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