International Dot Day Lesson Pack

7/23/2019 International Dot Day Lesson Pack

1/15

International Dot Day Lesson Plans and

Activities

Sereena Hamm

LBSC744

Hearst Elementary School Placement


2/15

Dot Day Lesson Plan Pre-K-2

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 Dotand International Dot Day2. Read The Dot3. Discuss The Dot4. Dot Day Dot Drawing Challenge (Activity #1)5. Make Your Mark! Poster (Activity #2)6. Share (as time allows)

Lesson: International Dot Day

Course: Library

Unit: None

Grade: Pre-K through 2nd

Teacher(s): Ms. Sereena Hamm (library

intern)

School: Hearst Elementary School (DCPS)

Duration: 45 minutes

Collaboration Continuum: None

Library Scheduling: Fixed

Materials:

1. Vashtis frame reproducible

2. Dot-shaped stickers3. The Dotby Peter H. Reynolds4. Chart paper


3/15

Lesson DesignPreparation:Before the lesson, the instructor should be familiar with The Dotand 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 thevalues it teaches, including Everyone is creative, and Everyone can encourage and empower others toachieve. 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 tointroduce and inspire students to hold the attitudes they need to be successful throughout the schoolyear. Library lessons for Dot Day were a school-wide initiative, and many classroom teachers also diddot-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 tocreate an artistic response to the story. Prior knowledge of the text and dispositions is not required for thislesson. Learners at Hearst are familiar with the rules and procedures for read-alouds and ResponsiveClassroom techniques were used to ensure readiness to learn. This lesson is a great opportunity toinformally 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 liketo draw.Teacher will read The Dot, pausing to ask students questions about how Vashti is changingduring the story. After reading, teacher will ask students if they have ever felt like Vashti and how Vashtichanged over the course of the story. The class will discuss how, at the beginning of a new school year, itis 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 givingdirections 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 bechallenged to use the dot in their own original art work. Students will also contribute their own dot andsignature 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 aredemonstrating flexibility and creativity, adjusting methods as needed to ensure all students meet theobjectives.

Student self-assessment: Students should ask themselves Was I able to use the dot in mydrawing?, Is my drawing a unique idea? Is my drawing complete and detailed?


4/15

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 withstudents and get to know their interests, while also setting a strong foundation for thedispositions that help learners succeed. This lesson is designed to help the librarian encouragestudents to be willing to try things they may not be initially good at, which is an importantdisposition for the research process. By sharing this story, the librarian will show that the libraryis a safe place for trying new things. The librarian may also be able to judge student interestsbased on what they draw, and get to know students better by informally asking questions whilecirculating during student work periods. Understanding student interests can be an importantpart of creating a motivational profile of students and the information gathered can be used todesign 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 thempursue personal and aesthetic growth, in addition to hearing stories that will foster a love of

reading.

Content Standards (Grade 2 Common Core):

CCSS.ELA-Literacy.SL.2.1 Participate in collaborativeconversations with diverse partners aboutgrade 2 topicsand texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.2.1a Follow agreed-upon rules fordiscussions (e.g., gaining the floor in respectful ways,listening to others with care, speaking one at a time aboutthe topics and texts under discussion).

CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideasor details from a text read aloud or information presentedorally or through other media.

CCSS.ELA-Literacy.RL.2.3 Describe how characters in astory respond to major events and challenges.

CCSS.ELA-Literacy.RL.2.7 Use information gained fromthe illustrations and words in a print or digital text todemonstrate understanding of its characters, setting, orplot.

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__
http://www.corestandards.org/ELA-Literacy/RL/2/7/http://www.corestandards.org/ELA-Literacy/RL/2/7/http://www.corestandards.org/ELA-Literacy/RL/2/3/http://www.corestandards.org/ELA-Literacy/RL/2/3/http://www.corestandards.org/ELA-Literacy/SL/2/2/http://www.corestandards.org/ELA-Literacy/SL/2/2/http://www.corestandards.org/ELA-Literacy/SL/2/1/a/http://www.corestandards.org/ELA-Literacy/SL/2/1/a/http://www.corestandards.org/ELA-Literacy/SL/2/1/http://www.corestandards.org/ELA-Literacy/SL/2/1/


5/15

Student Work Samples:


6/15


7/15

Evaluation*of*Instructional*Project*

School:'Hearst'Elementary'School

'

Teacher(s):'Sereena'Hamm' ' ' ' Grade:'Pre8K'to'2nd

Subject'area:'''Library''AASL'dispositions

Beginning'and'ending'dates:'Week'of'September'10814,''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.'

Summary'of'project:

International'Dot'Day,'September'15

th

'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'reproducible3.'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).


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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.'


9/15

Dot Day Lesson Grades 3-5

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:

1. Introduce The Dotand International Dot Day2. Read The Dot3. Discuss The Dot4. Artist trading card activity

5. School-wide dot poster activity

Lesson: International Dot Day

Course: Library

Unit: None

Grade: 3rd through 5th

Teacher(s): Ms. Sereena Hamm (library

intern)

School: Hearst Elementary School (DCPS)Duration: 45 minutes

Collaboration Continuum: None

Library Scheduling: Fixed

Materials:

1. The Dotby Peter H. Reynolds2. 3 cards per student for tradingcards (unlined 3x5 index cars cut inhalf worked for my classes)3. Chart paper4. Markers, crayons, or coloredpencils


10/15

Lesson DesignPreparation:Before the lesson, the instructor should be familiar with The Dotand practice reading aloud. Small blankcards (roughly the size of baseball cards) should be cut out of card stock or from index cards so that thereare 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 thevalues it teaches, including Everyone is creative, and Everyone can encourage and empower others toachieve. 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 tointroduce and inspire students to hold the attitudes they need to be successful throughout the schoolyear. Library lessons for Dot Day were a school-wide initiative, and many classroom teachers also diddot-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 adot message on one side. Cards from each class were collected, and each student drew one card fromthe pile as a suggestion of what they should try for International Dot Day. Since cards from all classeswere collected, students could receive a card from any Hearst student in grades 3-5 who successfullycompleted a card.

