Agenda: Wed. June 14, 2011
{http://www.acmamall.com/children-books-bywalter -dean-myers.html}
Reflection:
The first week of service learning went great! It was great meeting my students they are very bright kids. What I need to work on is my time. I felt that each session was cut very short because of all that we needed to cover. As well, I was very nervous when we first started the service learning, but other than that it was was fun experience.
Lesson Plan:
Group:1
Part: Intro&Part.1
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Main ideas and supporting details.
Reading: The Blues of Flats Brown
by: Walter Dean Myers Illustrated by: Nina Laden.
ISBN:PZ7 .W8234-1
General goal(s):
1. Difference between main ideas and supporting details.
2.Identifying topic of a paragraph.
3.Understanding main idea in your own words.
4.Identifying key details.
5.When summarizing and paraphrasing should be used.
Comprehension Check ?'s:
1. What is the main idea of the story?
2. Support the main idea with three supporting details?
3. What overral theme is the author trying to portray?
4. Summarize the story in a few sentences.
Closure question:What skill did you learn today that you did not know before?
Vocabulary:
Revived: re-vive v.
to activate, set in motion, or take up again; renew~
page 4
Howled: howl v.
to utter a similar cry in distress, pain, rage, etc.; wail.
page 6
Yelped: Yelped v.
to give a quick, sharp, shrill cry, as a dog
page 10
Waterfront: wa-ter-front
land on the edge of a body of water.page 14
Bowlegged: bow-legged
outward curvature of the legs causing a separation of the knees when the ankles are close or in contact.
page 11
The first week of service learning went great! It was great meeting my students they are very bright kids. What I need to work on is my time. I felt that each session was cut very short because of all that we needed to cover. As well, I was very nervous when we first started the service learning, but other than that it was was fun experience.
Lesson Plan:
Group:1
Part: Intro&Part.1
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Main ideas and supporting details.
Reading: The Blues of Flats Brown
by: Walter Dean Myers Illustrated by: Nina Laden.
ISBN:PZ7 .W8234-1
General goal(s):
1. Difference between main ideas and supporting details.
2.Identifying topic of a paragraph.
3.Understanding main idea in your own words.
4.Identifying key details.
5.When summarizing and paraphrasing should be used.
Comprehension Check ?'s:
1. What is the main idea of the story?
2. Support the main idea with three supporting details?
3. What overral theme is the author trying to portray?
4. Summarize the story in a few sentences.
Closure question:What skill did you learn today that you did not know before?
Vocabulary:
Revived: re-vive v.
to activate, set in motion, or take up again; renew~
page 4
Howled: howl v.
to utter a similar cry in distress, pain, rage, etc.; wail.
page 6
Yelped: Yelped v.
to give a quick, sharp, shrill cry, as a dog
page 10
Waterfront: wa-ter-front
land on the edge of a body of water.page 14
Bowlegged: bow-legged
outward curvature of the legs causing a separation of the knees when the ankles are close or in contact.
page 11
Agenda: Wed. June 16, 2011
{http://www.wodonga.vic.gov.au/storytime/ShowDetails.asp?ID=109}
Reflection: My second meeting with my student was just as great as the first time. Though, this time was much better because I was not as nervous as the first session. This time i was able to a better job of watching my time and getting what I needed to be covered, covered.
Lesson Plan:
Group: 1
Part: 3
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Figurative language
Reading: Guess How Much I Love You
by: Sam McBratney Illustarted by: Anita Jeram
ISBN: PZ7. M47826
General Goal(s):
1.Differences between similes, metaphors, and personification.
2.Identify author's tone.
3.Identifying ironic and satirical devices.
Comprehension Check ?'s:
1.What is figurative language?
2.Where in the story is a simile used?
3.Give an example of when personification used in the story.
4.What was the symbol in the story?
Closure question: What was your favorite part of the session? Your least favorite part?
Vocabulary:
Settled: set-tle verb.
To appoint, fix, or resolve definitely and conclusively; agree upon. Page: 13
Lane: lane noun.
Any narrow or well-defined passage, track, channel, or course.
Page:10
Tumbled: tum-ble verb.
To fall helplessly down, end over end, as by losing one's footing, support,
Page: 6
Beyond: be-yond preposition.
Farther on than; more distant than:
Page: 11
Thorn bush: thorn-bush noun.
Any of various shrubs or bushes having spines or thorns.
Page: 11
Lesson Plan:
Group: 1
Part: 3
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Figurative language
Reading: Guess How Much I Love You
by: Sam McBratney Illustarted by: Anita Jeram
ISBN: PZ7. M47826
General Goal(s):
1.Differences between similes, metaphors, and personification.
2.Identify author's tone.
3.Identifying ironic and satirical devices.
Comprehension Check ?'s:
1.What is figurative language?
2.Where in the story is a simile used?
3.Give an example of when personification used in the story.
4.What was the symbol in the story?
Closure question: What was your favorite part of the session? Your least favorite part?
Vocabulary:
Settled: set-tle verb.
To appoint, fix, or resolve definitely and conclusively; agree upon. Page: 13
Lane: lane noun.
Any narrow or well-defined passage, track, channel, or course.
Page:10
Tumbled: tum-ble verb.
To fall helplessly down, end over end, as by losing one's footing, support,
Page: 6
Beyond: be-yond preposition.
