Barlow Lps

8/13/2019 Barlow Lps

1/24

Name: Jordan Barlow Clinical Instructor and Grade Level: Mrs. Bolfing---5th

grade

Date Submitted: Date Taught: October 15, 2013

Subject: Title/Concept: Issues---What it is or isnt

TEKS/Content Standards:

113.16. (b) (24) (D) identify different points of view about an issue, topic, or current event

113.16. (b) (26) (B) use a decision---making process to identify a situation that requires a decision, gather

information, identify options, predict consequences, and take action to implement a decision.

Lesson Objective(s): The students will learn what the term issuesmeans. They will be able to name several issues and

identify those that are important in the community. Finally they will decided (vote) on one issue they want to study.

Content Overview (provide an adult---level content overview for all science and social studies lessons):

http://www.kidsconsortium.org/kidsmodel.php

KIDS projects grow out of community needs, yet are an integral part of the academic curriculum. Teachers are too busy

with existing curricular demands to take on any projects that represent yet another thing to teach. Service---learning

offers an effective instructional strategy that helps students meet state learning standards and achieve measurable

outcomes while fostering experiences that are connected and meaningful for both students and teachers. By tying

service---learning projects to local curriculum requirements, teachers play an important facilitation roleactively helping

students link their community experiences with lasting academic learning. Projects that are relevant to real life help to

motivate and maintain student interest. Because service---learning involves many different methods of teaching and

assessment, it can engage students who dont respond well to traditional classroom approaches. It also appeals to high--- ability students, allowing them to reach beyond the set curricula and think critically about problems theyve identified.

By giving students at all levels opportunities for growth and expression, service- --learning helps them to apply and

demonstrate new knowledge. The KIDS model views young people as vital community members who can apply their

knowledge, skills and energy to meet real local and regional needs. Students develop expertise in community issues by

seeking out and working with local experts, community organizations and government agencies. Community members

value the work that students do because it meets genuine needs. Through the KIDS process, students develop civic

awareness and skills needed for effective citizenship: critical thinking, conflict resolution, attentive listening, information-

--gathering, cooperation, decision---making, advocacy and problem---solving. By challenging students to identify and solve

community problems, KIDS projects help young people find new direction and meaning in their lives both in andbeyond school. Students practice making decisions through small group work, classroom meetings, and one- --on---one

interactions with adults. The adults share in learning, acting more as partners than as experts. By working alongside

students and providing role models, community members can enhance students aspirations. KIDS projects tend to

generate enthusiasm and a sense of adventure among students, which may translate at first into commotion and

confusion but ultimately results in authentic student learning. A KIDS classroom can look very different than a traditional

onewith noisy committees of students sharing findings, maps and charts sprawled everywhere, and flip charts

overloaded with ideas. Problem---solving provides a context in which students with different talents emerge as leaders.

Students become the experts,driving the entire process of planning and implementing projects.

Prerequisite Skills

---The students will have to identify what a problem?---Students will have to know what a community is?

---Theywill have to know what it means to be a volunteer.

Materials/Supplies/Technology:

---Notecards

---Chart Paper

--- Websites about service learning

--Markers

--Laptop

Lesson Instructional Model (circle appropriate model(s) for the lesson):
http://www.kidsconsortium.org/kidsmodel.phphttp://www.kidsconsortium.org/kidsmodel.phphttp://www.kidsconsortium.org/kidsmodel.php


2/24

Inquiry/5E LiteracyRead Aloud SS: role playing

Word Study simulation

Guided Reading Service learning

Shared Reading learning center

Direct Instruction Literature Circle/Novel Study Cooperative

Learning

Define Terms Shared Writing Debate/ Conflict Resolution

Writing WorkshopOther:

Steps/Sequence of Activities Correlated to Instructional Model:

Focus/Launch:

1. Show students images of community issues. (3 or 4) focus on defining problem, community, and volunteer.2. Ask what they see in each image (show one image at a time) record their answers focusing on the term

issue.

3. What are some other issues in our community? ---Record answers.4. Talk about issues that veterans face in the US.5. Explain who Doris Miller is; and why we will be learning about him. (memorial)6. Now we have our issue---congrats!But wait! Are we done? NO! We have to fix this issue!Closure:

Differentiation:

--- Students could draw a picture of the issue or fine one on the computer.

Evaluation/Assessment: (Pre/Ongoing/Post)

---Students will vote on an issue to study and state in one sentence why they think that issue is important.

Analysis of Assessment(s) and Record---keeping:

Reflection:

This lesson was a success. We discussed what an issue was, what a veteran was, and how the two connected. My

students were much more interested in the topic of veterans than I thought they would be. This was a pleasant surprise!

Many of them had family members that were veterans and this helped them come up with issues. Talking about

everyday issues before talking about veterans helped then grasp the concept of an issue.


