International Dot Day Lesson Plans and Activities

Sereena Hamm LBSC744 Hearst Elementary School Placement

Dot Day Lesson Plan Pre-K-2

Lesson: International Dot Day Course: Library Unit: None Grade: Pre-K through 2nd Collaboration Continuum: None Library Scheduling: Fixed Teacher(s): Ms. Sereena Hamm (library intern) School: Hearst Elementary School (DCPS) Duration: 45 minutes

Learning Objectives
Students will use context clues and illustrations to make predictions and answer questions about the text. Students will demonstrate understanding of the dispositions of adaptability, creativity, and problem solving.

Agenda: 1. Introduce The Dot and International Dot Day 2. Read The Dot 3. Discuss The Dot 4. Dot Day Dot Drawing Challenge (Activity #1) 5. Make Your Mark! Poster (Activity #2) 6. Share (as time allows)

Materials: 1. Vashtis frame reproducible 2. Dot-shaped stickers 3. The Dot by Peter H. Reynolds 4. Chart paper

Lesson Design Preparation:

Before the lesson, the instructor should be familiar with The Dot and practice reading aloud. An adequate amount of the Dot Day reproducible and dot stickers will need to be acquired before the lesson.

Learner Context and Prior Knowledge:

International Dot Day, September 15th is a celebration of the book The Dot, by Peter H. Reynolds, and the values it teaches, including Everyone is creative, and Everyone can encourage and empower others to achieve. Because these messages align so well with AASL dispositions and values like flexibility, adaptability, and creativity, this lesson, taught on the days leading up to September 15th, was intended to introduce and inspire students to hold the attitudes they need to be successful throughout the school year. Library lessons for Dot Day were a school-wide initiative, and many classroom teachers also did dot-related projects with their students after the library lesson. Early childhood students were asked to participate in reading and discussion and use a single dot to create an artistic response to the story. Prior knowledge of the text and dispositions is not required for this lesson. Learners at Hearst are familiar with the rules and procedures for read-alouds and Responsive Classroom techniques were used to ensure readiness to learn. This lesson is a great opportunity to informally assess students flexibility and get to know their personal interests, which could be useful for designing future research assignments.

Lesson sequence:
Direct Instruction: Teacher will begin by introducing International Dot Day and asking students if they like to draw. Teacher will read The Dot, pausing to ask students questions about how Vashti is changing during the story. After reading, teacher will ask students if they have ever felt like Vashti and how Vashti changed over the course of the story. The class will discuss how, at the beginning of a new school year, it is important to be creative, try new things, and help peers who are having trouble. Modeling and Guided Practice: Teacher will transition to activities/ independent practice by giving directions for the activities, and modeling a sample of the art activity. Independent Practice: Students will be given one frame reproducible and one dot sticker. They will be challenged to use the dot in their own original art work. Students will also contribute their own dot and signature to the school-wide poster for display. Assessment: Assessment for this standalone lesson will be primarily formative. Product -- Students will be successful if they are able to use the dot in their drawing. Process -- Teachers will circulate and conduct formative assessment to ensure students are demonstrating flexibility and creativity, adjusting methods as needed to ensure all students meet the objectives. Student self-assessment: Students should ask themselves Was I able to use the dot in my drawing?, Is my drawing a unique idea? Is my drawing complete and detailed?

AASL Standards for 21st Century Learner S1.1 1__2__3__4__5__6__7__8__ S1.2 1__2__3__4__5__6__7__ S1.3 1__2__3__4__5__ S1.4 1__2__3__4__ S2.1 1__2__3__4__5__6__ S2.2 1__2__3__4_x_ S2.3 1_x_2__3__ S2.4 1__2__3__4__ S3.1 1__2__3__4__5__6__ S3.2 1__2__3__ S3.3 1__2__3__4__5__6__7__ S3.4 1__2__3__ S4.1 1__2__3_x_4__5_x_6__7__8_x_ S4.2 1__2__3__

Content Standards (Grade 2 Common Core):

CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners aboutgrade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Justification of methods and materials (for internship requirements only): At the beginning of a new school year, it is important for the librarian to build relationships with students and get to know their interests, while also setting a strong foundation for the dispositions that help learners succeed. This lesson is designed to help the librarian encourage students to be willing to try things they may not be initially good at, which is an important disposition for the research process. By sharing this story, the librarian will show that the library is a safe place for trying new things. The librarian may also be able to judge student interests based on what they draw, and get to know students better by informally asking questions while circulating during student work periods. Understanding student interests can be an important part of creating a motivational profile of students and the information gathered can be used to design further research projects that will be high in relevance for students (Small, et al, 2003). According to the AASL standards, students should also participate in lessons that help them pursue personal and aesthetic growth, in addition to hearing stories that will foster a love of reading.

Student Work Samples:

Evaluation*of*Instructional*Project*
School:'Hearst'Elementary'School ' Teacher(s):'Sereena'Hamm' ' ' Subject'area:''' ibrary''AASL'dispositions L Beginning'and'ending'dates:'Week'of'September'10814,'8'total'lesson'repeats Objectives'(As'a'result'of'the'lesson(s),'what'will'the'students'know/be'able'to'do?):
Students'will'use'context'clues'and'illustrations'to'make'predictions'and'answer'questions'about'the'text. Students'will'practice'the'dispositions'of'adaptability,'creativity,'and'problem'solving'by'using'limited'materials' to'create'a'response'to'the'text.'

'

Grade:'Pre8K'to'2nd

Summary'of'project:
International'Dot'Day,'September'15th'is'a'celebration'of'the'book'The$Dot,'by'Peter'H.'Reynolds,'and'the'values'it'teaches,' including'Everyone'is'creative,'and'Everyone'can'encourage'and'empower'others'to'achieve.'Because'these'messages' align'so'well'with'AASL'dispositions'and'values'like'[lexibility,'adaptability,'and'creativity,'this'lesson,'taught'on'the'days' leading'up'to'September'15th,'was'intended'to'introduce'and'inspire'students'to'hold'the'attitudes'they'need'to'be' successful'throughout'the'school'year.'Library'lessons'for'Dot'Day'were'a'school8wide'initiative,'and'many'classroom' teachers'also'did'dot8related'projects'with'their'students'after'the'library'lesson. In'Pre8K'through'grade'2,'students'read'the'story'and'responded'to'the'plot'and'themes'in'class'discussion,'and'then'they' were'given'paper'with'a'frame'on'it'and'one'single'dot'sticker.'Students'were'asked'to'use'the'dot'sticker'to'create'a'piece' of'original'art.

Resources'used:
1.'The$Dot$by'Peter'H.'Reynolds 2.Vashtis'frame'reproducible 3.'Dot8shaped'stickers 4.'Chart'paper

What'worked'well?
This'was'a'great'lesson'for'the'beginning'of'the'year'because'it'offered'the'opportunity'to'get'to'know'student'interests' and'introduce'procedures'for'library'class'this'year'(how'to'access'materials'like'paper'and'drawing'supplies,'signals'for' attention,'etc.)'It'also'provided'an'informal'opportunity'to'see'how'to'students'could'respond'to'stories'by'recalling'plot' and'talking'about'higher8level'concepts'and'themes.'Since'students'were'required'to'create'a'response'using'a'single'dot,' it'demonstrated'students'ability'to'follow'directions'and,'more'importantly,'gave'a'baseline'impression'of'their'creative' problem'solving'abilities'and'ability'to'come'up'with'outside8the8box'ways'of'using'their'dot'in'art.'

If'you'were'to'teach'this'standalone'lesson'again,'what'would'you'do'differently?
One'thing'I'would'do'differently'when'teaching'this'lesson'again'is'talk'to'students'about'trying'to'make'their'images'as' unique'as'possible.'Many'students'repeated'the'model'that'we'gave'them'(using'the'dot'as'the'center'of'a'[lower),'rather' than'coming'up'with'a'less'conventional'and'more'personal'response.'This'also'may'be'a'good'lesson'to'avoid'modeling' that'is'too'speci[ic'to'encourage'creativity.'

