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Three Lesson Plans - Reading About the Rainforest
Linda Rogers
EDU 553
Winter 2002
Lesson One
Content Standard: CT Language Arts Curriculum Framework
Standard 1: Reading and Responding: Students will read and respond in individual, literal, critical, and evaluative ways to literary, informative, and persuasive text.
Objectives:
§ Students will describe text by giving an initial reaction to
the text and describing its general content and purpose.
§ Students will interpret the text by using prior knowledge and experiences.
§ Students will generate questions before, during, and after reading.
§ Students will make and confirm or revise predictions.
Vocabulary: Rainforest, canopy, Amazon, under story, community
Materials: easel, markers, transparency of drawing or scanned picture of a tropical rainforest location, overhead projector, book: The Great Kapok Tree
Setting: Classroom
Time: 50 minutes
Procedures:
· Introduce learning objective: “Today we will read and
discuss a book called The Great Kapok Tree by Lynn Cherry. We will
learn about the community of animals that live in a rainforest. Let’s
begin by making some predictions using what we already know about the rainforest.”
· Brainstorm to activate prior knowledge and motivation: Predictions
about our story. Teacher asks: “What do you think we will learn
about in our story today? What kind of animals live in the rainforest?
What do you think might be a problem for them?” Predictions are written
on the class easel.
· Intro Vocabulary: Teacher places a labeled drawing onto the
overhead projector to introduce key vocabulary words. Teacher reads words,
points out meaning and asks students to repeat each vocabulary word.
· Read Aloud: Teacher reads aloud, “Now I’ll read The Great Kapok Tree. Listen to find out who lives in the rainforest and what is the problem.”
§ During reading predictions are discussed and confirmed.
New questions are posed.
§ After reading a discussion occurs about the characters and problems.
Animal names are listed on easel paper.
Closure: Teacher restates the learning objective. We learned
about a community of animals that live in a rainforest. We also learned
some important words that describe places that animals live in the rainforest.”
Assessment: Recall of vocabulary meanings. Individual retellings
evaluated by teacher. Criteria: minimal, adequate or
complete understanding using comprehension rubric from portfolio assessment
package.
Lesson Two
Content Standard: CT Language Arts Curriculum Framework
Standard 2: Producing Text: Students will produce written, oral
and visual text to express, develop and substantiate ideas and experiences.
Objectives:
· Students will generate questions for gathering data from appropriate
first hand visual and print sources
· Students will categorize the data to produce a product.
· Students will gather, select, organize and analyze information from primary and secondary sources.
· Students will interpret the text by using prior knowledge and experiences.
Vocabulary: Toucan, Sloth, Anteater, Tapir, Capybara, Tree Frog
Materials: PowerPoint presentation Animals of the Rainforest loaded onto computers, drawing paper and crayons, pencils
Setting: Computer Lab
Time: 50 minutes
Procedures:
· Introduce learning objective: “Today we will be going
to the computer lab to read a story on our computer screens about animals
of the rainforest. Before we go I want you to draw a picture of a rainforest
setting. Bring your drawing and a pencil with you so can add rainforest
animals as we learn about them.” After reading be ready to identify
some rainforest animals that we will meet in our story.”
· Distribute paper and crayons: Students draw a picture
while teacher monitors and models specific vocabulary that will enhance
drawings (canopy, under story, Kapok Tree, big leaves…)
· Transition: Move to the computer lab. Students take their places at their computers.
§ Teacher “I will read this story to you. When we are
done we will read it again together and complete the activities.”
Closure: Teacher restates the learning objective. We learned
about some animals that live in a rainforest. You have all made beautiful
drawings and had fun answering the riddles.” Who can tell me one
thing about: Sloth, Anteater, Tapir, Capybara, Toucan, Tree Frog”
Assessment: Drawings with all the animals included as directed.
Lesson Three
Content Standard: CT Language Arts Curriculum Framework
Standard 2: Producing Text: Students will produce written, oral
and visual text to express, develop and substantiate ideas and experiences.
