Speed dating lesson plan start menu not updating
The has everything you need to help a child learn to read through phonics: decodable stories, listening exercises, you name it.
In this activity students take the role of elements and carry out a speed dating activity to find the perfect partner to bond with.
The lesson is engaging with 'levelled&' learning outcomes (SOLO taxonomy) and students found the lesson extremely fun.
I have uploaded a comprehensive lesson plan and &';levelled' topic overview which may also be of use for any teachers using SOLO taxonomy.
These classes are designed for struggling readers and generally have fewer than ten students. I had the best results with the eighth grade class, who better understood all my dating jokes ("sometimes you have to kiss some frogs", "sometimes you have to throw that fish back in", "if at first you don't succeed", etc.).
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
(Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-11.) [W.11-12.5]1. Ask students to indicate on the card, which part of the essay they found to be most challenging. Have students sit facing a partner and tell the students that they will be going on a "Speed Date" with their paper. Explain to the students that they will spend a few minutes talking to someone about their paper and their writing process. Present the first question and allow the teams to talk for approximately three to five minutes.
Because of the nature of the class, the students do not tend to be readers, nor are they generally intrinsically-motivated to read. They really enjoyed this lesson, and my eighth grade library assistants, who saw the speed dating as they worked in the library, all asked me to do this with their classes, too. For the reading resource classes, I chose high-interest genres such as horror, humor, manga, nonfiction, survival, romance, sports, and realistic fiction. For my classes, I added a second nonfiction table since it was full every time.
So here is what I did: : Decide how you want the tables set up. I put 10-15 books on each table to represent that genre. I also set up a Power Point with the directions for the minutes. As they came in, they noticed the signs and books, and I could already tell they were picking their genres, even though I hadn't said a word about what we were doing. The romance section was particularly popular, even with the boys, so I added some "non-pink" romances to that table for the boys.
We went over the directions thoroughly, and I made absolutely certain everyone knew what to do. Students who got a heart or a diamond (red card) get a "kiss" at the end of their date (Hershey's kiss). Many of the books got checked out, and the students were really engaged and enjoyed it.