Allie+Hirsch

Name: Allie Hirsch Context for using the text set: Grade 5, Science- Extreme weather, the following diverse text set addresses all 9-learner types in Buehl’s Academic Knowledge Disparities (pg. 86). Content Objectives: • Content area learning objective: Students will gain an understanding in the process of analyzing global patterns of atmospheric movements to explain effects on weather (State Standard: 4d) and students will be able to identity factors that have an effect on human body systems (State Standard: 10b). • Reading objective: Students will be able to explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text (CCSS. ELA-LITERARY.RI.5.3) and students will be able to draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently (CCSS.ELA-LITERACY.RI.5.6). A. Print Resources: Text #1: • __Citation:__ Weather Forecasting (pp. 1-16). (2011). Nashua, New Hampshire: Delta Education Science Readers. • __Text Summary:__ This paperback text is a great introductory read to engage my students with the foundation of weather forecasting; why we predict the weather, how weather data is gathered, and how severe weather is predicted and how do weather and climate differ? This text also provides a nice variety of pictures, charts that are easy to understand and important vocabulary terms in bold. This text is fun, engaging and most importantly- eye-catching to get my students excited about extreme weather. • __Rationale:__ I selected this text because it was age appropriate and offered valuable information through a fun and engaging manner. This text provides more support for lower-academic students and those with less background knowledge than a typical science textbook would provide. This text offers a nice balance of thoughtful content area-text, explicit content-related vocabulary; pictures that support the text and the general layout of the text are easy for all readers to follow. The first few features that drew me to this specific text were the size of the text, the content/layout and the strong support of visual aids (pictures, charts, diagrams, chart keys and provided glossary). The three learner profiles that are appropriate for this selected text are; Student 1: high academic knowledge and high processing ability, Student 2: Moderate academic knowledge and high processing ability and Student 5: Moderate academic knowledge and moderate processing ability. The anticipated needs for engaging this content with these three types of students is as follows, Student 1: with a high academic and processing ability this student will be able to further develop their own experiences and bring background knowledge forward to gain a better understanding of why weather matters and how it is studied. This student will appreciate the many provided charts and can work to understand each diagram and apply to real life situations. Student 2: with their moderate academic knowledge and high processing ability will have full ability to engage with this text and process the information but work to strengthen their background knowledge and apply this information to their own lives. This student’s high processing ability will be helpful because they will be pushed to look back in the text and ask questions to better understand the content. Student 5: having a moderate academic and processing ability will benefit from the visual cues of pictures and support systems like bold vocabulary terms to build connections between weather content, background knowledge and gaining new knowledge. • __Use of text:__ I will use this text will all of my students in a read aloud session. Students and I would share the role of reader and we would stop often to discuss pictures, commentary and information we noticed. This text could be used early on to introduce weather forecasting and engage students in this interesting field of science! Text #2: • __Citation:__ __Barrett, J., & Barrett, R. (1988).__ __Cloudy with a chance of meatballs__ __. New York: Atheneum.__  • __Text Summary: This text is the fictional tale of a town by the name of Chewandswallow where food arrives in the form of weather. In Chewandswallow it rains pea soup, snows broccoli and pork chops blow in from the southwest air. The town does not have a single store providing food and this has never been an issue until the town is under spaghetti, meatballs and red sauce! The sanitation workers and citizens of this town are exhausted by the violent storms rolling through their beloved streets and parks leaving an overabundance of food scattered everywhere!__  • __Rationale:__ I like this fun, fictional text because it allows for creative writing assignments, development of critical thinking and thoughtful discussion questions for class engagement. While this text is fictional, it still circulates around the concept of weather, uses a medium-high level of content related vocabulary and acts as a foundation for many ELA written assignments. The three learner profiles that are appropriate for this selected text is; Student 5: Moderate academic knowledge and moderate processing ability, Student 9: Low academic knowledge and low processing ability and Student 4: Low academic knowledge and high processing ability. The anticipated needs for engaging this content with these three types of students is as follows, Student 5: with moderate academic and processing abilities, this student will be able to easily follow the story line and use the provided organization chart to develop their understanding of the storyline and process important information while the writing assignment portion will encourage them to strengthen their processing skills and rely on going back through the text. Student 9: with low academic and processing abilities, this student will be able to follow the fictional tale of this strange town suffering from even stranger things falling from the sky. This student will be able to use the organizational chart as a support system to work on gaining processing skills and knowledge of the storyline. The creative opportunity to self-reflect and critically express another story in their own words will absolutely