3/24

Name: Jordan Barlow

Date Submitted: Friday, November 1, 2013

Date Taught: Monday, November 4, 2013

Subject: Social Studies, Language Arts

Title: Connecting Content: Service Learning Title: Veterans: What Makes a Hero? Grade 5


113.16. (b) (5) History. The student understands important issues, events, and individuals in the United

States during the 20th and 21st centuries. The student is expected to:

(C) identify the accomplishments of individuals and groups who have made contributions to society in

the areas of civil rights, women's rights, military actions, and politics.

110.16 (b) (12) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make

inferences

and draw conclusions about persuasive text and provide evidence from text to support their analysis.

Students are expected to:

(A)identify the author's viewpoint or position and explain the basic relationships among ideas (e.g.,parallelism, comparison, causality) in the argument; and

(B)recognize exaggerated, contradictory, or misleading statements in text.110.16 (b) (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and

information according to the purpose of the research and their audience. Students are expected to synthesize

the research into a written or an oral presentation that

(A) compiles important information from multiple sources

Lesson Objectives:

--- Students will identify elements of a persuasive letter to complete a graphic organizer as a group.

--- The students will research websites and articles that I provide then with. They will take notes from

content specific non---fiction website to add information to an alphabox graphic organizer.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500

words):

Bold history of veterans day:

On the 11th hour of the 11th day of the 11th month of 1918, an armistice, or temporary cessation of

hostilities, was declared between the Allied nations and Germany in the First World War, then known as "the

Great War." Commemorated as Armistice Day beginning the following year, November 11th became a legal

federal holiday in the United States in 1938. In the aftermath of World War II and the Korean War, Armistice

Day became Veterans Day, a holiday dedicated to American veterans of all wars.

(http://www.history.com/topics/history- --of---veterans---day)

Dorris Miller short Bio:

Doris Miller, known as "Dorie" to shipmates and friends, was born in Waco, Texas, on 12 October 1919, to

Henrietta and Conery Miller. He had three brothers, one of which served in the Army during World War II.

While attending Moore High School in Waco, he was a fullback on the football team. He worked on his father's

farm before enlisting in the U.S Navy as Mess Attendant, Third Class, at Dallas, Texas, on 16 September 1939,

to travel, and earn money for his family. He later was commended by the Secretary of the Navy, was advanced

to Mess Attendant, Second Class and First Class, and subsequently was promoted to Cook, Third Class.

(http://www.history.navy.mil/faqs/faq57- --4.htm)
http://www.history.com/topics/history-http://www.history.com/topics/history-http://www.history.navy.mil/faqs/faq57-http://www.history.navy.mil/faqs/faq57-http://www.history.navy.mil/faqs/faq57-http://www.history.com/topics/history-


4/24

Prerequisite Skills:

Vocabulary: students will already know WWII vocabulary such as: Pearl Harbor, Navy, battleship, memorial


---Chart paper

---

Notecard--- Nonfiction text

---Highlighting pens

---Graphic organizer for research

---Persuasive letter example

---Alphabox (classroom version)

---Individual alphaboxes for students


Inquiry/5E LiteracyRead Aloud SS Role---playing

Word Study Simulation

Guided Reading Service Learning

Shared Reading Learning Center


Learning

Shared Writing Debate/Conflict Resolution

Writing Workshop

Other: Research and Fact Finding


--- The time has come! Over the next few weeks, you are going to be able to show me what great writers,

researchers, and critical thinkers you are! We are going to switch our focus back to veterans and Doris

Miller. We are going to learn how to conduct a mini---research project, write a persuasive letter, and thesteps of how to help solve a community issue!

--- Give students the persuasive letter example. Explain: An opinion letter is used to express your opinion

about a topic, and give reasons why your opinion matters. This letter is also used to try to convince

other people to agree with your opinion. You use facts and statistics about your topic to help strengthen

your opinion and convince the reader.

--- Read example out loud to the class.

--- Have graphic organizer (anchor chart) on the board. Say: One thing I notice about this opinion letter is

that the writer clearly states what he is giving his opinion on. Write this on the graphic organizer. If

you need to, re---read this letter to yourself and think about what you notice the writer does. Write

students ideas on the graphic organizer. I also notice that this writer has begun his letter with having

his reading imagine the beaches of FL. This is his hook or lead. This is where he grabs the readers

attention and makes the reader want to know more about his opinions. Then, at the end, I see that he

restates his opinion, making it clear to the reader about his thoughts.

--- Teach Alphaboxes: When we begin researching, we are going to need a way to organize our thoughts

and all of our findings. Today we are going to learn how to utilize the Alphabox.

--- Model how to use the Alphabox with a piece of research. WhileI read this text, I am only going to

read a short passage at a time. Then, I am will think to myself: Hmmm what were the most important

words or parts of that passage. I will then put those words in the box with the letter that the word

starts with. Then, I will move on to the next passage and do the same!

--- Read the Doris Miller (http://www.greatblackheroes.com/government/doris- --miller/) article and work
http://www.greatblackheroes.com/government/doris-http://www.greatblackheroes.com/government/doris-http://www.greatblackheroes.com/government/doris-


5/24

on alphaboxes in partners---sharing what they thought was important in each passage. Transfer

information to the classroom alphabox. Instead of partners, it was better to share as a class. We did

this together.

