Name: Robin Baker
Length of Time: 90 minutes
Grade: 1st
HCPS Standards:
Length of Time: 90 minutes
Grade: 1st
HCPS Standards:
English Language Arts
Reading: Literature
Integration of Knowledge and Ideas- RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
Writing
Text Types and Purposes
- W.1.3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Content Concepts: Students will use the illustrations from Flotsom by David Weisner to create a narrative for the story.
GLO’S: Self-Directed Learner, Community Contributor
Objectives: Students will be able to:
. use illustrations and details to describe characters, setting and events
. write a narrative including some detail regarding what happened using temporal words to signal event order
. student observation – Did the student use the illustrations from the book as the
inspiration to for the narrative? . student work – Do the events in the narrative make sense compared to the
illustrations in the book? Is the narrative sequential? Did the student use
temporal words to show sequence?
Resources: Flotsom by David Weisner
Beginning Procedures (Lesson Introduction/Anticipatory Set/Connection to Prior Knowledge): Students will “listen” to the story Flotsom by David Weisner paying special attention to the sequence of events in the story. We will have discussions in elbow groups about the storyline in the book and share our ideas with the class. We will then collectively write the narrative portion for the first picture of the book using temporal words to show sequence.
Middle Procedures (Learning Activities): Students will be given their own photocopy of a page from the book to create the narration for that page in their own words. The teacher will roam the classroom giving position feedback and keeping herself available to answer questions. During the lesson the teacher will pull a few pieces of writing as examples for the other students to help them with the writing process.
Closing Procedures: After student writing time, the teacher will ask the class to share their pieces in order (page number order) to reveal the class’ interpretation of Flotsom. Students will be asked to share what they thought about writing from an illustration that was not their own. Was it easier? Harder? Why? Would they have come up with the same story if they had not seen the book beforehand? Would the sequence of the narrative be the same?
Modifications for Diverse Learners: Students will be permitted to collaborate with their elbow groups before and during the writing process. Teacher conferencing will also help to clarify any confusion.
Teacher’s Reflection on Lesson:
15 comments:
Dear Robin,
June 21, 2011
Sequencing Story Elements
Thank you for your creative lesson. The Flotsam story was engaging and helped students prepare for their imaginative task. Your cheer was a fun and effective way of getting students to focus on the task at hand.
Modeling and checking for understanding were some of the best practices I observed. Thank you for engaging us with this assignment!
Sincerely
Jessica Dahlke
June 21, 2011
Teacher Robin,
Thank you for your lesson on using illustrations to create stories. At the first grade level this is so appropriate since much of how students learn is based on pictures and creating their own stories. I can totally see how I could use this in my classroom to stimulate writing. You modeled good teaching by modeling writing prior to independent work, using a grade appropriate text, stating the objectives and assisting when necessary. It was really fun to put the story together and hear the finished product at the end. Thank you for this inspiring lesson!
Kristi
6/21/11
Sequencing stories
Dear Robin
This was an AWESOME lesson, very creative. I could totally use this or something like this for next year.
Best practices:
Group discussion
Pre-viewing book
Individual work time, circulating to make sure there is understanding
Group share out.
This is a great lesson I'm going to file it away for my class!
Jessie
Dear Robin,
Thank you for your lesson today! I had a lot of fun. I love using illustrations as picture prompts.
Best practices I saw were clear directions, modeling, clarification of directions, independent work time, and group sharing. I also like how you got the class' attention beforehand so that our computers were closed and we were focused on you.
I would definitely use David Weisner books in class, in the same way you modeled today. We have the story "Tuesday" in our basal collection so maybe that will be a third grade right of passage.
Thanks again,
Shawna
6/21/2011 Doreen Kaleiwahea pg. #14
Robin Lesson plan: Visual Book
Aloha Mai Robin---
Mahalo nui loa for your thought provoking visual book and organized lesson. I loved the lesson and will use it in my class. My special needs students would be able to participate in a modified version of this lesson and I will tell them all about the creative young teacher I met in Kona. I like the way you chose a lesson that allowed the writer to add in their own words, focus on sequencing, list details, and create a story pertaining to the book picture. I would like to dedicate this writing piece to you:
“Developing the pictures from the camera was the best thing that Andrew ever did. The pictures would be etched in his mind for the rest of his life. Everyone he saw printed in the pictures were a symbol to him of
the many lives and many creatures involved in life on Earth. He realized that the only thing—the right thing to do was, keep it going. This magical event of taking pictures, involving more people as well as creatures, had to keep going, the journey had to continue. He felt it deep within. So Andrew loaded new film into the camera and took a deep breath. He would probably never know what would come next but his hope was that it would change the life of the next person that found it. He grabbed the camera strap with all his might; not want to let it go. He swung it with fierce determination and let it go, back into the ocean once more. Stunned by his action of courage, he said a little prayer.”
Thank you for taking the time to collect our version of the story and your passion to contact the publisher to demonstrate how teachers are using his work. I truly enjoyed this lesson.
Mahalo Nui Loa---Doreen
Aloha, Robin!
Using Illustration to Create Narrative of Story
21 June 2011
Wonderful story, beautiful illustrations ... I was mesmerized by the story. Thank you for choosing this book to share today.
