Questioning+Jan+20009

ART/ MUSIC

Prior to reading //Complete Printmaker//, Chapter 2, the students would be asked to fill out this word web worksheet. The 10 vocabulary words on the sheet are fairly common words but show up in the text and are a big part of printmaking. The students would bring up what they may already know about these terms and fill in the bubbles relating to the terms.
 * Name:** Derek Malcore
 * Strategy:** Semantic Mapping- Word Web
 * Comprehension Area:** Vocabulary
 * Literature Source:** Ross, J. (1990). //Complete printmaker// (pp. 46-49). New York: Roundtable Press.
 * When Utilized:** Before Reading

Mathew Lawniczak - Vocabulary =Mystery Box=
 * Name:** Mathew Lawniczak
 * Strategy**: Mystery Box
 * Literature Source:** Magazine article titled: //Pottery Tool Kit// by Jeff Zamek.
 * When Utilized:** After reading
 * Overview:** This activity is designed as an introductory assignment to Ceramics. As a teacher I will assign the reading by Jeff Zamek, //Pottery Tool Kit//. This article does a great job of describing all the possible tools evolved with ceramics. It goes over these tools and describes specific times and ways of using these tools. After they read the reading we are going to use the strategy called the “Mystery Box” to help review what the students have just read. It will show reading comprehension and show me that students understand the meaning behind each tool and specific ways of using each tool.

**Name:**Danielle Schneider **Strategy:** New Words in Context Chart **Comprehension Area:** Vocabulary **Literature Source:** //The Masters of Mannerism// by Marianna Harasziti pp. 5-10 **When Utilized:** During and After Reading
 * New Words in Context Chart**
 * Overview:** The students are asked to read //The Masters of Mannerism// pages 5-10 to learn about Mannerism and the famous artists. They are asked to pick out words they are unfamiliar with. The students are then asked to figure out the meaning of the word by using different methods such as word parts and context.

Strategy:** Mystery Box/Bag
 * Vocabulary
 * Name:** Amanda Huck
 * Brief Description:** This strategy could be used before, during, or after reading about //The Painter's Eye: Learning to Look at Contemporary Art.// Students would utilize this strategy of a mystery bag, where the students have to feel what is in the bag. After they visualize what object is in teh bag, they will draw what they think/felt. After that they are to write down a few sentences about what the object was and how it was significant to a painting that they learned about from the text.


 * Semantic Mapping**
 * Name:** Val Yost
 * Strategy:** Semantic Mapping
 * Literature Source:** Halls, C. J. (2002). //Chronology of Western classical music//. New York: Routledge.
 * When Utilized:** Anytime
 * Overview:** Students are given a topic, “Classical Period.” They are then asked to either draw from prior knowledge or look up the topic in the reference book to find words relating to the main topic. These words can be shared throughout the class and discussions of definitions will take place. This was, students can benefit from all maps, not just their own.

**Name:** Trina Hopfensperger **Strategy:** Word Charts/Word Walls **Comprehension Area:** Vocabulary **Literature Source:** __Art and Architecture of Ancient__ __Egypt__ by William Smith, Ch. 1 **When Utilized:** Before, During, and After Reading Before reading the first chapter of __Art and Architecture of Ancient Egypt__ by William Smith, students will have the opportunity to develop a fundamental vocabulary base for the text. They will be given a T-Chart with the first column having a list of words from the text and the second column having room for students to write definitions obtained through outside resources related to the specific context. This part of the assignment will be done before the reading has begun. After having completed the first portion of the assignment, students will paint the words and a brief definition and/or relating image right on to the designated wall area so they will be displayed at all times. Towards the bottom of the first column will be extra spaces where students may write down additional words they feel represent the crucial vocabulary from the text. This portion of the assignment will be done throughout the process of reading. After each theme has ended, the walls will be white-washed to provide a new slate for the next unit.


 * PE

Guess and Adjust ** **Name:** Amie Heinzelman **Strategy:** Guess and Adjust **When utilized:** Before and while reading **Literature Source:** Libal, A. (2005). //Can I change the way I look?// (, pp. 67-82). Philadelphia: Mason Crest Publishers. **Overview:** The teacher provides the students 3-5 new words from the text they are about to read. The teacher will provide 6-10 clue words, which help to describe the new words. Before reading the text, the students will try to guess the meaning of the new words. Then, they will read the article finding the new words in the text. Once they find the new words, they will adjust the definition they gave for each new word.

