TITLE: Multiple Intelligence (Circular Curriculum) for “All Summer in a Day”

**note: This learning experience is specifically about the short story “All Summer in a Day”. This activity follows reading the story. Students must know something about multiple intelligences, including their own.

GRADE: 7

MATERIALS/TIME REQUIRED: poster paper; at least one class period of 90 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: Ask students to share (in partners, groups, or full group) something they would miss terribly if they had to move to another city, state, country.

IDENTIFY THE OBJECTIVES:

Content Standard: Any reading comprehension or literary analysis

Collaborative: Reflect on experience, think constructively

Personal: Develop personal strengths, explore challenges

IDENTIFY THE STRATEGY: Circular Curriculum (from the Artistry for Learning)

After you finish the story, invite students, working in tribes or individually, to make a poster that employs some or all of the “multiple ways of knowing”. These examples are NOT how the concept is taught, they are demonstrations of learning, on the students’ part.

At first, this is best done in small groups, where students collectively produce a poster that represents all intelligences. Require that students work on at least three different intelligences; they may work in pairs within the group. Be sure to have students sign their names to the appropriate parts (intelligences) represented on the poster. After students have success both with the group effort, and with exploring and developing multiple intelligences, use the circular curriculum for individual works (utilizing three or more intelligences).

Here is an example of demonstrations of understanding, based on the multiple intelligences (also the student handout). The italicized words are elements of Bloom’s Taxonomy. There are many more ideas in your Tribes book, on pages

Visual/Application

Illustrate what the children looked at each day on the planet when they were outdoors.

Natural/Evaluation

Select something from outside that looks like it came from Venus. Explain.

Logical/Analysis

Compare and contrast Margot and the other students, using a Venn Diagram.

Musical/Synthesis/Evaluation

Compose or choose a song that represents the story. Explain, if necessary.

Linguistic/Synthesis/Comprehension

Compose an ending to the story. What happened after the children opened the closet door. This should be a paragraph.

Intrapersonal/Knowledge/Synthesis

Imagine you are Margot and write a diary entry about your day.

Intrapersonal/Knowledge/Comprehension

Tell the story to the class, in five sentences or less.

Kinesthetic/Analysis

Role play two different scenes from the story.

REFLECTION:

Content: How did you choose your “intelligence” entries…based on your strengths, or based on your challenges? How was this demonstration of understanding more or less demanding than the traditional or usual summary or book report?

Collaborative: What did you enjoy about being able to work with someone else on any part of this project? How did you handle any disagreement?

Personal: Why is it important to recognize multiple intelligences? How can this influence you…in anything in life?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: If the final result is a group poster, then use the strategy “Gallery Walk” and invite statements of appreciation.

AUTHENTIC ASSESSMENT: Have students develop a rubric (they will need some experience here) and grade their own work (really helps if they view each others work first). Eventually, students can actually make up the specific “intelligence” suggestions and develop their own responses. (I actually got to the point where I could say “Give me three examples, using three different multiple intelligences, that demonstrates your knowledge of_____.”)

LEARNING COMPONENTS

►Group Development Process (Influence – meaningful participation)

· Cognitive Theory

►Multiple Intelligences

· Cooperative Learning

· Constructivism

►Reflective Practice

►Authentic Assessment

Related posts:

1. Multiple Intelligence (Circular Curriculum) for “Beowulf”
2. Multiple Intelligence (Circular Curriculum) For Any Short Story
3. Multiple Intelligences – Persuasive writing

TITLE: Math Integers

GRADE: 6 – 8

MATERIALS/TIME REQUIRED:  Prepared clue cards – make your own or contact us for prepared examples.  20 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

IDENTIFY THE OBJECTIVES:

Content Standard: Develop meaning for integers and represent and compare quantities with them.

Collaborative: Solve problems, participate fully, work on tasks together

Personal: Practice cooperation and tolerance

IDENTIFY THE STRATEGY: Give Me a Clue – contact us for prepared expamples.  p.255 Tribes… p. 276 Discovering Gifts… p. 358 Engaging All…High School…

Students use clues to determine the integer, or sum or difference or product or dividend…

Use the prepared materials (contact us) or prepare you own (clues can even be orally given); then have students develop their own and exchange between partners.