--- Also in the alphabox---include a list of sources we read. Teaching students it is okay to use others

peoples information if we give them credit for it.

--- Emphasize characteristics that they see in Doris that makes him a hero. On the board, create a few

questions we could ask other 5th

graders about what they think about heroes. Have students right

these down in their notebook.--- Explain that tomorrow, we will be asking there friends (other 5

thgraders) to answer these questions for

us so that we can get data on what other people think about heroes and their characteristics.

--- Created questions to ask fellow 5th

graders about heroes for their survey on Tuesday.

Closure: What important parts of a persuasive letter did you learn about today? Tell me one fact you learned

about Doris Miller. What does the alphabox help us accomplish?

Differentiation:

---can write in sentences or bullet information

---3 notes are acceptable and some students can sketch to stretch instead the main fact or idea. Complete

graphic organizer with group.

--- If text is too hard for students, I will read it aloud and they can take notes on their alphaboxes.

---I will previously highlight important information on Ruby and Jacksonsarticles so they will be aware of the

important facts and can stay with the group.

Evaluation:

Each student will complete the alphabox with important information about Doris Miller. Students will have at

least 3---5 points on their alphabox.

Analysis of Assessment(s):

Name Date Completion of 3---5 on alphabox

Aidan 11/4 Did a great job on finding

important facts.

Antoinette 11/4 Jackson 11/4 needs help choosing important

facts rather than random words.

Jesus 11/4 very interested in topic. Usedalphabox well.

Naiyeli 11/4

Ruby 11/4 Absent (will catch up 11.5)

Reflection:

The first part of this lesson was rocky. The letter given to them was about a topic they had no background

knowledge about (near shore drilling), which made it hard for them to focus and understand the elements of a

letter. I could tell they were very confused; I tried my best to relay the information. The alphabox went oververy well. Doing to aplhabox together, however, was needed in order to help them only find the key facts.

They caught onto the idea easily, and found it enjoyable. Also, they found the Doris Miller article fascinating.

To improve this lesson, I would use a different example letter. I would also allow my students to use ipads to

actively research Doris Miller rather than just read an article. I think they could have handled this.


6/24

Name: Jordan Barlow


Date Taught: Tuesday, November 5, 2013









inferences



(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g.,

parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.

110.16 (b) (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and




Lesson Objectives:

---Students will interpret an informational video clip and research the importance of memorials to add

information to their alphabox.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500

words):

SITE PLAN AND MEMORIAL: DORIS MILLER MEMORIAL IN WACO TEXAS

The Site: The site for the proposed sculpture is located in Bledsoe---Miller Park on the east bank of the Brazos

River, where it passes through the center of downtown Waco. The Park is named for Jules Bledsoe, an African

American opera singer who was best known for his performance of Old Man River in Jerome Kerns original

production of the musical Showboat; and Doris Miller, a World War II hero who was recognized for his acts of

bravery during the bombing of Pearl Harbor and became the first African American sailor to be awarded the

Naval Cross. While located in the heart of the city, the site is characterized by a grassy bank that slopesgradually down to the waters edge providing a place for quiet solitude and reflection. Across the river from

Bledsoe---Miller Park is Indian Spring Park that pays homage to the Waco Indians from whom Waco takes its

name. The two banks of the river are joined by a historic suspension bridge that serves as a pedestrian link

between Indian Spring Park on the west bank of the river and the Bledsoe---Miller and Martin Luther King Parks

on the east bank. Built in 1870 as a toll bridge, it was the first bridge to span the BrazosRiver. Linked to the

historic Chisholm Trail, cattle drives crossed the bridge on their way north. Finally Bledsoe---MillerPark is

located on a beautifully landscaped and lighted serpentine path along the river that is perfect for a scenic

stroll, jog, or bicycle ride near the watersedge. As an important part of its vision for the future, the city sees

the continued development of the Brazos River Corridor as the catalyst for bringing new vitality to the citys

center. This important place on the banks of the Brazos River has truly come to symbolize Wacos beginning


7/24

and future. (http://www.dorismillermemorial.org/the---design/)

TX Vets go see their WWII memorial in DC (video):

http://www.kltv.com/story/23678783/wwii---veterans---return---to---east---texas---after---memorable---trip---to---nations---

capital


Interviewing (survey): Students will need to know how to interview their fellow 5th graders to get good

answers

Vocabulary: students will know basic WWII vocabulary.

Categorizing information: students will continue with their knowledge of categorizing information into

alphaboxes.


---Chart paper

--- Nonfiction text


---Graphic organizer







Learning


Writing Workshop

Other: researchSteps/Sequence of Activities Correlated to Instructional Model:

Asked students in their class the survey questions and recorded answers in their notebook. Students

complete this before class and announcements.

