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Three Day Unit: Marigolds
Transcript of Three Day Unit: Marigolds
Lesson I: Growing Up
Lesson III: The Connection
~The Glass Menagerie
~Extremely Loud and Incredibly Close
Ana Lanfranchi, Ashley Milano, Gabe Belthoff
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Students will be asked to respond to the prompt, “Describe a single experience/instance when you felt like you transitioned from childhood to a teenager,” as their first journal entry.
Students will get into groups of three or four (depending on class size) to share their responses, drawing parallels between their responses. Teacher will collect "Anticipatory Guide" to assess understanding of the reading.
Students will be given a copy of "Marigolds" to finish reading. Students will complete "Vocabulary Worksheet: Part 2."
Students will be given a symbolism worksheet to look over and study as a helpful reading guide.
The final focus of the unit will
be upon the work, Anne Frank: The Diary of a Young Girl. This piece gives a glimpse of World War II through the eyes of a Jewish adolescent, an individual who provides a unique journey into adolescence in a society full of turmoil and hatred.
"Marigolds," by Eugenia Collier, introduces the concept of personal growth, exploring the loss of innocence through the increasing awareness of society and transition into maturity.
-Symbolism can be used in literature to represent universal themes and messages.
-Readers can relate to the themes and characters in texts, and apply these universal messages to their own lives.
Teacher will display T-Chart on the overhead with some student predictions in the left column. Teacher will prompt students, asking for a volunteer to come up and write down what the actual ending of the story is, in the right column. Teacher will then lead a discussion, making sure students are aware of all important plot details in “Marigolds.”
Students will answer exit slip: “How would the story have been different if Lizabeth didn’t plant marigolds at the end?”
Students will complete “Time Capsule” Project. Students will choose something that they wish to hold onto from their childhood (either physically or metaphorically) and bring in a physical representation. Students will write a one-page description explaining their choice and its significance. They will be asked to address:
-When were you first introduced to this object?
-Why is it so important to you?
-Why do you fear losing this as you grow older?
Students will answer the following prompt in their journals: “Define the loss of innocence.”
Students will fill out a Q-A-R worksheet which will pose as an after-reading assessment to make sure the enduring understandings have been met.
In their journals, students will respond to: “How does a diary offer a personal sense of self in comparison to any other form of writing?”
Lesson II: Symbolism
-Students will draw a symbol of something that has shaped them, today.
Teacher will lead a discussion, prompting the students to discuss what Lizabeth would draw if she was posed the same question.
-What do you think that the marigolds are a symbol of?
-What is the significance of Lizabeth planting marigolds at the end?
-What is the value of trying to preserve certain values or memories as you grow older?
Students will take
out their “Symbolism” worksheet and explain the definition in their own words. Teacher will explain the significance of the title “Marigolds,” and that it is based on symbolism.
CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
CCSS.ELA-Literacy.W.9-10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Vocabulary Worksheet: Part 2
-Teacher-led discussion on the loss of innocence.
-Students will tour the classroom of their peers’ objects and written descriptions.
"Marigolds"; Loss of Innocence
1. How can we use literature to uncover personal growth?
1. How are concrete objects used to express greater ideas in literature and in one's own life?
2. How does figurative language enhance the text?
1. Can you empathize with Lizabeth in "Marigolds"?
2. Can you relate morals and themes in literature to your own life?
By: Eugenia Collier
Why an Exit Slip?
The purpose of the exit slip is to tie the lesson directly back to the essential question. In this instance, students will use their application and transfer skills to answer the following hypothetical question.
Exit slips typically ask students to reflect on a specific element of the lesson. Exit slips are typically indicative of whether the students can successfully answer the essential questions. Thus, they usually are not traditional "Right There" questions, but rather, they address application and transfer. For example, students could be asked to predict what a specific character would do in a hypothetical situation, how they think a certain text is relevant to their own personal lives, etc.
Exit slips can be used as a transfer from one lesson to the next. For example, the teacher can ask a student to apply what they have learned that day to a new text they will begin reading the following day. Exit slips are also self-differentiated. which allows the teacher to gauge student understanding and adjust/modify the following lessons, accordingly.
How to Implement...
For this unit, students will be given about five minutes at the end of class to complete their exit slips. The gradual release model suggests the "I Do, We Do, You Do" strategy. While this model, by definition, is used throughout the course of the lesson, an exit slip definitely fits into the "You Do" category. This reflective component allows students to consider metacognition. Exit slips helps reveal to both the student and the teacher, where there are gaps in understanding. An exit slip can be created to have many questions that only require quick answers. However, in order to focus on metacognition, exit slips should be comprised of one question that accurately reflects the core of the essential questions.
Why an Anticipation Guide?
