Read chapter 5 The Role of Motivation In Adolescent Literacy Instruction


Find an activity on the Read Write and Think website for the content area and grade level you want to teach.


Analyze the lesson in terms of the the Six C's table on pages 93 & 94. In a reply to this discussion, describe how the lesson meets each of the Six C's. If it does not meet each of the six C's describe how you could modify it so that it does.

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I think kids would really enjoy this activity. They are so curious about their teachers! The activity has Challenge because asking leading questions can ensure students are learning at the right level. The questions should not be too hard or too easy.
1. Choice:
The students will be sent home with a letter explaining to the parents the project they are about to encounter and asked to send a stamped envelope. The student will have a choice to use the letter generator or create their own from scratch. They will also get to choose friends and family member from other locations to send them to, asking for a postcard from where they live.
This is shown because it allows each student to make a choice of what they will read, who they will write to, and how they will create their postcard.

2. Challenge:
In the lesson I found the students first read and discuss a book with correspondence as the focus. Judith Caseley's Dear Annie is used in the lesson and a list of other books is included. Instead of requiring them to read Dear Annie allow them to choose from the list of books provided. Then in small groups the students will get together and discuss the book they read and as a class we will have an overall discussion of how they all deal with postcards. Then the students will have the opportunity to create their postcard from scratch or to use the letter generator provided to them in class.

3. Control:
In their readings they will be in small groups to discuss what they understood from the book and then it will move into a class discussion. Next, students arrange to have penpals by writing to family members and friends, asking them to send back postcards of the places where they live. Once letters are mailed, students share the postcards they receive with the class as they arrive. The students get the chance to choose what best at their level of understanding and interest and then work in small groups to express their understanding before moving on to a class discussion.

4. Collaboration:
Send home the letter to send home to family inviting them to participate in the project. These notes should be translated into the parents’ home languages. The parents are asked to send stamped and addressed envelopes to school so the students can write to these relatives. If the children are more advanced in writing, they can help to write their own letters using the Letter Generator. This student interactive teaches students the parts of a letter as it walks them through writing either a friendly or business letter.
Mail the letters (This could include a field trip to the post office!) and wait for the postcards to start arriving. You will need to explain to the students that it may take several weeks for the replies to start coming in.
While you are waiting for those postcards and letters to arrive, the children can write other friendly letters and postcards to send to friends, family, or even the President. Students can use the Letter Generator and Postcard Creator to practice their writing in authentic ways.
They will as a class create a graph of their postcards and collaborate to create a book.
The students will collaborate in a variety of ways, with class presentation, between their family at home, family member in other locations and friends. They will also collaborate as a class in small group discussion and whole class. Each student will get to show on a map the location of where their postcard came from and graph their data.

5. Constructing meaning:
The students will read story from the list provided and then there would be a class discussion about writing postcards. They then would communication outside the classroom to get ahold of family members and friends to send postcards too. They would choose their way of creating a postcard and mail it on the field trip to the local post office. When they arrive the students would have the opportunity to read the postcard to the class, locate it on a map and graph the data of places they come from.
They will start by reading the book and go through the process presented in the books to sending a postcard and extend it to graph the data, show it on a map, and create a class book.

