Below are some lessons that I have created throughout my Field Experiences.
Self-Esteem
Objectives/Competencies:
Ethics and Religious Culture:
Competency 1: Reflects on Ethical Questions
Competency 3: Engages in Dialogue
Cross-Curricular Competencies:
To exercise critical judgement
To use creativity
To adopt effective work methods
To construct his/her identity
To cooperate with other
To communicate appropriately
Materials: Teacher:
Book: Stand Tall, Molly Lou Melon by Patty Lovell
Self-esteem discussion cards
I am Proud… handout
Students:
Pencil
Eraser
Crayons/Markers
Scissors
Lesson:
To begin the lesson, the teacher will begin by writing the word “self-esteem” on the board and asking the students what comes to mind when they see the word? Responses will be written on the board. The teacher will lead them to see the differences between high self-esteem and low self-esteem.
The teacher will read the story Stand Tall, Molly Lou Melon by Patty Lovell. Students will be asked a few questions such as; How did Molly Lou’s grandmother make her feel special? How did Molly Lou feel when she went to a new school? How did she use her grandmother’s advice? What is the moral of the story?
The teacher will then write on the board a piece of advice grandmother gave to Molly Lou: “Believe in yourself and the world will believe in you too”. This quote will lead to a discussion where the teacher will ask the students questions such as, what does this quote mean? Why is this quote good advice?
The teacher will then explain the next activity and distribute the “Self-Esteem Discussion Starter Questions” to each group. The groups will have approximately 8 minutes to discuss their question. Students will be encouraged to pick one recorder in their group to write their responses as they will later be shared with the class. The teacher will to go each group and help them if needed.
A member of each group will have to read the question that was assigned to them to the class. They will discuss with their classmates their answers and other groups will have the opportunity to give their feedback.
The students will then be given the I am Proud handout. Each student will have to write one thing they are proud of in the balloon, decorate it, and cut it out. Once they are all completed, the balloons will be displayed on the wall with ribbons outside the classroom.
The students who are not finished before lunch, will be given time after lunch to complete it. Those who have completed the task will have an extra worksheet to complete.
Ethics and Religious Culture:
Competency 1: Reflects on Ethical Questions
Competency 3: Engages in Dialogue
Cross-Curricular Competencies:
To exercise critical judgement
To use creativity
To adopt effective work methods
To construct his/her identity
To cooperate with other
To communicate appropriately
Materials: Teacher:
Book: Stand Tall, Molly Lou Melon by Patty Lovell
Self-esteem discussion cards
I am Proud… handout
Students:
Pencil
Eraser
Crayons/Markers
Scissors
Lesson:
To begin the lesson, the teacher will begin by writing the word “self-esteem” on the board and asking the students what comes to mind when they see the word? Responses will be written on the board. The teacher will lead them to see the differences between high self-esteem and low self-esteem.
The teacher will read the story Stand Tall, Molly Lou Melon by Patty Lovell. Students will be asked a few questions such as; How did Molly Lou’s grandmother make her feel special? How did Molly Lou feel when she went to a new school? How did she use her grandmother’s advice? What is the moral of the story?
The teacher will then write on the board a piece of advice grandmother gave to Molly Lou: “Believe in yourself and the world will believe in you too”. This quote will lead to a discussion where the teacher will ask the students questions such as, what does this quote mean? Why is this quote good advice?
The teacher will then explain the next activity and distribute the “Self-Esteem Discussion Starter Questions” to each group. The groups will have approximately 8 minutes to discuss their question. Students will be encouraged to pick one recorder in their group to write their responses as they will later be shared with the class. The teacher will to go each group and help them if needed.
A member of each group will have to read the question that was assigned to them to the class. They will discuss with their classmates their answers and other groups will have the opportunity to give their feedback.
The students will then be given the I am Proud handout. Each student will have to write one thing they are proud of in the balloon, decorate it, and cut it out. Once they are all completed, the balloons will be displayed on the wall with ribbons outside the classroom.
