Thursday, October 22, 2009
Exemplar Lessssssson
Situating the lesson:
The students will have been introduced to all of the States in the United States. This lesson will be done near the beginning of the unit. The students have shown excitement in memorizing the states and being able to point them out on a map. Students have also been taught about the different regions and what a region is. After this lesson they will be able to create an accurate map and read it along with its keys and symbolic representations.
Instructional Goals:
Students will be able to create an accurate map along with it’s map key. They will also understand the importance of a map, its legends/keys and be able to point out symbolic representations on the map as well as showing the teacher what they are representing. Students will also be able to draw accurate maps, keys and symbolic representations of their classroom.
Standards:
DCPS standards 2.1
Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
Materials:
Blank classroom outline worksheets, different colored tissue paper, markers, colored pencils, glue, worksheets that show different “landforms” in classroom and pictures of symbolic representations.
Set Induction:
There will be a “Do Now” question on the board. This question will be “What is a map used for? What can a map show you?”
Lesson Content:
After going over the Do Now question and writing down some of the answers on the white board for the children to reflect on, we will move on to the map activity. They will each get a blank map of the outline of the classroom.
-They will begin their maps by sectioning off the classroom into the library, teacher’s desk, concentration stations, computer stations etc.
-Next they will draw each table group in the area of the map that it is found, they will come up with abbreviations for each table group to put on their maps. Students are told that each table group is going to stand as a different kind of landform and so need to be covered with the corresponding tissue paper.
-Before tissue paper is placed on the map, the class discusses the significance of a map key. Then students and teacher collaborate to make a map key for the landforms of the table groups so that everyone knows which color should be placed on each table group. As students are choosing colors to use for this they are copying it down on their map key worksheet that provides lines and columns for organizational purposes.
-After tissue paper is glued down, students move onto symbolic representations. The class discusses the importance of these on a map and talk about examples of some symbolic representations. The teacher shows the students a map of the US that has a map key and symbolic representations.
-Students and teacher collaborate to come up with good symbolic representations for items on their map such as trash cans, library, computers, coats/backpacks, sink, concentration stations and whatever else the students feel are important to represent.
-As students are choosing symbols to use for this they are copying it down on their symbolic representation worksheet that provides lines and columns for organizational purposes.
-As the activity wraps up a few students will come to the front and explain their maps and the parts that come along with it. Students who are listening are allowed to ask any questions at the end and ask for more explanation from the student if they want clarification on something.
Assessment
For this lesson I will be informally assessing the whole time. I will be watching the students while they are constructing their maps and seeing if they can complete it in a logical way. It does not have to be perfect and the same as everyone else’s but if they can verbally explain to me the logic behind their models than that is fine.
Reflection
To come…
The students will have been introduced to all of the States in the United States. This lesson will be done near the beginning of the unit. The students have shown excitement in memorizing the states and being able to point them out on a map. Students have also been taught about the different regions and what a region is. After this lesson they will be able to create an accurate map and read it along with its keys and symbolic representations.
Instructional Goals:
Students will be able to create an accurate map along with it’s map key. They will also understand the importance of a map, its legends/keys and be able to point out symbolic representations on the map as well as showing the teacher what they are representing. Students will also be able to draw accurate maps, keys and symbolic representations of their classroom.
Standards:
DCPS standards 2.1
Broad Concept: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map or globe’s legend, scale, and symbolic representations.
Materials:
Blank classroom outline worksheets, different colored tissue paper, markers, colored pencils, glue, worksheets that show different “landforms” in classroom and pictures of symbolic representations.
Set Induction:
There will be a “Do Now” question on the board. This question will be “What is a map used for? What can a map show you?”
Lesson Content:
After going over the Do Now question and writing down some of the answers on the white board for the children to reflect on, we will move on to the map activity. They will each get a blank map of the outline of the classroom.
-They will begin their maps by sectioning off the classroom into the library, teacher’s desk, concentration stations, computer stations etc.
-Next they will draw each table group in the area of the map that it is found, they will come up with abbreviations for each table group to put on their maps. Students are told that each table group is going to stand as a different kind of landform and so need to be covered with the corresponding tissue paper.
-Before tissue paper is placed on the map, the class discusses the significance of a map key. Then students and teacher collaborate to make a map key for the landforms of the table groups so that everyone knows which color should be placed on each table group. As students are choosing colors to use for this they are copying it down on their map key worksheet that provides lines and columns for organizational purposes.
-After tissue paper is glued down, students move onto symbolic representations. The class discusses the importance of these on a map and talk about examples of some symbolic representations. The teacher shows the students a map of the US that has a map key and symbolic representations.
