LIT 5083 Module 1 Paper
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School
American College of Education *
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Course
5083
Subject
Communications
Date
Feb 20, 2024
Type
Pages
9
Uploaded by AgentOxideFinch39
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Theme My theorematic approach theme is A Garden Plot: A Tale of Peter Rabbit. My target audience is 2nd grade students. There are thirteen girls and twelve boys aged seven and eight. Three of the students qualify as English language learners. Six of the students are receiving Special Education services while three are receiving Gifted and Talented services. There is a mix of socioeconomic and diversity within the classroom.
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Choosing the theme of a garden plot will enable me to incorporate multiple disciplines. Using the Minnesota State Standards, I formulated the plan to build the theme of a garden plot. The theme of the garden plot can also be taught in multiple content areas while implementing new literacies into each content area to help the students know and understand the content being taught. This theme will provide opportunities for digital literacies encouraging students to work on their computer/iPad to enable them to become active learners. Minnesota State Standards
Anchor Standards: Language CCSS.ELA-LITERACY.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Anchor Standards: Reading CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over a text. CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Anchor Standards: Writing CCSS.ELA-LITERACY.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
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CCSS.ELA-LITERACY.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Science/STEM (Science, Technology, Engineering and Mathematics) Benchmark: Data Sciences: Identify, formulate, and investigate statistical questions by collecting data considering cultural perspectives, analyzing, and interpreting data and communicating the results. Benchmarks: 2.1.1.2 Determine what counts as data to answer a statistical investigative question. Recognize that people collect data to answer questions and that data can vary. 2.1.1.3 Collect and use data to consider and decide what data will answer a question. Represent the data as drawings, picture graphs, dot plots (a.k.a. line graphs or line plots) and with technology. Communicate observations. 2.1.1.4 Make predictions using patterns from data visualizations. Math Data Sciences: Identify, formulate, and investigate questions by collecting data considering cultural perspectives, analyzing, and interpreting data and communicating the results. Benchmarks:
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2.1.1.3 Collect and use data to consider and decide what data will answer a question. Represent the data as drawings, picture graphs, dot plots (a.k.a. line graphs or line plots) and with technology. Communicate observations. 2.1.1.4 Make predictions using patterns from data visualizations. Social Studies
The environment influences human actions; and humans both adapt to, and change, the environment. 2.3.4.9.1 Identify causes and consequences of human impact on the environment and ways that the environment influences people. 2 4. History 3. Geography 1. Historical Thinking Skills 1. Historians construct chronological narratives to characterize eras, explain past events. Resources
The resources I chose to use within this unit include My Busy Green Garden by Maine Tormasten, SciKids Gardens and
The Tale of Peter Rabbit, and other books by Beatrice Potter. According to Boonmoh et al. (2021), technology can be used within the classroom to help motivate students to learn. Using technology throughout the unit will keep the students engaged and active learners. I selected resources aimed at establishing foundational knowledge about gardening, plants, and seeds. We will adopt a thematic approach centered around the topic of plants. Our initial focus will be on introducing background knowledge and vocabulary to establish a solid foundation of understanding. Utilizing a combination of audiobooks, videos and physical books will present the students with different literacies to introduce and reinforce the concepts. Students will question and discuss the subject matter and complete a KWL chart to
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track their knowledge, questions, and new learnings about plants. Furthermore, students will explore foods cultivated in gardens, examine diverse types of seeds, and cultivate their own "milk jug" garden. Additionally, students will listen to Beatrix Potter's "The Tale of Peter Rabbit" and explore the various produce grown in gardens or on farms (Nelson et al., 2011) Strategies In our literacy landscape, technology plays an indispensable role. It serves as a valuable resource for supporting students who may struggle academically, offering accommodations such as text-to-speech and speech-to-text functions, aiding in writing tasks, facilitating research, and fostering motivation (McKenna, 2014). Additionally, technology is essential in curriculum development. The first strategy will be an invited speaker, the school principal who is a Master Gardener, will deliver a presentation to the students, focusing on topics such as vegetable cultivation, soil preparation, and the nutritional advantages of vegetable consumption. By welcoming a community member to address the students, a collaborative interdisciplinary teaching approach will be fostered, aligning with the thematic exploration of plants (Williams & Reynalds, 1993). The second instructional approach will be employing hands-on kinesthetic learning. Students will be implementing multisensory lessons alongside the thematic utilization of a garden plot. Students will actively engage by planting and nurturing their own vegetation as they create a milk jug mini garden. This will entail monitoring factors such as sunlight exposure, water consumption, fertilization, and making detailed observations on plant growth. A diverse selection of vegetable plants will be available for students to observe and study.
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The final strategy will incorporate visual literacy. By creating a visual model and documenting the garden growth stages through photographs and observations, the students' work will align with the science and ELA standards. As per Essel et al. (2017), illustrations are recognized as influential and vital tools in educating students at the lower primary level (p. 1). Using technology by incorporating slides enriched with visuals to introduce new vocabulary and by documenting plant growth stages through photographs for observation and student projects, students will utilize their Chromebooks as a tool. Furthermore, educators can assign supplementary readings and videos accessible on devices like iPads to deepen students' understanding. Conclusion The decision to implement the garden plot unit stemmed from its interdisciplinary nature, spanning across various subjects including reading, writing, science, and art. By integrating this unit, I aim to provide my students with a comprehensive and holistic learning experience. Furthermore, the incorporation of new literacies throughout the unit will enhance engagement and make learning more enjoyable for students. To achieve this, I plan to utilize a variety of digital tools such as Flip, Blooket, Canvas, Google Slides, Epic, and Mural throughout the learning process. These platforms offer diverse opportunities for students to interact with content, collaborate with peers, and express their understanding in creative ways.
As highlighted by Zoch and Myers (2017), leveraging new literacies not only captures students' attention but also allows educators to recognize the potential of technology in student
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work. By embracing these innovative approaches, teachers can empower students to explore, create, and communicate effectively in the digital age.
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References
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2021). Teachers' perceptions and experience in using technology for the classroom. Call-Ej, 22(1), 1-24. Essel, H. B., Tachie-Menson, A., Amponsah-Fordjour, A., & Appiah, I. K. (2017). Analytical Study of the Implications of Text Illustrations on Lower Primary Pupils' Construal in the Classroom: The Case of Illustrations in Ghanaian Language and Literacy Textbooks. Learning, 59. McKenna, M. (2014) Literacy instruction in the brave new world of technology. Phi Delta Kappan. Volume 96. Issue 3. Nelson, J., Martin, K., Nicholas, J., Easton, C., & Featherstone, G. (2011). Food growing activities in schools. Report submitted to Defra. NFER (National Foundation for Educational Research), Slough, UK. Retrieved from http://www.nfer.ac.uk Williams, J., & Reynolds, T. D. (1993) Courting controversy: How to build interdisciplinary units. Educational Leadership. Volume 50. Issue 7. Zoch, M., & Myers, J. (2017). Teachers’ engagement with new literacies as support for implementing technology in the English/language arts classroom. Contemporary Issues in Technology and Teacher Education, 17(1), 25-52.
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