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Overview
Objective:
Students will increase their knowledge and understanding of
circular themes and patterns that are inherent in literature,
science, communication, and learning. Students will create multimedia
presentations containing artifacts of both individual and group
exploration into the subject of circular patterns and themes.
Students will use technology tools to enrich their learning and
assist in demonstrating their learning.
Summary:
Activities begin with the reading and exploration of the
novel, Tuck Everlasting by Natalie Babbitt. Students,
teachers, and parents will be able to interact in discussions of the
book through the use of online threaded discussion boards. The
teacher will provided leading questions to the students to provide
scaffolding for the student learning. The concept of circular
patterns and theme is inbeded in the story line of the novel. The
teacher will provide opportunities for students to discuss the
circular patterns in the reading during class time and provide
questions for discussion for the online discussions. Students will
use various library and technology skills to research connections to
the circular themes concept. Learners will take part in several
mini-lessons designed to demonstrate the concept of circular themes.
Each student will produce artifacts from their learning to be
included in a final multimedia presentation that demonstrates their
learning and understanding of the novel and circular patterns.
Learning Context:
The learning environment should be enriched through various
visual components throughout the classroom. These components need to
focus on circular patterns and themes. (i.e. recycling wheel, water
cycle, color wheel...) Many of the mini lesson will generate visual
components that can be displayed throughout the classroom to
reinforce the concept of circular patterns and themes. Encourage
students and parents to add artifacts to the classroom environment
that support the theme.
Time Allotment:
One Trimester
The novel is then introduced to the students with a short discussion on the author and the genre of the work. The teacher should use a guided reading lesson on the first two to three chapters of the book. The teacher then introduces the the online discussion board and explains the format for the discussions. Then the instructor posts a question online for the students to post a response. At this point the teacher would also provide information to parents, community members, or other classes who may also be participating in the online discussion. (The use of the online discussion board allows for students to expand their learning environment outside the classrooms walls. Teachers should enlist parents, community members, and other classes and schools to participate as much as possible. This is a very dynamic component to this lesson and should be used to its fullest extent.)
From this point on the teacher will switch between guided reading lessons and a selection of several mini-lessons. The mini-lessons will be used to make connections to circular themes and patterns that are inherent in other disciplines of learning. Mini-lessons should remain fairly short in duration as not to disrupt the flow of the novel and the teacher needs to make continuous comparisons between the subject of the mini-lesson and the events and themes of the novel.
As the lesson progresses, and the students begin to develop an understanding of circular patterns and themes, the students need to be allowed and encouraged to explore other disciplines of learning for circular patterns and themes. The teacher should conduct a short mini-lesson on research and search techniques that will be of use to the students in their exploration on circular themes and patterns. This component allows the students to take on responsibility and control of some of their learning. Students need to produce some type of artifact that will demonstrate their exploration and learning. These artifacts can be displayed in the classroom and added to the student's final presentation.
This lesson concludes in student presentations that are focused on demonstrating their learning and understanding on the novel and circular patterns and themes. The final presentation should include samples of their entries to the online discussion board, artifacts from their learning during the various mini-lessons, artifacts from their individual exploration into circular patterns and themes. Presentations should be in a multimedia format so the students can display work in the classroom for their peers and on the Internet for the public. Each member of the classrooms will provide feedback on the presentations that will highlight areas of the presentation that were strong and areas that needed further work.
The final post to the online discussion board will be held after the conclusion of all presentations. Students will be asked to reflect on their learning during this lesson. This final post will not be a graded component of the lesson. Students should be allowed to express their thoughts, ideas, concepts, and criticisms of the lesson and its structure. Other members of the online discussion group should be encouraged to comment on their thoughts about the lesson and its implementation. This final entry should be used by the teacher as an assessment tool for the effectiveness of the lesson.
Debate Activity
Poetry Activity
Science Activity
Timeline Activity
Critical Thinking Activity
Resources:
Message Board resources:Ezboard
Boardhost
Message-boards
California Board of Education Standards
Subject : English Language Arts
Grade : Grade Six
Area : Reading
Standard 3.0: Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Concept : Narrative Analysis of Grade-Level-Appropriate Text
Benchmark or Example 3.2: Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
Benchmark or Example 3.3: Analyze the influence of setting on the problem and its resolution.
Benchmark or Example 3.6: Identify and analyze features of themes conveyed through characters, actions, and images.
Benchmark or Example 3.7: Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts.
Grade : Grade Seven
Area : Reading
Standard 3.0: Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Concept : Narrative Analysis of Grade-Level-Appropriate Text
Benchmark or Example 3.2: Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s).
Benchmark or Example 3.4: Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).
ISTE Profiles for Technology Literate Students (includes NETS for Students)
Grade : Grades 6-8
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are: 1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools
Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int'l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.
Performance Objective 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)
Performance Objective 5: Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
Performance Objective 6: Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6)
Performance Objective 7: Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)