My prezi presentation through screencast-o-matic!
http://screencast-o-matic.com/watch/cDloqEQ0dV
Thursday, December 15, 2016
Monday, December 12, 2016
Unit Plan
Candidate’s Name: Michael
Ambrogio
Grade Level: 1
Title of the lesson: America
Through Music & Art
Length of the lesson: 6 (50 min)
Sessions
Central focus of the lesson:
This lesson uses vocabulary of
unfamiliar words in the song "America the Beautiful," to increase
students' vocabulary through music and art. This lesson will also increase their
knowledge of U.S. geography. We will discuss sights and scenery throughout the
US to activate students' prior knowledge. This discussion will be followed by
a read-aloud and introduction to the song "America the Beautiful,"
which will be played in each lesson. Students will learn the meaning of the
song's words through shared reading and the use of context clues and images.
Students will then use photographs, illustrations, and descriptive language
to create a mural shaped like the US. Finally, students will reflect on what
they learned through pictures through and words.
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Knowledge of students to inform teaching:
I will discuss with the students'
sights, sounds, and places in the US. I will have the students identify and
name geographic features of our local area. I will ask them to tell me about
places they may have traveled and what kinds of things they have seen. I will
chart student responses which will be used in the last session.
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Common Core State Standards:
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.RI.1.10
With prompting and support, read informational texts appropriately complex for grade.
CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1.B
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.1.1.C
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
CCSS.ELA-LITERACY.L.1.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy). |
Learning objectives:
Students
will:
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Formal and informal assessment:
I will consider the following
during assessment:
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Instructional procedure:
SESSION ONE
1. One
word at a time, I will ask the students if anyone has ever heard or knows the
meaning of the following words from the song "America the
Beautiful":
a.
spacious
b.
amber
c.
grain
d.
majesties
e.
plain
f.
brotherhood.
I will accept
all reasonable responses and tell them that they will learn more about these
words.
2. I
will ask how many can sing "America the Beautiful" and give them a
chance to demonstrate.
3. As
a class, we will read aloud the book America the Beautiful. I will show the
pictures as I read.
4. After
reading, I will do a repeat "picture walk," and allow the students
to respond and make connections to the text or the photographs.
5. When
the students have finished responding, I will tell them that the words in
this book are actually the words to the song "America the
Beautiful," which they will learn to sing.
6. I
will post a prepared chart with the words to "America the
Beautiful."
7. I
will play the song for them.
8. I
will encourage them to sing along if they know the song.
9. After
listening to the song once or twice, I will ask the students to identify any
words they do not know.
10. We
will underline those words on the chart with a colored marker and leave the
chart posted on the wall.
11. I
will tell the students that they will learn the meanings of these words in
the next session.
SESSION TWO
1. I
will gather the students into a group where everyone can clearly see the
chart with the words to "America the Beautiful."
2. I
will have the students sing along with the song once or twice while I track
the words on the chart.
3. I
will have the students help me pinpoint and read the words that I highlighted
on the chart in the previous session.
4. Then
we will revisit the book America the Beautiful, and discuss the pictures that
illustrate the highlighted words.
5. To
help them understand the meanings of the words, I will ask questions such as:
a.
What do you see in this picture? (I will point to
specifics)
b.
How does the sky look? (for the word spacious)
c.
What color is this? (for the word amber)
d.
When the wind blows, what does tall grass do? (for
the word waves)
e.
What can you say about these mountains? (for the word
majesty)
f.
What is growing here? (for the word fruited)
g.
How does this land look? (for the word plain)
h.
What do you see on this page? (for the word
brotherhood)
6. After
reviewing and questioning all the identified words, we will revisit each
word, and I will ask for volunteers to tell me what they mean and/or use them
aloud in a sentence.
7. I
will conclude this session by playing the song again while tracking the words
on the chart.
SESSION THREE
1. I
will review the words the students learned in Session Two by having them
identify and read the words on the lyrics chart.
