Meg Fortgang - Swarthmore College ITS...

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Meg Fortgang

Professor Smulyan

EDU 017 – Curriculum & Methods

30 January 2011

3-Week Lesson Plan: Tenets of Quakerism

Desired Results

Established Goals:

Identify the basic tenets of Quakerism (community, integrity, equality, simplicity, stewardship,

peace, & service) and the impact of those tenets on students’ daily life, relationships, &

community life.

Related PA Standards Addressed:

1.1.3.E “Demonstrate fluency in oral reading of grade level texts.”

1.3.3.A. “Read, understand, and respond to works from various genres of literature.”

1.4.3.A. “Write poems and stories: Include detailed descriptions of people, places, and

things; Include literary elements.”

1.5.3.A. “Write with a focus, with an understanding of topic, task, and audience.”

1.5.3.B. “Develop content appropriate for the topic: Gather and organize information,

incorporating details relevant to the topic; Write a series of related sentences or paragraphs

with one central idea.”

1.5.3.E. “Revise writing to improve detail and order by identifying missing information and

determining whether ideas follow logically.”

1.9.3.A. “Use media and technology resources for directed and independent learning

activities.”

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Understandings:

Students will understand that…

The tenets of Quakerism impact their daily

lives.

The tenets of Quakerism can be used to

guide their behavior & interactions with

others.

Stories can be told in multiple ways –

through oral storytelling and images – in

addition to or instead of writing.

Writing can be used as a means of

communication for sharing their

experiences with others.

Essential Questions:

Quakerism

What is a tenet?

What are the tenets of Quakerism?

What do these tenets mean?

What do these tenets stand for?

What effects do these tenets have on our

lives at school? At home? With our

friends? In the community?

How can we share our tenets and

experiences of those tenets with others?

Writing for Communication

How can we express the same experience

in multiple types of media?

How can we express and enhance our story

with art?

How can we focus our writing to portray,

in depth, a single moment or aspect of our

lives (a “slice of life” story)?

Students will know…

The tenets of Quakerism (community, integrity, equality, simplicity, stewardship, peace, &

service).

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Effective and efficient oral reading strategies.

The qualities of a text that make for effective oral storytelling.

How illustrations can be used to support and deepen the messages of written work.

The aspects of the genre “slice of life” stories.

Students will be able to…

Define the tenets of Quakerism.

Provide examples for each tenet of Quakerism.

Verbally express the way the tenets of Quakerism impact their lives.

Draft, edit, and finalize their writing.

Portray their experiences in multiple types of media (orally, textually, visually, and through

technology).

Write “slice of life” stories.

Focus their writing on a describing a single incident.

Assessment Evidence

Performance Tasks:

“Slice of Life” Stories – Students focus on

depicting, in writing, a single instance in their

lives (or the life of someone else) that is

thematically related to one of the tenets of

Quakerism. Students will then create a

multimedia illustration to accompany their

story.

Other Evidence:

Prompt – student free writing on tenet-centric

questions.

Work Samples – Tenet posters students created

in pairs at the beginning of the unit.

Reflection – Goals of how the student can

further implement the tenets in his or her life.

Homework – (1.) comic strip analysis and

creative writing employing the use of the “slice

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of life” characteristics and the information

gleaned from the comic itself; (2.)

identification of “slice of life” stories students

encounter at home and analysis of visual

aspects (how they affect the story being

presented).

Learning Plan

Learning Activities:

1. HOMEWORK: Begin with a free writing activity, based on a choice of prompts alluding to the

tenets, to enter the students into the topic. H, T

a. What/Where/Who is your community?

b. Tell us about a time when…

i. You told the truth or were honest.

ii. You were proud of yourself.

iii. You participated in or gave back to your community.

iv. You had to solve a conflict or problem.

c. What is respect? What does it mean to respect yourself? Others? The environment?

2. IN-CLASS: Introduce Essential Questions (through WHOLE-CLASS DISCUSSION to prime them

for small group/pair work) and culminating project (individual illustrated “slice of life” story

on the tenets of Quakerism; a whole-class multimedia visual/oral presentation on how the

tenets of Quakerism are important to us). W

3. SMALL GROUP WORK: Refine our understandings and establish class definitions of each tenet

– In small groups/pairs, students will brainstorm on an assigned tenet (producing a small

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poster with illustrations and texts and cue words relating to their tenet, which will be

presented to the class, revised and added to based on class feedback, and then posted in the

room as a reference point). E, R

a. Synonyms

b. Definitions

c. Examples/anecdotes/personal experience

d. Illustrations

e. Relationship to other print or oral media (books, songs, etc.)

