Robin+Butler

My lesson plans:

Grammar mini-lesson:

Week: Dates: July 13, 2010 Teacher: Robin Butler Subject/Grade Level: 5h grade/LA Weekly Background & Rationale: In this activity, students will explore the slotting nature of the English language as it relates to noun phrases. Students will learn how to enrich their sentence subjects with detail and modifiers, and how these components can easily be revised to improve student writing. This lesson is important in that it teaches students to identify noun phrases (or the complete subject), as well as illustrating ways in which they can make their sentences more interesting in their own writing. To teach this lesson, each student will receive an index card with a part of speech written on one side. On the other will be an example of the part of speech. Students will physically represent that part of speech in a “slot” on the whiteboard, engaging kinesthetic learners as well as visual learners. Students will then practice writing an enriched sentence with the word “jumped” as the predicate. They will then revise that sentence by “slotting” in a different modifier, then replacing the entire noun phrase with a pronoun. A quick review of the created sentences will assess understanding. The class this activity is designed for is an on-level class with two ELL students. This activity is visual, which will help support the ELL students and the struggling readers. This lesson fits into the overall objective of improving student’s writing and knowledge of conventions.

Date: July 13, 2010 Learning Objective: Students will demonstrate that they can: GPS Standard(s): EDLA5C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. b. Expands or reduces sentences (e.g., adding or deleting modifiers, combining or revising sentences) ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing.
 * Identify a noun phrase
 * Expand a sentence with modifiers
 * Practice enriching their sentences with modifiers

Introduction (time = _2 min.__):__
 * As students enter the classroom, they will be given an index card (preferably color-coded).
 * On the lined side, in small print, will be written either “noun, article, prepositional phrase, or adjective.” On the blank side, there will be an example of each (several of each type).
 * There will be five tall, vertical lines written on the white board about three feet across, indicating slots.
 * After the last line, write “ran.” (intransitive verb) in large letters.
 * Call attention to the “Connect 4” game set up in the front of the classroom. Demonstrate to students what a “slot” is using the game.
 * Discuss the fact that the English language has slotting capabilities – it is possible to slot one word for another to enhance meaning. In addition, it is possible to add slots for further enrichment.

Body (time = _6 min.):
 * Note that in this case, we are only working with an intransitive verb, and that we will work on enriching verb phrases another time. The transitive verb indicates the predicate.
 * Ask students what we need to make a complete sentence (subject). Then ask what every subject needs (noun).
 * Have a student with a “noun” card come up and stand in one of the slots on the white board, with the noun facing out. (e.g. “Nurse ran.”)
 * Ask if this is correct? If not, what does it need? (a student will identify an article – if not, guide students’ thinking).
 * Ask for a volunteer with an article to come forward and stand in first slot (“The nurse ran.”)
 * Note that this is not very informative – what can we add to enrich the sentence? (adjective or prepositional phrase).
 * Then illustrate to students how one noun or adjective, etc. can be slotted for another, changing the meaning of the sentence. Also note that the more that is added, the richer the sentence is, but too much and it becomes nonsense.

Conclusion (time = _2 min.):
 * If time permits, have students come up with nouns, adjectives and prepositional phrases on their own to add to the slots.


 * Ask students to write 5 sentences on their own in their writing journals, using a single intransitive verb (as the teacher circulates through the classroom, he/she can suggest intransitive verbs for students needing additional help).
 * Suggest they try slotting one word for another in a couple of the sentences.
 * Note that they can use this technique of noun phrase expansion when writing narratives or essays.

Assessment:Check students’ journals to see if they are expanding sentences with a simple, intransitive verb. Also, evaluate whether students tried “slotting” one word for another. Based on the students’ responses, the teacher can work with a small group later in the class period to explain the concept further. Differentiation for Students with Exceptionalities:
 * A list of possible intransitive verbs could be distributed to struggling or ELL students, which includes clip art demonstrating the action. In addition, a visual dictionary of the nouns, adjective and prepositional phrases used in the could be distributed before the activity, so that the ELL students could understand the sentences created.
 * After assessing the sentences the students wrote, the teacher could bring a small group together for further review of the concept.
 * Conversely, students who easily mastered the concept can work in a small group creating a group narrative including enriched noun phrases.

Materials & Resources:


 * Connect 4 game, to demonstrate


 * slots
 * Large index cards, preferably color coded to help create a visual reference.
 * A white board & expo markers.


