OBJECTIVES:
The student should be able to:
• Be able to identify and explain the meaning of the 12 powerful words. (Comprehension).
TIME: 30-45 minutes
MATERIALS
Appendices 1-3
ELMO-projector
White board markers
12 powerful words song from Larry Bell
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will ask students how do they feel when they have to take a test? All responses will be placed on the board. (Possible responses would be nervous, scared, worried, etc.) The teacher will then ask students what makes you feel this way? Why? These responses will also be recorded on the board. (Possible responses would be the subject, not studying, not knowing all the words, not sure what the directions are saying, etc.) The teacher will tell students that everyone feels this way one time or another, even I at times. The teacher will inform the students that during this class period, they will learn some strategies and words that will help them when taking a test in any subject area.
ACTIVITY:
Teaching Model: The teacher will identify the 12 powerful words and explain their meanings using a power point (Appendix 1). The teacher will explain to students where this word may be seen and how it may be used in a test-taking question. These test-taking questions will be presented on the ELMO-projector with each student having a handout with these questions (Appendix 2). The teacher will ask the students what section this question might be found. The teacher will sing the 12 powerful words in a song and show them how easy it was to remember the words. Then the teacher will show students some movements she came up with to remember those terms.
Guided Practice: The students will be placed into groups to create movement to demonstrate the meaning of the word. Each group will be assigned two words. The students with special needs will be placed with students who are responsible and will work corporately with that student. After the students create their movement the students will perform the movement for the rest of the class. After each performance, the students will discuss the definition and how it relates to the group’s movement. All movements will be placed together to a song and performed together.
Independent Practice: The students will complete a sheet in which they are going to list the 12 powerful words and their meanings (Appendix 3). Those with modifications will get a list of the words in a word bank with the meanings listed with a fill in the blank. Movements of each word will be drawn next to the word.
Closure: The teacher will then use the power point and have students demonstrate their movement for that word.
EVALUATION/ASSESSMENT:
Formative: The teacher will monitor students during guided practice to check the groups’ performance of the assignment and to determine if there is a need for reteaching or redirecting exists.
Summative: The teacher will check students independent practice sheet of the 12 powerful words, the meanings, and the movements’ students came up with on the test-taking strategies.
ART CONTENT/CONCEPTS:
Technology:
The use of the 12 powerful words power points with meanings and examples to have students interact with responses and reading material orally.
Academic:
All academic areas were covered with examples given using the 12 powerful words. Students identify what section/subject area the example would be found.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Language Arts:
ELA-7-E1 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies.
ELA-1-E1 Determine the meaning of unfamiliar words using a variety of strategies.
Dance:
D-CE-E2 Explore and demonstrate basic movements and the elements of dance.
D-CE-E3 Recognize and explore dance as a way to create and communicate ideas and feelings.
D-CE-E4 Explore the process of making a dance; improvise to create a dance phrase.
D-CE-E1 Use kinesthetic awareness, proper use of space and the ability to move safely.
MODIFICATIONS | ACCOMODATIONS:
Cultural/Gender: The teacher will call on students regardless on their gender, culture, race, ethnic background, and etc.
Behavioral: The teacher will place students with behavioral issues with students who will assist them and keep them on task in a positive manner.
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
My lesson on dance movement went smoothly. Students enjoyed the lesson. I placed the students ahead of time in groups looking at students academic and behavior concerns. Students performed well in groups and everyone participated in the activity. Each group was given 2 of the 12 powerful words and they had to come up with a movement to go with the definition of the word in order to help them remember its meaning. I first sang the song of the 12 powerful words using one from Larry Bell’s book of songs that went to the tune of “The Adams’ Family.” The children knew the tune due to the commercial of M & M’s around Halloween time. After about 10 minutes to construct their movements, each group was called in front of the room to perform their movements. We sang that part of the song and did the movements. All groups did well, one group did confuse compare and contrast when performing but when I questioned them they were able to change the movement to match the definition. After all groups demonstrated their movements the whole class went in front of the room to perform it while we sang the song together. I only had one student who when we practiced at the desk did not do the correct movements and was acting silly. He also was the one in front of the class that acted silly. He probably did this because of the camera to get as much attention as possible. I ignored his behavior during the video so he would not go further with it, but afterwards I expressed how disappointed I was with his performance with the camera. He understood and promise to do better next time. The class was excited and wants to continue to practice and show the other 3rd grade classes their dance. When they filled out their worksheet the majority of the class was able to list the words with their meanings with 90 % accuracy. I know with more practice of the song and dance they will reach their 100%. I really enjoyed the lesson and next time I would try to let them come up with a song and dance to 6 of the 12 words. It would be interesting to see what they would come up with on their own and to what tune.
REFERENCES:
Bell, L. (2005) 12 Powerful Words that Increase Test Scores and Help Close the Achievement Gap.
The Louisiana State Department of Education GLE’s.
DOWNLOAD LESSON POWERPOINT
DOWNLOAD WORKSHEET
DOWNLOAD WORKSHEET
DOWNLOAD CLASS VIDEO
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