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Or national curricular standards to which your lesson aligns. What key knowledge and skills will students be able to demonstrate as a result of your instruction? 5E1c: Comprehension and Analysis of Literary Text

Socratic Seminar Lesson Plan



Teacher Candidate __Melissa Neu___ Grade Level__5th____ Date of lesson___4/12/11______



Content Standards:

State the unit goal and identify one or two primary local, state

or

national curricular standards to which your lesson aligns. What key knowledge and skills will students be able to demonstrate as a result of your instruction?

5E1c: Comprehension and Analysis of Literary Text



5E1c.4:

Understand that theme refers to the central idea or meaning of a selection

and recognize themes, whether they are implied or stated directly.

5E1c.5:

Describe the function and effect of common literary devices, such as

imagery (use of language to create vivid pictures in the reader’s mind),

metaphor (an implied comparison in which a word or phrase is used in place

of another such as: He was drowning in money.), and symbolism (use of an

object to represent something else, for example, a dove might symbolize

peace).

5E1c.6:

Identify the speaker or narrator in a selection and tell whether the speaker or

narrator is a character involved in the story.

Strand: 5E3: Listening and Speaking



5E3a: Skills and Strategies



Students deliver focused, coherent presentations that convey ideas

clearly and relate to the background and interests of the audience.

They evaluate the content of oral communication.

5E3a.2:

Interpret a speaker’s verbal and nonverbal messages, purposes, and

perspectives.

5E3a.6:

Clarify and support spoken ideas with evidence and examples.

5E3a.7:

Use volume, phrasing, timing, and gestures appropriately to enhance

meaning.

5E3a.8:

Emphasize points in ways that help the listener or viewer follow important

ideas and concepts.

Standard: 5E3b: Applications



Students deliver well-organized formal presentations using traditional

speech strategies, including narration, exposition, persuasion, and

description. Students use the same Standard English conventions for

oral speech that they use in their writing.

5E3b.4:

Deliver oral responses to literature that summarize important events and

details, demonstrate an understanding of several ideas or images

communicated by the literary work and use examples from the work to

support conclusions.

Learner Background:

Describe the students’ prior knowledge or skill related to the learning objective(s) and the content of this lesson. How did the students’ previous performance in this content area or skill impact your planning for this lesson?

Students have been reading different poems throughout the quarter. In their readings, they have attempted to understand the text and interpret their meaning. They have also been introduced to similes and metaphors and are capable of identifying them in text.

Student Learning Objective(s):

Identify specific and measurable learning objectives for this lesson.

Students will be able to read and analyze the poem Casey at the Bat.

Students will be able to talk with their classmates about the text in a Socratic Seminar Students will be able to deliver their analysis in a well-organized, descriptive writing piece.

Assessment:

How will you ask students to demonstrate mastery of the student learning objective(s)? Attach a copy of any assessment materials you will use, along with assessment criteria.

Self-evaluation-

Students will fill out a KWL chart to access their prior knowledge.

Student evaluation-

Students will be assigned partners in whom each will assess each other by following the Discussion Partner Evaluation form that will be given to them by the teacher.

Teacher evaluation-

The teacher will assess students by their participation and interaction on the topic and by observing their overall involvement in the Socratic seminar

Materials/Resources:

List the materials you will use in each learning activity including any technological resources.

20 copies of Ernest Lawrence Thayer’s

Casey at the Bat

20 copies of Discussion Partner Evaluation sheet
20 copies of a KWL Chart

Teaching Model/Strategy



Accurately names model/strategy; Explains

WHY

this model/strategy is chosen for these learners; Explains

how

model/strategy lends itself to learning this content, these skills and/or dispositions.

Socratic Seminar: This model is excellent for poetry because it teaches students how to think and how to express their thoughts amongst others. Poetry also at times may be difficult to comprehend, and Socratic seminars help students to comprehend the confusing aspects of poetry. This, in turn will allow students to achieve a deeper understanding about the ideas and values in the text.

Learning Activities:



Initiation:

Briefly describe how you will initiate the lesson. (Set expectations for learning; articulates to learners: what they will be doing and learning in this lesson, how they will demonstrate learning and why this is important)

(The day before, the teacher passed out the poem “Casey at the Bat” by

Ernest Lawrence Thayer to the class. They were to read analyze the poem for homework. Also, a handout with vocabulary words from the poem was given for the students to define before they read.)




In the beginning of class, the teacher and students will take turns re-reading the poem. The teacher will read every other stanza and the class will choral read every other stanza after the teacher. Then the teacher and students will briefly summarize the poem.



The teacher then will give a mini-lesson on how to conduct and be a part of a Socratic seminar. During this time, rules and responsibilities of Socratic seminar participants will be described and listed on the whiteboard to the class. Rules, for example will consist of:
1. Refer to the text when needed.

2. Listen carefully and respectfully, take turns speaking.

3. Do not stay confused, ask for clarification.

4. Discuss the ideas, not just react to others’ opinions.

And so forth..

After rule explanation, students will then take 5 minutes filling out a KWL chart.(attached below)

Lesson Development:

Describe how you will develop the lesson, what you will do to model or guide practice, what learning activities students will be engaged in order to gain the key knowledge and skills identified in the student learning objective(s). Identify the instructional grouping (whole class, small groups, pairs, individuals) you will use in each phase of instruction.