 * Bird's Eye View Lesson Plan - Social Studies US History**

Power Point on Lesson:

Week: Dates: Teacher: Robin Butler Subject/Grade Level: SS & LA/5th

Weekly Background & Rationale: The purpose of this lesson is to construct knowledge of expansion and industrialization of a Western town, enriching themes of Westward Expansion and the Industrial Revolution. This lesson will examine primary sources to note changes in the community over time, illustrating the rapid development of the United States at the turn of the 20th century.

The primary sources examined will be “Bird’s Eye Views” (documents that were part graphic art, part map) that were popular in the late 19th century and served as marketing tools for emerging urban areas. Views of the same city over the course of 20 years or so illustrate the remarkable growth, construction and industrialization that occurred during this time period. Students can make a visual connection to the discussion of Westward Expansion and the Industrial Revolution.

The student will be assessed through discussion participation (formative), production of a Venn diagram (formative), and a final project in which the student produces a bird’s eye view of her own neighborhood, complete with landmarks and natural features. This product will also contain a short, written caption to “sell” prospective residents on her neighborhood.

The student I am working with has ADD. She struggles with completing writing assignments. By using graphics and interactive computer programs, the student will be more actively engaged in the project. In addition, by asking the student to create a visual rather than written project, the student can show mastery of the concepts without completing a writing assignment that is difficult for her. By creating her own bird’s eye view, she will be critically examining her own neighborhood in order to “market” it to others.

The enduring questions we will discuss are: Is urban growth good or bad? Is my community growing? Is this good or bad?

This lesson plan was inspired by strategy #10 in //50 Social Studies Strategies for K-8 Classrooms// by Kathryn M. Obenchain and Ronald V. Morris (2010, Pearson: Boston, MA). In addition, resources from the Amon Carter Museum in Fort Worth were used ( [] ), including the Fort Worth Venn diagram.

Date: July 18, 2010

Learning Objective: The student will demonstrate that they can: __ Day 1 __ __ Day 2 __
 * Examine a primary source through its graphic features
 * Compare and contrast changes in the urban landscape of a city over time
 * Explain the effects of population, transportation and resources on industrial location in the United States in the late 19th century
 * Design a “Bird’s Eye View” of their own neighborhood, connecting the lesson to their own lives

GPS Standard(s):

SS5H3 The student will describe how life changed in America at the turn of the century. SS5G2 The student will explain the reasons for the spatial patterns of economic activities.  a. Explain how factors such as population, transportation, and resources influenced industrial location in the United States between the end of the Civil War and 1900. ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.  b. Identifies and uses knowledge of common graphic features (e.g., charts, maps, diagrams,   captions, and illustrations)

__ Day 1 __ Introduction (time = _5 min): Body (time = _40 min.):
 * Discuss basic ideas of Westward Expansion and Industrial Revolution in order to activate prior knowledge (should be a review from last year)
 * Explain that during the later days of Westward Expansion, western cities were trying to lure settlers and businesses to their communities so that their communities would grow. Some of the ways this was done was through distributing marketing brochures and bird’s eye views of cities.
 * Illustrate that bird’s eye views were very detailed and accurate, although they are not truly maps
 * Introduce new vocabulary word: landmark
 * Give student the selection from C.L. Riddle’s //Immigrant’s Guide to Texas// (1875). Read from it together.
 * Highlight the selling features mentioned in the article.
 * With student, examine the bird’s eye view of Fort Worth, TX in 1876 on the computer (or LCD projector, if this is done in a classroom).
 * Inquire about student’s perceptions of this image – does this seem like a big city? What are the natural features? What are the man-made features?
 * Instruct student in the usage of the zoom function, and assist student in locating landmarks on this view. Ask the student how people in this town got around (modes of transportation).
 * Next, open the bird’s eye view of Fort Worth from 1886, being sure to point out that this is only 10 years later.
 * Ask if this bird’s eye view is seen from the same spot, or if the vantage point has changed.


 * How would you know? What would you look for to determine this?
 * Inquire about the differences between this view and the view from 1876 (more buildings, more people, etc.). Give the student the opportunity to zoom in, click on images and explore.
 * Ask students how people in this view of the city get around? What has changed?
 * If student does not notice, point out the beginnings of buildings with smokestacks.
 * Ask the student why someone who is trying to get people and businesses to move to this city would include smokestacks.
 * Give student the Venn diagram sheet, so that they can begin to record differences between the two images.
 * Once the student has had an opportunity to compare and contrast the views of 1876 and 1886, open the view of Fort Worth from 1891. Point out that this is only 5 years later.
 * Ask student: Now what has changed? Can you still identify landmarks? Give student the opportunity to zoom in and explore this view, as well as the opportunity to click back and examine the two previous maps.
 * Student will complete the Venn diagram comparing and contrasting the three views.

