Doorways to Learning


Your Name: Gina Walker
School: Sandy Lake Academy
E-mail Address: gwalker@sandylakeacademy.ca
Published Date: April 8, 2012
Subject(s):Language Arts, Art, Bible, Information Technology
Intended Grade Level(s): Grades 5/6

Description: These centers are designed to be used for week by week independent activity centers during a six week study of The Door in the Wall. Student groups can rotate through centers, leaving the teacher free to work with literature circles. Centers include activities in, Word Use, Art, Writing, Technology, and Bible.

Pathways Theme, Goals, and Skills:
  • Analyzes story elements
  • reads, spells and writes multisyllabic words
  • Correctly spells grade-appropriate and subject area words
  • Identifies and uses grade-appropriate punctuation
  • Identifies and uses proper nouns and proper adjectives
  • Writes Sentences, paragraphs,and stories

Faith Integration:
Students will gain an understanding of their God and his great love and plan for us. They will renew their faith by learning that God is with us and has a plan for us even in trying circumstances. They will learn that God can use many things that seem to be barriers or walls to us to open doors to better possibilities. Students will selve into God's word to discover the use of the word "door" in the Bible in many different ways.

Technology Standards:

Creativity and Innovation
a. Apply existing knowledge to generate new ideas,products, or processesb. Create original works as a means of personal or group expression
Communication and Collaboration
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formatsc.Contribute to project teams to produce original works or solve problems
Research and Information Fluency
a. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

Critical Thinking, Problem Solving, and Decision Makinga.Plan and manage activities to develop a solution or complete a project
Digital Citizenship
a. Advocate and practice safe, legal, and responsible use of information and technologyb. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivityc. Demonstrate personal responsibility for lifelong learningd. Exhibit leadership for digital citizenship
Technology Operations and Concepts
a. Understand and use technology systemsb. Select and use applications effectively and productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learning of new technologies
Materials/Hardware/Software: List all materials, hardware, software needed for the learning centers. If specific online tools are used, list those as well.
VoiceThread login
pdf documant with castle instructionsand templates from stormthe castle.com
Microsoft Story Template taken from langwitches.org


Suggested blackline masters from the Daily Lesson Guide




Teacher Preparation:
The teacher will need tp prepare the following materials:
  1. One copy of the Castle building instructions per group http://www.stormthecastle.com/paper-castle/Paper%20castle.pdf
  2. Castle building materials for each group
  3. Word document for story template http://langwitches.org/blog/wp-content/uploads/2011/04/Storyboard-Template.doc
  4. Student Self Evaluation Form
  5. Digital story rubric
  6. Prepare suggested blackline masters for each center found in the Daily Lesson Guide


Student Preparation:
Students must be familiar with the following:
  1. How to use a digital camera
  2. How to use Microsoft PhotoStory or Google Presentations to creat a digital story.
  3. How to create a Voice Thread
  4. How to use Powerpoint
  5. How to login and use wordle and tagxedo.

Classroom Management and Decoration: It would be optimal to have student desks arranged in pods so each literature group could sit together and take their center materials to their pods when needed. The class could be decorated with anything to make it appear like a midieval setting. Create stained glass artwork to hange in the windows or around the room.
Assessment/Evaluation:

Students will fill in a group self evaluation after working at their centers each week.




Doorway to Creativity

Each group will work together to create a model of a castle. They will then create characters and use them to tell a digital story using pictures and audio clips. They can create their story using either Microsoft PhotoStory or google presentations.

Books, references, worksheets:
Students will use information from the pdf document from stormthecastle.com and the story planning worksheet from langwitches.org


Any materials:

Parts and Tools Needed for this Project:
3 Empty Cereal BoxesWhite Glue or Paste
4 Bathroom tissue tubes 2 paper towel tubes cut into 4 and 1/2 inches in length (so you hae 4)
Scissors
Masking tape (optional)
Printout of instructions
Printout of castle design and parts
Word Story template
Students will fill in their Group Self Evaluation Rubric each week to assess their participation.

Instructions for the students;
Week 1: Collect materials for your group and read the General Tips page found in your packet. Complete page one of the instructions (glueing down part to the cardboard)
Create your tower walls by glueing them to the tower tubes and adding on roofs (see p 2 of instructions)
Week 2: Cut out all parts that were glued last week. Fold and glue together. (see p 2 and 3 of instructions)
Week 3: Glue all parts to castle base. Create your story board for your movie. Use the Word Story Template
Week 4: Take photos to tell your story.
Week 5: Begin creating your digital story by adding your photos and audio.
Week 6: Edit and final touches. Fill in the group work self evaluation form to let me know how you feel you did in your group.

Differentiated Instruction: As this is a group project, students will be able to contribute according to their strengths. Teacher should help students assign roles according to their strengths/abilities.

