Communication

I really enjoyed this activity as well.  I liked the telephone idea and how we can integrate this cross-curricular style.  I also liked the picture/listening activity.  It was different and fun.  It was also interesting to see how different people described the picture, how they communicated and even more how they knew to ask questions about the mental picture they saw in their minds.  Great activity!!! I'm sure no matter what the content or grade level, students will enjoy these activities and showing how important communication is.  Not only in school but everywhere. 

Traveling Story

I really enjoyed the traveling story idea.  I think that the students would definetly enjoy this activity.  I think it would help them socially.  Also, it is different from other activities, it is fun, and makes you think about what your going to say.  Really liked this activity. 

Cross Curricular Project

Where are in your cross curricular project?  
Topic: Holocaust
I have done some research for my 4 week unit. I have not narrowed it done.   
What 4 areas of content will you cover?
1. ELA
2. Social Studies
3. Art
4. Science, Math, or Spanish ???
2-3 Teks per lesson...

§110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.

(3)  Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:

(A)  infer the implicit theme of a work of fiction, distinguishing theme from the topic;

(B)  analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from various cultures; and

(C)  compare and contrast the historical and cultural settings of two literary works.

(11)  Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:

(A)  compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence; and

(9)  Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.

(10)  Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to:

(A)  summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions;

(B)  explain whether facts included in an argument are used for or against an issue;

Rough Draft...

1. ELARead ----Night By Elie Weisel & Someone Named Eva By Joan Wolf
2. Compare & Contrast the two reads
3. Read Poetry related to Holocaust.
4. Create a Poem (How I Feel?)
5. Watch Holocaust Movies (The Boy in the Striped Pajamas) &
6. Compare & Contrast Diaries & Memiors of two different Holocaust survivors. 
7. Create own diary.
8. Blogs & Discussions (Discuss readings, activities, etc about the Holocaust and what we are learning in class.  Online Journal with a classmate or classmates)
9. Read Newspaper article regaring Holocaust era.  (Respond to)
10. Online Discussion on Human Behavior.
11. Research (What is antisemitism?)
12. Write a One Page paper on Antisemitism. 
13. Compare & Contrast Holocaust & with a current issue today.
14. Conduct an interview with a Holocaust survivior via internet, or someone you know who lived around that time and ask questions.  (Prepare to share)

2. Social Studies

1. Timelines, Maps, Research
2. How to Research?
3. How to interpret Timelines?
4. How to interpret Maps?
5. Timeline the events leading up to Holocaust. (Before, During, After)
6. Research what the United States was doing during those times.  (Newspapers, Books Written, Famous People, Who was the President?, Art, School, etc.)Write a 2-3 pg paper on findings.
7. Create a Map (Map found survivors)
8. Create a Timeline of the Events of one survior. 

3. Art

1. Create a poster, powerpoint, dramazation, etc... memorial for Holocaust survior.
2. Draw a painting about how you feel about the Holocaust.
3. Create a collage of words, pictures, etc.  of anything dealing with the Holocaust.
4. Create a newspaper headline with another student about Holocaust events.  (Research/Use dates from that era)
5. Photographs (look at photographs of Holocaust causilities, survivors and discuss on online journal)

4. Science, Math, or Spanish ???

What is Assessment?

What is assessment? 
Assessment is when you assess a student's performance.  Checking for knowledge prior to or after teaching a concept.  Can be formal or informal but in ongoing.  Teacher observes a student looking to see where the student is grade level and age in a more personal and detailed way. 

Name three examples of an authentic assessment.
To me anthing other than the basic paper test.  For example:
1.  Project (performance of something read, by singing or rapping or acting out)
2.  Rubrics (using rubrics to grade by giving guidelines)
3.  Demonstrations/Experiments(having students create or recreate using what learned)

Informational & Persuasive Writing

Informational Writing is sharing information, instructions or knowledge about someone or something.  Step by step information is given.  Some examples of informative activities would be creating or writing:

 Informational brochures

Newspaper articles

How to manuals

Cookbook entries

Writing directions, receipes, and steps in making a product. 

Cause and effect

Comparing and contrasting two things. 

Persuasive writing is trying to get someone else to agree with an idea or opinion of yours.  A writer sometimes takes a position for or aganist an issue.  Usually is used in advertisements to get the reader to buy a product.  Or to try to get a reader to see a different point of view.  Some examples of persuasive writing are:

Advertisements

Brochures

Comic Strips

Posters

Collage

Murals

Paintings

Skits

Storyboard

Newcasts

Wanted posters

The writing process...

The writing process...

Prewriting like brainstorming; venn diagram can help
Writing first draft, getting ideas onto the paper
Edit checking for grammar, punctuation

Proofread re-read to self, aloud, and maybe to others and fix any errors
Publish write final draft, ready for all to see

How are we going to get them to write?

We get them to write by modeling writing.  By having students write about something they know, something meaningful to them, something they care about.  Then they will want to share their stories in class and will want to read them aloud because it is something they created and are passionate about. 

What is a good reader?

What is a good reader?  Are you?  Why or why not?  How can I teach students to become effective readers and writers?

A believe that a good reader is someone who reads for several purposes. Someone who reads for enjoyment, purpose, school, to their children, and etc.  A good reader to me reads often and when possible, someone who reads as a hobby.  Unfortunately, I don't find time to read often, but I do enjoy reading. I try to read the Bible daily.  I believe that a good reader not only reads just to read but also comprehends what they are reading.  To me a good reader uses the dictionary and thesaurus when necessary and stops and questions what they have just read. 

As a future teacher the number one thing I can do to teach my students to be effective readers and writers is to be a good role model.  How?  By reading to them, in front of them, by sharing my thoughts with them about certain books, having literature circles and discussions.