4. “Slice of Life” writing T

a. MINILESSON: what is “slice of life” writing and how are we relating this genre of

writing to our exploration of the tenets of Quakerism. W

i. Introduce and present examples of different forms of “slice of life” stories,

introducing the new selection of stories for them to explore and analyzing a

comic strip to engage the students in identifying the elements of “slice of life”

in regards to a specific text.

ii. Provide texts for students to freely explore for ideas on style, topic, and

methods for engaging with a tenet. E

iii. Set aside time for silent, independent reading for students to explore the “slice

of life” books. E

b. Student writing a “slice of life” experience relating to one of the tenets – planning,

drafting, revisions, and final “publication.” R

c. Digitally record students reading aloud their completed “slice of life” piece or their

favorite part (if a lengthy final piece of writing). R, E-2

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i. To be digitally collaged together with illustrations made by each child.

5. HOMEWORK: Students will choose from the selection of comic strips and, using the aspects of

the “slice of life” story that were identified in class and the information provided in the comic

strip, the students will write another anecdote for the characters describing an imagined

additional “slice of life” instance. E

6. TEACHER READ-ALOUD (“slice of life” stories) E

a. Engage entire class in a shared experience with a “slice of life” text.

b. Demonstrate effective oral storytelling.

c. Students instructed to focus on what qualities of speech and writing make for an

engaging read aloud.

7. MINILESSON: oral storytelling E

a. Goal: Discussion of what makes strong and effective oral storytelling (based on

students observations from teacher read-aloud).

i. Revisit tradition of oral storytelling discussed in Native American unit earlier

in the year.

b. WHOLE-CLASS DISCUSSION: why might our “slice of life” stories about the tenets of

Quakerism by useful as oral stories? How dos transforming them into digital

recordings further our Quaker tenets? How can making them digital stories allow us

to share our stories with the community? How would we like to share our stories? R,

E-2

8. CHORAL READING T

a. Employ oral storytelling discussion through choral reading.

b. Practice for reading “slice of life” stories to the digital recorder.

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9. HOMEWORK: Students will look through their (picture) books at home, what they see (or

remember seeing) on TV, etc. and record instances of “slice of life” stories that the students

encounter. Each student will come up with a few examples and describe how the pictures

assist in telling the story (assignment could be extended to long-term: students record

different “slice of life” instances that they encounter over the entire length of the study). H, E

10. MINILESSON: illustrations and graphics to enhance meaning. T

a. Construct multimedia illustrations to accompany stories to be scanned and digitized

to accompany the oral stories.

b. Revisit illustrated, graphic, and cartoon examples of “slice of life” stories for ideas.

11. CULMINATING REFLECTION & GOAL SETTING: Pick a tenet. How can you use that tenet more

in your life? This could be: at home, at school, in the community, etc. E-2

Works Consulted:

“FSH as a Friends School.” Friends School Haverford: About FSH. 2006. Accessed 17

December 2010. <http://friendshaverford.org>.

Friends Council on Education. 2008. Accessed 17 December 2010.

<http://www.friendscouncil.org/>.

“Slice of Life – Television Tropes & Idioms.” Accessed 6 January 2011.

<http://tvtropes.org/pmwiki/pmwiki.php/Main/SliceOfLife>.

Wiggins, G. & J. McTighe (2005). Understanding by Design, 2nd Ed. Upper Saddle River, NJ:

Pearson.

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Lesson 1

Homework: (to be done for Lesson 1)

Students respond to one of the following prompt: Tells us about a time when…

You told the truth or were honest.

You were proud of yourself.

You participated in or gave back to your community.

You had to solve a conflict or problem.

Objectives:

(1.) Students will be familiar with the upcoming unit sequence.

(2.) Students will be able to define the tenets of Quakerism.

(3.) Students will be able to distinguish and interpret between the different tenets of

Quakerism.

Materials:

Construction paper

Markers

Dictionary

Thesaurus

Introduction: Introduce Essential Questions (whole-class discussion) and culminating project

description.

Activity: In small groups/pairs, students will brainstorm on an assigned tenet. Each group will

produce a small poster with illustrations, text, cue words, etc. relating to their tenet. Given card

with their tenet written on it and the following instructions:

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Make a poster describing your tenet so that your classmates can understand what it

means. You could use synonyms, definitions, examples, anecdotes, personal experiences,

illustrations, references to books/TV/movies/songs that you think show your tenet, etc.

Your goal is to describe your tenet in a way so that another 3rd grade student could

understand it.

