Each OPD course does have a Project to be submitted in the final session. This project should be worked on throughout the course and incorporate material learned. For the course I facilitate, "Facilitating Instruction for English Language Learners" the project is a lesson plan. There is a template we ask the participants to use to be certain all the required components are included in their lesson plan as well as the Rubric for which we will use to grade the final project. These are readily assessible in the course and can be downloaded and saved to your computer or jumpdrive.
One of my favorite parts of the course is reviewing the lesson plans. I've selected two of my personal favorites to share with you....Thank you to Laura Giles-Lorde and Kitty Corns......
A Child Called It
Theme: Differences in Others Grade: 6 Proficiency Level 3
Lesson Topic: Abuse to children, mental and physical
Objectives:
· The Student will be able to read a long passage, chapter, find the main idea, and write a complete sentence.
· The student will be able to combine sentences to create a paragraph or summary of the chapter book.
· In turn the student will read their paragraph with fluency.
Content Standards: (for unit)
· RLA 6.1.1 Identify characters
· RLA 6.1.2 Independent reading
· RLA 6.1.5 Comprehension Skills
· RLA 6.1.8 Relating text to themselves
· RLA 6.2.4 Edit own writing
· RLA 6.2.6 Capitalization
· RLA 6.2.7 Punctuation
· RLA 6.2.19 Graphic organizers
· RLA 6.3.1 Oral communication skills
· RLA 6.3.3 Listen and Comprehend
English Language Proficiency Standards
Speaking and Listening
· ELP 3.14 Conversations of particular topic
· ELP 3.15 Participation in discussion
· ELP 3.1.7 Short oral presentations
Reading and Writing
· ELP 3.2.4 Answer simple facts about what is read
· ELP 3.2.5 Create Written responses
· ELP 3.2.13 Knowledge of sentence structure
· ELP 3.3.3 Punctuation
· ELP 3.3.4 Capitalization
· ELP 3.3.6 Using multiple sentences in writing
· ELP 3.3.8 prewriting Organization
· ELP: 3.3.10 Technology
Key Vocabulary: contextualizing vocab: abuse
Self selection vocab: as selected by each individual
Literature
A Child Called It by Dave Pelzer 4 copies
Materials
Books, graphic organizers, access to Kidspiration, Microsoft Word, Video Camera
Smart board using graphics, Personal Response System, tape recorders
DAY 1 ( I only did 1 days lesson plan for this part)
Motivation and Preparation
Stemming from theme “differences” and having read Pinballs, begin discussing the differences in the way we live. Do an “I wonder “ brainstorming the word abuse .Introduce The Child Called It and the word “abuse”. Use verbal scaffolding to paraphrase and reinforce contextual definitions.
· 1 minutes -students individually preview text,
· 3 minutes -partner up and think of 3 things they think they will read about
· 4 minutes- share list with another pair transfer to final chart
· 3 minutes -each team posts list
· 4 minutes- I read introduction to text while students follow along. Check our predictions.
Do GIST summarizing strategy
· 3 minutes- after reading introduction, students pick out 10 words or concepts of text.
· 1 minute- write on board
· 3 minutes -together write summary statement using list of words and post of chart
· 3 minutes- refer back to preview chart, choose yes or no according to reading selection
· 10 minutes -students continue reading (jigsaw method) or I read to them and do this GIST strategy again.
· Refer back to the I wonder chart. See if questions were answered.
· Last 6 minutes- Use a thinking cube to generate at least 6 higher level think questions.
Presentation
After discussing above…
1. Re-Read introduction to them “The Rescue”
2. Using the concepts written on the board earlier each student chooses the most important event and uses it to complete SWBS. This is a sentence structure graphic organizer to keep the student focused on one topic.
Somebody Wanted But So
1.
2.
3.
4.
The student fills in the parts with information from the story and creates a sentence. If more information needs to be included they continue the same process. Have them read them aloud to partners and check for understanding. Use knowledge of editing to correct sentence using this academic word list http:\\www.victoria.ac.nz\lals\research\awl.aspx. (Great for middle and high school) Once corrected type into WORD using the spell and grammar check. Save, have available for the rest of the chapters to create a summary. Also pass out outlines of chapters to guide the children through the rest of the book. This use of sheltered instruction will open the door to both independent reading and teacher read material to keep the child focused.