REFLECTION:

Content: What is most confusing about integers?

How does a number line help decipher the clues? What do you know now that you didn’t know before? Which was easier, solving the clues or making your own? Why?

Collaborative: What role did you play in your group?

Personal: What was your level of participation?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements among pairs or groups

AUTHENTIC ASSESSMENT: Students develop own clues and solve one another’s. Have each pair hand in their best effort. (Give extra credit points for any student who can stump the teacher?)

LEARNING COMPONENTS

· Group Development Process

►Cognitive Theory

· Multiple Intelligences

►Cooperative Learning

►Constructivism

· Reflective Practice

· Authentic Assessment

Extend/Modify:

1. Use problems or equations and develop clues.

2. Have students, in pairs or groups develop clues in a “round table”, each simultaneously developing a following clue that makes sense, or use a “placemat” design where each student write a set of clues and the “placemat” rotates so that each in the group can assess and solve. (Grade 6 and higher)

3. Use only numbers for clues. (Example: Instead of ‘greater than 76’, write >76 – or instead of ‘greater than 76, write >(4×19)

Related posts:

1. Any Math Content
2. Math – fractions: People Hunt
3. Two-Step (or Multi-Step) Equations

TITLE: Colon and semicolon

GRADE: 4-9

TIME/MATERIALS:  create your own examples (or contact us if you want some!), 20 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

Introduce students to the strategy of Peer Response Huddle using current (celebrity) events. Examples: Who has been in the news recently because of their new baby? ( It is important to ask questions that some, but not necessarily ALL students know; it is also appropriate to ask questions to which there is more than one correct answer). Three to five questions is sufficient for this part of the learning experience.

IDENTIFY THE OBJECTIVES:

Content Standard: Use a semicolon between items in a series containing internal punctuation. Use a semicolon between closely related independent clauses not joined by a coordinating conjunction. Use a colon to introduce a list.

Collaborative: Work on tasks together, participate fully, listen attentively

Personal: Share knowledge and understanding of others

IDENTIFY THE STRATEGY: Peer Response Huddle p. 306 Tribes… p. 322 Discovering Gifts… p. 407 Engaging All…High School…

Have students in groups of four or five. Each student chooses a number (1 through 4 or 5 – however many group members there are)

Pose a question

Example:  Colon or Semicolon:

I don’t watch much television lately it is more negative news than positive news andI enjoy reading a book instead.

After each question is presented, students quickly talk in their groups, so that everyone/anyone is capable of answering correctly. After 10 – 20 seconds or student/group discussion, call a number and only that numbered student stands for each group, prepared to answer. (Use of whiteboards is also a good way for student to respond – the numbered student is the one to hold up the whiteboard). Discuss/answer questions if necessary before moving on to the next question/slide.

NOTE: If you already have a strong cooperative culture, you can add a competitive element and keep score among groups. Beware; with certain age groups the competition becomes the focus, rather than the learning!

REFLECTION:

Content: What is a function of a colon? A semicolon? What do you know now that you didn’t know before? What is the easiest thing for you to remember about colon/semicolons?

Collaborative: Were you more of a listener or a talker? What agreement was most adhered to in your group? What might you do differently, next time?

Personal: How helpful were you to your group? What role did you play in your group? What might you have done more of/less of to help your group?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Ask students to name those who were most helpful/knowledgeable/considerate…

AUTHENTIC ASSESSMENT: Have students each write a sentence using either a colon or a semicolon correctly (or one sentence for each). Collect, or have students exchange and evaluate.

LEARNING COMPONENTS

· Group Development Process

· Cognitive Theory

· Multiple Intelligences

►Cooperative Learning

· Constructivism

►Reflective Practice

· Authentic Assessment

Related posts:

1. Any Language Arts Content
2. Any Math Content
3. Energizer: "I Like My Neighbor"

TITLE: Character analysis / metaphor /pre write

GRADE: 4 – 12

MATERIALS/TIME REQUIRED: You will need to make signs on 11×8 ½ paper; 20 min.