Summary: Posters will be presented to the class, held up for additional ideas and revisions made

by class feedback. Class discussion: (make a flow chart up on large sheet of paper to be hung up)

1. How are these tenets related?

2. Where do these tenets come from?

3. What examples do you have of living by these tenets?

4. Where do we see these tenets in our school?

Additional Notes: Posters will then be hung up together in the classroom for the students to use

as reference points during the rest of the study of the tenets.

Lesson 2

Homework: none

Objectives:

(1.) Students will be able to identify 3 characteristics of “slice of life” writing.

(2.) Students will be able to locate and identify characteristics of “slice of life” writing in

different texts.

(3.) Students will be able to distinguish “slice of life” writing from other types of writing.

Materials:

Examples of “slice of life” writing

Paper

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Introduction: Minilesson— what is “slice of life” writing and how are we relating this genre of

writing to our exploration of the tenets of Quakerism.

Explore a comic strip with the class (give each student a copy and put another p on the

document camera). Discussion to generate qualities of “slice of life” text.

1. What types of characters are in this comic?

a. How old are they?

b. What do they do?

c. How do they act?

d. What is their life like?

2. What is the setting?

a. Are there multiple settings?

b. How are multiple settings related?

3. If we were to write another comic like this one, what do you hypothesize the

comic might be about?

a. Who would be in it?

b. Where would it be set?

Through questioning work through with students to identify the qualities of “slice of life”

within the comic strip.

Activity: Present the new selection of books for the classroom that are examples of “slice of life”

writing. Allow students to freely explore “slice of life” books independently. Regroup as a class

to share examples of the aspects we discussed earlier. Ask students to identify:

1. Similarities and differences to the comic strip.

a. What kinds of characters are there?

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b. What kinds of settings to you see?

c. What do the characters do?

2. Similarities and differences between the books – what trends do you notice?

Have students share with the class the examples that they found and tell a little bit about the book

they read (use their exploration as book talk preparation). Add to our working definition of “slice

of life” writing.

Summary: Begin teacher read aloud of “slice of life story” to be continued over the course of

the unit.

Additional Notes: none

Lesson 3

Homework: none

Objectives:

(1.) Students will be able to refine and examine their definitions of “slice of life” writing.

(2.) Students will be able to organize and assemble a “slice of life” story.

Materials: Pre-writing outline and drafting paper

Introduction: Introduce the component of the “slice of life” story assignment and identify

resources for the students to get ideas. Introduce rubric for grading the final project. Review the

components of pre-writing and begin pre-writing a class story with suggestions from the students

(assess for understanding of the elements of “slice of life” writing from their input).

Activity: Writing Workshop – pre-writing and 1st draft for “slice of life” stories (independent

work for students; may work in small groups or pairs to bounce off ideas; teacher conference

with students to assist students in developing ideas).

Character Setting Sketch Character

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Physical Description: Time, Date:

Likes & Dislikes: Location:

Interests:

Favorites: Home, School, Work?

Family: Sketch Setting

Personality (quirks): Daily Life:

Struggles:

Friends:

Summary: Regroup to discuss issues that have arisen while pre-writing or starting drafts; status

update on students’ progress.


Lesson 4

Homework: Students will look through their (picture) books at home, what they see (or

remember seeing) on TV, etc. and record instances of “slice of life” stories that the students

encounter. Each student will come up with a few examples and describe how the pictures assist

in telling the story (assignment could be extended to long-term: students record different “slice

of life” instances that they encounter over the entire length of the study).

Objectives:

(1.) Students will be able to prepare, organize, and construct a creative writing piece.

(2.) Students will be able to transfer data from a graphic organizer into a writing draft.

(3.) Students will be able to locate plot structures in writing.

Materials: Drafting paper

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Introduction: Review assignment and discuss ways to begin writing from pre-writing. Clarify

any confusion about the assignments from the previous day. Take example of pre-writing done

with class in previous lesson and expand in “free write” form to begin thinking about plot.

Discussion of plot:

1. What is plot?

2. How is plot organized?

3. What happens at the beginning? …the middle? ….the end?

4. Think about the “slice of life” books we looked at last time: what were the plots in those

stories?

a. Were they similar? Different?

b. Action? Etc.

5. How did those authors focus on just one incident?

a. What did they emphasize?

Activity: Writing Workshop – pre-writing – create sketch component of pre-writing worksheet

to help envision their story. Students will “free write” their own story to help them discover:

1. What about your character is interesting?

2. What about your character’s life do you want to share with the reader?

3. Will your character have the same traits at the beginning as he or she does at the end?

4. What will your character learn?

5. What story do you want to tell?

Summary: Status update on student progress.