Conclusion (time = _5 min.): Is urban growth good or bad?
 * Ask student to summarize their observations – how much did the city grow? What surprised you?
 * Which do you think came first – the large numbers of people or the railroad? Why?
 * Why do you think the creator of the bird’s eye view chose those buildings to highlight?
 * At the end of the class period, show a Google Earth image of the same region as it is today (the teacher will need to rotate the image so that it is easier for the student to identify)
 * Assist the student in identifying some key natural and man-made landmarks that are still evident today.
 * Zoom out so that the student can see how the region has grown today.
 * Address the enduring question:

Assessment:


 * Observe student participation in discussion and examination of primary sources


 * Compare and contrast changes in the urban landscape of Fort Worth over time by completing a Venn diagram

Day 2

Introduction (5 minutes):
 * Have the image of Fort Worth from 1891 visible on the computer (or LCD screen).
 * Explain to students that cities still market themselves to visitors, businesses and residents.
 * Show the website for the student’s city (in our case, [|http://www] .alpharetta.ga.us/ ). It is only necessary for a quick view of the home page.
 * Instruct that the student is going to create their own bird’s eye view of their neighborhood, being sure to include landmarks and natural features (i.e., creeks, ponds, swimming pool, gates, park, major buildings, and, of course, the students’ home)

Body (35 minutes):
 * Give student cream colored construction paper, ruler, colored pencils, etc. Direct student that they can do a rough sketch before beginning the project.
 * Explain to student that they will also write a caption for the bird’s eye view, explaining to prospective residents why it is such a great place to live.
 * Check in with student to support and scaffold them as they create their design.

Conclusion (5 minutes):

Address the enduring questions:
 * What are some of the landmarks you featured in your drawing?
 * Do you think that highlighting these landmarks will make people want to settle in your community? Why or why not?


 * Is urban growth good or bad?


 * Is my community growing?
 * Is this good or bad?

Assessment: Student will create a bird’s eye view of their own neighborhood, thereby connecting the lesson to their daily lives.

Differentiation for Students with Exceptionalities: The student I examined has ADD. Her needs are supported by allowing her to interact with the bird’s eye views on the computer as opposed to the teacher simply explaining the difference. In a classroom setting, this student could be one of several who is allowed to use the bird’s eye view’s interactive tools to illustrate the concept for the class. In addition, the writing for this particular assignment was minimized by incorporating an artistic project. This student is artistically inclined, so this is an appropriate means of expression for her.

Materials & Resources: Rulers and stencils for drawing  Power Point on Lesson with links:
 * Computer (also LCD projector, if this activity is to be done with an entire classroom)
 * Access to [|www.birdseyeviews.org]
 * Printout of selection from C.L. Riddle’s //Immigrants’ Guide to Texas//, Louisville, KY: Courier-Journal, 1875.
 * Highlighter
 * Venn diagram of Fort Worth bird’s eye views
 * Cream colored construction paper
 * Pencils and colored pencils

Week: Date: 9/20/2010 Teacher: Robin Butler Subject/Grade Level: LA/7th
 * Lesson on Perspective - Language Arts**

Weekly Background & Rationale: The purpose of this lesson is to introduce students to the concept of perspective. The students will be engaging in a semester long assignment in which they will write, film and produce a newscast exploring issues they are covering in their other content classes. This will be one of the introductory lessons. This lesson will encourage students to think more critically about what they read, see and hear; and to understand that every piece of writing has a point of view and a perspective. Their job as readers and writers is to uncover that perspective and take it into account as they read and write.

Through examination of a picture book, students will discuss the fact that a single story can vary significantly based on point of view. The teacher will facilitate a discussion on the meaning of perspective then break students into groups. The groups will be heterogeneous, with members selected beforehand to scaffold learning for students at different levels.

Students will be assessed by class discussion (formative), small group discussion (formative) and production of a letter which assumes a certain perspective (summative). The target population of this class is mixed. There are thirteen students, including three who do not speak English at home but are no longer considered ELL. In addition, there is a student with dysgraphia and attention difficulties. There are two other students with SST’s for focus and attention and another student who struggles with reading comprehension.

Essential question: Does who we are effect how we see things? How we write about things?

Teaching students about perspective is an important part of guiding them to be critical thinkers. It will help them to ask questions as they read and consider points of view other than their own. In addition, since students at Ridgeview wear uniforms, the assessment will allow them to relate the idea of perspective to their own lives.