develop their skill set of determining importance, critically thinking and self-expression. Student 4: with low academic knowledge and high processing abilities, this student will have more trouble trying to fathom the concepts of this fable but will benefit from the use of an organizational chart to support their high processing abilities and that chart will be the foundation for their writing task(s). • __Use of text:__ I will use this text with my students in conjunction with a story map as they read that allows them to keep track and organize the most important information they will need to remember and be able to re-summarize in a second, creative story. They will record phrases that stuck with them, phrases that provided visual imagery for them and vocabulary words that are new or unknown to them. Students can use this text as a foundation for writing their own creative stories about weather gone wrong and/or they can critically answer questions regarding the text. For example some critical-thinking questions would be; 1. What are some of the advantages and disadvantages of living in town of Chewandswallow? 2. If you could choose any kind of food to fall from the sky, what would you choose? How could you store the food if too much fell? 3. The children’s grandpa didn’t explain in his story where there was a sudden turn of events in the weather. Why do you think awful things began happening? Do you think there was anything the people of Chewandswallow could have done besides runaway? What would you have done? • __Attachment:__ See attachment #6 Text #3: • __Citation:__ Freeman, S., & Leff, S. (1991). Weather; Activities, Experiments, Demonstrations (pp. 1-25). Torrance, California: Frank Schaffer Publications. • __Text Summary: This text is a teacher’s guide to teaching weather through activities, experiments and demonstrations. The specific section I will implement into my classroom is involving the concept that weather occurs in cycles. The text talks about how seasons are based on temperature and weather changes called climatic seasons.__  • __Rationale: I would use this text because it applies valuable knowledge about weather in a fun and hands on way. It allows students to make a manipulative demonstrating their knowledge about each season which can be hung inside the classroom. After this background knowledge activity has happened, there is a lot of room to introduce climatic seasons, patterns, typical climate features for different hemispheres etc. All of these concepts also directly relate to my content and reading objectives. This text activity addresses students requiring extra support like student 7: with low academic knowledge and moderate processing abilities because the worksheet uses images, symbols to support weather knowledge. This worksheet also acts as a starting activity to learn about weather processes and cycles therefore this activity is only a building block where the needs of students at a higher level can be challenged as well, like student 2: with moderate academic knowledge and high processing abilities.__  • __Use of text: There is a worksheet first that supports gradually building thebackground knowledge of students understanding weather, different seasons and the common characteristics visible in each season. I would first use this activity to engage students and then use the activity as a basis for a discussion about cycles of weather and to assess what students already know and what they do not.__  • __Attachment:__ See attachment #4 for a copy of engagement worksheet. Text #4: • __Citation:__ __Sorenson, M., & Ewald, K. (1997).__ __Hurricane! Nature's most destructive force__ __(pp. 1-31). Logan, Iowa: Perfection Learning.__  • __Text Summary: This teacher’s edition takes a close look into hurricanes and I am specifically interesting in using page 20, Hurricane research. This text provides organized boxes to find specific information about past hurricanes and record data may that is going to be most helpful andimportant.__  • __Rationale: I appreciate this specific page because it provides support for any 5__ __th__ __grader to begin research on hurricanes without being too specific or limiting in the subject field. Students will have a great deal of valuable information recorded after the completion of this worksheet and this worksheet will act as a main supporting document for students to begin their research project.__  • __Use of text: I would ask students to work in small groups to complete this worksheet, each group focusing on a different hurricane in history. By working on this worksheet in a group of peers, students can spend amble time researching a few specific questions surrounding their particular hurricane and as a group, each student can share the information they learned and figure out the most detrimental elements related to their specific hurricane. I would also welcome this text into my classroom because it accommodates all learners- those requiring organization and a format to continue learning without distractions and provides strong support as a tool for furthering research.__  • __Attachment: See attachment #5 for hurricane research worksheet.__ Text #5: • __Citation:__ __Berger, M., & Berger, G. (2000).__ __Do tornadoes really twist?: Questions and answers about tornadoes and hurricanes__ __(pp. 1-46). New York, New York: Scholastic.__  • __Text Summary: This Scholastic paperback book is a great scholarly read about tornadoes and questions about tornadoes and hurricanes. This text answers awesome questions even adults may have about tornadoes and uses colorful pictures and charts to support student learning. This text answers questions like, how long do tornadoes last, in which direction do tornadoes move, how fast do tornadoes move and do tornadoes make noise?