Week+4+-+Predicting+Outcomes

//Narrative////: Before doing the Predicting Outcomes Lesson we prepared the students by talking about their favorite movies they had seen and how these movies ended. We then discussed DVD’s and what they felt about them having ‘alternate endings’ to some of their favorite movies, and how that made them feel about the movie as a whole. Also, we had a group discussion about whether or not a different ending than the one they had prior knowledge of changed there perception of the characters, or the movie producer or director. We then extended the discussion to have them write a summary reflection on their reaction to a movie they new the original ending of// LA.5.1.7.3. //We then had them to turn their paper over to write an alternate ending to their favorite movie that they would like to see. At the end of the week we had each student to list on the board the movie they chose as their favorite and ultimately wrote an alternate ending to. We extended this activity by having their classmates choose any title on the board so they could write their predicted outcome to their classmates “alternate ending.” We plan to extend this lesson by having the students use this literacy event to learn how to make predictions when interpreting text. All of these activities are a part of the situated practices that we apply on a daily bases to ensure that students are able to able the skills they have acquired in class and home (Langer).They will do this by drawing on their narrative knowledge of how plots are constructed as mentioned in TLA (134). Specifically we will work on as a class diaries, and journals with which they will record their responses to their reactions of the text. Since it is the last section of the book and they have yet to read the ending we will culminate these activities with them also writing a brief summary of their predicted outcome for the text The Black Stallion. At this stage of the lessons the students will be “Stepping Out and Objectifying, the Experience” (Langer) they have had as they come to the end of the text.// //**Objectives**////:// //Students will be able to use narratives to construct identity (TLA, 130).// //Students will be able to use task specific strategies to predict outcomes// LA.5.1.7.8. At least 50 composition notebooks DVD player rulers
 * Process for students ** : Students will be given a composition notebook which they will use as a diary. Each night during their private home readings they will use one sheet of the diary for the dual purpose of writing two instances from the text. On the main side they will record an event in the book that is significant they feel to the way the plot is being carried along. Then, on the opposite side they will record their reflection on what is occurring in the text portion they extracted. During class they will form groups of 5 or six if necessary, and discuss for fifteen minutes why they feel their perception is legitimate and essential to the outcome of the book. Afterward, they will return to their seats and turn to the last page of their journal so they can write a brief story about the horse farm they visited and the roles they would take on if they were the owner. We will have a twenty minute group discussion about how they would run a horse farm, and how they would feel if one of their horses were the black in the story. We will also talk about how their families reacted to the visit, and how they would respond if they had been Alec in **The Black Stallion**. Lastly, they will on the other side of the final paper in their note book write a brief summary prediction of the outcome they believe will happen.
 * Process for teacher: ** As the mini group discussions take place I will guide the lesson by walking around the class and facilitating the discussions and only intervened if asked a question. We will have a few follow up questions concerning the diary, and allow students to voice their concerns about the assignment in general. During the whole class discussion I will act as a moderator, and ask open ended questions concerning their visit to the horse farm. I will also interject with questions about their family members experience during the visit, and how they felt about the cost of admission being two carrots. I will also tell them that no prediction is wrong and that I expect them to draw on their prior experiences and knowledge of narratives to make their predictions as referenced in TLA (134).
 * Introduction: ** I will begin the class by recounting a tale from my past and how when I was young I would write all of my secrets, and reflections on life in my diary that I had hid between my mattress. That is until my brother discovered its whereabouts, broke the lock, threatened me for months, and extorted money and got me to do his chores too. Finally, I will tell them I got so fed up with his shenanigans that I told on myself, and he got in trouble for causing me so much distress. I will do this to give a prototype of prior experience to those students who may have never had or heard of a diary, and so we all start out with the same knowledge of what diary entries are for. I will then model the expectations for the activity by choosing a portion of text from **The Black Stallion** to record in my own journal which I will talk about out loud. I will even discuss my thoughts out loud on why I believe this particular text is going to prove essential to moving the plot along. I will turn my paper over and began to “Think Aloud” (TLA) again and discuss how I reflect upon my decision to make the choice I have for entry into my journal.
 * Closing/Summation ** : Before class ends or we run out of time, I will let the students know that their predictions for the ending, their summary for the field trip, and the actual ending will go into their storyboard comic book anthologies. So, it is important to finish it up in class or make sure it is done for homework because on the following day we will discuss the ending.
 * Activities: ** Students will also be given journals to be used as a “Dual Entry” Journal which they will use their rulers to split down the middle (TLA, 107). They will choose a text to enter that interests them on one side, and on the other side their prediction for the next chapter. They will also take a look at the Poem we are using to support the main text, **He thought He saw a Crocodile** and make predictions about what it could be that is being described in the poem. Friday will be the end of the reading as this will complete the last section of the text. They will discuss in their groups what their predictions were and compare them to the real ending. In whole group discussion they will discuss how they felt about the book as a whole, and asked to tie it in with the movie, poem, and field trip. Here they will have an opportunity to expound on how the text was brought to life through their experiences in their community.
 * Materials: **
 * Assessment:** During the small group discussions the students will be evaluated on their ability to explain character’s actions regarding their traits, knowledge, beliefs, plans, and goals as suggested in TLA (142). Also, as mentioned in TLA the student’s degree of elaboration in recounting or retelling the narratives events, as well as interconnecting their exposure to perspective taking will be taken into account (142). Also, if I witness some students offering minimal explanations, and only referring to a single characteristic traits I will consider whether they have read or continued to exercise the task specific strategies during their private home reading. Because they will not have credible accounts as those who have used the literacy practice of characterization during reading I will be able to recognize where their ZPD lies. The aforementioned criterion is what I will use to assess students for whole group discussion as well. The summary reflections, diaries, and final prediction outcomes will serve a formal assessment tools for competency.
 * Self Assessment: **As far as my self-reflection I have considered the fact that we chose all of the text for the assignments. Therefore, for the next curriculum unit I will give them the opportunity to choose the text we will study. I will even allow them to come up collectively with a final project. I will guide the selection process while being careful to include ESOL STANDARDS, and more modifications to include students of various proficiency levels as well. In the discussion follow up time I will also allow students to be moderators, and have them to also circle the room so that they can hear many other perspectives on the given assignment. (Monique)