redskins21

My school is 51% Hispanic and 24% Asian therefore we translate everything that goes home in Spanish and Vietnamese. The report cards are even translated. Also, during parent-teacher conferences there is a translator available. For my particular classroom, over half of our student’s parents needed a translator. This also means that these particular students need extra assistance. Due to the language barrier, it is difficult for some students to learn. These students need extra guidance and help. This school offers an ESOL program so that students can become proficient in English and have the support and assistance needed to be successful. It is important for teachers to be sensitive to this and adjust their curriculum to meet the needs of all the students.

Many parents are unable to help their children with homework because they can not understand English. I believe this is why some of the parents do not have an active involvement in the school. Also because of this, it is important to make sure the students understand the material before sending it home. The good thing is that this school does offer English classes weekly for parents that would like to learn. The PTA also sponsers parent and child learning opportunities such as family math night, tutoring programs, family reading night, learning fair and rising stars. This is a great way for parents and students to learn together in a fun environment.

The students that come to this school primarily come from a low SES therefore it is not required for students to buy school supplies. The school collects school supplies from various locations to give to the students on the first day of school. The school also provides free-reduced lunch for those students are unable to afford lunch. The low SES does have an impact on student learning as well. Many parent work jobs in which they are gone all night. This makes it hard for the parents to be involved in their students academics.

This school is also a Title I school; this means that they get financial assistance due to the high percentage low-income families. This is provided so that all children meet the academic standards. Also, because it is a Title I school, students are expected to be in school for a longer period of time for extra education needs. In Fairfax County Public Schools, most of the schools get half day on Mondays. Our school, however, must go for a full day of school. There are also more teachers at this school, extra help for students and smaller class sizes. This really helps the students feel comfortable and confident as well as get that special attention.

There is a strong communication between teachers. The teachers frequently get together in their grade-level teams to collaborate and plan. There is also reading specialists and math specialist for each grade level that frequently comes to these meeting and shares their expertise. This is extremely beneficial and allows teachers to share resources. The teachers also take a Kagan workshop which focuses on team-building with other teachers. It also gives teacher numerous ideas to implement into the classroom so that the students feel like they are part of a learning community.

School Culture:

• There are 622 students

Physical Plant:

• This school was built in 1952, therefore it is a pretty old building. Due to an address change, Westlawn took in all the students from Walnut Hill Elementary. This means that there are an abundance of students. Luckily, it is a fairly big school compared to other schools I have visited. Pretty much each grade has their own wing. There are also modulars outside the school for the fourth and fifth grade as well as for music classes. There is a computer lab, art room, gym, cafeteria and library. They are continuing to build onto Westlawn. In the next few years they will be moving the playground and making another building that will attach to the school.

Communication among teachers:

• The principal is a strong supporter of team building and resource sharing. She is often encouraging her staff members to communicate with one another and share resources.

• Weekly team planning allows teachers to coordinate ideas and activities with grade-level teachers and other professionals. Staff members pursue professional growth opportunities and generously share their expertise with each other.

Student Demographics:

Languages Spoken:

• Most common language spoken is English, Vietnamese and Spanish yet Falls Church is a somewhat ethnically diverse city. The people who call Falls Church home come from a variety of different races and ancestries. The most prevalent race in Falls Church is White, followed by Asian. Important ancestries of people in Falls Church include English, Irish, German, Italian, Scottish, Polish, and Scotch-Irish.
• 49% student population limited proficiency in English.

Ethnicity:

• Asian or Pacific Islander: 24%
• Black (Not of Hispanic Origin): 3%
• Hispanic: 51%
• White (Not of Hispanic Origin): 16%
• Other: 6%

Percentages of student using special services:

• General Education: 57%
• Gifted School-Based: 27%
• ESOL: 44%
• Special Education Services: 18%

Ratio of male to female:

• Female: 45%
• Male: 55%

Percentage of students on free/reduced lunch

• Yes: 51%
• No: 49%

Socio-economic level

• The median family income is $94,500 and per capital income is $41,052 as of the 2000 Census with a Medium income of $79,924 per individual in 2000.

Degree of transience:

• 19.84% school mobility rate

Parents’ level of education and involvement in school:

• 72.7 % of householder’s posses a bachelor’s degree or higher
• 9.4 % of graduates seek post-secondary education

Special Programs:

• English for Speakers of Other Languages (ESOL)
• FECEP/Head Start
• Full-day Kindergarten
• Project excel
• School-aged child care (SACC)
• Title 1
• Young scholars
• Positive Behavior Support (PBS)
• After school programs for remediation and enrichment
• ESOL parent partners (weekly parent class)
• PTA and school developed Out Door Classroom
• PTA-sponsored tutorial program
• GMU PDS
• Student recognition programs for academic achievement and citizenship

Relationship between school population and community:

• The school draws its students from the surrounding neighborhoods. There is an apartment complex in which many of the students take buses to. The rest of them either take kiss and ride or walk to the houses close by.
• Business Partnership: BRTR
• It is not a magnet school.

