- Storytelling Unitms. Schrader's Teaching Portfolio Allocation
- Storytelling Unitms. Schrader's Teaching Portfolios
- Storytelling Unitms. Schrader's Teaching Portfolio Assessment
The mastery project for Unit 5 was to create a blended learning lesson plan. My lesson would be teaching first graders how to find key details in a story. This assignment was very beneficial because it allowed me to think about how I would intentionally create stations. This will help me when I become a teacher one day. Pearce Teaching CV Professional Development Philosophy of Education Lesson Plans - Science Planning and Teaching Assessment and Evaluation Classroom Management BC Ministry of Education Environmental Education ELL (English Langauge Learners) FLL (French Language Learners) Emergency Preparedness.
The Initials Game. Home Games Players Records & Stats Winners Jackpot Analytics Initials Majors. Initials Movie Year and Lead Actor/Actress; SWE5TESB or SWTESB (1980) - Mark Hamill: ROTLA (1981) - Harrison Ford: STTWOK (1982) - William Shatner: TRS (1983) - Sam Shepard. Sauce has been previously sponsored by: Dos Equis, Dave & Buster's, Irish Born Hospitality, Wuollet Bakery, Ruth's Gourmet & Mystic Lake (Current). Jeff lambert the initials games. Yes pocket socks, bold time to finally, on the board, one where 393 left to go it's anybody's ball game right now okay the initials are J. B who's number one question number 10 married to singer Paul anchors daughter amanda, since two thousand Who number two has been seen in mumford and sons music video for hopeless wanderer.
- 2Steps of Retelling and Drama
Objective
Participants will be able to apply vocabulary teaching strategies with combining and implementing retelling and drama.
Steps of Retelling and Drama
The 1st Step: Interactive Storytelling
Keys to remember : instructors..
- Know the story well enough to make its delivery smooth.
- Select books for storytelling depends on the children's age, experience with storytelling, and classroom curriculum. (Younger preschool children benefit from simple versions of familiar folktales or short sections of informational books with few characters and events. Older children enjoy stories that include more events and well-developed characters).
- make the telling sound natural
Be sure to tell stories from many different cultures, including stories familiar to children. Parents are often the best storytellers.
The 2nd Step: Guided Book Acting (Guide Children as they retell or dramatize the entire story.)
First, instructors prepares children to retell or dramatize the story in Book Acting. They help children recall the events in the story, reviewing the entire story using the illustrations as support. Teachers might want to ask children to tell what happened first in the story. After children respond, teachers ask either clarifying questions or leading questions. They might ask for explanations or provide explanations themselves. Teacher help children recall the major events in sequence and the gist of characters' dialogue. For example, 'Why did the Troll let the first Billy Goat across the bridge?') 'How do you suppose that first Billy Goat felt as he crossed over the bridge right next to that Troll?'
The 3rd Step: Independent Book Acting
The final step in book acting is to provide opportunities for children to engage in book acting on their own during center activities. Children should be encouraged to reuse props to construct new stories using applying their own vocabulary.
4.3 related ratesap calculus problems. Go back to Vocabulary teaching strategy unit1 : Reading books aloud
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Grade Levels: 7th grade
Subject/Topic Areas: World War II, Propaganda, Persuasive Writing
Time Frame: 6 weeks
School: Pride Academy CharterSchool, East Orange, NJ
Brief Summary of Unit:
Inthis unit, students will focus on World War II. Students will be assigned a historical fiction novel,leveled for their reading abilities, with which they will participate in guidedreading and literature circles. Students will also consider propaganda of the times, and through thelens of persuasive writing tactics they will analyze, comment on, and createtheir own propaganda.
Inculmination, students will work in groups to analyze the propaganda presentedin their novels and give their recommendations of the literature they wereassigned to their fellow classmates. Students will also create a persuasivespeech to a group of characters directly in or referred to in their novels. These speeches will allow students to show what they have learned about propaganda andpersuasive writing and apply it in a creative way to their reading. The unitwill conclude with a presentation of their novel analysis and their persuasivespeeches.
Essential Questions:
- Why should we study our history through novels?
- How have certain perspectives of war evolved over time and why?
- Why do certain perspectives from war have a bigger presence in our modern society?
- How can being able to identify propaganda help us as a viewer?
Students will understand that…
- World War II was a war about global domination and great mistreatment of human life.
- Propaganda was saturated into society during World War II.
- In order to understand a war, you must look at the perspectives of the 'winners' and the 'losers.'
- Just because a person is a soldier doesn't mean they fully believe in the cause they are fighting.
Students will know:
- The experiences of soldiers on all sides in World War II.
- The effects of World War II on civilians in various parts of the world
- How propaganda can alter the views of a society.
Students will be able to:
- Make connections between different novels concerning different perspectives of war.
- Identify propaganda and the persuasive traits they are utilizing.
- Create a persuasive speech and connect it to their novels.
Established Goals:
READING:
- Read, respond and analyze literary works that represent a range of social, historical, and cultural perspectives
- Form opinions and make judgments about literary works, by analyzing and evaluating texts from a critical perspective
- Share reading experiences with peers
- Read, view, and interpret texts and performances in every medium from a wide variety of authors, subjects, and genres (e.g., short stories, graphic novels, cartoons, articles, advertisements, etc.)
- Identify and evaluate the purpose of sources, with assistance
- Locate and use school and public library resources for information and research
WRITING:
- Write original persuasive texts
- use elements of ethos, pathos, and logos
- maintain consistent point of view, including first-person, third-person, or omniscient narrator
- create a personal voice
- Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretive, and responsive texts
- Share the process of writing with peers
- Write and share personal reactions to experiences, events, and observations, using a form of social communication
LISTENING:
Storytelling Unitms. Schrader's Teaching Portfolio Allocation
- Listen to and follow complex directions or instructions
- Identify the speaker's purpose and motive for communicating information
- Interpret and respond to texts and performances from a variety of genres, authors, and subjects
- Recognize historical and contemporary social and cultural conditions in presentation of literary texts
- Connect literary texts to prior knowledge, personal experience, and contemporary situations
- Identify multiple levels of meaning in presentation of literary texts
- Participate as a listener in social conversation with one or more people who are friends, acquaintances, or strangers
- Respect age, gender, social position, and cultural traditions of the speaker
- Encourage the speaker with appropriate facial expressions and gestures
SPEAKING:
Storytelling Unitms. Schrader's Teaching Portfolios
- Express a point of view, providing supporting facts
- Express opinions and support them through references to the text
- Engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to construct meaning
- Engage in a variety of collaborative conversations, such as peer-led discussions, paired reading and responding, and cooperative group discussions, to make applications of the ideas in the text to other situations, extending the ideas to broaden perspectives
- Express opinions or make judgments about ideas, information, experiences, and issues in literary and historical articles
- Articulate personal opinions to clarify stated positions
- Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting
Storytelling Unitms. Schrader's Teaching Portfolio Assessment
