At Risk Literacy Unit Lesson Plans

UAS Student(s): Laura Scholes, Paul Tancrede, James Shetter, Jason Harris, and Christopher Brown Professor: Jerry Schoenberger: University of Alaska Southeast, Juneau Date: March 2012 Building: TBD Grade Level: High School This unit was based on and borrowed greatly from

Global Immigration Unit

MSU Student(s): Ally Merlos, Zoe Wietfieldt, Riley Yamamoto, Sam Wilson, Anna Moskos Mentor Teacher: Kim Varney School District: Kalamazoo Main Contact: Sam Wilson Phone: (517) 304-1981 Email: wilso1007@msu.edu MSU Instructor: Kim Keglovitz Email: kkeglovitz@gmail.com

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As you read the following lesson plans, you will see a reference to Neckbones. The students who designed these projects used

Teachers Guide to Voices of Hope Heroes Stories For Challenging Times Literacy and Service from The Giraffe Heroes Program
Copyright 2004 Giraffe Heroes Project Edited by John Graham ISBN1-893805-08-5 Neckbones represent Seven Steps to a Successful Service Project

Lesson Plan - Session 1 Service Learning - Neckbone 1- Choose the Problem

Specific Objectives: Intro to Service Learning Read Holes by Louis Sachar Discuss literacy and service Materials: _____ Holes by Louis Sachar _____ Paper for each student _____ Poster paper _____ Marker Anticipatory Set: Have students write down what service means to them, service in which they have taken part. Step-by-Step Procedures: 1. Have students complete the anticipatory set. Students should then share as a class as teacher writes down the service projects. 2. Have students decided (in small groups or in large group) which projects benefit the largest amount of people. Make a point that small and large service projects are important / discuss. 3. Read the first chapter of Holes aloud as a class. Have them take turns reading. 4. Discuss Holes and ask students about the experience of reading aloud. Steer the discussion toward the ideas of childhood, being read to, and the importance of having those experiences. 5. Discuss Literacy - what literacy is, why it is important, and how it can be improved. Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Ask how students could impact the literacy of younger student. Assessment Based on Objectives: Students will implement a service learning project as a class Adaptations (For Students with Learning Disabilities): N/A Extensions (For gifted Students): Students may check out books from the library that they would like to read with a younger sibling or younger acquaintance. Book Suggestions: Creech, Sharon. Love That Dog.

Dr. Suess. Oh, the Places youll Go! Scieszka, Jon. The True Story of the 3 Little Pigs Silverstein, Shel. The Giving Tree Possible Connections to Other Subjects: Language Arts, Science

Lesson Plan - Session 2 Service Learning - Neckbone 1 Choose the Problem

Specific Objectives: Brainstorm for Service Learning project Discuss plans for contacting elementary students to set up reading partners Design posters and activities to promote reading in the high school and the elementary school Materials: _____Holes _____ Paper for each student _____ Poster paper _____ Crayons/Colored pencils _____ Markers Anticipatory Set: Display service project notes from previous lesson and have a short discussion in partners by using Think-Pair-Share. Step-by-Step Procedures: 1. Have students complete the anticipatory set 2. Review the thoughts about reading Holes from the previous class 3. Ask students what kind of difficulties they experienced when learning how to read 4. Discuss with students how they can increase reading around the school 5. Pass out paper and have students create two posters to promote reading (one for high schoolers, one for elementary students 6. Have students vote anonymously on their favorite poster 7. Recycle the drawings unless the students want to take them home Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Assessment Based on Objectives: Students will implement a service learning project as a class Adaptations (For Students with Learning Disabilities): work in pairs Extensions (For gifted Students): Students may research literacy and the effects of reading partners on literacy skills

Article Suggestions:
Butler, Frances M. Reading Partners: Students Can Help Each Other Learn to Read. Education & Treatment of Children. West Virginia University Press, UWV. 11/01/1999. Print. Nugent, M. (2001), Focus on Practice: Raising reading standards the Reading Partners approach: crossage peer tutoring in a special school. British Journal of Special Education, 28: 7179.

