TEPC 6004 assignment 1
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Louisiana State University *
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2001
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Arts Humanities
Date
Feb 20, 2024
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docx
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For my 2nd Grade Class, I have picked the book "Amazing Grace" by Mary Hoffman. This book teaches children to never give up on their dreams, regardless of their appearance. The text has a wide range of vocabulary that students can use in their Social Studies class later in the year. It also touches on creativity, which I plan to incorporate into my Art class. The story follows Grace as she auditions for the role of Peter Pan in a class play. Her classmates point out that she is neither a boy nor has the same skin color as Peter Pan. However, Grace uses her creativity and determination to portray an amazing Peter Pan. The book presents a relatable reality for students, emphasizing that one's character is more important than their physical appearance. Nana, a character in the book, encourages Grace to pursue her dreams and act on them. This provides a concrete way for students to relate to the story and enhance their own goals. I chose this book because it is relevant to the student's lives and provides a relatable character they can connect with. The book's innocent ending focuses on Grace's willpower and determination to never give up. She achieves her goal, and everyone is proud of her. Overall, "Amazing Grace" promotes a positive message and encourages students to pursue their dreams. For the read-aloud, the teacher will begin by creating a Word Wall of important vocabulary words. We will practice sounding them out and what they think the word means. This will be done repeatedly throughout the reading. In the video Interactive Read Aloud, Ms. Davis uses strategies such as clapping, snapping, and stomping to demonstrate syllables. This method will be used during the reading repeatedly to check for pronunciation of words in the text. The art of demonstrating and “role play” were used in this video. I did like the sense of ownership the students acquired through the role-play and it also gave the teacher an opportunity to bring the comprehension of the material to the next level.
Planning is a key component when conducting a Read-Aloud. Burking and Yaris give examples of what this should look like in your classroom. How to create a comfortable space, encourage sharing, using illustrations and so much more will engage the students when the teacher is reading the book. Cultural differences can be a “touchy” subject and teaching it needs to be done in a respectful manner. Hammond states “When we focus on using culture as a cognitive scaffold, then we’re able to leverage students’ neural pathways that make learning easier.” The benefits of CRT can promote understanding
and acceptance of different cultures, as well as improve academic outcomes for students from diverse backgrounds. The candidate includes 2-3 objectives aligned to state standards. The candidate explains how the selected book aligns with the objectives.
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
The student will repeat words and sections of the story as TT models fluent reading. The student will demonstrate understanding by using the clap, snap, and stomp method.
The students will use the text "Amazing Grace" to develop their literacy skills and gain a deeper understanding of its central message through read-aloud and evidence gathering.
In this story, Grace starts out feeling defeated and upset, but rather than quit she is encouraged to pursue what she wants to work for and has an amazing result. The overall moral of the story creates a sense of being able to achieve a goal no matter what odds come against you. TSW be asked throughout the story ways they relate to Grace and as we get to certain vocabulary words, TSW sound them out and
give examples to check for understanding. RL.2.6
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. The students will take turns demonstrating examples of specific words in the story. The student will role-play specific sections of the book as the teacher stops to collaborate. The student will differentiate between groups by think/pair/share with a partner in the room.
For example, when the story gets to the part about Grace’s audition, the student will have the opportunity to “audition” for a part. Understanding how the characters first started out making statements without understanding that words and actions can be hurtful and turning that recognition into support and encouragement. Students will demonstrate an understanding of Grace’s response in the story and how she overcame them. Students will also be able to demonstrate this understanding by taking part in the read-aloud. RL.2.7
The student will relate parts of the story to a specific moment in their life. As TC reads the story together, the students will repeat and infer parts of the book by going over the pictures and what they believe is happening or will happen.
Use the information gained from the illustrations and words in a print or digital text to demonstrate an understanding of its character, setting, or plot. Students will explore ways they can relate by creating a goal they want to achieve and a plan that explains how their illustrations relate to the events happening in the story.
The candidate pre-selects 3-4 vocabulary words. The candidate includes a detailed statement explaining why the words chosen are appropriate to teach.
I chose 4 Words: Two are familiar words TS will know to give them a chance to explain and build confidence and peer tutor while the other two will be mixed in that may be more complex where they can build to make a definition. Snap, clap, and stomp will be demonstrated by all students when pronouncing words.
1.
Fortune (p.9)
2.
Success (p.23)
3.
Audition (p.20)
4.