The students who are not finished before lunch, will be given time after lunch to complete it. Those who have completed the task will have an extra worksheet to complete.
In my third field experience, the students created an autobiographghy project. One of the activities included this one, which later was created into a class book.
The Best Part of Me
Objectives/Competencies:
English Language Arts:
Competency 2: To write self-expressive, narrative and information based texts
Competency 4: To use language to communicate and learn
Cross-Curricular Competencies:
To adopt effective work methods
To use creativity
To adopt effective work methods
To construct his/her identity
To communicate appropriately
Materials: The Best Part of Me by Wendy Ewald
Students Themes duo-tang
Pencil
Eraser
The teacher will explain the next activity to include in the student’s autobiography unit. Each student will have to pick what they think is the best part of them and they will write a poem or a paragraph about it. The point of this activity is for each student to reflect on what part of their body they like the most. They can complete their writing assignment by describing the body part they have chosen and/or by explaining why they have chosen it. At a later date, pictures will be taken of the students (consent forms were signed at the beginning of the year) to include with their piece. The writing assignment will be included in their autobiography however a book will also be created.
The teacher will then read a few examples from Wendy Ewald’s “The Best Part of Me”. The teacher will also read the example she has created for the students. This will help the students understand the activity and give them ideas as to what they can do.
The students will then be given a few minutes to discuss amongst their groups their ideas. Students will also be able to help each other find their topic. The teacher will go to each group and answer any questions the students may have.
Students will be given approximately 30 minutes to complete the activity. They will be expected to work individually and quietly. Students will be expected to use the tools (dictionaries, word wall, etc.) in the classroom if they need any help with spelling.
The students who have completed the activity before lunch an extra worksheet to complete. Those who have not completed the assignment must complete it for homework.
English Language Arts:
Competency 2: To write self-expressive, narrative and information based texts
Competency 4: To use language to communicate and learn
Cross-Curricular Competencies:
To adopt effective work methods
To use creativity
To adopt effective work methods
To construct his/her identity
To communicate appropriately
Materials: The Best Part of Me by Wendy Ewald
Students Themes duo-tang
Pencil
Eraser
The teacher will explain the next activity to include in the student’s autobiography unit. Each student will have to pick what they think is the best part of them and they will write a poem or a paragraph about it. The point of this activity is for each student to reflect on what part of their body they like the most. They can complete their writing assignment by describing the body part they have chosen and/or by explaining why they have chosen it. At a later date, pictures will be taken of the students (consent forms were signed at the beginning of the year) to include with their piece. The writing assignment will be included in their autobiography however a book will also be created.
The teacher will then read a few examples from Wendy Ewald’s “The Best Part of Me”. The teacher will also read the example she has created for the students. This will help the students understand the activity and give them ideas as to what they can do.
The students will then be given a few minutes to discuss amongst their groups their ideas. Students will also be able to help each other find their topic. The teacher will go to each group and answer any questions the students may have.
Students will be given approximately 30 minutes to complete the activity. They will be expected to work individually and quietly. Students will be expected to use the tools (dictionaries, word wall, etc.) in the classroom if they need any help with spelling.
The students who have completed the activity before lunch an extra worksheet to complete. Those who have not completed the assignment must complete it for homework.
Below are examples of some of the student's great work!
Story Starters: Writing Scary Stories
Objectives/Competencies
English Language Arts:
Competency 2: To write self-expressive, narrative and information-based texts
Competency 4: To use language to communicate and learn
Cross-Curricular Competencies:
Competency 4: To use creativity
Competency 5: To adopt effective work methods
Competency 8: To cooperate with others
Competency 9: To communicate appropriately
Materials: Teacher:
Book: Scary Stories to Tell in the Dark by Alvin Schwartz
Projector/Transparency
Story Starters Handouts
Students:
Pencil
Eraser
Writing Composition Copybook
Students will be asked to write various scary stories using story starters.