---Today we are going to start our research off by surveying our fellow 5th

graders to see what they think about

heroic characteristics.

---Basedoff of the survey and what we have read from Doris---I want us now to put our heads together and

make a list of what we think makes someone a hero. Turn to your partner and tell them 2 characteristics that

you think a hero MUST possess.

---Have students share their answers with the class. Make a master, classroom list while the students talk.

---Thereare many types of memorials around the world and in the United States for people who were heroes in

the many wars we have been apart of.Oneof the biggest memorials is the WWII monument in WashingtonDC. DC is our countries capital. I am going to show you a video of some men that were soldiers in WWII. They

are all from Texas; they got to travel to DC to see their monument. I want you to pay attention to the emotions

of these men as they see their memorial. Be sure to add to you alphabox when you hear something important.

---Talk about the different emotions and how memorials may not only be important to the actual soldiers, but

to the families of the soldiers--- especially the fallen soldiers.

---Show different pictures of memorials for soldiers around the US. Show pictures of the Doris Miller memorial.

---Have students brainstorm about the characteristics of a good memorial. Complete a graphic organizer

thinking about the pros and cons of a city building a memorial.

Differentiation:
http://www.dorismillermemorial.org/the-http://www.dorismillermemorial.org/the-http://www.kltv.com/story/23678783/wwii-http://www.kltv.com/story/23678783/wwii-http://www.kltv.com/story/23678783/wwii-http://www.kltv.com/story/23678783/wwii-http://www.dorismillermemorial.org/the-


8/24

---can write in sentences or bullet information

---3 notes are acceptable and some students can sketch to stretch instead the main fact or idea. Complete

graphic organizer with group.

Evaluation:

---Students will each survey 2 other students in the 5th

grade.

---Students will complete a graphic organizer with 2 pros and 1 con of memorials.

Analysis of Assessment(s):Name Date Completion of survey Pros and Cons graphic organizer.

Aidan 11/5

Antoinette 11/5

Jackson 11/5 Came in late--- contributed to

discussion about traits anyway.

Contributed to the organizer alot. Had great ideas.

Jesus 11/5

Naiyeli 11/5

Ruby 11/5

Reflection:

Students really enjoyed surveying their friends. They enjoyed seeing what their friends thought. Making a master list

went very well, they shared their answers, and got to add their thoughts to the chart as well. Next time, I would type the

survey up instead of having them write it in their notebooks. This helped them think about WHY Doris Miller was

considered a hero. Talking about memorials went well, but I think next time I will have students to the research

themselves. They really liked the video about the Texas veterans---they thought it was very neat that these men lived so

close to them. They came up with great pros and cons. I was very impressed with Jacksonsthoughtful answers. We did

this as a class.


9/24

Name: Jordan Barlow


Date Taught: Thursday, November 7, 2013









inferences



(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g.,

parallelism, comparison, causality) in the argument; and

(B) recognize exaggerated, contradictory, or misleading statements in text.

110.16 (b) (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and




Lesson Objectives:

---Students will research nonfiction texts about Vic Lively to add information to their alphabox. They will create

a design for their proposed memorial.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500words):

Vic Lively Bio

(http://www.texasescapes.com/WorldWarII/PearlHarborSurvivorVic/VicLively1JapaneseAttack.htm)

On December 6, 1941, the day before the Japanese attacked Pearl Harbor, U.S. Navy Gunner's Mate First

Class Victor H. Lively, stationed on the battleship USS Nevada, went ashore to Honolulu to buy Christmas gifts

for his family. The last thing on anyone's mind was war. Those gifts were never to be placed in their hands.

Shore leave lasted from noon to midnight. Procedure was to walk up the gangplank to the main gate, show

the pass, and catch a taxi into town. He remembers paying about twenty---five cents to ride in a new DeSoto

cab.

Vic describes Honolulu as a "quaint town" where the tallest building was three or four stories high. There were

nightclubs and dance halls, but Vic spent his time walking around, looking at the shops and eating snacks at

one of many sidewalk cafes. "Hawaii was full of Japanese spies at that time," he adds. The attack came early

Sunday, December 7. Vic heard the alert, "Man the battle stations!" His post was in the foremast of the

Nevada where he served as director of operations for broadside guns. Broadside guns were designed to shoot

horizontally at ships, not vertically at planes, so they were powerless in the attack that raged from above." If

I'd had a .22, I could have shot planes --- that's how close they were," Vic remarks. "The bombs and guns

sounded like "h---e---double---l." The battle had been going for about an hour when, during a lull, he started to climb

down from the observation tower. A bomb suddenly hit at the spot below him, killing everyone there.

He couldn't help but think that had he started down a few seconds earlier, he would have been killed, but

death did not have its way with Vic. Of the 1700 crewmen aboard the Nevada, about 150 died, most of whom
http://www.texasescapes.com/WorldWarII/PearlHarborSurvivorVic/VicLively1JapaneseAttack.htm)http://www.texasescapes.com/WorldWarII/PearlHarborSurvivorVic/VicLively1JapaneseAttack.htm)


10/24

were topside. Fire, smoke, and body parts were everywhere. Even the water was on fire. Vic watched men

jumping from the mast of the USS Oklahoma into the fiery water. The only injury Vic received was a burn on

his hand when he grabbed a hot railing. When he was able to get below decks, he helped tear up sheets for

bandages and pump out water.