__  • __Rationale: This textbook directly relates to the information about weather I want my students to be familiar with and this text also relates directly to the two learning objective goals I have in place for my students. By reading this book to my students, I know I will catch the attention of most of them by asking fun, engaging questions and also providing surprising answers related to weather they may have never questioned or really thought deep about. This text will also support and encourage the research for student’s to conduct in their groups on past hurricanes. This text addresses multi-leveled students by offering an average to above average vocabulary terms relevant to the content of weather, providing students with opportunities to analyze weather charts, read map keys and make connections in addition to informing students about tornadoes and hurricanes in the most engaging and entertaining way.__  • __Use of text: I would read this book to my class, being sure to stop often, reflect on the findings we read together, pointing out the charts and provided pictures. I would use this text as a basis for a discussion on what new information excites us as learners and what more we want to learn about or see more of. I would ask students to listen to the text and write down words, phrases or questions along the way that they would like to ask or research more about.__ B. Media Resources Text #6: • __Citation:__ __Violent Weather__ __[Motion picture on DVD]. (n.d.). USA: Sunburst Visual Media.__  • __Text Summary: This four and a half minute DVD provides an educational and nice introductory to violent weather and how it affects the land, people and areas nearby. This DVD provides subtitles that follow clips of natural-violent weather in different regions of the world. Each violent weather clip is different and occurs in a new place, leaving different challenges for the townspeople and those dealing with the aftermath of violent weather. This is a great introductory DVD to get students thinking about violent weather and the effects it has on the human race, sometimes lasting decades and decades.__  • __Rationale: I would use this DVD inside my classroom because it has a strong academic foundation, using content-appropriate vocabulary to discuss the video clips shown and is entertaining enough to surly grab the attention of most 5__ __th__ __graders. I would also encourage the use of this DVD because it provides information and relations to extreme weather for all students regardless of their background knowledge or personal experiences.__  • __Use of text: I would incorporate this video into my classroom as the first introductory film to encourage a discussion about violent weather and what we hope to learn over the following few weeks. This short text is powerful and engaging for students without being too long or losing the attention of the young students. I might even play this DVD twice, asking students to strictly watch for pleasure the first time around and then record notes and thoughts during the second time it plays.__  • Text #7: • __Citation:__ __Caird, J., Natel, J., Nunn, T., Boublil, A., Kretzmer, H., & Schonberg, C. (n.d.). LES MISERABLES: On my own lyrics. Retrieved March 1, 2015, from http://www.azlyrics.com/lyrics/lesmiserablescast/onmyown.html__  • __Text Summary: These musical lyrics use weather-terms, phrases and illusions as being representative of the deeper emotions, feelings and self-expression of main character in the musical.__   • __Rationale: I really like this strategy and method of noticing weather for my students because it is a new outlook on musical lyrics which most students are quite comfortable with. I appreciate the task of asking my students to look for elements of weather in these lyrics and ask them to further explain or rationalize what the musician is feeling by using such specific weather terms and allegories. This strategy would be a new way to look at music lyrics and understand the multiple ways that weather can be used to express emotion and different states of mind.__  • __Use of text: I would first play this song out loud for my class and ask them to tell me what they think the song is trying to convey. After brainstorming responses on the board, I would then pass out these song lyrics and replay the song asking students to follow along and make written-comments on their sheet about any weather related terms they hear again or notice throughout the song. I would then ask students to read through the actual lyrics on their own and again encourage them to mark the text at spots of weather related terms etc. I would then promote a class discussion about what this particular song might be trying to convey and which lines specifically use weather related vocabulary. It is also important for me to show students how although we do not always consider weather as a way to express how we might feel, but when we analyze any text through an artistic lens, almost anything can be used to express how we feel.__  • __Attachment: See attachment #3.__ C. Online interactive resources Text #8: • __Citation:__ __Amazing Tornado Footage. (2015, February 1). Retrieved March 1, 2015, from http://www.sciencekids.co.nz/videos/weather/tornadoes.html__  • __Text Summary: This online National Geographic video takes students through real tornado footage in the United States. In this video, the tornadoes are noted as powerful “F5” tornadoes and viewers bear witness to this powerful force of nature as it rips up trees, destroys power lines and rips apart the ground with ease.__  • __Rationale: I would use this video inside my classroom because it is a scholarly source that provides educational knowledge to students in a fun, engaging way. All students will be interested in watching this video, especially those students who have no background knowledge or experience witnessing these natural disasters. There is a real fear established in this video and it is mind-blowing to see how truly powerful a tornado can be! This video also is acceptable for all students regardless of background knowledge, learning abilities or vocabulary knowledge. This short video clip will resonate for all students.__  • __Use of text: I could use this video as an introductory activity to get students brainstorming about what we already know about tornadoes and then brainstorm what we noticed or realized after watching the video clip. I could also use this video clip before reading any of the texts more geared towards tornadoes and disastrous forms weather.