Week+5+-+Constructing+Social+Worlds

// Narrative: // Students will just have learned about predicting outcomes with Ms. Monique. In this lesson, students will learn how to construct their social world through the text. This helps to tie everything together that they have learned so far. This is understanding the characters, vocabulary, perspective taking, setting and now considering what information is presented in the text and how that relates to their world around them. // Closing // : I will explain that students will have incorporated the story according to ideas that surround it by drawing on background knowledge and information offered in the text. They will have a fun week with art and learning about the social worlds. Lastly, students will be asked to bring in old magazines, newspapers, yarn, crayons, markers, colored pencils and glue for final project. (Amanda) // Self-assessment // : Students may not really like the idea of using a lot of art. Next time, I might use a little less drawing and maybe more collage-type work for those students that do not enjoy art. Perhaps I’ll play some music during this time to help the students feel relaxed while they are drawing.
 * Objective ** : Students will be able to understand the significance of the story in relation to the world around them.
 * Process for Students ** : Students will have pictures of pastures posted on the board. They will be asked to draw the pasture and then color it. Students can add characters from the story if they would like to. They will describe how this pasture is significant to the story.
 * Process for Teacher ** : Bring in crayons and pictures of pastures. I will pass out blank piece of paper to the students. Then I will have students close their eyes and imagine a scene in the story of The Black in the pasture. Students can begin drawing the pasture and adding object and characters to the scene. In addition, students will be asked to further describe how the characters, objects and scenes might have been influenced by the characters or cultural values. On the back of the paper, the students will describe the pasture, why they chose that particular one and also why they added or left out characters. They will write about the significance of the picture and what they put in it.
 * Introduction ** : I will explain that we will start our day with art. Students will be directed to pictures of pastures posted on the board. They are going to make this pasture significant to the story and their perspective of what happened in the story.
 * Activities ** : This week we will take a piece of the text and describe everything they see. Students will be asked to leave no detail out. Students will also describe in a poem when the Drake went down keeping in mind the horizon, water, land and clouds for symbolism. Students will also draw the island as they see it, they will write what about what happened for a formative assessment.