Here is my Unit Plan for a week on the book Harry Potter and the Sorceress Stone
Candidate’s Name: Erika Garcia
Grade Level: 6th grade
Title of the lesson: Character
Traits
Length of the lesson: 2 classes 40
minutes long
Central focus – Students will focus on detail while reading to
find character traits and compare and contrast them. During class discussion
students will take notes and create “speech bubbles” to express each
character. As a good reader students should be able to describe traits and
make predictions of characters.
Key questions:
·
What is a character trait?
·
How can you make predictions from ones
character?
·
What is a speech bubble and how you create it
?
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Knowledge of students to inform teaching
·
An understanding of using adjectives to
describe a character or person.
·
Having sentence and structure while writing
·
Having an understanding of what they have read
in order to break it down and comprehend it
·
Using descriptive words to describe a
character trait.
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Common Core State Standards
Analyze
in detail how a key individual, event, or idea is introduced, illustrated,
and elaborated in a text (e.g., through examples or anecdotes).
Determine
the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
Determine
an author's point of view or purpose in a text and explain how it is conveyed
in the text.
Compare and contrast
one author's presentation of events with that of another (e.g., a memoir
written by and a biography on the same person).
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Support literacy development through language
● Students will compare and contrast
characters McGonagall and Dumbledore from the book. They will also predict
their moves and describe each characters trait.
Vocabulary
● Complete sentences, use the
words wide, tangles, trashcan and accent in your descriptions and other words
related to each character.
Sentence
Level
● Sentence structure, complex verb tenses
Discourse
● Students will work independently to
describe each character and make predictions of what will happen later in the
story.
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Learning objectives
1.
Students will be able to create speech bubbles when
comparing and contrasting two characters.
2.
Students will be able to expand their vocabulary with
the words from the story.
3.
Students will be able to describe anything and anyone
with using descriptive words.
4.
Students will be able to infer and make predictions.
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Formal and informal assessment
·
Students will be given a quiz on each
character and their traits.
·
Students will be assed with the information
that they put in the speech bubbles.
·
Seeing if students include descriptive
vocabulary in their writing.
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Instructional procedure:
1.
A group discussion will be brought up on what is a
prediction and how do we conclude prediction and what do we need to know in
order to make a prediction.
2.
After students have answered these questions, took
notes and engage. They will then be ask what are character traits and why do
we use the in books.
3.
After the discussion is done and students gather
enough information students will be taught what a Speech bubbles is and how
we use it and create one.
4.
A speech bubble is similar to a compare and contrast
but with out the similarities and the circles. Students and teacher will go
over a few examples so they can create on own there own.
5.
Students will then work independently on creating a
speech bubbles for McGonagall and Dumbledore.
6.
They will have to describe in detail each of these
character’s using the words wide, tangles, trashcan and accent. (Vocabulary
from the book used on these characters)
7.
After students will write a few prediction on what
will happen with these characters in the next two chapter and at the end of
the book.
8.
After students will answer questions on this chapter
in complete sentences to hand it.
9.
Then students will have a short quiz on the character
traits they just finish to see if they have a clear understanding of what has
been done.
10. Following
after this student will use resources in the computer, harry Potter book and
other books to begin to describe how one character of their choice that they
have learned about compares to another character in another book.
11. Students
will then share their responses with the class.
Accommodations and modifications:
·
Working one on
one with students with need my attention in further explaining parts of the lesson.
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Instructional resources and materials used
·
Internet for
resources
·
Computer
·
Book: Harry
Potter and the Sorcerer’s Stone
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Reading/
Writing notebook
·
Speech Bubbles
template worksheet
·
Pen/Pencil
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Reflection
·
Was I able to accomplish the goal of this
lesson?
·
Were students engaged enough to use this
information again?
·
Were their enough examples for students to go
back and refer to when creating another speech bubble?
·
Were students able to compare these characters
to other characters in previous books they have read?
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Dr. Hui-Yin Hsu Fall 2016
Candidate’s Name: Erika Garcia
Grade Level:6th Grade
Title of the lesson: Vocabulary,
Making Inferences & Understanding Key Details.
Length of the lesson: 2 class
periods 45 minutes
Central focus
Students will be given
scrambled vocabulary words from chapter that they have read and in addition
to the sentence it was used in. They will have to try to guess what the words
and sentence mean and reuse these words in a sentence they have to make up. Students
will create a short story paragraph of these words.
Key questions:
● How do
you make an inference
based off a sentence?
● How do
you use vocabulary word that aren’t used every day in a complete sentence?
·
How do you know what are key details to figure
out the definition of the vocabulary word?
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Knowledge of students to inform teaching
·
How to breakdown a sentence using the
descriptive words in it.
·
What to look for when writing a complete
sentence
·
How to make inferences on literature that has
already been read.
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Common Core State Standards
CCSS.ELA-LITERACY.L.6.1
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
CCSS.ELA-LITERACY.L.6.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range
of strategies.
CCSS.ELA-LITERACY.L.6.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's
position or function in a sentence) as a clue to the meaning of a word or
phrase.
CCSS.ELA-LITERACY.L.6.4.D
Verify the preliminary determination of the meaning of a word or phrase
(e.g., by checking the inferred meaning in context or in a dictionary).
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Support literacy development through language
Students will complete
Vocabulary
● Complete
sentences, using specific vocabulary, breaking down the word
Sentence
Level
● Sentence
structure, complex verb tenses
Discourse
● Students
will work independently to practice key terms and in pairs to decode
vocabulary.
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Learning objectives
1. Students
will be able to decode vocabulary.
2. Students
will be able to make inferences on word phrases and sentences.
3. Students will be able to
understand key details.