6. Consequences:
The teacher will have students to assess themselves on these same items as they reflect (during the class reflection time—Step 6 in the Instruction and Activities) on what they learned during the course of the project. These reflections could be recorded on a chart tablet so that students can look back at their list to see how many things they have learned from the project.
At the end of the project, you can make a class book of the postcards or you can let each child keep the cards addressed to them.
Have a class reflection time to discuss the project asking students what their favorite things were about the project as well as what they learned about letters, maps, and the postal system. Encourage the students to share what they learned about the following parts of the project:
• Writing letters
• Reading the messages from their postcards
• Using maps
• Using graphs to record information they learned
This is demonstrated because the students will assess themselves and assess as listed above.
Excellent application of the six C's. Remember Challenge is about the teacher making sure tasks are not too easy or too hard. You should think about doing this activity for your project-based learning experience!
http://www.readwritethink.org/classroom-resources/lesson-plans/abou...
This is an interesting activity where the students create a brochure that would be helpful to a new students moving to their town. The lesson calls for the teacher to give examples of what a brochure is and what important information they can contain.
Choice: The students get to decide what they feel should be included in their brochure. As well as how they are going to construct their brochure and who they are going to interview to gather the information.
Challenge: Students are expect to discover through their interviews what information people think is important to know when moving to a new town, then they are to write about and take pictures of interesting places in their town.
Control: By giving all the students the same questions to guide their interview give the teacher a relate amount of control of what information will be used. Allowing the students to decide what is important gives them actual control of their own brochure.
Collaboration: Students are seeking information from people who live in their town to use the information to create the brochure.
Constructing meaning: A teacher could ask the students how they would feel about moving to a new town and how a brochure could help them learn about the area quickly, this will help them see how this activity is connected to real life experiences.
Consequences: Allow the students to discuss their experiences with the interview and collecting information, by making their own they are given ownership of the time and work they put into it.
Great activity! Think about using it for your project-based learning experience!
Blogtopia: Blogging about Your Own Utopia

This lesson content area is for a multimedia or BCA I class; however it could also be used in a history course I believe.

To first view this lesson Click Here!

The 6 C's for this lesson are:

Choice: The students are allowed a great deal of choice through out this lesson. It begins in the first session where the students can explore their creativity and choose any place in the world they would want to live and what they would want that society to be like. Later in the lesson the students get to design their own society answering questions that concentrate on specific matters, but it is their society and their choice on how they design it.

Challenge: Throughout this lesson there are various links to pages that can educate the student on what a Utopian society is, how they were formed, and for what reasons they were formed. The challenge is for the students to take this knowledge and apply it to the creation of their own society. The students have the chance to alter the project in their own way and add to complexity as they choose. They can change an alter a society in any way they want as long as they meet the following criteria.
Subject: The perfect society
Occasion: Dissatisfied with the current situation, many people are
leaving their current societies
Audience: People who are seeking a new home
Purpose: To attract new citizens to your utopia in order to help it survive
Speaker: An authority on this new “perfect world”


Control: The students are able to control their learning as this is a hands on experience in which they explore the history of Utopian Societies and they explore the different techniques used in developing the blogs. While there are mini-lessons throughout this lesson teaching these issues, the students still have the possibility to learn more. When the students design the society it is handed back to the teacher for review, suggestions, and to answer any questions the students may have; this a way in which the students can create their own society but the teacher will still remain in control of how far they can go.

Collaboration: This lesson is based around group work and peer collaboration. The students will be working together in a group to design this society they must agree on many factors that influence a society especially the rules that the society will be based on. In addition to this the students will be creating the blogs together; therefore some students might have a stronger understanding of blogs and be capable of teaching their peers some new techniques.


Constructing Meaning: The lesson will make connections to the goals of the project and the rhetorical situation that has been established. For instance, encouraging the students to consider the tone that they want to establish with their template or layout choices. They have to understand what message they want their audience to receive and be able to present this through appearance along with through their words in the blog. They will be writing these blogs and creating layouts for their society, they must understand what they are writing so their audience will understand them.


Consequences: This lesson has a rubric for the blogs where the students can see what requirements are needed. They will be aware if they do not follow the guidelines of the rubric their grade will reflect those decisions. The students will share their successes and failures by creating the blogs, previewing, editing, and finally publishing their blogs. By the students previewing their own work and their group’s work they are seeing were they were successful in their creation also where their weaknesses were. In the end the students will have the chance to see each other’s blogs and society to see the different approaches their classmates took. From this opportunity they could create ideas and understand where they could make improvements in their own work.
This awesome! Great application of the 6C's! Think about using it for your project-based learning experience!
There were very few options for 5-12 mathematics, but one that I saw that was titled "Analyzing Notification and Inventing Solutions". It can be found at the following link: http://www.readwritethink.org/classroom-resources/lesson-plans/inve.... This lesson is aimed at improving the use of experiment, scientific method, critical thinking, and communication skills.

