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'm pretty sure it meets all the six C's too! Kids love to do authentic tasks! You might be able to do this for your Project based learning experience this semester!
The lesson that I found was a 9-12 lesson that deals with Vietnam. The lesson is called "Building Vietnam War Scavenger Hunts through Web-Based Inquiry". Students read a book about Vietnam then find resources talking about how it affected different groups during the war.
Choice- The students have their choice in what book they read about vietnam and on what particular groups that they do research one to share with the class.
Challenge- Is that the students find information about the different groups in the war on there own and share them with the class. They have the choice of how they want to complete this part of the lesson.
Control- If you show the students examples of what other students did from previous classes and let the students know what they should be getting out of this lesson. That way they can control if what they are learning is enough.
Collaboration- In the lesson students worked in groups together and then they shared what they found with the class.
Constructing meaning- The groups are asked to look up the different things about Vietnam and then share them with each group so that they all will get a better understanding of what they knew about Vietnam and how it affected different people during the war.
Consequences- This lesson was a way to get students to look at the war from different sides and get everyones opinion about it and compare it to the book that they read.
I think this would be a great lesson for students to listen to protest music of the late 60's and 70's like Buffalo Springfield and Marvin Gay to understand how the Vietnam war effected different groups of people!
My lesson plan was Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction

Choice: This lesson demonstrates choice by allowing the students to find different rhyming cards to replace the words in the nursery rhyme Hey Diddle, Diddle! After the students find different ways to recognize how words are the same, ending sounds, ending letters, etc. They can go to the pocket chart and pick two words that they believe rhyme. This gives the students the choice to pick what words they want in the rhyme.

Challenge: The students are challenged to find rhyming words to put in the nursery rhyme. They choose which words rhyme and why. At first they use picture cards, instead of being worried about the actual letters in the words, however they then see the words and what it is that makes them rhyme.

Control: The teacher uses control in the classroom by prompting the students about rhyming words. He or she asks them what makes the words sound the same. They also read the poem as a class with the new rhyming words. Students are then able to recognize the reason that words rhyme.

Collaboration: The students are placed in groups and asked to pick out rhyming words. This allows the students to work together and in some sense be a teacher to a peer that does not understand how to find rhyming words. Also the students in each group find a book that they can read and present it to the teacher. The teacher then presents new words to the group by using words they are familiar with.

Constructive meaning: The teacher helps the students find words that are the same in some way. They may not be rhyming words, but could be words that have the same beginning or ending phonemes. After the teacher explains rhyming words, the students have an understanding of what they are looking for and why.

Consequences: In this lesson the students face consequences of not finding rhyming words or picture cards. The students will show their successes and failures when they bring their cards to the poster board of the nursery rhyme. This shows the students that they do not really learn if everything is done perfect the first time.
Great jog with the 6'Cs! I'm not sure understand how this activity give students control of their learning in your explanation but the rest of them make sense!
Lesson Plan: Solving the Math Curse: Reading and Writing Math Word Problems

Choice: Even though the book is already chosen for the students in this lesson, their choice lies in the assignment. They are to create their own word problems based on the ones in the story. These word problems are to be based around simple, everyday tasks, but it is completely up to the students to decide what task they want to write about, based on their lives. This promotes individuality among the students.

Challenge: I don’t think this particular lesson involves many challenges, especially for fourth and fifth graders. In the word problems, all the plan requires is the use of addition and subtraction. The book itself uses multiplication and division, which is appropriate for fourth and fifth graders. Even third graders are learning their multiplication tables. That is the one thing I would change about this lesson, so that it does involve more than simple addition and subtraction. Involving more math will not only challenge the students, but also allow the teacher to see how their students think about math.

Control: This lesson doesn’t necessarily call for personal control since they are to work in groups. However, one of the group members (the speaker) is responsible for keeping the group on task. I strongly encourage group work and I think having one group member in charge of keeping everyone focused is a great teaching tool, especially when the roles are constantly changed.

Collaboration: This lesson is all about collaboration! Group work is encouraged in all three sessions of this lesson plan. The sessions on writing the word problems emphasize collaboration because the students are to work as a group to come up with their own problem and the correct answer. Even though each member has a different role, they are all responsible for knowing the correct answer and their individual grades depend on this. Hopefully by fourth and fifth grade, students have worked in groups before and this won’t be a problem. Third graders might be a little different, but you can practice group work before this assignment.