Possible Connections to Other Subjects: Language Arts, Science

Lesson Plan - Session 3 Service Learning - Neckbone 2 Research the Problem

Specific Objectives: Learning how to research Research the problem Materials: _____ Computer Lab time ____ Library Time _____ Poster paper ____ Marker Anticipatory Set: Have students list good resources for researching literacy in their school and in the world Step-by-Step Procedures: 1. Have students complete the anticipatory set. Students should then share as a class as teacher writes down on poster paper. 2. Class Brainstorming session - what do students already know about literacy and reading practices in the school? In the country? In the world? 3. Have students ask questions that they want answered about the school, country, and country. 4. Use the sources found in the anticipatory set to research the problem. Plan for Independent Practice: Have students check on reading practices in their home. Closure (Reflect Anticipatory Set): Send the students home with a list of resources safe for kid research. Assessment Based on Objectives: Students will implement a service learning project as a class Adaptations (For Students with Learning Disabilities): Work with a partner to find appropriate articles about literacy and reading partners.

Extensions (For gifted Students): Students may print out extra articles relevant to literacy and reading to use in their study. Article Suggestions:
Butler, Frances M. Reading Partners: Students Can Help Each Other Learn to Read. Education & Treatment of Children. West Virginia University Press, UWV. 11/01/1999. Print. Nugent, M. (2001), Focus on Practice: Raising reading standards the Reading Partners approach: crossage peer tutoring in a special school. British Journal of Special Education, 28: 7179.

Possible Connections to Other Subjects: Language Arts, Science

Lesson Plan - Session 4 Service Learning - Neckbone 2 - Research the Problem

Specific Objectives: Learn how to research Research the problem Materials: _____ Computer Lab time ____ Library Time _____ Poster paper ____ Marker Anticipatory Set: Refer back to flip chart page of questions / discuss in small groups Step-by-Step Procedures: 1. Have students complete the anticipatory set. Students should then share answers to questions as a class as teacher writes down on poster paper. 2. Have students brainstorm ways they can apply their answers to the project. 3. Have students brainstorm ways to get other classrooms/teachers/administrators involved 4. Debrief problems with research and discuss how to mend these issues. Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Assessment Based on Objectives: Students will implement a service learning project as a class Adaptations (For Students with Learning Disabilities): Work with a partner to find appropriate articles about literacy and reading partners.

Extensions (For gifted Students): Students may print out extra articles relevant to literacy and reading to use in their study. Article Suggestions:
Butler, Frances M. Reading Partners: Students Can Help Each Other Learn to Read. Education & Treatment of Children. West Virginia University Press, UWV. 11/01/1999. Print. Nugent, M. (2001), Focus on Practice: Raising reading standards the Reading Partners approach: crossage peer tutoring in a special school. British Journal of Special Education, 28: 7179.

Possible Connections to Other Subjects: Language Arts, Earth Science

Lesson Plan - Session 5 Service Learning - Neckbone 3 Decide on a Project

Specific Objectives: Discuss project components Find a way to get school involved Work in groups Write out a project description Materials: _____ Board Work (by teacher) _____ Seating Chart _____ Brainstorm Ideas _____ Markers _____ Desks in Groups _____ White poster board paper Anticipatory Set: Explain what brainstorming is, play a game directed by the teacher that allows students to use brainstorming skills Step-by-Step Procedures: 1. Begin lesson with teacher in front of board implementing class discussion of students giving teacher how to help improve literacy in younger students. 2. Create a list of brainstorming ideas (by teacher) make sure to include a common theme of reading aloud and literacy. 3. Students arrange their desks into groups of 4-5 4. Give each group one poster board paper and a marker 5. Assign one person in each group to be the writer 6. Have students write a description of the literacy project they came up with including the reason for the project and how it will benefit the community/world 7. Hang posters on the board and have each group come up and present their literacy project to the class