Students will also have an ongoing grammar mini-lesson on breaking down the parts of a sentence at the beginning of the class period.

Date: 9/20/2010

Learning Objective: The student will demonstrate that they can:
 * Recognize the parts of a sentence and break a sentence down effectively (warm up)
 * Evaluate the perspective in a piece of writing
 * Question the validity of that perspective based on the author’s point of view
 * Apply an understanding of perspective to a new situation
 * Illustrate a perspective different from their own

GPS Standard(s): ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA7C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA7W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

Warm Up (time= 5 min.): Students will complete the DGP (Daily Grammar Practice) in their writer’s notebook. It will be posted on the Promethian board and students will take turns completing the activity on the board (a copy of the DGP is attached to this lesson plan). Introduction (time = _2 min.): Invite students to join me on the “rug” (a quilt I will bring in) for “story time,” bringing their writer’s notebooks and a pencil. Explain that story time is not just for little kids and that we can learn many amazing things from picture books.

Body (time = _20 min.):
 * Read Voices in the Park by Anthony Browne, which tells a story of a visit to a park from three very different perspectives.  Small group work (time= 10 min.):
 * Ask students “What do you notice?” Invite students to look closely at the illustrations.
 * Discuss the characters in the book – “what do you KNOW about them? What more do you WANT to know?”
 * Ask students whether who they are affects how they view the visit to the park?
 * Ask students to put themselves in the shoes of one of the characters – how would they feel?
 * Explain that each character has a different perspective.
 * Help students define perspective, and ask them to write the definition in their writer’s notebook.

Individual work (summative assessment) (time=12 min.):
 * Assign students to groups from a pre-determined list, which groups students heterogeneously, pairing stronger students with students for which English is not their first language and struggling students.
 * Introduce Assessment (see below) to the students, explaining that each group will be given a different perspective to consider.
 * Give students 8 minutes on the timer to brainstorm with their group about the reasons their particular “perspective” would have to justify their position to the school board. Each student should take notes in their writer’s notebook for ideas when writing their own letter to the school board.
 * Students will write a letter to the school board outlining their reasons (based on their assigned perspective) for or against mandating school uniforms for all Fulton County Schools.

Conclusion (time = _2 min.):
 * Allow students to share a couple of rationales based on their assigned “perspective.”
 * Turn students’ attention to the Essential Question: Does who we are effect how we see things? How we write about things?
 * Give students time to give feedback on this question.
 * If students have not completed their letters, they should complete them for homework.

Assessment: Explain the following scenario to students: Fulton County School System is considering implementing a district-wide uniform policy and has asked for community feedback. People from all over the county are submitting written statements that the school board will be reviewing before making their decision. Obviously, there will be different **perspectives** on this issue, and the writer of these letters will be presenting their personal perspective. Your assignment is to write a letter to the Fulton County school board expressing your views based on your **perspective.** Each group will be assigned a “perspective card” and must present valid arguments either for or against this policy. Of course, for the school board to take your response seriously, it is important that your letter have some weight – a couple of sentences will not do! The letters should be at least three paragraphs long. Perspective cards:
 * A 7th grader from Ridgeview, where uniforms are already required
 * A Ridgeview parent
 * A 7th grader from Webb Bridge Middle School, which does not require uniforms. In fact, their dress code is not very strict.
 * Ms. Cox, Ridgeview principal
 * An ice cream store owner who has no children but has many teenage patrons.

Differentiation for Students with Exceptionalities: The students with difficulties focusing are already seated at close proximity to the teacher. In order to maintain their proximity, I will call the students up one row at a time to sit on the quilt. One of the students who has difficulty with focus is a strong kinesthetic learner. The movement to the quilt then into groups should help him focus. When reading the picture book, I will use differing voices and styles to help the story come alive. This should support the student who struggles with reading comprehension. All students will be allowed to finish their letters at home, so the student with dysgraphia will have the extra time he requires.

