KEERAN SCHOOL OF EDUCATION LESSON PLAN

Teacher: School: Subject area: Primary: Reading Secondary: Writing, Geography, Personal Wellness 11-12 6 Emily Liming ID: Date of Observation: District:

Ages of students: Grade level: Total number of students: Title of Lesson Plan: Title of Unit:

Type of classroom # of IEP # of 504 # of GSSP # of ELL

Traditional 0 0 0 0

20

Walk Two Moons WebQuest

Walk Two Moons

ACTIONS
Goals, Objectives, & Essential Questions A. Broad Goal: Students will read the book Walk Two Moons in five parts, answering questions in their reading journal and completing WebQuest activities for each section. B. Objectives: 1. Students will take physical descriptions of characters, make a mental picture of what the character looks like, and sketch a portrait of the character based on their description in the book with creativity and 100% accuracy. 2. Given a symbolic name, event, or phrase in the text, students will be able to recognize symbolic meanings and be able to write a response to these symbols. 3. Students will write a short essay to compare and contrast two families in the text and support their points with evidence from the text. 4. Students will be able to read the text, think critically about it, and predict what will happen next. 5. Using the class web site provided, students will follow links to different prescribed web sites. Students will skim sites to answer questions.

6. Students will read an Indian legend, accurately summarize it in correct paragraph form, and creatively respond to it, making text-to-self, text-totext, and text-to-world connections. 7. Students will analyze cryptic messages given to a main character in the story, explain their meanings, and give examples of a time in the story when characters should have followed the messages advice. 8. Given a video of someone reading a poem, students will listen to it; explain its meaning; recall basic facts about the poem; explain its symbolism; recognize metaphors, personification, and parallel structure; and understand vocabulary used in the poem. 9. Students will write a four-paragraph fictional scene that will serve as an alternative ending to the novel. Students will display creativity, write in paragraph form, use correct spelling, avoid grammar mistakes, and use the same point of view and style that is present in the novel.

C. Essential Questions: 1. I can sketch a portrait of a character in Walk Two Moons based on their physical description in the book. 2. I can recognize symbolism in literature I read and can write a response to these symbols. 3. I can write a short essay to compare and contrast two families in the text and support their points with evidence from the text. 4. I can read the text, think critically about it, and predict what will happen next. 5. I can skim an online article to answer questions rather than reading the whole article. 6. I can summarize a short story in correct paragraph form and creatively respond to it, making text-to-self, text-to-text, and text-to-world connections. 7. I can analyze cryptic messages given to a main character in the story, explain their meanings, and give examples of a time in the story when characters should have followed the messages advice. 8. I can listen to a poem; explain its meaning; recall basic facts about the poem; explain its symbolism; recognize metaphors, personification, and parallel structure; and understand vocabulary used in the poem. 9. I can write a four-paragraph fictional scene that will serve as an alternative ending to the novel. I can display creativity, write in paragraph form, use correct spelling, avoid grammar mistakes, and use the same point of view and style that is present in the novel.

Connections A. Primary Lesson Standards: Kentucky Learner Goals & Academic Expectations: 6. Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources. AE 1.2 Students make sense of the variety of materials they read. AE 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. Core Content for Assessment: T-MS-ICP-S-C2 Students will select and use appropriate technology to collect, analyze and share information National Standards: RL.6.1. Students will cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. W.6.1. Write arguments to support claims with clear reasons and relevant evidence. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

B. Other Disciplinary Standards: Kentucky Learner Goals & Academic Expectations: 2. Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

AE 2.19 Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations. AE 2.31 Students demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being. Program of Studies: Skills and Concepts Core Content for Assessment: SS-05-4.1.2. Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. PL-6-PW-S-PPH2 Students will explore and analyze how an individuals behaviors and choices of diet, exercise and rest affect the body C. Statement Connecting the Standards to Your Objectives: The above standards relate to my objectives because the assignments revolve around teaching these concepts. The Walk Two Moons map activities teach students how to locate places and landforms of a map of the United States. Students meet the health standard by researching cholesterol and the effect of bad cholesterol on the body. Reading and writing activities meet many English standards by asking students to read and listen to literature, analyze symbolism, recognize figures of speech, recognize point of view, create logical arguments, make predictions, and support answers with evidence from the text.