What'evidence'do'you'have'that'students'met'the'stated'objectives?
Students'met'the'objective'through'class'discussion'and'through'creating'pictures'that'used'one'dot'to'as'an'element'of'a' larger'drawing.'Not'all'students'demonstrated'suf[icient'[lexibility'to'use'the'dot'in'their'drawing,'though'inability'or' unwillingness'to'meet'the'objective'was'rare'(approx.'5'students'out'of'175).

What'is'the'most'important'thing'that'you'learned'through'this'experience?
Never'underestimate'the'power'of'a'story'to'instill'the'learner'values'you'want'students'to'have'for'more'content8heavy' and'research8based'tasks.'Using'stories'to'introduce'the'dispositions,'especially'with'a'younger'audience,'is'a'very' accessible'way'to'start'discussions'about'what'it'means'to'be'persistent,'[lexible,'and'creative.'I'also'learned'that'it'is' important'to'have'clear'systems'for'passing'out'papers'in'class,'and,'when'they'are'present,'having'classroom'aides'assist' as'appropriate.'

Dot Day Lesson Grades 3-5

Lesson: International Dot Day Course: Library Unit: None Grade: 3rd through 5th Collaboration Continuum: None Library Scheduling: Fixed
Teacher(s): Ms. Sereena Hamm (library intern) School: Hearst Elementary School (DCPS) Duration: 45 minutes

Learning Objectives Students will make connections between the experiences of various characters in the text and their own personal experiences. Students will practice the dispositions of openness and flexibility by suggesting and trying new activities.

Agenda:

Materials: 1. The Dot by Peter H. Reynolds 2. 3 cards per student for trading cards (unlined 3x5 index cars cut in half worked for my classes) 3. Chart paper 4. Markers, crayons, or colored pencils

1. Introduce The Dot and International Dot Day 2. Read The Dot 3. Discuss The Dot 4. Artist trading card activity 5. School-wide dot poster activity

Lesson Design

Preparation: Before the lesson, the instructor should be familiar with The Dot and practice reading aloud. Small blank cards (roughly the size of baseball cards) should be cut out of card stock or from index cards so that there are three or four per student. Scenario and Learner Context: International Dot Day, September 15th is a celebration of the book The Dot, by Peter H. Reynolds, and the values it teaches, including Everyone is creative, and Everyone can encourage and empower others to achieve. Because these messages align so well with AASL dispositions and values like flexibility, adaptability, and creativity, this lesson, taught on the days leading up to September 15th, was intended to introduce and inspire students to hold the attitudes they need to be successful throughout the school year. Library lessons for Dot Day were a school-wide initiative, and many classroom teachers also did dot-related projects with their students after the library lesson. Inspired by Dot Day activities described by Matthew Winner on his blog (http://www.busylibrarian.com/ 2012/09/dot-day-lessons-5th-grade.html), 3rd-5th grade students were given cards and asked to create a dot message on one side. Cards from each class were collected, and each student drew one card from the pile as a suggestion of what they should try for International Dot Day. Since cards from all classes were collected, students could receive a card from any Hearst student in grades 3-5 who successfully completed a card. Prior knowledge of International Dot Day and the dispositions are not required for this lesson. This lesson is a great opportunity to informally assess students flexibility and get to know their personal interests, which could be useful for designing future research assignments. Lesson sequence: Direct Instruction: Teacher will begin the lesson by asking students how they feel when trying new things and if they have ever felt stuck when trying a new skill or something they dont feel good at. The teacher will explain that todays reading, The Dot, by Peter H. Reynolds, shows how one student was able to become unstuck and try something she didnt think she was good at. While reading The Dot, emphasize the change in Vashti from a hesitant, unwilling artist to an empowering teacher. After reading, discuss how, at the beginning of a new school year, it is important for students to set goals to try new things and learn to empower others to try new things. Modeling and Guided Practice: Teacher will model the activity for students by thinking aloud while creating a sample trading card. Independent Practice: Students will be given three index cards. On the front of each card, they will create their own unique dot design. On the back, they will offer a suggestion for something new for a peer to try (Ex. Try eating sushi.) After students have completed three cards, they will keep one for themselves or a friend they choose, and give the rest to the teacher. The teacher will place the cards in a box, and at the end of the period, student will draw one random card and share it with the class. Though not required, they will be encouraged to try the suggestion on the card on International Dot Day (Sept. 15). Students will also contribute one dot and their signature to a school-wide poster that will be used for a library display for Dot Day. Assessment: Assessment for this standalone lesson will be primarily formative. Product -- Successful students will provide three realistic, fun suggestions for their peers and will be open to the idea that they draw. Process -- Teachers will circulate and conduct formative assessment to ensure students are demonstrating flexibility and creativity, adjusting methods as needed to ensure all students meet the objectives. Student self-assessment: Students will be able to self-monitor their progress toward completion of the activity and following directions. They can ask themselves Did I follow all directions? Did I suggest three ideas for my peers?