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: Review meaning of metaphor. Ask students, if you had to choose a candy bar to describe your mood today, what would you choose, and why? YOU, the teacher/facilitator should model this and share, first. [ I would be a Reese’s Peanut Butter Cup because there are two distinct flavors and I have two different classes to prepare for today.]

IDENTIFY THE OBJECTIVES:

Content Standard: Literary response and analysis (characters for lower grade, themes and narrative analysis for upper grades.

Collaborative: Listen attentively, reflect on experience, value diversity

Personal: Sharing, individual decision-making

IDENTIFY THE STRATEGY: Where Do I Stand? p. 376 Tribes… p. 381Discovering Gifts… p. 470 Engaging All…High School…

Students go to the posted sign as the “answer” to the question/situation and discuss with others, why they chose that answer.

Example: The story is “Flowers for Algernon”. There are three sets of signs, as follows:

A B C D

1) Piano Flute Drum Violin

2) Door Roof Floor Window

3) Lion Snake Dog Cat

The signs are posted in order of A, B, C, and D. That is, Piano – Door – Lion are all posted in the same place, with Piano being on top, or the only one showing of that group.

Ask the question: “Charly, before the operation, is most like…a piano, a flute, a drum, or a violin?” Have students choose one and go there to discuss with at least two others, why…

Then have a spokesperson from each group explain what they heard, and ask for any elaboration. Have students pull off that sign, so that Roof – Door – Floor – Window are now showing.

Ask the question: “Charly’s life after the operation, as his I.Q. is increasing, is most like…?” Students move to the appropriate place and discuss, etc.

The third question might be…” Charly’s friend, Joe Carp, is most like a …Lion – Snake – Dog – Cat?”

REFLECTION:

Content: What did you learn? What was shared that you hadn’t thought of before?

Collaborative: How did you make your decision on where do stand? How well did you listen? How did you value diversity of ideas?

Personal: How were you influenced [or not influenced] by others?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements during sharing…”I thought _____ had a great idea for ______.”

AUTHENTIC ASSESSMENT: Use this as a pre-writing exercise. Now have students write a “Response to Literature”, or other genre, paragraph, sentence, whatever is appropriate for you age/grade level.

LEARNING COMPONENTS

►Group Development Process [Influence]

· Cognitive Theory

· Multiple Intelligences

· Cooperative Learning

· Constructivism

►Reflective Practice

· Authentic Assessment

Related posts:

1. Metaphors (bullying): Where Do I Stand?
2. Vocabulary Development: Chain Reaction
3. Any Language Arts Content

TITLE: Math fractions

GRADE: 4

MATERIALS/TIME REQUIRED: Fraction Hunt reproducible – contact us if you want this!  25 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

Ask: How many of you think fractions can be fun?

(Assure them that they will like something about this strategy, and put students in groups of four, no more. If there are groups of three, then students will have the opportunity to imagine a fourth member, as well as his/her answers.

IDENTIFY THE OBJECTIVES:

Content Standard: Students will explain different interpretations of fractions and explain equivalents of fractions.

Collaborative: Students will work on tasks together, participate fully, and value diversity.

Personal: Students will reflect on personal strengths / skills.

IDENTIFY THE STRATEGY: Fraction Hunt

Students are in groups of four. (If in groups of three, then take turns making the imaginary fourth person’s answers.)

For each statement, the group has a brief conversation and writes the answer asa fraction.

The denominator will always be. . .?

It is possible to have a fraction of 0/4.

Do NOT reduce any fractions…that comes later!

EXAMPLE: Model these for the whole class before they begin the group fraction hunt.

___ I like playing computer games.

___ I’ve never been on an airplane.

___ I would rather listen to my music than watch TV.

(When your answer is “sometimes”, count that as a “YES”)

REVIEW AGREEMENTS

Have students begin. When finished, have them:

• Cross out all fractions that can be reduced, and write the reduced fraction next to what you crossed out.

• Choose an answer of ¾ and make it a fraction with a denominator of 12 and write a sentence at the bottom of your page that explains how you did that.

• Is this correct? 2/4 = 15/30  Explain why, on the back of the page.

Check for understanding.

Review agreements.

