Date: 3/29
Grade: 12
Teacher Name: Rosiak/Rybarczyk
Topic:
One Hundred Years of Solitude by Gabriel Garcia Marquez
Content:
-As the teacher, we want the children to be able to use a computer along with understanding the text from the book.
-If the student is able to achieve both, then the teacher is very successful.
Goals: Aims/Outcomes:
1.Understand the material that was presented or given.
2.Apply what they have learned throughout the book to help them do a project.
3.Then successfully create the crossword puzzle which will be assigned.
Objectives:
1.Watch the children learn the material.
2.See the children work with technology.
3.Allow them to advance their learning from a different source that they may feel comfortable with.
Material and Aides:
1. Text book.
2. Computer.
3. Knowledge
Procedures and Methods:
A. Introduction-
1.Review over any materials that may not be understood completely through.
2.Tell the students about the project and what we will be doing.
3.Then take them down to the computer lab for them to start up their project.
B. Development-
1.Briefly explain what is going to be done.
2.Tell them they can go on both of the teachers Lesson Plan Attachment to their blogger to see an example.
3.And start them with brainstorming words.
C. Practice-
1.Quiz them out loud about themes in the text.
2.Also, ask about objects or any important information given.
3.And then tell them they are allowed to use any information currently given.
D. Independent Practice-
1.Sign on the the computer and begin making the crossword.
2.http://www.puzzle-maker.com/CW/
3.Each student must have Eight words.
E. Accommodations (Differentiated Instruction)-
1.After done making the crossword puzzle, copy the completed crossword, and paste it in your blogger.
2.Post it, and under, put the answers somewhere.
3.Once finished, write two to three sentences about how this project reflects the book. (post that also.)
F. Checking for understanding-
1.Then as the teachers, we will then go onto all of the blogger and grade what they have done.
G. Closure-
1.Hopefully at the end of the project the students were able to have some sort of fun with what they accomplished.
2. And maybe some other students will print off other students crosswords for some extra credit.
Evaluation:
1.So by being able to use the computer, we are helping the students relate their learned material to present time.
2.Also in class we can have a pretty fun day to review.
Teacher Reflection:
Students will get all of their work in on time. From this, the teacher is able to see a hands on experience. Along with that, the teacher will know if the students read the text. And the teacher can see if the work is helping them comprehend what is going on.
Thursday, March 29, 2007
Example Crossword Puzzle
The actual picture will not come up of the crossword puzzle so when you guys do yours, you can just post your clues and we can just answer the question. So you just need to print out your crossword puzzle and hand them to d and me!
But sorry that the blogger picture crossword will not work.
But sorry that the blogger picture crossword will not work.
Rubric
Grading System
5-
Full effort. Complete work.
4-
Little effort. Complete work.
3-
Incomplete work.
2-
No effort.
1-
No effort. Incomplete work.
0-
Nothing at all
5-
Full effort. Complete work.
4-
Little effort. Complete work.
3-
Incomplete work.
2-
No effort.
1-
No effort. Incomplete work.
0-
Nothing at all
Wednesday, March 28, 2007
LeSSoN pLaN tWo
One Hundred Years Of Solitude
Lesson Plan Day Two
Teachers: Rosiak/Rybarczyk Grade:12 Dates:3/28 Quarter: 4
Standard(s)
Students speak clearly and confidently.
Students Analyze their roles in the classroom.
Also they analyze the information presented.
Demonstrate that they each know the materials presented.
Participate in discussion.
Benchmark(s)
Students not catching on to the concept very easily.
Material not presented clearly.
Distractions within the classroom- like children attention.
Unprepared for class and work that will be handed out. Performance
Descriptor(s)
Students actively performing in the classroom by doing work and handouts correctly.
Also, being able to perform in an enviroment that may have discipline issues.
Getting everything accomplished in the time given.
Assessments/Evidence of Student Mastery/Products:
1. Introductory -2. Practice -3. Theory -4. Product(s)
1. Students will have an open discussion about the past chapters they have read to understand the material.
Notes and important facts will be written on the board.
Hand-outs and materials will then be distributed.
The class will then be instructed what to do with their hand-outs and materials.
2.The student will be handed some questions that will have to be answered.
