Rachel Cassiday Box 7183 Grade: 5th I. Concept to be taught



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Rachel Cassiday Box 7183

Grade: 5th

I. Concept to be taught: An introduction to the book Island of the Blue Dolphins by Scott O’Dell.

II. Instructional Objectives:

1.01 Continue to develop oral language and listening skills

1.07 Reading strategies to facilitate comprehension.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

III. Materials needed:

-One Island of the Blue Dolphins for each student

-3x5 cards

-Castaway



IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: Watch a clip from the movie Castaway that shows the main character making himself at home on the island he is stuck on. Then, each student will receive a 3x5 card that they can write a list of five or less items that they would want with them if they were stuck on an island. Something that must be remembered is that these must be realistic items. Nothing like “a cheese factory” is possible to bring to an island so it should not be written down. Also, they must remember that some things will be on the island already, such as water and some food sources.

B. Student Learning Activities: The book Island of the Blue Dolphins will be introduced. The following information will be discussed:

-Scott O’Dell spent part of his childhood living on an island. He was also a soldier during both World Wars, although he never fought in either of them. Island of the Blue Dolphins was the first book that he ever wrote. He did not even begin to write until later in his life, and he wrote primarily children’s books.

-The story itself is based on a true even that occurred in 1835. A young Indian woman jumped from a ship that was carrying her and her people from Ghalas-at to a Roman Catholic mission in Santa Barbara. The woman survived alone on the island of Ghalas-at for eighteen years and was found in a skirt made of cormorant feathers. She told her rescuers using signs (no one knew her language) that wild dogs had killed her younger brother (or son). The people on the ship that she had jumped from in 1835 had all died from a disease shortly after arriving at the mission. A few weeks after arriving at the mainland, the woman died. Because the Island of the Blue Dolphins is based on this story, it is categorized as historical fiction.

-Not only is this book characterized as historical fiction, but also it is written in first person, which means that it is written in the perspective of the main character. As a class, discuss why O’Dell wrote the book in first person.



C. Conclusion: The first chapter of Island of the Blue Dolphin will be read together as a class.

D. Activity Extension: Each student that finishes early can write a short description of himself or herself just as O’Dell wrote descriptions of Karana.

V. Evaluation

A. How will student learning be measured: As this is the first class on the book, there will be no quizzes or tests on the subject. As long as each student participates in the discussions and all other activities they will be considered to be on track.

B. Re-teaching procedure if necessary: This is basic information so the students should not encounter any difficulty with it. However, If the students are having difficulty for one reason or the other, I will have a worksheet with an abbreviated version of the background information on it.

I. Concept to be taught: Implications of living on an island (geography, animals, food, etc.)

II. Instructional Objectives:

Reading:


1.01 Continue to develop oral language and listening skills

1.07 Reading strategies to facilitate comprehension.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Science:

GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

III. Materials needed:

-YouTube video showing the formation of an island

-Various pictures of islands

-Paper


-Books from the library about islands

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: Pictures of islands such as Bora Bora, Madagascar, Mackinac and Nantucket will be shown to demonstrate that not all islands are the same. The class will discuss the question “Have you ever or will you ever want to live on an island? Why or why not?”

B. Student Learning Activities: First of all, the class will learn the process of how some islands are formed from volcanoes on the ocean floor. There will be a video demonstrating the process. Other types of islands might be discussed, but the type of island in Island of the Blue Dolphins will be the main focus.

Next, the flora and fauna of islands, in particular the island in Island of the Blue Dolphin, will be discussed. Pictures of different islands will be examined and students will decide which ones are like the island that Karana lived on.

The students will then complete a short worksheet based on what was taught in class.

Finally, everyone will break into groups to write a list of differences between living on the mainland and living on an island (include survival techniques that can be used on both). The class will then regroup and each group will explain what they came up with.



C. Conclusion: Together, the class will read the description of the island in the book. They will each draw a map of what they think the island looks like based on the descriptions given. They can make it simple, or they can add details such as the cave, the cliffs, the village, Karana’s home, etc.

