Walk the Dream

BlueberryElementary

Key Aspects of School and Community and Their Implications for Teaching and Learning at the School:

· School location: Urban

· School culture:

o School size: 612 students, 61 specialists and teachers.

o Communication among teachers: Excellent, all of the teachers on each grade level are involved in team planning, some are involved in departmentalizing, and communication is always present. Communication occurs daily and consistently. The faculty committee meets with the administrators to talk about their concerns and other teachers concerns weekly. Teachers also communicate frequently with administration and specialists through email or personal contact.

· Student Demographics:

o Languages spoken: 34 different languages are spoken at Blueberry Elementary School. Most commonly English, Spanish, and Arabic.

o Percentage of students receiving special services:

§ English for Speakers of Other Languages: 40%

§ Special Education Services: 11%

§ Gifted: 18%

o 5:4; ratio of males to females

o Percentage of students on free/reduced lunch: 62%

o Socio-economic level: Lower-middle class to lower class.

o Degree of transience: 36%

o Parents’ level of education and involvement in school: The majority of parents have obtained a high school education. There is minimal involvement of parents within the school and the classroom. This is probably due to the socio economic status and parents’ work observations. Teachers have difficulty getting in contact with the parents when there is a problem or comment. Although there is difficulty getting in contact with parents, the parents that are involved show much support to their children and the teachers.

o Special programs offered at the school:

§ Title I

§ Young Scholars

§ Family Center at Orleans Village community center

§ Teacher Leader Grant

§ LearnStar

§ Parent Liaison

§ Intervention Specialists

§ Peer Mediation and Conflict Resolution

§ Partners in Print

§ Mentoring Partnerships-Mentorworks

§ FECEP/Head Start

§ Full-Day Kindergarten

§ Modified calendar

§ School-Age Child Care (SACC)

§ Success by Eight program

· Relationship between school population and community:

o The school draws its students from a neighborhood directly across the street and from a neighborhood that is about 4 miles away. This neighborhood consists of two to three bedroom apartment complexes and townhomes.

o Business partners: Association for Supervision and Curriculum Development (ASCD), the Mason District Police Department, Costco, Harris Teeter, Starbucks, and the Lincolnia Senior Center.

Key Aspects of Classroom and Their Implications for Teaching and Learning in the Classroom:

· Class demographics:

o Number of students: 20

o Male/female: 9 males and 11 females

o ESL: 3 ESL students

o G/T: 5 GT students

o Special Education: No special education students however one student was recently referred for further testing.

· Instructional levels of students in:

o Reading: 12 students are reading on grade level, 2 student are reading above grade level, 4 students are reading on a fourth grade reading level, one student is reading on a second grade reading level, and two students are reading on a first grade reading level.

o Writing: No testing has been done on writing levels however, from observations, the majority of students have difficulties with basic writing skills such as capitalization, punctuation marks, and writing with detail.

o Math: There are 5 students in the classroom that are in G/T math. There are also 5 students who are struggling with math concepts from third and fourth grade which is making learning difficult since new concepts are harder to comprehend. The remaining students seem to understand new concepts as well as build on past ones.

· Physical environment:

o The physical environment is a welcoming one. There is a carpeted area in the back of the classroom where morning meeting and other lessons are taught. There are two desktop computers in the back as well as a cart with laptops in it for the 5^th grade classes. There is a variety of books on the bookshelves that are categorized as well as dictionaries, thesauruses, globes, etc. The majority of the desks are facing the front of the classroom where the teacher is located as well as the Smartboard. Students are seated in groups of 3 to 6, depending on multiple factors such as behavioral issues, special needs, etc.

· Aspects of learning community:

o The class has a very solid learning community. The teacher has expectations for the students which they try to fulfill. Students listen and are respectful to any adults present. The teacher plays a large role within the learning community. He/she maintains authority and control over the students while teaching and assisting at the same time. Students help each other and work well in groups to accomplish common goals. Students make use of resources available, whether it is a teacher, specialist, computer, or other materialistic resource.

· Communication with parents:

o Communication with the parents has been difficult. The teacher has made attempts to contact the parents of some students who are struggling with certain things in school such as turning in their homework, completing their reading log, etc. The most successful way to contact a parent or guardian seems to be through email. Communication with parents on setting up teacher-parents conferences has also been a challenge. Also, every other week in the students Friday Folder, the teacher writes a personal progress report for every student. The parents are asked to sign it and write comments yet only a handful of parents take the time to respond.

