Missy Oakes

moakes@ius.edu

My name is Missy Oakes, and I graduated from IUS in 1999.  I am currently a sixth grade teacher at Most Blessed Sacrament School in Louisville, Kentucky.  I have been married for 27 years and have two children.  My son is a sophomore and Indiana University, and my daughter is a freshman in high school.  I enjoy watching basketball and volleyball and playing golf and tennis.  In my spare time I like to shop till I drop and decorate the house.

 

*1.  Ethnic Banquet

Rubric Score 42/50

Standards:  Social Studies 2.16, 2.17, 2.20; Language Arts 1.1, 1.2, 1.3, 1.4, 1.10, 1.11, 1.12, 1.16; Math 2.10; Practical Living 3.1, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.3, 4.4,4.5, 4.6

Multiple Intelligences:  Linguistic, Bodily /Kinesthetic, Logical Mathematical, Interpersonal, Intrapersonal

Main Web Site:  http://www.coe.uh.edu/archive/sstudies/sstudies_lessons/ssles3.htm

 

My students really enjoyed this activity.  The activity received a 42/50 because I had to make several adaptations from the original web site for my class.  Students used research skills to compile a report on a country of their choice, dressed in cultural clothing of their country, prepared an ethnic food from that country, and many students brought in artifacts from the country.  Students also used social skills because they worked in partners for the project.  It was such a success that I plan to use this activity every year.

 

2.  In Character Speech

Rubric Score 25/30

Multiple Intelligences:  Linguistic, Bodily/ Kinesthetic, Intrapersonal, Interpersonal

Main Web Site: http://www.lessonplanspage.com/printables/PLADeliveringPersuasiveSpeech712.htm

 

In this activity students, select, research, and present (in speech and dress) a character of their choosing.  The       character may be real or fictional.  In addition to research skills, the In Character Speech helps students to develop strong communication skill.  Students practice maintaining eye contact, annunciating words clearly, and using appropriate voice volume.  The students are also instructed on how to utilize props effectively during their presentation.

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3.  Boomerangs

Rubric Score - 20/30

Multiple Intelligences -  Bodily/Kinesthetic, Logical/Mathematical, Linguistic

Main Web Site:  http://www.acsd.k12.pa.us/WQ_boomerang_folder/Page%20mill%20Webquest%20final

 

I always do an Australian Unit at the end of the school year, and as a culminating activity we go to Kentucky Down Under in Horse Cave, Kentucky.  As part of the unit, students will make a boomerang by tracing the shape onto a file folder and cutting it out.  The students decorate their boomerangs by drawing pictures that tell a story.  After the students finish the boomerang, they create the story which is depicted by pictures on the boomerang.  Students will also measure the distance their boomerangs flew.  I think this will be a really fun activity for students.  The rubric score is low because of the multiple intelligences and a rating of good for evidence of success.

 

4.  Pyramids

Rubric Score 20/30

Multiple Intelligences Bodily/Kinesthetic, Logical/Mathematical, Spatial, Intrapersonal

Main Web Site:  http://school.discovery.com/lessonplans/programs/sneferu/

 

I hope to incorporate an Egyptian unit next year, and I think the students would enjoy building their own pyramids.  Students should use their creativity when building their pyramids.  Students could use anything from sugar cubes to Styrofoam to make their pyramids.  Once again the rubric score was a little low due to the fact only four multiple intelligence were used.  I still feel this is a worthwhile project.

 

5.  Chess

Rubric Score 30/30

Multiple Intelligences Spatial, Logical/Mathematical, Bodily/Kinesthetic, Intrapersonal, Interpersonal

Main Web Site:  http://www.piteamchess.com/chess_lesson_plans.htm

 

I am planning on introducing chess to my students the last few weeks of school.  I think this activity has so many valuable benefits.  For example, chess is challenging and forces students to think ahead.  Chess also helps students to take ownership and responsibility for their moves.  It also helps students to manage feelings, control impulses, and delay gratification.  I think I will spend several days introducing the game pieces to the students.  I also have a good tip for not losing any game pieces.  At the end of the game, have the students set up the board as if they were going to start the game.  This way they can very easily see any pieces they are missing.

 

6. Literature Circles

Rubric Score 25/30

Multiple Intelligences Linguistic, Bodily/Kinesthetic, Intrapersonal, Interpersonal

Main Web Site:  http://reading.indiana.edu/ieo/digests/d173.html

 

I am always looking for new and interesting ways to promote reading in my classroom. I know two things for sure about students in sixth grade.  1.  They are very social.

2.  Sometimes students learn more from each other than they do from me.  Literature circles are a good way to capitalize on both. The benefits of literature circles include more student connections to the book, working cooperatively, becoming responsible for their learning, and respecting opinions differing from their own.  I hope to use literature circles in my classroom in the 2004/2005 school year.