Plan for Independent Practice: Teacher will be available for individual question during group time Assessment Based on Objectives: Students will work in groups to write out individual creative descriptions of literacy projects/read aloud programs and how they will benefit community/world Adaptations (For Students with Learning Disabilities): (Depends on the learning disability) Teacher should go around classroom to groups that have students with LD and make sure that students are included and making contributions. Encourage the use of pictures on posters to present ideas easily for students with learning disabilities Extensions (For gifted Students): If finished early, ask these students to add ways to organize their project and how to get entire school involved Possible Connections to Other Subjects: Language Arts, Collaboration, Art/Creative Design

Lesson Plan - Session 6 Service Learning - Neckbone 4 Create a Vision of the Results You Want
Specific Objectives: Present literacy and reading practices project How to encourage and support literacy and reading practice acquisition How to calculate increases in student literacy and reading practices Organize final day presentation of results Materials: _____ White board (teacher) ____ PowerPoint (teacher) _____ Paper ____ Pencil Anticipatory Set: Students begin by writing their own creative stories about how literacy affects their community. Students may even include how negative literacy effects the community. Step-by-Step Procedures: 1. Teacher hands out guidelines for literacy and reading practice service learning project (includes calculating how many hours were spent reading each week)

2. 3. 4. 1.

Allow time for students to read over project Students able to ask questions for teacher Students have three main goals to contribute to the project, Distribute books, read aloud to students

2. Calculate how many students begin to read on their own 3. Organize final day 5. Individually, students should write out their vision of how literacy and reading should be shared, and how to encourage others to read on a regular basis. 6. Teacher lead conversation where students share their ideas and class creates a final vision on results 7. Teacher creates PowerPoint for students to follow step-by-step what their project is and how they are going to implement it around the schools Plan for Independent Practice: Students asked to take out separate sheets of paper and asked to write about plans to implement project Assessment Based on Objectives: Create a PowerPoint shaping the vision of the project and each step to take to get to the final day where the amount of increased time allotted to reading is calculated. Adaptations (For Students with Learning Disabilities): These students will be given a buddy to work on their ideas together also PowerPoint will be given many visuals for these students to understand more easily Extensions (For gifted Students): Allowed time to express their creativity through individual work Possible Connections to Other Subjects: Language Arts, Communications

Lesson Plan - Session 7 Service Learning - Neckbone 5 Make a Plan

Specific Objectives: Sense of Organization Creativity Work with others- teamwork

 Individual opinions Materials: 1. Note cards 2. Writing utensils Anticipatory Set: To get ready for the activity, I will have the children start by practicing reading to each other in there groups. Step-by-Step Procedures: 1. Have students complete the anticipatory set. 2. The students will read out loud while using character description voices in there groups. 3. They will then put the key characters on note cards and place those note cards on a pre-made calendar according to the order the readings were done. Plan for Independent Practice: The students will have time to read their individual plans and then put the main points on note cards. Closure (Reflect Anticipatory Set): Students will have time to compare their ideas with other students. This allows them to give their opinions while incorporating the ideas of others. Assessment Based on Objectives: Students will work together to put the items on the calendar while working with other students. This allows me to see them not only use teamwork but also have a sense of organization. Adaptations (For Students with Learning Disabilities): Students with disabilities can work with other children to read the lesson plans and to also put them on note cards. Extensions (For gifted Students): More gifted students can work with children with disabilities to help them with the process. They can also work on two lesson plans in order to compare the results. Possible Connections to Other Subjects: Reading, writing, and social connections

