2. Read the story to the class. Discuss unfamiliar vocabulary in context.
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1 Lesson Observed by Cooperating Teacher Using the Classroom Observation Scale- Revised (COS-R) Grade 4- Literary Reflections- The Tongue-Cut Sparrow 03/29/10: Mrs. Colorado SOL: 4.1, 4.2, 4.3, 4.4, 4.7, 4.8 Objectives: The students will develop reasoning and interpretive skills through discussing The Tongue-Cut Sparrow in whole group and small group formats; identify and interpret powerful imagery in the story; compare and contrast the qualities of the old man and his wife; discuss a chosen generalization as reflected in the story; and write about the chosen generalization as demonstrated in the students own life. Plan: 1. Introduce the story and pass out the Powerful Imagery graphic organizer. Instruct students to take notes on any passages they hear with powerful imagery. We will use this graphic organizer on Friday. 2. Read the story to the class. Discuss unfamiliar vocabulary in context. 3. After story, discuss: if they liked or disliked the story and why; examples of powerful imagery from their notes (lead to the term poetic devices ) Venn diagram of the old man and his wife. 4. Review what a generalization is. Refer to the generalization of change and briefly discuss a few examples of each one. 5. Tell the students that they will be working in small groups to describe a chosen generalization in the story. Discuss the following generalizations: Good things come in small packages. Small kindnesses are returned ten-fold. Greed and anger only beget trouble. People should live within their means. The pleasures of life lie in simple things. 6. Divide students into groups and have each group pick one generalization out of a cup. Let the teams work for 10 minutes to come up with 2-3 examples of their generalizations from the story. Present each under the document reader.
2 Closure-Ticket Out: Select one of these generalizations, and on the given slip of paper describe an event from your own life in which the generalization was shown to be true (3-4 sentences). Assessment: Imagery graphic organizer, class discussion, ticket out writing Homework: None Extension/Enrichment: Friday will be the haiku lesson from the unit
3 The Tongue-Cut Sparrow - Powerful Imagery Name Date Listen to the story as I read it. Jot down phrases or passages that have powerful imagery and draw a quick sketch for each one. Passage Sketch Which passage is your favorite? Why?
4 Ticket Out Name Date Pick one of the five generalizations that we worked on in groups and write a 3-4 sentence response about an event in your life in which the generalization was shown to be true. If time, draw a picture to go with your answer. Good things come in small packages. Small kindnesses are returned ten-fold. Greed and anger only beget trouble. People should live within their means. The pleasures of life lie in simple things
5 Generalizations for Small Group Discussion Good things come in small packages. Small kindnesses are returned ten-fold. Greed and anger only beget trouble. People should live within their means. The pleasures of life lie in simple things.
6 Reflection on Cooperating Teacher s Lesson/Post-Observation Conference I observed my cooperating teacher implement this lesson with her fourth grade Language Arts students soon after I had completed my 45 instructional hours in her classroom. Using the COS-R gave me the opportunity to better familiarize myself with the features of the instrument as well as manifestations of the types of sound and differentiated instruction that it evaluates among teachers. The main objective for my cooperating teacher s lesson was to expose students to a story from another culture (i.e., Japan), discuss the effectiveness of imagery in the story, and to identify examples of specific generalizations in the story as well as in the students own lives. During the prior lesson, students had read the story (which was very long), and drawn examples of powerful images that specific passages had created in their minds. Throughout my practicum, I was impressed with how adept Ann is at increasing the rigor of her instruction simply by adapting the questions that she asks students. In this lesson, one group of students looked in their copies of the story to find examples of the generalization Good things come in small packages. Ann asked them, Could the generalization Bad things come in big packages apply to the story? The students excitedly described the snakes and demons that terrorized the main character s wife as punishment for hurting the sparrow in the story, and thought of how their own siblings could be equated to a bad thing in a big package. Nearly all students were engaged at every point during the lesson. Ann monitored each group s work to ensure that all students stayed on task and completed the assignment as expected. Allowing the students to share their group work at the document camera was a good way for students to see each other s responses and generate a
7 discussion of their findings. A minor suggestion I had for the lesson s future implementation would be to impose the guideline that each person must talk at some point during their group s presentation, either to state an application of a generalization or to elaborate on it, since not all of the students spoke while sharing their group s work. For the most part, students were very self-directed and assumed much responsibility in how they worked with one another and took turns to describe and elaborate upon their group s thoughts. Students only had a few minutes at the end of the lesson to write about a generalization from the story in their own lives and to draw a picture to accompany it. Some students chose to write about good things coming in small packages in the context of a recent holiday. I would have been interested to see if students responses were similar had they been afforded slightly more time to work. One student insisted that he couldn t apply any of the generalizations to his life. Ann responded by asking him if he was absolutely sure none of them had been true in his life, and then asked him to think a little harder. As it became apparent that the student was hedging the assignment, Ann told the student to make something up as a last resort, because in many test situations like the SOLs, students sometimes have to write about something they have never experienced before. The student ultimately wrote about the pleasures in life lying in simple things. During the post-observation conference, I told Ann I thought that she had responded admirably to the student who was slow in beginning to write. I have had similar experiences myself of trying to get him to write an assignment that was seemingly impossible. Prior to the practicum, I was worried about how I could productively react to a student who was sure he/she had nothing to write about due to perfectionism,
8 underachievement, or any other cause. Ann demonstrated that teachers can support these students through affirming, yet firm words and directives rather than placate the student s feeling that he could not do the assignment, Ann illustrated in a straightforward fashion why it would benefit him to fabricate a story rather than not do anything. Ann s delivery of this lesson illustrated insights about teaching the gifted that I gathered from the practicum experience as a whole. Even high-ability students have misunderstandings about how to complete assignments or may not complete them at quite the level expected. Before beginning the practicum, I wondered how to address these situations appropriately. As one group of boys shared their response for how anger and greed beget trouble in the story read before this lesson, it became apparent that their thinking was largely restricted to one example that they revisited in slightly different ways. Ann affirmed that the boys were on the right track, and asked the rest of the class what they thought of the group s response and what other examples from the story it could have addressed. Mrs. Reichert, Norge s assistant principal, had suggested the strategy of calling upon students to assume responsibility for each other s learning by having them modify their peers inaccuracies following my haiku lesson in the week just prior to this lesson, and I was glad for the opportunity to see this in practice. I learned that differentiation for gifted students need not always be complex, and can occur to varying degrees within individual lessons. Though all students completed the same assignment, the levels of scaffolded questions Ann provided to each group varied. Students also had an element of choice in deciding which generalization from the story to apply to their own lives. My preconceived notion before starting the practicum (and coursework in gifted education) that gifted students are capable of understanding
9 complex sayings and generalizations was readily supported through this lesson. I was unsure of how to scaffold students toward understanding complex vocabulary without simply providing meanings for them. Ann used the strategy of allowing students to assume responsibility for their own and each other s learning by asking the class, What does greed and anger beget trouble mean? to share thoughts of what the generalization and the word beget meant. Ann s actions and verbal reinforcement conveyed to me that lessons for gifted students do not always have to contain extensive and tangible resources the significant resource that should be present in all lessons is a teacher s responsiveness to students questions and commentary as well as adeptness at increasing the lesson s rigor through playful, novel, and thought-provoking scenarios and examples.
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