Farther on than; more distant than:
Page: 11
Thorn bush: thorn-bush noun.
Any of various shrubs or bushes having spines or thorns.
Page: 11
Agenda: Wed. June 20, 2011
http://booksandmore0to4.blogspot.com/2010/12/red-sings-from-treetops.html
Reflection: The third lesson was once again very successful. I continue to enjoy teaching my student new elements of a story. I too feel that I am learning. feel I am reviewing the elements of the story too.
Lesson Plan:
Group: 1
Section:5
Teammembers:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Figurative language
Reading:Red Sings from Treetops a year in colors
by: Joyce Sidman Illustrated by: Pamela Zagarenski
ISBN:PS 3569.I295
General goal(s):
1.Differences between Fact and Opinion
2.Recongize author's bias opinion in a story.
3. Cause and effect.
4.Propaganda.
Comprehension check ?'s:
1. First define what the term bias means.
2.Was the author bias in the story? How?
3.Do you agree with the author's bias opinion?
4.If you coukd write about a story you could be bias about what would it be?
Closure question: What was your favorite part of this session?
Vocabulary:
Sequined see-kwin noun..
a small shining disk or spangle used for ornamentation, as on women's clothing and accessories or on theatrical costumes.
page:6
Delicate del-i-kit adjective.
fine in texture, quality, construction, etc.: a delicate lace collar.
page:3
Flicker flik-er noun.
A brief occurrence in appearance.
Page:11
Relief: ri-leef noun.
alleviation, ease, or deliverance through the removal of pain, distress,
oppression, etc.
page:8
Gleam gleem noun.
a dim or subdued light.
page:12
Lesson Plan:
Group: 1
Section:5
Teammembers:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Figurative language
Reading:Red Sings from Treetops a year in colors
by: Joyce Sidman Illustrated by: Pamela Zagarenski
ISBN:PS 3569.I295
General goal(s):
1.Differences between Fact and Opinion
2.Recongize author's bias opinion in a story.
3. Cause and effect.
4.Propaganda.
Comprehension check ?'s:
1. First define what the term bias means.
2.Was the author bias in the story? How?
3.Do you agree with the author's bias opinion?
4.If you coukd write about a story you could be bias about what would it be?
Closure question: What was your favorite part of this session?
Vocabulary:
Sequined see-kwin noun..
a small shining disk or spangle used for ornamentation, as on women's clothing and accessories or on theatrical costumes.
page:6
Delicate del-i-kit adjective.
fine in texture, quality, construction, etc.: a delicate lace collar.
page:3
Flicker flik-er noun.
A brief occurrence in appearance.
Page:11
Relief: ri-leef noun.
alleviation, ease, or deliverance through the removal of pain, distress,
oppression, etc.
page:8
Gleam gleem noun.
a dim or subdued light.
page:12
Agenda: Thurs. June 23, 2011
http://www.kiddylitter.com/2009/06/index.html
Reflection: Today was great! My partners were so happy that we meet today. it was our last meeting so it was kind of sad but it was a good vibe.
Lesson Plan:
Group:1
Part: Intro&Part.1
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Modes of writing.
General goal(s):
1. Modes of writing
2. Identifying the different types of writing.
3.Authors purpose
Comprehension Check ?'s:
1.) What are the four modes of writing?
2.) What mode of writing is presented in the text?
3.) Give example(s) of how this mode of writing is presented.
4.) Now, Give me an example of a different type of mode. What type of story is it?
Closure question: What was the most interesting part about today? What that you learned will you remember most?
Vocabulary:
Jam [jam] noun.
a preserve of whole fruit, slightly crushed, boiled with sugar: strawberry jam.
Page:3
Chilly [chil-ee] adjective.
mildly cold or producing a sensation of cold; causing shivering; chill: a chilly breeze.
Page:5
Scenery [see-nuh-ree] noun.
the general appearance of a place;
Page:9
Antlers [ant-ler] noun.
one of the solid deciduous horns, usually branched, of an animal of the deer family.
Page:10
Clothesline [klohz-lahyn] n.
a strong, narrow rope, cord, wire, etc., usually stretched between two poles,
Page:13
Lesson Plan:
Group:1
Part: Intro&Part.1
Team members:Angelica,Dennay,Donny,Jose,Eddie
Topic to teach: Modes of writing.
General goal(s):
1. Modes of writing
2. Identifying the different types of writing.
3.Authors purpose
Comprehension Check ?'s:
1.) What are the four modes of writing?
2.) What mode of writing is presented in the text?
3.) Give example(s) of how this mode of writing is presented.
4.) Now, Give me an example of a different type of mode. What type of story is it?
Closure question: What was the most interesting part about today? What that you learned will you remember most?
Vocabulary:
Jam [jam] noun.
a preserve of whole fruit, slightly crushed, boiled with sugar: strawberry jam.
Page:3
Chilly [chil-ee] adjective.
mildly cold or producing a sensation of cold; causing shivering; chill: a chilly breeze.
Page:5
Scenery [see-nuh-ree] noun.
the general appearance of a place;
Page:9
Antlers [ant-ler] noun.
one of the solid deciduous horns, usually branched, of an animal of the deer family.
Page:10
Clothesline [klohz-lahyn] n.
a strong, narrow rope, cord, wire, etc., usually stretched between two poles,
Page:13