Language Arts

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.

b) Tell and retell stories and events in logical order.

1.2 The student will continue to expand and use listening and speaking vocabularies.

1.5 The student will apply knowledge of how print is organized and read.

1.8 The student will read familiar stories, poems, and passages with fluency and expression.

Writing

1.11 The student will print legibly.

1.12 The student will write to communicate ideas.

Math

1.12 The student will use nonstandard units to measure length and weight.

Science

1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include

Visual Art

1.4 The student will create works of art inspired by stories, poems, and themes.

1.5 The student will create art from real and imaginary sources of inspiration.

1.9 The student will observe and depict plants, animals, and people in a landscape work of art.

Music

1.3 The student will respond to music with movement.

1.4 The student will create music through a variety of experiences.

1.11 The student will exhibit respect for the contributions of self and others in a music setting.

I. Objective:

1. Students will be able to demonstrate their knowledge on Frederick by creating a collage from the story.

2. Students will be able to demonstrate their knowledge on the art technique collage by creating a collage.

SOL’s :

Reading

1.1 The student will continue to demonstrate growth in the use of oral language.

1.2 The student will continue to expand and use listening and speaking vocabularies.

Visual Arts

1.4The student will create works of art inspired by stories, poems, and themes.

1.9 The student will observe and depict plants, animals, and people in a landscape work of art.

II. Materials

· Powerpoint—Introduction of the art style collage

· Construction Paper

· Pipe cleaners

· Fuzz balls

· Glue

· scissors

III. Procedure and Learning Activities: (Begin at 10:30)

Introduction:

Tell the students that today we are going to read a new book written by Leo Lionni called Frederick. Continue to tell the students that throughout this book Leo Lionni’s illustrations are done in the art technique collage. Explain to the children that they will learn what a collage is after the story and make a collage of their own based on the book.

Instructional Strategies (Begin at 9:30)

1. Begin to read the story to the children. While reading the story ask the children to take note and really study the illustrations. (10 minutes)

2. After the story has finished have the children turn toward the SmartBoard.

3. On the smartboard there will be a PowerPoint that is an introduction to the art form collage. Tell the children that you are going to teach them about collages so they can make pictures like Leo Lionni did in his book Frederick.

4. Go over the PowerPoint on collages with the children. (6 minutes)

5. After you have completed the short PowerPoint lesson, tell the children that they are now going to go back to their seats and create their own collages. Tell the children they have a choice of creating a collage from the book Frederick or another Leo Lionni book such as A Color of His Own and Swimmy. Show the children an example of a collage that you made. After you show the children the collage you made, tell the children that they will be able to make their collages with construction paper, pipe cleaners, and fuzzy balls. (Instructional Strategies 2-5; 10 minutes).

6. Dismiss the children back to their seats by calling their names. The materials will already be out on the tables so that the children can start right of way. The children will have 25 minutes to work on their collage. (25 minutes)

Summary: After the children have completed their collages have them come back to the carpet and sit in a circle and share their collages with the group. Have each child tell what book they chose to do their collage on and also have the children give the reason why they chose that book.

IV. Assessment

1. Listening intently to the story and participation in creating a collage are key assessments for this assignment.

Differentiation: For children who have difficulty making collages, I will assist them in a small group with creating a collage.

V. Reflection

I. Objectives:

1. Students will be able to demonstrate their knowledge on the book A Color of His Own by writing lines for their characters for the play.

2. Students will be able to demonstrate their knowledge on the story A Color of His Own by painting the backdrop for their play.

SOLs:

Reading and Oral

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.

The student will print legibly.

a) Form letters.

b) Space words and sentences.

Writing

1.12 The student will write to communicate ideas.

a) Generate ideas.

b) Focus on one topic.

Visual Arts

1.4 The student will create works of art inspired by stories, poems, and themes.

1.9 The student will observe and depict plants, animals, and people in a landscape work of art.

II. Materials

· Smartboard

· Paper

· Paper for lines

· Blue, green, and yellow tempera paint

· Paint brushes

· Pencils

· Leo Lionni Books

III. Procedure and Learning Activities: (Begin at 10:30)

Introduction:

As an introduction, tell the children that today they are going to write the lines for their character for the play. Explain to the children that the lines that they write will be what they say in the play. Remind the students, who do not want to be in the play and do not have lines, need to assist their peers with creating their lines for the play.

Instructional Strategies

1. Tell the children that they will be given a sheet of paper that has I am the _______________. And this is what I say_________________. The children must complete this form so you know what they are saying. The children do not have to use the form to write their lines, it is just a guideline to assist them in writing their lines.

