BioCubes

     Here is what we worked on today during the Morton Theatre study.  If you refer to the lesson plans below you will notice that students watched a Georgia Studies video on the Morton Theatre, primarily focusing on Pink Morton.  Once the video concluded, students were given the opportunity to continue their research and create a BioCube Planning Sheet on Pink Morton.  Once that was complete and well thought-out, students created the interactive BioCube on Read, Write, Think.  Students enjoyed this interactive organizer in which their information from the planning sheet was placed in a cube figure that they can print out and take home!  Below are some of the pictures from the day's activities!  Enjoy!

This is one student typing what was on his Planning Sheet to the BioCube using our school's Chromebooks.

One student's Planning Sheet on Mr. Pink Morton

Thursday, February 27th plans for Foxfire

Writing Workshop Lesson

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

Vocab: performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction

Opening:  Video hook:  Who was Pink Morton?  http://www.gpb.org/georgiastories/stories/pink_morton

Mini-Lesson:  Bio Cube Planning Sheet – PDF document; How do we assist peers in researching?

Work Time: Pink Morton Bio Cube:  http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html (interactive - requires Flash on Netbooks and Chrome books)

Closing:  Sharing of the Bio Cubes created

Assessment:  Bio Cube

ESOL Accommodations: collab.;  word banks, extended time, visual and linguistic scaffolding, Sensory support.

Gifted Accommodations: details extension as needed

Homework:  Morton Theatre Interview Questions (created by Ms. Orem)/interaction between adults and students (student engagement)

 Part I of Daily Cafe

ELACC3RI6:  Distinguish their own point of view from that of the author of a text.

EQ: How do we, as the reader, understand the relationships of ideas?

Vocab: organizational patterns, connection, cause and effect, order of event, support, perspective, details, sequence, informational texts, expository,  purpose, comprehension strategies

Opening:  Review strategies from the CAFÉ Menu Board/Play Ella Fitzgerald song to intrigue students

Focus Lesson: shared reading—nonfiction; Ella Fitzgerald:  http://www.readinga-z.com/books/leveled-books/book/?id=1001

CAFÉ Groups: Read to Self, Read to Someone, Work on Writing, Work with Words, Listen to

Reading, Work on Computer

Commitment to Research

     Today students were researching the Morton Theatre in pairs and individuals on their netbooks.  They could focus on any topic that interested them (i.e. Pink Morton, famous acts, the history of the theatre, etc.).  I played Duke Ellington as they researched on the netbooks.  I could tell that they worked hard and were genuinely interested in finding the answers to their questions.  Students took notes on a foldable organizer.  They can use these notes later on in their brochures and future blog posts.  As always, everything the children will work on is always connected to our future projects.  Below is just one of the many great examples of student work in which I was impressed. 

   

Coming up soon!

Writing Workshop Lesson:

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

Vocab:  performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction

Opening:  Internet Search Brain Pop:  http://www.brainpop.com/artsandmusic/artconcepts/drama/preview.weml

Mini-Lesson:  How to research and take notes using various forms—how to make a foldable to organize notes

Work time:  Individual and partner research time (Safe Search researching engine) on the Morton Theatre/various African Americans’ influences on the Athens music scene.  Students will make Morton Theatre foldable to record the information researched on the netbooks.

Differentiation: a small group will work with collab. teacher for extended tim

Closing:  Fast Facts - Sharing what was researched in order to gain more conclusive findings

Assessment:  Foldable with research documented

ESOL Accommodations: collab.;  word banks, extended time, visual and linguistic scaffolding, Sensory support small group support.

Gifted Accommodations: details extension as needed

Part I of Daily Cafe 

ELACC3RI6:  Distinguish their own point of view from that of the author of a text.

EQ: How do we, as the reader, understand the relationships of ideas?

Vocab: organizational patterns, connection, cause and effect, order of event, support, perspective, details, sequence, informational texts, expository,  purpose, comprehension strategies

http://www.youtube.com/watch?v=XF9Quk0QhSE – Marian at capital

Opening:  Picture walk of Pink Morton – what do you think his importance is in our community?

Focus Lesson Share Reading—nonfiction, newspaper article on the Morton Theatre (posted on the Smart Board):  http://www.mortontheatre.com/template-full-text.php?page_ID=1268413305

CAFÉ Groups: Read to Self, Read to Someone, Work on Writing, Work with Words, Listen to

Reading, Work on Computer

Assessment: strategy group—see mentor teacher’s schedule