Focus Project

[Pages:47]Focus Project

Arika A. Clark TE 842: Adv. Methds of Teaching Reading

November 18, 2009

Introduction

How can I increase comprehension in a fifth grade literature unit using C.S. Lewis' Chronicles of Narnia: The Lion, Witch, and Wardrobe? In order to answer this, I created a unit plan that incorporates collaborative and cooperative learning, such as a literature circle setting in order to increase comprehension of the text. Since the book is two-hundred fifty five pages, I believe that this should take six to nine weeks, or approximately forty lessons. This will allow us time to divide the book into manageable size pieces, park and discuss the text, make predictions, analyze, participate in activities-- such as a mini Reader's Theater--that would otherwise be lost when going through a book too quickly. The lessons would be detailed with the appropriate GLCE's, learning objectives, and lesson details, showing the teachers how to (1) organize small discussion groups that work, (2) provide stimulating questions and writing prompts that motivate students to think and respond thoughtfully, identify themes, analyze vocabulary, recognize the author's craft, and respond meaningfully to the text in group discussions, (3) make cross curricular connections. The lessons and activities provided in this novel-tie would be research based from the information gleaned in this course.

As a teacher, you naturally want to instill in your students the habits of confident, critical, independent, and lifelong readers. You hope that even when students are not in school, they will seek out books on their own, think about and question what they are reading, and share those ideas with friends. An excellent way to further this goal is by using literature circles in your classroom.

In a literature circle, students select a book to read as a group. They think an dwrite about it on their own in a literature response journal and then discuss it together. Both journals and discussion enable students to respond to a book and develop their insights into it. They also learn to identify themes, issues analyze vocabulary, recognize writing techniques, and share ideas with each other--all of which are necessary to meet state and national standards.

This guide provides the support of materials for using literature circles with The Lion, the Witch and the Wardrobe by C.S. Lewis. The reading strategies, discussion questions, projects, and enrichment readings will also support a whole class reading of this text or can be given to enhance the experience of an individual student reading the book as part of a reading workshop. "The National Council of Teachers of English and the International Reading Association say that the kids should be doing Books Clubs just for fun regularly in the classrooms. Literature circles can enhance the reading achievement, attitudes and work habits of students at all grade levels." (Harvey and Daniels, 199).

Teacher Resources

Suggestions for the Unit

Vocabulary

You can help your students learn and retain the vocabulary in The Lion, Witch and the Wardrobe by providing them with interesting vocabulary activities on a daily basis. "Immersing students in a vocabulary-rich environment and providing them instruction in words and word-learning strategies, can help them develop greater breadth and depth of vocabulary knowledge" (Baumann, Ware, Edwards, pg. 108). "Vocabulary and reading comprehension have a reciprocal relationship as greater vocabulary leads to greater comprehension, better comprehension also leads to learning more vocabulary words" (Stanovich, 1986 in Keiffer and Lesaux, 2007). "The role of active learning in vocabulary development has been well established. Students who engage with words by hearing them, using them, manipulating them semantically, and playing with them are more likely to learn and retain new vocabulary" (Beck, McKeown & Kucan, 2002; Blachowicz & Fisher, 2005; Stahl & Fairbanks, 1986 in Blachowicz and Obrochta, 2005). With the above research in mind, a number of activities and resources have been provided in order to foster vocabulary development.

Vocabulary Activity Ideas

Word Wall: Use a Word Wall to keep track of interesting vocabulary from their reading for discussion and writing. In addition to placing the chapter vocabulary on the word wall, allow students to contribute words from their reading to the Word Wall.

Anticipatory Sets "sensitize the students to think about and look for key vocabulary as they read" (Baumann, Ware, Edwards, pg. 112). Examples of anticipatory sets include the Predict-o-Gram and self-assessment (see next page). The Predict-o-Gram is a graphic organizer that has a list of vocabulary terms at the top, and the students are to predict whether the words describe characters, setting, problem, action, or solution. The students then write the words in the correct space on the graphic organizer. The self-assessment allows students to rate their knowledge of a word prior to reading the passage (I know the meaning...very well, somewhat, not at all). The graphic organizer is table with the vocabulary words in the first column with the headings very well, somewhat, not at

