Best Practices Project: Adventures in Never
Land
EDUC 3123 - Teaching Principles & Practices
Classroom Rewards
We are rewarded every week through a
marble jar. We have four small jars representing each group in the class, and
we have a main jar representing the class as a whole.
During each task, if we represent our
group in a positive manner, we are rewarded a few marbles according to the
importance of the task (1 marble = mild, 2-3
marbles = moderate, 4-5 marbles = important). By the end of the week (or by the end of a
unit), the group who has the most marbles will get the chance to pick something
from the Prize Chest. Similarly, if we collect at least 50 marbles in our Class
Jar, the class will decide on a reward (15-minute free time, Cookies, or Prize
Chest Bingo).
We understand
that if our group (or class as a whole) misbehaves during a task, after two
warnings from the teacher, we forfeit the allotted amount of marbles given for
the task.
Classroom Rules
1. We are devoted learners who seek out
truth!
2. We respect each other and are fair to
each other.
3. We welcome all who visit our
classroom.
4. We offer our help and support among
each member in this classroom.
5. We always try our best – there are no
losers here!
6. The teacher believes in us, and most
of all, we believe in each other!
7. This is a Lie-and-Cheat Free Zone!
Lying and cheating have no place in here.
Lesson 1
Subject Area: Language Arts
Grade: 4th Grade
Topic: Reading Peter Pan and exploring characters, settings, and
unique vocabulary within.
Duration: 3 weeks (completed in 45-minute sessions)
Marble Rewards: 5
Goal(s): The students will expand their literary skills while
engaging in activities revolving around Peter Pan by J.M. Barrie.
Objective(s):
- Students will be able to identify the differences between fiction and reality.
- Students will be able to expand on their vocabulary by recalling specific vocabulary words from the novel.
- Students will be able to recall settings and identify characters with their traits.
- Students will be able to demonstrate comprehension of the story by comparing and contrasting the novel with the Disney adaptation.
Integration with Peter Pan: We will learn about the characters and
settings as we read along to Peter Pan by J.M. Barrie.
Sunshine State Standards: LA.4.1.6.1 – “The student will use new
vocabulary that is introduced and taught directly.” & LA.4.2.1.1 – “The
student will read and distinguish among the genres and sub-genres of fiction,
nonfiction, poetry, drama, and media.” & LA.4.2.1.5 – “The student will
respond to, discuss, and reflect on various literary selections, connecting
text to self (personal connection), text to world (social connection), text to
text (comparison among multiple texts).” LA.4.2.1.9 – “The student will
recognize that vocabulary and language patterns have changed in literary texts
from the past to the present.”
Items Needed:
- Peter Pan by J.M. Barrie
- Constructed T chart on the board
- Constructed character chart
- Constructed vocabulary chart
- Setting outline chart
- Movie: Disney’s Peter Pan
- Reflection Journals
- Quizzes
Note:
Each completed in 45-minute class periods while reading the book.
Day One – Reality vs. Fiction: Before reading the novel, discuss
the difference between reality and fantasy. Explain that a fictional story may
reflect the real world, but revolve around fantasy. Discuss that certain
characters (pirates & Native Indians) in the book (and movie) do not
reflect real perceptions of actual groups in the story. Construct a T chart on
the board and place “Reality” and “Fiction” on opposite sides. Use knowledge of
characters from other stories to demonstrate the differentiation between both
sides. (Example: Bears are real [“Reality”]; the bears in Goldilocks and the Three Bears have different porridges to eat
[Fiction]. In terms of the current story, explain that the name “Never Land”
derived from acknowledging an actual location in Australia (“The Never-Never”)
known for being uninhabited.
Evaluation: Provide
a matching quiz listing 10 examples of reality and fiction concepts, worth 10
points.
Day Two – The Book:
Read Peter Pan by J.M. Barrie.
- Character Studies – On a chart(s), introduce main characters and their traits as they are mentioned in each chapter. Once a chapter is covered, go over the new information that was revealed about the characters.
- Vocabulary Chart – Introduce certain words from the book and have students learn their meanings.
Example:
- Island
- Lagoon
- Dart
- Primly
- Tidy
- Coddle
- Mischievous
- Scoundrel
- Rebellious
- Conceited
- Cunning
- Nuisance
- Indignantly
- Sneered
- Elated
- Cavernous
- Gruesome
- Concocted
- Staggered
- Precarious
- Peered
- Mutiny
- Desperation
- Helm
- Inquisitive
- Remorse
- Outwitted
- Faltering
- Reeked
- Dejected
- Settings outline chart(s) – Introduce scenes in the book, adding new scenes to the chart as we go throughout the chapters (and discussing the settings after reading each chapter).
- Reflection Journals – Students write in their journals after hearing each chapter read. They can involve writing about their favorite scenes, characters, guesses, what they liked or disliked, etc.