AASL Standards for 21st Century Learner S1.1 1__2__3__4__5__6__7__8__ S1.2 1__2__3__4__5__6__7__ S1.3 1__2__3__4__5__ S1.4 1__2__3__4__ S2.1 1__2__3__4__5__6__ S2.2 1__2__3__4_x_ S2.3 1_x_2__3__ S2.4 1__2__3__4__ S3.1 1__2__3__4__5__6__ S3.2 1__2__3__ S3.3 1__2__3__4__5__6__7__ S3.4 1__2__3__ S4.1 1__2__3_x_4__5_x_6__7__8_x_ S4.2 1__2__3__ S4.3 1__2__3__4__ S4.4 1__2__3__4__5__6__

Content Standards:
CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. CCSS.ELA-Literacy.SL.5.1c Pose and respond to specic questions by making comments that contribute to the discussion and elaborate on the remarks of others. CCSS.ELA-Literacy.SL.5.1d Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion CCSS.ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Justification of methods and materials: At the beginning of a new school year, it is important for the librarian to build relationships with students and get to know their interests, while also setting a strong foundation for the dispositions that help learners succeed. This lesson is designed to help the librarian encourage students to be willing to try things they may not be initially good at, which is an important disposition for the research process. By sharing this story, the librarian will show that the library is a safe place for trying new things. The librarian will also be able to collect data about student interests based on suggestions that they make for their peers. Understanding student interests can be an important part of creating a motivational profile of students and the information gathered can be used to design further research projects that will be high in relevance for students (Small, et al, 2003). According to the AASL standards, students should also participate in lessons that help them pursue personal and aesthetic growth, in addition to hearing stories that will foster a love of reading.

Student Work Samples:

Evaluation*of*Instructional*Project**International*Dot*Day*
School:'Hearst'Elementary'School ' Teacher(s):'Sereena'Hamm' ' ' Subject'area:''' ibrary''AASL'dispositions L Beginning'and'ending'dates:'Week'of'September'10H14,'8'total'lesson'repeats Objectives'(As'a'result'of'the'lesson(s),'what'will'the'students'know/be'able'to'do?):
Students'will'make'connections'between'the'experiences'of'various'characters'in'the'text'and'their'own' personal'experiences.' Students'will'practice'the'dispositions'of'openness'and'Slexibility'by'suggesting'and'trying'new'activities.

'

Grade:'3rd'to'5th'