Of the seven ships on battleship row, only the USS Nevada was able to back out and get underway thanks to

the foresight of Lt. Comdr. Donald K. Ross (later Admiral Ross). This was due to the line- --up of ships in port. The

Nevada happened to be on the end by itself. The others were tied together by twos and couldn't move. As the

Nevada pulled away, it was followed and attacked by fifty Japanese bombers and torpedo planes "thick asflies," Vic says. The ship was so badly damaged that it began to sink. Orders came to pull it onto a sandbar to

avoid blocking the harbor.


Vocabulary: students will already know WWII vocabulary such as: Pearl Harbor, Navy, battleship, memorial

Categorizing information: students will continue with their knowledge of categorizing information into

alphaboxes.


---Chart paper

---Notecard

--- Nonfiction text


---Graphic Organizer






Direct Instruction Literature Circle/Novel Study CooperativeLearning


Writing Workshop

Other:


---The first thing we are going to do today is revisit the elements of a persuasive letter. I have written a

persuasive letter for us to read over today. It looks like I attacked it with highlighter, but each color

represents a different part of the letter. Lets look at the graphic organizer we made on Monday and try to

match the elements we listed to the different parts of our new letter.

---Today,we are going to learn about another WWII hero that was from Texas. Vic Lively only lived about 2

hours away from Waco in a city named Slocum. Do not forget about Doris Miller, because we are going to use

what we learned about his heroic act to compare Doris and Vic. Then, we are going to decide why Vic should

get some kind of memorial like Doris.

---Read Vic Lively article aloud to students. Explain difficult vocabulary. Have students add important

information to their alphaboxes. After reading aloud, have students share what they remember about the

reading and Vic. Include all alphabox entries onto the classroom copy.

---Whatare some of the same qualities that Doris and Vic have in common? How do they differ? If Doris and Vic

are so similar---shouldntVic be remembered as well? Lets think about all the qualities that they have in

common that would be important to include in a letter asking for a memorial for Vic.

---Have students complete a Venn Diagram to compare and contrast Doris and Vic. Focus on what they did and


11/24

what characteristics they possessed. Connect back to the heroiccharacteristicslist.

---Show students a map of Texas. Use pins to show were we, and Doris, live. Then, show them Slocum, TX and

put a pin there.

---Then, have students get in pairs and create a model of what they think the memorial should look like. Explain

that this can be sent with the letter to help the reader visualize what they want.

Differentiation:

---Students can draw sketch of main fact that they learned about Vic. Complete alphabox with group.

Evaluation:

Students will write 3---5 facts in their alphabox about Vic Lively. Students will create a sketch of a memorial they

would like to see be built for Vic.


Name Date Vic Lively Facts aplhabox (3---5) Sketch of Memorial

Aidan 11/7

Antoinette 11/7

Jackson 11/7

Jesus 11/7

Naiyeli 11/7

Ruby 11/7

Reflection:

Re---teaching the letter was a success. My students understood the elements of a letter much better. The highlighted

definitely helped them see that many different parts make up one letter. I was very impressed with the information they

remembered and their work on the Venn Diagrams. They utilized their alphaboxes correctly, and it helped them process

the information. This was one of the best lessons; everything went smoothly, they were interested in learning about Vic

Livelysstory, and the Venn Diagram helped them understand that these two men were both heroes.


12/24

Name: Jordan Barlow

Date Submitted: November 8, 2011 Date Taught: Nov 11

Subject: Social Studies



(25) Social studies skills. The student communicates in written, oral, and visual forms. The student isexpected to:

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;

110.16 (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information

according to the purpose of the research and their audience. Students are expected to synthesize the research into a written

or an oral presentation that


Lesson Objectives:

-The students will interpret their research to create a graphic organizer that expresses a strong opinion statement, provides

three logical reasons, and reasons supported by evidence from research.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):

http://www.cityofpalestinetx.com/City_boards_historic.phpThe Historic Landmarks Commission is comprised of seven members. Members serve two-yer terms, but may continue

to act after the end of his or her term until a successor is appointed by the City Council. A member of the board may not

be appointed for more than two consecutive terms unless approved by a majority of the City Council.

