Presentation on theme: "Standard Course of Study Goals & Objectives (2 nd Grade) Competency Goal 3: The learner will make connections through the use of oral language, written."— Presentation transcript:
Standard Course of Study Goals & Objectives (2 nd Grade) Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features). Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts Use oral communication to identify, organize, and analyze information Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences) Compose first drafts using an appropriate writing process: planning and drafting. rereading for meaning. revising to clarify and refine writing with guided discussion Write structured, informative presentations and narratives when given help with organization Use media and technology to enhance the presentation of information to an audience for a specific purpose. Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively Attend to spelling, mechanics, and format for final products in one's own writing Use capitalization, punctuation, and paragraphs in own writing Use editing to check and confirm correct use of conventions: complete sentences. correct word order in sentences.
Day 1: Discussion on how author’s use words and an illustrators pictures to get the “meaning” or “message” of the story across to the reader. I showed two photographs and I asked the students to generate ideas of what are the “messages” the photographers might want you to conclude from these photos. Students wrote down their ideas, and we shared them.
Day 1 (continued): I explained to the students, just like authors are careful about what words and illustrations they include in their stories, photographers are careful about what they include in their photographs. We discussed how what a photographer decides to include in his/her picture is called the framing, the position that the photograph is standing in when he/she shoots the picture is called the angle, and when, at what exact moment, the photograph decides to shoot his/her picture is called the timing. All of these photographic elements play a role in what the “message” or “meaning” the photographer wants to bring forth with the photograph.
Day 1 (continued): I showed three more photographs that focused one of the three elements and asked the students to discuss with a partner why the photographer may have chosen a particular framing, angle, and timing.
We talked about how the class would take photographs, and since we were studying about the changes in seasons, that the photographs should have a theme of Spring. We briefly talked about what kind of changes we see in the Spring. I facilitated the idea that I would like them to think critically about what they wanted to include in their photograph (framing), about what where they are standing (angle) when they shoot their photograph, and about when (timing)- (the exact moment) when they shoot their photograph. I informed them they would write a descriptive paragraph explaining why they chose their precise framing, angle and timing. I also informed them they would write a poem that should correspond to their photograph. We have worked on descriptive paragraphs and poetry through-out the year, so these types of genre were not unfamiliar to the class.
Day 2: We looked through some storybooks and magazines for examples of how authors or photographers used framing, angles and timing. (Writer’s craft mini lesson) I reviewed the photographic elements we would focus on (framing, angle, and timing). I brought the students outside in groups of five to take their pictures. I have a total of twenty students. Each student was allowed to take a photograph of something they thought represented Spring. They were in total control of the framing, angle, and timing of their photograph.
Day 2 (continued): During specials (computer lab), I had the students view their photographs on lap top computers (so they could view their photograph in color for better detail). They were to view their photographs and write a rough draft descriptive paragraph about their photograph. I facilitated the idea that they needed to include in their paragraph how the photograph represented Spring, and what thought went into their choice of framing, angle, and timing. During writing time, the students were asked to create a poem that corresponded to their photograph which also incorporated a Spring theme. The students were each given a printed copy of their photograph to refer to.
After completion of their final written document, during computer lab, the following week, the students were asked to create a word document containing their photograph and their two writing genres. The final products would then be created into a class Spring LTP (Literacy Through Photograph) Book.
Descriptive Paragraph Have you ever seen a beautiful tree surrounded by little yellow flowers? I chose this framing because I wanted to include pretty dandelions and a small bush that has brown leaves spreading around it. I chose this timing, in the Spring, because I wanted a little bush starting to bloom. I decided to use this angle on the ground, looking straight at the cute flower and brown bush because I wanted the picture to include both the sweet smelly flowers and the bush. This picture makes me think of Spring because of the nice flowers and the newly blooming bush. Poem The leaves are starting to grow The wind begins to blow The tiny flower on the ground It makes my heart go pitter pound Spring is a beautiful time of the year All things begin to grow so new and so dear
Descriptive Paragraph Have you ever thought about Spring. First of all, I chose this framing because it includes a lot of the beauty of Spring; like brown acorns, purple flowers, and three leaf clovers. Next, I chose this angle because by taking the photo from above I only wanted to show the top of the flowers not the whole flower. The reason I chose this timing to show Spring is that it was not so windy that it would bend the flower. I like this photo because it includes nature in the Spring. Poem Purple little flowers and an acorn too Spring is all about things becoming new Green little clovers in the grass Growing wild while Spring will pass Spring is a beautiful season I took this picture for that reason
Descriptive Paragraph Look at the delightful tree with pink flowers blooming on it,; and also, the giant yellow flower. I chose this framing because I wanted to make the picture really stand out so I added both the pink blooming tree and the yellow flower. I chose this angle because I wanted to make the yellow flower look giant compared to the breath-taking tree. When you look at the picture the flower locks bigger than the tree. I chose this timing because I wanted you to see the beauty of the tree and the flower in Spring. When I took this picture it made me think of my garden. Poem A pink tree so sad and alone A giant yellow flower soon to be grown The flowers really are small compared to the tree But looking at this photo that’s not how it seems to be In Spring the Earth will come alive Filled with pride
Descriptive Paragraph Have you ever seen a big, pretty, pinkish-orange flower? I chose this framing up close so you would only see the beauty of the big petaled flower. Also, so you can see the shape of the petals. I chose this angle so that you could see the inside of the beautiful flower really well. I also chose this angle so that you could see the detailed features inside the flower. The timing of the picture is in the Spring time, during the day, so there would be enough light. I really think this is a good remembrance of Spring. Poem The flower is a pretty sight It makes my heart turn so bright It filled me with Spring time glee One of the prettiest sights I ever did see It was so big It made me dance a jig
Descriptive Paragraph Have you ever seen a boy fly? First of all, I decided to include my friend Elrico, the green trees, and the ground in my framing because I wanted to show that he was outside in the Spring. I used this angle because I wanted the picture of his whole body. My timing was on purpose, because I wanted it to look like he was flying with both of his feet off the ground. Taking this picture has made me feel like a photographer. Poem Flying would be fun In the Spring time sun Lifting off the ground Without the slightest sound Fly away my friend fly Through the beautiful Spring time sky
Student Name Explains new concepts in own words. Plan and make judgments about what to include in written products Use media and technology to enhance the presentation of information to an audience for a specific purpose Attend to spelling, mechanics, and format for final products in one's own writing Jernaisha Uriel Cynia Emani Talli