Strong Relationships (23/01/2013)

To increase student engagement in learning

Brandy Eagleson, Cheryl Hayword, Derek Rakowski, Harjyote Shergill

PLC Notes January 23, 2013

Gr 3,

Polar Bear Lesson

Began with a mixed media art project creating an Arctic scene with Polar Bears.  As a connection with a story of a Polar Bear.  As a class through discussions, the elements of the story are taken apart and analyzed to see and create the plot diagram. 

Ie) how the character is described

       How the setting is described

     The problem and solution

The students were engaged in the process, the conversation was directed by them, to fit in all of the elements of the plot. 

When students would bring up a concept

(ie  the polar bear was in a cage.  The question was posed where was the bear going to be taken?  Students came to the consensus that the bear would be taken to a zoo.  When asked how they came to that conclusion, they were able to say that they’ve been able to identify that the animals in the zoo are originally in the wild.  The teacher pointed out then that they had made a connection)

Eventually the students will take these ideas and create their own Polar Bear adventures.

Through initiating the process of writing through art, a story example and group modeling process, the students are excited to create their own work. 

How to maintain the engagement into the writing process:

Taking the students out for a walk, to get their idea for the senses, and group charting, and then creating the sentences. 

A grouping of students with mixed abilities to create an initial story, and then moving the students into similar group abilities to go into the centers.

            Mixed between the classes.

Story starter and then a story beginning, and then the students with a low ability are then beginning to create a plan, and then with support, those students are telling their stories to a scribe.

Create writing centers so that each student can be helped at their level, and target their growth possibilities:

Reading Centers:

-       Buddy Reading

-       Making words

-       Independent Reading

-       Comprehension Reading

-       Guided Reading

Writing Centers:

-       Making boring words extraordinary

-       Story beginnings

-       Editing

-       Story planner

-       Teacher lead

Start with Beginnings:

Write beginnings

Re-write the beginnings of a problem

Then moving into middle:

The magic of 3

Then moving into endings

How to complete a story

What does this look like for our learners that have little to no independence skills?

Pairing up with other students, without having the students helping take over for them. 

                        Scribing from another student and having them, copy it into their books.

In the future:

To see how the centers are working, how the ones that are doing well are working and why and the ones that aren’t working and why and how to make them better.

What the students of different ability are producing.  Where to go from there.