Choice: The lesson offers choice in that the students get together in groups and decide what problems they feel need to be solved. They are then given the option to figure out ways in which to solve these problems through invention. This allows a lot of freedom for the students since they are able to identify problems that are real to them. I supose to gear this more towards math I could suggest certain areas such as construction or some othe example in which many of the problems would be mathematical.

Challenge: The studens are required to come up with at least three different solutions to each problem. After this list is made they are given the option to decide which solution is best based on realistic options and expectations. It could be at this point that the teacher would be able to suggest one solution or another to ensure that the students are being challenged adequately while keeping the it within the realm of reality.

Control: This lesson offers opportunities for control in the questions that can be ofered by the teacher to guide the students in their approach. Questions such as what kind of complications can be involved with this solution, is this solution realistic, or what other options might there be, are some examples that could help keep the studnets on track with your expectations.

Collaboration: This lesson offers many opportunities for students to work together on this project. They are expected to form groups to discuss each of their individual ideas for the solutions or inventions for the problems. They work togther to arrive at what they believe is the ideal solution. These groups then express these ideas to he entire class, allowing for further discussion.

Constructing Meaning: I feel that this lesson derives meaning right off the bat by allowing students to think about real world problems and possible solutions that they could use to solve these problems. By encouraging students to think about problems that are important to them you are able to further enhance the meaning.

Consequences: After the inventions or solutions to each problem are chosen, students are given time to discuss the pros and cons of their choice with other students. They are asked questins such as if this invention is built will it actually solce the problem and how wil you test the invention? This gives the studnets opportunities to review their decision to determine the feasibility.
Very nice application of the 6C's. Great activity!
The lesson plan i chose is called Buzz! Whiz! Bang! Using Comic Books to Teach Onomatopoeia
here's the link: http://www.readwritethink.org/classroom-resources/lesson-plans/buzz...

Bam! Beep! Zoom! Students are sure to delight in the study of onomatopoetic words through the use of comic strips. In this lesson, students begin with an introduction to onomatopoeia, which describes words that imitate the natural sound associated with an action or object. As a class, students view several comic strips and are guided in identifying examples of onomatopoeia. The group then discusses the purpose of onomatopoeia and its effect in a story before students work individually to find examples of onomatopoeia in other comics. Finally, students work individually or in pairs to create their own comic books that include onomatopoeic language. After presenting their comics to the class, students discuss the use of onomatopoeia and its effectiveness in each comic strip.

I thought this lesson would be great for this discussion assignment. It’s fun, challenging, imaginative, and allows students to learn about onomatopoeia while expressing their creative abilities.

Choice:
Students have a lot of choices when it comes to this assignment, after a class discussion on exactly what that means, I can then assess student understanding by having them identify onomatopoetic words in a comic book of their choice and making a list of the ones they found. I could also provide a few comics for them to choose from if they want. Also when it comes time for them to create their own comic, they can pick characters, a plot, theme, scenery, etc. There’s a great interactive website in this lesson called “comic creator” http://www.readwritethink.org/files/resources/interactives/comic/in... to help them make some choices
Challenge:
I think having good solid examples of words that represent sound other then in a comic book would be a good challenge, like how a clock goes tick tock or the cat goes meow. In this lesson students must submit a comic book planning sheet as well as compiling a storyboard and creating objects and subjects for their comics.
Control:
They can evaluate what they know by the guided questions in the lesson and by also creating a word bank on the board of all the onomatopoetic words they located when reading the comic they had chosen. As well as applying the knowledge they have achieved to creating their own comic book using onomatopoetic words.
Collaboration:
Student can work in pairs or individually on this project and divide up tasks between themselves.
Constructing meaning:
This assignment will increase their knowledge of literary terms and how they are used in everyday writing by defining onomatopoeia using comic strips or books
Consequence:
When the assignment is done we could have a comic book fair in the class and everyone can go around and read everyone else’s comic books and critique the work.
Wow! I love this idea! Think about using it for you project-based learning experience!

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