Materials & Resources:


 * __Voices in the Park__ by Anthony Browne
 * Index cards with differing perspectives written on them.
 * Students’ writer’s notebooks.
 * Notebook paper and pen (to write letter to Fulton County Board of Ed)


 * Lesson on Islamic and Ottoman Empires**
 * Power Point for lesson:**

Week: Dates: September 30, 2010 Teacher: Robin Butler Subject/Grade Level: 7th grade SS   Weekly Background & Rationale: The purpose of this lesson is to introduce the students to Middle Eastern history – specifically, to the accomplishments of the Islamic Empire and the fall of the Ottoman Empire. We will then examine the partitioning of the Middle East by Britain and France and begin to consider the effects of partitioning. This is an important part of Middle Eastern history because it has a direct link to current tensions in the Middle East, including the creation of Israel. Students will examine the intellectual accomplishments of the Islamic Empire to dispel misconceptions about the region. We will then review the pertinent points about the Ottoman Empire via a multi-media power point, focusing specifically on the decline and partitioning by European powers. In this way, students will begin to understand that the drawing of artificial boundaries and colonialism by European powers exacerbated tensions in the Middle East. Students will be assessed by their participation in the discussion and activity. In addition, they will be given a quick write to reflect on partitioning as their “ticket out the door.” The target population of this class is talented and gifted. This lesson plan was tailored to them in its multi-media aspects and discussion format. In addition, the students are asked to make a deep connection to the material in their quick write in order to demonstrate understanding. This lesson fits Georgia standards for social studies in explaining the cause and effect of tensions in the Middle East. Essential question: Why is there so much conflict in the Middle East today? Date: September 30, 2010 Learning Objective: The student will demonstrate that they can: GPS Standard(s): SS7H2 The student will analyze continuity and change in Southwest Asia (Middle East) leading to the 20th century.  a. Explain how European partitioning in the Middle East after the breakup of the Ottoman Empire led to regional conflict. Introduction (time = _8 min.__): Body (time = _30 min.__): Activity (10 min.): Conclusion (time = _2 min.__): Assessment: Through discussion, I will assess student understanding of the two empires and one the causes and effects of conflict in the Middle East. Through their “ticket out the door,” students will interpret the conflict by considering the perspective of the settlers in the region. In addition, students will complete a reading comprehension sheet for homework which will reinforce the Ottoman Empire material. Differentiation for Students with Exceptionalities: The target classroom is TAG students, but they are all different types of learners. I will support the visual learners with the interactive maps and visual representations of Islamic accomplishments. The kinesthetic learners will be supported with the partitioning activity. Because these students are TAG, I will facilitate and expect a deeper level of discussion on the topics presented. Materials & Resources:
 * Examine cause and effect to gain understanding of the roots of conflict in the Middle East
 * Interpret that understanding by considering the perspective of the inhabitants of the Middle East during European occupation
 * Students will be instructed upon arrival to pick up worksheet entitled “Who Did This?” (notetaker for this lesson will be on the reverse side).
 * Students are to fill in whether they think these accomplishments were made by Christians, Jews or Muslims.
 * As a group, we will go over the answers (they are all Muslims). We will discuss whether these results are surprising.
 * Students will complete a notetaker while we review a Power Point presentation.
 * The PP opens with an animated map which runs for 90 seconds, showing the successive empires that have controlled the Middle East over the centuries.
 * We will discuss the significance of one small region constantly being conquered by others. This is an excellent visual representation of change in the Middle East, and will help visual learners.
 * The remainder of the Power Point explains the significance of the Islamic and Ottoman Empires and why the Ottoman Empire fell. After the activity, we will also discuss partitioning.
 * Students will be given an index card with a Middle Eastern ethnic group and religion written on it (we have covered ethnic groups and religion in an earlier series of lessons and projects, so students are already familiar with them).
 * The teacher will explain that they are all currently part of the Ottoman Empire.
 * The teacher will then stand on a chair and have another selected student stand on another.
 * The teacher will represent England (wearing a crown and a placard) and the student will represent France (wearing a beret and a placard).
 * We will then pretend to discuss the empire, then separate students into groups – Syria, Palestine, Iraq, Lebanon and Turkey.
 * Students will then be asked to examine the ethnic group and religion of their fellow countrymen.
 * The teacher will then facilitate a discussion on the effect these boundaries may have had on the people who lived there.
 * The teacher will turn the students’ attention to the essential question: Why is there so much conflict in the Middle East today?
 * Students will do a quick write as their ticket out the door, putting themselves in the place of the inhabitants of the Middle East just after partitioning. How do they feel? What do they want? Were their needs considered?
 * Hand out “What a Man Ottoman” worksheet for homework
 * Computer and projector
 * Worksheets:
 * Islamic and Ottoman Empires notetaker
 * What-a-Man, Ottoman reading comp sheet
 * “Whose Contribution is it Anyway?” worksheet
 * Empires PPT
 * Index cards
 * Crown/beret and placards (optional)
 * Paper and pencil