C970 coursework for the class PDF

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C970 A. 3rd grade children’s book Hair Love by Matthew A. Cherry and Vashti Harrison B.1 Positive Diverse Representation In Hair Love, Cherry describes a little African American girl named Zuri who describes her hair as having “A mind of its own” (Cherry and Harrison, 2020). In the story, she learns to love herself as who she is. She also takes pride in her hair and how it is a piece of her that makes her unique. B.1a Explaining how the diverse representation helps students gain perspective for understanding the world In understanding that her hair is a piece of her and makes her unique, Zuri then takes pride in who she is and how her hair has a “mind of its own” (Cherry and Harrison, 2020). This diverse representation helps students gain perspective for understanding the world because they can learn to be proud of who they are in this world as they are. They can understand that they do not need to be what others say they need to be. They can be proud of who they are. B.2 Theme The theme of Hair Love is self-love.

B.2a Explaining how a literary element supports or conveys the theme The author uses the literary element of characterization to convey the theme of self-love. In the beginning, Zuri talks about how her hair has “Kinks, curls, and coils every which way” (Cherry and Harrison, 2020). She later says, “I love that my hair lets me be me” (Cherry and Harrison, 2020). This shows how her character grows because she begins to see how her hair makes her special and who she is. She learns to love her hair and is proud of who she is, which conveys selflove. B.3 Explaining the importance of artwork in children’s literature Artwork and illustrations in children’s literature is important because it engages the student with what they are reading. It makes them more interested in what they are reading and encourages them to be creative. According to Elaine Weeks, who wrote the peer reviewed article The Power of Pictures: The Role of Picture Books In The Development Of Young Learners, “Using pictures and illustrations can benefit a student’s literacy skills and promote reading and encourage creativity.” (Weeks, 2013). B.3a Artwork that supports theme from book

(Cherry and Harrison, 2020) This picture on the right shows how happy she is with her hair. She clearly loves herself in this picture, which conveys the theme of self-love. B.4 Specific Genre Realistic Fiction is the specific genre of the book. B.4a Two Characteristics of Realistic Fiction According to the McQuade Library, two characteristics of realistic fiction are that “characters are involved in events that could happen” and “the events portrayed conjure questions that a reader could face in everyday life” B.4b Provide an example of characteristics from book One example from the book that shows an event that could happen is seen when Zuri first wakes up. According to Cherry and Harrison, “He (Zuri’s dad)

makes me breakfast, takes me to school, goes to work, picks me up, and yesterday we went for a bike ride around the park.” This describes a day and event that could happen in a normal real day. An example of an event that could conjure questions that a reader could face in everyday life is seen when Zuri is trying to figure out what hairstyle to choose. She says “Because today is special, I want a perfect hairstyle. This calls for a professional’s touch” (Cherry and Harrison, 2020). This is an event that a reader could face that would make the reader ask who the professional to ask for help with their hair would be. CITATIONS Cherry, M. A., & Harrison, V. (2020). Hair love. Scholastic, Inc. Realistic Fiction: Home. LibGuides. (n.d.). https://libguides.merrimack.edu/RealisticFiction.

Weeks, E. (2013). The Power Of Pictures: The Role Of Picturebooks In The Development Of Young Learners. College of Fine Arts, University of Florida. Direct Instruction Lesson Plan Template General Information Lesson Title: Finding meaning of a story

Subject(s): Literature Grade/Level/Setting: I teach a third grade class of twenty eight students. Two are identified as gifted learners. I have one English Language Learner and One student who is hard of hearing. Prerequisite Skills/Prior Knowledge: What do your students already know or what do they need to know about the selected topic to successfully participate in the lesson?

My students understand how to identify the main ideas of a story. They can write legibly and spell words correctly enough to understand what they are writing.

Standards and Objectives State/National Academic Standard(s):

3.RL.2 Recount and summarize stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral, and explain how it is conveyed through key details in the text. Learning Objective(s): Identify what students will accomplish by the end of the lesson; needs to align with the state or Common Core State Standards and needs to be measurable (condition,

behavior, and criterion).

At the end of the lesson, the students will be able to write a paragraph about the story that is read and summarize and determine the moral of the story and will score at least a 12 out of sixteen on the rubric to demonstrate proficiency.

Materials

Technology

What materials will the teacher and the

How will you use technology to enhance

students need in order to complete the

teaching and learning? (Optional: Use

lesson?

the SAMR model to explain the technology integration strategies you plan to use.)

 Pencils  Paper for writing paragraphs  Powerpoint

I will use a powerpoint to give the

 Copies of the book Hair Love

students a visual to help them

 Assistive listening device

understand the lesson better and also

 Word wall

help them understand the importance of

 Kahoot

images in a book and how it helps them

 Graphic oranizer

see the meaning of a story better.

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions include identifying main ideas and details; analyzing and interpreting characters or events; arguing a position or point of view; or predicting, recording, and evaluating data. Common language functions in math include predicting from models and data, recording multiple ways to solve problems, justifying conclusions, evaluating data and explaining how or why certain strategies work.

The students will provide the meaning of a story and provide evidence to support their claim.

