Title: "Busy as a Bee"
Source: http://www.col-ed.org/cur/lang/lang42.txt
Author: Lorraine M. Tanaka, Sierra Grande Elementary, Blanca, CO
Grade: 3-6 Grades
Subject: Language Arts
Materials Needed:
1. Uncut fruit (Strawberry, Kiwi, Pineapple, Honey Dew, Apple, Grapes, Cherries, etc)
2. "Quick as a Cricket" by Don Woods
3. "The Reading Teacher's Book of Lists"
4. Crayons
5. Drawing paper
6. Writing paper
Behavioral Objective: Students will be able to properly explain what a simile is, pick out similes in lessons other than language arts, and give six examples using comparative words in stories and poems.
Prompting: At the very beginning of the simile lesson I will prompt the students by giving them examples of similes and then having them work in groups to create similar similes. We will also read “Quick as a Cricket” by Don Woods and the students will try to identity as many similes as they can.
Cueing: After the first discussion about similes; I will continually input similes into my lesson. I will not have to remind the students to listen for the similes because the other students at their table
Reinforcement Schedule: fixed-ratio/Positive Reinforcement/Premack Principle:
So that the student will be able pick out similes in things other then their stories I will bring similes into other lesson by comparing different subject to things they are not similar to (I will include at least 2 similes in every lesson for 2 or 3 days.) The first student to raise their hand and identify what the simile was gets 5 points for their group; after 75 table points are earned that table will be let out 5 minutes early for one of the recesses. By rewarding student for finding the similes in the other lessons students will be more likely to stay on task and listen carefully to the lessons
Vicarious Reinforcement: During my lesson if I see a student not on task or distracting other students I will start positively reinforcing other students and groups. This will help the student realize that they need to return to the task at hand, like those who are being praised, without singling the student out or making them feel like they are bad.
Task Analysis: For the final project student will have to write storybooks that has 6 or more similes in it. They will also have to write a poem and include at least 3 similes. Their books and poems many be about anything they want as long as they are including the required similes.
Digital Story
15 years ago
Great incorporation of behavioral principles throughout the lesson. By embedding similes in all your lessons, and rewarding students for identifying these, you'll get a higher rate of response from your students. Regarding your task analysis, you've stated it in terms of what the students will do, which is great. It's a bit odd to me that it's after the fact, as the point of a task analysis is to break an objective into the smaller, observable steps that students will complete (which is where you do your shaping).
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