2. Explain to the children they need to think about their character and what their character would say or do. Model being a pig from The Three Little Pigs. Write the pig’s lines on the SMARTBOARD, so that the children can see how you would like them to write their lines.

3. The last detail children should know before being dismissed to their seats is that while they are writing their lines, they will be called out by 4’s to work on the backdrop for the play. I will have already drawn a landscape for the children and they will be able to choose the colors they would like to paint the backdrop. The children will work on the backdrop in 10 minutes intervals and then switch with another four students.

4. Children will be told that if they finish early they will need to grab a Leo Lionni book of their choice and choose a place to sit and read until everyone has completed their lines. The children who finish early may also be asked to add more details to the backdrop. (Instructional Strategies 1-4; 15 minutes)

5. Dismiss the children to their seats by name and give them a sheet as you call them to go to their seats.

6. While children are working on their lines circulate the room and assist them with their lines, also dismiss children 4 at a time to work on the backdrop. (45 minutes)

7. When 45 minutes is up have the children come back to the carpet with their lines.

Summary:

Tell the students that today they wrote their lines for their play, which is one of the most important parts of the play. Then tell the children that you are going to take all of their lines and make them into a script, so that they will all be able to say their lines during the play. Also tell the children that the music will be incorporated into the play also. Tell the children that this is their play and they have finished creating it and now they just have to practice it.

IV. Assessment

1. Participation in writing lines and participation in painting the backdrop will be key assessments for this lesson.

Differentiation: For students, who cannot write their lines, they can verbally tell me their lines and I will write them down.

V. Reflection

I. Objectives:

1. Students will be able demonstrate their knowledge on measurement by playing the Inch by Inch Smart Board game where they will measure the length of objects in nonstandard units.

Math

SOLs: 1.12 the student will use nonstandard units to measure length and weight.

I. Materials

· Smartboard

· Smartboard game Inch by Inch

· The Book Inch by Inch by Leo Lionni

· White Boards

· Dry erase markers

· Erasers

II. Procedure and Learning Activities: (Begin at 11:30)

Introduction:

Tell the children that today they will be reading the book Inch by Inch. Ask the children if they have ever heard of an inch worm. If the children have never heard of an inch worm explain to them that an inch worm is a tiny worm that is only an inch long, and then show the children what an inch looks like with your fingers. Explain to the children that the story they are about to hear is about an inch worm who love to measure many different objects. (5 minutes)

Instructional Strategies

1. Begin reading the story Inch by Inch by Leo Lionni. Allow the children to ask questions throughout the story because there are many exotic animals that the children may not have seen or heard of before. (10 minutes)

2. After the story is over ask the children what the inch worm measured in story. Then ask the children if they have ever measured anything. Take a few hands and then tell the children that if they have never measure anything before they will be able to today because we are going to play a measuring game on the SMARTBOARD.

3. Tell the children that the name of the game is Inch by Inch. Explain to the children that you need help measuring some objects, but the only things you have to use to measure these objects are some inch worms.

4. Show the children the objects on the SMARTBOARD along with the inch worms. Model the game by measuring an object with the inch worms on the SMARTBOARD, but before you measure the object tell the children that they have to guess the number of inch worms that the object will be.

5. Tell the children that they will be getting a whiteboard, and eraser, and a dry erase marker and they will write their guess on the whiteboard. Also, tell the children for each object there will be a new person to come and measure an object, but before the new person measures the object on the SMARTBOARD, everyone needs to have their guess on the whiteboard. After the person measures the object the children then need to compare their answer to the one on the SMARTBOARD. Ask children to raise their hand if they were close to the answer. Then move onto the next object. Tell the children to erase their guess and put their new guess on the whiteboard. Continue this for all the objects on the SMARTBOARD. (Instructional Strategies 2-5; 20 minutes)

Summary:

When the game has finished ask 1 person to collect the whiteboards, one person to collect the erasers, and one person to collect the markers. Make sure all the children wipe off the boards first. Then ask the children what they noticed about the measurements. Ask questions such as does it take more inch worms to measure a large object than a smaller object. Continue to ask children what they learned from the game, and if they liked playing it.

III. Assessment

1. Participation in the game will be a key assessment for this lesson.

2. Listening intently to the story will also be a key assessment.

IV. Differentiation:

For children who may have difficulty with measuring the object, measure the object with them. Move the inch worm on the SMARTBOARD with them.