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INSERT LESSON HERE --- WRITING FIRST DRAFT

(4.) Students will be able to draft a “slice of life” story.

Lesson 5

Homework: none

Objectives:

(1.) Learn peer editing strategies

(2.) Finish first draft

Materials:

Model writing piece

Index Cards

Introduction: Set up for peer editing – goals of peer editing, rules of peer editing, what peer

editors should help with, etc. Demonstration of peer editing – put a fake piece of student writing

up on the board and have class help to edit and revise it.

Activity: Writing Workshop – 1st draft and peer editing

Summary: Exit Card – students who finished their peer editing should write on an index card

what they learned from their peer editing experience (what kinds of suggestions their peer editor

made, where they are going to go from here, etc.)


Lesson 6

Homework: none

Objectives:

(1.) Finish peer editing.

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(2.) Progress on to a 2nd draft of “slice of life” stories.

Materials:

Index cards

Introduction: Remind students where they should be in their work progress and the activity for

the day.

Activity: Writing Workshop – peer editing and 2nd draft

Summary: Exit Card – students who finished their peer editing should write on an index card

what they learned from their peer editing experience (what kinds of suggestions their peer editor

made, where they are going to go from here, etc.)


Lesson 7

Homework: none

Objectives:

(1.) Finish 2nd drafts.

(2.) Begin first round of teacher edits.

Materials:

Index cards

Introduction: Discuss what sort of aspects of their writing are going to be looked at in teacher

editing (GUMS as well as where the story could be further developed, more details, etc.).

Activity: Writing Workshop – 2nd draft and teacher editing conferences

Summary: Exit Card – students who finished their 1st round of teacher editing should write on

an index card what they learned from their teacher editing experience (what kinds of suggestions

their teacher editor made, where they are going to go from here, etc.).

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Lesson 8

Homework: none

Objectives:

(1.) Finishing editing 2nd draft.

(2.) Start 3rd drafts of “slice of life” stories.

Materials:

Index cards

Introduction: Remind students where they should be in their “slice of life” stories.

Activity: Writing Workshop – 2nd draft teaching editing conferences and 3rd draft.

Summary: Exit Card – students who finished their 1st round of teacher editing should write on

an index card what they learned from their teacher editing experience (what kinds of suggestions

their teacher editor made, where they are going to go from here, etc.).


Lesson 9

Homework: Students will choose from the selection of comic strips and, using the aspects of the

“slice of life” story that were identified in class and the information provided in the comic strip,

the students will write another anecdote for the characters describing an imagined additional

“slice of life” instance.

Objectives:

(1.) Learn how illustrations can enhance a piece of writing.

(2.) Construct multimedia illustrations to accompany “slice of life” stories.

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Materials:

Construction paper

Scissors glue

Markers

Crayon

Colored Pencils

Variety of paper, buttons, yarn, etc.

Introduction: Minilesson – illustration and graphics to enhance meaning of stories. Revisit

different types of visual renderings of “slice of life” stories (comics, cartoons, film, picture

books, etc.). Come up with a list of things that illustrators and artists used to describe their story

in pictures (for students to use as a reference in drafting their project).

Activity: multimedia illustrations – preliminary draft of project and then begin final product with

materials.

Summary: ?


Lesson 10Homework: none

Objectives:

(1.) Students work on 3rd drafts of their “slice of life” stories.

(2.) Teacher editing of 3rd drafts (final round of edits).

(3.) Students work on their multimedia illustrations.

(4.) Students begin final drafts of “slice of life” stories.

Materials:

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Multimedia illustration materials.

Introduction: Recap where students should be in writing workshop and review the protocol for

writing final drafts.

Activity: Writing Workshop – 3rd drafts, final teacher editing, and multimedia illustrations.

Summary: ?


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Homework: Students who are not yet finished with their multimedia illustrations should bring

their supplies home to complete them at homework.

Objectives:

(1.) Students finish their 3rd drafts.

(2.) Final round of teacher edits.

(3.) Students begin final drafts.

(4.) Students continue work on multimedia illustrations.

Materials:

Multimedia illustration supplies

Introduction: Recap where students should be in writing workshop. Final day to work on their

multimedia illustrations because next class periods will be used for writing and recording their

stories.

Activity: Writing Workshop – final draft and multimedia illustrations

Summary: ?


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Lesson 12

Homework: Finish multimedia illustrations and practice reading their “slice of life” stories

aloud.

Objectives:

(1.) Practice reading aloud for recording “slice of life” stories.