-Students and teacher collaborate to come up with good symbolic representations for items on their map such as trash cans, library, computers, coats/backpacks, sink, concentration stations and whatever else the students feel are important to represent.
-As students are choosing symbols to use for this they are copying it down on their symbolic representation worksheet that provides lines and columns for organizational purposes.
-As the activity wraps up a few students will come to the front and explain their maps and the parts that come along with it. Students who are listening are allowed to ask any questions at the end and ask for more explanation from the student if they want clarification on something.
Assessment
For this lesson I will be informally assessing the whole time. I will be watching the students while they are constructing their maps and seeing if they can complete it in a logical way. It does not have to be perfect and the same as everyone else’s but if they can verbally explain to me the logic behind their models than that is fine.
Reflection
To come…
Thursday, October 15, 2009
Learning Processes Blog x 2
I have been thoroughly enjoying Takaki. I am not really a fan of history books and seem to forget facts and lessons that I have learned throughout my school years. Yet I feel as if the way Takaki represents his facts and information, I am better able to comprehend the messages coming across. I feel that one of the reasons for this is because Takaki's book has an extremely large amount of emotion coming through in his writing. History text books are usually dry, containing zero emotion and boring the students to death with facts. I think that this book shows me something valuable that I can use when teaching lessons on history. I believe that finding some sources, maybe not the main source, but a supplement, that includes opinions, reflections or emotional accounts from past events, can be very beneficial. These pieces that include feelings and thoughts of real people will help the students to make more of a connection to the material instead of just hearing about the happenings at an event.
I believe too though, that in using materials such as these comes with a certain responsibility for the teacher. Facilitating conversations with the class about the feelings that they might have had if they were put in the same situation, or asking if they agree with the decisions that the people may have made. Just reading them these emotional and thought filled accounts is not enough. Making that connection from students to text is SO important. If you tell me that there was slavery I can tell you that I have heard that many times throughout my life. But if you provide me with meaningful accounts from people who were slaves themselves, who describe the conditions, the emotional turmoil,and their triumphs, I know that I am much more likely to take something out of the lesson.
Takaki provides accounts that he says are truthful and I believe that they have this much more of an impact because he connects them to people. Knowing that this information has come from a real life person and these terrible things were being done to a real life person means much more than an idol fact in a textbook. As I read Takaki I continue to sort out the information that comes from people's accounts and the information that is presented as facts. I may not be able to remember every fact, but I sure have an easier time remembering the terrible accounts of hunger and mistreatment.
This being said, I also think that it is vital to keep the information from these accounts appropriate for the grades in which it is being taught. Being able to provide powerful information as Takaki does is not going to be easy for the lower grades. You want to be able to teach them lessons of importance on acceptance and equality and highlight that in the past and even now there are cases where these things are not being done. You want to give them examples of this kind of injustice so that they can see how it makes others feel but at the same time you don't want to give them examples that will scare them. This delicate balance will also be a challenge as a teacher. I think that taking the time and effort to find these appropriate real-life examples is definitely worth it in the long run and for optimal results in learning.
I believe too though, that in using materials such as these comes with a certain responsibility for the teacher. Facilitating conversations with the class about the feelings that they might have had if they were put in the same situation, or asking if they agree with the decisions that the people may have made. Just reading them these emotional and thought filled accounts is not enough. Making that connection from students to text is SO important. If you tell me that there was slavery I can tell you that I have heard that many times throughout my life. But if you provide me with meaningful accounts from people who were slaves themselves, who describe the conditions, the emotional turmoil,and their triumphs, I know that I am much more likely to take something out of the lesson.
Takaki provides accounts that he says are truthful and I believe that they have this much more of an impact because he connects them to people. Knowing that this information has come from a real life person and these terrible things were being done to a real life person means much more than an idol fact in a textbook. As I read Takaki I continue to sort out the information that comes from people's accounts and the information that is presented as facts. I may not be able to remember every fact, but I sure have an easier time remembering the terrible accounts of hunger and mistreatment.
This being said, I also think that it is vital to keep the information from these accounts appropriate for the grades in which it is being taught. Being able to provide powerful information as Takaki does is not going to be easy for the lower grades. You want to be able to teach them lessons of importance on acceptance and equality and highlight that in the past and even now there are cases where these things are not being done. You want to give them examples of this kind of injustice so that they can see how it makes others feel but at the same time you don't want to give them examples that will scare them. This delicate balance will also be a challenge as a teacher. I think that taking the time and effort to find these appropriate real-life examples is definitely worth it in the long run and for optimal results in learning.
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