Students will be completing an anticipation guide when they are half way through “Marigolds.” Anticipation guides are used to have students make predictions, be engaged in the text, activate prior knowledge, make personal connections, and then come back and see if their predictions were correct. This will hopefully get students interested in seeing how the story will be resolved. In her book, “When Students Can’t Read What Teachers Can Do,” Beers states, “skilled readers consciously try to anticipate what the text is about…” (74). This anticipation guide will be helping students to become skilled readers and learn how to read between the lines. Anticipation guides give students the chance to become an active member of the text. They are more than just readers; through these predictions they become part of the text. They not only physically read about the plot, but they are exploring possible ideas in their heads about the plot, demonstrating metacognition. Anticipation guides open the doors for students to make discoveries that the average reader might never make.
We will be completing the anticipation guide when the students are half way through the story because we want students to make predictions based upon what they read. Usually anticipation guides are used as a before-reading activity, but we found using it as a during-reading strategy can be just as effective. The timing of this will demonstrate if they understand the relationship between the characters and how the plot is unfolding. The guide requires that the students use textual evidence and build upon it. They must find a quote, describe it, and then finally make a prediction. The teacher will model how to do it with an example, as to demonstrate to the students what is expected. This would be the part of the “I do” in the gradual release model. Then the students will do their worksheets and work with partners to compare and contrast differences they see between each other’s predictions. This will be the “we do” and “you do” parts of the gradual release model.
This anticipation guide does not just stop at making predictions. It will be used as a tool to transition into the homework and the lesson the next day. Students will be required to read the rest of “Marigolds” for homework, hopefully being interested in seeing how accurate their predictions were with the actual outcome. Then as a do now the very next day, the teacher will show some predictions on the screen and discuss with the class the true outcome. Students will have to say whether the prediction was accurate, and if not what actually happened in the story. Students will fully understand the plot by the end of the activity. This clearly demonstrates how the anticipation guide is being used as a during and after reading strategy, and improving the reading skills of the students through every step.
Question- Answer Relationships, other wise known as Q-A-R’s, are a type of straightforward questioning that teaches students the different levels of questioning. In other words Q-A-R’s rather than use technical terms to describe to students the type of questions they will be called upon to answer from a reading will break questions down into more understandable and student friendly category labels. In short this means stepping away from classifying questions as critical thinking, inferential thinking, and literal thinking and renaming them in a way that shows the types of questioning in relation to one another. The new labels QAR’s have created for questions are “right there”, “think and search”, “on my own”, and “author and me”. Each one of these question categories has a specific purpose and outcome that the students are supposed to be reaching as they answer the question. An “on my own” type of question for example, involves students to do more independent thinking because the answer to the question being presented is not in the text. Readers will need to use their own ideas and experiences to answer the question.
As students are developing thorough out a school year it is essential that they begin to view their thinking in multifaceted ways, especially in your classroom. Q-A-R supports this reasoning showing students that answers to questions based upon a text can and should be answered in a multiple ways. Answers to questions should be looked at as either requiring students to look back into the book or to use their own knowledge and experiences, or at times a combination of the two. Using QAR’s throughout a lesson is beneficial in different ways. Using them in the beginning as a pre-reading and during reading strategy focuses students on specific aspects of content and encourages them to jot down answers to questions while they are reading, increasing mental engagement. QAR’s provide a specific focus for students and that helps them read more closely, which is a quality that active readers must have. QAR’s at the end of a lesson are also extremely beneficial because they allow student comprehension to come full circle. By answering QAR’s at the end of a text students are able to showcase how much they have learned from a text inductively and deductively and prove that they can transition easily and answer one question type followed by another without being thrown off topic or becoming confused. QAR’s involve students to “use all their resources” in a sense in terms of active thinking and processing. It requires students to think inside and outside the box, taking their thinking beyond just a standard classroom scope. This is essential for students, as they begin to view their thinking as flexible and adaptable they become more mature and thought out thinkers and learners, which is the goal in any educational classroom.
For the purpose of this specific lesson we are using Q-A-R’s to assess how closely students have read the text and their ability to apply that text to their own life, in turn making text to text, text to self, and text to world connections. We will invoke a series of questions on a QAR worksheet that will be given at the end of class on the last day of class during the “Marigolds” unit. The sheet will be comprised of questions that involve very simple comprehension “right there” concepts from the text and then transition to questions that move on and broaden our questioning scope. These types of questions ask students to take explicitly what they have read in their text and apply it to real life situations or personal experiences and create a connection to the text that way. All questions will be relevant and serve a purpose of helping students uncover the moral of a story, reflect the theme, and teach them things they may not have known prior to the text in terms of content and in terms of their own feelings. This type of worksheet channels all types of thinking, allowing students to grow as people and as learners as they move on to a new unit of learning.