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Formal and informal
·
Decoding vocabulary
·
Finding the definition through text
·
Answering questioning by understanding key
details.
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Instructional procedure:
1.
Students will get a list of vocabulary words from
chapters 1-4 to unscramble and decode. ( this will be done in pairs)
2.
Teacher will show students how to find key details
and make inferences based on a sentence or paragraph.
3.
Students will try to write down the definition by
reading and understanding key terms the word was used in on their own.
4.
The teacher will go over words, definitions and key
terms with students to see if they understood the lesson.
5.
Students will then work alone to create a short story
using these vocabulary words. Each sentence the word should include details
so one that does know the definition can figure it out like it was used in
the book.
6.
Students will share some of their examples from their
short story
Accommodations and modifications:
The
teacher would assist any students that are having a difficult time
understanding the lesson on a one to on.
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Instructional resources and materials used
·
Vocabulary worksheet
·
Writing notebook
·
Worksheet to fill out ( key terms and details
·
Worksheet to unscramble words
·
Pen/Pencil
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Reflection
·
Was this challenging enough for the students?
·
Were students engaged and not distracted
throughout the lesson?
·
Were students able to find key details and
make inferences in future literature or reading that they do on their own?
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Dr. Hui-Yin Hsu Spring 2014
Candidate’s Name: Erika
Grade Level: 6th
Grade
Title of the lesson: Rule book
of Quidditch , Writing lesson
Length of the lesson: 3 class
periods, 45 minutes each
Central focus
Students will create a rule
book after reading the book Harry Potter and the Sorcerer’s stone. They will
write out rules with complete sentences, have positions for players, make up
players, included specific jobs and describe how points are awarded. After
this rule book is made up students will have to include a picture of the
stadium and field.
Key questions:
·
How is the original Quidditch game played?
·
How do you create a rule book?
·
What is the purpose of the game based on the
book?
·
What you think will happen if you these rule
are played in the book?
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Knowledge of students
·
Understanding the rules from the original game
in order to create their own rules book.
·
How to create rules from other games and bring
them together into this game.
·
How to incorporate other forms of technology
in creating your lesson
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Common Core State
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and
evidence that demonstrate an understanding of the topic or text, using
credible sources
CCSS.ELA-LITERACY.WHST.6-8.1.C
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.6-8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas,
concepts, and information into broader categories as appropriate to achieving
purpose; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
Production
and Distribution of Writing:
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.WHST.6-8.6
Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and
efficiently.
CCSS.ELA-LITERACY.WHST.6-8.7
Conduct short research projects to answer a question (including a
self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of
exploration.
CCSS.ELA-LITERACY.WHST.6-8.10
Write routinely over extended time frames (time for reflection and revision)
and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
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Support literacy development through language
·
Students will complete their work and check
each part of the assignment is done with a self-check rubric.
.
Vocabulary
● Categorize, describe, explain, analyze.
Sentence Level
● Sentence structure
Discourse
● Students will create their rule book
independently and latter discuss with the class.
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Learning objectives
1. Students will be able to describe and design their
idea of a Quidditch game through writing a rule book.
2. Students will be able to use proper grammar and
vocabulary words from the book.
3. Students will be able to do peer editing of their
writing with classmates.
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Formal and informal assessment
·
Using appropriate vocabulary that has been
learned through the book
·
Making sure each part of the assignment is
included in the rule book
·
Using complete sentence with proper
formatting.
·
Being able to properly peer review their
classmates work.
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Instructional procedure:
1.
Students and teacher will review the book, have a
discussion about everyone favorite part and discuss the game of Quidditch
that was played in the book.
2.
Students will be instructed to take notes to refer to
for their assignment.
3.
Students will be given a vocabulary word sheet to use
and refer to in their assignments. ( These words will not have any
definitions as students should know what they mean )
4.
After students will be given the assignment that
includes-
Create a rule book for players and their
specific jobs, how points are awarded on the game, and what is the goal of
the game. As well included a colored drawing of what the Quidditch stadium
and field look like.
5.
Students will work independently and being to outline
and create their rule book.
6.
Throughout the each day working on the assignment
students will have a peer buddy that is assigned to them to review their work
and check for errors. Students will have a proof reading worksheet to recall
what errors to work for.
7.
Teacher will proof read once assignment is done and
students are working on their drawing.
8.
Finally students will present their work the
following week.
Accommodations and modifications:
One
on one Assistance will be available for students who are having a difficult
time coming up with rules and ideas and writing out the assignment. As well
if vocabulary definitions are needed for those who have a difficult time this
can be assed to them.
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Reflection
·
Was this assignment interesting enough for
students?
·
Were students on task and concentrating while
completing this assignment?
·
Were students able to address each part of the
assignment onto the writing part?
·
Were students properly able to peer review
their classmates work?.
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Dr. Hui-Yin Hsu Fall 2016
Making A Game : Quidditch Rubric
Teacher Name: Erika Garcia
Student Name: ________________________________________
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All students in group could easily and correctly state several facts about the topic used for the game without looking at the game.
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All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.
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Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game.
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Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game.
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Rules were written clearly enough that all could easily participate.
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Rules were written, but one part of the game needed slightly more explanation.
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Rules were written, but people had some difficulty figuring out the game.
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The rules were not written.
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The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board.
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The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters.
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The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game.
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Little thought was put into making the game interesting or fun.
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All information cards made for the game are correct.
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All but one of the information cards made for the game are correct.
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All but two of the information cards made for the game are correct.
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Several information cards made for the game are not accurate.
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There are no spelling errors, punctuation is perfect and organization of the game is clear
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Minor errors for spelling,punctuation and organization is ok with some details out of place
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More than 3 errors and a little hard to follow and understand the game.
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Many errors and the game cannot be understood with nor organization.
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