The Watsons Go to Birmingham Unit

Here is a link to my unit with technology integrated lesson plans using dropbox: 

The Watsons Go to Birmingham Unit

Link: https://www.dropbox.com/s/n0dycj2r66zvmb1/unit%20watsons.docx 

Math Lesson Google Drive Link :)

https://drive.google.com/file/d/0B97r46BvxnsidENTWHlKSVF4NlE/edit?usp=sharing

Week 7: "A Good Man is Hard to Find" Lesson Plan

https://drive.google.com/file/d/0B97r46BvxnsidGZhNldIU0FFYkk/edit?usp=sharing

Lesson Plan II Writing CC

Bullying Part II

Activity Lesson: Students will read The Bully in stages, discuss the story events and issues related to bullying, and complete graphic organizers to help them organize story information. As students read, they write reflective journals and perform Readers Theatre in groups. Students are continuously asked to put themselves in the characters' shoes and explain how they would respond and react in similar situations.

Topic: Reading and Writing

Grade: 6

Aim: Students will continue explore bullying and how it can affect people’s lives. What are the many forms of bullying? How can people become affected?

Learning Objectives

Students will

Increase reading comprehension and understanding of the theme by developing and applying various reading strategies (i.e., predicting, making text-to-self and text-to-world connections, using T-charts, writing in a response journal, performing Readers Theatre)

Explore various aspects of bullying (drawing on their own experiences and characters' viewpoints) and demonstrate an understanding of the effects of bullying

Work cooperatively in groups to summarize plot elements, discuss the text, and help one another better understand the theme

Respond to the text on a personal level through journal writing

Improve their reading ability and demonstrate their understanding of the relationships and reactions among various characters in the novel through Readers Theatre rehearsal and performance

Standards:

NY.CC.9-10.RI.

           

Reading Standards for Informational Text

           

Key Ideas and Details

9-10.RI.2.

           

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

           

Craft and Structure

9-10.RI.4.

           

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

9-10.RI.5.

           

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

           

Integration of Knowledge and Ideas

9-10.RI.8.

           

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

NY.CC.9-10.W.

           

Writing Standards

           

Production and Distribution of Writing

9-10.W.4.

           

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

9-10.W.5.

           

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

           

Research to Build and Present Knowledge

9-10.W.8.

           

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.10.

           

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

9-10.W.11.

           

Create literary texts that demonstrate knowledge and understanding of a wide variety of texts of recognized literary merit.

9-10.W.11.d.

           

Create poetry, stories, plays, and other literary forms (e.g. videos, art work).

Vocabulary: cyber-bullying, t-charts, character, conflict, resolution, readers theater, literary elements

Materials:

Smartboard or whiteboard & markers, computer, headphones, printer, graphic organizers, pens/pencils, internet connection, list of suggested websites and videos, The Bully by Paul Langan

Motivation:

-       Have students participate in an anti-bullying activity at https://learninglab.org/. Have students click on the cyber-bullying activity and complete the steps in the game. This activity may be a bit young for the older students, but it is still a fun way to generate a discussion about bullying and learning about the key ideas towards prevention and action against it.

Learning Activities:

1.         Explain to the students that they will be reading the rest of the novel in segments (Chapters 2-5, Chapters 6-8, and Chapters 9-12) and will be using several reading strategies to help them understand the text and its theme. Let them know that these strategies are:

Literary elements mapping

They will analyze what they have read by focusing on the literary elements of character, conflict, and resolution.

T-charts

They will expand on their descriptions of bullying as they become familiar with personalities in the text.

Journal writing

They will reflect on what they have read by writing personal journal responses.

Readers Theatre

They will gain reading fluency and greater understanding of the text through rehearsal and performance of Readers Theatre.

Also share rubric criteria with the students so that they know what is expected of them and how they will be evaluated.

2.         Have students read independently or partner read with a team member Chapters 2-5 of The Bully. (You might also read the first of these chapters aloud to the class.)

3.         Let students know to be on the lookout for key scenes that highlight plot and character development for use in Readers Theatre reenactments. As they are reading, students should use sticky notes to mark various parts that they think would be interesting to 'act out.'

4.         After reading the chapters, have students work in their teams using a character map and conflict map. For Chapters 2-5, students should focus on the characters of Darrell, Mom, Tyray, and Uncle Jason.

5.         Have Teams A and B share their maps. (Teams C and D will share in Session 3; E and F, in Session 4.)

6.         Still in teams, have students create new T-charts revolving around specific characters from the novel as follows:

The chart on someone who is a bully now describes Tyray and/or Rodney.

