Trip of a Lifetime Unit Lesson IV: English Language Arts Connection (Travel Journal) Name Kelly Geasley Date

14 November 2013 Grade/Subject 5th Grade Social Studies

COMMON CORE STANDARD(S) & CLUSTER ADDRESSED BY GOALS AND OBJECTIVES: Social Studies C.S.1.0: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures. 1.01: Understand the diversity of human cultures. 1.02: Discuss cultures and human patterns of places and regions of the world C.S.6.0: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively 6.tpi.3: Examine patterns of behavior, reflecting values, and attributes that contribute to cross cultural understanding. English Language Arts W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. UNIT GOAL(S): TLW develop a basic knowledge of and appreciation for other cultures by studying their demographics, geography, iconic tourist attractions and patterns of daily life. TLW discover the meaning of culture through group discussion and research LESSON OBJECTIVES, SUB-OBJECTIVES, ASSESSMENT, AND THINKING: Learning Objectives/ Sub-objectives How will the objective/subobjective be assessed? Level of Thinking in Blooms Taxonomy

TLW analyze a photograph and use descriptive words to bring to life the sights, sounds, and smells of the place where it was taken

Teacher observation of group discussion and group photo analysis handouts (formative; summative)

Analysis

TLW write a descriptive paragraph based on a photo

Descriptive paragraphs (summative)

Comprehension; Application

TLW invent short fictional

3 entries in Travel Journal

Synthesis

stories about their trip

(summative)

ESSENTIAL QUESTIONS: Can the student write a descriptive paragraph/short story with sensory details, logical sequence, and engaging style? PRIOR KNOWLEDGE/SKILLS: Destination Information form and Daily Itinerary from previous unit lessons Basic writing skills Understanding of adjectives INSTRUCTIONAL PROCEDURES: Lesson Opener o Attention-getter Project a photograph on the board, of any place Ideas: http://www.pinterest.com/kgeasley/travel-destinations/ o Hook ( 5 minutes): Who can share the definition of the word adjective with the class? An adjective is a word that describes something. Today were going to use adjectives to describe different scenes. The more sensory details authors include in their writing, the more realistic and engaging their stories are for readers. Take the next few minutes to write down as many adjectives as you can, that describe the picture on the board. Think about sights, sounds, smells, and feelings. Make a list of all the sensory details you come up with. o Bridge ( 2 minutes): Who would like to share some of the words they came up with to describe the picture? Now were going to see how writers take adjectives like these and use them to create a vivid scene in the mind of the reader. Im going to read a paragraph written by Noreen Edgar. Follow along closely, and underline any descriptive words or phrases that Noreen uses. Try to create a mental picture of the scene she is describing. Pass out copies of the descriptive paragraph (below/attached) Development of concepts and/or skills o Explanation ( 10 minutes) Read: (1) The trail, perching precariously 500 feet above the roaring surf and then dipping effortlessly into dark lush valleys, snakes its way along the fluted coastline. From a distance, it is hard to believe there would be any way to traverse the cliffs that dip like fingers into the frothing Pacific. (3)The first half of the trail is densely overgrown, and the air is dripping with the aroma of over ripe guava. Waterfalls and streams cascade unceasingly down along the trail from Mount Waialeale, the wettest spot on earth. (5) Vegetation grows thickly on the near vertical slopes above and below the trail, lending a sense of false security to the path, which at its widest measures ten feet across. (6) The landscape on the second half of the trail, the leeward side, changes dramatically from jungle to semi-arid desert. Now, the cliffs are bare rock, and a three-foot wide ledge is all that protects the wary hiker from the black shoreline below. (8) Nevertheless, the white sand beach that marks the end of the trail is more than ample reward for

the dangers survived. The colors of this last valley, the Kalalau Valley, are a vivid red and green against a cloudless blue sky. (10) This, however, is not the end of the trip. The only trail out is the trail in. Not for the faint of heart, the Kalalua Trail on Kauais north shore is eleven miles of rugged adventure What descriptive words and phrases did you underline? Share with your neighbor. What scene did you picture as we read Noreens paragraph? Did she do a good job of using sensory details and adjectives? Now were going to practice writing our own descriptive paragraphs, using pictures of different places around the world. o Differentiation/Guided practice ( 10-15 minutes) Give each table group a different picture and the Photograph Analysis handout (attached) Instruct students to brainstorm together about what is taking place in the photograph. Assign a writer to write down adjectives/sensory details that describe the picture, on the Photograph Analysis handout. Have each student individually write a short descriptive paragraph about the photo, using the words the group came up with. (differentiation: depending on the group, students can write various amountslow group- one sentence, high group- a paragraph) Each group can share their photograph, and the words they came up with to describe it, with the class How will guided practice be monitored? Teacher circulation and discussion with small groups o Cross-curricular applications Social Studies: content of example paragraph; Travel Journal (independent practice) English Language Arts: adjectives; writing descriptive paragraphs o Learning modalities Visual: photographs and example paragraph Auditory: group discussion Tactile: underlining descriptive words as the example paragraph is read Kinesthetic: moving between centers Independent Practice (remainder of the lesson; may need to be completed over several days) o Now youre going to use your knowledge about describing a scene using adjectives to write journal entries about your Trip of a Lifetime. o Travel Journal Students will rotate between four different centers (about 15 min. at each) Split students into groups The instruction card (attached) at your center will tell you what to do. Youll need to bring your Destination Information form, Daily Itinerary, and writing suppliesseveral sheets of paper and a pencil. Remember to be as descriptive as possible. I am going to play music from different cultures while we work! Group 1: Create Your Travel Journal Group 2: Before Your Trip Group 3: During Your Trip Group 4: After Your Trip Student Reflection and Lesson Closure ( 5 minutes)