Multiple Intelligences:
spatial, linguistic, kinesthetic, interpersonal, intrapersonal


Doorway to Word Use

Create the activity choices for five learning centers for this theme. At least one, preferably two or more of the centers should use technology (computer, digital camera, iPod, etc.).Your technology activities need to be more than just spending time in a specific software tool or on a specific website. What exactly will students do, create, or practice? For each center include:

Books, references, worksheets.
Pathways Daily Lesson Guide Friends and Family Door in the Wall. The student worksheets for this center are located in the Blackline Masters 9 and 10.

Any materials
Students worksheets listed above. (blackline masters)
Print one copy of the Theme Word list and student instructions for each student.
Students will fill in their Group Self Evaluation Rubric each week to assess their participation.


Instructions for the students; Students will work with 15 theme words to learn their meanings, synonyms, antonyms, and part of speech. The students will then make word clouds using Tagxedo or Wordle, and a web using Visual Thesaurus.
  • Weeks 1-4: Complete blackline masters using 4 words each week.
  • Week 5: Create web with Visual Thesauraus.
  • Week 6: Create Word Clouds.

Differentiated Instruction: Students can choose with blackline master they would like to use when working with their words. They have a choice of which words to work with, whether to have a partner or to work individually and which type of word cloud to creat.
Multiple Intelligences:
spatial, linguistic, kinesthetic, interpersonal, intrapersonal
==


Doorway to Writing

The students will practice handwriting skills and do their Daily Oral Language activity in this center each week.
Books, references, worksheets.
Pathways Daily Lesson Guide Friends and Family Door in the Wall. The student worksheets for this center are located in the Blackline Masters 32-35(DOL) and 36-43(handwriting sheets).

Any materials
Students will fill in their Group Self Evaluation Rubric each week to assess their participation.

Instructions for the students; Each week you will complete one handwriting sheet and one DOL sheet. You may word as a group on the DOL and individually on the handwriting.
Differentiated Instruction: Students can choose 6 of the 8 handwriting sheets, they can work in groups on the DOL so weaker students can be helped by the more advances ones. DOL could be typed on the computer if prefered, and Handwriting sheets could be enlarged for student with delayed fine motor skills..

Multiple Intelligences:
spatial, linguistic, kinesthetic, interpersonal, intrapersonal
==


Doorway to God's Word


Students will complete the blackline masters to discover ways the word door is used inb the Bible. This will help the find clues to find a Bible Verse. They will use what they have learned to create either a powerpoint slide, voicethread, song or poem.
Books, references, worksheets.
Pathways Daily Lesson Guide Friends and Family Door in the Wall. The student worksheets for this center are located in the Blackline Masters 24a,b and 26.

Any materials: Blackline Master listed above.
Students will fill in their Group Self Evaluation Rubric each week to assess their participation.


Instructions for the students: Work on your own or with a partner to look up the Bible verses and complete the worksheets. Use everything you have learned to either create a powerpoint slide, Voicethread, or a song or poem.
  • Week 1: Complete Blackline Master 24a
  • Week 2: Complete Blackline Master 24b
  • Week 3: Complete Blackline Master 26. Think about which project choice you will make.
  • Week 4: Begin planning project
  • Week 5: Contnue working on project
  • Week 6: Complete project.

Differentiated Instruction: Students can work independantly or with a partner. Students can use what they have learned to create powerpoint slide, song or poem (you must creat a vidoe or recording of this), or Voicethread.

Multiple Intelligences: .
spatial, linguistic, kinesthetic, interpersonal, intrapersonal
==


Doorway to Sharing

In this centre students will meet in their groups with the teacher to participate in their Literature Circles. Students will share the discoveries they have made that week while reading the assigned material. Each student will have a role and something different to share with the group. Students will get a chance to try a different role each week.

Books, references, worksheets.
Pathways Daily Lesson Guide Friends and Family Door in the Wall. The student worksheets for their Literature Circle roles are located in the Blackline Masters pages 3-9.
Any materials:


Instructions for the students; Students will fill in their assigned blackline master sheet after reading their assigned chapters either individually or with their reading groups. They must come to this center with thier book as well as their prepared sheet and be ready to listen and share.
  • Week 1: Meet with teacher to learn about Literature Circle expectations and roles.
  • Week 2: Meet to discuss Chapters 1/2
  • Week 3: Meet to discuss Chapters 3/4
  • Week 4: Meet to discuss Chapters 5/6
  • Week 5: Meet to discuss Chapters 7/8
  • Week 6: Meet to discuss Chapters 9/10

Differentiated Instruction: Students will have the ability to choose from different roles. They can begin with those with which they are most comfortable and progress to others after witnessing other students participating. As less able students share, more advances group members can encourage and make suggestions, adding their thoughts as well.

Multiple Intelligences: Interpersonal, Intrapersonal, Linguistic