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Untitled Prezi

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SImei Jenkins

on 30 April 2013

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photo credit Nasa / Goddard Space Flight Center / Reto Stöckli By. Simei Jenkins Autumn Weather (Fall) When The Leaves Turn
By Sarah Sheffield Lucky Leaf
By.Kevin O'Malley Summary
The books main character is homebody video gamer that has been ordered by his parent to leave the house and go out and play. While outside he runs into his other friends who seem to be in the same position. The group then stumbles upon a tree with one leaf left on it, and the main character is lead to believe that by catching this one leafs he stands a good chance of gaining some good luck. So he waits, his persistence eventually pays off and by the end of the book he is awarded the leaf. Summary This book points out the effects that occur to during the autumn season. It points out the details such as the month when fall starts and describes the colors they change as well as point out leaves that don't change colors. The book makes the connections between the two the leaves by encouraging children to play in the leaves that do fall to the ground. The book also has short sentences so it’s easier for a child to keep up with the reader. What is the most notable about this book are its pictures they are natural, bold and detailed in color. Evaluation
I choose this book because it has natural pictures that you can see in everyday during this season. This book is good a read for children, while reading it’s easy to make the connections in the similarities between the colors mentioned and the pictures. The book is a little straight forward and at the end tries to get the kid active by promoting outside activates Grades Preschool -K Seed Strategy

Picture Book Art Criticism- I would use this during the reading to connect the words and the pictures and point out the differences too. During reading I can also use Picture Book Art Criticism to connect I to the words chosen in word sorts

Word Sorts-have a group of words chosen before reading. At the end of the reading have the kids post chart lists of the words they have heard on it

Word Collection –After the reading I would ask kids what words they found during the reading and connect it to the group of words I have chosen in word sorts Evaluation
I chose these books because the books setting is clear with a variety color filled trees and leaves signifying the change in season. The book reminds me of a comic book with its speech balloons, comic strips and bright eye-catching colors which keeps the reader entertained. Although the reading is pretty short, fast paced, it provides a fun and funny dialogue that can keep the reader engaged. The dialogue amongst characters also encourages kids to be active by suggesting the main character go outside and play. Seed Strategy
Mystery Bag-before reading I would make a bag of objects that connect to the book. I would have my student sit in a circle reveal and observe each item that comes out the bag. I would ask the stuents to make common connections between the items and theme.
Picture Book Criticism - during the reading I would describe the mood and evaluate the goodness of art as well as use it to connect the words and the pictures. I would point out the differences in background and have the students analyze what they see. At the end of the reading I would have students draw conclusions about the meaning
Word Association- After reading I would form a circle. Have a student chose a word from the word list connected to the upcoming lessen. The person to the right of the student would name the first thing that comes to mind Poetry
Leaf man used to live near me, in a pile of leaves
But yesterday the wind blew leaf man away
He left no travel plans
The last time I saw him, He was headed east –past the chickens, toward the marsh, over the ducks and geese.
A leaf man’s got to go where the winds blows
He blew over the fields of pumpkins and winter squash, and flew over the turkey, past the potatoes carrots and cabbage in rows
Then he blew out of sight
Is he drifting west above the orchards, or over the prairie meadows, and past the spotted cows?
Well a leaf man’s got to go where the wind blows
Maybe Leaf Man’s gliding on a lake breeze, or flying along the river, following butterflies going south.
Well, a Leaf Man’s got to go where the wind blows
He might even be traveling north, above leaves that look like him, or flying over the mountians, with a flock of birds
When Leaf Man Looks down on earth, is he lonesome for home?
This I do know
Where a Leaf Man will land, only the wind knows
So listen for the rustle in the leaves
Maybe you’ll find a Leaf Man waiting to go home with you Summary :
This is a poetry book based on a fictional character called leaf man who gets blown across the land by the wind. He has no set plans or set destination, but encounters animal s and other plants on his journey. Evaluation
The reason why I choose this book was because of the artistic creativity in turning pictures of leaves into other plants, animals, and even a man. The book explains what happens when l eaves fall and where some might even go. The book actually shows the reader in pictures the great detail and different variety of leaves that are out there. At the end the book it promotes unexpected insights by asking questions about the character. Another notable feature about the book is that the pages are cut to resemble rolling hills, forests and mountains. I am confident that this book can keep the reader entertained and engaged while reading. Seed strategy

Narrative Pantomime- instead of me doing actions I would have the students do the actions the poem suggest

Choral or Unison-I would have my students read aloud with me at certain parts of the book

Sound Effects-I would choose a word out of the book that matches the theme. Every time my students and I read that word we would make that sound effect Analysis:
The line and shape of this visual art piece is clear, it resembles a leaf. The texture of the piece is made with wax paper and crayon shavings which this visual art piece vivid amounts of color and matches, and helps match my autumn theme perfectly. The visual art piece has enough space in it to distinguish between the colors as well as see how the overlap. The scale of the Visual art piece is good enough for an individual to work on. Evaluation
This visual art piece is small enough for a child to work on by themselves and big enough that it isn’t overwhelming them. The art piece helps the students understand what fall means by displaying the autumn colors on a paper cut out leaf. The reason for my decision in picking this picture is for its ability to be recreated. In recreating this Art piece you can add your own personal twist make it a little bit more personal for the students so it helps solidify their memory of the season better. Arts integration