2. I
will write the words on the board, and/or have student volunteers write them.
3. I
will have student volunteers give informal definitions for each word, and ask
other students to use each of the words in at least two different sentences.
4. Then,
I will have students work in small groups to choose one or two of the words.
o
Alternatively,
I can assign words to the groups so that each group will work with a
different word, or I can choose just one or two words for all students to
work with.
For students who need assistance, this activity can
be done in centers or stations.
5. I
will give each group a large sheet of chart paper.
6. I
will have the students follow these instructions to create a poster for each
word:
o
Write the word on your paper.
o
Write what the word means.
o
Use the word in two different sentences.
o
Write the sentences on your paper.
o
Draw a picture that shows the meaning of the
word.
7. While
student groups are working, I will ask the groups questions such as:
o
For the word beautiful: What would make our school
more beautiful?
o
For the word spacious: Would you like to live
in a spacious area? Why or why not?
o
For the word amber: Name or draw two or three
things that are an amber color.
o
For the word majesties: Think of stories you
have read. Have you heard the word majesty or majestic in any of them? What
do these words make you think of?
o
For the word plain: If you lived on or visited
a plain, what might you see?
o
For the word brotherhood: How do we show
brotherhood in our classroom?
8. When
all the students are finished, I will have them share their vocabulary
posters with the entire class.
9. After
conclusion of the lesson I will display them on the wall.
10. I
will add all the words to an existing classroom word wall.
11. I
will encourage students to use the words in their writing and conversations.
SESSION FOUR
1. I
will post the cut-out paper for the US mural on the wall at a height that
students can reach.
2. We
will review the highlighted words and definitions from the song chart.
3. I
will ask the students to tell me what they might draw to show what the words
mean.
4. I
will do a picture walk through a photographic essay book of the US and invite
the students to comment about the pictures.
5. I
will be sure to point out any specific photographs that are in NY or places
that are mentioned in "America the Beautiful."
6. I
will show the students a topographical map of the US, and point out our own
region.
7. Through
questioning and direct instruction, I will identify the mountains, valleys,
plains, lakes, and oceans.
8. I
will compare this map to the blank US mural and show them where these areas
would be on the blank mural paper.
9. I
will post the topographical map near the blank mural paper for reference.
10. I
will lightly draw in lines to show where mountains are located.
11. I will explain
to the students that in the next session they will draw and cut out pictures
of places in the US and place them on the blank paper to create a mural.
12. I will briefly
discuss ideas for drawings that would be appropriate for the mural.
SESSION FIVE
1. I
will show the students scenic photographs from the following websites:
2. I
will remind students that they will be gluing pictures and words to the US-shaped
mural until it is filled with pictures.
3. I
will have the students volunteer ideas for drawings.
4. I
will make sure the students understand that the pictures they draw need to be
large and colorful.
5. I
will distribute drawing paper and allow the students enough time to draw
whatever features they choose.
Ø
Alternatively, I will provide words on slips
of paper that students can select from a basket, and have them draw an
illustration for the word they pick.
6. As
drawings are finished, I will have the students label their drawings with
descriptive words, especially words that are present in the song
"America the Beautiful."
7. I
will have the students cut their drawings into interesting shapes, keeping
the word labels intact.
8. Then
I will have the students glue their drawings onto the mural in appropriate
places.
9. After
the students have added at least one word and/or illustration to the mural, I
will allow them additional time for some of the following activities:
Ø
look through magazines to find scenic
photographs for the mural.
Ø
draw additional, labeled illustrations for the
mural.
Ø
work with partners to create "America the
Beautiful" crossword puzzles.
Ø
find and cut out related words from magazines
or newspapers, glue them onto construction paper, and add illustrations.
10. I
will give the students plenty of time to fill the mural with pictures and
drawings and to participate in at least one of the activities.
11. When
the mural is finished, I will allow students to discuss what they've learned
about the US and to share any crossword puzzles they created.
