By Mrs. M.Jeannette Perez English 1 Hialeah Gardens HS TASK CARDS
CHRACTER & PLOT DEVELOPMENT/POINT OF VIEW/ SETTING/CONFLICT RESOLUTION/TONE
“The Gift of the Magi” short story- pg. 94/Mc Dougal Little Literature LA.910.1.6.2 Challenging Text LA.910.1.7.1 Background knowledge LA.910.2.1.5 Literacy elements and techniques (Character, plot) LA.910.2.1.7 Irony, Simile, Allusion, Metaphor LA. 910.1.6.7 Word Acquisition, Context Clues, Greek Roots (Chro)
How were Task Cards used? When selecting a short story by O. Henry, I chose to use the Question Task Cards with students to assess the comprehension of the story. Questions from the Task Card were used throughout the reading and with teacher-directed questions; students were able to complete a study- guide and a graphic organizer. The Graphic Organizer used instructed students to complete a story line and a character plot to organize events and ideas.
These types of questions were asked in the handouts and displayed on the promethean board with the task card: • What is the main conflict in the story? • How is the conflict resolved? • What is the irony of the story? Which of the characters realizes the irony first? Explain with details • What words/phrases create the tone of “The Gift of the Magi” • What words best describe the characters? • Whey literary device does the author use in this line, “her hair fell about her, shining like a cascade of brown waters.” Simile. • Can you find a metaphor in the story? • Which pair of words best describe how Jim and Della felt about each other?
Students were able to answer the questions in cooperative groups, in a teacher oriented lesson. All students used the same Task Card as I displayed it on the board. But different task cards are used in every story. When reviewing ‘Setting’, I incorporated a short Social Studies lesson to better understand the characters and the conflict. We discussed how people in different parts of the country in the late 19th century lived, dressed and what types of jobs they held. Students looked at pictures of people who lived in this period to create visual images of the characters.
I feel that the lesson impacted student learning positively and cohesively. Students learned new literacy elements and were able to identify each from different samples given by the teacher.
Students also practice writing their own metaphors, similes and allusions in class. Others used prior knowledge by recognizing terms studied in previous academic grades. Students have a better understanding of what a main conflict is, resolutions, tone and settings. Task Cards give are a great classroom resource for covering Standards more effectively.
Ms. Tacoma Foster The high school task cards are one of the most essential tools used in my classroom. They help students to make a connection with the text and promote higher order thinking skills. I used the analyze and evaluate and compare and question stems to create a board game of challenging questions for students to answer during the reading of “The Crucible.” At the end, I divided the class in groups and had them create 5 teach like questions using the task cards based on the play, characters and the movie. I then combined all of the questions and had everyone answer each of the questions individually and it served as their final test for the story. Overall, the results of the test yielded great results. All of the students passed the test and that clearly revealed they understood the story
I find that the task cards are very multifunctional from using them to create test questions, having students create their own questions using the stems, to using them as a guide to drive a lesson. I have used them on all grade levels successfully.
My lesson involved Context Clues (L.A.A. 1.4.2.)
Students used their SAT Vocabulary words to write sentences using context clues. Students left a blank space for where the vocabulary word was supposed to go. Students then exchanged papers and completed the sentences with the appropriate vocabulary word. By completing the assignment students not only learned the meaning of the words, but also learned how to incorporate context clues in their sentences as well as find them in order to complete the sentences with the correct word.
Mr. Montoya World History Task Cards Professional Development Follow-Up Assignment Reflection • The task cards lesson was a wonderful addition to my World History class. The students are challenged to view history as something more than names and dates. They were required to analyze the material to comprehend the author’s message. I evidenced that the lesson enriched the students understanding of the material. I paired up the students for this particular assignment and for the most part it materialized smoothly. There are a couple of modifications that I will implement for the next time I apply this lesson. First, for ELL students I will have them in groups of three, two instead of just one English speaker. I noticed that it was a bit overwhelming for the student whose partner was an ELL student. Second, I will implement this activity as an end of section review activity as oppose to routine classroom activity due to its success and challenge. Florida Sunshine State Standard(s) • SS.A.2.4.2: Understand the rise of early civilization and the spread of agriculture in Mesopotamia, Egypt, and the Indus Valley. • SS.A.2.4.3: Understand the emergence of civilization in China, Southwest Asia, and the Mediterranean basin. • SS.B.2.4.1: Understand how social, cultural, economic and environmental factors contribute to the dynamic nature of regions. • SS.B.2.4.5: Know how humans overcome “limits of growth” imposed by physical systems. Task Card Implementation • I used a technique one of the English teachers in the work shop uses with her students. Pair up the students and have them make up test using at least one question from each card. I had my class do two question from each card on the section we were working on. Teacher Point of View • The lesson was successful. The students engaged the material; this was evidenced by the amount of questions they were asking me as I walked around the class. Student Impact • The lesson is a three prong success; as an enriching, reteaching and close activity all in one.
The task cards help my students and me create higher order thinking and I use them to either begin or end a lesson. I found them valuable when reading "The Canterbury Tales" with my students. Because the tales are so lengthy, the task cards helped when the students were in small groups reading sections of the tales. I found that this method helped the students fully grasp the tales and take ownership of their newfound knowledge. Trina Cabrisas English IV
If anyone wants to use this test, please email me and I will send it to you. The students did a great job on it!