D. Activity Extension: Students that finish early can write a short story set on an island. They must use details about islands that they learned in class. A second option is to do some more research about islands. This research can be conducted on the computer or by reading books from the library on islands.

V. Evaluation

A. How will student learning be measured: The student learning will be measured by amount of participation and general understanding of the information presented in class. The student’s ability to complete the worksheet will demonstrate what they understand. No test or quiz will be given.

B. Re-teaching procedure if necessary: The idea of different types of island may confuse some of the students. If this is the case, only the type of island in Island of the Blue Dolphins will be discussed.

I. Concept to be taught: Survival techniques, fishing

II. Instructional Objectives:

Reading:

1.01 Continue to develop oral language and listening skills

1.07 Reading strategies to facilitate comprehension.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Science:

GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem



III. Materials needed:

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: Have the students close their eyes and imagine everything said. The teacher will say something like, “You are stranded alone on an island. You are surrounded by salt water. There are many animals on the islands, including otters, dogs, birds, and foxes. The only clothes that you have are on your back, and you have no weapons to defend yourself with. What is the very first thing that you do?” Then the class will be opened up for discussion on what they would first do in this situation.

B. Student Learning Activities: Some of the survival techniques that Karana uses will be discussed. The class will read together the portions of the book that specifically talk about the different ways that she fed herself, clothed herself, found shelter, and protected herself. The students will be reminded of the basic needs that every human has (food, water, and shelter).

Students will divide into groups and each group will receive a box full of “supplies.” They must discuss and decide how to use each item to help them in some way while surviving on an island. They must also keep in mind that humans need food, shelter, and water to survive, so these tools must help them achieve these things in particular.



C. Conclusion: The students will divide into groups and discuss survival techniques that they would use in a situation like Karana’s. They can think up their own or use techniques that they have seen in movies or read in books. They will compile a list and present their lists in front of the entire class.

D. Activity Extension: Students that finish early can either read portions of Robinson Crusoe that explain what he did to survive (and if they finish that, they can write a list of things that the two did the same and things that they did differently).

V. Evaluation

A. How will student learning be measured: Student learning will be measured based on participation.

B. Re-teaching procedure if necessary: If students are having difficulty being in groups for both the main portion of the lesson and the conclusion, then they can complete the work in the conclusion individually.

I. Concept to be taught: Ancient Mythologies, Native American Indian Culture, Women's Roles

II. Instructional Objectives:

Reading:


1.01 Continue to develop oral language and listening skills

1.07 Reading strategies to facilitate comprehension.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

Social Studies:

1.01 Understand the diversity of human cultures

1.02 Discuss cultures and human patterns of places and regions of the world.

III. Materials needed: Simply list everything you need to accomplish this lesson

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The students will split into groups and be asked to look through their copy of Island of the Blue Dolphin and find any cultural references that are made (i.e. Karana’s hesitance to make a weapon due to the bad fortune that will happen will be given her if she does). They must find as many as they can within 5 minutes.

B. Student Learning Activities: The students will learn about the culture that Karana grew up in. This will be compared to other cultures in that time period (1800s). Then, they will learn and discuss what these people are like today, and how those cultures compare with our own.

The students will then spend time researching Karana’s culture using computers and resources from the library. They must compile a list of facts about Karana’s people and put it into paragraph format.



C. Conclusion: In order to relate to Karana’s culture, the students will attempt to make something that Karana makes in the book. For example, the students may try making a piece of clothing out of things that they can find in the room (within reason, the idea would be to make it out of something like paper scraps). They may also make beads or something similar out clay that the teacher would provide.

D. Activity Extension: Students who finish early can research a culture similar to Karana’s.

V. Evaluation

A. How will student learning be measured: After this lesson, the students will have a quiz over the book as they will have all read it at this point.

B. Re-teaching procedure if necessary: The project of making something that was made in the book may prove to be difficult. If this is the case, the teacher may choose to demonstrate how to make some of the food that Karana’s people may have eaten on the island.

