Summer Reading

Lesson Cycle

Synonyms and Antonyms (homonyms, homophones, idioms...) Author: Tiffany Evetts

Subject(s):	Language Arts (English)
Topic or Unit of Study:	This unit is over synonyms and antonyms.
Grade/Level:	1-3
Objective:	After this unit, students will be able to identify both synonyms and antonyms. They will be able to tell the difference between synonyms and antonyms, and give examples of each.
Summary:	This unit will begin with students and myself singing both the synonym and antonym song. Next, we will watch a brain pop video over synonyms and antonyms. Following the brain pop video, I will have students get a white board and I will call out words and have students give me either the synonym or antonym to that word. The students will also be expected to create a vocabulary poster of a synonym/antonym of their choice in which they draw or paste pictures that represent the words. For example they may select the word cold and draw a synonym representing frosty and an antonym representing hot.
IMPLEMENTATION
Procedure:	I will begin this lesson by having students gather on the floor in front of the smartboard. I will remind students that we have been learning about synonyms and antonyms and tell them that we will be singing the songs that we sang earlier this week. I will put the songs on the document camera one at a time and we will sing them together as a class. Following the songs, students will watch a brain pop video over synonyms and antonyms. Next, I will have students get a whiteboard and call out words for them to write either a synonym or antonym for. Following these activities, I will explain the independent practice pages over each that they will be completing during center time. The students will be given time to come up with ideas of synonyms and antonyms and they will present their poster rough draft to the class and evaluate other student’s words and give suggestions before the final product is displayed in the classroom. (this will be supplemented with a lesson about words which have multiple meanings and shades of meaning such as act, case, and cut). The last lesson requires students to bring a book they have selected from the library and look up a word that is unfamiliar or which they have limited acquaintance. They will look up the word in the dictionary and write about the multiple meanings of the word and how it is used in the selected book.
Collaboration:	Students will work collaboratively & individually.
Time Allotment:	3 class period. 30 Min. per class.
Author's Comments & Reflections:	If time permits, a study of homonyms and idioms may also be included in this unit.
MATERIALS AND RESOURCES
Instructional Materials:
Resources:	Materials and resources: We will be using copies of the synonym and antonym song, as well as a worksheet over each for independent practice. We will also be using a document camera for this activity as well as the smartboard. Each student will be given a piece of cardstock and markers, glue, magazines, and other craft supplies to create their word poster. Students will need to select a book from the library and have access to a dictionary and thesaurus.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:	student presentations (word poster) and worksheets

Comprehension Strategies

Clusters, Maps, and Webs
Text: Abe Lincoln Goes To Washington by: Cheryl Harness

Purpose: Clusters are weblike diagrams with the topic written in a circle centered on a sheet of paper. Main ideas are written on rays drawn out from the circle, and branches with details and examples are added to complete each main idea (Rico, 1983).

Students use maps when reading to organize the information they are learning.

Students use clusters when writing to organize ideas before beginning a composition.

This strategy may be done individually, in small groups, or as a class with the teacher as a facilitator.

Procedure:

1. Draw center circle which represents the topic

2. Brainstorm a list of words/phrases that are related to the topic. Then organize the words into categories.

3. Add main ideas and details. The main ideas are written on rays drawn from the central topic and the details are written on rays drawn out from the main ideas.

Brainstorm list:

Stovepipe hat, Lawyer, Married to Mary Todd, Village shoemaker, U.S. President, Battle of Bull Run, Naval Blockade, George McClellan, Son Willie died, Issued Emancipation Proclamation, North: wants to end slavery, South: legal to buy/sell slaves, West: shoving Indians, open land, California gold, thousands going…, Studied books about war/military strategies, Visited hospitals, Union victory at Gettysburg, Union soldiers captured the Confederate capital, Gen Lee surrendered –war over, John Wilkes Booth, Ford Theatre, Died April 15, 1865

I think I can, I think I can...

