LisaLloyd

Subject:Literacy Unit:Poetry Grade:Third LearningObjectives: CCSS.ELALiteracy.RF.5.4aReadgradeleveltextwithpurposeandunderstanding CCSS.ELALiteracy.RF.3.4bReadgradelevelproseandpoetryorallywithaccuracy, appropriaterate,andexpressiononsuccessivereadings. Preassessment:Writtenassessment.StudentswillindependentlyreadthepoemPumpkin Orange,PumpkinWhiteandidentifypairsofrhymingwords. Postassessment:Writtentestidentifyingrhymingpairs,teacherobservationduringfinal performance,andstudentsselfassessmentoffinalperformance. Procedure: Day1:PreassessbygivingstudentsacopyofthepoemPumpkinOrange,PumpkinWhite. Studentsaretoreadthepoemindependentlyandlistpairsofrhymingwords.Watcha humorousvideoclipoftheanimationofthepoem.Asaclass,createachartlistingthe rhymingwordpairs.Intablegroupsdiscuss:Isiteasiertoidentifyrhymingwordswhenreading orwhenlisteningtothevideo?Explainyouranswer.Havegroupsshareout. Day2:ChoralReadingofthepoemPumpkinOrange,PumpkinWhite.Teacherpreparesa chartsizedcopyofthepoemforeachtable.Doachoralreading,withtheteachermodeling fluent,expressivereadingforeachlineandstudentsrepeating.(Thisisaroutinefromthevery firstdayofschool,andisdonestanding.)Wereviewtherhymingpairsbylookingatthechart frompreviousday.Teacherremoveschartandchallengestablegroupstouseacolored markersandcirclerhymingpairsattheirtableschartinthesamecolor.(Thisisanotherchance forkidstogetupandmovearoundthetableandchart,circlingwords.)DoaGalleryWalk: Studentsmakeonebiglineandsnakearoundthetableslookingateachotherswork.Ask:Do youseeanyrhymingpairsthatwerentcircled?? Day3:Challengestudentstocreatemovementsthatalignwiththepoem.Teacherbeginsby asking:Howcouldyoushowthewordsmallusingyourbody?Studentsshareideas.Lookat thepoemandidentifyrhymingwordsthatcouldbeexpressed(actedout)usingourbodies(tall, small,inside,hide,out,shout,round,found).Readpoemagaindecidingwhichmovementswork bestandusingthem. Day4:Choralreadthepoemincorporatingthemovementsfromthepreviousday.Give studentsindexcards.Instructthemtowritealltherhymingpairsonseparatecards.Modelhow toplayMemorygamebyturningcardsfacedownandtakingturnswithapartnertofind matchingrhymingpairs.Homework:teachafriendorfamilymembertheMemorygame. Day5:Studentsperformthepoemingroups.Theyaretoincorporatethemovementsforthe rhymingpairswediscussed/generatedasaclass.Afterallgroupshaveperformed readministerthepretestasaposttest.Includeopenpromptsforstudentstoexpresshowthey feltabouttheperformances.(Whatwasfunaboutperforming?Whatwaschallenging?Would youchoosetodothiskindofactivityagain?)

AligningtotheResearch: InTheHighlyEngagedClassroombyMarzanoandPickeringfocusonfourquestionsthat studentsaskthemselves,andtheyusestudentresponsestothosequestionstogagestudent involvementinclassactivities.ThepoetryactivitiesIhavechosenforaweeklongexplorationof rhymealignwithresearchpresentedbyMarzanoandPickeringbymeetingthequestionsHow amIfeeling?andAmIinterested? MarzanoandPickering(pg.5)saythatApositivedemeanoronthepartoftheteacheris thesecondandmostgeneralinfluenceonemotionalengagement.TheygoontocitePeter Jonas(2010)whoseresearchshowshumorfosterscreativethinkingandleadstogainsin instructionaleffectiveness.Ichoseapoemthatwillengagemystudentswithhumortoanswer thequestionAmIinterested?.Thevideoclipanimationisalsofunnyandsuretogetthekids laughingandthinkingcreativelyastheytrytheirownhandatverballyexpressingthepoem.I respondedtostudentinterestbyprovidinglowstakescompetitionthroughtheMemorygameand theperformancesattheendoftheweek. ToanswerthequestionHowdoIfeel?Ihaveintegratedmanyopportunitiesfor movement.MarzanoandPickeringpresentresearchbyEricJensen(2005)thatconnects energyleveltotheamountandkindofphysicalmovement.Byprovidedfrequentandvaried chancesforthestudentstogetupandmoveenergieswillbeliftedandstudentsengaged.I introducetheroutinesofchoralreadingofpoetryfromthefirstdayofschool.Wealwaysdoit standing.Westartasawholegroupandslowlyintroducevariedforms:BoystotheleftGirls totherightorTable1and2atthefront.Thestudentslearntransitionquicklytoavarietyof groupings.Usingbodymovementstoemphasizewordsinpoetryisanotherstrategythatgets kidsmovingwhilefurtheringcontent.Connectingmovementstotherhymingwordsalso supportstheELLstudentsandthosewithspecialneeds.TheGalleryWalkisanotherroutine thatkidsbecomebetterandbetterat.Wesometimesputonmusicandthataddstotheenergy levelaswewalkandlookandlearn. Reflection MystudentswererespondingintheaffirmativetoHowdoIfeelwhenIsawevidence thattheywereenjoyingthevideoofthepoem:laughing,imitating,andthenumberoneindicator: Canwewatchitagain?!AswepracticedchoralreadingIwasbeabletoinformallyassess participationlevels.Kidssmilingandinstinctivelybeginningtogeneratemovementsorclapping totherhythmletmeknowtheywereansweringintheaffirmative.Studentsexcitedly volunteeringtocometothefronttoreciteingroupsisanotherwayIknewtheywereenjoyingthis work.StudentsrequestingtoplaytheMemorygameduringfreetimewasanotherindicatorthat theactivitywaspleasurable. Iknewmystudentswereinterestedwhentheyspontaneouslybrokeoutintoachoral recitationofthepoemduringatransitions.WhenIsawthemteachingthepoemtofriendsat recessIwillknewtheywereinterested.Whentheyaskedmetoperformthepoemforanother teacherIknewtheywereproudlyinvested.Studentresponsestotheopenpromptsonthe postassessmentalsoinformedmeoftheirinterestlevel.