Eagle Lesson One
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Author: Seth Batiste
Identification of how students make choices about text.
Case study: My class consists of 9 boys and 9 girls for a total of 18 students. Third grade male tendencies are to gravitate to such books and genres relating to cars, sports, information texts, snakes, etc. Guinness Book (male too) and chapter books line the array of interests for their female counterparts, many of them show interest in chapter books as well, and only they are far more likely to be passionate rather than adventurous in scope. Harry Potter is a favorite among all even though some students shared that the Spanish version was a bit more boring than the English one. My boys far out paced the girls when checking out books on mysticism and/or magic. Classics like “ Charlotte 's Web,” “Roll of Thunder, Hear My Cry” and the Spanish version of “The Ugly Duckling” are examples of points of interest for young students.
Identification of Strategies
Enumeration – To be modeled in whole group several times before implemented as a part of small group literature circles. In these discussion groups, each student will ultimately be responsible for uncovering exciting facts and interesting details from the text. This will further in discussing groups.
Generalization / Elaboration - To be used the same as Enumeration, but only after students have mastered previous concepts.
Text Structures and Graphic Organizers – To be implemented after successful mastery of generalization and elaboration activities.
Mini – lesson
Plenty of Eagle Books
Post It/Sticky Notes
Chart Paper or News Print
Before the lesson is carried out, consider hands-on material being sufficient enough to keep students on task. I figured that the more I offered the more that centered on Steven Kristen's http://www.taipeitimes.com/News/edit/archives/2004/03/15/2003102567 notion of putting it before them in an manner that would acquaint first their subconscious, lower the level of anxiety to where pure learning could take place.
Whole group discussion of major story concepts midway through the story or about 5 to 7 minutes after beginning the reading.
Students will predict what will happen next in the story using a KQL/KWL chart.
Use a television-computer connections to show KQL/KWL chart on a pre-made PowerPoint presentation.
use a basic outlay that shows KQL/KWL with three columns evenly separated. Under K, “KNOW” should be labeled. Under Q, “Questions” and under L, “Learned”.
Explain to students what this chart represents.
Give them a few minutes to discuss the topic, then writing what they know on Post It notes.
Be sure to model this to the class first.
Students will deposit the Post Its on a KQL/KWL chart paper somewhere in the room under K.
Do the same thing for Q, allowing students to use sticky notes to identify those things they wish to learn about the topic.
Have students begin reading the selection silently, making notes with their post-its of interesting things in the book.
While the students are reading, the instructor may use this time to add student responses to the Powere Point slide or monitor reading. (Perhaps reading beside a lowere reader for motivation).
Have the PowerPoint ready for small group discussion at the end of 20 minutes or, the next day.
Students may note what they learn after reading using the Post It Notes.
They may simply get up and place their responses on the chart papter.
Discuss in small groups other responses
Whole group discussion.
Use world maps to locate the United States .
Locate Arizona .
Locate the capital of Arizona
Repeat the same with other states like California , Maine , Texas , etc.
Ask students to guess how many bald eagles they think live in these states.
Smaller students might want to draw the state first, listing the number on the side of their picture.
Older students may use symbols to represent numbers for later use in a graph.
Students prefer to use self-selected texts at the beginning, narrowing in on a common theme for subsequent activities. Utilizing your classroom library, or books from the school or public library give students the sense of ownership of the lesson you will be presenting. Each day, during Week ONE, the teacher will spend 15 minutes of whole group questions, etc. The next 15 minutes will be in small group modeling with student behavior that exemplifies praise, patience with others and being able to disagree in an appropriate manner.
Procedures should be introduced at the beginning of the year with strongly enforced teacher modeling. Teacher monitors intently, pulling students as needed to work on areas of need. Students may volunteer to read the rest of the passage in whole group. Teacher may ask question about the text intermittently to gauge student learning. Use pocket chart in small groups to discuss the main idea of the story, placing student written ideas in the pockets. (rotate 3 to 4 items during the week).
During small group, paired instruction or one on one teacher interactions with the student, various test strategies could be included with guided reading and / or inquiry groups.
Students will choose text using the Five Finger Rule.
In whole group, read the first chapter or first 8 pages before discussing characterization.
In the small group, students will do the same, graphing characterization unto a sheet of construction paper.
Students should have a model of this in each workstation outlining the steps they should take to complete this portion of the activity.
A complete model was shown
Teacher-motivator walks around from group to group to monitor group interaction, and in some cases encourage more dialogue.