Constructing meaning: I really like this lesson because it doesn’t just involve math. Most students have difficulty with and don’t like word problems, but they are an essential part of life! I really appreciate the fact that the book relates math to everyday activities. Getting up in the morning and getting ready for school is a math problem; deciding how much pizza to each for lunch is a math problem! I love the way this book incorporates math into everyday life. [I have actually used a similar lesson for this book before, and I found great success with it.]

Consequences: This lesson doesn’t touch on consequences, but it would be very easily incorporated. When getting ready for school in the morning, what happens if you take too long to eat breakfast? Or what happens if you sleep too late – do you have time to eat? Are you going to miss the bus? However, when presenting their word problems, if the group has something wrong, that would be the perfect opportunity to capitalize on making mistakes and what to do to correct them.
This could be a great project-based learning activity! For Challenge, you need to explain how you will assess so that you know students are being challenged that don't get bored or don't experience too much anxiety.
I chose a very basic lesson plan that takes a different approach to learning the alphabet in Kindergarten. This is the age group that I would like to teach and that have all of my clinical experience in. I typed my response in a Word document posted below..
These game like activities are also good for Challenge because students can choose the right level for themselves so the task are not to difficult or too easily so that they become bored!
Designing Museum Exhibits for The Grapes of Wrath: A Multigenre Project
Grades 9-12
Click here to view Lesson Plan!

Choice: In this lesson plan students are given one choice in reading; The Grapes of Wrath. They are then split into groups of two to work on the ending project of “creating a museum exhibit.” I believe that the actually project part allows for choice, but the other areas of this activity could be improved upon. For example, the teacher could allow the students to choose their own book as long as the teacher gets to approve if it is pertinent to the project. They also could give students a choice to work with a partner or alone.

Challenge: The museum exhibits will give students an opportunity to work at their ability level. A project with lots of freedom allows for students to work at their own pace and difficulty. This allows for an individual challenge to reach one’s full potential.

Control: With this given lesson plan, students are given the opportunity to control their learning by their outside research and artifact gathering. The teacher helps to guide this learning by showing them optional places and technologies available to help them with their museum exhibit.

Collaboration: This activity is a prime example of collaboration. The maker of the lesson plan set up the whole project as a partnership. Students are doing very intricate work as a team of two. This allows for them to discuss ideas, make decisions, delegate work, and much more. This project is excellent in fostering collaboration.

Constructing Meaning: This project is also very helpful in teaching students to construct meaning. The whole project is focused on 1) understanding the main points of the story, 2) relating it to the time period it took place in history, and 3) correlating that time period to today. It gives students broad, yet clear and concise purposes for reading the material presented.

Consequences: This lesson plan does not go into detail as to how the evaluation should be done. The activity, however, could be adapted to allow for consequences. Peer evaluation, revisits of goals and criteria, amongst others, could be implemented to aid in the development of more motivating literacy tasks.
Great ideas for ensuring that the activity has consequences that improve student learning!
I found a lesson for Kindergarten. It is a getting acquainted activity using the book, My Teachers Secret Life. In this kindergarten activity, students listen to My Teacher's Secret Life, discuss the content, and make predictions about what the teacher and their peers do when they are away from school. After charting both student and teacher activities, the teacher models writing a book of his or her life outside school. Working at home with their parents, students draw glimpses of their personal lives on a planning sheet, and use it in the class to create stapleless books about their lives that they then share with their classmates.
The first “C” is choice, in this lesson; the students have a choice what to put in their own book. The students listen to a book and then relate it to their own lives. The second “C” is Challenge. There really is not a challenge in this activity, the students work at home with their parents after discussing it at school. It can be adjusted by asking leading questions. The third “C” is collaboration. In this lesson, the students finish their books at home and share it with a peer group or partner. They also have the opportunity to share it with the entire class. After the book is read, the students get a chance to guess what the classroom teacher does outside of class. This is an opportunity for entire class collaboration because students can use clues from other students to figure out what their teacher’s secret life may be. The fifth “C” is constructing meaning. In this lesson, there really isn’t a meaning to construct. Students use a trade book to launch their own experiences out of school. This is a good diagnostic tool for the teacher to construct meaning on what level the student is writing at, but the students don’t have a lot of opportunity to construct a meaning the sixth and final “C” is Consequence. These students are developing ownership of their own books. They put what ever they want into the books and in turn can see what bonds are common throughout the room. The teacher can use this as a tool for groups, seating, lessons, etc. A way this could be modified as a consequence would be to redo the book at mid term and compare it to the writing at the beginning of the year. The teacher can correct the spelling errors in the first book, but I am not sure this is a good idea for writing in Kindergarten.



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