Strategies
The strategies in this unit will consist of three parts: reading, writing and arts integration. I will assert that these components can cover many things. I have narrowed them down in my objectives. The first thing I would like to discuss is the phonics and fluency. I will talk about them together because it is the best way to do it. I will have the students read Dr. Seuss books. Let's discuss his style of writing and why it is important. He uses three types of tetrameter (a meter with four beats): anapestic, trochaic and iambic He often wrote in anapestic and sometimes trochaic. It is a form of poetry with syllables that are soft and strong. He also used rhyming. The silliness of his word order made it interesting for students and children to read. The challenge will be for them to connect the sounds to the spoken word. That is to make a phonetic connection. There are several skills related to fluency that are needed. That is accuracy, rate, and prosody. After reading his basic primers, students can advance with his books up to the third grade level which makes them good for progress monitoring. The phonetic strategy will be for the student to blend the word's phonemes into words that are on the pages of his book. The books can be read as a group, and one book at a time can be introduced so each student has a copy. The purpose would be to use it in a literature circle. After the reading a discussion on setting, problem solution, or beginning, middle and end. A Word Family Wall of the words in his book can be done. This wall will also list the words we will learn from reading the biographies and about what a biography is. They will also have the opportunity to have a free read. Let the students pick any of the Dr. Seuss books to read. This will introduce the Readers Workshop and I will later talk about the writing aspect of it.
Readers Workshop
The class will be instructed on one specific skill—let's say sentences (statement). The skill is taught through demonstration. It can be through the use of a sentence out of the book or just a simple sentence with a capital letter and a period. Next a mini lesson should take place to connect the skill as a strategy. Having the students say a sentence and write one. Finally the teaching point (skill) is modeled. Students actively engage in trying out the skill. So to recap: they should watch a demonstration of the skill out loud then independently read, then share the skill by doing their own demonstration. Some skills that can be observed include drawing a story. It can be done in a sequence format. So that is one, but you also can use other graphic organizers. Some are characterization charts, story mapping and setting maps, trait charts, and attribute webs. These charts can be used to organize the information as you demonstrate the skill. Also, have the students themselves read to the group. They can also lead a choral reading or an echo reading. These strategies will help with the fluency.
Writers Workshop
This is set up exactly like reading but has some different skills that we want to touch upon. Several steps are to be taken during the writing process some of them are basic but I will list them nonetheless. There are five different steps in writing. The first step is the prewriting stage. In this stage the student should think about it. This can be done by making a list. Brainstorming the purpose for writing your paper and coming up with ideas; who will be the audience that will be reading it. The second stage of the writing is drafting. In this stage start writing down your thoughts. This is where the student can get his/her voice. The sentence fluency is constructed. The third stage is revising. This is when you make it better. You also want to make it clear. What you're trying to say and read it aloud. This is the best part of writing because everyone revises their writings. The fourth is proof reading. This is when the correct grammar is made and the conventions of the paper are done. Finally the publishing of your paper is done. You can share it with others. Some useful ways can be using the Authors Chair.
I believe that writing occurs when it is a balanced. There are several things that can be added in the classroom and you can find it in most schools writing curriculums. There should be modeled writing, shared writing, interactive writing, guided writing and independent writing. The personal narrative is one of the papers we will write. It is a requirement of my grade level and will help with some of the qualities that a biographer has such as a voice.
Technology
The next strategy I would like to discuss is technology. Since my students already do computers on a daily to weekly basis, these activities will enrich them. I will be using each individual's interactive website. Helen Keller's website is a museum it has a timeline that exist with a pictorial biography to accompany it. The students will be entering this website for two purposes. One will be to read the biography section and the second will be to learn about blindness and there way of communicating. The website is operated by the American Foundation for the Blind. The use of a ladybug that goes all over the website called Braille Bug will provide an educated exploration for my students. www.afb.org/braillebug/hkmuseum.asp
The next website is Walt Disney's website. At this website you can read his biography. This also has different pictures of pivotal moments in his life. Walt had a love for cartoon characters and animation. I intend to expose my students to animation through his films and the making of an animation flip book or story board. His web site has information about his personal life. Also about how Mickey Mouse was created. The kid site is www.disneygo.com and the animation site for the teacher is www.justdisney.com
The last site is Dr. Seuss's site. In this one it is interactive as well and you can do a memory game, story maker and read Dr. Seuss's biography. It is very colorful. Some of the places to visit on this web site are the playground. The Playground has click and play games, quote maker, print and play and the story maker. Some other interesting things on this sight are catalog, events poster and music. It can be found at www.seussville.com
The technology component is as important as any other part of the unit because it provides a student centered approach to the unit. That is the students can do it themselves.
Arts Integration
The strategy for adding Art is to involve some of the activities that the individuals did themselves. This is to better understand how they are done from the classroom. This is when you take something such as Braille and create yourself. The animation will be the major arts integration work that my students will do. The process is important. Learning how to and experiencing this will help them learn how to do it. Animation is basically illustration at first. A storyboard is available for the whole story to be drawn on. Then the stories vocals are matched with the drawings. After the vocals are matched the film is made. I plan to use two films of my student's choice. They will see one of the films first then discuss animation then the last one. After the first one they will make animations with the art teacher and me. We will learn the complete process. Then they can look at the last film.
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