Evaluation: Keep
the character chart(s) out (will be used later). Assess the vocabulary through
three quizzes (among the three weeks) containing ten vocabulary words worth 10
points each week. Assess the reflection journals by looking to see if students
comprehended the characters and story. The journals are worth 40 points.
Day Three:
Explain the concept of comparing and contrasting. View the Disney animated
adaptation of Peter Pan. Have the class take careful notes, noting any
differences that added or took away from the original story, or note
comparisons that worked on film instead of the book. Have the class write a 2-3
page summary comparing and contrasting the film, and using the character and
setting charts as reference materials. Allow extra time by assigning this as
homework.
Evaluation:
Assessment will be on the 2-3 page summary discussing the similarities and
differences between the film and book. The assessment will make sure the
student comprehended the compare/contrast assignment by locating examples that
express comparisons and contrasts of things from the film and novel. The
summary is worth 40 points.
The entire
assignments should equal a worth of 120 points altogether!
Subject Area: Science
Grade: 4th Grade
Topic: The Milky Way and Stars
Duration: At least 4-5 days (45-minute sessions each) during the
first week of the unit.
Marble Rewards: 4
Goal(s): The students will engage in science by grasping an
understanding of the universe’s Milky Way and various stars that shine in the
night sky.
Objective(s):
- Students will be able to demonstrate an understanding about the Milky Way by recalling its main features and researching basic facts through library visits and internet searching.
- Students will be able to identify ten of the brightest stars in the universe and be able to recall them on a quiz, and research basic facts through library visits and internet searching.
- Students will be able to organize group presentation for both the Milky Way and top brightest stars topics.
Faith Integration: Genesis 1:1 – “In the beginning God created the heavens and the earth” &
Hebrews 1:1-2 – “Long ago God spoke to
the fathers by the prophets at different times and in different ways. In these
last days, He has spoken to us by His Son, whom He has appointed heir of all
things and through whom He made the universe (Holman Christian Standard
Bible).” In this lesson, we explore the grandeur universe far beyond our total
understanding, and marvel and uncover the mysteries that exist.
Integration with Peter Pan: The story references that the stars and
the Milky Way communicate with Peter…Some versions of the story indicate that
Never Land exists near stars in the sky. Review Chapter 2 and read Chapter 3 of
Peter Pan by J.M. Barrie.
Sunshine State Standards: SC.4.N.1.1 – “Raise questions about the
natural world, use appropriate reference materials that support understanding
to obtain information (identifying the source), conduct both individual and
team investigations through free exploration and systematic investigations, and
generate appropriate explanations based on those explorations.”
SC.4.E.5.1 – “Observe that the
patterns of stars in the sky stay the same although they appear to shift across
the sky nightly, and different stars can be seen in different seasons.”
Items Needed:
- Peter Pan by J.M. Barrie
- Glow-In-The-Dark stars
- Small flashlights
- Photographs of stars and the Milky Way Galaxy
- Computers & Internet Access
Prior to lesson: Place Glow-In-The-Dark stars around the
classroom walls, and especially label ten of them with the names of the ten
most brightest stars.
Day One: Place the class into five groups of four. Discuss an
overview of the Milky Way Galaxy and how it is our galaxy in the universe.
Introduce the four main features of the Milky Way Galaxy, showing photographs.
Inform the class that they will work in groups to prepare a 1-2 page summary
presentation on the Milky Way Galaxy, allowing them to use class computers or
visit the school library for research time. Allow extra time for those who need
it. For students who finish early, have them work on revisions, or help their
group members with other tasks. Each group will share what they have
researched.
Evaluation: Assess the 1-2 page summary presentation worth 60
points. Information must show accuracy, and the sentences must be constructed
to show unity and address the topic at hand. Also, provide an evaluation based
on group participation, worth 20 points.
Day Two: Briefly discuss the relationship of stars and
constellations, and their relationship to galaxies. Keeping the class into the
same groups, hand each group two small flashlights and dim the lights enough
for the Glow-In-The-Dark stars to show. Tell each group that they are to search
the room for two of the top ten brightest stars located on Glow-In-The-Dark stars
on the walls. Once they have found two stars, they are to write them on the
board under their own group names (this is to prevent other groups researching
the same stars) and research about them on the internet or at the school
library. Inform them that they are to construct a 2-4 page summary on their
stars and to name their stars’ constellations. Once again, allow time for those
who need it, and allow students who finish early to work with their group
members on other tasks within the presentation. Allow each group to present
their information to the class.
Evaluation: Assess the 2-4 page summaries worth 50 points.
Information must show accurate information, and the sentences must show unity
and relate to the topic. Assess the group participation, worth 20 points.
Review information provided about the top ten stars, and provide a short quiz
the following class day, worth 10 points.
The entire
assignments should equal a worth of 150 points altogether!
