Subject: Sixth Grade Language Arts Â-Segregation and Roll of Thunder, Hear My Cry
Time allotted: 90 minutes
Organization: group big
Objective: Students will demonstrate an understanding of the components of a narrative by using pictures about segregation to write the story.
Student worksheet available in http://www.trinaallen.com/rollofthunderstudent.html
Teaching Method: Direct
At individual differences: Students are heterogeneous mixture. The combination of modeling by the teacher and students will help to meet the needs of different abilities in the classroom. This assignment is open-ended enough for all students find success, " where they are "(Gardner, 2004).
Teaching Strategies: Some conferences, dialogue, modeling, discussion, group critique of planning.
Behavior Teaching approach: The focus will be as facilitator. Students direct the lesson by creating the model used to demonstrate narrative writing.
Materials needed for this lesson:
 • A copy of an image that represents the segregation for each Student – ideally with large specimens available for fine details.
 • Paper-pencil
• overhead costs, board and markers, chalk or
 • General classroom supplies
Lesson Activities:
Step 1. In anticipation Set: (motivation)
 • In review, ask students to write a definition of segregation. Volunteer State in their definitions. Write the definition on the board for students to refer to what they write their stories. (Students must have read and discussed the segregation and thunder, Hear My Cry before the lesson).
 • Distribution of images representing segregation, one for each student. Or ask students to pictures from magazines that show segregation segregation or vice versa. Hang several large photos on the wall so that students can use for further details.
 • Students examine its image individually for five minutes, written details on the worksheet.
Note: Newspapers and magazines are a good source images for this lesson and the following online museum websites.
Jim Crow Museum of Racist Memorabilia at Ferris href = "http://www.ferris.edu/htmls/news/jimcrow/index.htm"> http://www.ferris.edu/htmls/news/jimcrow/index.htm State
Norman Rockwell Museum http://www.nrm.org/
Online Tours of the National Gallery of rel = "nofollow" href = "http://www.nga.gov/onlinetours/index.shtm"> Http: / / www.nga.gov / onlinetours / index.shtm Art
Web Museum, Paris target = "_new" rel = "nofollow" href = "http://www.ibiblio.org/wm/paint/auth/"> http://www.ibiblio.org/wm/paint/auth/
Step 2. (Goal general learning outcomes of students):
Students use pictures on segregation in relation to their unit of study for thunder, Hear My Cry:
• demonstrate knowledge of the characteristics of narrative writing, writing a story.
• to demonstrate connections between images and words, through the use of narrative writing to build understanding of content.
• Detailed usage of vocabulary in writing text.
Step 3. Presentation (input) of information:
Students will review the following features of narrative writing as a whole class: the development of plot, character and setting using specific details and organizing the events clearly using chronological order.
Attention direct students to a picture on the board. As a whole class students brainstorm events and characters possible this picture illustrates how segregation. Place words or phrases in the headings on the board that students share their ideas. Ask students to complete this information in their spreadsheets.
Character Set Situation Feelings Vocabulary
Step 4. Modeling / Examples:
Use one of the characters in the class table. Model write a story on the board from the point of view characteres calling on students to give details. Encourage students to describe the image and invent a story original regarding segregation is illustrated in the image. Decide as a class if to tell the story that leads to the image, or to narrate the events that follow the image. Write events in chronological order on the board, and include the character's feelings and thoughts.
Step 5. Checking for Understanding:
Students will evaluate the history written on the board that after checking the blank before each element of narrative writing that is found in history about class segregation.
1. _____ A characteres view.
2. _____ Details about the character.
3. _____ Details about the configuration.
4. _____ Information about the situation.
5. _____ The story was in the correct chronological order.
6. _____ Narrative feelings and thoughts contained.
Circular as students work to check for understanding. Encourage students to share their assessment to ensure that all students understand the content.
Step 6. Guided Practice:
Using the image assigned to them (or bringing home) students brainstorm events and characters possible filling their ideas in the same table used in step 3:
Feelings Character Set Location Vocabulary
Circular to check for understanding.
Step 7. Independent Practice:
Students must choose a character the table and write a story similar to that modeled for them in step 4 from the point of view characteres. Students invent an original story in relation to the segregation is shown in the picture. They will decide whether to tell the story that leads to the image, or to narrate the events following the image. Events is written in order chronological and write about the character's feelings and thoughts.
Step 8. Closing:
Students will be evaluated using the same rubric used in step five, Checking for Understanding. Students refer to the evaluation rubric and ask students to give the example of the Board earlier in the story to illustrate each area of the section. Stories can be assigned as homework or class work completed as per the preference of teachers.
Note: This lesson is modified, Gardner, T. (2004). A picture is worth a thousand words of narrative-picture of rel = "nofollow" href = "http://www.readwritethink.org/lessons/lesson_view.asp?id=116"> http://www.readwritethink.org/lessons/lesson_view.asp?id=116.
Trina Allen left a successful career as a middle school teacher to concentrate on her writing. She is a versatile writer, whose passion is fiction. Her fiction and nonfiction publications have appeared in various magazines such as Education Today, Science Scope, Dana Literary Society, and Thunder Sandwich. She is excited to be finishing Katharine Taylor and the Magic Quilt, a historical fantasy set in 1775 America, for children ages nine to thirteen. When she isn’t writing she is spending time with her husband, working out, playing chess or reading and watching thrillers. For more information or to view and discuss her writing visit http://www.trinaallen.com
The Caral — SUPE Civilization 5,000 Years Of Cultural Identi
|
|
The Forgotten Valleys (The National Museum of Denmark, Ethnographic Monographs) $21.25 Peru specialist Dr. Inge Schjellerup, an anthropologist and archaeologist associated with the National Museum of Denmark, stumbled upon the isolated Huambo Valley on the eastern slope of the Andes mountains during field research in 1997. She was surprised to see widespread deforestation and human settlement in a zone that was supposed to be uninhabited according to the official map of Peru. Schjel… |