This questionaire will help them pick a main theme that needs to be written onto the scale.
They will then share with the class so that on topic is not repeated on the scale.
If help is necessay, then it will be given.
3.The project point is to make a rainbow fish to help the children understand the material better.
Each child will get a "scale" to write one main idea/topic in the middle.
Then a crayon will be distributed for the "scale" to be colored.
After that, a "fish" will be formed from the scales and be posted on a bulletin board.
4.On the poster board will be a fish that will help the students study for a test.
This lesson will help everyone participate and understand all of their materials.
Also, they will be able to earn participation points in class by being able to work with other students and discuss well.
Student Learning Opportunities:
1. Strategies - 2. Student Learning Activities (Before, During, After)
1. The strategy is what is explained in the theory and product above.
Also students can somehow identify with the characters and themes.
And be able to understand the language and text.
2. Before
- The student can ask questions about the readings.
- They can get help by the notes provided.
During
- Interact and learn from other students.
- Learn main ideas and concepts.
- Hold on to the material because it is turned into a project.
After
- A better understanding of the themes, main topics/ideas, and book so when it comes to test time, each of them are ready to take it.
Reflection:
Students will gain the knowledge that they need to know for the test.
Students will be able to work together and indivdual.
Students will be graded on their discussions, classwork, project, and homework.
Teacher will see if child can catch on to the topic.
Teacher will be able to grade easily on the effort each child puts into the assignment.
Teacher can see results from test at the end of the unit.
Homework:
Students will then go home and make a baby fish.
In the baby fish, they will write their favorite quote of the book.
Under the quote, they will then explain it in two to three sentances.
Then next day, we will then add the baby fish to the pond with the "big" rainbow fish.
Lesson Plan Day Two
Teachers: Rosiak/Rybarczyk Grade:12 Dates:3/28 Quarter: 4
Standard(s)
Students speak clearly and confidently.
Students Analyze their roles in the classroom.
Also they analyze the information presented.
Demonstrate that they each know the materials presented.
Participate in discussion.
Benchmark(s)
Students not catching on to the concept very easily.
Material not presented clearly.
Distractions within the classroom- like children attention.
Unprepared for class and work that will be handed out. Performance
Descriptor(s)
Students actively performing in the classroom by doing work and handouts correctly.
Also, being able to perform in an enviroment that may have discipline issues.
Getting everything accomplished in the time given.
Assessments/Evidence of Student Mastery/Products:
1. Introductory -2. Practice -3. Theory -4. Product(s)
1. Students will have an open discussion about the past chapters they have read to understand the material.
Notes and important facts will be written on the board.
Hand-outs and materials will then be distributed.
The class will then be instructed what to do with their hand-outs and materials.
2.The student will be handed some questions that will have to be answered.
This questionaire will help them pick a main theme that needs to be written onto the scale.
They will then share with the class so that on topic is not repeated on the scale.
If help is necessay, then it will be given.
3.The project point is to make a rainbow fish to help the children understand the material better.
Each child will get a "scale" to write one main idea/topic in the middle.
Then a crayon will be distributed for the "scale" to be colored.
After that, a "fish" will be formed from the scales and be posted on a bulletin board.
4.On the poster board will be a fish that will help the students study for a test.
This lesson will help everyone participate and understand all of their materials.
Also, they will be able to earn participation points in class by being able to work with other students and discuss well.
Student Learning Opportunities:
1. Strategies - 2. Student Learning Activities (Before, During, After)
1. The strategy is what is explained in the theory and product above.
Also students can somehow identify with the characters and themes.
And be able to understand the language and text.
2. Before
- The student can ask questions about the readings.
- They can get help by the notes provided.
During
- Interact and learn from other students.
- Learn main ideas and concepts.
- Hold on to the material because it is turned into a project.
After
- A better understanding of the themes, main topics/ideas, and book so when it comes to test time, each of them are ready to take it.
Reflection:
Students will gain the knowledge that they need to know for the test.
Students will be able to work together and indivdual.
Students will be graded on their discussions, classwork, project, and homework.
Teacher will see if child can catch on to the topic.
Teacher will be able to grade easily on the effort each child puts into the assignment.
Teacher can see results from test at the end of the unit.
Homework:
Students will then go home and make a baby fish.
