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.
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