Members Place Appointed

Alan Herrington 1 June 10, 2013

Norris White, Jr. 2 June 10, 2013

Mary Alice Largent 3 May 22, 2006

Bun D. Price 4 June 10, 2013

Julie Abston, Chair 5 September 11, 2006

Linda Williams 6 December 10, 2007

Marti Moronko 7 March 24, 2008


-Knowledge of alphaboxes

-Knowledge of Doris Miller and Vic Lively

-Knowledge of elements of a persuasive letter


-graphic organizer

-anchor charts

-alphaboxes

-Vic Lively article

-Dorris Miller article


Inquiry/5E Literacy Read Aloud SS Role-playing



Shared Reading Learning

Center Direct Instruction Literature Circle/Novel Study Cooperative LearningShared Writing Debate/Conflict Resolution

Writing Workshop
http://www.cityofpalestinetx.com/City_boards_historic.phphttp://www.cityofpalestinetx.com/City_boards_historic.php


13/24

Other:

_____________________________


Launch:

-Nowthat we have spent all last week researching two important veterans, learning their stories and learning about the

importance of memorials, we are now ready to begin the writing process.

-First,let us review the letter we used last week.

-place graphic organizer on the board. Whenwriting our persuasive letters, we need to remember a few essential parts: date, address, and greeting; an introduction that hooks the readers attention; we need to state our opinion on the topic; we

need to provide the reader with the logical, supported reasons that help them understand why have our opinion, and

finally, we need to have a conclusion that encourages our reader to think differently and we need to summarize our

opinion and arguments so the reader is left with a powerful message of our opinion.

Teach:

-Nowthat we now how we are going to structure our letter, we are missing a huge piece of information! WHO are we

going to write these letters too?

-Have students brainstorm ideas of who they will send there letters too: scaffold conversation and make sure to include:

Mayor: Themayor of Waco is named Malcolm Duncan Jr. Being the mayor is a very important job. He iselected by people who live in Waco; he is in charge of making lots of important decisions for Waco.Ifwe are

going to make a monument for a person who lived in Slocum? Would we want to send this letter a the mayor of

Waco or Slocum? The mayor of Slocum is named Therell Thomas.

Board of Commissions: Thereare many different groups, or boards, that are responsible for keeping Wacorunning smoothly. One of the boards is the Historic Landmark Commission. Wow! That is a lot of big words in

one title. This group of people is responsible for giving their opinion on landmarks and historical parts of town

that should be reserved in Slocum!

-Explain that everyone does not have to write to the same person. They can write to whom they think will get the job

done!

-Give them SpeakingMy Mind Graphic Organizer

-Next, explain how to make a strong opinion statement.

Opinionwriters need to put their opinion in the very beginning of their writing so that the reader can knowexactly what they are wanting to express. So, it is important to create a strong opinion statement in order to keep

your readers attention!Using phrases such as: can help you create a strong opinion statement.

1. - in my opinion,2. I feel /think that3. Personally,4. It is my belief that

Play a sorting game- have each student get a pair of opinons- one weak and one strong. Each student comes to the board

and puts the different opinions in the correct category. Explain each one.

-Next, explain how to create reasons to convince the reader of your opinion:

In order to convince the reader to think that your opinion is valid, or worth believing, you need to have facts orsolid reasons supported by research to help give your opinion validity.

Youhave filled out your alphabox with important parts of the research you have read. These important parts inyour alphaboxes are now your reasons for your opinion! Now, I want you to re-read all your points in your

alphabox; you are going to pick out the THREE MOST IMPORTANT reasons that you think support your

opinion best.

Write each reason in a box on your graphic organizer.Close:

-Nowwe have decided who we are going to write our letters too, we know how we can create strong opinion statements,

and we now know what reasons are going to support our opinion. We are finally ready to start drafting our letters

tomorrow!

Differentiation:

--- The children can work together while completing graphic organizer. They will have access to anchor charts and

helpful lists.

--- Early finishers: go back to nonfiction text and find more in depth reasoning and add more reasons.


14/24

Name: Aidan Achieved Notes

Express a strong opinion statement

Provide at least 3 logical reasons to

support opinion.

Needs help further developing#3Fact is

incorrect. Needs to revisit alphabox.

Develop reasons with evidence and

research.

Name: Antoinette Achieved Notes



support opinion.


research.

Name: Jackson Achieved Notes



support opinion.


research.

Evaluation:

Name: Jesus Achieved Notes

Express a strong opinion statement Needs help defining opinion statement- his

reasons are connected to his opinion

statement.


support opinion.


15/24

Name: Naiyeli Achieved Notes



support opinion.


research.

Name: Ruby Achieved Notes

Express a strong opinion statement Needed lots of guidance to write opinion

statement.


support opinion.

Needed lots of guidance.


research.


research.


(in graphic organizer notessection)

Reflection:

This lesson was a bit rocky. They were very confused about why we were not writing to the Mayor of Waco. Even though

I explained that Vic was from Slocum, the memorial should be there, they were not convinced. However, we came to the

conclusion that the Mayor of Slocum was the correct person to write too, and they got excited that a mayor would see

their letters. We ended up basically writing their opinion statements as a class. They did not grasp the concept well;

however, they used their alphaboxes to create reasons (once we wrote their opinion statements). To improve this lesson, I

would have spent more time on how to create an opinion statement. They seemed to understand during the activity we didon the board to identify weak and strong statements, but when they needed to write theirs, it failed.


