Standard 6: Instructional Planning
6.1 Demonstrates knowledge of the Utah Core Standards and community contexts and references them in short and long term planning.
6.2 Integrates cross disciplinary skills into instruction to purposefully engage learning in applying content knowledge.
6.2 Integrates cross disciplinary skills into instruction to purposefully engage learning in applying content knowledge.
Literature CIrcle
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During my student teaching in Mrs. Dinh's 5th grade class I conducted Literature Circle lessons 2-3 time a week. In each of these sessions groups of 4-5 students would read literature that aligned and applied to their various sociocultural backgrounds. These books included: Ida B, Sahara Special, The Giver, The Devil's Arithmetic, Kira Kira, Bud Not Buddy etc. These books were chosen not only for their rich literary value but also because the connect with a lot of different learners cultural backgrounds and experiences. Because of this it allows learners to better connect the the books because they are more relevent to them thus allowing them to reach their full potential.
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My literature circle groups also completely align with the Utah Core Standards. In each group there is a specific task given to each student and these rotate every lesson. These are tasks such as: Discussion Leader, Summarizer, Connection Maker, Read Aloud Master, Efficient Effector, Word Wizard, and Illustrator. All of these are directly connected with the UEN 5th Grade Reading: Literature Standards.
Reading: Literature Standard 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading: Literature Standard 2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Reading: Literature Standard 3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Reading: Literature Standard 9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
As each of these groups are working and or presenting them to each other I go around to each group and involve myself in the discussion. In this way I can help the groups to focus in on specific content to achieve the short and long term goals as stated in the UEN standards. This type of lesson implements authentic learning experiences because it is much like a book club. During the discussion each student can present and talk about how they feel about the book, the connection they have and any thoughts or predictions they have. These discussions allow them to more deeply connect with the content than they would have otherwise. Below in the slide show is each task and its description.
Reading: Literature Standard 1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Reading: Literature Standard 2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Reading: Literature Standard 3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Reading: Literature Standard 4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Reading: Literature Standard 9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
As each of these groups are working and or presenting them to each other I go around to each group and involve myself in the discussion. In this way I can help the groups to focus in on specific content to achieve the short and long term goals as stated in the UEN standards. This type of lesson implements authentic learning experiences because it is much like a book club. During the discussion each student can present and talk about how they feel about the book, the connection they have and any thoughts or predictions they have. These discussions allow them to more deeply connect with the content than they would have otherwise. Below in the slide show is each task and its description.
BOston massacre essay
During my social studies unit I taught a lesson on the Boston Massacre. From my Research on Context I found out that Beacon Heights does a play on the Boston Tea Party every year. Because of this I was about to engage their previous knowledge on the subject and was able to skip past the surface and have deeper conversations about the events that conspired. Because the students knew that the Massacre was prior to the Tea Party they were able to make inferences as to why the colonists rebelled. In the next week I then had the student then write a persuasive essay arguing who fired the first shot during the Boston Massacre. I had them use this persuasive essay template. This allowed them to connect to the content and transfer it to their writing.