V. Reflection

I. Objectives:

1. Students will be able to demonstrate their knowledge on the characters from A Color of His Own by creating masks of a character that they would like to be in the book A Color of His Own Play.

SOLs:

Oral and Reading 1.1

The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.

b) Tell and retell stories and events in logical order.

Visual Art

1.4 The student will create works of art inspired by stories, poems, and themes.

1.5 The student will create art from real and imaginary sources of inspiration.

II. Materials :

· Smartboard

· Leo Lionni Books

· Mask Templates on Cardstock

· Feathers

· Crayons

· Markers

· Glitter

· Glue

· Scissors

· Construction Paper

· Hat with the numbers 1-20 on separate pieces of paper

· United Streaming—Animal Colors and Shapes, 16:16

III. Procedure and Learning Activities: (Begin at 9:35)

Introduction:

Ask the children if they remember the story we read the day before, A Color of His Own. Tell the children that we are going to be doing a play on the book A Color of His Own and today they will need to choose their characters! Tell the children that we are going to re-read the story A Color of His Own, so that they can see what character they would like to be. Only allow two children to be the same character except for the chameleon. The chameleon can have up to 8 people be him, so that each person can represent a color that the chameleon changes in the book. Also only one child can be the chameleon’s friend that he meets in the story. (3 minutes)

Instructional Strategies

1. Read the story to the children for a second time. ( 5 minutes)

2. After reading the story a second time to the children. Pull up the list of characters on the Smart board. Tell the children that these are all the characters in the story. Read of all of the characters off. Explain to the children that only two children can be the same character except for the chameleon. The chameleon can have up to 8 people be him, so that each person can represent a color that the chameleon changes in the book. Also only one child can be the chameleon’s friend that he meets in the story. (2 minutes)

3. Now tell the children the way we are going to choose is by each child choosing a number out of a hat. If you have 1 you go first, you go second and so and so forth. Also tell the children that they must be waiting patiently and reading or looking at the books that will be provided for them. The children can read with a buddy but they must not be loud or playing around. (3 minutes)

4. After passing out the numbers have the child come up and tell you the character they would like to be. Remind the children that they will have to move like the character and say the words the character says for the play.

5. Then start calling the children up by numerical order. When a child tells you what character they would like to be, write their name up on the smart board by the character they have chosen.

6. While the children are being called up have the other children reading Leo Lionni books that will be sat out for them to read while they are waiting patiently.

7. After the each child has been called call the group back to order and go over each character and who is playing the person or people playing that character.

8. Tell the children now we are going to do a quick energizer. It will be head, shoulder, knees, and toes. Explain to the children that they will need to find “my space” and that they are going to do it four times gradually getting faster each time. (3 minutes)

9. Have the children back down in front of the smart board. The children will now watch a movie on chameleon’s from United Streaming. Let the children know that you want them to be chameleon experts for their play, so that means that they need to know a lot about chameleons. The name of the video is Animal Colors and Shapes. (17 minutes)

10. After the video ask the children what they learned about chameleons. Ask other questions such as: does a chameleon turn many different colors? What other animals change colors? Why do animals change colors? (5 minutes)

11. After the movie is discussed with the children, the children will now be creating their masks, which will be a part of their costume for the play. Tell the children that they now have to create a mask for the animal they chose. Explain to the children that they will be given a mask on cardstock and they will need to cut it out before they can start decorating it like their character. The children can use any materials that are on the table. These materials include feathers, construction paper, glitter, glue, markers, and crayons. A straw will be added to the mask so the children can hold the mask after their masks have dried. Show the children a mask that was made, but remind the children that they cannot copy the example mask. Also remind the children to clean their mess when they are finished. (3 minutes)

12. Dismiss the children to their seats and allow them to work or their masks. Remind the children that they must share the materials, and that when they are finished they are to put their masks out in the hallway to dry. When they come back inside they must find a place to sit and read with a buddy.

Summary:

After the child has finished ask them what animal they made and why they made it the way they did. Do not ask them in an undermining way, but asks them because you want to know how they’re thinking creatively.

IV. Assessment

Whole class discussions the movie Animals, Colors and Shapes.

Participation in choosing a character and creating a mask allows me to know that the child is actively engaged in their learning.

Differentiation:

For children who may have difficulty with choosing a character chose one for them. For children who have difficulty with answering questions about the movie, prompt them with questions.

I. Objectives:

1. Students will be able to demonstrate their knowledge on the book A Color of His Own by creating movements for the who, what, when and where? Parts of the story.

