CKern_FINALLESSONPLAN Essays - Learning, Education, Free Essays

CKern_FINALLESSONPLAN Essays - Learning, Education, Free Essays Final Lesson Plan Chloe Kern ESEPSY 2309 Ohio State University Age: First Grade Subject: Literature Topic: Elements of a Story Time + Pacing Central Focus of Lesson This lesson will focus on the different elements of a story and allowing the children to see these elements in a book. Objectives Students will be able to list the different elements of a story Students will be able to identify characters, settings, and major events in a story (with prompting) Students will create their own art that includes elements of a story (character, setting, action) Key Vocabulary (From Video) Beginning Middle End Characters Setting Main Idea Prior Academic Learning and Prerequisite Skills Students will be using what they know about stories to recognize the different elements of a story. Students should have prior experience with listening to stories being read aloud and answering comprehension questions. Students should be aware of classroom rules and procedures. Knowledge of how to use markers, crayons, colored pencils, and how to put art supplies away will also be important. Materials Board Paper with 3 categories for each child Projector Computer Colored pencils/markers/crayons (Book): Pete the Cat: Rocking in My School Shoes (Book can be changed if this one is not available) (https://www.youtube.com/watch?v=hCkdSB1TptU ) Lesson Introduction Gather the children in the "circle time" area of the classroom. Explain to them that today they are going to be learning about the different parts of a story. Begin by asking them some questions about things that they think are in a story. Write their ideas on the board even if they are not correct and even if they are missing elements. Next, read the story Pete the Cat: Rocking in My School Shoes (https://www.youtube.com/watch?v=hCkdSB1TptU ). Have the children sing/chant along with the repeated phrase in the story and use the projector to show the pages of the book. Ask comprehension questions about the story. Examples: Who was the story about? Where was Pete in this story? What were some of the things that Pete did in this story? What part of his clothes did Pete keep singing about? 10 min Introduction of New Information Show the video: Parts of a Story | Language Arts Song for Kids | English for Kids | Jack Hartmann (https://www.youtube.com/watch?v=-_nePjWXecQ ) Play the video twice. The first time the children should just watch, but the second time through they are allowed to sing/move along with the music. After the video ask the children if there was anything they missed on their list about the parts of a story. Write down the elements that they remember from the video on the board. Some prompting may be necessary but it is important that the children recognize the different elements mainly on their own. 5-7 min Learning Activities After the list on the board is complete, it is important to discuss the differences between each of the words in the video (beginning, middle, end, characters, setting, main idea). Begin with the word the beginning. After they understand what each word means, bring the original story that was read aloud into this discussion. Questions to ask What is the beginning of the story? What did Pete the Cat do in the beginning of the story? What is the middle of a story? What are some things that Pete the Cat did in the middle of the story? What is the end of the story? What did Pete do at the end of the story? What do we call the person that a story is about? Who was our story that we read about? What is the setting of a story? Where did Pete the Cat go in his story? What is the main idea of a story? What was our story that we read out loud about? After this discussion, send the children back to their seats to begin the next activity. 10 min Interactive Learning Begin by explaining that now the children will be drawing their own stories. They will need to think of a character and a setting, and something the character does (action). Show teacher example of a completed picture. Prompting may be necessary for some students. Begin by asking them who they want the story to be about. Then ask them where the story is going to take place. This will help the students to organize their thoughts, but it will not give them any direct answers. 15-20 min Closure/Recap Use this time to make any concepts more clear or answer any questions. Each child will be given

All About the Ancient Roman Family

All About the Ancient Roman Family The Roman family was called familia, from which the Latin word family is derived. The familia could include the triad with which we are familiar, two parents and children (biological or adopted), as well as slaves and grandparents. The head of the family (referred to as the pater familias) was in charge of even adult males in the familia. See Jane F. Gardners Family and Familia in Roman Law and Life reviewed by Richard Saller in The American Historical Review, Vol. 105, No. 1. (Feb. 2000), pp. 260-261. Purposes of the Roman Family The Roman family was the basic institution of the Roman people. The Roman family transmitted morality and social status across generations. The family educated its own young. The family tended its own hearth, while the hearth goddess, Vesta, was tended by state priestess called Vestal Virgins. The family needed to continue so that dead ancestors could be honored by their descendants and connections made for political purposes. When this failed to be motive enough, Augustus Caesar offered financial incentives to families to breed. Marriage The wife of the pater familias (the mater familias) might have been considered part of her husbands family or part of her natal family, depending on the conventions of the marriage. Marriages in Ancient Rome could be in manu in the hand or sine manu without the hand. In the former case, the wife became part of her husbands family; in the latter, she remained tied to her family of origin. Divorce and Emancipation When we think of divorce, emancipation, and adoption, we usually think in terms of ending relationships between families. Rome was different. Inter-familial alliances were essential for garnering the support needed for political ends. Divorces could be granted so that partners could remarry into other families to establish new connections, but the family connections established via first marriages need not be broken. Emancipated sons were still entitled to shares of paternal estates. Adoption Adoption also brought families together and allowed continuity to families that would otherwise have no one to carry on the family name. In the unusual case of Claudius Pulcher, adoption into a plebeian family, led by a man younger than himself, allowed Claudius (now using the plebeian name Clodius) to run for election as tribune of the plebs. For information on the adoption of freedmen, see The Adoption of Roman Freedmen, by Jane F. Gardner. Phoenix, Vol. 43, No. 3. (Autumn, 1989), pp. 236-257. Familia vs. Domus In legal terms, familia included all those under the power of the pater familias; sometimes it meant only the slaves. The pater familias was usually the oldest male. His heirs were under his power, as were the slaves, but not necessarily his wife. A boy without a mother or children could be a pater familias. In non-legal terms, the mother/wife could be included in the familia, although the term usually used for this unit was domus, which we translate as home. See Familia, Domus, and the Roman Conception of the Family, by Richard P. Saller. Phoenix, Vol. 38, No. 4. (Winter, 1984), pp. 336-355. Household and Family Religion in Antiquity, edited by John Bodel and Saul M. Olyan Meaning of Domus Domus referred to the physical house, the household, including the wife, ancestors, and descendants. The domus referred to the places where the pater familias exerted his authority or acted as dominus. Domus was also used for the dynasty of the Roman emperor. Domus and familia were often interchangeable. Pater Familias vs. Pater or Parent While pater familias is usually understood as head of the family, it had the primary legal meaning of estate owner. The word itself was usually used in legal contexts and required only that the person be able to possess property. The terms usually used to denote parenting were parens parent, pater father, and mater mother. See Pater Familias, Mater Familias, and the Gendered Semantics of the Roman Household, by Richard P. Saller. Classical Philology, Vol. 94, No. 2. (Apr. 1999), pp. 182-197.