Objectives:
· Students will generate questions for gathering data from appropriate first hand visual and print sources
· Students will categorize the data to produce a product.
· Students will gather, select, organize and analyze information from primary and secondary sources.
· Students will interpret the text by using prior knowledge and
experiences.
Vocabulary: Habitat, Size, Description,
Materials: Internet connection, note paper and pencil, Kidspirationä
Setting: Computer Lab
Time: 50 minutes
Procedures:
· Introduce learning objective: “Today we will be going
to the computer lab to visit some Rainforest Websites. As you visit
the sites I want you to choose an animal that you find interesting.
Gather ten facts about your animal. You will use this information to make
an information web on Kidspirationä”.
· Distribute paper and pencils
· Transition: Move to the computer lab. Students take their places at their computers.
§ Teacher will have web page available with sites bookmarked for
students to visit.
§ Teacher will monitor as students visit sites and gather information
Closure: Teacher restates the learning objective. “We learned
about some animals that live in a rainforest. You have all begun or finished
information webs about a rainforest animal. Save these to your file
and print one copy if you are finished.”
Assessment: Webs of rainforest animals
Lesson Plans
Language Arts Lessons on
the Ocean
Developed by Kelly Kupferschmid
Content Standard 1 : Reading and
Responding (Grades 3-4)
1.3-4.1 Students will express thoughts,
opinions and generate questions that arise as they read, view, or listen
to a text and use relevant information to summarize and respond to questions.
1.2 interpret the text by using prior
knowledge and experiences
Content Standard 3: Applying English
Language Conventions
3.1 proofread and edit for grammar, spelling,
punctuation and capitalization
Lesson Plan #1
Grade Level- 3
Objectives: Students will be able
to:
1. Use the Internet to locate facts on the ocean, access web sites
2. Tell what they know about the ocean
(K-W-L chart)
3. Tell what they want to know about the
sea (“W”)
4. Listen to the book “Magic School Bus
on the Ocean Floor” by Joanna Coles
5. Learn what the ocean consists of
6. Write a story on the sea
Materials:
1. Chart paper
2. Markers
3. Lined paper
4. Pencils
5. “Magic School Bus on the Ocean Floor”
(one copy)
6. Additional books dealing with the ocean
Duration: 45 minutes
Procedure:
The teacher will tell the class that they are going to be talking about
oceans and what they consist of. Before they do anything else, the teacher
will tell the class to go on the computer(s) and go on the Internet to
locate anything they can about the ocean. She will see what they
can do without giving any specific instruction. If they need assistance,
she will circulate around the room. She will ask them what they know
about the ocean, and write this on a K-W-L chart. Then, she will
ask what they want to know (for the “K” part of the chart). The teacher
will then read “The Magic School Bus on the Ocean Floor” to the class.
Next, students are free to browse through some other books dealing with
the ocean. After about ten minutes, they are to write a story on
the ocean, based on what they know and have heard read to them. After
they write their story, they will draw a picture related to the story they
wrote.
Closure:
The teacher will recap some key aspects of the ocean, go back to the K-W-L
chart and fill in what they learned. She will also give them some
good sites to go to to access information on the ocean.
Assessment: Students will read their stories orally and will be graded on content, creativity, and structure. Their participation on the Internet will be graded as well, depending on whether they did it or not.
Modifications: Proximity, preferential seating, aids, special education teacher, a one-on-one to read the story over, hearing aids, visual aids, shortened paper length, a scribe if necessary.
Lesson Plan #2
Grade level: 3
Objectives: Students will be able
to:
1. Improve upon vocabulary, spelling,
and writing
2. Learn definitions of words about the
ocean
3. Use the computer to word process
4. Use reading skills and inferring
Materials:
1. Pencils
2. Small pieces of paper or note cards
3. Computer with Microsoft Word
4. Dictionary
5. List of vocabulary words dealing with
the ocean
Duration: 45 minutes
Procedure:
The teacher will tell the class that they are going to play a vocabulary
game and the words will come from the unit on oceans. She will say
a word dealing with the ocean and all students (groups) will write a made-up
definition on paper. The teacher will write the real definition on
a piece of paper and add it to the mix of words. The words will be
shuffled and the teacher will read each definition. The students
will have to vote on the definition that they think is correct. Following
this, the words will be written on the board and the students are to copy
them into their notebooks. After that, each group is to produce a
copy of the words by using Microsoft Word. The team to get the most
definitions correct will win a prize.
