Grade & Subject Area: 6th - 8th grade, Language Arts
Unit Topic: The Giver
Collection Map: copies of the book The Giver, computers, activity sheet with Venn Diagram, paper, paint brushes, paint
Information Literacy Model: The model I would use is Annette Lamb's 8W's because of the fun twist it puts on research. I think our students would relate more to this model than a more scientific worded one. It will be easy to explain and easier for them to understand.
Technology Infusion: In this unit students would do a Webquest using the internet, research, keep an electronic journal through a wiki (originally set up by the teacher) and a final presentation project using PowerPoint.
Success of Unit and Lessons: I would determine the success of each lesson based on student's wiki entries, observations of discussions between students and activities that are assigned throughout the study of the book. I will determine the success of the unit by the final presentations given.
Teacher Collaboration: I will collaborate with the regular edcuation teachers of language arts and the special edcuation teacher(s). We will design activities together that students will work on throughout the unit and apply any needed modifications for specified students. Work by the students on the unit will be done in both the regular classroom as well as the LMC. We will discuss the amount of success on classroom quizzes given throughout the unit to decide on any changes that will need to be made.
| This lesson provided by: |
| Author: |
Amy Brock |
| System: |
Conecuh County |
| School: |
Marshall Middle School |
| Title: |
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| Overview/Annotation: |
This lesson will be one of the final activities on "The Giver". The students will have already finished reading the book. They will now begin their webquest on rewriting the ending. The ending they write will be included in their final presentation which will be done with PowerPoint.
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| Content Standard(s): |
| IL(K-12) |
3. The student who is information literate uses information accurately and creatively. |
| IL(K-12) |
9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information. |
| ELA(6) |
13. Utilize resource materials for supporting evidence in compositions. |
| ELA(7) |
14. Present findings from inquiry and research using a variety of resources. |
| ELA(8) |
8. Write in narrative, expository, and persuasive modes with attention to descriptive elements. |
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| Primary Learning Objective(s): |
Students will utilize the writing process in their reconstruction of the ending.
Students will improve their navigation skills on the internet.
Students will read and critique classmates work.
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| Approximate Duration of the Lesson: |
4 class periods of approximately 50 minutes each.
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| Materials and Equipment: |
a copy of "The Giver" per student, activity sheet of Venn Diagram
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| Technology Resources Needed: |
Computer with internet access
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| Procedures/Activities: |
1.)Students will work in assigned groups. They will access the webquest to assist them in rewriting the ending of "The Giver". Students will need to follow the writing process and be creative with their new ending. The ending should be conducive to the book.
(The Giver)
The website is a webquest to assist students in a writers contest to rewrite the ending of the book. The students will learn about utopias in their quest.
2.) After the research from the webquest is completed the students will begin writing their two paragraph ending. They should have a rough draft, revision and final project.
3.) After the rough draft is written members of their group will proof-read their paragraphs. Corrections and changes will be made for the revision.
4.) Before the final paper is written the student should have either the classroom teacher or the LMS proof read for any additional errors.
5.) Students will research paint and colors. Then they will paint their favorite scene from the book using the supplies provided.
6.) Additional activities are available on the webquest for use.
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| Assessment Strategies: |
The assessment for this activity will be a rubric of sorts to determine if the groups succeeded in their task. The determined grade can be used by the regular classroom teacher(s). The final assessment for the LMS will be the final presentation which may or may not be graded by the other teachers involved.
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| Extension: |
For those that are already well versed in the area of writing, they will be strategically placed in groups were more assistance will be necessary for the other group members. They will be used as peer-tutors.
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| Remediation: |
The webquest is pretty easy to follow but if necessary the LMS should spend time going through the website with students who need remediation. Concepts such as bookmarking or favorites, saving, multitasking (having the word processor open along with the internet), copy and paste may need to be reviewed.
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| Accommodation: |
The students will be in groups that are prearranged by the teachers involved so that those students with mental or physical limitations will work with students that can assist them if necessary. Extra time may be given as necessary. The different areas of the webquest could be broken down into day-by-day tasks. Conferences may be scheduled to make sure students are succeeding in the task.
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| Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. |
| Presentation of Material |
Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter |
Dealing with Inappropriate Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Modification: |
After checking individual IEP's, the LMS and classroom teachers will collaborate on necessary modifications that need to be addressed such as time limits, using peers to assist, the way materials are presented, etc.
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The type of assessment I would use with this lesson is a rubric of sorts.
A rubric lets the students know exactly what is expected out of them and how they must perform to get their grade.
I do not believe in re-inventing the wheel. The Giver is a book that the teachers at my school use every year. I have used it as well when I was a classroom teacher. I have done research on lessons and the webquest I have used in this lesson has a rubric with it. Permission is granted in the credits of the webquest for it to be used as long as a link was provided to the original author(s). The link is http://www.sdcoe.k12.ca.us/score/giver/givertg.htm . The webquest contains an extension lesson on family trees that I would use at a later time, not as part of the primary webquest assignment. I have modified the rubric to compliment the first webquest project.The rubric to use with the webquest is as follows:
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Evaluation
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You will be evaluated in the following 3 areas:
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AREA
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QUESTIONS TO ASK YOURSELF
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POINTS POSSIBLE
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Social Studies
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- Did your group gain an understanding of a utopia ?( 15 pts.)
- Did your group learn about the four different utopias existing today? (10pts.)
- Did your group compare and contrast two utopian societies using a Venn diagram? (15 pts.)
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40
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Language Arts
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- Quality and organization of ideas. (10 pts.)
- Word choice. (5 pts.)
- Support of ideas. (10 pts.)
- Grammar usage. (5 pts.)
- Spelling. (5 pts.)
- Punctuation. (5 pts.)
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40
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Science
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- Did your group work cooperatively in taking notes and comprehending terms while visiting the specified web sites? (5 pts.)
- Did your group learn how to make other colors by mixing the Primary colors? (5 pts.)
- Is your painting scene taken from the book and in full color? (5 pts.)
- Can your group explain how they mixed colors to obtain their final result in their painting? (5 pts.)
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20
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TOTAL POINTS POSSIBLE
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100
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