Learning from/with Literature

ED 3503 2013 DEF and PQR (Winsor)

Learningwith LiteraturePlan
Name: Rita Abou Gharib Section:PQR Literature (one or both books) Title: Coraline Author: Neil Gaiman Publisher: Harper Trophy Date: 2002 Fit with Alberta Program of Studies Subject(s): Science Topic E: Plant growth and Changes Grade: Four SLO: Science: 2. Identify and describe the general purpose of plant roots, stems, leaves and flowers. 3. Describe common plants, and classify them on the basis of their characteristics and uses. 4. Recognize that plant requirements for growth; i.e., air, light energy, water, nutrients and space; vary from plant to plant and that other conditions; e.g., temperature and humidity; may also be important to the growth of particular plants. 5. Identify examples of plants that have special needs. ELA: 2.4 Elaborate on the expression of ideas 3.3 Organize information GLO: Science: 410 Students will demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth. ELA: 3. Students will listen, speak, read, write, view and represent to manage ideas and information. Students will:(Stated in plain language): 1. Understand that plants not only look different but need different conditions 2. Elaborate on the ideas discussed during word web and learn to apply by label the different parts of a plant and recognizing what plants need to grow. 3. Learn to gather information in an organized way that can be presented to their classmates Introductory Activity How will you introduce the literature: Key point of introduction: I will introduce the literature by showing Movie clip to hook reluctant readers students the movie trailer clip in order to Talk about author hook both reluctant and willing readers. Genre: Fantasy, mystery and horror I will tell students about the author and ask Read first chapter to students them what they can tell about the genre of the book just by looking at the cover. This book is a mix of fantasy, mystery and horror How will the literature be read? Some chapters will be read aloud and some will be assigned (students will read at home) Reasoning for this: to give students more variety. Other Literature and Learning Resources Employed or Consulted Resource #1: http://www.coraline.com/ Resource #2: Coraline by Neil Gaiman Resource #3: Alberta Program planning guide Presentation of Literature and Follow-Through Activity

Learning from/with Literature

ED 3503 2013 DEF and PQR (Winsor)

After reading chapter three (whether it is read aloud or individually depends on what kind of learns you have), ask students to compare and contrast the differences between Coralines real world and the other world. If you read aloud with student, as you go along, encourage students to write down the differences so they can share them with the class. Then this activity can be done to bring literature into science when students are studying Plant Growth and Changes. In Coralines world the garden is described as an overgrown garden with a huge old tree in it. Ask students what they think the garden would have looked like in the other worlds? As a class, create an other garden; students will create and label their own other world plant to add to the garden. FIRST Brain storm and create a word web or a list of actives that describe what plants might look like in the other world. Would they look the same or different? NEXT DECIDE: If you want to integrate technology: o Have student visit the websites: http://www.coraline.com/ and go to The Garden (a mini game where students can create their own flower). o Once they have entered the garden students will create their own flower. o Once they are finished have students print the flower off. OR If you want to make it a science/art lesson: o Have students create their own flower using construction paper of pipe cleaners buttons and fabric. SECOND Whether the flower is real or imagined/printed or crafted, have students name their flower and label the parts of the flower. o What is the name of your plant? o Where flower can be found? o What does flower need to survive and grow? o Can your plant be eaten? o Is your flower in full bloom? o What are the different parts of your plant, label: roots, stems, leaves and flowers THIRD Once all the flowers are finished display flowers on the wall to create your classes other garden. Students can both go around and look at peoples other plants or they can present them to their classmates. * The students other garden can be referred to once again when you watch the movie as a class. Students can compare the differences they found in the book and the movie and how the class garden differs form the movie garden. May links to other literature such as: Narnia and Alice in wonderland. Reflection Strongest attribute of the learning activity and why that is valuable to student learning: The visual aspect of the learning activity is the strongest attribute because students are able to take what they have learned about plants and combine it with literature to create something interesting. Able to target more then one type of learner. What might be a challenge to successful learning with this literature and activity: One challenge to successful learning with this activity is that student may not focus as much on the written portion of the assignment. Need to set students up for success by giving students specific and clear criteria. Even if students flowers are made up their information should be realistic. Students should be able to justify the needs of their plant and label parts correctly Other comments:

Learning from/with Literature

ED 3503 2013 DEF and PQR (Winsor)

Coraline can be incorporated across the curriculum and will entice both male and female readers. There is a movie to hook reluctant readers and appeals to boys because its a mystery/horror book.