Pass out the “Fraction Hunt” handout and have students begin.

REFLECTION:

Content: How did this activity make fractions easy to understand?

What was difficult? How could you make it more difficult?

Collaborative: Describe how you worked together to answer the statements.

Personal: The objective was for you (students) to get to know one another better while

practicing or learning fractions. Explain how it worked for you.

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements that address the experience (You stated earlier that you had a way to make fractions fun?! Invite statements that acknowledge positive practices, behavior, students.

AUTHENTIC ASSESSMENT: Tell students you are going to choose any fraction that has been reduced, a fraction changed to a denominator of 12, and the two explanation statements (that must be sentences). Allow them to check their work, and collect.

LEARNING COMPONENTS

►Group Development Process

· Cognitive Theory

· Multiple Intelligences

►Cooperative Learning

· Constructivism

· Reflective Practice

· Authentic Assessment

Fraction Hunt

Extend/Modify: Have students add, subtract, multiply or divide fractions, either within their groups or by sharing with other groups.

Examples: Add your fractions for #2 and #6. Reduce.

or

Multiply #3 and #10, then subtract #4.

Note: Less can be more! If you are extending, have students complete only one or two of your problems; then have them make up their own. Be sure to have students designate an area on their paper which is easy for them to write in and you to find for evaluation/assessment. Be very clear about your expectations for learning.

Related posts:

1. Any Math Content
2. Math Place Value
3. Math Integers: Give Me a Clue

TITLE: Multiple Intelligence (Circular Curriculum) for “Beowulf”.

**note: students must know something about multiple intelligences, including their own. This activity is appropriate after the material has been read. 7^th graders read an abridged, teacher-created version of “Beowulf”. (Contact us if you want a sample of a teacher-created version.)

GRADE: 7 – 9

MATERIALS/TIME REQUIRED: poster paper; at least one class period of 90 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: “That’s Me”, with comprehension questions from “Beowulf” as follows:

I liked the story because it was scary.

I liked the story because it was creative, fiction, unbelievable.

I could relate to one of the characters in the story.

I still have questions about the story.

I am amazed at how old this story is.

IDENTIFY THE OBJECTIVES:

Content Standard: Any reading comprehension or literary analysis

Collaborative: Reflect on experience, think constructively

Personal: Develop personal strengths, explore challenges

IDENTIFY THE STRATEGY: Circular Curriculum (from the Artistry for Learning)

After you finish the story, invite students, working in tribes or individually, to make a poster that employs some or all of the “multiple ways of knowing”. These examples are NOT how the concept is taught, they are demonstrations of learning, on the students’ part.

At first, this is best done in small groups, where students collectively produce a poster that represents all intelligences. Require that students work on at least three different intelligences; they may work in pairs within the group. Be sure to have students sign their names to the appropriate parts (intelligences) represented on the poster. After students have success both with the group effort, and with exploring and developing multiple intelligences, use the circular curriculum for individual works (utilizing three or more intelligences).

Here is an example of demonstrations of understanding, based on the multiple intelligences (also the student handout). The italicized words are elements of Bloom’s Taxonomy. There are many more ideas in your Tribes book, on pages

1) Visual/spatial, comprehension, analysis

Draw a picture of a character from the story.

If you were producing a movie, who would play this character’s part? Why? (a new movie, not the one already out on DVD!)

2) Mathematical/logical, analysis

How are Beowulf and Grendel the same?

How are they different?

3) Linguistic/verbal, Musical/rhythmic, application

Write a cinquain for Beowulf, with alliteration in the fourth line.

Write a cinquain for Grendel, with alliteration in the fourth line.

4) Naturalist, synthesis

Make a grave marker for Grendel. Find something from outside that you would “send” with Grendel to his grave. (It was customary at the time Beowulf was written, to be buried or cremated with gifts.

5) Body/kinesthetic, application

Act out a part from the story/poem.

6) Intrapersonal, Intrapersonal, knowledge, evaluation

Write a question (something you didn’t understand?).

Share it with your group; write the answer

REFLECTION:

Content: How did you choose your “intelligence” entries…based on your strengths, or based on your challenges? How was this demonstration of understanding more or less demanding than the traditional or usual summary or book report?