ReplyDeleteBy Mrs. M.Jeannette Perez
ReplyDeleteEnglish 1
Hialeah Gardens HS
TASK CARDS
CHRACTER & PLOT DEVELOPMENT/POINT OF VIEW/
SETTING/CONFLICT RESOLUTION/TONE
“The Gift of the Magi” short story- pg. 94/Mc Dougal Little Literature
LA.910.1.6.2 Challenging Text
LA.910.1.7.1 Background knowledge
LA.910.2.1.5 Literacy elements and techniques (Character, plot)
LA.910.2.1.7 Irony, Simile, Allusion, Metaphor
LA. 910.1.6.7 Word Acquisition, Context Clues, Greek Roots (Chro)
How were Task Cards used?
When selecting a short story by O. Henry, I chose to use the Question Task Cards with students to assess the comprehension of the story. Questions from the Task Card were used throughout the reading and with teacher-directed questions; students were able to complete a study- guide and a graphic organizer.
The Graphic Organizer used instructed students to complete a story line and a character plot to organize events and ideas.
These types of questions were asked in the handouts and displayed on the promethean board with the task card:
• What is the main conflict in the story?
• How is the conflict resolved?
• What is the irony of the story? Which of the characters realizes the irony first? Explain with details
• What words/phrases create the tone of “The Gift of the Magi”
• What words best describe the characters?
• Whey literary device does the author use in this line, “her hair fell about her, shining like a cascade of brown waters.” Simile.
• Can you find a metaphor in the story?
• Which pair of words best describe how Jim and Della felt about each other?
Students were able to answer the questions in cooperative groups, in a teacher oriented lesson. All students used the same Task Card as I displayed it on the board. But different task cards are used in every story. When reviewing ‘Setting’, I incorporated a short Social Studies lesson to better understand the characters and the conflict. We discussed how people in different parts of the country in the late 19th century lived, dressed and what types of jobs they held. Students looked at pictures of people who lived in this period to create visual images of the characters.
I feel that the lesson impacted student learning positively and cohesively. Students learned new literacy elements and were able to identify each from different samples given by the teacher.
Students also practice writing their own metaphors, similes and allusions in class. Others used prior knowledge by recognizing terms studied in previous academic grades. Students have a better understanding of what a main conflict is, resolutions, tone and settings. Task Cards give are a great classroom resource for covering Standards more effectively.
This comment has been removed by the author.
ReplyDeleteMs. Tacoma Foster
ReplyDeleteThe high school task cards are one of the most essential tools used in my classroom. They help students to make a connection with the text and promote higher order thinking skills. I used the analyze and evaluate and compare and question stems to create a board game of challenging questions for students to answer during the reading of “The Crucible.” At the end, I divided the class in groups and had them create 5 teach like questions using the task cards based on the play, characters and the movie. I then combined all of the questions and had everyone answer each of the questions individually and it served as their final test for the story. Overall, the results of the test yielded great results. All of the students passed the test and that clearly revealed they understood the story
I find that the task cards are very multifunctional from using them to create test questions, having students create their own questions using the stems, to using them as a guide to drive a lesson. I have used them on all grade levels successfully.
ReplyDeleteMy lesson involved Context Clues (L.A.A. 1.4.2.)
Students used their SAT Vocabulary words to write sentences using context clues. Students left a blank space for where the vocabulary word was supposed to go. Students then exchanged papers and completed the sentences with the appropriate vocabulary word.
By completing the assignment students not only learned the meaning of the words, but also learned how to incorporate context clues in their sentences as well as find them in order to complete the sentences with the correct word.
Catherine Manfra
English III Honors
Mr. Montoya
ReplyDeleteWorld History
Task Cards
Professional Development Follow-Up Assignment
Reflection
• The task cards lesson was a wonderful addition to my World History class. The students are challenged to view history as something more than names and dates. They were required to analyze the material to comprehend the author’s message. I evidenced that the lesson enriched the students understanding of the material. I paired up the students for this particular assignment and for the most part it materialized smoothly. There are a couple of modifications that I will implement for the next time I apply this lesson. First, for ELL students I will have them in groups of three, two instead of just one English speaker. I noticed that it was a bit overwhelming for the student whose partner was an ELL student. Second, I will implement this activity as an end of section review activity as oppose to routine classroom activity due to its success and challenge.
Florida Sunshine State Standard(s)
• SS.A.2.4.2: Understand the rise of early civilization and the spread of agriculture in Mesopotamia, Egypt, and the Indus Valley.
• SS.A.2.4.3: Understand the emergence of civilization in China, Southwest Asia, and the Mediterranean basin.
• SS.B.2.4.1: Understand how social, cultural, economic and environmental factors contribute to the dynamic nature of regions.
• SS.B.2.4.5: Know how humans overcome “limits of growth” imposed by physical systems.
Task Card Implementation
• I used a technique one of the English teachers in the work shop uses with her students. Pair up the students and have them make up test using at least one question from each card. I had my class do two question from each card on the section we were working on.
Teacher Point of View
• The lesson was successful. The students engaged the material; this was evidenced by the amount of questions they were asking me as I walked around the class.
Student Impact
• The lesson is a three prong success; as an enriching, reteaching and close activity all in one.
The task cards help my students and me create higher order thinking and I use them to either begin or end a lesson. I found them valuable when reading "The Canterbury Tales" with my students. Because the tales are so lengthy, the task cards helped when the students were in small groups reading sections of the tales. I found that this method helped the students fully grasp the tales and take ownership of their newfound knowledge.
ReplyDeleteTrina Cabrisas
English IV