The Little Engine That Could
By: Watty Piper

Book Review #3: Red Hot Salsa

Lori Marie Carlson is an editor, translator, and novelist who has spent her time and energy on bringing Latino literature to American audiences. She was born in Jamestown, New York and has earned an M.A. in Hispanic Literature from Indiana University. She has taught at several universities and has authored seven books for young adults, including the acclaimed collection of poetry, Cool Salsa. The follow-up, Red Hot Salsa: Bilingual poems on being young and Latino in the United States has also received starred reviews and recognition. Readers are able to experience the poetic fusion of the Spanish and English language and identity. Themes of neighborhood, amor (love), family moments, memories, and victory divide the poems into relatable categories. Skilled poets are featured including Gary Soto, Trinidad Sanchez, Jr., Raquel Valle Sentíes, and Martín Espada. Artistically using the best of their two languages, these poets offer readers a description of their individuality as Latino Americans. Additionally, they reveal the ubiquitous emotions and experiences familiar to all people allowing the readers to understand the significance of the poetry. This is a great collection of poetry, organized effectively and deserving of praise.

http://www.borders.com/online/store/Home

Craft Lesson #3: Red Hot Salsa

Materials: Red Hot Salsa: Bilingual poems on being young and Latino in the United States edited by Lori Marie Carlson, pen and paper, magazines, newspapers, collage materials (glue, scissors), poster board (cut in the shape of the U.S.)

Discussion:

Students will identify and list common themes of the Latino experience (particularly that of young adults in the United States). They will read about issues of identity from selected poems from Red Hot Salsa. Then students will learn poetry reading strategies and express what they learned by creating a class collage.

How to Teach It:
First students will be asked to write the definition of what it means to be an American. They will share these definitions with their neighbors. A class discussion will begin with questions such as:

• Are you American by virtue of where you live?
• What kinds of things do you have to do to be an American?
• When someone says the word “America” what comes to mind?

Next, the teacher will review the process for reading a poem, read aloud I Am Who I Am, So What by Raquel Valle Sentíes (Red Hot Salsa, p. 16), and then initiate a discussion prompted by these questions: Who is the speaker of the poem? What do we know about the speaker? What kind of person do they sound like? How do you know? What is the subject of the poem? What is the setting of the poem? What is the tone of the poem? (Meaning what is the narrator’s attitude about the subject? You’ll need to look at the kinds of words, phrases, images, details, etc. the poet chose to describe the subject of the poem. Do the words have positive or negative connotations?)

Next students will be asked to independently read a few poems from the anthology and pay attention to lines or phrases that directly related to the Latino experience. Using these notes, they will cut out words, phrases, and images from the magazines provided to create a class mural/collage that depicts what they have learned about the Latino experience in the United States. Students will provide a written statement that explains what they are attempting to show, supporting their response with lines from the poems studied.

Each member of the class will add their pieces to the collage to form the shape of the United States. As a class, each student will be asked to explain their contribution (or read their written statement). The lesson will end by reviewing these open-ended questions: What is the experience of being a Latino living in the United States today? Are their concerns and experiences different or similar to that of other ethnic groups? Can the experience be categorized at all? What is the role of poetry in expressing and understanding identity?

Bibliographic Information of Resource Text:
http://www.thirteen.org/edonline/lessons/poetry/orgb.html

Red Hot Salsa Reading Journal

Red Hot Salsa edited by Lori Marie Carlson, is a continuation of Cool Salsa, a collection of poetry on the young life of Latinos throughout America. Through both Spanish and English vocabulary, a variety of poets express their feelings about growing up, finding identity, falling in love, and overcoming obstacles. Each poem provides an example of a variety of authors including Gary Soto, Luis J. Rodríguez, and José Antonio Burciaga. Each poem reflects a myriad of sentiments familiar to all humankind. The code-switching and manipulation of languages functions as a sort of patchwork that mirrors the double-nature of the Latino/a identity. The glossary and biographical notes, in addition to the translations of each poem provides the reader with all the information necessary to gain understanding and meaning from the poems. Each poem speaks from a distinctly unique voice; the collection verbalizes the unified voice of young Latinos. Lori Marie Carlson says "In describing what I do as a writer, I'd say that I try to bridge divides. Whether the chasm is between races, ethnic groups, language, genders, or generations it has been my aim to offer encouragement and feelings of hope to my readers. Why not try to be uplifting when there is so much grief and despair in this world? This is my way of thinking. " It is my opinion that Carlson effectively accomplishes this goal in this work. Red Hot Salsa demonstrates the energy and power that comes from unity and collaboration, --a concept important to each individual's evaluation of their duel-natured heritage, as well as a significant factor in the common bonds between all Latin-Americans. Themes of family, love, discrimination, adolescence, and victory resonate from the pages. I think this anthology would be a great resource in a classroom discussion about all of these themes, as well as the concepts of poetry.


Quote taken from: http://www.cbcbooks.org/cbcmagazine/meet/carlson_lorimarie.htm