16/24


Date Taught: Tuesday, November 12, 2013



TEKS/Content Standards:110.16 (b) (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a

specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that

establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives.

113.16. (b) (25) Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies;

Lesson Objectives:

-In their study of persuasive letters, students will interpret their research to create a draft of a persuasive letter.

Content Overview (provide an adult-level content overview for all social studies lessons of at least 500 words):

Possible Reasons:

-Vic Lively survived Pearl Harbor and D-day.

-Vic Lively help wounded soldiers on his ship during Pearl Harbor just like Doris Miller did.

-Vic was brave, loyal, and humble just like Doris Miller.

-Memorials are important to surviving soldiers and to their family.

-Vic Lively was courageous to act bravely when he was only 18 years old.


-alphaboxes

-knowledge of heroic characteristics

-knowledge of Doris Miller and Vic Lively-components of a persuasive letter


--- anchor charts

--- alphaboxes

--- chart paper

--- markers

--- letter examples

--- Examples of strong leads

--- Examples of transition words

--- Graphic organizer for reasonsLesson Instructional Model (circle appropriate model(s) for the lesson):

Inquiry/5E Literacy Read Aloud SS Role-playing



Shared Reading Learning

Center Direct Instruction Literature Circle/Novel Study Cooperative LearningShared Writing Debate/Conflict Resolution

Writing Workshop

Other:


17/24

_____________________________


-Today we are going to learn how to craft a strong lead or hook for your persuasive letters. Writers can use severalmethods, or ways, to introduce and their topic in their letter. Give example of a plain, boring intro and an exciting,

hooking intro so they can see why this is important. You can use:

1)A strong image: like in our example letter talking about FL beaches being white and sandy. This creates an image forthe reader to picture in their mind.

2)Personal story: share an experience you have had about the topic.-How do we choose which strategy we want to use? Think about your audience! Which strategy would have the mostimpact on your audience?

- Now, I want you to turn and talk to your partner and discuss which strategy you think would fityour audience. Trywriting a lead with your partner in your notebook.

-Okay! Now we are going begin to draft our letters.

-Write the address of the mayor and the Waco council on the board so students can include it in their letter.

-Have students work on writing the date, address, and lead. Make sure they refer back to the graphic organizer for details

and reasons. *Give them sentence starters to help them write their lead. Describe the memorial you want to create for Vic.

Help the reader get hooked in by picturing your beautiful memorial.

-Come back into whole group. Now we are going to focus on how to draft logical arguments to help support our opinion.

Writers use arguments to support their opinion. These arguments are meant to help the writer prove his point and makehis opinion stronger! Therefore, when deciding how to incorporate, or add, these arguments to your letter- a good way to

begin is with the strongest argument, then add the arguments that are weaker. The survey that you took on your fellow 5 thgraders can be used as an argument to help support your opinion.

-Have students think turn talk with their partners about what reasons they want to include in their letter. Have them

complete the Speakingmy Mindgraphic organizer- listing the 3 reasons in order from strongest to least strong.

-Hand out the transition words and phrases handout and explain that these words help our sentences flow and help us

smoothly transition, or change, from one idea to the next.

- Transition to writing time again. Have students draft the rest of their letter.

-Share studentsdrafts and point out the strengths of each letter to the other students so they know what to work on in

their writing.

Differentiation:

-Give more scaffolding while organizing the letter to Ruby and Jackson.

-Help Ruby create a lead/ hook for her essay.

-Fill graphic organizer out as a class if they need.

Evaluation:

-Ongoing assessment of their letters (graphic organizer)


Name: Aidan Achieved Notes

Lead is engaging

Introduction provides useful background

info about the topic.

Aidan focused on his vision of the

memorial. He did not put anything about

who Vic Lively was.

Provides at least 3 logical reasons to

support opinion


research

I know where he got the info, but it is not

stated.


18/24

Name: Antoinette Achieved Notes

Lead is engaging



Tells who VL is.


support opinion


research

I know where she got the info, but it is not

stated.

Uses transitional words and phrases to link

and clarify ideas.

Name: Jackson Achieved Notes

Lead is engaging



He included facts in the body, but not his

intro. Almost there.


support opinion


research


and clarify ideas.

and


and clarify ideas.

None.

Name: Jesus Achieved Notes

Lead is engaging Describes the memorial he wants to build

very well.


19/24

Name: Naiyeli Achieved Notes

Lead is engaging



Provides facts about who he is


support opinion


research


and clarify ideas.

First, next, then



Doesntexplain who VL is.


support opinion

Develop reasons with evidence andresearch

I know where he got the info, but it is notstated.


and clarify ideas.

Because, but

Name: Ruby Achieved Notes

Lead is engaging Begins with a question



Talks about how he is a WWII veteran


support opinion


20/24


research

Does not state it


and clarify ideas.