Collaborative: What did you enjoy about being able to work with someone else on any part of this project? How did you handle any disagreement?

Personal: Why is it important to recognize multiple intelligences? How can this influence you…in anything in life?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: If the final result is a group poster, then use the strategy “Gallery Walk” and invite statements of appreciation.

AUTHENTIC ASSESSMENT: Have students develop a rubric (they will need some experience here) and grade their own work (really helps if they view each others work first). Eventually, students can actually make up the specific “intelligence” suggestions and develop their own responses. (I actually got to the point where I could say “Give me three examples, using three different multiple intelligences, that demonstrates your knowledge of_____.”)

LEARNING COMPONENTS

►Group Development Process (Influence – meaningful participation)

· Cognitive Theory

►Multiple Intelligences

· Cooperative Learning

· Constructivism

►Reflective Practice

►Authentic Assessment

Related posts:

1. Multiple Intelligence (Circular Curriculum) For Any Short Story
2. Multiple Intelligence: "All Summer in a Day"
3. Multiple Intelligences – Persuasive writing

TITLE: Narrative writing – organizing a pre-writing activity –

GRADE: : 3 – 7; modify accordingly (ex. one element for 3^rd graders at first…)

MATERIALS/TIME REQUIRED: 3 x 5 or 5 x 7 index cards.  30-35 min.

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

How many of you enjoy telling or hearing a good story? Ask for (or give) some examples…talking on the phone to a friend, telling what happened on your trip, etc.)

IDENTIFY THE OBJECTIVES:

Content Standard: Students will organize a rough outline (pre-write)

1. Relate ideas, observations, or recollections of an event or experience.
2. Provide a context to enable the reader to imagine the world of the event or experience.
3. Use concrete sensory details.
4. Provide insight into why the selected event or experience is memorable

Collaborative: Students will think (and write) constructively.

Personal: Students will share personal history.

IDENTIFY THE STRATEGY: Extended Nametag  p. 237 Tribes… p. 268 Discovering Gifts…

(Narrative Nametag)

Brainstorm, with your students, some “memorable moments” associated with family, that make you smile when you think of them. Now, have students write the topic of their story, or narrative, in the center of their index card.

From now on, students will write something, and then explain it to someone else, as well as hear his/her part of the story.

Upper left corner: write a word or phrase that reminds you of the event.

Upper right corner: words that describe where, and when the event took place.

Lower left corner: words that describe how you felt…smells, touch, taste, heard, etc.

Lower right corner: WHY the event is memorable…

Now have students take their card and talk to different classmates. First teacher will demonstrate, with his/her card.

1. Find a partner of opposite gender and share the upper left corner; you have one minute each to tell about what you wrote.

2. Find a new partner (someone who you DON’T sit with) and tell about the upper right corner.

3.  New partner…lower left

4. New partner…lower right

REVIEW AGREEMENTS!

After sharing, it’s time to write! Have students get a clean sheet of paper or write on the back of their index card.  The first sentence starts with “I will always remember….

Then, using the index card, students write at least one sentence for each corner, starting in the upper left and going clockwise around the card.

You (teacher) may ask for volunteers to read what they wrote. This is your chance to make some positive comments or suggestions for their narrative.

Check for understanding.

REFLECTION:

Content: How did this activity help you to organize your thoughts and/or what to include in your narrative?

Why was the information in each corner important to include?

Collaborative: How did talking about your experience help you to organize and detail your narrative?

Personal: How did it feel to share personal experience?

How were the agreements honored? Do we need to work on anything there?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements that address the experience. Invite statements that acknowledge positive practices, behavior, students.

AUTHENTIC ASSESSMENT: Have students circle the corner which was easiest to write about, and put a star on the corner that was most difficult to write. Teacher can then do a quick evaluation and plan next steps. (Corners correspond to narrative writing standards.)

LEARNING COMPONENTS

· Group Development Process

►Cognitive Theory (connecting to prior experience)

►Multiple Intelligences

· Cooperative Learning

· Constructivism

►Reflective Practice

· Authentic Assessment

Related posts:

1. Extended Nametag (Parts of Speech)
2. Writing a Paragraph
3. Reflective Practice Ancient History Egypt

TITLE: Metaphors (bullying)

GRADE: 4 – 12

MATERIALS/TIME REQUIRED: You will need to make signs on 11×8 ½ paper; 20-40 minutes.