The chart on someone who is bullied now describes Darrell and/or Harold.

The chart on someone who is a bystander now describes Amberlynn.

7.         As was done in the first session, have students share their work and record their responses on chart paper. Invite discussion.

8.         At the end of class, have students write a personal response in their journals. You can allow students free response or you can use prompts. For this set of chapters, sample prompts might include:

Which character do you identify with the most and why?

Is there something that has happened to you that is similar to what has happened to Darrell? If so, write about it and tell what you did.

How would you feel and what would you do if you were:

Darrell?

Mom?

Tyray?

Uncle Jason?

This could be a homework assignment if necessary, but if there is still time left, you can invite volunteers who are comfortable doing so to share their journal responses.

Differentiation:

Students can do further research on the topic of bullying or violence in schools and write reports to share with the class.

Students can work in their teams or with a team partner to create (their choice) a poem, rap, song, poster, slogan, artwork, or cheer against bullying. These can then be shared with the class and displayed on a bulletin board. These do not have to be graded or assessed, but are meant to demonstrate your students' creativity and their understanding of bullying and its effects.

Students can write their own scripts for various scenes in the novel, creating two outcomes-the original one and an alternative. They can then perform them for the class.

Higher Order thinking Questions:

How can I be a better friend?

What can I do if I am bullied?

How can I discourage bullying?

Assessment:

Assess students' participation in teams and whole-class activities and discussions through observation. Also, the Group Processing Evaluation Form may serve as a sample rubric.

Compare the original group T-charts with the final class versions, and reflect on your students' use of T-charts to summarize information about the characters in relation to bullying.

Review the completed Literary Element Maps to be sure students have included and understood the key character, conflict, and resolution points that are most relevant to the text.

Assess Readers Theatre participation and performance by considering if students select appropriate scenes to reenact (i.e., scenes that have dialogue or events relevant to the theme of bullying) and by observing if their performances are fluent, expressive, and reflect comprehension. For assessment, you may also use the Readers Theatre Evaluation form.

For journal entries, ask the following questions during assessment:

Are the entries reflective of an understanding of the text?

Do students make personal connections that are relevant to the text and the discussions?

Rubrics

Closure:

Collect students' materials to be sure they are following directions and completing their written assignments as expected. You should also respond to their journals and, as need be, model the type of response you would like them to make.

Next:

Students can extend this activity, maybe doing more research on bullying and writing a paper or creating a skit.

Evaluation of the Lesson:

Students use multiple methods using technology, reading, writing, and personal experiences in order to get a better understanding of bullying and why it is important to take it seriously. There is quite a bit of group work, but through working with others, students can develop empathy towards others and learn through new perspectives. Overall, assessing using rubrics different aspects such as the journal entries and readers theatre helps to establish the objectives in this lesson.

Lesson Plan I Reading CC

Bullying

Activity Lesson: In many of today’s schools, bullying and violence are prevalent. After completing this lesson, students will have a more in-depth understanding of these problems. Using a realistic, high-interest novel (The Bully by Paul Langan) and interactive reading strategies, students discuss many issues that surround bullying and consider what they themselves can do to prevent bullying.

Topic: Reading and Writing

Grade: 6

Aim: Students will explore bullying and how it can affect people’s lives. What are the many forms of bullying?

Learning Objectives

Students will

Increase reading comprehension and understanding of the theme by developing and applying various reading strategies (i.e., predicting, making text-to-self and text-to-world connections, using T-charts, writing in a response journal, performing Readers Theatre)

Explore various aspects of bullying (drawing on their own experiences and characters' viewpoints) and demonstrate an understanding of the effects of bullying

Work cooperatively in groups to summarize plot elements, discuss the text, and help one another better understand the theme

Standards:

NY.CC.9-10.RI.

           

Reading Standards for Informational Text

           

Key Ideas and Details

9-10.RI.2.

           

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

           

Craft and Structure

9-10.RI.4.

           

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

9-10.RI.5.

           

Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

           

Integration of Knowledge and Ideas

9-10.RI.8.

           

Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

NY.CC.9-10.W.

Vocabulary: bullying, t-charts, character, conflict, resolution

Materials:

Smartboard or whiteboard & markers, computer, headphones, printer, graphic organizers, pens/pencils, internet connection, list of guided websites and videos, The Bully by Paul Langan

Motivation:

1.         Ask students to share any personal experiences they have had in relocating to a new school. You could ask some or all of the following questions:

Has anyone ever moved? If so, can you share what it was like?

What do you think it would be like to go to a new school in the middle of your freshman year?

What would be good about it?

What might be some problems?