Companion (p.9)
Fortune was chosen because I felt students need to have a clear understanding of this word to relate it to the book and the context it is used with Grace. Name a fortune you have. Did you work for this or find it?
Success was chosen to help TS relate ways to be successful. This will be implied in the activity we create together. What have you completed that you were successful at?
Audition is a more complex word and it is important that the students can pronounce it and understand when using it in context. What would be something you would audition for?
Companion was chosen to expand their vocabulary when referring to friend/friend/another person. Name a companion. - The candidate pre-selects stopping points and explains in detail how these points could be tricky for their students to comprehend. The candidate includes at least two open-ended questions to promote discussion among the students. The candidate includes a plan for assuring all students interact with the text through spoken responses
Starting Point:
We will look at the cover. The students will be asked:
What can you tell me about what you see on this cover?
TT will go over that this is a Realistic Fiction book and what that means.
Burk and Yaris recommend pre-selecting starting and stopping points saying “…allow students to discuss their responses to and observations about the meaning of the text.”(p.37)
Stopping point #1
The part where the students are raising their hands to audition for their role in the play. Probing questions that will be asked:
What does audition mean? What role was Grace wanting to Audition for?
How did her companions Raj and Natalie react?
How do you think this made Grace feel?
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This part of the story is an important part of the plot and TS needs to understand what is going on. Cultural differences are pointed out about Grace. TTW review with the students how they are all different by allowing them to point out what is different about them from the person sitting next to them. As they explore difference amongst each other, TTW take the opportunity to have them look at the illustrations to explain why the classmates of Grace made the comments they did. Stopping Point #2
After Grace and Nana go to the Ballet the following probing questions will be asked:
How was the role of Juliet described?
Did this encourage Grace? What did it make her realize?
The student will use the illustration of the text to a picture that will be displayed of Romeo and Juliet on the Smart Board. They will compare what the Juliet ballerina looks like and what Juliet looks like in the picture displayed. The teacher will ask “Is it possible for people to play the same role and NOT look alike?” TS should understand that cultural background does not limit abilities.
Stopping Point #3
After the students auditioned for the roles
How did Grace audition?
How did her classmates react?
What role did Grace get?
What did this make you realize?
The student will take part in acting out how success. The student will relate this to the end of the story on the moral that was learned. The classmates will get with table partners and one will role-play a goal they achieved and the other will congratulate them on his/her success. The candidate plans for an after-reading discussion that reviews the objectives by providing three or more open-ended questions that promote a deeper comprehension of the text presented. The candidate includes a plan for assuring all students interact in the discussion, even beginning language learners.
Conclusion to “Amazing Grace”
After reading the book TT will ask students to recall a time when they wanted to do something and someone said, “That’s too hard for you.” Ask students to explain what they did and how they felt. (RL.2.6) How did Grace react to her classmate's response to her wanting to be Peter Pan?
They will be asked to relate their story to Grace. (RL.2.2) This assignment will have a picture of a black face cutout that they will create of the image they have of themselves. Then the Word Amazing will be
on the shirt of the cardstock with the word “Amazing.” (RL.2.7) This is where the student will write their reflection. Each student will have the opportunity to share. ELL Learners: New words will be displayed for the students. Learning new words with visual representation that we will explain, use examples, and in context will create a deeper understanding of pronouncing the word and using it correct format. Speaking the English language provides extra practice for ELL students. The snap, stomp, and clap method will be used as well. In the course text, the following questions were examples of what to ask:
What do you know about _____________? (Teacher reinforces student response or provides an example or a visual) Anyone else know something about ___________? (Teacher once again reinforces or provides an example or visual) What else do you know? (Teacher reinforces responses by rewording what students say to provide a language model)
Specific students will be called on to check for understanding throughout the story. Students will have a Think, Pair, Share partner they will work with throughout the story and will talk with them periodically. As I do group sharing I will make sure that my ELL students are participating and make sure they take part in the “acting” out of words and parts of the story. From the video, Ms. Davis suggests having ELL learners be an example for parts when participating. This makes sure to involve them when doing group
sharing. Hoffman, Mary, and Caroline Binch. New York, NY, Dial Books For Young Readers, 2016.
“Culturally Responsive Teaching & the Brain.” Teaching Channel
, www.teachingchannel.com/k12-hub/blog/culturally-responsive-teaching-
brain/
.
Jan Miller Burkins, and Kim Yaris. . Portland, Maine, Stenhouse Publishers, 2016.
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