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy: (After you have taught the concept of “metaphor”) Ask students to share…”How can colors represent feelings?” Discuss how colors are metaphors for feelings. (You could even ask, “what color are you today?”)

IDENTIFY THE OBJECTIVES:

Content Standard: Literary response and analysis: define figurative language. This learning experience is also strongly social/emotional learning, as the topic is “bullying”

Collaborative: Listen attentively, value diversity, resolve conflict (to some degree)

Personal: share personal feelings and experience, express empathy

IDENTIFY THE STRATEGY: Where Do I Stand. p. 376 Tribes… p. 381 Discovering Gifts… p. 470 Engaging All…High School… (see extension that follows)

Make up papers to hang in the four corners of room

First set: bully, victim, bystander (who does nothing), and bystander (who does something)

Second set: lion, sheep, monkey, and parrot

Third set: angry, sad, scared, apathetic

Then ask students to move to the area they most relate to for the following statements or questions:

For the first set:

1. Usually, I am the _______.

2. Who do you relate the most with?

3. Who do you relate the least with?

4. What type of person would you like to be?

For the second set:

1. When I am being bullied, I feel like a ______.

2. Victims often act like _______.

3. Bystanders often act like _______.

For the third set:

1. When I see someone being bullied, I feel _______.

2. I think a victim feels ________.

3. My parents would be very _______ if they knew I was a silent bystander to a bully.

4. The emotion I least like to feel at school is _______.

After the students move to a corner, have them discuss with the others in that corner, the reason they chose that particular corner (2 minutes).

Then, have each corner share ideas and feelings that were discussed in their corner with the whole class.

Then, go onto the next question!

REFLECTION:

Content: How did answering through metaphors help or hinder your answers? What other metaphors could be used?

Collaborative: How did you make your decision as to where to stand? Describe your thought process.

Personal: What surprised you? How has your understanding of bullying changed? How honest were you in your responses? What did you learn?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements.

AUTHENTIC ASSESSMENT: Have each student write about the lesson. How did it make them feel? What do they think of bullying? What could they do to prevent bullying?

LEARNING COMPONENTS

►Group Development Process (Influence)

►Cognitive Theory (making connections safe environment)

· Multiple Intelligences

· Cooperative Learning

►Constructivism (5 E’s)

· Reflective Practice

· Authentic Assessment

Extend: Continue with the strategy Put Yourself on the Line. p. 319 Tribes… , p. 335 Discovering Gifts…p. 422 Engaging All…High School…(another 15-20 minutes)

Have an invisible line going through the center of your classroom. At on end, have a sign that says “never”, and on the other end, have a sign that says “always.”

Then, have your students think where they would fit on the line to the following statements. Make sure you give students time to discuss and share their feelings as to where they are standing after each question.

1) I am a bully.

2) I am a victim to bullying.

3) I am a bystander who does nothing when a bully is bullying.

4) I am a bystander who walks away when I see a bully in action.

5) I am a bystander who stands up for the victim.

6) I am a bystander who wishes I had the courage to stand up to the bully.

7) At lunch, bullying occurs.

In the halls, bullying occurs.

9) In class, bullying occurs.

10)At home, bullying occurs.

Reflect (see above) and/or use a written response as reflection. You can always use poetry as the written response!

Related posts:

1. Narrative Writing: Extended Nametag
2. Character Analysis/metaphor/pre-write
3. Extended Nametag (Parts of Speech)

TITLE: Vocabulary development…synonyms, antonyms, pre-writing warm-up

GRADE: 2 – 12

MATERIALS/TIME REQUIRED: 15 – 20 min.

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy:

Think-pair-share: Translate this sentence into everyday words – The juvenile was loquacious when it came to rendering paradigms of graphic lexis. [Translation: The young person was talkative when it came to giving examples of descriptive words.]