More Information:

• The City operates under the Council-Manager form of government and is one of the two geographically smallest cities in Virginia, at only 2.2 square miles.
• The City is 2.2 square miles
• It is one of the two geographically smallest cities in Virginia
• 11,200 people reside in the City
• 9,500 people work in the City
• Combined, the City of Falls Church government and public schools is the largest employer in the City
• 9.4 percent of graduates seek post-secondary education
• Cassettes, videocassettes, and a local history collection
• The median family income is $94,500 and per capita income is $41,052 as of the 2000 Census
• The media age of City residents is 39.7
• The City has a mix of single-family homes and multi-family units:
• 2,351 single-family detached (median assessment - $651,600)
• 569 townhouses (median assessment - $622,300)
• 734 condominiums (median assessment - $332,200)
• 1,470 apartments
• 34 percent of households contain children
• Nearly 1 in 5 householders are age 65 or older
• 72.7 percent of householders posses a bachelor’s degree or higher
• There are two state historical markers in the City: The Historic Falls Church and Tinner Hill
• Medium income (2000) $79,924

Here is the website with my students’ photostories:

http://sites.google.com/site/imageryphotostory5th/

Here are some pictures of the students creating their photostory:

Coming when I can figure out how to post pictures in here.

For my integrated technology unit, I mainly used two forms of technology: smart board and photostory. I used smart board for just about all my lessons. I used it to introduce a concept or simply project a poem. When teaching rhyme scheme, I made it interactive by having the students come up and write out the rhyme scheme for the particular poem. The students really enjoyed being able to write on the smart board. I also used it when teaching the format of a color poem. I had the students come up to the board and fill in the blanks.

I used photostory as a final assessment for my unit. Prior to using photostory, my students created an imagery poem. I stressed the usage of descriptive words so that the reader was able to create a picture in their head. When the students finished, I had them create a photostory about their poem. They browsed the web and used snag it to find pictures that represented their poem. For example, if a student’s poem was about rainbows, the student found pictures of rainbows. The students imported their pictures on photostory and typed up their poem. Some students had extra time and added music to their photostories. I then saved all their photostories on my flash drive and created a website on google sites. This made it easier for the students to present. Each student presented and I gave them the website so they could share with their family. My students absolutely loved this lesson. I had to do some modeling at the beginning because they never used photostory before but they eventually got the hang of it and I was able to just step back and let them discover.

I.                   Objectives:

Students will be able to demonstrate understanding of imagery and voice in poetry by making a movie.

Language Arts:

5.5 The student will read and demonstrate comprehension of fiction.

d) Describe the characteristics of free verse, rhymed, and patterned poetry.

5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

d)  Use precise and descriptive vocabulary to create tone and voice.

Technology:

C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

• Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.

• Use technology tools for individual and collaborative writing, communication, and publishing activities.

• Use telecommunication tools to communicate and share information with others.

II.                Materials for Learning Activities

• Laptops
• Microphones
• Audacity
• Movie Maker
• Smart Board

III.             Procedures for Learning Activities

·         Introduction (3 min.) – Explain that today will be the last day they will be working on their “Imagery Movie”

·         Tell the students that now is the time to ask any last minute questions before their presentation.

·         Instructional strategies (15 minutes)-

·         Distribute the laptops and have the students start putting the finishing touches on their presentation.

·         If students finish early give them the option of adding audio to their movie. Using Audacity they can put a song to their movie or read the poem.

·         Assist students who want to add audio to their presentation. Show them how to hook up the microphones and use the program (they should have some prior experience working with Audacity).

·         Summary (20 min.) – Students will present their “Imagery movie” to the class. The audience should be thinking about what images were evoked during each presentation. Wrap up the presentations by having them discuss what they learned about imagery by making a movie.

Total time: 38 minutes

Extension: Blog about their experience.

IV.             Assessment

·         Students will be assessed based on their “Imagery Movie” and presentation. This movie will be assessed using a rubric.

V.                Differentiation

·         Addresses different multiple intelligences: Verbal (Reading and writing poetry), Visual (pictures), Intrapersonal (creativeness) Interpersonal (problem-solving)

·         Technology is used for those who learn best through technology.

·         A few students wear glasses, so when you use the board make sure they are on the carpet in front of the board.

·         Some students will have to be reminded several times to stay on task.

I.                   Objectives:

Students will be able to demonstrate understanding of imagery and voice in poetry by making a movie.