I. Concept to be taught: The students will be comparing two things: the book and movie Island of the Blue Dolphins

II. Instructional Objectives:

Reading:


1.12 Experience various literary and media genres.

English Language Arts:

GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure

GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling



III. Materials needed:

-The movie Island of the Blue Dolphin

-A worksheet containing the questions that the students must answer about the movie while watching it

IV. Classroom teaching strategies and procedures:

A. Anticipatory Set: The students will be given a list of questions to consider while watching the movie Island of the Blue Dolphins.

B. Student Learning Activities: The class will watch the movie Island of the Blue Dolphins. The students, having read the entire book at this point, will take notes comparing the book and the movie using the questions given to them at the beginning of class.

C. Conclusion: The students will write a short essay that compares the movie and the book. They can discuss the answers to the questions given to them at the beginning of class, which one (book or movie) that they liked better, why they liked it, and the pros and cons of each.

D. Activity Extension: The students who finish early can begin another book by the same author.

V. Evaluation

A. How will student learning be measured: The essay that the students write at the end of class will demonstrate their level of understanding.

B. Re-teaching procedure if necessary: If there is not enough time to watch the movie and complete the essay, the class may have to only watch portions of the movie and write their essays on these portions. If there is enough time to watch the movie but not enough to complete the essay, then the students can watch the movie and only complete the worksheet while watching.

Rachel Cassiday Box 7183



Island of the Blue Dolphin

I. Goals:

-Students will read Island of the Blue Dolphin using reading strategies that have been developed over their school career:

1.01 Continue to develop oral language and listening skills

1.07 Reading strategies to facilitate comprehension.

1.12 Experience various literary and media genres.

1.13 Develop and sustain a motivation for reading.

-Students will learn about islands and how they are formed:

GLE 0507.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data.

GLE 0507.7.1 Compare geologic events responsible for the earth’s major geological features.

-Students will learn about survival and how the ecosystem works together:

GLE 0507.2.1 Investigate different nutritional relationships among organisms in an ecosystem

-Students will learn about a different culture and how it compares to our own:

1.01 Understand the diversity of human cultures

1.02 Discuss cultures and human patterns of places and regions of the world.

-Each student will write a minimum of one essay that will demonstrate his knowledge of English Language Arts:

GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structure

GLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling

II. Specific ways to integrate subjects to curriculum: The main purpose of this lesson is to encourage reading. However, several other subjects will be brought in to make the book that is being read more real to the students. First of all, science (and geography) will be brought in when the class is talking about islands and how they are formed. Also, students will learn about the ecosystem of the island and how Karana survived using the organisms provided to her.

Social studies will be very integrated in the lesson discussing Karana’s culture. The class will concentrate on finding what the book has to say about the culture that she grew up in, and then they will be able to discuss the implications of that culture. The class will also consider what our society is like and how it differs from Karana’s.

Students will be practicing their writing (and therefore their English) skills during several of the classes. In the last class they will be writing an essay comparing the movie and the book version of Island of the Blue Dolphins.

III. Grade level/subject: 5th grade/reading

IV. Activities Planned: The first day of class will mainly be discussion, however, the teacher will read the first chapter of the book together in order to get the students.

The second day of class, the students will be learning about islands. The activity at the end of class will be to draw a map of the island that Karana was on using descriptions from the book.

The third day of class will be about survival. The students will divide into groups, and each group will be given a box of items and they must decide how to use each item to keep themselves alive. They must keep in mind the idea that all humans need food, water, and shelter to survive.

The fourth day of class the students will be discussing cultural norms. For the end of the lesson, the students would attempt to make something that Karana made in the book, or something that her people would usually spend time to make, like clothing, jewelry, and so on.



The last day of class would be spent watching the movie Island of the Blue Dolphins and comparing it to the book.

V. Assessment of learner understanding: During the first class the students will be assessed according to participation. Their learning will be measured in the second class by a worksheet that is over the topic discussed in class: islands. Thirdly, student learning will be measured according to participation and peer evaluation based on the group work that they complete. Fourth, the students will have a quiz over the book, as they should have read it entirely by this class. This quiz will incorporate some information from the book and some information over specific topics discussed in class. Finally, students will be assessed according to their essay that they write comparing the movie and the book.

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