Classroom Context I teach first grade at Goldfarb Elementary School. My school is in North East Las Vegas, located in Area 2. My school has a high population of students who are learning English as a second language. The demographics of my students consist mostly of Hispanic, with a small percentage of Caucasian, Black, and Asian students. At my school it is mandatory for all kindergarten through second grade students to learn how to read through a program called Saxon Phonics. Saxon Phonics is taught whole group. I also use the Trophies basal to help teach whole group and assess students on first grade skills. It is also mandatory to teach small reading groups which is on students levels. I teach small group reading through leveled Trophies stories, Saxon Phonics decodable books, Reading A-Z, and other texts from the literacy room. We also have a program called 100 Book Challenge, where students are building reading stamina. Students read 30 minutes a day at school, and are encouraged to read 30 minutes a day at home. (Students are able to take home new books to read on a daily basis). In math, our program that I use to teach is called Envisions which is taught whole group. (Supplemental material is used frequently). After our whole group math lesson, the students practice independently, and also work in math centers to practice recently taught skills. In writing, we do not have a program that is mandatory for us teachers to follow. This is one of my favorite things to teach because we are allowed some freedom. During writing time is when I am able to incorporate science and social studies. That is the main reason why I chose to do my Mid-Term on a Science/Literacy Unit. I thought it would be an excellent way to incorporate Science with Reading and Writing. I am also able to include multimodal elements!
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(Lesson Plan Format Adapted by Thomas W. Bean, John E. Readence, and R. Scott Baldwin) (Bean, Readence & Baldwin, 2011) Lesson Plan-Day 1 Week 1 Topic Seeds and Plants Goals and Objectives: Students will be able to identify the different parts of a plant. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities: Read picture book to students Discuss the main idea and details in the book Complete the K part (What I Know about seeds and plants) of the KWHL Chart Complete the W part (What I Want to know about seeds and plants) of the KWLH Chart Resources and Materials Picture Book: The Tiny Seed by Eric Carle KWHL Chart Evaluation Plan Evaluation will be informal. Students will receive participation points. I will expect students to participate during the read aloud. I will also expect students to give their input on what they know about seeds and plants, and what they want to know about seeds and plants. 4
Lesson Plan-Day 2 Topic Seeds and Plants Goals and Objectives: Students will be able to identify the different parts of a plant. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Bring in potted plant to help build background knowledge Review what they know about seeds and plants Read an informational book about seeds and plants Teachers and students will fill in plant diagram together Complete the L part (What I Learned about seeds and plants) of the KWHL Chart (students will continue to fill out the KWHL chart throughout the Unit Study) Resources and Materials Plant Informational Book: Green Plants: From Roots to Leaves by Louise and Richard Spilsbury Plant Diagram KWLH Chart Evaluation Plan Evaluation will be informal. Students will receive participation points. I will expect students to participate during the read aloud. I expect students to help with filling out the diagram. I will also expect students to give their input on what they learned about seeds and plants for todays lesson. 5
Lesson Plan-Day 3 Topic Seeds and Plants Goals and Objectives: Students will be able to identify the different parts of a plant. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Read an informational book about seeds and plants Show students picture of plants and seeds to help with background knowledge Show students video clips of seeds and plants to continue to help build background knowledge Review the parts of a plant by using teachers diagram Students will construct a plant diagram using construction paper Students will label the parts of a plant Complete the L part (What I Learned about seeds and plants) of the KWHL Chart (students will continue to fill out the KWHL chart throughout the Unit Study) Resources and Materials Informational Book: Dig and Sow: How Do Plants Grow? by Janice Lobb (Read Chapter 7, Where Do Plants Come From?, Read Chapter 8, How Do Seeds Grow?) Pictures of seeds and plants Video clips of seeds and plants Plant Diagram Construction paper for students individual diagrams Labels to put on plant diagram KWLH Chart 6
Evaluation Plan Students will be evaluated by their plant diagram. Students should have four basic parts labeled. 1. Roots. 2. Stem. 3. Leaves. 4. Flower
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Lesson Plan-Day 4 Topic Seeds and Plants Goals and Objectives: Students will be able to identify the different parts of a plant. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Review what students have learned about the parts of a plant Students can share and explain their diagrams with their classmates (informally) Read an informational book about seeds and plants Students will add to diagram what a plant needs to survive (rain, sunshine, soil, air) Complete the L part (What I Learned about seeds and plants) of the KWHL Chart (students will continue to fill out the KWHL chart throughout the Unit Study) If time permits, students and teacher will work together to create a T-chart to compare what plants need to grow and what people need to grow Resources and Materials Informational Book: Seeds, Stems, and Stamens: The Ways Plants Fit into their World by Susan E. Goodman (Read Chapter Introduction, Read Chapter 3, Getting Sun, Read Chapter 4 Getting Water and Nutrients) Plant Diagram Materials for students to illustrate (what a plant needs to survive) KWLH Chart T-Chart that compares plants and people
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Evaluation Plan Students will be evaluated by their plant diagram. Students should already have the four basic parts labeled. Students will also be evaluated on the additional labeling of the plant diagram (what a plant needs to survive).