SOL:

Language Arts:

5.5 The student will read and demonstrate comprehension of fiction.

d) Describe the characteristics of free verse, rhymed, and patterned poetry.

5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

d)  Use precise and descriptive vocabulary to create tone and voice.

Technology:

C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

• Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.

• Use technology tools for individual and collaborative writing, communication, and publishing activities.

• Use telecommunication tools to communicate and share information with others.

II.                Materials for Learning Activities

• Laptops
• Snag it
• Movie Maker

III.             Procedures for Learning Activities

·         Introduction (5 min.) – Show them an example of your “Imagery movie”

·         Explain that they will be doing the same thing. They will first need to find pictures on the internet that represent their poems. Using Snag it they will take the photos from the internet and put them on their Movie Maker story board. Model how this is done.

·         Explain that after they get their pictures on the story board, they will be writing lines of the poem that match with the picture. Model how this is done.

·         Instructional strategies (20 minutes)-

·         Distribute the laptops and have the students start snagging pictures.

·         Assist those who are having trouble.

·         When the students have finished putting the pictures on their storyboard, they may begin adding the text to their pictures. Remind them to save frequently!

·         Summary (5 min.) – Have a few volunteers share a little about their movie and process.

Total time: 30 minutes

Extension:  Students can write a song to go along with their poem or they may use different effects on their movies.

IV.             Assessment

·         Students will be assessed based on their participation and process of their movie.

V.                Differentiation

·         Addresses different multiple intelligences: Verbal (Reading and writing poetry), Visual (pictures), Intrapersonal (creativeness) Interpersonal (problem-solving)

·         Technology is used for those who learn best through technology.

·         Some students will have to be reminded several times to stay on task.

I.                   Objectives:

• Students will be able to demonstrate understanding of imagery.

Language Arts:

5.5 The student will read and demonstrate comprehension of fiction.

d) Describe the characteristics of free verse, rhymed, and patterned poetry.

5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

d)  Use precise and descriptive vocabulary to create tone and voice.

Technology:

C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

• Use technology tools for individual and collaborative writing, communication, and publishing activities.

• Use telecommunication tools to communicate and share information with others.

II.                Materials for Learning Activities

• Laptops
• The Daffodil by William Wordsworth
• Storyboard sheet
• Paper/pencil

III.             Procedures for Learning Activities

·         Introduction (5 min.) – Introduce the concept of imagery by reading The Daffodil by William Wordsworth. As you are reading it, ask student to close their eyes. When finished reading, ask students to share the images evoked

·         Explain that imagery is used to help the reader imagine each of the senses: smell, touch, sight, hearing and taste. It helps them visualize what you are writing, giving it more meaning.

·         Instructional strategies (20 minutes)-

·         Explain to the students that they will be making a movie on Movie Maker.

·         They will either be taking the time to write their own imagery poem or researching on the internet a poem of their choice.

·         Walk around and assist those who are having trouble with the laptops or researching.

·         When they have finished with this, give them a storyboard sheet and have them organize their ideas and the set-up of their movie.

·         Summary (5 min.) – Have the students blog on blackboard about their poem. Provide questions to help them get started. For example: What did it make them think of? What did the poem mean? What senses were used?

Total time: 30 minutes

Extension: Have students look out the window and record whatever they see. Have them write a poem based on their observations and descriptions.

IV.             Assessment

·         Students will be assessed on their understanding of imagery through their blog.

·         The blog will be graded by a check list. A check + if they gave a thoughtful reflection, check if they have a general reflection and check minus if they have no reflection.

V.                Differentiation

·         Addresses different multiple intelligences: Verbal (Reading and writing poetry), Intrapersonal (creativeness and reflection) Interpersonal (sharing and working together to figure out images), Naturalistic (using nature to create an imagery poem)

·         Technology is used for those who learn best through technology.

·         A few students wear glasses, so when you use the board make sure they are on the carpet in front of the board.

·         Some students will have to be reminded several times to stay on task.

I.                   Objectives:

• Students will be able to demonstrate understanding of rhyme scheme by analyzing and producing lyrics to a song.

SOL:

Language Arts:

5.5 The student will read and demonstrate comprehension of fiction.

d)     Describe the characteristics of free verse, rhymed, and patterned poetry.

5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

d)  Use precise and descriptive vocabulary to create tone and voice.

Music: 5.6 The student will create music through a variety of experiences.

3. Compose short melodic or rhythmic phrases within specified guidelines.

Technology: C/T 3-5.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

• Work collaboratively when using technology.

II.                Materials for Learning Activities

• Lyrics Hannah Montana- Nobody’s Perfect
• Smart board
• Paper/Pencils

III.             Procedures for Learning Activities

·         Introduction (10 min.) – Introduce the concept of rhyme scheme by playing Hannah Montana-Nobody’s Perfect

·         Project the song lyrics on the Smart Board. Ask the students if they noticed a pattern in the song. Explain that some songs and poetry rhyme and follow a pattern.