IDENTIFY THE OBJECTIVES:

Content Standard: Word analysis: vocabulary and concept development

Collaborative: Value diversity, work on tasks together, think constructively

Personal: Share ideas, increase communication skills

IDENTIFY THE STRATEGY: Chain Reaction, p. 224 (p. 255 Discovering Gifts), p 336 Engaging All…High School…)

Instead of having one student pose a question and the next answer, have students, in small groups, pass a piece of paper until all “words” are exhausted.

Directions: Have students seated in groups of four or five. Ask a question

or have a problem statement (in this case the topic is vocabulary/synonyms). Each person in the group gives his/her opinion or answer to the question. During the process, if one cannot think of anything to say, he/she can pass. The process continues around the group until they have exhausted all ideas. It is most important that when each person is speaking, the others are demonstrating attentive listening.

Example: Have students give synonyms for “walk”. The students take turns until they are out of ideas. (Your call, whether or not they use a thesaurus)

At this point, another word/topic might be used, or you may want to stop and have all groups share, while synonyms for “walk” are posted on the board and a writing assignment follows.

REFLECTION:

Content: How did this help you learn vocabulary? How will this help you in writing?

How did hearing others’ share words help you to think of more vocabulary (expand/elaborate)?

Collaborative: Which collaborative skill did you practice most/best? (value diversity, work on tasks together, think constructively)

Personal: What was your level of participation? Were you more of a listener or a speaker?

PROVIDE AN OPPORTUNITY FOR APPRECIATION: Invite statements among groups and/or in the full group…Who can share a person who is a real resource when it comes to vocabulary/synonyms?

AUTHENTIC ASSESSMENT: “Ticket out the door” At the end of class have each student write on a slip of paper an antonym for one of the vocabulary words used in “Chain Reaction”.

LEARNING COMPONENTS

►Group Development Process (Influence)

►Cognitive Theory (making connections)

· Multiple Intelligences

►Cooperative Learning

· Constructivism

►Reflective Practice

· Authentic Assessment

Related posts:

1. Teacher-Centered Professional Development
2. Any Language Arts Content
3. Math – fractions: People Hunt

How do you start your day? What classroom practices need changing…what do you continue to do, with less than satisfactory results?

How do you great your students? Meet them at the door? Handshake?

How do you model appreciation? Standing Ovations? (or standing “O”- just stand and make an “O” without the applause) Other signals/sounds that are spontaneous appreciations?

If 5 minutes at the start of each day, week, or class period is spent on something personal – feelings about what happened yesterday; what is to come today (even expectations can be a part of this short conversation/sharing); recognizing birthdays, special achievements, current events; or a quick journal exercise (in writing) – much can be honored, allowed, and acknowledged. Teachers of younger students tend to do this every day…as students grow older, the act seems to go away…as unnecessary…because “they are older now and don’t need that…”

And, while we’re on the topic, why not take 3-5 minutes at the end of the day or class period to do the same? Some strategies for this are: Something Good, p. 337; Five Tribbles, p. 246; Flies on the Ceiling, p. 248; I’m Proud…, p. 264, One Minute History (make it One Minute Learning/Achievement), p. 294; Personal Journal, p. 315; Week in Perspective, p. 367; What feelings do you have?, p. 368; Wishful Thinking, p. 378. Yes, it takes time to teach and practice the strategy, but that time is “money in the bank” later, when you can say “Take five steps, find a partner, and share something positive you saw or heard today as a fly on the ceiling.”

Here’s one more. Choose a “Mystery Person” (a student in your class) and tell the class that this ‘mystery person’ will be acknowledged for achievements, behavior, and communications (ABC’s). While you are watching this one student and making it known to the class (“I like the way the mystery student is listening attentively…” “The mystery student just earned an extra minute of recess!?”), the class is trying to guess who it is. This tends to promote awareness, improve behavior/class management, and even some critical thinking. Just be careful about the enthusiasm and the blurt outs “I know who it is!”. And, don’t wear it out – a mystery person once a week…or two…or whenever needed.

Be the change – it’s what this year is about!

Related posts:

1. Start the year with Tribes TLC in your classroom
2. Metaphors (bullying): Where Do I Stand?
3. “Weekly Tribes” is Back!