Module 1 Assignment

docx

School

American College of Education *

*We aren’t endorsed by this school

Course

5373

Subject

Arts Humanities

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by ColonelPheasant3459

21ST CENTURY LITERACIES Apple Museum Exhibit When planning a lesson, especially for young children, it is important to keep the lesson engaging. One way of keeping students engaged is by having them learn about things that impact their lives and are relevant to them (Grafwallner, 2017). I kept this in mind when choosing my topic. I live and teach in a rural area that is famous for our apple production. My students pass apple orchards daily and are getting excited for our upcoming National Apple Harvest Festival. Many teachers in my school do an apple themed unit but lack some of the new literacies in their lessons. New literacies include visual, digital, economic, and scientific (American College of Education, 2022). Literacy doesn’t just mean reading printed books and the definition is rapidly changing to include 21 st century skills (Rosaen & Terpestra, 2012). I designed this unit/exhibit to be relatable to my students while helping to address some the new literacy skills that have been absent in our past ‘apple week’ instruction. Below is an outline for a museum exhibit to display lesson plans to promote the new literacies while learning about an engaging topic to my students- apples. © 2019 AMERICAN COLLEGE OF EDUCATION 2

21ST CENTURY LITERACIES Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Apples Grade Level: 1 st grade Module 2 Display/Lesson Title Title: Who is Johnny Appleseed? Standards for Display/Lesson: CC.1.2.1.B- Ask and answer questions about key details in a text. CC.1.2.1.G- Use the illustrations and details in a text to describe its key ideas. CC.1.2.1.I- Identify basic similarities in and differences between two texts on the same topic. CC.1.4.1.A- Write informative/ explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.B- Identify and write about one specific topic. CC.1.4.1.C- Develop the topic with two or more facts. Content Concepts: Simple 1. Who is Johnny Appleseed? 2. What is he famous for doing? Complex 1. What impact did his life have on our lives today? 2. How does this folktale have elements of fiction and nonfiction? Essential Questions: Who is Johnny Appleseed and what did he accomplish in his life? How can we tell if a story is fiction or nonfiction? New Literacy* Activity © 2019 AMERICAN COLLEGE OF EDUCATION 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

21ST CENTURY LITERACIES Introduce with:  Students will start by listening to the story “Johnny Appleseed: The Grand Old Man of the Forest” by Margaret Henley on Epic.  Students will then participate in a discussion about what they learned from the story by adding notes to a Jamboard. Promote understanding by:  Students will compare the facts from the story to the those in a video. Students will watch the Johnny Appleseed video produced by BrainPop Jr. The teacher will pause the video when students hear a fact that wasn’t listed in the book.  After a class discussion about the comparing and contrasting the information, students will complete a graphic organizer showing similarities and differences between the stories. The discussion will also include the topic of fiction vs. nonfiction as some of the ‘facts’ may have gotten added to the folktale over the years.  This activity includes both digital and visual literacies. Provide application/ higher-level thinking by:  As a form of exit ticket, students will complete a digital sort to identify facts about Johnny Appleseed and ‘facts’ that might not be true.  Students will also include their thoughts on the fiction vs. nonfiction debate and why they believe the Johnny Appleseed story is fiction/nonfiction on a paper exit ticket. *Must have visual and digital literacies within this display/lesson Strategies for differentiation with the display/lesson: Strategy 1: Students who struggle with reading comprehension, will be able to complete last task in partners. © 2019 AMERICAN COLLEGE OF EDUCATION 4

21ST CENTURY LITERACIES Strategy 2: Advanced students will be tasked with adding more detail to their fiction vs. nonfiction argument. Instructional Grouping Strategies: Strategy 1: In partner groups, students will be paired based on reading ability in heterogenous groups (Heltemes, 2009). There will be one student with stronger reading skills paired with a striving reader. This gives the student who struggles a partner who can assist them and help them practice those skills. Assessment: The graphic organizer will be assessed along with the exit ticket activity. The organizer will be used to determine if students understand similarities and differences between stories of the same topic. The exit ticket will be used to assess their grasp on fiction vs. nonfiction and ability to retell facts from a story. Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Apples Grade Level: 1 st grade Module 3 Display/Lesson Title How do apples grow? Standards for Display/Lesson: Prerequisite standard: 3.1.K.A3- Observe, compare, and describe stages of life cycles for plants and/or animals. © 2019 AMERICAN COLLEGE OF EDUCATION 5

21ST CENTURY LITERACIES 3.1.1.A5- Identify and describe plant parts and their function. 4.4.1.C- Describe the life cycles of different plants and animals in a terrestrial habitat. 4.1.1.A- Identify and describe the basic needs of living things in a terrestrial habitat. 4.5.1.C- Describe how pollution affects the health of a habitat. Content Concepts: Simple 1. How do apples grow? 2. What are life cycle stages of an apple? Complex 1. What external factors can affect apple growth? Essential Questions: What are the stages of an apple’s life cycle? What environmental factors can affect apple growth? New Literacy* Activity Introduce with:  Students will listen to the story, “Watch an Apple Grow” by Kirsten Chang on Epic with the teacher in small groups.  While listening, students will complete a guided notes pages about the life cycle of an apple. Promote understanding by:  The teacher will display photos of environmental factors that affect apples (i.e. pests, diseases, etc.) during different stages of their life cycle.  Students will use the images to complete a sort between ‘good’ things for apples and ‘bad’ things. Provide application/ higher-level thinking by:  After discussing different things that can affect apples, we will discuss the question: “how do apples affect us? What would happen if we couldn’t get apples/if all of them were eaten by pests? Who would be affected?”  This discussion would promote economic literacy by helping © 2019 AMERICAN COLLEGE OF EDUCATION 6