(2.) Learn about oral storytelling.

Materials:

Examples of different digital stories.

Piece of writing for choral reading activity.

Introduction: Minilesson – Revisit tradition of oral storytelling discussed in Native American

unit earlier in the year. Discussion: why might our “slice of life” stories by useful as oral stories?

How does transforming them into digital recording further our Quaker tenets? How can making

them digital stories allow us to share our stories with the community? How would we like to

share our stories?

Activity: Teacher read aloud with students focusing on identifying things that the teacher does

when she reads a story aloud that is different from the way students read stories silently.

Discussion of what makes strong and effective oral storytelling (based on students observations

from teacher read aloud). Employing the characteristics of oral storytelling students will practice

a choral reading.

Summary: ?


Lesson 13

Homework: Practice reading their stories aloud.

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Objectives:

(1.) Students finish their final drafts of “slice of life” stories.

(2.) Students practice reading their stories aloud with a peer.

(3.) Students take turns having their oral readings of their stories recorded.

Materials:

Digital voice recorder

Introduction: Review the list of oral storytelling strategies compiled during the previous work

session (for the students to keep in mind as they begin to record their own stories).

Activity: Writing Workshop – final draft and practice reading their stories aloud; Students taking

turns having their stories recorded.

Summary: Those who have recorded their stories solicited for advice for their peers when their

turn comes.

Additional Notes: Each student will have his or her story recorded to be collaged into a digital

story.

Lesson 14

Homework: none

Objectives:

(1.) All students have their digital stories recorded.

(2.) Culminating reflection and goal setting.

Materials:

Digital voice recorder

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Introduction: Recap where students should be in writing workshop and introduce the

assignment for culminating reflection & goal setting to be completed once their stories have been

recorded.

Activity: Writing Workshop – Students taking turns having their stories recorded. Culminating

reflection & goal setting – pick a tenet. How can you use that tenet more in your life? This could

be: at home, at school, in the community, etc.

Summary: ?

Additional Notes: Teacher compiled all of the recordings of the students’ “slice of life” stories

with scans of their multimedia illustrations to be shown to the class during an additional lesson

once the entire digital project has been compiled.

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Appendix: “Slice of Life” Examples & Images

“Slice of Life” ExamplesFilm Comics Books Video Games Television

“Napoleon Dynamite”

“A Christmas Story”

“Archie”

“Peanuts”

“Rose is Rose”

“Zits”

“One Big Happy”

The Book Thief

The Adventures of Tom Sawyer

The Bridge of Terabithia

Anne of Green Gables

Ramona Quimby

The Story Girl

Word after Word

Diary of a Wimpy Kid

The House on Mango StreetAmber Brown

Amelia Bedilia

Frog & Toad

Henry & Mudge

“Animal Crossing”

“The Sims”

“Rugrats”

“Hey Arnold!”

“Recess”

“Franklin”

“Arthur”

“Madeline”

“As Told By Ginger”

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QuickTime™ and a decompressor

are needed to see this picture.





1 “Archie” (http://www.pod1.co.za/images/archie1.jpg)2 “Peanuts” by Charles Schultz (http://comics.com/peanuts/2011-01-05/)

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3 “Peanuts” by Charles Schultz (http://comics.com/peanuts/2010-12-31/) 4 “Peanuts” by Charles Schultz (http://comics.com/peanuts/2010-12-19/)

http://comics.com/peanuts/2010-12-19/


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6

5 “Peanuts” by Charles Schultz (http://comics.com/peanuts/2010-12-12/) 6 “Rose is Rose” (http://comics.com)

http://comics.com/


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7 “Rose is Rose” (http://comics.com)

http://comics.com/

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8 “Rose is Rose” (http://comics.com) 9 “Zits” by Jerry Scott & Jim Borgman (http://www.arcamax.com/zits/s-816929-171197) 10 “Zits” by Jerry Scott & Jim Borgman (http://www.arcamax.com/zits/s-812529-572921)

http://www.arcamax.com/zits/s-812529-572921


http://comics.com/

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11 “Zits” by Jerry Scott & Jim Borgman (http://www.arcamax.com/zits/s-811095-177266)


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12 “One Big Happy” (http://comics.com/one_big_happy_classics/2011-01-06/) 13 “One Big Happy” (http://comics.com/one_big_happy_classics/2011-01-03/) 14 “One Big Happy” (http://comics.com/one_big_happy_classics/2010-12-23/)

http://comics.com/one_big_happy_classics/2011-01-03/

http://comics.com/one_big_happy_classics/2011-01-06/

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