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Self/HumanisticInstructionalPlan YourName:Aaron,Ashley,Brendan,Bryant,Laura EED511:ElementaryPrinciplesofCurriculumDevelopment,Dr.AndreaTovar InstructionalPlanType:Self,SubjectStandards,orSociety GradeLevel:5th&6thgradecomboS1 Unmasked Studentswillbeabletodiscovertheir personalcharacteristicsandfeelingsthey mightnothavebeenawareof,orwere nervousabout.Examplesofsuchtraits wouldbebravery,courage,strength,and evenhappiness.

CCSS5W3Writenarrativestodeveloprealor imaginedexperiencesoreventsusingeffective technique,descriptivedetails,andclearevent sequences(ADE). CCSS5SL1Engageeffectivelyinarangeof collaborative discussions(oneonone,ingroups,and teacherled)withdiversepartnersongrade5topics andtexts,buildingonothersideasandexpressing theirownclearly(ADE).

Goal/Outcome

Howandwhydopeoplemasktheir emotions? Whataresomereasonspeoplemaskboth goodandbadfeelings? EssentialQuestions

Thiswillbeatwoorthreedayactivity. OndayonethebookSpoonbyAmy KrouseRosenthalwillberead.

LearningStructures/Activities

(Summary:Spoondoesn'tthinkhislifeis veryexcitingnotasexcitingasknife,fork andchopstickslives.Buttheythink Spoonistheluckyonewhogetstodothe funthings.Thisfunnytale(withadorable illustrations)emphasizesbeinghappy withyourselfandwhatmakesyouunique). Studentswillthendiscussinsmallgroups thetypesofmaskspeopleweartohide theiremotions,anddiscusspossible reasonswhy.Theywillcompletea whiteboardactivitywithintheirgroupand summarizetheirideas.Theywillalsobegin tothinkaboutthemasksthattheywear, why,andthetypesofmaskstheyseeother peoplewearthattheywishtheythemselves couldwear.Studentswillthenbeginwriting aselfnarrativedescribingthemasksthey weartohidetheiremotions,andwhy.They willalsodescribethedifferentmasksthey wishtheycouldwear,andwriteaboutwhy theywishtheyhadeachtypeofmask availabletothem.Theywillcreatea graphicorganizerofatleast3typesof masks,describingeachmasks characteristics. Ondaytwo,studentswillcontinuewriting theirselfnarrativesandbeginpeerediting otherstudentswork.Attheendoftheday, theclasswilltaketurnsmakingplaster moldsoftheirface,creatingamask. Studentswilldecoratethesemasksthe nextday,oncetheyhavedriedand hardened. Ondaythree,studentswilldecoratetheir masks,andtypetheirfinaldraftoftheirself

narrative.Theywillthenprintouttheirself narrativeandglueitonaconstruction paperbackground,whichtheycan decorate.Finally,studentswillreadtheir selfnarrativesaloudtotheclass,andthe teacherandstudentswillgivefeedback. Wheneachstudentisfinished,theirmask andselfnarrativewillbepostedinthe hallwayoutsidetheclassroom,forthe entireschooltosee.

Resources/Materials

Maskmaterials:Water,plaster cheesecloth,papertowels,measuring cups,mixingbowls,vaseline,newspaper, rubbergloves,towels. Selfnarrativematerials:Paper,pencil/pen, computer,printer,constructionpaper, scissors,glue. Groupwhiteboardsandmarkers Graphicorganizerformaskchart Rubricandchecklistforpeerreview Studentswillbeassessedontheirabilityto createaselfnarrative.Theywillneedto followtherubricestablishedforthisactivity whichincludeselementssuchasvoice, grammarandspelling. Studentswillalsobeassessedontheir maskstheycreate.Theirmaskswillnotbe gradedontheartisticabilitypresented,but ontheeffortandattentiontodetailputinto themask.Theywillneedtoshareinasmall groupwhattheirmaskmeanstothem.The teacherwillbewalkingaroundduringthis shareouttoensurethatstudentsareon taskandinvolvedwiththeirpeers.In additiontolisteningtotheirpeers,theywill beevaluatingthemusingaprovided

Assessments

checklist.

Rationale

Thislessonprovidesstudentswitha selfreflectiveexperience.Thegoalofthis lessonistoencouragethestudentstobe awareoftheirselfandhowtheymaymask theiremotions,and,howotherpeople aroundthemmaymasktheiremotions.Itis importantthatstudentsviewthemselvesas aworking,integralpartofalargersociety. SelfIdentityisalargepartofthe educationalexperience.Understanding thatyourpersonalidentitycanbe expressedbyhowyoupresentyour emotionsisanotherelementtothislesson. Justasteachersexperience transformationsthrougheducation,socan students(Henderson&Gornick,2007). Thiswillbeagreatlessonforthestudents togettoknowoneanother.However,I thinkitwillbetowardsthemiddleofthe yearsothestudentshaveachanceto warmuptoeachotherbeforetheybegin discussingtheiremotionalmasks.

WorksCited ArizonaDepartmentofEducation.(n.d.).Retrievedfrom http://www.azed.gov/azcommoncore/elastandards/68ela/ Henderson,J.G.,&Gornik,R.(2007).Transformativecurriculumleadership.Upper SaddleRiver,NJ:PearsonEducation,Inc.

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