Students will be grouped in pairs for the purpose of assessing each other in the Socratic seminar. For this seminar, there will be an inner and outer circle created. While one student will be participating in the discussion, their partner will be recording and observing their participation and involvement through a Socratic Seminar observation form and a Socratic Seminar Discussion Partner Evaluation handout that will be given to each student (Also attached below).

It is in the inner circle where students are allowed to share their questions from the KWL chart. To begin, a student will be given the opportunity to share and answer their peers’ questions.
While students are involved with the Socratic seminar, the teacher will be observing to make sure that everyone is participating. The teacher should be seated where they are less visible to the students. The teacher only be involved to facilitate and redirect the discussion. The teacher should also have some question in hand to redirect the discussion. Examples are:
1.

“In your opinion, what kind of character is Casey? Why do you think so?”



2. Did you expect Casey to hit the last ball? If so, why did you that?”



After one student of the pair is finished with group discussion, they will then switch places and duties with their partner, making sure every student has had an opportunity to be in both the inner and outer circle.

Closure:

Briefly describe how you will close the lesson and help students understand the purpose of the lesson. (Interact with learners to elicit evidence of student understanding of purpose(s) for learning and mastery of objectives)

The teacher should end the Socratic seminar. Then there should be class reflection on the group’s successes and improvements that could be made for the next Socratic seminar.



Individuals Needing Differentiated Instruction:

Describe 1 to 3 students with identified instructional needs. (These students may be special or general education students and need not be the same students for each lesson. Students may represent a range of ability and/or achievement levels.)

Student Name

  1. What is the student’s identified instructional need?

  2. What evidence do you have that this is an instructional need?

Describe strategy for differentiating instruction

in this lesson

to meet this need.

Harry


  1. Reading Below Grade Level.

  2. Harry has been struggling thorough the year with reading and comprehension. He is reading on 2nd grade reading level.

Choral reading will help Harry verbally follow his classmates as they model reading styles for him. Also, Socratic seminars will help him further comprehend the text as students scaffold and talk amongst each other.


Ron


  1. ADHD

  2. Harry is Diagnosed with severe ADHD. He had an IEP. He has trouble paying attention in class.

Choral reading will help Ron focus in staying together while reading. By giving him two active roles (participant and observer) will lessen any unnecessary stimulates around him.


Cho-Chang


  1. ELL

  2. For Cho-Chang, it is her third year in American schooling. She has trouble reading and pronounce letters while reading.

Choral reading will help Cho-Chang pronounciate words correctly. Classmates will also model appropriate reading styles.

Reflection on Practice:



Student Achievement:



Specifically analyzes student learning

for each SLO

. What differences do you notice in the performance of individual students? Note needs or opportunities for reteaching or enrichment for specific learners.

Teacher Efficacy:

(Evaluation and Assessment of one’s own teaching): Examines/explains impact of personal teaching practice by responding to following:

1) What worked well and why?

2) What did not work well and why?

3) What actions will be taken now which are: a) immediate

and

b) long range?

4) Briefly describes ONE reasonable

alternative approac

h

that could be used to achieve these same SLOs?



Casey at the Bat

by Ernest Lawrence Thayer ©

Published: The Examiner (06-03-1888)



The Outlook wasn't brilliant for the Mudville nine that day:
The score stood four to two, with but one inning more to play.
And then when Cooney died at first, and Barrows did the same,
A sickly silence fell upon the patrons of the game.

A straggling few got up to go in deep despair. The rest
Clung to that hope which springs eternal in the human breast;
They thought, if only Casey could get but a whack at that -
We'd put up even money, now, with Casey at the bat.

But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a lulu and the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey's getting to the bat.

But Flynn let drive a single, to the wonderment of all,
And Blake, the much despis-ed, tore the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Jimmy safe at second and Flynn a-hugging third.

Then from 5,000 throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It knocked upon the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.

There was ease in Casey's manner as he stepped into his place;
There was pride in Casey's bearing and a smile on Casey's face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt 'twas Casey at the bat.

Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance gleamed in Casey's eye, a sneer curled Casey's lip.

And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped-
"That ain't my style," said Casey. "Strike one," the umpire said.

From the benches, black with people, there went up a muffled roar,
Like the beating of the storm-waves on a stern and distant shore.
"Kill him! Kill the umpire!" shouted someone on the stand;
And its likely they'd a-killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and once more the spheroid flew;
But Casey still ignored it, and the umpire said, "Strike two."

"Fraud!" cried the maddened thousands, and echo answered fraud;
But one scornful look from Casey and the audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn't let that ball go by again.

The sneer is gone from Casey's lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go,
And now the air is shattered by the force of Casey's blow.

Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and somewhere children shout;
But there is no joy in Mudville - mighty Casey has struck out.

"Phin"

Casey at the Bat

by Ernest Lawrence Thayer

©



Name: _



Date: _



Define Me!



  1. Melancholy:



________________________________________________________________________________________________________________________________________________



  1. Despised: ________________________________________________________________________________________________________________________________________________



  2. Multitude:



________________________________________________________________________________________________________________________________________________



  1. Preceeded:



________________________________________________________________________________________________________________________________________________



  1. Tumult:



________________________________________________________________________________________________________________________________________________



  1. Spheroid:



________________________________________________________________________________________________________________________________________________



  1. Stern:



________________________________________________________________________________________________________________________________________________



  1. Unheaded:



________________________________________________________________________________________________________________________________________________



  1. Grandeur:



________________________________________________________________________________________________________________________________________________






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