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last.updated 10.21.07
Presentation 1–Abstracts
Amy
The overall
goal of my unit plan is to develop students’ knowledge of purpose
in formal writing, and to teach different techniques used in writing.
In my pedagogical presentation, I will pull one lesson from my unit plan
and adapt it so that I may present it to my peers. The lesson is intended
for 12th grade high school students and deals with political cartoons.
In the lesson, students will analyze a political cartoon to gain a deeper
understanding of purpose in writing. As a class, we will discuss the various
techniques that cartoonists use when creating their cartoons. Other objectives
of this lesson include identifying point of view, identifying artistic
techniques, and supporting interpretations.
To begin the lesson, I will show the students a political cartoon that
deals with a controversial/ interesting topic that they can relate to.
I will allow them a brief period in which to write a journal reflection
about what the cartoon may say to them. After several minutes, we will
come together as a class and discuss point of view, both what the cartoonist
was intending to say and what the picture says to the individual. I will
then begin a lesson of the persuasive techniques used by cartoonists to
create political cartoons. I will discuss different techniques such as
symbolism, exaggeration, labeling, and analogy. To end the lesson, I will
ask students to write another journal entry, one that critiques the same
cartoon after applying their knowledge of the various techniques of persuasion.
Janet
My unit
plan is designed for a ninth grade English class. The unit is the first
major one of the school year and will include a variety of teaching methods
and activities aimed at easing the students into the high school classroom
setting. Much emphasis will be placed on group activities and writing
workshops which hopefully help students to become better acquainted.
The activity occurs on day two of my Romeo and Juliet unit. I have selected
this play because it is rather easy to grasp, though some students may
find it difficult to enjoy. In order to alleviate this problem, I have
chosen to incorporate some other activities that will aid their comprehension,
if not their enjoyment. The unit will feature a lesson on creating story
boards by a guest speaker who is experienced in the film industry. In
addition there will be an in-class viewing of "West Side Story."
The final writing assignment features a variety of options based on the
new concepts and activities introduced in class.
My presentation for Wednesday night will pick up after an in-class reading
of Acts III and IV of Romeo and Juliet. Before a formal lecture on characterization,
I will divide the class into groups of four for, Who Am I? an activity
geared at getting the students thinking about characterization. Using
my guidelines, each group will be asked to write a brief bibliography
about an assigned character from the play, but omitting their names. Then
each group will present, allowing their classmates a chance afterward
to guess which character it is. The activity is aimed at promoting group
work and will also feature a variety of roles for each student: recorder,
orator, "text-pert," and time-keeper.
Linda
I will be
doing a lesson on electronic citation using NoodleBib. It will be for
11th graders but can be adapted for all grade levels, including elementary
grades. My goal is for the kids to learn how to put together a proper
bibliography and a proper works cited page. The bibliography will be part
of the ongoing research while the works cited page will be part of the
final product. Their research paper is on a topic of their choice but
they will be required to have a minimum number of sources that must be
used.
I will teach my students how to create a bibliography and a works cited
page using NoodleBib. Since they will already have the information for
their print and online sources, it will be a matter of teaching them where
to enter the correct information to create an accurate document. In working
with NoodleBib, they will see how easy it is to create their works cited
document and how the program automatically sets up their entries for their
designated format.
This lesson fits into my overall unit plan in that a bibliography and
a works cited page will both be required parts of their research project.
This will be towards the beginning of the research section and will be
followed with a lesson on how to use their information to accurately cite
within the research paper. Accurate citations will help them avoid issues
of plagiarism within their final product.
Lisa
Lesson
Plan: Pride and Prejudice Thematic Analysis: Personal Narrative
Prewriting Activity
Grade Level: 11th grade English
Goals for the Lesson:
- Students
will reflect on the significance of a chosen theme from Pride and
Prejudice by relating the theme to a real life scenario.
- This
activity will help develop the focus for their personal narrative.
- Students
will interact with a partner, and obtain constructive feedback regarding
their chosen focus.
- Students will gain motivation to continue throughout the writing process.
The lesson fits into the overall unit, because students will demonstrate critical thinking and reading comprehension skills by reflecting on the significance of a chosen theme. The Writing 11.7 SOL for Virginia is developed in this lesson when students generate, gather, plan, and organize ideas for writing. Students will generate ideas for their personal narrative by participating in the prewriting activity. Additionally, students will use technology in the form of a web log to execute and record the prewriting activity. Freewriting is the basic construct of the activity; therefore, grading will be noted by the student’s participation in the assignment.
Student
Background:
The students have a strong understanding of the writing process. We read
and completed the novel Pride and Prejudice. Mini lessons were
taught before this assignment, such as: Brainstorming activities centered
on themes found within the novel; and their relevance to the students’
daily lives. Graphic organizers were utilized to reinforce overall comprehension
of literary elements throughout the novel. Furthermore, students participated
in a writing activity that involved the construction of a fictional short
story that emphasized themes from the novel. Students are familiar with
writing portfolios and peer editing groups.
Classmates:
To make this activity run smoothly please consider the themes from Pride
and Prejudice and an example from your life that may relate. Also
please sign-up for, and take a look at the blog before class http://mullinsenglish11.blogspot.com/
Themes from Pride and Prejudice:
- Identity v. Traditional roles
- Marriage v. Future
- Rich v. Poor
- Temptation v. Conscience
- Pride v. Prejudice