Syeda H Qasmi Ivy Tech Community College INTASC Standard Description Rationale S tandard 4 Content Knowledge The teacher understands the central concepts tools of inquiry and structures of the disciplines he or she teaches and creates learning experiences that make the discipline ID: 604712
Download Presentation The PPT/PDF document "Wizard of Oz" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Wizard of Oz
Syeda H. Qasmi
Ivy Tech Community College Slide2
INTASC Standard, Description, Rationale
S
tandard
#4: Content Knowledge
. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Description:
In this assignment I have created some activities covering each subject are for children, from the story book of “Wizard of Oz”.
Rationale:
to make understanding with Standard 4: Content Knowledge.Slide3
Indiana Academic Standards
http
://www.doe.in.gov/standardsSlide4
Thematic Lesson Plan
Grade: 6
th
About The Book
Author: L. Frank Baum
Illustrator: W. W. Denslow
ISBN: 0-517-50086-8
Publisher: George M. Hill CompanySlide5
Language Arts
The Wonderful Wizard of Oz
has been called the first American fairy tale. Have the students relate it to other fairy tales they are familiar with.
Read the first part of one of the
Little Wizard Stories of Oz
or a chapter from the book, and leave off at an exciting place. Challenge the students to write the ending.
What would your students like the Wizard to give them, if they could meet him? What might characters from other stories, movies, television, etc. ask from him?
Write poems around Oz characters, places, events, etc.
Write an interview with Dorothy for the school or community paper after she returns that reports her adventures in journalist style.
Have students write letters. Either from one character in the book to another, as themselves to one of the characters, or as themselves to the author. They could write to L. Frank Baum and tell him what they think of his book and what they'd like to see happen to Dorothy next.
What are the differences between the book and the movie? Why were these changes made? How is telling a story by writing it down different from showing it on a stage or screen?
Encourage students to write their own, original Oz adventures. The students can even make themselves the main characters. How did they get there? Who did they meet? What problems did they encounter? How do they get home?
Use Oz words for spelling, or study some of the more difficult vocabulary from the books or movie
. Slide6
Math
Make a Yellow Brick Road of paper for your classroom floor (or go outside and use yellow street chalk). How many bricks would it take to make your yellow brick road cross the hall? Run across the playground? Down the street? What about if the individual bricks were smaller or larger?
Weight. The field mice pull the Cowardly Lion from the poppy field. The Tin Woodman and Scarecrow carry a sleeping Dorothy to safety. Later, the flying monkeys carry Dorothy and the Lion. How can you carry a friend safely? Learn appropriate lifting habits and study weight.
In
The Marvelous
Land of
Oz
, an important magic spell involves counting to seventeen by two's. How can this be done? Could Tip's problems with the spell have been the result of faulty mathematics?Slide7
Science
The class builds a life-sized Scarecrow to learn the difference our skeletal systems make to the way our bodies work.
The Tin Woodman has an exoskeleton system, explain how his bones and body’s structural support are on the outside.
What things are made of. Teach the categories of matter using the Oz characters (animal/Cowardly Lion, vegetable/Scarecrow and mineral/Tin Woodman). What makes each essential?
Water melts the Wicked Witch of the West and what else? In Baum's book, Dorothy says the Witch melts like brown sugar. Build small brown sugar witches and melt them. Have students discover what else is water soluble by attempting to dissolve different solids in water.
Study tornadoes or understanding storms in general. Could take a look at areas hit by disaster.
Investigate the different types of weather and changes in the movie version (cyclone, rainbow, dark forest, snow, etc.).
Research what makes a hot-air balloon work.
Gemstones are common in Oz, from rubies to emeralds. What are gems, how are they made, and why are they so valuable? And could you really make a city of emeralds, or wear a pair of ruby shoes?
The animals of Oz. Study the habitats, diet and characteristics of dogs, lions, field mice and monkeys. Why does courage matter to a lion? Why is he called the king of beasts
?Slide8
Social Studies
Society has changed greatly since 1900, when the book was originally written. In the movie version
The Wiz
, we see the Wizard of Oz all urbanized. Most of Oz looks like back alleys, forests are replaced with amusement parks and subway stations. Students can make the Wizard of Oz more modern, have them rewrite it as if it were to take place in the current year and illustrate.
Write an essay comparing turn-of-the-century schooling to schools today. The students could also compare Dorothy's home to their own home and many other lifestyle differences between the two time periods.
Live for a day like it was in 1900 schools, with only books — no TV, recorded music, computers or videos. Have the teacher and students use only chalk and the chalkboards, share their books and otherwise mimic the 1900 schoolroom. If available locally, take a field trip to a restored or preserved turn-of-the-century site.
Create a yellow brick timeline of Baum's life and the creation of the Oz books.
Who was L. Frank Baum? Students can research him and present their findings. Compare the written biographies of Baum with the television movie
The Dreamer of Oz
. Slide9
Art
How do illustrations affect a story? Find the illustrations of the Wicked Witch of the West that Mr. Denslow drew in
The Wonderful Wizard of Oz
. Look at Denslow's Winged Monkeys. Are these characters frightening or funny? The book has illustrations on nearly every page. Why would illustrations make a book particularly appealing to turn-of-the-century kids? What is the importance of illustration to a piece of writing?
Since many others have illustrated Oz over the last century, other artists can be used as well, and compared.
Students can draw their favorite Oz characters or places, or make Oz sculptures, collages, batiks, masks, oversize cutouts, silkscreens, etc.
Set up an Oz museum. Let students bring in Oz memorabilia or other objects relating to the story. Let them create labels and explanations for the items. Slide10
Music
What different kinds of instruments might be used to characterize each of the Oz characters, especially the Scarecrow, Tin Woodman, and Cowardly Lion?
In the movie, the Scarecrow, the Tin Woodman, and the Cowardly Lion sang songs about themselves and what they wanted, all to the same tune. What might other characters from the movie have sung to the tune of "If I Only Had a Brain/a Heart/the Nerve"? What about characters from other stories, or the students themselves?
Share the soundtrack from
The Wizard of Oz
movie with the students. Use these tracks to discuss how a movie soundtrack develops, or how music is used in the movies and on television.Slide11
Resources
The Wonderful Wizard of Oz. (2010, May 1). . Retrieved June 22, 2014, from
http://www.slpl.org/pdf/docs/
oz_education_manual.pdf
Gjovaag
, E. P. (2014, January 1). Wizard of Oz Lesson Plan Suggestions. Wizard of Oz Lesson Plans. Retrieved June 22, 2014, from
http://thewizardofoz.info/
ozteach.html