Would you like to do that or not? Why or why not?

2.         If students haven't mentioned issues of bullying by this point, bring it to their attention. Introduce the novel The Bully and explain that the situation you were just discussing (moving and changing schools in the middle of freshman year) is what takes place in 15-year-old Darrell's life. Ask them, based on the title of the book, what they think the main problem will be for Darrell. Has this ever happened to any of them? Allow them to share.

Learning Activities:

3.         After interest has been generated, have students read Chapter 1 silently or read it to them.

4.         Next, have them discuss Darrell's thoughts about moving from Philadelphia to Los Angeles and starting at a new school. Encourage them to make relevant connections to their prereading responses.

5.         Divide students into six teams (referred to hereafter as Teams A, B, C, D, E, and F) and distribute a T-chart to each one. For the topic line at the top of the page, have Teams A and B write 'Someone who is a Bully'; Teams C and D, 'Someone who is Bullied'; and Teams E and F, 'Someone who is a Bystander'. Give them time to brainstorm on their topics, coming up with at least five descriptions in each column ('Looks Like' and 'Sounds Like').

6.         Next, have the groups share their ideas. Write each group's ideas on chart paper for classroom display and reference purposes.

Differentiation:

Students can do further research on the topic of bullying or violence in schools and write reports to share with the class.

In Chapter 7 of the novel, Mr. Mitchell recommends that Darrell read Hatchet by Gary Paulsen because he believes that Darrell can learn about survival from it. Darrell reluctantly accepts the novel, but as he reads it, he finds that its main character Brian has many similarities to him in his lonely and 'impossible' situation. Students can read Hatchet by Gary Paulsen (or, if this is too difficult, do this as a read aloud or shared reading). Lead students in a discussion of the events that influenced both Brian and Darrell to change their lives to solve their problems at school; help your students connect these events to their own lives.

Encourage students to find out more about Paul Langan. They can also read other books in the Bluford Series

Higher Order thinking Questions:

Has anyone ever moved? If so, can you share what it was like?

What do you think it would be like to go to a new school in the middle of your freshman year?

What would be good about it?

What might be some problems?

Assessment:

Assess students' participation in teams and whole-class activities and discussions through observation. Also, the Group Processing Evaluation Form may serve as a sample rubric.

Compare the original group T-charts with the final class versions, and reflect on your students' use of T-charts to summarize information about the characters in relation to bullying.

Do students make personal connections that are relevant to the text and the discussions?

Rubrics

Closure:

With remaining time or as homework, have students go to http://vetoviolence.cdc.gov/stryve/ for information on bullying and what they can do to prevent and stop it. Also let them know that this information will provide background for understanding and discussing the rest of the novel The Bully.

Next:

Part II, students go more in depth about the effects of bullying and what they can do to prevent it.

Evaluation of the Lesson:

Students use multiple methods using technology, reading, writing, and personal experiences in order to get a better understanding of bullying and why it is important to take it seriously. There is quite a bit of group work, but through working with others, students can develop empathy towards others and learn through new perspectives. Overall, assessing using rubrics different aspects such as the journal entries and readers theatre helps to establish the objectives in this lesson.

Mr. Hossack

     Mr. Hossack taught a very engaging class on the Senecas with reading and expressing ideas. He did not lecture but rather taught in a way that guided students through what he wanted them to learn. Mr. Hossack began with a brief introduction and discussion session, instructing students what he wanted them to do, clarifying any words that may have been confusing such as “gist.” His main goal was for his students to see the connection between important details and the main idea. He guided his class through a closed reading process. Students would first read the entire text without stopping to get the flow of the passage. This would incorporate minimal intervention from the teacher. This allowed students to continue to persevere through their reading and become more motivated to read through the piece. Then, students would read the passage again, circling the words they found important or may have been unfamiliar. Then, students would annotate the text and write the “gist” of the reading in the margins of the text. It was important that the students broke the reading into one-two paragraphs so that they could get a better understanding of what was going on. Students would read and record important details in that fashion. Then, Mr. Hossack had the class get together in front of an interactive white board and discuss the main idea. He had the students pair up and go around the room to read details the teacher personally picked out. The students had to write on a post-it about if they felt that particular detail was important and why. Finally, students debriefed with the teacher and they talked about which detail they felt was the most important in supporting the main idea and why. This was used as an informal assessment to see if students really got the idea about how details connect to the main idea. His main questions he kept asking to those students who spoke about the detail they liked best was “how did it connect to the main idea?” Through this, this helped students to understand the process of coming up with the thesis or main idea of paragraphs and/or stories.