Also, because

Reflection:

My students did not grasp the idea of the different types of introductions. I did not feel completely prepared to teach this

lesson, and I think this showed. My students were very confused. I ended up writing a sentence stem for them and told

them to describe the memorial they sketched last week. They did well with this, but even then, some got too caught up in

describing their memorial and did not explain whom Vic Lively was. Some of my students went on and continued

writing- Naiyeli finished her entire letter. This left all my students in different places. Ruby struggled with her

introduction, writing things that did not make sense at all. If I was to do this again, I would show my students examples

of each introduction. They did not have enough background information to understand this concept. I would then also try

to separate them into groups and teach in small group. I think I could give more assistance and scaffolding in this way.


21/24

Name: Jordan Barlow


Date Taught: Wednesday, November 13, 2013




110.16 (b) (19) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or

actions of a specific audience on specific issues. Students are expected to write persuasive essays for

appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence,

and consideration of alternatives.

113.16. (b) (25) Social studies skills. The student communicates in written, oral, and visual forms. The student

is expected to:

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies;

Lesson Objectives:---Intheir study of persuasive letters, students will interpret their research to create a draft of a persuasive letter.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500 words):

Possible Reasons:





-Vic Lively was courageous to act bravely when he was only 18 years old.



-Knowledge of Doris Miller and Vic Lively-Knowledge of elements of a persuasive letter


---conclusion anchor chart

--- persuasive letter checklist





Shared Reading Learning CenterDirect Instruction Literature Circle/Novel Study Cooperative

Learning


Writing Workshop

Other:


---Today, we are going to focus on creating a fantastic conclusion for our letters. Just like in our leads, there are differentstrategies writers use to create a strong conclusion of their letters.

---Using an anchor chart---go over the types of conclusion: summary, rhetorical question, quote.

---Have students turn to their partner and share the ending they created yesterday. Students should discuss how the


22/24

ending could be changed in order to make it stronger. Think about adding or using one of the strategies to help give you

letter a strong ending.

--- After discussing--- students will have independent work time to revise their conclusions. *Give sentence starters and

guide them through the process of writing.

---Pass out the student Persuasive Letter Checklist. Explain each component and let students assess their own work. When

they find mistakes or something they would like to change- -- have them change it (neatly as possible). THIS IS THE FINAL

PRODUCT! Collect checklists and letters.

Differentiation:---Monitor scaffolding for Ruby and Jackson. Give them both lots of guidance during the partner talks.

--- write conclusions as a class if they are struggling.

---Give sentence starters to help guide them.

Evaluation:

---Using the rubric---evaluate the letters same as their pretests.


*rubric from the pretest.

Reflection:At the beginning of this lesson, all my students were at different points in their letter. We went over conclusion---this did

not sink in well. Then, I passed out the checklist. They have no conception of how to revise a letter. Looking back, I

should have instructed them in how to do this, but time was short. So, we all worked on the letters. I went around and

helped as needed. On this day, I decided that I was going to have to sit down one on one with Ruby to get her to write

her letter. She struggles with writing. It took us an hour, but she wrote a beautiful letter that was full of her own,

independent ideas. She just needed help getting there. I would change this lesson by spending more time on conclusion,

including examples and reasons for a good conclusion. I would also try to help my students understand revising better.

Even with the checklist, my students did not understand the process of revising.


23/24

Name: Jordan Barlow


Date Taught: Thursday, November 14, 2013




113.16. (b) (25) Social studies skills. The student communicates in written, oral, and visual forms. The studen

is expected to:

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and

bibliographies

110.16 (b) (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continuto apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by

eliciting and considering suggestions from other group members and by identifying points of agreement and

disagreement.

Lesson Objectives:

--- In their study of war heroes and persuasive writing, the students interpret their research to create an advocacy poster.

Content Overview (provide an adult---level content overview for all social studies lessons of at least 500 words):

Possible Reasons:





-Vic Lively was courageous to act bravely when he was only 18 years old



-Knowledge of Doris Miller and Vic Lively

-Knowledge of elements of a persuasive letter


--poster

---markers

---alphaboxes

---sketches of memorials from last Thursday

---modeling clay







Learning


Writing Workshop

Other:


24/24


--- This is the last link of our project! You have researched multiple sources and written a persuasive letter to

convince the city of Slocum to build a memorial for Vic Lively. Now, we are going to put our brains together and

make a big poster to promote the building of the memorial.

--- Students will have the option to make a clay model of their proposed memorial. They can also make a

poster if time permits.

--- Have students get into two groups.

--- Have them make a promotional poster to advocate for veteran memorial.

Differentiation:--- Guide Jackson while working in a group. Make sure his participating and contributing his ideas.

Evaluation:

---Students include two reasons why they think Vic Lively should get his memorial on their poster.


Reflection:

It was Jesusidea to create the memorials with modeling clay. They excelled in this. All my students are very

artistic; they were so proud of their work. They created entire memorial parks out of modeling clay. It was

interesting to see their different ideas. We took pictures that we will send with our letters. The modeling clay made

Documents

Barlow Lps