Lesson 3
Subject Area: Science
Grade: 4th Grade
Topic: Shadows
Duration: At least 2 days (45-minute sessions each) during the
first week of the unit.
Marble Rewards: 3
Goal(s): The students will engage in science by comprehending the
concept of shadows through observation.
Objective(s):
- Students will be able to identify what causes a shadow.
- Students will be able to observe shadows in many forms and different settings, and trace the parent objects.
Faith Integration: Psalm 39:6 – “Certainly, man walks about like a mere shadow. Indeed, they frantically rush around in vain, gathering possessions without knowing who will get them” & Acts 5:15 – “As a result, they would carry the sick out into the streets and lay them on beds and pallets so that when Peter came by, at least his shadow might fall on some of them (Holman Christian Standard Bible).” Shadows are reflections of objects and people.
Integration with Peter Pan: Peter loses his shadow in the beginning in the story, but finds it at Wendy’s home. Read Chapter 2 of Peter Pan by J.M. Barrie.
Sunshine State Standards: SC.4.N.1.1 – “Raise questions about the
natural world, use appropriate reference materials that support understanding
to obtain information (identifying the source), conduct both individual and
team investigations through free exploration and systematic investigations, and
generate appropriate explanations based on those explorations.”
Items Needed:
- Peter Pan by J.M. Barrie
- Small flashlights
- Drawing utensils and paper
Day One: Ask the class if it is possible to lose their own shadow.
Explain that as long as there is light, they can never lose their shadow.
Discuss that light causes a reflected shadow representation of objects. Discuss
how the angle of the light can cause the shadow to distribute varying shapes of
its parent objects. Divide the class into groups of two and have them observe
objects around the room, shining a flashlight over the object and writing the
object down and drawing it and its shadow. Have them note where the light was
shining on the object. Have the groups share what they wrote down and drew. Ask
the groups to write their names on their papers, and collect all the
observations.
Day Two: Continue the observations by having the groups go outside
and observe outside objects. Be sure to warn them not to stare directly at the
Sun, but note where it is in the sky when they write down and draw their
observations. After collecting enough observations, have the groups come back
to the classroom. Have the groups label their work and then share their
observations.
Evaluation: Assess based on their observations, each worth 50
points. Their drawings should reflect an understanding of the location the
light (from the flashlight and Sun) is pointing on an object based on the
location of the shadow itself and their notes of the light’s location.
There
should be a total of 100 points awarded to each group!
Lesson 4
Subject Area: Social Studies – Geography
Grade: 4th Grade
Topic: Mapping
Duration: At least 3 days.
Marble Rewards: 4
Goal(s): Through cartography, the students will know how to
properly read a map and construct their own.
Objective(s):
- Students will be able to read a map and identify the physical features/regions located on the map.
- Students will be able to construct their own imaginary Never Land island using the knowledge of how maps are created.
Faith Integration: Hebrews 11:16 – “But they now aspire to a better land—a heavenly one. Therefore God is not ashamed to be called their God, for He has prepared a city for them (Holman Christian Standard Bible)”. We live in unique places full of various features, but none compared to a future one!
Integration with Peter Pan: We are introduced to Peter’s home, Never Land, an island located “second [star] to the right and straight on till morning” where you never grow up.
Sunshine State Standards: SS.4.G.1.4 – “Interpret political and
physical maps using map elements (title, compass rose, cardinal directions,
intermediate directions, symbols, legend, scale, longitude, latitude).”
Items Needed:
- Peter Pan by J.M. Barrie
- Map of Florida
- Image of Peter Pan’s Never Land
- Compass rose, etc.
- Paper and drawing supplies
Day One: Discuss cartography and the process of constructing and
reading maps by recording down regions and following directions. Introduce the
map of Florida and point out specific lakes and cities familiar to us. Explain
how we use a compass rose for directions of North, South, East, and West.
Explain the concept of longitude and latitude.
Day Two: Divide the class into groups of four. Set out the drawing
materials, and have the Florida map and an image of Disney’s Never Land out as
a reference example. Instruct the groups to form their own Never Land map using
the proper cartography guidelines and construct a paragraph on the background
story of their own Never Land. Remind them that Never Land is an island, and
therefore must be formed as an island connecting to no other land. Tell each
group that each member in the group must construct a unique feature to their
island. All groups should include people, landforms, lakes, and cities on their
map. The maps do not have to look like Disney’s version of Never Land!
Day Three: Allow time for groups that need more time. (For the
groups who have finished early, suggest they double-check their final product
of their Never Land map and constructed paragraph, to see if there are no
revisions needed.) Allow groups to share their maps to the class and introduce
their distinct features, cities, and people to the class.
Evaluation: Assess
the groups based on their capability in demonstrating comprehension based on how
they created their maps. The maps should include landforms, lakes, places for
cities and people, and be constructed in the form of an island. Project is
worth 100 points!