Review /Evaluation
Read sentences to group using scaffolding: paraphrasing and systematic study to practice fluency. Print sentences on computer for grade.
Use Rubrics from rubistar.4teachers.org\-29k for grading purposes. (One for oral presentations and one for written sentences.)
Extension
To wrap up today’s lesson, have students read their sentence into a tape recorder, listen to themselves and try to become more fluent. Eventually when all chapters are done and summaries are written the children will be video tapped reading their work to be graded on fluency.
As for the second lesson plan, this was near and dear to my heart as I worked for NASA for three summers and wanted to design curriculum for them. I still get excited with 'special' topics and this one that still excites me...
Inventors/Inventions Unit
7th Grade
Overview: Inventors/Inventions
- Time frame - nine weeks
- Engage student’s interest in development of flight
- Promote improvement of reading comprehension skills
- Develop utilization of resource skills [Internet, library, reference books, primary sources]
- Create/research real world connections
- Direct students to synthesize information to formulate conclusions
Goals
Teacher objectives
- Foster interest in subject and learning
- Provide a nurturing, warm, safe environment
- Develop a variety of learning experiences to enable students with different learning types to succeed
- Instill the love of learning
- Make real world connections [Homer Hickam, Chuck Yeager, and Wright “B” Flyer]
- Introduce, model, reinforce skills
Student Objectives
- Utilize a variety of informational data [maps, charts, graphs]
- Analyze primary sources [photos, quotes, and letters]
- Improve reading comprehension skills
- Demonstrate ability to incorporate resources and interpret data
- Make real world connections
- Synthesize information and formulate conclusions
Skills to be developed
- Cause and effect
- Contrast and compare
- Sequence of events/historic chronology
- Making real world connections
- Working together
- Utilization of technology
Student State Standards for Reading & Language Arts
RLA0716 (theme, real world connections)
RLA0717 (use of photos, maps, timelines, facts, ideas, concepts, relationships)
RLA07112 (independent reading)
RLA0724 (5 step writing process)
RLA0728 (quotes/patents)
Student State Standards for Social Studies
SSS7.3 Economics (supply & demand, impact, competition)
SSS7.4 Geography (map projects, immigration)
SSS7.5 History (draws conclusions from maps, use variety of sources, interpret past)
SSS7.6 Reading (summarize events, draw inferences, purpose, recognize main idea, locate basic facts, and sequence events)
Student State Standards for ELP
ELP 124 (recognize visuals)
ELP126 (use visuals)
ELP127 (use picture dictionary)
ELP213, 214, 215 (respond to directions)
ELP133 (use technology)
ELP225 (make connect/prediction pictures)
ELP324 (answer simple factual questions)
Assignments and Activities:
Building Background
-KWL (graphic organizer) brainstorm inventors/inventions/impact
-Video “American Inventors” (Franklin, Ford, Bell, Edison,Wright)[subtitles/bilingual]
-KWL (learned) after video/discuss
-Matching card game inventor and invention (Inventions by Teacher Created Materials)
Internet Research: (students will work in pairs)
-Matching inventor and inventions (40 pictures inventions & inventors/bilingual labels)
Readings:
-All About the USA/Cultural Reader/designed for ELL students
[“Ford”, “Edison”, “Wright Brothers”]
Unit Projects:
Research: Create scrap book
Inventor/invention – students will randomly draw name/complete research
-Requirements/rubric (due May 14, 2008)
-Research sheets (graphic organizers)
-Library (school, public, classroom)
-Reference books
-Internet (http://www.nasm.edu/galleries/gal109/, http://ww.loc.govlindex.html, www.nps.gov/histoyr/nr/twhp.html)
-Magazines, newspaper articles
Alternative Assessment
Putting it All Together – Differentiated Instruction – Small Group Assessments (students will work cooperatively together to complete activities) (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
Designing a Glider
- Research (How Things Fly) site, [Design and create glider, explain aerodynamic principles used in design, conduct fly offs]
The Impact of Airplanes (Supplementary Resources Sites)
- Research Role of Airplane (WWI, WWII, Commerce and Industry, Passenger Transportation first half of 20th Century), present findings in an oral or written report, classroom discuss worldwide impact of the Wright brothers’ accomplishments]
Honoring Achievements in the Local Community
