes a simile
rhyming words (students might write two sentences, highlighting the rhyming words)
synonyms (students might write two sentences, highlighting the synonyms)
antonyms/opposites (students might write two sentences, highlighting the opposites)
3. Students will give an oral presentation of their work highlighting why they chose the story and informing teh class of one of their answers for teh characyer trait activity and explaining their short story jacket.
Assessment:
Student work will be evaluated on a 100 point scale:
Neatness of work: _/20
Both elements present (Character Analysis & Scavenger Hunt): _/40
Three Character Analysis questions answered concisely: _/10
Oral Presentation: _/20
Story Jacket: _/10 -----------------------------------------------------------------------------------
Total _/100
* www.Hotchalk.com
Dr. West-White
LIT 3333
3 October 2008
7th grade Language Arts: 90 minute block ( may take 2 periods)
Focus Statement
In this lesson students will create a book jacket for their favorite short story in Drinking Coffee Elsewhere and give a short story report (spin-off of book report) on the story they read. Inside the book jacket students will place a typed copy of the story report which will include a character analysis and a story scavenger hunt.
Students will not only have fun with this activity but be allowed to analyze and evaluate the author’s purpose for their chosen short story as well as sharpen grammar skills.
Theme and Thinking Skill
The theme that guides this lesson is independent learning. Students will be discouraged from seeking ideas or answers from the instructor or their peers. With this activity I hope the students will rely on their own knowledge and the short story they have read.
Objectives:
Students will be able to:
Analyze and evaluate
Compare and contrast
Standards: LA.7.1.7.1, LA.7.1.7.5, LA.7.2.1.7
Procedures:
1. After finishing a selection of stories from Packer’s Drinking Coffee Elsewhere the class will chose their personal favorite and do the following activities:
• Character Analysis: Students select one character from the book they're reporting on and then answer the following questions:
What traits does this character have that I do not have?
What traits do I have that the character does not have?
What traits do the two of us share?
• *Students search the story read for words and/or sentences that match the scavenger hunt criteria, which focuses on grammar and phonics skills. The following are examples of the kinds of words students might be looking for; the last few items on the list might require writing two sentences from the book :
a three-syllable word
a contraction
a compound word
a word with a silent e at the end
a word with a suffix that required doubling the final consonant before adding the suffix
a word with a suffix that required dropping a silent e before adding the suffix
the longest word in the book
a word that includes the letters tion
a four-syllable word
a word that includes a silent letter other than e
an adjective
a word with a prefix
a sentence that includes a simile
rhyming words (students might write two sentences, highlighting the rhyming words)
synonyms (students might write two sentences, highlighting the synonyms)
antonyms/opposites (students might write two sentences, highlighting the opposites)
3. Students will give an oral presentation of their work highlighting why they chose the story and informing teh class of one of their answers for teh characyer trait activity and explaining their short story jacket.
Assessment:
Student work will be evaluated on a 100 point scale:
Neatness of work: _/20
Both elements present (Character Analysis & Scavenger Hunt): _/40
Three Character Analysis questions answered concisely: _/10
Oral Presentation: _/20
Story Jacket: _/10 -----------------------------------------------------------------------------------
Total _/100
* www.Hotchalk.com
Monday, September 29, 2008
Poetry Synopsis
Paul Laurence Dunbar is one of my most favorite poets. Although I am only familiar with a few of his poems he is the author of several works. The works include a collection of poetry titled Oak and Ivy, published in 1892 and Majors and Minors (1895). Dunbar also wrote a dozen books of poetry, four books of short stories, five novels, and a play. My favorite poem from this author is We Wear the Mask which appeared in Dunbar's first professionally published volume, Lyrics of Lowly Life, in 1896 when Dunbar was 23 years old. This poem is relatable to any culture and has a certain flexibility that allows it to be interpreted several different ways. Since the poet is African-American many may dismiss it and see this work as being only for Blacks. While the work is referring to Blacks in America, Blacks are not the only group of people in the world that wear masks homosexuals, teenagers, women and men all feel that they must put on a mask to fool others. The mask refers to faces and facades people must put on to pass for happy when they are really sad.
For many years African Americans have had to wear masks to endure the hardships of oppression, injustice, racism and stereotypes. In his poem Dunbar reveals that behind our forced submissiveness, singing, and plastered smiles are tears and heartaches. The author writes “it hides our cheeks and shades our eyes” to convey that the mask veil the parts of our face that are most telling. Our eyes and cheeks are covered so as to hide out tear-stained cheeks and the hurt in our eyes.
I think students would be able to identify with this work for various reasons. There may be students in my class who are being abused, are struggling with their identities/sexuality or coping with a loss of some kind. Instead of verbalizing their emotions or wearing a frown all the time the students may prefer to suffer in silence unbeknownst to their family and friends. In repressing their true feelings the students are wearing a mask to hide their pain.
We Wear the Mask can be dissected in a cacophony of ways and used for any secondary grade level. This poem can be used to introduce students to literary criticisms, assigned for students to memorize or utilized with a unit to introduce social issues. In my classroom I would use it to introduce literary criticisms like Marxism and Queer Theory.
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Poetry in Unconventional Places
1. Don't let the car fool you my real treasure is in heaven.( car bumper sticker)
2. Do Not Enter. (road sign)
3. All men die my friend, but it's what we do before we die that counts. (character in the movie Vertical Limit)
4. Contract Pending.(on a construction site sign)
For many years African Americans have had to wear masks to endure the hardships of oppression, injustice, racism and stereotypes. In his poem Dunbar reveals that behind our forced submissiveness, singing, and plastered smiles are tears and heartaches. The author writes “it hides our cheeks and shades our eyes” to convey that the mask veil the parts of our face that are most telling. Our eyes and cheeks are covered so as to hide out tear-stained cheeks and the hurt in our eyes.
I think students would be able to identify with this work for various reasons. There may be students in my class who are being abused, are struggling with their identities/sexuality or coping with a loss of some kind. Instead of verbalizing their emotions or wearing a frown all the time the students may prefer to suffer in silence unbeknownst to their family and friends. In repressing their true feelings the students are wearing a mask to hide their pain.
We Wear the Mask can be dissected in a cacophony of ways and used for any secondary grade level. This poem can be used to introduce students to literary criticisms, assigned for students to memorize or utilized with a unit to introduce social issues. In my classroom I would use it to introduce literary criticisms like Marxism and Queer Theory.
-------------------------------------------------------------------------------------
Poetry in Unconventional Places
1. Don't let the car fool you my real treasure is in heaven.( car bumper sticker)
2. Do Not Enter. (road sign)
3. All men die my friend, but it's what we do before we die that counts. (character in the movie Vertical Limit)
4. Contract Pending.(on a construction site sign)
My Favorite Poem
We Wear the Mask
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,--
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be overwise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Paul Laurence Dunbar
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