Vocabulary: Includes words and phrases that are used within disciplines including: (1) words and phrases with subject-specific meanings that differ from meanings used in everyday life (e.g., table); (2) general academic vocabulary used across disciplines (e.g., compare, analyze, evaluate); and (3) subject-specific words defined for use in the discipline.

The vocabulary the students will need to know are theme, diversity, and acceptance. Theme is the moral or message in a story. Diversity refers to the diverse representation in the story. Acceptance means accepting or being happy with oneself and who they are.

Discourse and/or Syntax: Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Syntax refers to the set of conventions for organizing symbols, words, and phrases together into structures (e.g., sentences, graphs, tables).

The students will write a paragraph at the end of the lesson explaining the meaning

of the story with examples to back up their claim. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines.

During guided practice, I will go around the room and provide scaffolding as needed to better help the students understand how to identify the meaning of the story.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

For the anticipatory set, I will ask

The students will answer questions

the students what some of their

about their favorite books and identify

favorite books are. I will then ask

the theme or moral from those books.

them what the theme or moral of those books were and what they liked about them. This will help

them recall what the theme and moral of a story are and will get them ready for the presentation procedures.

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

For the presentation procedures, I

The students will all participate in the

will have the students each grab

popcorn reading. They will read their

their copies of Hair Love and then I

sections of the book and also follow

will do a popcorn reading with the

along during the power point

students where each student reads a

presentation to understand how images

section of the story. I will also have

in a story help convey the main ideas of

a power point presentation with the

a story.

images from the book to give them a visual representation and I will also remind them how images in a story help convey the main ideas of a story.

Guided Practice:

Activity Description/Teacher

Student Actions

For guided practice I will have the

The students will work in groups and

students get into groups of 4 and

work together to come up with the main

decide on some themes from Hair

ideas from the story. They will create

Love. They will work together to

graphic organizers together that convey

create graphic organizers about the

the main ideas from the story and then

story to help them find the main

share with the class what their group

ideas of the story. As they work

believes are the main ideas of the story.

together, I will go around the class

This will help them with the next

and provide scaffolding as needed

session when they write their

by asking leading questions about

paragraphs and discuss the moral of the

the story to help the students stay

story.

focused.

Independent Student Practice: Activity Description/Teacher

Student Actions

During this time, I will have the

The students will write their paragraphs

students write their paragraph

describing the moral from Hair Love

describing the moral of the story and and using references from the book to using references from the text to

back up their claim.

back up their claim.

Culminating or Closing Procedure/Activity: Activity Description/Teacher

Student Actions

For the closing activity, I will have

The students will participate and play in

the students play a kahoot game

a kahoot game that gives them the

where they answer questions about

opportunity to say what they did and

what they did and did not like. This

did not like about the days lesson.

will help me to create better lesson plans for the future.

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: For my gifted and talented students, I will give them an opportunity to decide if they want to write a paragraph or give a speech on the main ideas and moral of the story are.

EL: For my English Language learners, I will provide them with a word bank that has common terms to help them with writing their essays. Students with Other Special Needs: For my hard of hearing student, I will provide them with an assistive learning device so they can understand the lesson and participate in the activities. Assessment Formative Describe how you will monitor, support, and extend student thinking.

For the formative assessment, I had the students work together to create graphic organizers. I provided scaffolding as needed to help the students stay on topic and asked them leading questions to help them find main ideas in the story. This helped me check for understanding to ensure my students understood the story. Summative (Quizzes, Tests, products) For the summative assessment, I had the students write a paragraph that described the moral of the story with key details from the story to support their claim. They must score a 12 out of 16 on the given rubric to demonstrate proficiency.

Organization

1 Focus and

2 Focus and

3 Focus and

4 Focus and

ideas are

ideas are

ideas are clear ideas are very

unclear

somewhat

Includes an

clear.

Transitions

clear

opening and

Smooth

are unclear

Includes an

closing

opening and

opening and

Transitions

closing

closing

are clear

sentences

Transitions

Transitions

are somewhat

are clear and

Sentences are

smooth Sentences are

Sentence

Sentences are

clear Sentences are

construction

incomplete

very simple

complete and

complete with

Word choice

Writer

detailed

perfect detail

Word choice

Word choice

is varied

is varied and

Sentences

detailed Sentences

is very limited attempts to vary word

Grammar and

Sentences

choice Sentences

usage

have no

have

have

have perfect

subject-verb

inconsistent

consistent

subject-verb

Mechanics

agreement

subject-verb

subject-verb

agreement

Sentences are

agreement

agreement

Sentences are

confusing

Sentences

Sentences are

very clear and

need

clear and not

require no

confusing clarification Capitalization Capitalization Capitalization and

clarification Capitalization and

and

and

punctuation

punctuation is punctuation

punctuation

are not used

attempted but

are mostly

are perfect

Spelling is

incorrect

used

All words are

inaccurate

Some words

correctly]

spelled

are spelled

Most words

correctly

correctly

are spelled correctly

References Standards - ELA. Oregon Department of Education : Standards - ELA : English Language Arts : State of Oregon. (n.d.). https://www.oregon.gov/ode/educatorresources/standards/ELA/Pages/ELAStandards.aspx....