To begin the lesson, the teacher will read a short story, “The Babysitter”, from the book Scary Stories to Tell in the Dark by Alvin Schwartz.
The teacher will explain that the students will have to write a scary story first with their group and then individually. The teacher will explain that they must start their story with the given story starter (a sentence that they must start their story with) which will later be given to each student by the teacher.
Before beginning the activity, the teacher will show an example on the projector. The teacher will begin the story and it will be completed together as a class. Students will give their sentences to include in the story. Once the story is complete, the teacher will read it to the class.
The following activity will be explained. In their groups the students will write a scary story using the story starter provided by the teacher. The first person to receive the handout will complete the first sentence. The student will pass the paper to the person next to them. That person will now have to read what is written thus far and write a sentence to continue the story. This procedure will continue until the story has an ending and there is a title. The teacher will write the rules of this activity on the board: There is to be no talking to influence other people’s ideas, the sentence must make sense, no more than one sentence at a time can be written, everyone must write when it is their turn, a title can be written at anytime.
The students will be given approximately 10 minutes to complete their scary story.
Once the activity is completed, one student from each group will share their story to the class.
For the final activity, students will be asked to write their own scary story in their writing composition workbook. This will be a rough draft. The teacher will go to each group and distribute an individual story starter to each student. They will have to use the story starter given to them in order to start writing their story. The students will have the rest of the period to write their story.
The students who finish their rough draft before the bell will show the teacher their work so it can be corrected. The students will edit their work by correcting their spelling mistakes and making any necessary changes. Once this is completed, the students will be asked to transcribe their stories onto a decorative handout (provided by the teacher) neatly in pen. Rough drafts that aren’t completed before the bell will be homework.
With the final drafts, a book will be created.
English Language Arts:
Competency 2: To write self-expressive, narrative and information-based texts
Competency 4: To use language to communicate and learn
Cross-Curricular Competencies:
Competency 4: To use creativity
Competency 5: To adopt effective work methods
Competency 8: To cooperate with others
Competency 9: To communicate appropriately
Materials: Teacher:
Book: Scary Stories to Tell in the Dark by Alvin Schwartz
Projector/Transparency
Story Starters Handouts
Students:
Pencil
Eraser
Writing Composition Copybook
Students will be asked to write various scary stories using story starters.
To begin the lesson, the teacher will read a short story, “The Babysitter”, from the book Scary Stories to Tell in the Dark by Alvin Schwartz.
The teacher will explain that the students will have to write a scary story first with their group and then individually. The teacher will explain that they must start their story with the given story starter (a sentence that they must start their story with) which will later be given to each student by the teacher.
Before beginning the activity, the teacher will show an example on the projector. The teacher will begin the story and it will be completed together as a class. Students will give their sentences to include in the story. Once the story is complete, the teacher will read it to the class.
The following activity will be explained. In their groups the students will write a scary story using the story starter provided by the teacher. The first person to receive the handout will complete the first sentence. The student will pass the paper to the person next to them. That person will now have to read what is written thus far and write a sentence to continue the story. This procedure will continue until the story has an ending and there is a title. The teacher will write the rules of this activity on the board: There is to be no talking to influence other people’s ideas, the sentence must make sense, no more than one sentence at a time can be written, everyone must write when it is their turn, a title can be written at anytime.
The students will be given approximately 10 minutes to complete their scary story.
Once the activity is completed, one student from each group will share their story to the class.
For the final activity, students will be asked to write their own scary story in their writing composition workbook. This will be a rough draft. The teacher will go to each group and distribute an individual story starter to each student. They will have to use the story starter given to them in order to start writing their story. The students will have the rest of the period to write their story.
The students who finish their rough draft before the bell will show the teacher their work so it can be corrected. The students will edit their work by correcting their spelling mistakes and making any necessary changes. Once this is completed, the students will be asked to transcribe their stories onto a decorative handout (provided by the teacher) neatly in pen. Rough drafts that aren’t completed before the bell will be homework.
With the final drafts, a book will be created.