Beacon Lesson Plan Library
Geo Jammin' - Day 5, Lesson 19: Hey, Hey, Whaddaya Say!
Bay District Schools
Students rehearse scripts by recording themselves on audiotape and then playing it back to self-assess strengths and weaknesses. Individual student tapes will be sent home to afford further opportunity for recorded practice and parental assistance.
The student uses volume, phrasing, and intonation appropriate for different situations (for example, large or small group settings, sharing oral stories, dramatic activities).
The student speaks for different purposes (for example, informing, entertaining, expressing ideas).
-Audiocassette tape for each student with his/her name printed on it
-Pre-recording of the sample script (See Summative Assessment A in the Associated Files of the Unit Plan) or one of your own
-Overhead projector with viewing surface
-Vis-ŕ-vis overhead pen
-Geo George puppet
-Quality Speaking poster
-Volunteers for assistance
-Space for students to work alone or in pairs
-Hey, Hey, Whaddaya Say! page for each student (See Associated File)
-Transparency of Hey, Hey, Whaddaya Say!
-Student Math Moments journals
-An Assessment Management Tool for each student (See Associated Files in the Unit Plan)
1. Pre-record with personality and display of purpose, volume, phrasing and intonation, the sample script (or one of your own).
2. Gather player/recorders for classroom use.
3. Know where students will work alone or in pairs with players/recorders.
4. Get an overhead projector and viewing surface.
5. Have on hand a Vis-ŕ-vis overhead pen.
6. Get volunteers to come in to assist.
7. Purchase, or collect from students, audiocassette tapes.
8. Write student names on each tape.
9. Make an overhead transparency of the Hey, Hey, Whaddaya Say! page.
10. Make student copies of the Hey, Hey, Whaddaya Say! page.
11. Use the Assessment Management Tool to record student formative assessment results. (See Associated Files in the Unit Plan)
12. Associated File contains:
Hey, Hey, Whaddaya Say! page
1. With tape recorder hidden, play the recorded script as Geo George moves his mouth.
2. Display on the overhead a transparency of the Hey, Hey, Whaddaya Say! page. Guide students through an assessment of the voice quality using the items listed on the page. Record the score students give for each quality listed. Call on students to support the score they give. Offer positive and corrective feedback as students validate the score. *For example, if a student suggests a “Need to Improve” on the phrasing, respond by saying, “Yes, it does sound like the person stops to take a breath in the wrong place.” If phrasing is given a “Best,” it may be because they liked the way the edges were described to be like a tightrope.
3. Explain that to practice his/her puppet show presentation, students record their script, then play it back for scoring. Scores are recorded on the Hey, Hey, Whaddaya Say! page.
4. Students practice with the script written in Lesson 18, By George!
5. Hand out to students the Hey, Hey, Whaddaya Say! page and an audiotape with their name on it. Direct students to practice only the speaking part, not use of the puppet.
6. Instruct students to move to the workstations with their script, Hey, Hey, Whaddaya Say! page, and tape. Utilize volunteer help with recording session.
7. Instruct students to read their script aloud a couple of times first, to get the feel for it and to get comfortable with it. Begin recording as soon as they are ready. Remember, this is not an oral reading assessment, and remind students of the same.
8. As students work independently, monitor the class and assist with recording questions, problems, and correct use of the self-assessment page.
*For example, one student may think his volume is “Best” but you notice that he turned the volume up on the recorder as he listened to himself. Point out what he did and suggest that maybe that is a sign that he should check “Need to Improve,” and to turn his own volume up, not the machine.
9. Once students have recorded and listened to themselves at least once, collect the tapes, Hey, Hey, Whaddaya Say! pages, and scripts. At the end of the day, hand tapes back to students along with the Literacy Link parent page from the Associated File of Lesson 18, By George! Students take home the tape, Hey, Hey, Whaddaya Say! page, script, puppet, and Literacy Link parent page.
10. Instruct students to write in their Math Moments journal and reflect on the activities of the day. This includes making a puppet using mathematical language, writing their script, and practicing quality voice traits with self-assessment.
11. DO NOT FORGET: Send home the tape and the Literacy Link parent page. They will need these to practice.
12. OPTIONAL: Send home invitation. (See Extensions)
Students are formatively assessed on speaking voice quality as they assess a pre-recorded script sample and assist the teacher in scoring the various aspects of the presentation and as they record and self-assess themselves with regards to clarity, volume, phrasing, intonation, and purpose.
1. If parents are to be invited to the performances, or just that of their own child’s, write a letter or create an invitation to send home with the students. Consider times, which students will perform when, etc. This will take careful planning on your part.
2. Optional: Record the script several times, making a different weakness each time. As students listen to score each, they will better understand how to use the score sheet.
*For example, record one that is too soft, has poor phrasing, and misguided purpose. On a second, slur your words so they are not clear and speak monotone. A third time, recite it correctly with all areas improved. Each time students listen to a different presentation, record their evaluations on the Hey, Hey, Whaddaya Say! transparency.
3. Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
4. This is Lesson 19 – Hey, Hey, Whaddaya Say!; a Working With Words lesson
Lessons 1 – 3 are for Day 1 of the unit Geo Jammin’
Lessons 4 – 7 are for Day 2 of the unit Geo Jammin’
Lessons 8 – 11 are for Day 3 of the unit Geo Jammin’
Lessons 12 – 15 are for Day 4 of the unit Geo Jammin’
Lessons 16 – 19 are for Day 5 of the unit Geo Jammin’
Lesson 20 is for Day 6 of the unit Geo Jammin’
Lesson 21 is for Day 7 of the unit Geo Jammin’
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2959. Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, “Associated Files.” This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
6. The Facts Please, Mr. Mumble is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles). Students should visit the lesson regularly for optimal practice in describing two-dimensional attributes. The Facts Please, Mr. Mumble can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3161
7. Geo Cleo and the Shape Caper is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Students should visit the lesson regularly for optimal practice in describing three-dimensional attributes. Geo Cleo and the Shape Caper can be visited by clicking the link in the Weblinks section of this lesson plan or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=3160
8. Check the Geo Jammin’ Glossary for word definitions. The glossary is located in the Associated File of Lesson 2, Math Mouth.
9. Ask the ESE teacher for further modifications with regards to students needing extra assistance and/or learning strategies.
This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of two-dimensional shapes using mathematical language (for example, curves, edges, vertices, angles).The Facts Please, Mr. Mumble
This is an interactive Student Web Lesson that addresses the standard: the student describes attributes of three-dimensional shapes using mathematical language (for example, curves, vertices, edges, faces, angles). Geo Cleo and the Shape Caper
Student Self Assessment form
File Extension: pdf