- Students will select an achievement to research [Wright Brothers – Outer Banks monument, Wrights Dayton, OH – restoration, Rocket Boys – Coalwood Days, Chuck Yeager – Monument] Design exhibit/present
Materials:
[Handouts/worksheets, All About USA/Cultural Reader, library, internet, video, matching card game-Inventions/ Teacher Created Materials, class/created bilingual dictionary, worksheets, graphic organizers]
Inventors/Inventions Unit
Day One
Introduction: Purpose engage students interest in inventors/inventions
- Teacher will introduce unit/skills (cause & effect, contrast & compare, graphic organizers [KWL], matching)/model/Q&A
- Teacher will introduce KWL inventors & inventions/brainstorming/display photos on overhead[examples]/model/Q&A
- Students will view printed copies/brainstorm knowledge on inventors and inventions/compile master list on board/complete KWL/discuss
- Teacher will introduce video “American Inventors”/subtitles multi-language/simple visual format [Bell, Ford, Edison, Ford, and Wright Brothers]/ matches creations and inventors with pictures several times through video/model handout [matching visuals, dates]/Q&A
- Students will view/listen to video/ utilize subtitles/match visuals/discuss/update KWL/wrap
Day two: Inventions by Teacher Created Materials – “Matching Card Game”
All About the USA by Broukal – Cultural Reader “Ford” (reading/writing)
- Teacher will review unit (inventions/visuals)/KWL/ introduce matching game [cards have visuals/inventions & explanation/number coded to match visuals of inventor]/explain and model game/Q&A
- Students will divide into teams and play version of matching game [concentration, go fish]/develop knowledge of subject
- Teams will play against each other trying to match all cards the fastest/discuss/update KWL
- Teacher will introduce: Reading “Ford” (vocabulary [mechanic, afford, assembly line, carcasses]- context clues, main idea, grammar [verb tense] , discussion questions), model/Q&A
- Students will complete pre-reading exercise orally/discuss, read selection orally, discuss reading [assembly line, affordable auto/masses, impact of cars]
- Student will complete exercises/written (vocabulary, main idea, grammar), check, share orally/wrap up
Day three: “Bell”
- Teacher will review unit, vocabulary, skills /introduce reading /vocabulary (expert, boardinghouse, experiment, deaf, attractions, centennial), comprehension-main idea, details, grammar (prepositions), and discussion questions/model Q&A
- Students will complete pre-reading activity, read selection orally/discuss impact telephone, development of industry, deafness, thoughts
- Students will complete activities (work in pairs/if necessary) to determine correct responses/discuss/share/orally
- Students will update KWL/share
- Students will build skill by matching cards(inventors & inventions)/wrap up
Day four: Computer Lab
- Teacher will review unit/introduce computer lab assignment/”Do you know your inventors?”/ locate and identify the inventor of inventions (pictures)/List ELL sites, wikapedia, library of congress/model/Q&A
- Students will work in pairs to locate and identify the inventor of visual/inventions/document sites/complete exercise/check share
- Teacher will introduce contrast/compare worksheet/model/Q&A
- Students will utilize internet to complete worksheet/share/check/discuss
- Teacher will introduce “Wright Brothers Lesson”/internet/teaching through historic places/primary sources/photo analysis sheet/model/Q&A
- Students will utilize site/complete photo analysis sheet/discuss/share/check
Day Five: “Wright Brothers”
- Teacher will review “Wright Brothers”/photo analysis/introduce reading selection/development of flight (visuals) model/Q&A
- Students will read selection orally/discuss photo analysis/thoughts/flight development/use of wind power & engines/development of flight (pictures, timeline)/ discuss wrap up
Alternative Assessments for unit:
Putting It all Together/Purpose: Help students synthesize the information they have learned and formulate conclusions (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
- Teacher will review unit/photo analysis/connect to world/reference materials/introduce assessment activities that will help them to apply what they have learned. (Designing a Glider, The Impact of Airplanes, Honoring Achievements in the local community)
- Students will be divided into small groups/each group will be given an activity to complete
- Students will determine/divide responsibilities/research and complete activities utilizing internet resources/reference sources (primary sources)
- Students will present/explain findings/share examples of primary sources used in formulating conclusions.
