Response to Discussion 4
lasonia73
Responsetodiscussion4.docx
Response to each person with at least 100-150 words
The unit I have chosen focuses on the standards L.3.5a - Distinguish the literal and nonliteral meanings of words and phrases (e.g. take steps) (Mississippi Department of Education, 2016). In the third grade this standard is one of the most important ones as new types of unfamiliar language pops up within texts. Unfortunately, it is also one of the most challenging skills in third grade. Due to it level of importance of complexity, I feel as though the three following sequencing patterns would be best to use when implementing my unit on L.3.5a:
1. Learning Related Patterns
My rationale for choosing this specific pattern is because empirical evidence suggests that vocabulary is a key component to comprehension. In order to adequately determine literal and nonliteral meanings of words and phrases, they must be familiar with context clues and ways to determine the meanings of unfamiliar words and phrases. They also work their way up to the level of understanding L.3.5a. When scaffolding up and down the L.5 standards, teachers will find that vocabulary grows more and more complex and it is important that students understand each level of complexity in order to master the next grade level's standards. A child's ZPD can also be determined based on the level of vocabulary that they know and can comprehend. Coincidentally, once that is determined, then teachers can better know which Bloom's verbiage to utilize within lesson implementation.
2. Contend Related Patterns
My reasoning for choosing Content Related Patterns is because L.3.5a falls under the important content area of vocabulary. No matter how old or young a student may be, the content area of vocabulary will pop up somewhere. There is no way for someone to understand the meaning of every single word or phrase in the English language without utilizing what they know about vocabulary. To be more specific, L.3.5a falls under the "class relation" of figurative language. Figurative language falls under the category of unfamiliar words and phrases which is a strand of vocabulary. The sophistication level of L.5 grows as students grow through each grade level. Vocabulary starts out as simple words, then it builds to unfamiliar words and phrases, and eventually to different type of figurative language, which is where literal and nonliteral meanings fall into place. Logical prerequisites are needed in order for students to be on track to determine literal and nonliteral meanings.
3. Utilization-related Patterns
This may be stretching it, but here is my reasoning for choosing Utilization-related Patterns. As students grow, their written and spoken vocabulary grows as well. As adults, we utilize figurative language more than we realize. If we want our students to become more and more sophisticated in their written and spoken conversations, then they must learn to utilize figurative language. There is a procedure that plays out in the brain when writing figurative language, as well as when it is used in spoken conversations. Students must determine if what they are saying is literally what they mean to say or if there is a nonliteral meaning behind it. They must visualize what they are saying in order for it to make sense. As they become more and more familiar with nonliteral meanings and deciphering between the two, then they are anticipated to use it frequently in their writing and in their everyday conversations.
Now that I have given rationale for my three chosen curriculum patterns, I feel as though the Content Related Pattern may be the best to utilize for my particular unit on L.3.5a. It falls under the broad umbrella of vocabulary, which in my opinion is one of the most important skills to learn. Without vocabulary, students do not understand what they words on their pages mean. Through proper scaffolding of logical prerequisites, then an effective unit on figurative language can be carefully planned and carried out to help students to better understand how to determine and use literal and nonliteral meanings in their everyday lives.
Select three (3) of the sequencing patterns that you could use to organize your unit. Present a viable rationale for using each one in organizing your specific unit. Determine the pattern you will use and justify your decision
Unit: Life Cycles
Grade: 3rd
Standard: L.3.1 Students will demonstrate an understanding of internal and external structures in plants and animals and how they relate to their growth survival behavior and reproduction within an environment.
I have chosen three sequences to use in organizing the unit on life cycles. The first sequence I chose is the World –related patterns focusing on time based on the chronological order in which the life cycle from egg to its body plan to become an adult butterfly. Transformation of the butterfly that begin with an egg which is the first stage, next larva 0r the chrysalis, and ending the four stages to become a beautiful butterfly. Using this sequence allow the lesson to remain guided with focus on all the important key components in the lesson.
Another sequencing pattern I can use to organize the unit on life cycle that I am teaching is the content related pattern, on class relations patterns based on similar criteria with a category such as the two types of metamorphosis, known as complete and incomplete metamorphosis. In the two types of metamorphosis, with the incomplete metamorphosis only some parts of the body change during metamorphosis consisting of a nymph which resembles a miniature adult, whereas in compute with the complete metamorphosis all four stags are complete from the egg, larva, papa, and adult stage, which consist of very active, ravenously eating larva and an inactive pupa. This sequence compare, contrast, and analyze the content of the text, and the authenticity of the material provided. This propel students into informative group work and discussions.
Lastly, I will incorporate familiarity under learning related patterns. Using what is most familiar to my students to promote confident encouraging students to engage in the lesson expounding and explaining what they have been introduced or exposed to about the subject prior to studying the unit on life cycle. The more the students know about a subject the freer they are to express themselves on that subject. I will add this sequence pattern to the lesson plans in this unit because when students are familiar with a subject their input is more precise making class discussions more meaningful and fun.
· Gilmer
My unit for this class focuses on Rates and Unit Rates. I teach 6th grade mathematics and this unit has always been one of my weaker units. As we have been learning more about curriculum including standards and how to plan around them with many things in mind, I feel as though this unit would benefit from these three sequences: logical prerequisite, familiarity, and anticipated frequency of use. The logical prerequisite sequence is based on logical antecedent and consequence. I use this because I think of rates as a proportion. Many of the scenarios require proportional reasoning. In the unit, I hope to use independent and dependent variables to explain the how one thing effects the other, such as 5 dollars for 2 basketballs. The amount of basketballs I have effect how much money will be spent. With this unit, I also want to incorporate familiarity. Rates and unit rates can be connected with fractions and equivalent fractions. I hope to draw on previous knowledge from 5th grade in order to connect the the standards in this unit to what they are familiar with. The term rate/ratio is new for 6th grade, however in 5th grade they use them in equivalent fractions, just in another context. My last sequence is anticipated frequency of use. I feel as though proportional reasoning, the use of rates, will get more complex in higher grades. I thought there is a cross reference in using this skill for some functions, especially when it deals with tables.
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First Corinthians 14:40 states, "Let all things be done decently and in order." When thinking of the sequencing orders I thought would incorporate best in my unit this scripture jumped to the front of my mind. Teaching is a subject that requires us to be organized and have things in order frequently. Organization has always been one of my weaknesses as a person and educator. Teaching has strengthened me in both areas. It is extremely hard to be an effective teacher and lack any type of organizational skills. It certainly can be achieved it just makes the job ten times fiercer. This thought helped my determined the best patterns for my unit.
When determining my sequencing patterns, the flow of the content was the priority. The first sequencing pattern I will use to organize my unit from world related patterns is time which is based on chronological order. The pacing guide follows in chronological order which helps the flow or events through out history align so that students understand the cause and effects of each significant historical occurrence. We are currently in the events of what happened in the civil rights movement. Our previous weeks have been spent on the civil war, emancipation proclamation, women’s roles in the civil war and more. Each event leading to the next has helped the students understand my second sequencing pattern. I chose logical prerequisite Based on logical because it bases antecedent and consequence which highlights cause and effect.
The third pattern I think would work in my unit to enhance learning would be the learning related pattern familiarity. Using the most recognizable content is also a strategy used to draw students in called activating prior knowledge. This is the first step on the lesson plans for my district and I believe it works in captioning the attention and interests of students. Combining this pattern with level of difficulty; least difficult first level of interest; most interesting first gives the maximum amount of achievement