12. I
will make copies of the student-created crossword puzzles for use in the next
session.
SESSION SIX
1. I
will have the students complete the "America the Beautiful"
reflection sheet, using words or pictures or both to show four things they
have learned about what makes America a beautiful place to live.
2. As
the students complete their reflection sheets, I will have them explain their
work individually during a teacher conference.
3. While
I wait for all the students to complete the reflection sheet and meet with me
individually, I will allow the students time to browse through additional
books or work in groups to complete one or more student-made crossword puzzles.
4. When
all the students have completed and discussed their reflection sheets, I will
allow additional time for students to discuss the additional books they might
have read or browsed through.
5. To
close the lesson, I will ask the students to discuss what they have learned
about the sights, sounds, and places in the US.
6. We
will revisit the chart created in the first session and add new information
to the list.
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Instructional resources and materials used:
·
America the Beautiful picture book
·
A large sheet of chart paper cut into the
shape of the US
·
Assorted colored markers
·
Lyrics for "America the Beautiful"
·
Magazines with colored scenic pictures of the
US
·
White construction paper, crayons, scissors,
and glue
·
Photographic essay book showing scenic
features of the US
·
Topographical map of the US
·
CDs or various versions of "America the
Beautiful"
·
computer that plays music downloads
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Reflection
·
In what ways were your teaching methods
effective? How do you know?
·
In what ways were your activities effective?
How do you know?
·
In what ways were the instructional materials
effective?
·
How did any special considerations of
accommodations affect the lesson?
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Unit Description: This lesson uses vocabulary of unfamiliar words
in the song "America the Beautiful," to increase students' vocabulary
through music and art. This lesson will also increase their knowledge of U.S.
geography. We will discuss sights and scenery throughout the US to activate
students' prior knowledge. This discussion will be followed by a read-aloud and
introduction to the song "America the Beautiful," which will be sung
in each lesson. Students will learn the meaning of the song's words through
shared reading and the use of context clues and images. Students will then use
photographs, illustrations, and descriptive language to create a mural shaped
like the US. Finally, students will reflect on what they learned through
pictures through pictures and words.
Integrating creative learning is
important in the teaching of individual words. Giving students opportunities to
use words more than once and in a variety of ways is a very effective strategy.
In this lesson, students use visual art, music, and multiple vocabulary-related
strategies to help them learn vocabulary words that describe many features of
the US. At the same time, they learn one of the most well-known patriotic songs
in American culture.
Culminating Activity: I will allow students to work with partners
to create an "America the Beautiful" card. I will have the students
do a red, white, and blue assortment with stripes, stars, and pictures on white
construction paper. I will display these around the mural. I will encourage
students to continue to use the words in their writing and conversations in and
out of school. During the duration of the lesson, I will play different
versions of "America the Beautiful," encouraging the students to
listen and sing along. I will have the students offer additional words that
describe or name places in the US, and make a word list for the wall. I will
have the students "act out" the different vocabulary words.
Wednesday, December 7, 2016
Mini Lesson
Candidate’s Name: Michael
Ambrogio
Grade Level: 4
Title of the lesson: Fables
Length of the lesson: 45 mins
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Central focus of the lesson:
In this lesson, students will
use Internet sources, graphic organizers and group activities to analyze and discuss
the characteristics and story lines of two different fables, "The Owl
and The Grasshopper" and "The Town Mouse and The Country
Mouse." After students read and
brainstorm story elements of the folktales, they will then write a fable of
their own.
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Knowledge of students to inform teaching:
To begin this lesson, I will explain
to the students that they are going to be learning about fables. Fables
originated long ago and were a form of oral storytelling.
To help the students
understand what oral storytelling is all about, they will play the Telephone
Game. Students will sit in a circle. I will whisper one line into the ear of
the student to my right. Each student will turn and repeat the line to the
next person by whispering it in their ear. Once the last student hears the
line, they say it out loud. We will discuss: How the story changed and why.