Lesson Plan - Session 8 Service Learning - Neckbone 5 Make a Plan

Specific Objectives: Organization Individual ideas along with comparing with other classmates Creativity Materials: 1. Note cards 2. Writing Utensil Anticipatory Set: To get ready for the activity, I will have students play a quick game that allows them to get up and run around the room. They will play four corners where someone will stand in the middle and call out types of things that can be recycled. Each corner will be a different thing such as paper, plastic, metal, and glass. When their corner is called they are out and will cheer on the rest of the group. Step-by-Step Procedures: 1. Students will complete the anticipatory set 2. Students will then use the premade calendar made at the last lesson plan 3. They will then outline the important dates of our Literacy Reading Plan. 4. They will also hand out a survey asking other classrooms what dates would be best for them to read to other students to compare their progress. Plan for Independent Practice: The students will have a chance to work on their own to list what they believe are the important ideas for reading partners. Closure (Reflect Anticipatory Set): We will go over the main ideas after all the children finished it. We will also compare it to the other service-learning project and determine if our main points are similar to other service-learning projects. Assessment Based on Objectives: Students will have a chance to put their ideas down on note cards compared to the past service-learning project we looked at. This allows me to see them use individual skills while also working with others to compare their ideas. Adaptations (For Students with Learning Disabilities):

Students with learning disabilities could have someone help guide them to list the important ideas Extensions (For gifted Students): More gifted students can work with children with disabilities to help them with the process. They can also be the ones to create the survey for the other classrooms so we can get an idea what dates would be best read alouds. Possible Connections to Other Subjects: Reading, writing, science, and social connections

Lesson Plan - Session 9 Service Learning - Neckbone 5 Make a Plan

Specific Objectives: Creativity Communication Teamwork Materials: 1. Writing utensils 2. Pre placed calendar on the floor or board Anticipatory Set: To get ready for the activity, I will have the students create a calendar by laying tape on the floor and placing numbers on the squares on the dates they will read to their partner. Step-by-Step Procedures: 1. Students will complete the anticipatory set 2. Have students review the note cards they made the lesson before 3. Have them discuss what they believe to be the necessary order for the dates for the reading partnership. 4. Collect surveys from other teachers 5. Put the calendar together using our ideas and reading dates for other classrooms 6. Deliver individual calendars to each classroom with their reading date clearly stated on it Plan for Independent Practice:

Students will use their note cards from the class lesson and have time to decide where they think it should go. After they have time to plan the calendar on their own, they will work with other students. Closure (Reflect Anticipatory Set): We will go over the calendar after it is all finished and see if it is the best for all the classrooms. Assessment Based on Objectives: Students will see how well they worked together in order to create the calendar. This will allow them to see the teamwork they used instead of me simply telling them. Adaptations (For Students with Learning Disabilities): Students with disabilities will be able o work with someone in order to create the calendar. This lets them participate in the work while not getting stressed doing it. They can also do tasks that appeal to their disability and how they learn best. Extensions (For gifted Students): Gifted students can go around and collect the surveys and record when each classroom wants to have their read aloud. This allows them to participate while also doing more work to challenge them. Possible Connections to Other Subjects: Writing, social skills, and science

Lesson Plan - Day 7 Service Learning - Neckbone 6 Take Action

Materials: -Book copy of Holes by Louis Sachar -Markers -Paper

Anticipatory Set: Have students set up materials needed and brainstorm together on poster paper. Share ideas about why reading is important and what makes good read-aloud. Step-by-Step Procedures: 1. Have students complete the anticipatory set. 2. Break students into groups to read together. 3. Construct one large progress chart to be hung up in the classroom that shows progress through the book Holes and has an illustration that represents each section of the book 4. Allow 15-20 minutes for poster creation.
5. Allow 5 min for sharing with whole group

Plan for Independent Practice: Students will read on their own at their level as well as doing read-aloud. Closure (Reflect Anticipatory Set): Create checklist of things that need to be done and have students confirm that the task has been accomplished. Assessment Based on Objectives: Confirm tasks have been completed. Adaptations (For Students with Learning Disabilities): Extensions (For gifted Students): Encourage them to construct a chart similar to the big one done as a class for their house. They may also research read alouds they can do at home from The Read Aloud Handbook most recent edition Possible Connections to Other Subjects: Math, Science, Art,