__  • __Attachment__ : View: http://www.sciencekids.co.nz/videos/weather/tornadoes.html Text #9: • __Citation:__ __Online Weather Activities - UEN. (n.d.). Retrieved March 25, 2015, from http://www.uen.org/weather/activities.shtml__  • __Text Summary: This online interactive websites brings students to an “Online Weather Activity” homepage where they have 6 different weather activities to choose between. The one which I found most relatable and academically stimulating was “Weather Reporter.” In this specific activity, students are brought to a map of the United States and they are guided into being provided a certain city and state which they will take a closer look at the weather in that specific region. The student must then find the state on the US map and click it to begin the weather reporting. Students then are provided with symbols that symbolize the current weather conditions and students must then interpret these symbols and answers questions based on the provided information.__  • __Rationale: This is a fun and academically stimulating way for students to enhance their online abilities, knowledge of different states and their location within the US, reading map keys and making connections about different weather in regions throughout the US. This online resource also supports and wraps up many of the practiced skills taught throughout this weather unit and can be used seen by students as fun games while still developing and learning.__  • __Use of text: I would introduce my students to this online site after they have fully understood the foundational aspects of this weather unit. While the website offers no major restrictions due to its simplicity, it requires students to locate random states on a US map and use map keys to interpret and apply knowledge to the specific city. This could be a site students may use during down time or as a reward for finishing assignments early. The weather homepage also provides a cloud match activity, a weather flash forecast, an interactive weather maker and a weather predictor game!__  • __Attachment__ : View: http://www.uen.org/weather/activities.shtml D. Instructional Resources Text #10: • __Citation:__ __Abbott, M., & Polk, B. (1991).__ __Clouds, rain, wind, and snow__ __(pp. 1-94). Fearon Teacher Aids.__  • __Text Summary: This instructional resource provides a fun opportunity for students to apply what they have learned about weather conditions and test their own possible hypothesizes. This activity follows up Peter Spier’s picture book entitled “Rain” which illustrates the journey of two children exploring their neighborhood during a downpour. The children splash through puddles, make footprints in the mud and duck under drainpipes. When the wind begins to pick up, they rush home where it is cozy and warm. This follow up activity asks students to apply what they already know about water and its’ ability to be absorbed or repelled. The procedure of the activity is to provide students with a partner, a medicine dropper and a list of the following materials to experiment with and record how each item reacts to water and determine if the provided items absorb or repel water; a small container of sand, a small square of waxed paper, a small square of cotton fabric, a leaf and a small square of construction paper.__  • __Rationale: I believe this experiment to be educational and interesting for all of my students because these are applicable, real-life characteristics of water absorption and science that all students should understand. I believe this experiment to be a great opportunity for students to test what they already think and focus on being able to explain why they believe certain things happened or did not happen. It is important for students to understand why waxed paper repels water and why sand does not and how this applies to us as people in the real world. This activity engages students of all levels and this experiment can be used at a higher academic level with some students by providing them with different materials and/or asking them to focus on why each material absorbed or repealed water.__  • __Use of text: I think this is an experiment that I could use at any point throughout my weather unit plan. This activity should not require more than 30- 45 minutes and it can be used to create a new writing prompt, classroom discussion or to spark a classroom project that student can take home.__  • __Attachment:__ See attachment #7 for absorb or repel science experimentactivity. Which texts/tasks selected for each type of learners: (indicate by listing the # of each resource selected for that population) • Students with Matchup Assets: 1, 2,3, 4, 5, 7, 8, 9, 10  • Students with Matchup Gaps: 1, 2, 3, 4, 5, 8, 9, 10   • Students with Mismatches: 1, 2, 3, 4, 5, 7, 8, 9, 10   • Non-native English speakers: 1, 2, 3, 5, 8, 9, 10   • Using these texts together in the classroom: By using these ten texts together in the classroom, I will be providing new content knowledge related to; weather terms, the different functions weather serve, severe weather characteristics, weather connections to the real world, building background knowledge (if is it not present) and I will also be engaging my students with exciting and in-depth academic texts. Each of these texts individually provides knowledge or development of a specific skill set in a new subfield of weather in a way that is sure to attract even the most uninterested 5 th grader! But, by using these texts collectively in an attempt to build off one another, all students gain a well-rounded understanding of the complexities and features of severe weather. This text set addresses learning through direct reading of articles, watching of films, a close-reading of song lyrics, readingthrough story books and engaging with science/weather experiments which most importantly addresses and considers all students as individual learners. This text set approaches the widest variety of student learners at different academic levels with wide ranges of background knowledge and experiences.