SOLs:

Reading and Oral 1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.

b) Tell and retell stories and events in logical order.

Music

1.3 The student will respond to music with movement.

II. Materials

· Smartboard

· Itunes Music—John Mayer and The Dave Matthews Band

· Smartboard lesson for introduction to Leo Lionni

· Kidspiration

· Book A Color of His Own

III. Procedure and Learning Activities: (Begin at 10:30)

Introduction:

As an introduction, tell the children that for the next two weeks, we will be discussing the author Leo Lionni and reading his books. Pull up the smart board notebook with Leo Lionni on it. Give a brief background on Leo Lionni and give the children examples of his book. Tell the children the Leo Lionni books we will be reading as a class. (10 minutes)

Instructional Strategies

1. Explain to the children the first story that I will read to them will be A Color of His Own. Ask the children to raise their hands if they have ever heard or even read the story. Then tell the children who have heard the story to keep the story to themselves while we read it again.

2. Explain to the children that the book is about a lizard called a chameleon. Then begin to read the book.

3. After reading the story take questions from the children about the story.

4. Ask the children to put thumbs up if they liked the story and thumbs down if they do not like the story. Ask the children why or why not? Take a few hands and then move on. (Instructional Strategies 1-3 7 minutes)

5. The children have been sitting down for a while so have the children stand up and as a class do a quick energizer, head, shoulders, knees, and toes. Before telling the children that we are going to do heads, shoulders, knees, and toes, make it clear to the children that there should be NO HORSEPLAY. This means no running around the classroom or bumping into one another. Lead head , shoulders, knees, and toes. Gradually go faster each time. This should only be done four times. After completing this four times have the children sit back down quietly towards the smart board. ( 4 minutes)

6. Tell the children that their attention should be up on the smart board. Pull Kidspiration up on the smart board and tell the children that we are going to create a graphic organizer and we have to answer the questions who, what, when and where based on the story A Color of His Own.

(2 minutes)

7. Starting with who ask the children, who was the story about. Fill in the who bubble with what the children say. Follow this for also what, when, and where. ( 10 minutes)

8. After the graphic organizer has been completed, go over the graphic organizer with the children.

9. After going over the graphic organizer explain to the children that for each part of the graphic organizer, who, what when and where, they are going to come up with a movement for each bubble. Explain to them that when they are finished they are going to come up to the class and show the class their movement to music.

10. Explain to the children that they will be split up into four groups and their group will get one of the bubbles and have to come up with a movement for the bubble that they are assigned. Tell the children that they are only coming up with movement. There should be no sounds. There should also be no horseplay.

11. Have the children count off by 4’s and then tell the children to get with their number. For example if the 1’s sit by the ones and 2’s sit with the 2’s.

12. After the children are sitting in their groups model what you mean by movement. Give the children an example such as The Three Little Pigs. Act out the movements of one of the scared pigs.

13. After modeling the activity to the children give each group a bubble from the graphic organizer that they are acting out. When you give the children their assignment tell the children to find a place in the classroom that has space for their group to move.

14. After assigning all the children a bubble, circulate the room and assist children who may be having some difficulty coming up with movements.

15. The children will have 15 minutes to come up with movements. (Instructional strategies 8-15) 25 minutes.

16. After 15 minutes have the children to come sit down at the carpet. Tell the children that by group they are now going to show the children the movement they came up with. Tell the children that when they come up to do the movement there will be music in the background. Also remind the children that it is okay to applaud after each group has finished.

17. Have the children starting with the 1’s to come up and do their movement. Then 2, 3 and 4.

18. After each group has gone tell the children that they are now all going to stand up and do their movement together. Make sure you tell the children to find a space or their own or my space before beginning. Also tell the children that they begin when the music starts and they stop or freeze when the music starts. Turn the music off and on about 3 times. Allow the music to run about 20 seconds before stopping it. (Instructional Strategies 8-15; 10 minutes).

Summary:

After we have finished ask the children if the movements help them remember the story. Explain to the children that their movements represent what the story was about and what occurred in the story. Finally ask the children if they liked this activity. Tell the children to put thumbs up for if they liked it and thumbs down if they did not like it.

IV. Assessment

1. Whole class discussions on answers for the graphic organizer and participation will be a key assessment tool in order to conclude that children are actively engaging in learning.

IV. Differentiation:

For children who may have difficulty with coming up with movements have them draw a picture. For children who maybe shy and may not want to perform in front of the class, have them narrate and explain the movement the rest of their group is doing.

V. Reflection