·         Show this to the students by underlining the rhyming words at the end of the line. Explain that for each end word that rhymes, you give it a letter. In this case, the song follows an AABB pattern.

·         Have students come up to the smart board and label the rhyme scheme of the song.

·         Instructional strategies (15 minutes)-

·         Explain to the students that they will be making up their own song lyrics with a specific rhyme scheme (they can choose the rhyme scheme). This can either be done independently, in pairs or in a group (no more than 4 students).

·         Tell students that it can be any genre of music. They can make a rap song, country song, rock song, jazz song, etc. Just remind them that the lyrics need to be school appropriate!

·         Teacher will walk around and assist students if needed.

·         Summary (10 min.) – Allow volunteers to share their song for the class. Have the class try to listen for the rhyme scheme.

Total time: 35 minutes

Extension: Have students clap, snap, etc. a rhyme scheme for a poem or make a tune to their lyrics.

IV.             Assessment

·         Students will be assessed on their ability to accurately identify and produce a rhyme scheme. Anecdotal notes will be taken.

·         The lyrics will be graded for effort.

V.                Differentiation

·         Addresses different multiple intelligences: Verbal (Reading and writing lyrics), Visual (seeing the pattern on smart board), Intrapersonal (creativeness and working alone) Interpersonal (working on the song together)  Logical (discovering patterns), Kinesthetic (they can use body movements with their songs) and Musical (responding to music, singing, composing and noticing rhythms)

·         Technology is used for those who learn best through technology.

·         A few students wear glasses, so when you use the board make sure they are on the carpet in front of the board.

·         If there are shy students, do not force them to sing their song. They can just turn it in at the end of class.

·         Some students will have to be reminded several times to stay on task.

I.                   Objectives:

Students will be able to:

•  Compare and contrast two poems
•  Use body movements to express the content of the poem.

Language Arts:

5.5 The student will read and demonstrate comprehension of fiction.

d) Describe the characteristics of free verse, rhymed, and patterned poetry.

5.2 The student will use effective nonverbal communication skills.

a)  Maintain eye contact with listeners.

b)  Use gestures to support, accentuate, and dramatize verbal message.

c)  Use facial expressions to support and dramatize verbal message.

d)  Use posture appropriate for communication setting.

Technology: C/T 3-5.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

• Work collaboratively when using technology.

II.                Materials for Learning Activities

• The Dancing Family by Kate Greenway
• Danny O’Dare by Shel Silverstein
• Smart board

III.             Procedures for Learning Activities

·         Introduction (10 min.) – Read The Dancing Family by Kate Greenway and Danny O’Dare by Shel Silverstein to the class. As a class discuss what the two poems have in common and what is unique to each.

·         On the smart board, have students come up and fill out the Venn diagram. Have the students compare and contrast the two poems and figure out the unique attributes each poem has.

·         Instructional strategies (10 minutes)-

·         Explain to the students that they will be broken up into 4 groups. Each group will either get The Dancing Family by Kate Greenway or Danny O’Dare by Shel Silverstein.

·         They must interpret the poem with movement. The students may pick a stanza, line or the whole poem to interpret, it is up to them.

·         Remind the students of the unique attributes of each poem and how they may want to incorporate that into their movements.

·         Walk around the room and assist when needed

·         Summary (10 min.) – Allow each group to present. The audience should be thinking about movements that were unique to the poem. After the presentations, discuss the different qualities in each of the performances. Ex. If a group used repetition movements because it was used in the poem.

Total time: 30 minutes

Extension: Write their own poems and put movements with them.

IV.             Assessment

·         Students will be assessed on their discussions and comparing/contrasting of the two poems. Anecdotal notes will be taken.

·         Students will also be assessed on their use of body moves to represent an understanding of the poems content. A checklist will be used.

V.                Differentiation

·         Addresses different multiple intelligences: Verbal (Reading poetry), Visual (watching the movements), Interpersonal (working together on the movements), Kinesthetic (Dancing and using body movements to communicate)

·         A few students wear glasses, so when you use the board make sure they are on the carpet in front of the board.

·         Some students will have to be reminded several times to stay on task.

·         Shy students may just read the poem or make sound effects instead of doing the movement.

This is a 5th grade unit that integrates fine arts, technology and language arts (poetry). The students will be exposed to various types of poetry and will learn how to analyze and produce their own poetry. They will focus primarily on rhyme scheme and imagery. Using technology, they will create their own “Imagery Movie” on a poem of their choice. I chose to have them create a movie because it gives them experience working with technology as well as expressing their creativity and interpretations in a fun way.