**Name:** Zach Johnson **Strategy:** K.I.M. Chart **Comprehensive Area**: Vocabulary **Literature Source**: Zepf, Bill. Metabolic Abnormalities in Bulimia Nervosa. (March 15, 2004). American Family Physician. **When utilized:** During reading While reading the article //Metabolic Abnormalities in Bulimia Nervosa//, the students will be utilizing what is known as a K.I.M. vocabulary strategy chart. What the students will need to do is find a word they are not familiar with and write it down in the (K) column, indicating key ideas. Once they have written down the word, they will utilize a dictionary to write down the correct definition in the (I) column, indicating the information column. Lastly, the students can illustrate a diagram or picture that will help them better understand and remember the new word. This drawing will be completed in the (M) column, which indicates the memory clue column.

Sarah Kichefski 
 * Semantic Mapping **
 * Name: ** Sarah Kichefski
 * Strategy: ** Semantic Mapping
 * When Utilized: ** Before Reading
 * Literature Source: ** Williams, K. (2007). //Danger Zone: Diet and Eating Disorders Diet Drugs//. New York: Rosen Publishing.
 * Overview: ** The teacher will introduce the article with a semantic map. The center circle will be the main topic and is given by the teacher. The students will call out as many words or phrases that relate to the topic. The teacher or students will write the related words around the central circle showing that there is a connection between the words and the topic.



**Name:** Christina Mann **Strategy:** Semantic Webbing **Comprehensive Area:** Vocabulary **Literature Source:** Bernstein, G. (1999). Defining Sexual Orientation. In M. Maheu (Eds.), //Self-help Magazine.// Nevada: Pioneer Development Resources Inc. **When Utilized:** Before/During/After reading **Overview:** Before reading the article on sexual orientation, I will draw a semantic web on the board with the term sexual orientation in the middle, while writing other terms on the outside. After I do this I will then ask students to guess which terms go in the webbing and which terms do not relate. During their reading, I will have them fill out their own webbings related to the text, below is an example of a web sheet they can utilize. After the reading, the students will write a short summary drawing from the webbing they used while reading.

Traci Behnke Ben Lancour
 * Words I Like**
 * Name:** Traci Behnke
 * Strategy:** Words I Like
 * When utilized:** During/after
 * Literature source:** Elman, R. (1969). //Discover the Outdoors//. New York: The Lion Press Inc.
 * Overview:** The students will fill in a chart with words they found in the text that intrigue them. After they have found a good amount of words, they will write down what they think the word means, and then they will look it up to find the actual definition. This will get the students thinking more in-depth with their text that they are reading.

** Name: ** Ben Lancour ** Strategy: ** Classroom dictionary ** When Utilized: ** During Reading ** Literary Source: ** Knoll, C. (2008, November 26). Physical Fitness Test Shows California Students Improved. //LA Times//. Retrieved January 13, 2009, from LA Times Web site: http://www.latimes.com/news/ ** Overview: ** During this strategy students will read the article and pick out words that are related to physical fitness and create their own definition of the term. Each student will have a copy of each others terms and definitions to read and learn from. When completed, using a dictionary, looking up those same definitions to compromise a final definition. At the end there will be a short matching test of definitions of my choice to see if you understood them and asked appropriate questions.
 * Classroom dictionaries **



Nick McFadden
 * Name:** Nick McFadden
 * Strategy:** Mystery Box/Bag
 * Comprehension Area:** Vocabulary
 * Literature Source:** The Active Lifestyle by Ken Allen, Steve McClaren, Jon Zupanc
 * When Utilized:** Pre-Reading

This activity will be done before the students read the text. There will be a healthy food choice in one box, such as a fruit or vegetable. To help get the students to think more I will also have a non-healthy food choice in another mystery box. In this unit we will be discussing the importance of a healthy diet in athletics, more specifically track and field. To get the students to think about the two different items in the boxes; after they figure out what is in the boxes they will begin to compare the two food items and the benefits of both. The idea is for them to realize the importance of healthy foods and to encourage them to have a healthier diet.

This strategy is important because the obesity rate in our country is increasing. Education is one of the most important ways of fighting the obesity epidemic. If we educate our students about a healthy diet and lifestyle they will be more likely to lead a healthy lifestyle. This activity will help to educate the students about healthy foods which is half of the job.

Arthur Long Strategy: Word Chart Comprehension Area: Vocabulary Development Literature Source: Miller, K. H., Ogletree, R. J., & Welshimer, K. (2001, March 1). Physical Activity Level and Adherence: An Analysis of Their Impact on Identification With and Self-Efficacy for Physical Activity. [Online Exclusive] //Research Quarterly for Exercise and Sport//. Retrieved January 14, 2009, from [|http://www.highbeam.com/doc/1G1-72300383.htm] When utilized: During reading Overview: The activity will be done during the text. In this activity the students will be asked to find the ten words on the chart and define them for their test later within the unit. This activity is a useful technique to get the students to find and use the new vocabulary that will need to learn for the particular unit.