Attachments:
Activities:
Activity 1: Designing a Glider Using the information in the lesson plan as well as other reference materials on the principles of flight (the National Air and Space Museum's online exhibit "How Things Fly" may provide students with a good starting point), have groups of students design and build a small glider (materials may include paper, toothpicks or popsicle sticks, fabric, etc.). When the gliders are complete, have each group explain the aerodynamic principles used in the design. Then have the groups conduct flying experiments to determine which design is the most successful. Hold a classroom discussion about possible reasons for that glider's success.
Activity 2: The Impact of Airplanes Remind students that even though we take for granted the ability to fly anywhere in the world today, human flight is a very recent development in our history. Divide students into four groups and ask each group to research the role of airplanes in one of the following categories: World War I, World War II, Commerce and Industry, or Passenger Transportation during the first half of the 20th century. Groups may want to begin their research by examining some of the websites listed in the Supplementary Resources section of this lesson. Ask each group to present their findings in an oral or written report, and then hold a classroom discussion on the worldwide impact of the Wright brothers' accomplishments.
Activity 3: Honoring Achievements in the Local Community Explain to students that local citizens of the Outer Banks were the driving force behind the erection of the monument honoring the Wright brothers' achievements. Without local community support the Wright brothers' work might not have the same level of recognition and status that it does today. Working in groups, have students research a local effort to commemorate an important person or event in their own community. They should consider the following in their research: Who/what is the person/event being honored? How did the person/event impact the community? How is the person/event memorialized (commemorative plaque, building name, statue, museum exhibit, etc.)? Who spearheaded the commemorative effort? Did it receive widespread local support? What kind of publicity did the commemoration receive? Is the monument or memorial still important to the community today? How can you tell? Ask students to design an exhibit to present their group's findings and post all the exhibits for others to see.
Supplemental Resources: By studying Wright Brothers National Memorial: Site of the First Controlled Powered Flight students discover why the Wright Brothers chose the Outer Banks of North Carolina to conduct their flight experiments, how they achieved controlled powered flight in 1903, and how their accomplishments have been commemorated. Those interested in learning more will find that the Internet offers a variety of interesting materials.
Wright Brothers National MemorialThe Wright Brothers National Memorial web pages include information on visiting the park as well as detailed descriptions and visuals of the Wright brothers' work. Also helpful are links to several websites on the Wright brothers and aviation history.
Dayton Aviation Heritage National Historical ParkA cooperative effort between the National Park Service and four partners, this park includes four separate sites: The Wright Cycle Company Complex which includes the Wright-Dunbar Interpretive Center and Aviation Trail Visitor Center and Museum, as well as The Wright Cycle Company building; The Huffman Prairie Flying Field and Interpretive Center; The John W. Berry, Sr. Wright Brothers Aviation Center at Carillon Historical Park, which includes the 1905 Wright Flyer III; and The Paul Laurence Dunbar State Memorial. See the park's website for more information.
Aviation: From Sand Dunes to Sonic BoomsThis National Register of Historic Places' on-line travel itinerary provides information on more than 100 historic places listed in the National Register associated with history of aviation. Among the numerous sites featured on the itinerary are Wright Brothers National Memorial and Dayton Aviation Heritage National Historical Park, as well as other historic sites associated with the Wright brothers. Also included are essays on the Idea of Flight, the Wright Brothers, Aviation Pioneers, Modern Aviation, Air Power, and Space.
National Historic LandmarksAmerican Aviation Heritage Theme Study To ensure that this important part of our nation's heritage is preserved and protected the National Park Service and the United States Air Force are partnering to prepare a Theme Study on the history of American aviation to identify the sites, districts, buildings, structures, and landscapes that best illustrate or commemorate key events in the history of American Aviation. Visit this website for more information and to find online copies of National Historic Landmark nominations on properties already identified as relating to this important theme in American history.
National Air and Space Museum The Smithsonian Institution's National Air and Space Museum maintains the largest collection of historic air and spacecraft in the world. The original 1903 Wright Flyer is among the hundreds of artifacts on display at the museum. The NASM web site features the interactive online exhibit, How Things Fly.
