“Thank You, M’am” by Langston Hughes
English Language Arts
16 boys and 14 girls around the age of 9 make up my 4th grade class. Four boys have an IEP for ADHD or ADD. One girl and two boys are ELs, emerging and expanding. Four girls and three boys are identified GATE. One boy and one girl, who are African American, have oppositional behavior and tend to steer away from any academic learning. One girl is awaiting an SST for extremely low academic performances, and she has already been retained once. She is also seeking counseling during her parent’s divorce, and she is an extremely quiet child.
The demographic distribution in my class are: Hispanic- 48%, Filipino- 17%, Asian- 17%, African Amer./Black- 13%, and White 3%. Four students are bi-racial.
Based on a survey that I created through Google Form, my students, generally, have positive learning attitudes. However, they have high anxiety about taking risks in their learning because they have been conditioned to always be correct and to achieve the highest scores on tests. They do not participate unless they are absolutely sure about the answers for fear of embarrassment or being labeled ‘stupid’ by their peers.
All my students learn best when directions or instructions are visually listed in brief steps and posted on the walls along with watching me model these steps, and then they in turn also complete these steps with me. The incorporation of technology generates more student participation in the classroom. When learning abstract concepts such as writing complex sentences, math operations, and science, manipulating concrete objects such as base ten blocks, sentence cards, and actual igneous, metamorphic, and sedimentary rocks produce the best knowledge outcomes.
ABCDs of strong objectives are included:
A – Audience
B – Behavior
C – Condition
D – Degree
Select Methods, Media, , and Materials
Day 1: Teacher will introduce what a theme is by showing video, model the process of determining a theme with a familiar story, The Story of the Three Little Pigs, and write a concise paragraph using the information outlined from the graphic organizer in Google Docs.
Day 2: Teacher will introduce the grade level appropriate text, “Thank you, M’am” by Langston Hughes. During the read aloud with the teacher, the students will evaluate the actions and attitudes of the main characters to form a judgment about the ending and the author’s message based on the ending (making a claim about the theme). After the organization of their own thoughts on their graphic organizer, students will follow the rules to writing a concise paragraph.
Day 3: Teacher will model how to create 5 slides with hand-drawn/colored pictures for each sentence in the concise paragraph from the Three Little Pigs, photograph them and the cover of the story, import them into iMovie on the iPad, add title, add texts, add transitions, and narrate the slides to express the theme of the story.
Day 4: Students will use construction or copy paper, markers, pens, crayons, water paint, etc. provided by teachers to depict the lines in their concise paragraph (5 slides) about the theme in “Thank you, M’am.” Photograph them and upload to Google Drive.
Day 5: Students will import the pictures into iMovie and create a multimedia presentation of the theme in “Thank you, M’am.” Then export their movie as an mp4 to their Google Drive, and upload video on Google Classroom as an ‘announcement’ because students cannot publish video on YouTubeuding parents.
Utilize Media, Materials, and Methods
Assignment Description: Students will create a multimedia presentation of their understanding about the theme in “Thank you, M’am” by drawing their own pictures to depict the theme and evidences from the story, and importing them into iMovie. Students will narrate the pictures from their concise paragraph writing.
Learning Objectives: Student can make a valid claim about the theme from “Thank you, M’am” and clearly express it with careful evaluations of characters’ behaviors and citing strong textual evidence.
Day 1: Teacher Input/Modeling with determining the theme (90 min.)
Day 3: Teacher Input/Modeling with iMovie (90 min.)
Require Learner Participation
5. Provide the learning experiences:
Day 2: (90 min.) Read, Determine the theme, Outline with Graphic Organizer, and Write a 5-6
ELA.RL 4.2: After reading “Thank you, M’am” by Langston Hughes, fourth grade students will make a claim about the theme of the literature and support this claim with three supporting evidence based on their evaluations of the characters’ actions and attitudes.
Day 4: ISTE Standard 6. Creative Communicator: Using iMovie, a multimedia program, the 4th grade students will create seven slides, each containing a picture with narration except for the credits page, to clearly express the theme of the literature piece, Thank you, M’am.
Evaluate & Revise
2. Media Effectiveness
3. Instructor Performance
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