Best Practices I observed:
* You established routines early on with the group for gaining the group's attention
* You made sure each person could see the pictures
* You offered explanation when questions were asked
* You assessed progress on task and how close people were to completion of task
I can see sitting with one or two of my (more verbal) children, looking at a book like this and trying to create a story with them. It might be fun for teachers of older students to start a tradition of photographing a student at each desk ... and each year have the current year's student hold the previous photo for a new shot -- to be included with a "welcome to our classroom" note to the student who would sit at that desk in the next year.
Thank you for a creative, fun activity! Great lesson with lots of involvement.
June 21, 2011
Aloha Robin,
Fantastic lesson. I really liked the classroom management strategies you modeled. My former students are going to love you. You bring warmth and enthusiasm into your teaching.
Mahalo Robin, Cecilia.
Aloha Robin,
Your stage-presence is more than entertaining, it is
engaging and exacting. Great job. Best practices
abound: personal connections, selection of book
(very trippy/arty), lots of time to write, dividing
pages by tables for selection, group writing, your
honest comments and feedback. Your students are so
lucky to have you. I definately NEED to get this book
since my husband is a photographer/artist. MAHALO.
Hi Robin,
6/21/11
Writing lesson on Using Illustrations to create story
A really fun lesson! I liked that you encouraged individuality and gave us, us writers lots of writing leniency. It would be a great lesson for inference and prediction as well. I have done lessons similar to this where student were given 4 individual pictures and had to put them in some order and create a story to go with the pictures.
You demonstrated many best practices in this lesson, including guided instruction. You also provided us with lots of think and work time and provided positive encouragement and feedback.
The lesson can certainly be modified and used with older students. It could be used with prediction and inference as well.
Thanks for the great lesson Robin.
Picture number 13, by Beth Custer
The tow headed little boy, typical of all little boys, stared at each of the pictures intently, amazed by the magical world revealed. Once he had absorbed and memorized every detail of one picture he carelessly threw it aside, so intent was he on seeing what mysteries the next picture held. The wind whipped the discarded pictures around him like flotsom in the ocean. This last picture was different. This wasn’t of some mythical world beyond his reach, this was of a girl, holding a picture of a boy, holding a picture of boy, holding a picture of…. He wondered if he could be part of the picture…I wonder…?
6/21
Using picture books to create narratives
Aloha Robin,
Thanks for sharing the book Flotsom today. This seems like a good way to ease developing writers into a narrative, something that many students find as a daunting task. This is good scaffolding. This is something that I might even try with my hs students this year.
The best practices I observed were:
discussing the objectives at the start of the lesson
you modeling what you wanted
Keep up the good work,
marissa
Dear Teacher Robin,
What a wonderful lesson! I loved the way you had all of us individually write using the photo copied pages. Labeling each page according to their sequential order was a great way to later quickly tie them all together. I also liked that you allowed us to look at the pages before and after our assigned one and since the pictures were numbered you could easily find where they were. Looking at the other pages helped me develop a sense of what might have already happened, especially since my picture was from the story’s beginning.
You demonstrated best practices in the clarity of the directions for your assignment and by modeling your own example of story writing about your picture. You also provided good feedback by subtly complimenting each writer noticing out loud the different techniques each of us had used.
I can definitely see myself using your ideas with my class this year and then combining them for a class book to share in our book nook. Thanks so much for a fantastic lesson! Patti
FREEWRITE INSPIRED FROM “FLOTSAM”
(IMAGE #15) by Tamara:
THE BOX-CAMERA FLOATED ON THE SEA
OF SURPRISES FOR DAYS AND SUNSETS AND
MOONBRIGHT NIGHTS.
HE WAS CONTENT TO FLOAT ON FOREVER.
HE EXPECTED TO BE PICKED UP SOMEDAY BY
SOME SHARP-EYED PELICAN, AND HE SURE WAS.
BUT HE WAS TOO HEAVY TO BE CARRIED INTO THE
PELICAN NEST, AND HE WAS TOO LEATHERY AND
SALTY TO BE EATEN BY THE PELICAN BABIES, SO
ONCE AGAIN, HE WAS DROPPED BACK INTO THE
SEA OF LIFE
WHERE THE DANCING DOLPHINS FOUND
HIM AND TOSSED HIM BETWEEN THEIR NOSES
AND TAILS. WHEE! FLEE! SPREE! THEY EEKED
OUT THEIR LAUGHTER AS BOX-CAMERA HELD
TIGHTLY ON TO HIS IMAGES STORED SAFELY IN
HIS BELLY OF FILM.
MEANWHILE, THE SLEEPY VOLCANO SPEWED
STARFULL SMOKE INTO THE CONTENTED SKY . . .
Three Lens Letter for Feedback for Teaching Demonstration:
Aloha e na College
Date: 6/21/11
Title of Lesson: using illustration to create a narrative
This lesson was fantastic to illustrate a narrative.
List of best practices:
1. The activity was terrific the pictures were great to let the write their own piece and put them together to read. WOW LOL
2. I would differentiate with a simpler book with less details so the students wouldn’t get to distracted (kindergarten)
3. The story ended up to be quite complete inspite everyone writing a separate piece.
My thoughts on this lesson could be applied in other contexts such as math where the students would add or take away from the pot.
Mahalo for the time and effort, on developing this lesson that we may use your ideas to enhance our way of becoming a life long learner.
aloha e robin
6/21/11 on flotsam
this was fun, fun!!! your procedures and practices at the lower elementary level works for any age.
awesome creative way to break apart a picture book to foster narrative writing. i like the way sections written separately come together to make the whole.
how could i use this? writing ballads using a picture book
mahalo nui loa, beatrice
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