#3539. Jimmy's Rules

Reading/Writing, level: Elementary
Posted Tue Aug 2 17:04:34 PDT 2005 by Michael Suber (mikesuber@hotmail.com).
Terrell ISD, Terrell, Texas, USA
Materials Required: Pencil, Paper, Teacher Board, Book: "Jimmy's Boa Ate the Wash"
Activity Time: 1 Hour
Concepts Taught: TEKS 110.7(b) 15 a - g

Jimmy's Rules

Monday
Objective: 110.7(b) 15a -- Student will write to express their idea of a students responsibilities in the classroom.
Strategies:
· Problem-based Learning
· Concept Teaching
· Classroom Discussion
Materials: Pencil, Paper, Dry Erase Board, Book: "Jimmy's Boa Ate the Wash"

Focus:
· 10 Min/ Read book and ask questions at application level.
Guided:
· 5 Min/ Teacher and select student act out a scenario from the book as it applies in the classroom.
· 10 Min/ Teacher asks analysis level questions about the scenario and writes the answers on the board.
Independent:
· 25 Min/ Student writes their own synthesis of the scenario based upon the scenario presented while changing the outcome and designing a rule that changed the out come.
Closure:
· 10 Min/ Students are selected to share their story and the teacher helps the students evaluate their ideas.

Assessment: Students place their stories in the "IN BOX".
Modifications: All student IEP's are followed.
Real World: Students see the importance of rules and begin to analyze why rules are necessary.
Tie In: Students are encouraged to analyze behaviors in other classrooms while looking for the rules that are different between classrooms.

Tuesday
Objective: 110.7(b) 15c -- Student will write to inform by description and explanation of how rules differ between classrooms and teachers.
Strategies:
· Problem-based Learning
· Concept Teaching
· Classroom Discussion
Materials: Pencil, Paper, Dry Erase Board, Book: "Jimmy's Boa Ate the Wash"

Focus:
· 5 Min/ Review the analysis questions written on the board.
· 10 Min/ Reread book and ask analysis questions.
Guided:
· 10 Min/ Teacher guides the student's discussion of their observations of rules and outcomes from other classes and teachers. Teacher writes stated rules and outcomes on the board.
Independent:
· 25 Min/ Student writes their own synthesis of the classroom rules based upon the scenario presented in one of their own classes while designing a rule that changed the out come of student behavior.
Closure:
· 10 Min/ Students are selected to share their story and the teacher helps the students evaluate their ideas.

Assessment: Students place their stories in the "IN BOX".
Modifications: All student IEP's are followed.
Real World: Students see the importance of rules and begin to analyze why rules are necessary.
Tie In: Students are encouraged to analyze behaviors in other classrooms while looking for the rules that are different between classrooms.

Wednesday
Objective: 110.7(b) 15f -- Student will choose an appropriate form to present their analysis of the rules inherent to their favorite scenario of the stated book and how their rule changes would affect the character outcomes.
Strategies:
· Problem-based Learning
· Concept Teaching
· Classroom Discussion
Materials: Pencil, Paper, Dry Erase Board, Book: "Jimmy's Boa Ate the Wash"

Focus:
· 5 Min/ Review the rules researched and write them on the board.
· 10 Min/ Introduce the various forms that the presentation of their research can take.
Guided:
· 15 Min/ Teacher guides the student's through a discussion of their observations about the various forms and their attributes. Teacher writes stated attributes on the board.
Independent:
· 20 Min/ Student chooses a format for the presentation of their research and begins to form an outline from the main points in their previous papers.
Closure:
· 5 Min/ Students state the format they are using and why.

Assessment: Students place their writings in the "IN BOX".
Modifications: All student IEP's are followed.
Real World: Students see the importance of rules and begin to analyze why rules are necessary.
Tie In: Students are encouraged to analyze behaviors in other classrooms while looking for the rules that are different between classrooms.

Thursday
Objective: 110.7(b) 15g -- Student will use literary devices effectively such as suspense, dialogue, and figurative language in creating the presentation of their research with the previously chosen format.
Strategies:
· Problem-based Learning
· Concept Teaching
· Classroom Discussion
Materials: Pencil, Paper, Dry Erase Board, Book: "Jimmy's Boa Ate the Wash"

Focus:
· 5 Min/ Review the rules and analysis questions on the board.
· 10 Min/ Introduce the various literary devices and examples.
Guided:
· 10 Min/ Teacher guides the student's through the process of taking the outline of their main points and fitting it into their chosen format.
Independent:
· 30 Min/ Students write their presentation by adding additional information to their outline within the chosen format using their previous papers and the book for their informational resources.
Closure:
· 5 Min/ Students are assigned a presentation time for the next day.

Assessment: Students place their writings in the "IN BOX".
Modifications: All student IEP's are followed.
Real World: Students see the importance of rules and begin to analyze why rules are necessary.
Tie In: Students are encouraged to analyze behaviors in other classrooms while looking for the rules that are different between classrooms.

Objective: 110.7(b) 15 a, c, f, g, -- Student will present and read the work they have created exhibiting use of the TEKS objectives while their peers provide a review of their work.
Strategies:
· Problem-based Learning
· Concept Teaching
· Classroom Discussion
Materials: Pencil, Paper, Dry Erase Board, Book: "Jimmy's Boa Ate the Wash"

Focus:
· 5 Min/ Review the rules for speaking and listening during presentations.
Guided: Linked with Independent.
· 55 Min/ Teacher guides the student listeners through the process of writing positive feedback on their peers presentation.
Independent: Linked with Guided Practice
· 55 Min/ Students read their paper in its format to their class or may choose to have someone else read their paper.
Closure:
· 0 Min/ Students applaud each other for their efforts.

Assessment: Students place their writings and listeners notes in the "IN BOX".
Modifications: All student IEP's are followed.
Real World: Students see the importance of rules and begin to analyze why rules are necessary.
Tie In: Students are encouraged to analyze behaviors in other classrooms while looking for the rules that are different between classrooms.