A Case for Reading... Examining Challenged and Banned Books:
http://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged-410.html
In this lesson, students (grades 3-10) consider the implications of censorship and intellectual property. This lesson incorporates individual learning styles with giving students a lot of choice. They are allowed to choose the book they want to read and how they want to read it. Students get to gather in literary circles to discuss their books. One way the lesson plan could be improved, though, would be to allow student to choose their final project. I can see many different products being designed to be persuasive, not just a letter.
Endangered Ocean Life Non Fiction Skills Unit:
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0203.html
This lesson has the students, grades 3-5, explore whales and sharks through two non fiction works. The students go through different stations to read books and take notes on these animals. The students start with a KWL chart. This is a good beginning. As they learn new facts they record this on the L section of their chart. They also complete a “I didn’t know that...” form where they draw a picture of the animal and list a fact they learned. As a class they create an alphabet book with facts about each animal. This lesson plan is good, but it doesn’t take into consideration different cognitive styles. The infomation is learned from reading texts. No other format is included. The teacher should mix it up with videos, podcasts, audio books, games, and maybe a field trip if possible. Its great that there are different stations, but they are all the same style with different content. Different stations should be set up with different learning styles and the students can pick the format they prefer to learn about these animals. The students should also be given a choice on how to present the information learned. The lesson is a great start. It just needs to be slightly modified to address all learning needs.
http://www.readwritethink.org/classroom-resources/lesson-plans/case-reading-examining-challenged-410.html
In this lesson, students (grades 3-10) consider the implications of censorship and intellectual property. This lesson incorporates individual learning styles with giving students a lot of choice. They are allowed to choose the book they want to read and how they want to read it. Students get to gather in literary circles to discuss their books. One way the lesson plan could be improved, though, would be to allow student to choose their final project. I can see many different products being designed to be persuasive, not just a letter.
Endangered Ocean Life Non Fiction Skills Unit:
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Information_Literacy/IFO0203.html
This lesson has the students, grades 3-5, explore whales and sharks through two non fiction works. The students go through different stations to read books and take notes on these animals. The students start with a KWL chart. This is a good beginning. As they learn new facts they record this on the L section of their chart. They also complete a “I didn’t know that...” form where they draw a picture of the animal and list a fact they learned. As a class they create an alphabet book with facts about each animal. This lesson plan is good, but it doesn’t take into consideration different cognitive styles. The infomation is learned from reading texts. No other format is included. The teacher should mix it up with videos, podcasts, audio books, games, and maybe a field trip if possible. Its great that there are different stations, but they are all the same style with different content. Different stations should be set up with different learning styles and the students can pick the format they prefer to learn about these animals. The students should also be given a choice on how to present the information learned. The lesson is a great start. It just needs to be slightly modified to address all learning needs.
Comments
Post a Comment