In the baby fish, they will write their favorite quote of the book.
Under the quote, they will then explain it in two to three sentances.
Then next day, we will then add the baby fish to the pond with the "big" rainbow fish.
Assignment Sheet
Name:
Date:
Period:
One Hundred Years of Solitude Questionnaire
Directions: Answer the following questions to help you remember the main concepts of the text. Once you are finished fully answering, then continue you on with your scale. After that, you may start on your homework. (Note: all class work must be finished in class- no exceptions!)
1.What is magical realism?
2. How does the author use magical realism through out the twenty chapters? Is this magic or a magical sense?
3.With which character in One Hundred Years of Solitude do you most identify? Why? Is there any character in the novel who is wholly admirable, anyone who is wholly evil?
4.In what ways can One Hundred Years of Solitude be seen as a fable about the history of human civilization?
5.How might one argue that One Hundred Years of Solitude is a realistic novel, despite its fantastic and magical elements?
6. What is the attitude of One Hundred Years of Solitude toward modernity? What is its attitude toward tradition?
7.One Hundred Years of Solitude is a vastly ambitious book, attempting to bridge many dualisms and appeal to many audiences: it is both general and particular, both realistic and magical. Is the book successful in its attempts to encompass such a vast scope of experiences and voices? What are the narrative shortcomings of One Hundred Years of Solitude?
Date:
Period:
One Hundred Years of Solitude Questionnaire
Directions: Answer the following questions to help you remember the main concepts of the text. Once you are finished fully answering, then continue you on with your scale. After that, you may start on your homework. (Note: all class work must be finished in class- no exceptions!)
1.What is magical realism?
2. How does the author use magical realism through out the twenty chapters? Is this magic or a magical sense?
3.With which character in One Hundred Years of Solitude do you most identify? Why? Is there any character in the novel who is wholly admirable, anyone who is wholly evil?
4.In what ways can One Hundred Years of Solitude be seen as a fable about the history of human civilization?
5.How might one argue that One Hundred Years of Solitude is a realistic novel, despite its fantastic and magical elements?
6. What is the attitude of One Hundred Years of Solitude toward modernity? What is its attitude toward tradition?
7.One Hundred Years of Solitude is a vastly ambitious book, attempting to bridge many dualisms and appeal to many audiences: it is both general and particular, both realistic and magical. Is the book successful in its attempts to encompass such a vast scope of experiences and voices? What are the narrative shortcomings of One Hundred Years of Solitude?
Fishie Scale and Little Fishie
See the hardcopy lesson plan to see image and to understand the project that will be assigned.
Rubric
Teacher Name: Ms. Rybarczyk/Rosiak
Student Name: ______________________________
CATEGORY Grading `4` 3` 2` 1`
Main Idea
4-The writer used a main idea that is a very important section of the text.
3-The writer needs to add more detail to their idea.
2-The writer added information that did not occur.
1-The writer did not reflect anything that occurred in the story.
Conventions
4-There are no spelling, punctuation, or grammar error.
3-There are less than three spelling, punctuation, or grammar errors.
2-There are five or less spelling, punctuation, or grammar error.
1-There are more than six errors.
Homework Completed
4-Full effort
3-Some effort
2-Little effort
1-No effort
Homework Explanation
4-Words are carefully chosen to reflect events in the quotation.
3-Most words properly explain the quote.
2-A couple of ideas explain the quote.
1-The explanation has nothing to do with the quotation chosen.
Student Name: ______________________________
CATEGORY Grading `4` 3` 2` 1`
Main Idea
4-The writer used a main idea that is a very important section of the text.
3-The writer needs to add more detail to their idea.
2-The writer added information that did not occur.
1-The writer did not reflect anything that occurred in the story.
Conventions
4-There are no spelling, punctuation, or grammar error.
3-There are less than three spelling, punctuation, or grammar errors.
2-There are five or less spelling, punctuation, or grammar error.
1-There are more than six errors.
Homework Completed
4-Full effort
3-Some effort
2-Little effort
1-No effort
Homework Explanation
4-Words are carefully chosen to reflect events in the quotation.
3-Most words properly explain the quote.
2-A couple of ideas explain the quote.
1-The explanation has nothing to do with the quotation chosen.
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