o Give class signal to freeze, clean up, and return to desks/tables o Have students share their travel journals with their neighbor/tablemates o Students should keep travel journals with their Destination Information form, map, and flag, in the designated place for Trip of a Lifetime. o Standardized test question, for closure and discussion: Which word in the following sentence is an adjective? Pats truck was stuck in the muddy road. A. truck B. stuck C. muddy D. road Room arrangement (groups, centers, etc.): o Students will work with their table groups for the first half of the lesson o During independent practice, students will move between writing centers Alternative and/or supplemental activities for additional practice: o Have students individually fill out photo analysis worksheet, with additional photographs o Have students draw or find and print pictures that go along with their journal entries Adaptations for individual learners with disabilities Disability Type of Adaptation Adaptation specific to this lesson Require student to write just a few sentences, rather than an entire descriptive paragraph

Communication Disorder (ELL)

Output

Intellectually Gifted

Output

If student finishes journal entries early, encourage him or her to write an entry for every day on their trip, rather than just one

Physical Impairment (wheelchair restricted)

Time; participation

Give extra time for student to complete activities, if needed; allow student to work at his or her desk, rather than move between writing centers

Learning Disability (dyslexia)

Time

Give time for student to read through the example descriptive paragraph individually before reading aloud and underlining sensory details and phrases

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S): Trip of a Lifetime presentations and end-of-unit discussion MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON: Smart board or overhead projector Digital photographs of places around the world (on overhead, and printed for group work) Example descriptive paragraph (attached) Photograph Analysis handout (attached) Art/craft materials for making Travel Journals Music (playlist/cd and computer/stereo) Center instruction cards (attached) EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE: Digital Cameras Not an emerging technology, but most classrooms do not have a class set Students could take their own pictures around the school to use for writing descriptive paragraphs Students could take pictures that represent certain adjectives or senses Classroom management strategies to be used: Preventative: Greet, seat, complete X Active learning/multiple modalities incorporated X Cl Mgmt Plan: Rules/consequences/routines/procedures Parents contacted Supportive: X Directions given X Students redirected X Positive learning behaviors recognized X Academic feedback given X Proximity control used X Individuals/small groups monitored X Appropriate learning behavior cued X Lesson pace considered X Teacher withitness anticipated X Classroom management plan implemented (routines/consequences/routines/procedures) Corrective: X Procedures and rules cued X Individual behavior observed X Individual behavior described X Correction for individual behavior planned Plan executed

REFLECTIONS ON TEACHING AND LEARNING: 1. How do you think the lesson went (be specific)? 2. What was the strongest component of the lesson? 3. What instructional component needs the most refinement and what do you plan to do to improve that area? 4. How did you know which students accomplished the goals and objectives of the lesson and which did not? 5. How did you provide academic feedback to your students? 6. What insights are you discovering about your teaching? 7. How did your choices and actions of classroom management support student learning?

Descriptive Paragraph by: Noreen Edgar (1) The trail, perching precariously 500 feet above the roaring surf and then dipping effortlessly into dark lush valleys, snakes its way along the fluted coastline. From a distance, it is hard to believe there would be any way to traverse the cliffs that dip like fingers into the frothing Pacific. (3) The first half of the trail is densely overgrown, and the air is dripping with the aroma of over ripe guava. Waterfalls and streams cascade unceasingly down along the trail from Mount Waialeale, the wettest spot on earth. (5) Vegetation grows thickly on the near vertical slopes above and below the trail, lending a sense of false security to the path, which at its widest measures ten feet across. The landscape on the second half of the trail, the leeward side, changes dramatically from jungle to semi-arid desert. (7) Now, the cliffs are bare rock, and a three-foot wide ledge is all that protects the wary hiker from the black shoreline below. Nevertheless, the white sand beach that marks the end of the trail is more than ample reward for the dangers survived. (9) The colors of this last valley, the Kalalau Valley, are a vivid red and green against a cloudless blue sky. This, however, is not the end of the trip. The only trail out is the trail in. (12) Not for the faint of heart, the Kalalua Trail on Kauais north shore is eleven miles of rugged adventure.

Photograph Analysis
Put yourself in the picture Sight
What do you see?

Sound
What could you hear if you were in the picture? What is happening?

Smell
What could you smell if you were in the picture?

Touch
What objects are in the photo? What do you think they feel like?

Taste
Is there anything edible in the picture? Is there something in the air?

Writing Center Instruction Cards

Group 1: Create Your Travel Journal

Use the art materials at this center to make a Travel Journal. Put all descriptive journal entries about your Trip of a Lifetime, in this binding. Be creative!

Group 2: Before Your Trip

It is the day before your Trip of a Lifetime! Tomorrow, you will embark on a five-day adventure to the destination of your choice. Write a descriptive journal entry about your trip. Where are you going? Who is travelling with you? What do you plan to do? What do you think the culture will be like?

Group 3: During Your Trip

Pick a day on your Trip of a Lifetime Daily Itinerary. Write a descriptive journal entry about this day of your trip. What did you do? Did you enjoy it? What did you learn about your countrys culture? What did the day look like? Sound like? Feel like? Remember to use sensory details and descriptive phrases!

Group 4: After Your Trip

Write a descriptive journal entry about your Trip of a Lifetime.

Tell the reader about places you went to, things you did, and objects you saw. What was the
best part of your trip? What did you learn about your countrys culture after visiting? Refer to your Destination Information form and Daily Itinerary. Pretend that you really visited your chosen country!