mythical creatures lesson plan megan reichelt lsc 835 10/18/11 2019-12-10آ  2.d use organizational...

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  • Mythical Creatures Lesson Plan

    Megan Reichelt

    LSC 835


  • Library Mission Statement

    The ee cummings School Media Center strives to create curious, persistent, and skilled lifelong learners


    - Creating a safe, nurturing environment for inquiry of all kinds.

    - Fostering creativity, original thought, and a thirst for knowledge.

    - Providing a forum for divergent perspectives where controversial issues can be discussed

    and researched intelligently and courteously.

    - Supporting and enriching the school curriculum by supplying the school with diverse

    resources of the highest quality from different cultures, religions, and ethnic groups in

    various formats for all age groups at the school.

    - Aiding students, teachers and staff develop information literacy and technological skills that

    will provide them with powerful learning and communication tools.

    - Giving patrons access to materials that will help them make intelligent decisions and

    develop skills for their daily lives.

    School Level: Upper Elementary School

  • Core Curriculum Standards for Maryland

    Literary Texts:

    1.a Listen to critically, read, and discuss a variety of literary texts representing diverse cultures,

    perspectives, ethnicities, and time periods.

    3.a Identify and distinguish among types of narrative texts such as short stories, folklore, legends, myths,

    realistic fiction, science fiction, historical fiction, biographies, autobiographies, personal narratives,

    plays, and poetry.

    6.b Identify and explain similar themes across multiple texts.

    8.c Identify and explain the relationship between a literary text and its historical context.

    Informational Texts:

    1.a Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate

    reference materials, research and historical documents, personal narratives, diaries, and journals,

    biographies, newspapers, letters, articles, web sites and other online materials, other appropriate

    content-specific texts to gain information and content knowledge.

    2.b Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps

    (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational


    2.c Use informational aids such as introductions and overviews, materials lists, timelines,

    captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key,

    transition words, other informational aids encountered in informational texts.

    javascript:openPopupWH('/share/vsc/glossary/reading/folklore.html',200,200) javascript:openPopupWH('/share/vsc/glossary/reading/literary_text.html',200,200) javascript:openPopupWH('/share/vsc/glossary/reading/informational_text.html',200,200) javascript:openPopupWH('/share/vsc/glossary/reading/informational_text.html',200,200)

  • 2.d Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents,

    numbered steps, glossaries, indices, transition words, other organizational aids encountered in

    organizational texts.

    2.e Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site



  • AASL Standards for 21st Century Learners:

    1.1.2 Use prior and background knowledge as context for new learning.

    1.1.3 Develop and refine a range of questions to frame the search for new understanding.

    1.1.4 Find, evaluate, and select appropriate sources to answer questions.

    1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness

    for needs, importance, and social and cultural context.

    1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and

    supporting ideas, conflicting information, and point of view or bias.

    1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

    1.1.9 Collaborate with others to broaden and deepen understanding.

    1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the

    collection of superficial facts.

    1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when

    necessary to achieve success.

    1.2.6 Display emotional resilience by persisting in information searching despite challenges

    1.3.1 Respect copyright/intellectual property rights of creators and producers.

    1.3.4 Contribute to the exchange of ideas within the learning community.

    1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as


    1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

    1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

    1.4.4 Seek appropriate help when it is needed.

  • 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis,

    evaluation, organization) to information and knowledge in order to construct new understandings, draw

    conclusions, and create new knowledge.

    2.1.2 Organize knowledge so that it is useful.

    2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real

    world situations, and further investigations.

    2.1.4 Use technology and other information tools to analyze and organize information.

    2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and

    solve problems.

    2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that

    express new understandings.

    2.2.4 Demonstrate personal productivity by completing products to express learning.

    3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the


    3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

    3.1.3 Use writing and speaking skills to communicate new understandings effectively.

    3.1.4 Use technology and other information tools to organize and display knowledge and understanding

    in ways that others can view, use, and assess.

    3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal


    3.2.2 Show social responsibility by participating actively with others in learning situations and by

    contributing questions and ideas during group discussions.

    3.2.3 Demonstrate teamwork by working productively with others.

    3.3.5 Contribute to the exchange of ideas within and beyond the learning community.

  • 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more

    effectively in the future.

    3.4.2 Assess the quality and effectiveness of the learning product.

  • Student Population

    The ee cummings Public Charter School 5th grade language arts class is comprised of 20 students. They

    come from diverse ethnic backgrounds: Asian, Hispanic, African-American, Caucasian and a few Indian.

    Several are children of immigrants. The school itself is a public charter school devoted to cultural

    diversity and student-based constructivist learning practices.


    1) To excite students about the mythology of different cultures and provide a gateway into further

    study of the topic.

    2) To give students ownership of their knowledge through problem-based learning and choice of

    topic, encouraging them to use critical thinking to explore and expand their inquiry base.

    3) To help the students develop research skills to discern appropriate and reliable sources from

    poor ones, how to focus their topic by asking questions and exploring details, how to take

    appropriate notes to personalize and retain data and develop their own ideas.

    4) To use the ISP model to guide students through the inquiry process.

    5) To guide students through the creation of a website.

  • Learning Objectives

    Once this unit is finished, I want the students to be able to:

    1) Be excited and curious about mythology.

    2) Be able to evaluate their work and the work of others in an ongoing constructive process,

    and see mistakes as opportunities for learning, rather than failure.

    3) To be able to work creatively in a group.

    4) To efficiently research a topic using a variety of sources.

    5) To be able to evaluate sources for their appropriateness and accuracy.

    6) To cite sources in their final work to give credit to the authors, and weight to their research.

    7) To think critically and offer opinions based on prior-knowledge and research.

    8) To be able to create a functional, user-friendly, informative and attractive webpage.

  • Resources and Supplies

    For the Teachers:

    - Mearls, M., Bisland, G., & Schwalb, R. J. (2010). Monster Ma