Lesson Plan - Day 14, 28, 35, 42, 49, 56, 63 Service Learning - Neckbone 6 Take Action

Specific Objectives: 1. Read aloud to younger students 2. Introduce Service Learning as a concept 3. Discuss literacy and its importance Materials: -Copy of text Holes -Markers -Poster paper Anticipatory Set: Have students collect data from classrooms and graph progress on the chart. Step-by-Step Procedures:
Obtain copy of Holes and plan service learning activity around the text 2. Estimate time needed to read aloud. Break into sections with a realistic goal for each day 3. Pair up with a younger student to do read-aloud and talk about the shared reading (comprehension) 4. Create a poster or graph to illustrate the major elements of the plot or the project 1.

Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Discuss as a group the results. What is literacy? Why is it important? Why shared literacy? Assessment Based on Objectives: Confirm tasks have been completed Adaptations (For Students with Learning Disabilities): N/A Extensions (For gifted Students): Find other ways to display the information/progress (i.e. pie chart, line graph, etc).and do research on Read Aloud and Service Learning Possible Connections to Other Subjects: Math, Art, Statistics

Lesson Plan - Session 10 Service Learning - Neckbone 7 Reflect, Celebrate and Begin Again
NEWSPAPER PUBLICATION Specific Objectives: Tally up the results of the project Inform school about the project Wrap-up and conclude the service-learning project Materials: _____ Computers _____ Paper and Pen for Brainstorm Anticipatory Set: In their notebooks, each student should work on calculating the results and write about what they liked and learned from the project. Step-by-Step Procedures: 1. Have students complete the anticipatory set. 2. Have students share with the other classmates what they wrote. 3. As a class, make a list of the final numbers, what was great about the project, and what they learned from the project. 4. Have students who enjoy writing volunteer to write up an article for the school newspaper, which will include what the class came up with. 5. Take the students to a newspaper meeting to turn in the article. Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): Lead students in discussion on all the things we have learned from doing this service-learning project. Assessment Based on Objectives: Students will brainstorm and come up with master list, which includes math for the calculations and language arts with the writing component. Adaptations (For Students with Learning Disabilities): Students could draw pictures of the project to show what they got out of the project. These pictures could be shared when the other students share their brainstorms.

Extensions (For gifted Students): Students could be the recorder of the master list the students come up with as a class. Possible Connections to Other Subjects: Science, Language Arts, Math, Comprehension

Lesson Plan Session 11 Service Learning Neckbone 7 Reflect, Celebrate and Begin Again
GRAPH OF RESULTS Specific Objectives: Tally up the results of the project Hung in the gym to show school the progress and accomplishment of project Make students feel accomplished and seeing their results on paper Apply multiple subjects to the project Materials: _____ Calculators _____ Marker _____ Large Poster Paper Anticipatory Set: In their notebooks, each student should work on calculating the results of the reading groups (time, pages, attendance, etc.) from each classroom and grade. Step-by-Step Procedures: 1. Have students complete the anticipatory set. 2. After finding results, have class discussion about how we should make a bar graph to represent the information. 3. Post large poster paper on board and have students take turns filling in the graph. 4. After labeling and finishing the graph, post poster in gym for entire school to see. Plan for Independent Practice: N/A Closure (Reflect Anticipatory Set): By making a graph, students can visually see the change they made doing the project. They can also how the school the hard work they did. Assessment Based on Objectives: Students will use a calculator to add up the amount of pages and time read to then record on a bar graph. This has the students use both math and science.

Adaptations (For Students with Learning Disabilities): Students could help total up the calculations that the groups of students calculated for each grade. Extensions (For gifted Students): Students could color in and label graph. They could also help hang the graph in the gym. Possible Connections to Other Subjects: Math, Science, Social Skills