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Lesson Plan-Day 5 Topic Seeds and Plants Goals and Objectives: Students will be able to identify the different parts of a plant. Students will be able to identify the different parts in a life cycle. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Review what students have learned about parts of a plant and what plants need to grow Teacher will lead a discussion on life cycles (build background knowledge) Read an informational book about seeds and plants After listening to the text, students will help teacher fill in the life cycle of a plant Students will then create their own life cycle of a plant Students will share their life cycle of a plant diagram with their group members I will have a few volunteers share their plant diagram whole group Complete the L part (What I Learned about seeds and plants) of the KWHL Chart (students will continue to fill out the KWHL chart throughout the Unit Study) Resources and Materials Informational Book: The Life Cycle of a Flower by Molly Aloian Teachers Diagram of a life cycle Individual diagrams for students to create a life cycle of a plant Materials for students to illustrate (a life cycle of a plant) KWLH Chart
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Evaluation Plan Students will be evaluated by their life cycle of a plant.
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Lesson Plan-Day 1 Week 2 Topic Seeds and Plants Create a Life Cycle of a Plant (in a comic or graphic novel format) Goals and Objectives: Students will be able to identify the different parts of a plant. Students will be able to identify the different parts in a life cycle. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Review what students have learned about parts of a plant and what plants need to grow Review what students know about life cycles Read a graphic novel to the students (to show them the format that they will be using to create their own graphic novel of a plant) Have students Think-Pair-Share the parts of a life cycle Resources and Materials Teachers Diagram of a life cycle Graphic Novel: Seed, Sprout, Fruit: An Apple Tree Life Cycle by Shannon Barefield and Simon Smith Evaluation Plan Evaluation will be informal. Students will receive participation points. I will expect students to participate during the read aloud. I will also expect students to give their input on what they know about the life cycles of plants. Students will also be expected to collaborate with their partner and classmates during the Think-Pair-Share activity.
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Lesson Plan-Day 2 Topic Seeds and Plants Create a Life Cycle of a Plant (in a comic or graphic novel format) Goals and Objectives: Students will be able to identify the different parts of a plant. Students will be able to identify the different parts in a life cycle. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Read a graphic novel to the students (to review format from previous day) Show an example of a comic strip about the life cycle of plants (my own example) Identify with students what my comic strip includes in it As a class, create a comic strip Resources and Materials Graphic Novel: Manners Matter in the Classroom by Lori Ann Mortensen and Lisa Hunt Teachers example of comic strip Materials for class comic strip Evaluation Plan Evaluation will be informal. Students will receive participation points. I will expect students to participate during the read aloud. I will expect students to work together to create a class comic strip.
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Lesson Plan-Day 3 Topic Seeds and Plants Create a Life Cycle of a Plant (in a comic or graphic novel format) Goals and Objectives: Students will be able to identify the different parts of a plant. Students will be able to identify the different parts in a life cycle. Students will be able to create a comic strip or graphic novel. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (1)4.1 Investigate and describe how plants have seeds that produce the same kind of plant. (1)4.2 Investigate, observe, and describe how plants grow and change through their life cycles. (1)4.3 Identify observable characteristics of plants. Content Outline and Learning Activities Read a graphic novel to the students (to review format) Show students class comic strip that they made from the previous day Have students review and identify the key parts in a comic strip Students will create their own comic strip based on a plant life cycle Before students start their comic strip, they will discuss their ideas with a partner *They also have the option of creating a comic strip based on a life cycle of a chicken or frog (since we have also learned all about these life cycles) *They also have the option of creating a graphic novel (instead of a comic) Resources and Materials Graphic Novel: Water Goes Round: The Water Cycle by Robin Koontz and Chris Davidson Class example of comic strip Materials for individual students comic strip or graphic novel
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Evaluation Plan Evaluation will be informal. I will be checking to see that they have started their comic strip or graphic novel. I will also be checking to make sure that their comic strip or graphic novel is on topic.
