|
|
Post by taylorbelleglaze on Apr 6, 2016 10:28:24 GMT -5
Hey guys,
For your lessons plans, what are some important features you want to present in your lesson plan that you have thought about and how does this relate to your idea of literacy so far?
Good luck everyone!
|
|
|
|
Post by alicenburnett on Apr 6, 2016 13:48:03 GMT -5
So doing the midterm has really changed how I think about writing lesson plans, which I guess was the point. I now have six literacy practices I can use as classroom activities. I love the idea of student interpretation and allowing students to be divergent thinkers. This goes beyond just being creative but allows students to fit the puzzle together in their own way. I know I want to use The Book Thief, because it is beautiful, and I feel like there are many different standpoints students can have when working with this book. The novel depicts a graphic time in world history but it's done in such a poetic, and in some ways original, way that I think students will find captivating. It's a great example of intertwining history with a compelling fictional story. I know at some point I want students to be able to do a mentor text with the prologue of the novel. The beginning is all about living life as if each event is its own color. I would like to ask students to write about their own color and take note of the colors of events around them. It's not a highly academic activity, but it does incorporate students seeing something and making it their own through a description of their chose. I haven't worked out all the details but hopefully that makes sense.
|
|
|
|
Post by felishadake on Apr 6, 2016 16:05:55 GMT -5
I really want to encourage students to construct their own explanations for inheritance and be able to analyze and interpret Punnett squares. It's easy to get caught up in vocabulary in science, especially in genetics, so I really want to be able to relate inheritance in a meaningful way to their everyday lives. I also want to incorporate an opportunity for students to communicate their understanding of heredity to others as scientists do in the real world. I think my main goal will be to help students relate variation of traits into the bigger picture of how this makes up who we are and how we are different/similar.
|
|
|
|
Post by brittanysinitch on Apr 12, 2016 12:31:55 GMT -5
I just came to explore what you guys were chatting about. I am exploring the themes that go beyond a text and that help students make text-to-world connections. The whole point for me is to get students thinking about WHY this matters. I do not want students to feel like they are reading just to read, even though I love doing that... I want them to read with a purpose.
|
|
|
|
Post by ronettekortbein on Apr 13, 2016 11:33:00 GMT -5
For my lessons, I used the literacy practices I developed on the midterm to guide me. I wanted my students to be able to connect math to the real world and I wanted them to be able to discuss mathematics by gradually acquiring the necessary language. Through my unit plan, I scaffold so that students will slowly become more comfortable with making arguments and justifications. Although I want the students to be able to do this out loud, I want this language acquisition to also be clear on paper so that they can solve two column proofs. For math acquisition to occur, I put students in groups with their peers so that they could work on activities that were actually fun, interesting, and exciting to them. I'm hoping my lessons were able to do this.
|
|
|
|
Post by leahwertz on Apr 16, 2016 14:20:00 GMT -5
The focus of my lesson plans was film literacy, but I actually found myself straying away from that. I like films because they're relevant and students value them, but as I was doing my LP I wanted to branch out to something that was a little more challenging and socially/politically relevant. I started with a movie to grow student interest, but ended it with rap music and the social impacts of the NWA and felt myself straying away from my literacy practice. I'm feeling conflicted about this, but George seemed to like the idea. Thoughts about how straying from your practice of choice may be justified or unjustified?
|
|
|
|
Post by sarahaubreyr on Apr 17, 2016 13:27:19 GMT -5
I just came to explore what you guys were chatting about. I am exploring the themes that go beyond a text and that help students make text-to-world connections. The whole point for me is to get students thinking about WHY this matters. I do not want students to feel like they are reading just to read, even though I love doing that... I want them to read with a purpose. Like Brittany, I also came to explore. Also like Brittany I focused o text to world connections as well as text to text and text to self. It is also to help students understand why these connections matter. Personal connections are not everything, but again like Brittany said, it helps when students can read with a purpose. It makes a huge difference. |
|
