Project: I am a good reader!
Subject: Social Study
Grade Level(s): 1st grader
Project Description
This project is designed based on the student in my observation field. When I did the observation, the teacher just introduced the book (the Manual of MOMMY). 
The boy whom I targeted didn't have enough attention span in class, this feature often makes him lost some key ideas in class. Instead of it, he liked to talk, move around. These traits make me value him as a kinesthetic learner. So I follow the theme to create three lessons for the targeted boy.
Goals
- Students will express what he read by applying his intelligence.
- Students will develop the ability to collaborate with peers.
Lesson 1
Lesson Goal: the student will summarize the story.
State Standards
- SETT:
S--the boy is a kinesthetic learner.
E-- the book, post-it, and computer.
T-- the student can pay attention to the details in the story.
Procedures
-
Encourage him to retell the story as the sample from YouTube.
-
Introduce and Model New Knowledge:
- Provide him with a strategy which allows him to walk around the classroom handing out the post-it to some willing helper.
- Model how to politely ask classmates for help.
- Explain the main idea of the sharing is to write down what are the important parts in their mind.
- Accompany the boy to finish the first post-it. After the process, discuss the result and think about how to make more effectively or efficiently.
- Demonstrate how to analyze the answer from the classmate, and how to organize the post-it when peers finish them later on.
- Allow the boy to discuss the details with the peers by moving back and forth.
- If he has the problem, he can call for the teacher any time.
Wrap-Up
Time Frame: 10 minutes
Assessment
Materials
Lesson 2
State Standards
- SETT:
S--the boy is a kinesthetic learner.
E-- the book, finished worksheet, and computer.
T-- the student can edit the summary, write the lines if needed and add some actions.
Procedures
Introduce and Model New Knowledge:
- Demonstrate the writing convention and the tips to link all post-is as a summary by using word-processor.
- Demonstrate how to use word-processor and explain the rubric for the retelling.
Provide Guided Practice:
- The boy can rehearse and get some feedback from the teacher when he finishes the draft.
- Encourage him to create some actions when he retells the story.
Provide Independent Practice:
- Have student finish the final scripts by using word-process.
- Allow the boy practice the retelling.
Wrap-Up
Time Frame: 5 minutes
- Invite the boy to rehearse in front of whole class or some students with the printed script.
Assessment
Materials
Lesson 3
State Standards
- SETT:
S--the boy is a kinesthetic learner.
E-- the regular class.
T-- the student retell the story in front of the class.
Procedures
· Tell students they are going to see the presentation of the story.
Introduce and Model New Knowledge:
- Share with them how to behave when they attend this kind of activity.
Provide Guided Practice:
- Demonstrate how to present the show by explaining the rubrics again.
Provide Independent Practice:
- Have student(s) retell the story.
- When the student(s) present the summary of the story, project the writing on Smartboard.
Wrap-Up
Time Frame: 10 minutes
- Invite students to give feedback and encourage presenter(s) to share what they learn from the process.
Assessment
Materials
Project: I am a good reader!
Author: YiYi Chou
Subject: Social Study
Grade Level(s): 1st grader
Subject: Social Study
Grade Level(s): 1st grader
Project Description
This project is designed based on the student in my observation field. When I did the observation, the teacher just introduced the book (the Manual of MOMMY).
The boy whom I targeted didn't have enough attention span in class, this feature often makes him lost some key ideas in class. Instead of it, he liked to talk, move around. These traits make me value him as a kinesthetic learner. So I follow the theme to create three lessons for the targeted boy.
Goals
- Students will express what he read by applying his intelligence.
- Students will develop the ability to collaborate with peers.
Lesson 1
Lesson Goal: the student will summarize the story.
State Standards
New York State Standards
Methods
- SETT:
S--the boy is a kinesthetic learner.
E-- the book, post-it, and computer.
T-- the student can pay attention to the details in the story.
E-- the book, post-it, and computer.
T-- the student can pay attention to the details in the story.
T-- the student can be motivated by the YouTube clip.
Procedures
Anticipatory Set:
Time Frame: 5 minutes
- Encourage him to retell the story as the sample from YouTube.