The Wright Brothers: Pioneers in AviationPart of the on-line exhibit, Smithsonian Scrapbook: Letters, Diaries, and Photographs From the Smithsonian Archives, this web page includes letters written by the Wright brothers to the Smithsonian Institution.
Library of Congress: Wright Brothers Negatives The Library of Congress houses more than 300 glass plate negatives taken mostly by the Wright brothers themselves between 1896 and 1911. This digitized collection provides an excellent pictorial record of the Wright brothers' experiments as well as their personal lives. Search the Prints and Photographs Online Catalog for the Wright Brothers Negatives Collection.
NASA Glenn Research Center Managed by the Office of Educational Programs at NASA Glenn Research Center, the website Re-Living the Wright Way includes an overview of the Wright brothers' invention process, extensive information and diagrams on the Wright's gliders and Flyers, biographies of Wilbur and Orville Wright, and links to NASA lesson plans and activities.
United States Air Force Museum The USAF Museum (USAFM) portrays the history and traditions of the United States Air Force through displays and exhibition of historical items. The museum's website includes a History Gallery. In the Pre-WWI History Gallery, visit the sections on "Early Flight Pioneers" and "American Planes and Their Inventors" which provides information on the Wright brothers as well as Octave Chanute and Samuel Langley. The History Gallery also includes detailed information on the use of airpower in World War I through the Cold War.
The Federal Aviation Administration--Aviation Education Outreach The Federal Aviation Administration's Aviation Education Outreach website offers several resources for teachers including a downloadable version of Orville Wright's own account of the first flight, "How We Made the First Flight".
Wright State University Libraries Special Collections and ArchivesThe Wright Brothers Collection at Wright State University is one of the most complete records of the Wright brothers' lives and work. The website includes digital images that provide extensive coverage of the Wrights' early gliders and flight testing in both North Carolina and Ohio.
Photo Analysis Worksheet:
Step 1:Examine the photograph for 10 seconds. How would you describe the photograph?
Step 2:Divide the photograph into quadrants and study each section individually. What details--such as people, objects, activities--do you notice?
Step 3:What other information--such as time period, location, season, reason photo was taken--can you gather from the photo?
Step 4:How would you revise your first description of the photo using the information noted in Steps 2 and 3?
Step 5:What questions do you have about the photograph? How might you find answers to these questions?
How things fly: http://www.nasm.edu/galleries/gal109/
Library of Congress: http://ww.loc.govlindex.html
www.nps.gov/histoyr/nr/twhp.html
Inventor/Invention Project
7th Grade
Each student will compile research on inventor/invention in order to complete project. Graphic organizers will be provided to direct students.
Areas to research:
- Inventor’s bio information (birth/death, early life, education, career)
- Inventor’s most important contribution/invention
- Explain what the invention does/works
- Cost: (produce/purchase/profits)
- Impact (change on lifestyle)
- Market (who uses, how used, advertising)
- Evolution (changes/improvements)
Scrap Book Project 200pts.
*All entries need a 1-2 sentences explanation
Cover (Title, inventor, inventions, author, visual) 25pts
Table of Contents – page 1 10pts
- TOC, Titles, page numbers
** Title and number each page
Inventor/invention – page 2 25pts
- Inventor bio information, family, birth, death,
education, careers, accomplishments
- Invention/summary
Beginnings/Ideas/Plans – page 3 25pts
- Drawings, sketches, blueprints, designs, data collected,
successes failures, discoveries, pictures
- Where it happened, locations, who/workers, workplaces
(ex: factories, labs, basements), maps, floor plans
Creation – page 4 25pts
- Invention history, success,
- Uses (who, how), received (accepted, skeptical)
- Cost (produce, purchase, profit)
- Development (changes, improvements)
- Market (charts, graphs)
- Advertising (ads, pictures)
Documentation – page 5 25pts
- Letters, diary entry, newspaper, magazine articles,
- Souvenirs, mementos, awards, labels, tickets, pictures
Evolution – page 6 (pictures of invention) 25pts
- Visuals (beginning to now), charts, graphs
Timeline – page 7 (25 events) 25pts
- Inventor (life), inventions, important events history
Back Cover 15pts
- Summary/visual
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