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o Compare
and contrast the treatment of similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the quest) in stories, myths,
and traditional literature from different cultures.
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Support literacy development through language:
·
Students will be able to analyze fables, find
the moral of the story, and identify the message or theme of the fable.
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Formal and informal assessment:
Through guided questions,
close monitoring and informal observation; I will be able to assess student’s
ability and understanding of the subject being introduced. Through
individually assessing during independent practice and reviewing during
guided practice I will be able to evaluate students.
Students will take turns going
to the board and filing out the Venn Diagram to compare the elements of the
two fables.
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Instructional procedure:
I will explain why it was so
important for oral storytellers to write their tales down.
“There was a man by the name of Aesop,
and he wrote many of the fables that we know today. We are going to be
reading two of his fables, but before we do that, let us look at what
characteristics are common to most fables."
I will create an anchor chart on
the board to review the characteristics of fables with the class.
The students will then get
their own copy for future guidance.
I will give each student a
copy of the fable "The Town Mouse and The Country Mouse."
I will read this fable aloud
to the class.
Once I have finished reading
the story, I will call on individual students and have them identify the
elements of a fable found in this story, referring to the anchor chart and
handout.
I will give each student a
copy of the second fable, "The Owl and The Grasshopper."
Students will read alone or in
groups.
Once students have finished
reading, the students will share with their shoulder partner, the elements of
a fable found in this story.
I can monitor the student
discussions at this time by walking around the room.
__________________________________________________________________________
To modify these exercises,
students can read the passages with a peer, or listen to audio versions of
the two fables to ensure better comprehension.
While students must work
together to understand the meanings of unfamiliar words, vocabulary words and
meanings have been pre-recorded on flashcards, which will be given to each
group at the start of each lesson.
Students can tape their final
fables before actually publishing them to help them organize their story
ideas.
Students can have a scribe for
their final fable.
Students can work in groups of
three instead of two during the Guided Practice when they are sharing answers
and discussion.
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Instructional resources and materials:
o The
Town Mouse and The Country Mouse
o The
Owl and The Grasshopper
o dry
erase markers
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
● What
changes would you make to support better student learning of the central
focus?
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
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Dr. Hui-Yin Hsu Spring 2014
Sunday, November 20, 2016
Read Aloud Strategy
The reading and writing strategy that I chose to
discuss is read-alouds. A read aloud is a shared reading that is an effective
way to hear fluent reading. Teachers should try and read to their class every
day for at least five minutes. Teachers can read aloud while the students
listen or they can read aloud while students follow along. By selecting other
materials to read other than textbooks, teachers can provide students with interesting
vocabulary words, ensure they are hearing fluent reading, and build background
knowledge. During one of my observations, I experienced the teacher reading
aloud a short book during morning meeting every day. These books had something
to do with the content they were learning or something going on in the world
such as a holiday or event. I found this really effective because it was engaging
to the students and it prepared them for what was going on for that day. According
to the scholarly article “Using Read
Alouds in Today’s Classroom” by Reba M. Wadsworth, one component of a balanced
reading curriculum—the time-honored practice of reading aloud—is considered
good practice by both sides of the reading debate between phonics and whole
language, but it is slowly getting lost in many classrooms. As instructional
leaders, we must look at the long-range gains we want for students and continue
to encourage the use of read alouds throughout the school day and in all
content areas. I have attached a read-aloud lesson that is a great for students
because it’s not only a good way to use a read-aloud but it is an activity were
students will learn the effects of prejudice, ridicule, teasing and bullying.
Scholarly Article:
Lesson:
Monday, November 7, 2016
Week 9 Pink and Say
Candidate’s Name: Michael Ambrogio
Grade Level: 4
Title of the lesson: Pink and Say
Length of the lesson: 1 Hour
Central focus of the lesson:
While reading the book Pink and Say by Patricia Polacco, students will identify words that are unfamiliar to them. While working collaboratively in small groups, students will discuss the meaning of these new words, using context clues from the text, prior knowledge, and both print and online resources. Students will apply their knowledge of the new vocabulary to further their understanding of the text.