Introduce and Model New Knowledge:
Time Frame: 10 minutes
- Provide him with a strategy which allows him to walk around the classroom handing out the post-it to some willing helper.
- Model how to politely ask classmates for help.
- Explain the main idea of the sharing is to write down what are the important parts in their mind.
Provide Guided Practice:
Time Frame: 10 minutes
- Accompany the boy to finish the first post-it. After the process, discuss the result and think about how to make more effectively or efficiently.
- Demonstrate how to analyze the answer from the classmate, and how to organize the post-it when peers finish them later on.
Provide Independent Practice:
Time Frame: 15 minutes
- Allow the boy to discuss the details with the peers by moving back and forth.
- If he has the problem, he can call for the teacher any time.
Wrap-Up
Think, Pair, Share:
Time Frame: 10 minutes
Time Frame: 10 minutes
After collecting all post-it, have the boy sequence the notes by sticking them on the worksheet.
Assessment
formal
No formal assessment in this lesson.
Informal
student’s courtesy.
student's worksheet.
Materials
Other Resources
· post-it
Lesson 2
Lesson Goal: the student will edit the retelling line, discuss the details with classmates, and create some actions.
State Standards
New York State Standards
Methods
- SETT:
S--the boy is a kinesthetic learner.
E-- the book, finished worksheet, and computer.
T-- the student can edit the summary, write the lines if needed and add some actions.
E-- the book, finished worksheet, and computer.
T-- the student can edit the summary, write the lines if needed and add some actions.
T-- the student can finish the line by using the word processor.
Procedures
Anticipatory Set:
Time Frame: 5 minutes
· Review the worksheet done on the previous day.
· Encourage him to all post-it and read quietly.
Introduce and Model New Knowledge:
Time Frame: 10 minutes
- Demonstrate the writing convention and the tips to link all post-is as a summary by using word-processor.
- Demonstrate how to use word-processor and explain the rubric for the retelling.
Provide Guided Practice:
Time Frame: 15 minutes
- The boy can rehearse and get some feedback from the teacher when he finishes the draft.
- Encourage him to create some actions when he retells the story.
Provide Independent Practice:
Time Frame: 10 minutes
- Have student finish the final scripts by using word-process.
- Allow the boy practice the retelling.
Wrap-Up
Think, Pair, Share:
Time Frame: 5 minutes
Time Frame: 5 minutes
- Invite the boy to rehearse in front of whole class or some students with the printed script.
Assessment
Formal
No formal assessment in this lesson.
Informal
· student’s actions.
· student's worksheet.
Materials
Other Resource
· computer or tablet
Lesson 3
Lesson Goal: the student will retell the story with proper actions.
State Standards
New York State Standards
Methods
- SETT:
S--the boy is a kinesthetic learner.
E-- the regular class.
T-- the student retell the story in front of the class.
E-- the regular class.
T-- the student retell the story in front of the class.
T-- have the final writing project on Smartboard.
Procedures
Anticipatory Set:
Time Frame: 2 minutes
· Tell students they are going to see the presentation of the story.
Introduce and Model New Knowledge:
Time Frame: 3 minutes
- Share with them how to behave when they attend this kind of activity.
Provide Guided Practice:
Time Frame: 5 minutes
- Demonstrate how to present the show by explaining the rubrics again.
Provide Independent Practice:
Time Frame: 10-20 minutes
- Have student(s) retell the story.
- When the student(s) present the summary of the story, project the writing on Smartboard.
Wrap-Up
Think, Pair, Share:
Time Frame: 10 minutes
Time Frame: 10 minutes
- Invite students to give feedback and encourage presenter(s) to share what they learn from the process.
Assessment
Formal
student's performance. ( see rubrics)
Informal
student’s ability of time arrangement.
Materials
Other Resource
· Smartboard
I really liked your Unit, and I am very interested in the unique teaching styles and methodologies in Taiwan !
ReplyDeleteStudents with short attention spans can be challenging
Great job with addressing this bodily-kinesthetic learner. His movements within this lesson are meaningful and he has a chance to retell the story through actions. Another thing you may want to consider is the use of technology. Throughout this course, I learned that technology can be a very valuable tool with this type of learner since it is another way of performing an action.
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