Prior knowledge of International Dot Day and the dispositions are not required for this lesson. This lessonis 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 thingsand if they have ever felt stuck when trying a new skill or something they dont feel good at. The teacherwill explain that todays reading, The Dot, by Peter H. Reynolds, shows how one student was able tobecome unstuck and try something she didnt think she was good at. While reading The Dot, emphasizethe change in Vashti from a hesitant, unwilling artist to an empowering teacher. After reading, discusshow, at the beginning of a new school year, it is important for students to set goals to try new things andlearn to empower others to try new things.

Modeling and Guided Practice: Teacher will model the activity for students by thinking aloud whilecreating a sample trading card.

Independent Practice: Students will be given three index cards. On the front of each card, they will createtheir 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 afriend they choose, and give the rest to the teacher. The teacher will place the cards in a box, and at theend 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). Studentswill also contribute one dot and their signature to a school-wide poster that will be used for a librarydisplay 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 beopen to the idea that they draw.

Process --Teachers will circulate and conduct formative assessment to ensure students aredemonstrating flexibility and creativity, adjusting methods as needed to ensure all students meet theobjectives.

Student self-assessment: Students will be able to self-monitor their progress toward completion ofthe activity and following directions. They can ask themselves Did I follow all directions? Did Isuggest three ideas for my peers?
http://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.html


11/15

Justification of methods and materials:At the beginning of a new school year, it is important for the librarian to build relationships withstudents and get to know their interests, while also setting a strong foundation for thedispositions that help learners succeed. This lesson is designed to help the librarian encouragestudents 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 libraryis a safe place for trying new things. The librarian will also be able to collect data about studentinterests based on suggestions that they make for their peers. Understanding student interestscan be an important part of creating a motivational profile of students and the informationgathered can be used to design further research projects that will be high in relevance forstudents (Small, et al, 2003). According to the AASL standards, students should also participatein lessons that help them pursue personal and aesthetic growth, in addition to hearing storiesthat will foster a love of reading.

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, andteacher-led) with diverse partners on grade 5 topics and

texts, building on others ideas and expressing their own

clearly.

CCSS.ELA-Literacy.SL.5.1bFollow agreed-upon rules for

discussions and carry out assigned roles.

CCSS.ELA-Literacy.SL.5.1cPose and respond to specific

questions by making comments that contribute to the

discussion and elaborate on the remarks of others.

CCSS.ELA-Literacy.SL.5.1dReview 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.
http://www.corestandards.org/ELA-Literacy/SL/5/2/http://www.corestandards.org/ELA-Literacy/SL/5/1/d/http://www.corestandards.org/ELA-Literacy/SL/5/2/http://www.corestandards.org/ELA-Literacy/SL/5/2/http://www.corestandards.org/ELA-Literacy/SL/5/1/d/http://www.corestandards.org/ELA-Literacy/SL/5/1/d/http://www.corestandards.org/ELA-Literacy/SL/5/1/c/http://www.corestandards.org/ELA-Literacy/SL/5/1/c/http://www.corestandards.org/ELA-Literacy/SL/5/1/b/http://www.corestandards.org/ELA-Literacy/SL/5/1/b/http://www.corestandards.org/ELA-Literacy/SL/5/1/http://www.corestandards.org/ELA-Literacy/SL/5/1/


12/15


13/15


14/15

Evaluation*of*Instructional*Project**International*Dot*Day*

School:'Hearst'Elementary'School

'

Teacher(s):'Sereena'Hamm' ' ' ' Grade:'3rd'to'5th'

Subject'area:'''Library''AASL'dispositions

Beginning'and'ending'dates:'Week'of'September'1014,'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'lexibility'by'suggesting'and'trying'new'activities.

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'schoolwide'initiative,'and'many'classroom'

teachers'also'did'dotrelated'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

daylessons5thgrade.html),'3rd5th'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'35'who'successfully'completed'a'card.'

Resources'used:1. The$Dot'by'Peter'H.'Reynolds

2. 2'cards'per'student'for'trading'cards'(3x5'index'cards'cut'in'half'worked'for'my'classes)

3. 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'dificulty'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'dificult,'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'

suficient'time'for'cleanup.'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'ind'a'way'to'do'so'that'didnt'involve'Skype.'(Maybe'simply'via'

lowtech'PenPal'letters'that'each'contained'a'card?)
http://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.htmlhttp://www.busylibrarian.com/2012/09/dot-day-lessons-5th-grade.html


15/15

What'evidence'do'you'have'that'students'met'the'stated'objectives?The'school'librarian'and'I'evaluated'student'cards'to'ensure'that'they'''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'

inished,'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'multistep'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.'

International Dot Day Lesson Pack

Documents

Transcript of International Dot Day Lesson Pack