Closure: The teacher will write words on the board and have the class define them again. The class will take their sheet of words and study them.
Assessment: There will be a quiz at the end of the week on the definitions of the words dealing with the ocean.
Modifications: Same as lesson #1
LESSON PLAN developed by Andra Lucas
Title: Writing and Publishing Our Own Books, A reading and Language Arts Activity
Grade: Special Education - Middle Level - Resource Room
Time: 5 - 45-50 minute class periods (approximately 1 week)
Assumptions: Students have the basic knowledge to operate a PC.
Some of the
students in the class are nonverbal and others are verbal. The
Resource Room
contains four students; one has William's Syndrome, one has Down Syndrome,
and the other two are Autistic.
Objectives: Students will practice their writing and organizational
skills
with the computer. Students will become familiar with creative
software, and
students will write and publish a book on a topic of their choice.
Initiation: Teacher will model instructions individually for each student
by
creating an example book. The teacher will write a book about
horses. Each
student will have their own paraprofessional who will assist the student
while the teacher is working with another student.
Materials: A PC for each student and Broderbund's The Print Shop Deluxe
Software package (students will be using Press Writer for the project).
Procedure: Teacher will ask each student what topic they will be writing
their book on. She will then open the program and assist students
through
the various steps. Each project will be done from scratch (not
customized
with the QuickStart Layout). The "Report" or "Booklet" icon will
be
selected. The teacher will then introduce Desk Design and will
show the
students how to select and insert graphics which are applicable to
their
topic. The teacher will also show each student how to use the
text boxes to
write about the topic. Applying color to the text and inserting
special
characters into the text will also be shown. Printing the completed
document
will also be reviewed.
Modifications: There can be many in a Resource Room, paraprofessionals
will
assist where needed.
Assessment: Students will be assessed on the completed project.
Once the
document is completed, the teacher will show students how to bind a
book and
each student will be able to make a hard cover for their book.
LESSON PLAN with word-search puzzles developed by Diana Kimiatek
Grade level: 2.
Time : 45-50 minutes.
Assumptions: Students will have knowledge of operating the Power Mac.
The
indicated web sites will be bookmarked.
Objectives: this exercise helps the students identify and construct
words
that have specific spelling, recognize words as whole entities instead
of
collections of letters or sounds, and develop new vocabulary. The students
will be able to construct their own word-search puzzles with lists
of words
that share specific vowel sounds or themes, depending on the
instructions
given, and classify them into one group or family.
Initiation: Teacher models her instructions by creating her own example
of a
list of words and her word-search puzzle. They may be monosyllable
,two-or
three- syllable words. Students may choose from these categories: 10
words
about winter, or weather, or may choose a topic.
Materials: Power Macs with internet access, Netscape Browser.
Procedure: The 14 students are paired into seven groups for seven PCs.
They
are instructed to log in the bookmarked site
http://puzzlemaker.school.discovery.com/WordSearchSetupForm.html
Both students have to collaborate on constructing the words, agree
on the
spelling and cooperate on operating the Mac.
Modifications: those with higher reading abilities may have a
different list
of choices or a larger number of words.. Those with lower abilities
may be
assisted by the teacher or her aide.
Assessment: Students are assessed on the completed project. Teacher
goes
around and checks to ensure proper usage of the site and accurate spelling.
The puzzles are printed to be taken home and the word-search completed
for
homework.
Lesson plan developed by Matt Smith
Topic: Short Story
Grade Level: 3rd-6th
Subject: Language Arts/Art
Objectives: 1. To familiarize the students with Microsoft Paint program.