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Lesson Plan-Day 4 Topic Seeds and Plants Create a Life Cycle of a Plant (in a comic or graphic novel format) Goals and Objectives: Students will be able to identify the different parts in a life cycle. Students will be able to create a comic strip or graphic novel. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 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. SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Content Outline and Learning Activities Read a graphic novel to the students (to review format) Review expectations of assignment Students will continue to create their own comic strip or graphic novel of life cycles We will close the lesson by students sharing their comic strips or graphic novel (they will share what they have completed) Resources and Materials Graphic Novel: Where Do the Birds Go?; A Migration Mystery by Rebecca Jean and Katie McDee Materials for individual students comic strip or graphic novel Evaluation Plan Evaluation will be informal. I will also be checking to make sure that their comic strip or graphic novel is on topic. I will also be checking to see if their comic or graphic novel is meeting all of the requirements for the assignment. 16
Lesson Plan-Day 5 Topic Seeds and Plants Create a Life Cycle of a Plant (in a comic or graphic novel format) Goals and Objectives: Students will be able to identify the different parts in a life cycle. Students will be able to create a comic strip or graphic novel. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 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. SL.1.1b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Content Outline and Learning Activities Read a graphic novel to the students (to review format) Review expectations of assignment Students will finish creating their own comic strip or graphic novel of life cycles We will close the lesson by students sharing their comic strips or graphic novel Complete the L part (What I Learned about seeds and plants) of the KWHL Chart (students will continue to fill out the KWHL chart throughout the Unit Study) Complete the H part (How will I find out my unanswered questions) (The H part give students more opportunities for additional learning) Students will share their final comics or graphic novels with the class Resources and Materials Graphic Novel: Eggs, Legs, Wings: A Butterfly Life Cycle by Shannon Barefield and Simon Smith KWLH Chart
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Evaluation Plan I will evaluate students comics or graphic novels. You will find the rubric enclosed in this Unit of Study.
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Content and Objectives Content and Objectives are integrated into the above lesson plan (pages 3-17). Multimodal Elements and Teaching Strategies Content and Objectives are integrated into the above lesson plan (pages 3-17). Expected Outcomes and Performance Assessments I expect that this unit can have the potential of being a year-long unit of learning. We have briefly learned and discussed other life cycles such as the chicken and the frog. These life cycles were introduced during our whole group lessons previously this year. The students also reviewed and discussed life cycles during small reading groups; and they read about life cycles at their individualized reading level. Later in the year students will learn other life cycles, an example is the butterfly life cycle.
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I thought I would end with some quotes from students who learned in a graphic novel classroom. My whole life growing up Ive hated reading, but since I have been reading graphic novels I have finally found a kind of book I actually enjoy reading. Craig (Bakis, 2012, p.144) Graphic Novel struck me as something new, fun, and exciting. This class was a breath of fresh air I loved that we had a chance to come up with our own ideas and werent on a tight leash when it came to projects like designing our own graphic novel. Thank you for creating this class and showing people that there is more than one way to read book(s) and learn English! Liz (Bakis, 2012, p.144) I learned that the graphic medium has the power to change ones perspective completely about literature I now know that written language is not the only way for an author to portray his or her perspective. Matt (Bakis, 2012, p.146)
http://www.google.com/imgres?q=graphic+novels+for+kids&start=82&num=10&um=1&hl=en&biw=1366&bih=6 67&tbm=isch&tbnid=c1Q9F0ZwmM6R_M:&imgrefurl=http://aflyontheclassroomwall.com/2010/02/&docid=TTR UCdcPTueB1M&imgurl=http://flyontheclassroomwall.files.wordpress.com/2010/02/image10347.jpg&w=1400&h= 1076&ei=inuHUNCUFsjs2gWBwYDwCg&zoom=1&iact=hc&vpx=1069&vpy=271&dur=35&hovh=197&hovw=2 56&tx=185&ty=93&sig=102390135849551968394&page=4&tbnh=129&tbnw=168&ndsp=35&ved=1t:429,r:68,s:2 0,i:208 Once I complete this unit I would like to ask my students for reflections on how they liked creating their own comic or graphic novel. 20
References Bakis, M. (2012). The graphic novel classroom:powerful teaching and learning with images. Thousand Oaks, CA: A SAGE Company. Bean, T. W., Readence, J. E., & Baldwin, S. R. (2011).Content area literacy: An integrated approach. (10 ed.). Dubuque IA: Kendall Hunt Publishing Company.