Context 1. Unit a. 5 spread-out days of a three week unit

Differentiation: A. Individual Learning Styles: Variations for: Description of Variation Students read Walk Two Moons silently on their own time. Visual Learners Students answer questions in a colorful, visually attractive journal.

Auditory Learners Kinesthetic Learners

Important sections of Walk Two Moons will be read aloud and discussed in class. In their journal, students answer questions, draw pictures, and place locations on a map. Students use the internet to learn more about topics alluded to in the novel, including cholesterol, Indian legends, and poetry.

B. Multiple Learning Levels: Procedure Step Day 1

Blooms Taxonomy
Knowledge, comprehension Knowledge

Depth of Knowledge
1, 2 1

Procedure Step Day 2

Blooms Taxonomy
Knowledge, comprehension, application Knowledge

Depth of Knowledge
1, 2, 3 1

Procedure Step Day 3

Blooms Taxonomy
Knowledge Comprehension

Depth of Knowledge
1, 2 2, 3

5 7

Comprehension, application

Procedure Step Day 4

Blooms Taxonomy
Comprehension, application, analysis Knowledge Knowledge, comprehension

Depth of Knowledge
2 1 1, 2

Procedure Step Day 5

Blooms Taxonomy
Knowledge, comprehension, application Synthesis, judgment

Depth of Knowledge
1, 2 4

Real-Life Connections: Students learn how to read, analyze, and respond to articles, literature, and poetry; these are skills that will be used out of school for the rest of their lives. Students learn how to

map out a trip through the United States, something that many of them have probably done before or will do in their lifetime. Students learn practical ways to use the computers and the internet. Students learn how to apply moral lessons from Walk Two Moons by analyzing what would have happened differently if characters would have made wiser choices.

Technology Students manipulate the class WebQuest site and the internet to read articles, perform searches, and watch videos. Procedures (5 days total) Day 1 1. (__3__ min.) Students turn on their computers 2. (__20__ min.) Students answer non-web questions in their reading journal 3. (__2__ min.) Students visit the WebQuest site 4. (__20__ min.) Students visit Day 1 links and answer journal questions from the site. 5. (__5__ min.) Students turn off their computers and return to the classroom. Day 2 1. (__3__ min.) Students turn on their computers 2. (__20__ min.) Students answer non-web questions in their reading journal 3. (__2__ min.) Students visit the WebQuest site 4. (__20__ min.) Students visit Day 1 links and answer journal questions from the site. 5. (__5__ min.) Students turn off their computers and return to the classroom. Day 3 1. (__3__ min.) Students turn on their computers

2. (__10__ min.) Students answer non-web questions in their journal 3. (__5__ min.) Students visit WebQuest site and follow site link to article Turtles Race With Bear 4. (__7__ min.) Students read Turtles Race with Bear Bear 6. (__5__min) Students turn off computers and return to the classroom. 5. (__10__ min.) Students write a paragraph summary of Turtles Race with

7. (__10__ min.) Students write a one-paragrph response to Turtles Race with Bear Day 4 1. (___15__min) Students answer non-web journal questions 2. (__5__ min.) Students turn on computers 3. (__5__ min.) Students visit the WebQuest site and follow link to The Tide Rises, the Tide Falls video 4. (3 min) Students view video 5. (5 min) Students read article explaining the symbolism in The Tide Rises, the Tide Falls 6. (9 min) Students look up definition to 3 vocabulary words on Dictionary.com 7. (5 min) Students answer journal questions based on the poem 8. (3 min) Student turn off computers and return to the classroom Day 5 1. Students turn on computers 2. (5 min) Students visit WebQuest site and follow link to Sharon Creech 60 second recap 3. (3 min) Students watch video to refresh their memory on everything that happens over the course of the novel. 4. (5 min) Students return to the classroom 5. (15 min) Students complete map activity in groups 6. (20 min) Students use the remaining time in class to begin the creative writing assignment in their journal. Whatever they dont finish in class is homework. IMPACT Prepared after the lesson is taught. Reflection/Analysis of Teaching and Learning REFINEMENT - Prepared after the lesson is taught. Lesson Extension/Follow-up