**Name:** Abby Lewitzke **Strategy:** Semantic Mapping **Comprehension Area:** Dance **Literature Source:** http://www.ballroomdancers.com/Users/user_access.asp **When Used:** Before I would use this website as a great intro into the different types of dance music. I would take the sound clips from the website and have the students create semantic mapping based on the music that they hear. This way we can discuss as a class what each kind of music means to them. They are going to know the differences between hip hop and the waltz, but will they be able to tell the difference between the salsa and the cha cha. This is a way to show the students that even though music doesn’t have words, it is still a form of vocabulary in that different music will mean different things to dancers. Semantic mapping can be used quickly and efficiently and that is what is important in my class. I have a limited amount of time with the students and if I can express basic concepts to them in class I will feel more comfortable sending the work home with them.



Students are given a chapter to read from the book. While they are reading any words that they do not completely understand, they have to write them down then the sentence, then the definition of the word. Using the sentence can give clues to what else may be difficult to read for them as well. The next day we look over some sentences people didn’t understand and help each other learn.
 * Name: Maggie King**
 * Strategy: Vocab Chart**
 * Comprehension Area: Vocabulary**
 * Literature Source:** Fisher, Dennis. (2007). //Racquetball: Steps to Success//. Human Kinetics Publishers.
 * Utilized when: During/After**

This strategy gets students looking up the words and trying to use the sentence to get what the meaning is. It also helps locate where they had troubles reading by using the certain sentence as well. This can also help with other students that may have had trouble with a phrase so everyone can get an equal chance to learn.


 * Name:** Lindsey Cordes
 * Strategy:** Semantic Webbing
 * Comprehension Area:** Vocabulary
 * Literature Source:** To Stretch or Not to Stretch? The Answer Is Elastic //The New York Times//.
 * When Utilized:** Before During and After Reading

This strategy can be used at the beginning of a reading to activate prior knowledge and to set the stage, during the reading consolidate learning, or at the end of a unit of study to assess learning. Before the students started learning anything about stretching I would have them make a semantic web just on their previous knowledge. Then after reading //To Stretch or Not to Stretch? The Answer Is Elastic// and finding out more information I want them to add on to it. Throughout the semester they will continue to add vocabulary words that connect to stretching so it can have as much information as possible.

This is a good thing for the students to do because there are so many vocabulary words out there that match into stretching it will be nice to have this somewhere. Hopefully this will then encourage them to look up the definitions for all of the words in their web so they can enhance their vocabulary.

**Name:** Jessie Scheer **Strategy:** Semantic Mapping **Comprehension area:** Vocabulary **Literature source:** Obituary of Heath Ledger **When utilized:** Before and after Students will create a semantic map about the word obituary and what they think of when they think of an obituary and what words they think would be in an obituary. They then will read the obituary and see how many words they had were in the obituary. After the class can discuss what words were in the obituary and what words they had were not. The class can also discuss any words that the class did not know.

ENGLISH **Name:** Sarah Nelsen **Strategy:** Concept Map **When utilized:** Before Reading **Literary Source:** //Civil Rights,// by David Seidman **Overview:** Before beginning the unit on the Civil Rights Movement, as a class, students will demonstrate their familiarity with the topic by creating a concept map around the term “Civil Rights.” Any leader names or major events that do not come up, or if students are stuck, teacher should supply to get students thinking along that train of thought.
 * Semantic Mapping **


 * Word Race**
 * Name:** Dave Riley
 * Strategy:** Word Race
 * When utilized:** After Reading
 * Literary Source:** Latham, F. B. (1969). //Lincoln// //and the Emancipation Proclamation//. New York: Franklin Watts.
 * Overview:** After reading a section from the source material, the class creates a list of words that they find to boring and bland. The students then wait for the teacher to list one of the words and try to come up with a more vivid and descriptive alternative to the word in a short amount of time. The students “race” against the clock as the teacher gives them 30 seconds per word before moving on to the next bland word that was found. The students then compare their word choices with each other to see what other vocabulary alternatives exist.