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Knowledge of students to inform teaching:
As children approach the middle grades and become more proficient in decoding and recognizing known words, vocabulary acquisition focuses more on meaning than recognition.
Direct instruction is an important aspect of vocabulary acquisition, and relates to reading comprehension in that children integrate new words with their prior knowledge.
Prior to the lesson, read the text selection and make note of any words that may be unfamiliar or interesting to your students.
Bookmark related websites for students to use during their group work. A list of sites is provided for Pink and Say; however, if you are using this lesson with another book or topic, make sure to research a list of appropriate websites in advance of the lesson. Arrange for students to have access to computers with Internet access. |
Common Core State Standards:
|
Support literacy development through language:
Have students keep a word log during Sustained Silent Reading (SSR) as a way to repeat this activity regularly on an independent level. The lesson Using a Word Journal to Create a Personal Dictionary, although intended for grades 6–8, can easily be adapted for younger students.
Practice the strategy using words that students encounter during their other classes. After introducing a word, ask students to predict what they think the word means, refer to the dictionary to find the actual definition, engage in a group discussion relating the word to their prior knowledge, and use the word in a sentence of their own. Continued repetition and practice with the strategy is beneficial. Repeat this lesson with other trade books or basal assignments. Be sure to compile a list of age-appropriate resources related to the text selection to assist students in defining new words. |
Learning objectives:
Students will
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Formal and informal assessment:
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Instructional procedure:
3. Divide the class into small groups and provide one copy of the book to each group.
4. Assign students in each group a role, per your discretion (e.g., teacher assignment, student choice, peer vote). Roles include -Vocabulary Enricher–identifies interesting or unfamiliar words in the reading and leads a discussion about the new words -Literary Luminary–relates the new words back to the context of the passage, and provides supporting definitions by accessing a dictionary or other media sources -Connector–makes a connection between the meaning of words as used in the context of the text and prior knowledge or understanding -Discussion Director–facilitates the discussion among members of the group -Summarizer–records and reports the group's activities to the whole class; similar to a secretary or reporter
Ask students to assume their assigned or chosen role in the group, and make sure that they understand their individual responsibilities.
5. Explain that the group's task is to locate and creatively define unfamiliar or interesting words from the text Pink and Say. When encountering new words, students should be encouraged to look at the context of the surrounding sentences, engage in a group discussion about the new words, draw upon their prior knowledge of the word or topic, and access print and online resources for supporting definitions. For the text Pink and Say, the following websites are recommended to assist students in defining unfamiliar words: -Dictionary.com. This website is an online version of the dictionary. -The Civil War for Kids. This website was created by students and provides information about the Civil War. -Carol Hurst's Children's Literature Site: Pink and Say. This site provides a review of the book Pink and Say and a list of "Related Areas on the Internet."
This exercise gives students the opportunity to practice using a new strategy when encountering unfamiliar words. It also helps them to realize that understanding new words will enable them to understand the story better. Thus, they will be developing their reading comprehension skills while also acquiring new vocabulary.
6. Rotate among the groups as students are working and keep anecdotal records describing the students' interactions with one another, participation in the discussion, and role behavior. 7.After the group work, which will assume the bulk of the time allotted, gather students as a whole class and ask the summarizer from each group to share the group's activities. 8.Create a chart to record each group's findings as the summarizer presents them. 9.Relate the new words that students identified back to the story Pink and Say. Engage in a whole-class discussion of the text, reinforcing the new vocabulary and students' understanding of the story. 10.To end the session, ask students to choose one word that they learned during this session. Have them write their understanding of the word's definition, copy the sentence from the text highlighting the specified word, rewrite the sentence substituting a synonym for the word that makes sense within the context of the sentence, and then provide an illustration of the word. The illustration does not have to be related to the story. |
Instructional resources, materials, and technology:
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Reflection
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