Summary'of'project:
International'Dot'Day,'September'15th'is'a'celebration'of'the'book'The$Dot,'by'Peter'H.'Reynolds,'and'the'values'it'teaches,' including'Everyone'is'creative,'and'Everyone'can'encourage'and'empower'others'to'achieve.'Because'these'messages' align'so'well'with'AASL'dispositions'and'values'like'Slexibility,'adaptability,'and'creativity,'this'lesson,'taught'on'the'days' leading'up'to'September'15th,'was'intended'to'introduce'and'inspire'students'to'hold'the'attitudes'they'need'to'be' successful'throughout'the'school'year.'Library'lessons'for'Dot'Day'were'a'schoolHwide'initiative,'and'many'classroom' teachers'also'did'dotHrelated'projects'with'their'students'after'the'library'lesson. Inspired'by'Dot'Day'activities'described'by'Matthew'Winner'on'his'blog'(http://www.busylibrarian.com/2012/09/dotH dayHlessonsH5thHgrade.html),'3rdH5th'grade'students'were'given'cards'and'asked'to'create'a'dot'message'on'one'side' Cards'from'each'class'were'collected,'and'each'student'drew'one'card'from'the'pile'as'a'suggestion'of'what'they'should'try' for'International'Dot'Day.'Since'cards'from'all'classes'were'collected,'students'could'receive'a'card'from'any'Hearst' student'in'grades'3H5'who'successfully'completed'a'card.'

Resources'used:
1. 2. 3. The$Dot'by'Peter'H.'Reynolds 2'cards'per'student'for'trading'cards'(3x5'index'cards'cut'in'half'worked'for'my'classes) Markers,'crayons,'colored'pencil,'pencil

What'worked'well?
Students'enjoyed'the'creativity'and'sharing'aspects'of'the'activity.'They'also'really'responded'to'the'themes'of'the'story,' especially'when'they'were'able'to'make'a'personal'connection'to'a'time'when'they'had'difSiculty'doing'something'or'think' about'someone'who'helped'them'to'achieve'something'that'was'initially'hard'for'them.'I'was'excited'to'see'that'this'book' could'work'for'all'grade'levels'by'shifting'the'conversation'toward'making'personal'connections.'The'book'seemed'more' grownup'to'them'when'they'could'picture'themselves'in'the'shoes'of'the'teacher,'inspiring'others'to'do'something'that'is' new'or'difSicult,'which'tied'in'well'to'the'activity'they'were'asked'to'do.'

If'you'were'to'teach'this'unit'again,'what'would'you'do'differently?
I'would'have'had'each'student'brainstorm'and'share'a'few'things'they'like'to'do,'play,'or'eat'before'they'made'their'cards' to'ensure'each'student'had'strong'ideas'to'write'about.'Some'students'struggled'to'come'up'with'ideas'even'after' modeling'example'cards'and'asking'for'a'few'student'examples'too.'Adding'written'directions'could'have'also'helped.'I' may'have'also'used'two'class'periods'to'be'most'effective'with'this'lesson'because'45'minutes'wouldnt'have'been'enough' time'to'add'a'thorough'brainstorming'step'in'addition'to'card'creation,'each'student'selecting'a'card'from'a'peer,'and' sufSicient'time'for'cleanHup.'I'would'have'also'loved'to'be'able'to'collaborate'with'another'school'to'share'cards,'not'just' share'cards'between'grades'at'Hearst,'and'would'try'to'Sind'a'way'to'do'so'that'didnt'involve'Skype.'(Maybe'simply'via' lowHtech'PenHPal'letters'that'each'contained'a'card?)

What'evidence'do'you'have'that'students'met'the'stated'objectives?
The'school'librarian'and'I'evaluated'student'cards'to'ensure'that'they''HH'1.'Followed'directions'2.'Chose'a'meaningful'and' appropriate'activity'for'a'peer'to'try.'When'students'met'those'criteria,'they'were'able'to'contribute'their'card'to'the'pile' and'select'a'card'from'a'peer,'which'was'the'sign'that'they'had'met'the'lesson'expectations.'When'all'students'were' Sinished,'we'took'pictures'of'several'cards'to'document'the'activity'for'the'school'website'and'my'portfolio,'and'also'asked' several'students'at'random'if'they'would'be'willing'to'allow'us'to'use'their'cards'for'the'school'Dot'Day'display.'

What'is'the'most'important'thing'that'you'learned'through'this'experience?
I'learned'that'careful'modeling'of'multiHstep'projects'is'important'to'ensure'students'can'complete'their'work'accurately' and'completely.'Even'with'proper'modeling,'written'instructions'with'accompanying'visuals'can'be'a'helpful'project'aid.'