The students and teacher will come up with a list of vocabulary words related to the content matter. When the list is compiled, the students will complete a “cube” for each difficult word side 1 will have the word, side 2 will have the definition, side 3 will contain a personal reference, while side 4 will have a synonym. Side 5 will have an antonym and side 6 will have an illustration of the word. Hang the various vocabulary cubes in a mobile form. When difficult words are introduced throughout the year, new cubes can be made.
 * Name**: David Fitzpatrick
 * Strategy**: Cubing
 * When utilized**: Before, during, and/or after the reading.
 * Literary Source**: Lawson, D. (1981). The United States in the Vietnam War. New York: Thomas Y. Crowell Junior Books.
 * Overview**:


 * Name**: Chelsea Ruff
 * Strategy**: Semantic Mapping
 * Comprehension Area**: Vocabulary
 * Literary Source**: Prohibition Webpage __ http://prohibition.osu.edu/ __
 * When Used**: Before, during, or after reading
 * Overview**: In this activity the teacher will write a word on the board, in this case it's the word prohibition. Students will call out words that are related to prohibition or words that come to their minds when they think of prohibition. The teacher will write all of these other words on the board as well, branching off of the original word. Once students have established a visual definition of prohibition they will read their text, which for this activity is an article featured on a webpage. After students have read their article the class can come back together and add or erase prohibition's branch words if needed.

**Name:** Pam Benedon **Strategy:** Concept Map **Comprehension Strategy:** Vocabulary **Literature Source**: Stanley, Jerry. //Children of the Dust Bowl the True Story of the School at Weedpatch Camp// **When utilized:** Before and during reading While Reading //Children of the Dust Bowl the True Story of the School at Weedpatch Camp// students are to find words they are not entirely sure of the meaning. They will then put the word in the top bubble of each pair and write what they think the word may mean. As they continue to read the students will be on the lookout for further information and definitions of these words. The students will then write the actual definition in the bottom bubble.

**Name:** Mike Schmitt **Literary Source: **//A Sand// //County// //Almanac// By Aldo Leopold
 * Strategy:** Vocabulary Self-Awareness
 * When utilized: ** before, during, and after reading
 * Overview:** The teacher will hand out a vocabulary list of words that are found (and important to) //A Sand County Almanac//. The list will be on a graphic organizer with a space for a mark, a definition, and a context sentence. Students will self-assess to see if they know these words. If they know a definition, they can mark a “+” and write it in immediately. Otherwise, the students watch for occurrences of the vocabulary words in the text, write down the context, and if necessary, look up a definition.



Arthur Long

**Name:** Kevin Murphy **Strategy:** Vocabulary Overview Guide **Comprehension Area:** Vocabulary Instruction **Literature Source:** //Master the Art of Swimming// by Steven Shaw pg 22-30 **When Utilized:** During Reading
 * Overview:** After reading Master the Art of Swimming pgs 22-30, the students will be shown how to complete the vocabulary overview guide. As a class we will first discuss the key words from the reading such as tuck, pike, flutter kick, and prone position. Next we will decide the main topic of the selection and not how the key words connect to this topic. The next step is to identify categories and arrange the key words into the proper category.

Pierce Geffers ** Name: ** Pierce Geffers ** Strategy: ** Mystery Box/Bag ** When Utilized: ** Before Reading ** Literature Source: ** Sousek, J. (2005). Students stack toward record. //Shawno Leader// This strategy will be used before reading. Students will be told about an article they will read, but they need to put their hands in a box and feel around in the box. They will think to themselves about what might be in the box. After each student has gone I will ask them individually in a line, what they think might be in the box. After this I will show them that it is a cup from cup stacking and I will have them read the article about cup stacking. This is a good way to get them thinking about the lesson that will be taught. I have a feeling that the students will know it’s a cup but I do not think that many know what cup stacking is, therefore, students will achieve a better understand of what it is, after reading the cup stacking article.
 * Mystery Box/Bag **
 * Overview **

While reading the book //Spark: The Revolutionary New Science of Exercise and the Brain,// students will learn about all the great benefits that exercise has on the brain and on our emotions. Students will be asked to keep an emotion journal that they will add to throughout the unit as they read the book for homework in and out of school. Students will use the basic template of:
 * Name:** Kevin Maher
 * Strategy:** Finish the sentence “_ __makes me feel__ _ __.”
 * Comp Area:** Strength and Cardiovascular Training
 * Lit Source:** //Spark: The Revolutionary New Science of Exercise and the Brain//
 * When utilized:** Before, During, and After Reading

“__ _ makes me feel .” An activity of the student's choice is inserted in the first blank, while an emotion is filled in the second blank (ex: __running__ makes me feel __less stressed out__ .)For each chapter they read, they must complete one “makes me feel” sentence so they will end up with 11 completed sentences when they are finished with the book. The students will compile the sentences into a journal that they will turn in at the end of the unit when they finish the book. They may decorate the journal however they want using drawings, photos, or pictures to illustrate each sentence. The students will present their journal to the class in an oral presentation at the end of the unit.