Creative Crayons – I would have my students us multiple crayons to draw inside of a cut out lea. I could also us

Collage -In this I would make my students go outside and pick up about 4 to 5 different colored leaves, and have them use it on a leaf of their own they cut out of construction paper . Apa Style

Sarah Sheffield (writer). (2002). When the Leaves Turn, (Non-Fictional Literature), Retrieved 4, 5, 2013, From: http://www.booksamillion.com/p/Leaves-Turn/Sarah-Sheffield/9780823982851
Kevin O’Malley (Writer). (2004). Lucky Leaf, (Fictional Literature), Retrieved 4, 5, 2013, From: http://www.barnesandnoble.com/w/lucky-leaf-kevin-omalley/1100430396
Lois Ehlert (Writer). (2005). Leaf Man, (Fictional Literature), Retrieved 4, 5, 2013, from: http://www.barnesandnoble.com/w/leaf-man-lois-ehlert/1100155511?ean=9780152053048
Gabriel (Artist). (2009). Autumn Leaves (Art). Retrieved: 4, 5, 2013 From: http://1.bp.blogspot.com/_OvkXlKyAmo0/St_M_1SM_2I/AAAAAAAAA80/lSWmFZCyOYs/s1600-h/IMG_2751.JPG Title: The Leaves are falling
Composer: Aaron Watene
Performers: Yo Gabba Gabba

Analysis: I choose this piece because it fits well with my autumn theme and the song is just right for the age group that I’m targeting. The song points out the very noticeable visual changes in the season.
Rhythm: The rhythm of this song is upbeat steady, and energizing encouraging kids to get up and dance. There are a few accents in this song but the main accent occurs during the hook and the phrase “that means its fall”. In the song there is triple meter and the syncopation also occurs during hook when they say here is fall.
Tempo: The tempo of the song is medium, fast but not too fast.
Melody: This song has a very catchy melody for kids to sing along to
Dynamics: the dynamics of this song is a little loud and somewhat emotionally intense, but considering the fact that my audience is between the ages of 1-5 it would be hard for the singers to get and keep their attention.
Timbre: The timbre in this song is unique; there are a few keys that are struck during the hook that lets you know it’s the hook and reemphasizes the theme of the song. This song in general the song has a very electronic robotic video game style beat. Seed Strategies

Homemade Jam: I would play the song and have session with my students with homemade instruments. I would have them sing along and use their instruments as the song plays.

Musical season stories: while playing the song I would have my students in their own way act out leaves falling, blowing in the wind or changing color. Each student would have a specific role to play either a falling leaf or a leaves blowing in the wind.
Dance
Seed Strategies
Environmental Dance:
Brainstorm places in the environment. Leader calls out the place and students walk (in place) based on the conditions. Variations (2) add an environmental problem that would change walking conditions. Explore showing conditions with different body parts.

This connects to my theme autumn because I can tweak it choose the environment and change the weather conditions then have my students mimic what happens to the leaves when they fall using different body parts and movement

Drama
Seed Strategy

Evaluation: I choose this seed strategy because it’s a good way to conclude what I’ve read to my students and a fun way for them to learn. Since my targeted age group is young I thought this would be a good seed strategy for them come into drama. What is fun to me about this seed strategy is that I can have my students act out their own pantomime which makes for things to get interesting and creates individual creativity. I can choose any of the three books I have chosen form my theme and create a drama out of it. I can also have each student be assigned to a certain action in the book so it isn’t just one student acting.
Narrative pantomime:

This pantomime is teacher directed, giving it a degree of security to students new to drama. A narrator reads or tells a story as students create individual pantomime showing their own creative thinking.
Material: Start with familiar material from previous units or stories. Select stories with lots of action, a clear climax, and quiet ending. Beware of too much description and literary devices such as flashbacks. Stories of journeys, trips, or cycles of events work well for narrative pantomime.
Procedures: it works best to recast any story in the second person, to cause students to take the role of the character. Edit stories by eliminating dialogue and extraneous description. Action can be added by changing descriptions to actionable text. If there is a repeated sound, word, or phrase then
Invite choral response. Remember to convert to “you” while reading, rather than use the first person. To introduce narrative pantomime, read the story aloud first. Ask students to listen for actions as they enjoy the story. During the second reading, read expressively and give students time to mime. Props, costumes, and scenery are not necessary. Imagination supplies all that is needed. If students are excited about developing pantomimes further, music may be added. In addition, teachers and students can add characters or action s by imagining others who might enter the story
Variations: Narrative pantomime is useful for introducing basic story structure and literary elements because students must physically engage these concepts. NP can also be written or told by students, but they need to understand to plan a beginning, middle, and end and add conflict to create a plot. Order is critical because it is difficult to mime a no sequential narrative.
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