'We should use kids' positive states to draw them into learning in the domain where they can develop competencies. Flow is an internal state that signifies that a kid is engaged in a task that's right...you can learn best when you have something you care about and you can get pleasure from being engaged in' (Goleman 1995).
This quote from the Allen and Swistak article is something we talk a lot about in my classes. We are taught to carefully observe and listen to students, reflect on lessons, allow student choice within a democratic classroom, and plan thoughtfully to base lessons on student interests - in turn letting the students guide the learning, creating a more engaging classroom environment.
Hence, the reason for my "Save the Animals of The Great Kapok Tree" week-long writing workshop unit. This book had been read before in Mrs. McCreight's class in relation to the persuasive genre, followed by students firing out multiple questions about the location of the rainforest, destruction of the rainforest, and people and animals of the rainforest. At the time, teachers were ill-prepared for such questions and unable to take the time to address their curiosities. So, for my unit I chose to re-read the book and take the first day simply to strengthen student interest by answering all of their questions. I showed a slideshow of pictures of the tribes within the Amazon, animals that live there, and images of the deforestation of the Amazon. Students were pulled in, making the next 4 days of my unit so much easier. When students are engaged, behavior issues virtually disappear, creating more time to teach and learn.
For the rest of the week, students researched an animal of their choice from The Great Kapok Tree- either sloths, jaguars, boa constrictors, or toucans. After several days of research and filling out a graphic organizer, students wrote a persuasive letter to encourage others to help save these endangered species. The class decided that one thing they could do in addition to writing these letters to help these animals would be to share with others the danger these animals are in and things they could do to help. So, on Friday we did a museum share inviting another 1st grade class and several people from around the school and the community. To end, here are some pictures from the final day:
For the rest of the week, students researched an animal of their choice from The Great Kapok Tree- either sloths, jaguars, boa constrictors, or toucans. After several days of research and filling out a graphic organizer, students wrote a persuasive letter to encourage others to help save these endangered species. The class decided that one thing they could do in addition to writing these letters to help these animals would be to share with others the danger these animals are in and things they could do to help. So, on Friday we did a museum share inviting another 1st grade class and several people from around the school and the community. To end, here are some pictures from the final day:
I couldn't be more pleased with what you accomplished. I love knowing that you planned this based on something you noticed that the kids were eager to learn about. I think you are on such an amazing path.
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