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

21ST CENTURY LITERACIES to relate our local agriculture to our local economy in a real- world application.  As an exit ticket, students would write down one thing that would be affected by no apples/limited apples with a simple explanation. *Must have scientific and economic literacies within this display/lesson Strategies for differentiation with the display/lesson: Strategy 1: Striving learners will be able to refer back to display photos to complete the sort. Strategy 2: They will also be supplied with a differentiated version of the guided notes pages. Striving learners would have less blanks to fill while advanced learners would have more writing to complete. Strategy 3: Striving writers will be supplied with a sentence starter for the exit ticket. Instructional Grouping Strategies: Strategy 1: Students will meet with the teacher in homogenous groups (Heltemes, 2009) based on reading ability to complete the read aloud and differentiated guided notes page. Assessment: The sort and exit ticket will be reviewed to ensure student understanding on what can affect apple grow and who would be affected if apple production was limited. Museum Planning Template Theme of Museum Exhibit/Unit: Theme: Apples © 2019 AMERICAN COLLEGE OF EDUCATION 7

21ST CENTURY LITERACIES Grade Level: 1 st grade Module 4 Display/Lesson Title Apple Detectives Describe taste (adjectives), graph favorites (math), identify parts of apple and should we eat it (science) Standards for Display/Lesson: CC.1.3.1.F- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.2.4.1.A.4- Represent and interpret data using tables/charts 3.1.1.A5- Identify and describe plant parts and their function. 3.1.1.A9- Understand that all scientific investigations involve asking and answering questions and comparing the answer with what is already known. • Plan and conduct a simple investigation and understand that different questions require different kinds of investigations. Content Concepts: Simple 1. How to adjectives to describe an apple’s taste and appearance. 2. How can we collect and represent data? 3. What are the parts of an apple and which parts can we eat? Complex 1. How can we use the scientific method to investigate apples? Essential Questions:  How can we use adjectives to describe an apple’s taste and appearance?  How do we collect data and how can represent it in a graph? © 2019 AMERICAN COLLEGE OF EDUCATION 8

21ST CENTURY LITERACIES  What is the scientific method? New Literacy* Activity Introduce with:  Students will start by watching a video to learn facts about apples and get them thinking. o https://www.youtube.com/watch?v=MrUX7vzNCCI  The teacher will focus the first fact (over 7500 kinds of apples) and display at least 5 different kids of apples to the students. Discuss adjectives and which ones we can use to describe the apples. Students will work in small groups to make a mini anchor chart about adjectives for apples’ appearance. Promote understanding by:  The students will engage in a taste test with the apples the teacher displayed. They will add adjectives to their chart about the taste of the apples.  The students will collect data via a tally chart about which type of apple was each student’s favorite. This data will then be converted into a graph. Provide application/ higher-level thinking by:  Have a discussion with the students- what questions do you have about apples? Discuss a few options that would make a good experiment/easy to test out.  The students will work through the scientific process to attempt to answer the question decided upon by the class after the discussion. *Must have multiple content areas within this display/lesson Strategies for differentiation with the display/lesson: Strategy 1: Striving readers will be given a word bank to help make their mini anchor chart. Strategy 2: Striving math learners will work with a partner to complete the graphing activity. © 2019 AMERICAN COLLEGE OF EDUCATION 9

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

21ST CENTURY LITERACIES Strategy 3: Striving learners will work with a partner to complete the science activity. Strategy 4: Advanced learners will complete activity independently. Instructional Grouping Strategies: Strategy 1: Students will work in heterogenous groups (Heltemes, 2009) to complete the mini anchor chart activity. Strategy 2: Striving students will be paired with a securely on grade level or advanced student to complete the science activity and math activity. Assessment: After each activity, the student will submit the activity to demonstrate their understanding.  ELA- mini anchor chart  Math- graph and data collection  Science- science experiment worksheet © 2019 AMERICAN COLLEGE OF EDUCATION 10

21ST CENTURY LITERACIES References American College of Education. (2022). LIT 5373: Module 1 [Lecture Notes Module 1 Part 3Transcript: The Galleries]. Canvas.https://ace.instructure.com/courses/1887878/external_tools/118428 Grafwallner, P. (2017, November 2). Keeping learning real, relevant, and relatable. Edutopia. https://www.edutopia.org/article/keeping-learning-real-relevant-and-relatable/ Heltemes, L. (2009). Social and Academic Advantages and Disadvantages of Withinclass Heterogeneous and Homogeneous Ability Grouping . St. John Fisher University Fisher Digital Publications. Rosaen, C., & Terpstra, M. (2012). Widening Worlds: Understanding and teaching new literacies. Studying Teacher Education: Journal of Self-Study of Teacher Education Practices, 8(1), 35-49. https://doi.org/10.1080/17425964.2012.657015 © 2019 AMERICAN COLLEGE OF EDUCATION 11

Module 1 Assignment

Related Documents