all across the top. The students then indicate by placing an X or in the appropriate column that matches the heading. Crossword Puzzles and Wordsearch Puzzles Vocabulary Concentration: invite your students to make two sets of cards that are the same size and color. On the cards of one set, they will write one vocabulary word per card. On the second set, they will write one vocabulary definition per card. All cards are mixed together and placed face down on a table. Player A then turns over two cards. If the pair matches the word with its definition, the pair belongs to Player A, and he or she can gets another turn. If they don't match, it is Player B's turn. Each game player must concentrate in order to remember the locations or revealed words and definitions. The game continues until all matches have been made. The goal of Vocabulary Concentration is to match as many words and definitions as possible. The game works most effectively if played in small groups and is an ideal activity for free exploration time. Vocabulary Bee: This is similar to a spelling bee, but in addition to spelling each word correctly, the game participants must define the word as well. ALTERNATE VERSION: Students are given a word (or definition) and they must supply the opposite. Challenge your students to use a specific vocabulary word from the story at least 10 times in one day. They must keep a record of when, how, and why the word was used. 20 Questions: In this game, one student selects a vocabulary word and gives clues about this word, one by one, until someone in the class can guess the word. Vocabulary Charades: In this game, vocabulary words are acted out. Letter Tiles: Use tiles from Scrabble (or another such game) and students determine the point value of a word.

Sulking

1+1+1+5+1+1+2 = 12 Break the Code: In this game, each letter is given another number or letter to

represent it. Then, students are given fill-in-the-blanks, where each blank is a number. They are then to correspond the number to the letter and fill in the vocabulary word.

EXAMPLE: Passages A=3, E = 1, G= 7, P = 12, S= 9

_____ _____ _____ _____ _____ _____ _____ _____

12 3

9

9

3

7

1

9

Unscramble: Students are provided with vocabulary word that are all mixed up.

They must unscramble the letters to identify the vocabulary word.

EXAMPLE: lniicden =

inclined

Vocabulary Cube: Students choose a vocabulary word and each side of the cube

represents a different aspect of the word (definition, synonym, antonym, sentence,

and illustration). An example is attached for you.

Vocab-a-piller: Students select a vocabulary word and five di-cut circles. First

circle: write the word. Second circle: Write the definition of the word. Third

circle: Write one or two synonyms. Fourth circle: Write a sentence using the word.

Fifth circle: Draw a picture of the word. Glue them together so that it makes a

caterpillar (see example below). If you'd like, provide the students with pipe

cleaners for antennae and feet, wiggle eyes, color, and have fun!

Word

alliance

Page #

Definition

183 a bond or connection between families, states, parties, or individuals

beckon

65 to summon or signal typically with a wave or nod

boulder

138 a detached and rounded or much-worn mass of rock

bundle

106 to hustle or hurry unceremoniously

campaign camphor conduct

145 a connected series of military operations forming a distinct phase of a war

54

a tough gummy volatile aromatic crystalline compound from the camphor tree and used as a liniment and as an insect repellent

140

protection given a person passing through a military zone or occupied area

conversation cordial dominion dungeon enchantment faun flask Fling forfeit fraternize gaiety gibber glade

139

a discussion of an issue by representatives of governments, institutions, or groups

109 a stimulating medicine or drink

34 a self-governing nation that acknowledges a monarch as chief of state

171 a dark usually underground prison or vault

59 a magical spell

10 a mythological creature that is part deer and part man

104

a broad flattened necked vessel used especially to carry beverages on the person

163 to throw forcefully, impetuously, or casually

142 to lose or lose the right to especially by some error, offense, or crime

58 to associate on close terms with members of a hostile group

115 festive activity

151 to speak rapidly, inarticulately, and often foolishly

165 an open space surrounded by woods

gluttony Gnaw grope hoax inquisitive lithe logic mantle melancholy museum pavilion prodigious prophecy

115 greedy or excessive indulgence, especially in food or drink

160 to wear away by persistent biting or nibbling

28 to feel about blindly or uncertainly in search

25

to trick into believing or accepting as genuine something false and often outrageous

8

inordinately or improperly curious about something

96 characterized by easy flexibility and grace

48

a science that deals with the principles and criteria of validity of inference and demonstration

35 a loose garment worn over other clothes

12 a pensive or depressed mood

167

an institution devoted to the procurement, care, study, and display of objects of lasting interest or value

125 a large often lavish tent or canopy

168 extraordinary in bulk, quantity, or degree

82 a prediction of something to come, usually of divine will and purpose

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