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Collaborative Lesson With 8th Grade English

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129 views4 pages

Collaborative Lesson With 8th Grade English

Uploaded by

wdb2003
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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COLLABORATIVE INFORMATION LITERACY LESSON TEMPLATE

Teacher’s name: Stacy Phillips

Library Media Specialist’s name: Eileen Bauerschlag

Other team members’ names and roles (list as above):____________________

Title of Lesson: The Tell-Take Heart Wordle and Journal

Intended Grade Level(s): 8th grade

Number of Students Involved:150 total

Length of Lesson (Number of periods, days, minutes, etc.): Three 45 minute class
periods in the library one 45 minute period in the classroom

AASL Standard(s) addressed (9 possible):

1.1.2 Use prior and background knowledge as context for new learning.

1.2.3 Demonstrate creativity by using multiple resources and formats.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real- world situations, and further investigations.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products
that express new understandings.

3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.

4.1.8 Use creative and artistic formats to express personal learning.

TEKS (optional):
110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010.

(6)  Comprehension of Literary Text/Fiction. Students understand, make inferences and


draw conclusions about the structure and elements of fiction and provide evidence from
text to support their understanding. Students are expected to:
(A)  analyze linear plot developments (e.g., conflict, rising action, falling action,
resolution, subplots) to determine whether and how conflicts are resolved;

(B)  analyze how the central characters' qualities influence the theme of a fictional
work and resolution of the central conflict; and

(C)  analyze different forms of point of view, including limited versus omniscient,


subjective versus objective.

(16)  Writing. Students write about their own experiences. Students are expected to write
a personal narrative that has a clearly defined focus and includes reflections on decisions,
actions, and/or consequences.

Goals and Objectives of the Lesson:


To provide an opportunity for students to read and write about emotions. To give
students access to a seldom used database to enhance vocabulary. To promote
nonfiction books about emotions. To develop writing skills about personal
experiences. To utilize Web 2.0 tools.

Proposed Learning Activities and Products:

Wordle (Part 1)
1. Before coming to the library, students will each have read The Tell-Tale
Heart by Edgar Allan Poe in the classroom setting.
2. In the library each student will have a copy of The Tell-Tale Heart to
reference while working at the computers.
3. Students will be taught the Wordle basics and step by step instructions will
be provided both verbally and in the form of a handout in order to ensure
student success at creating a Wordle on www. Wordle.net
4. Students will use their copy of The Tell-Tale Heart to identify word for the
Wordle.
5. Students will be taught how to access the online databases, specifically
Visual Thesaurus which is an interactive dictionary and thesaurus.
6. Students will enter words they find meaningful from the The Tell-Tale Heart
story into Visual Thesaurus to learn more synonyms for the original word.
They will find synonyms for two to five words.
7. Students will type all the original words as well as the synonyms onto a
Microsoft Word document.
8. Students will also include at least one quote from the story to add to the
Word document and thus the Wordle.
9. The librarian will go over the important “rule” for Wordle and how to keep a
set of words together with a tilde (~). This will be useful for the quote.
10.The librarian will go over the need to type words the students want to appear
larger several times and the words they want to appear smaller, fewer times.
11.The complete Microsoft Word document will be copied and pasted into
Wordle.
12.Then the finished product was designed by clicking “randomize” or making
custom color and font choices.

Journal entry (part 2)


1. A selection of nonfiction books has been chosen and displayed on a table as
a promotional book display. The books cover a range of emotions from
depression to anger to family problems and stress. The librarian will “book
talk” the books explaining the different emotions a person could feel at any
given time. The books will be left available to access during the journal
writing activity and will also be available for check out at any given time
starting after school once all classes have been afforded the opportunity to
view them.
2. Students will be given verbal directions and written direction about the
journal they are going to write. The Tell-Tale Heart is a story filled with
emotions. The librarian will have previously discussed the wide range of
emotions people feel almost every day of life. The journal entry will be
written based on a time when the student felt fear, sadness, regret,
loneliness, anticipation, helplessness or any other strong emotion.

List of Materials and Technology Needed for Lesson:


A class set of The Tell-Tale Heart by Edgar Allan Poe, one for each student
A class set of computers
A book display of nonfiction books covering emotions
Directions sheets for the Wordle and journal activities.

Responsibilities of Each Team Member (What will each of you do/teach in the
lesson?) Example: Day 1, Day 2, etc. or a similar format.
Day 1: In the classroom the teacher will read and discuss The Tell-Tale Heart.
Day 2 through 4: Librarian teaches Wordle, discusses the nonfiction books and
explains Journal activity.

Description of How Student Learning Will Be Assessed:


The actual Wordle will be assessed using a very simple grading rubric. The
number of words or word phrases on the Wordle will determine the grade and
whether or not the student mastered the material for the assignment. 15 words or
more will be the expectation. 15 or more words is 100%, 13-15 words is 90%, 9-
12 words is 80%, 9 or fewer words is 70%.
The Journal will be assessed for completion with a standard writing rubric
that Ms. Phillips uses for writing pieces.

Description of How the Collaborative Planning Process Was Beneficial:


This was not my “official” collaborative lesson plan for internship but just
something I was talking about with Ms. Phillips and we decided to plan it. It was
nice to know what kind of writing they were covering in her class and I was happy
to teach a new Web 2.0 tool that the majority of students had never used before,
and they loved it. I was also pleased to get use out of the Visual Thesaurus
database which is one of the lesser used databases, simply because students don’t
know how to use it. The collaboration between library standards an TEKS also
went smoothly.

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