2. To allow the students to be creative.
3. Allow the students to express themselves both in drawing and writing.
4. Familiarize the students with basic computer functions.
5. Teach students proper grammar and spelling.
Procedure: 1. Have the students draw a picture of something they enjoy
doing (ex. sports, family activities, playing games etc.) using Microsoft
Paint.
2. After the students have completed their pictures have them print
a
copy of the picture (preferably color) with assistance from the instructor.
3. Have the students enter into Microsoft Word.
4. Instruct them to write a couple of sentences, or a paragraph depending
upon age group, about what they have drawn.
5. Help the students with spelling and grammar using computer Tools.
6. Have the students print their completed writing.
Closure: This exercise should introduce young children into the
capabilities of computers for school work. Also it should be
creatively
stimulating. Students should feel a sense of accomplishment after
completing their work. They should be encouraged to take their
work
home or hang them up in the classroom.
Lesson plan developed by TINA HALLBACK
TOPIC: WRITING AND RESEARCHING
GRADE LEVEL: 7 AND 8
SUBJECT: LANGUAGE ARTS
OBJECTIVES:
1. WORK ON RESEARCH SKILLS
2. WRITE NEWSPAPER TYPE ARTICLE
PROCEDURE:
1. HAVE STUDENTS CHOOSE A NEW MOVIE OR MUSICAL ALBUM
TO REVIEW
2. THEY MUST FIND TWO WEBSITES OR TWO REVIEWS FROM
A WEBSITE
(RELATED TO THEIR TOPIC) TO INCORPORATE INTO THEIR OWN REVIEW
3. STUDENTS WILL NEED TO HAND IN A ROUGH DRAFT FOR
APPROVAL
4. THE FINAL PAPER SHOULD BE APPROX. 2-3 PAGES IN
LENGTH AND INCLUDE
THE FOLLOWING: NAME OF MOVIE OR BAND REVIEWED, SOME BACKGROUND INFO
ON
REVIEWED, WEB SITES USED, AND A SHORT PARAGRAPH ON HOW DIFFICULT OR
SIMPLE IT WAS TO FIND THE INFORMATION THEY NEEDED.
CLOSURE:
STUDENTS WILL ENJOY REVIEWING
SOMETHING OF THEIR CHOOSING. THIS
PROJECT WILL GET THEM FAMILIAR WITH USING THE WORLD WIDE WEB AND CITING
IT. IT IS ALSO AN EXERCISE IN WRITING THAT IS MADE FUN.
TOPIC: RESEARCH LAB lesson developed by TINA HALLBACK
GRADE LEVEL: COULD BE USED FOR GRADES 7-12
SUBJECT: LANGUAGE ARTS OR SOCIAL STUDIES
OBJECTIVES:
IN THIS PROJECT THE STUDENT
WILL KEEP A LAB NOTEBOOK ON RESEARCH
PROCEDURES. THEY WILL NOT ACTUALLY HAVE TO WRITE THE PAPER BUT KEEP
DETAILED NOTES ON THEIR RESEARCH FOR A PAPER. THIS WILL TEACH THE
STUDENTS ORGANIZATIONAL SKILLS FOR DOING RESEARCH.
PROCEDURE:
THIS IS A TWO WEEK
LONG ASSIGNMENT.
WEEK ONE:
1. PICK TOPIC
2. HAND IN PROPOSAL OR SHORT
OUTLINE OF INTENDED METHODS OF RESEARCH.
3. START RESEARCHING AND
GATHERING INFORMATION. STUDENTS MUST KEEP
DETAILED NOTES ON HOW THEY ARE RESEARCHING, WHAT RESOURCES THEY ARE
USING (IE. INTERNET, PERIODICALS,ETC.), HOW MANY ROAD BLOCKS THEY HAVE
COME UP AGGAINST ETC.
4. STUDENTS MUST HAVE AT
LEAST TEN USABLE SOURCES HALF FROM THE
INTERNET.
WEEK TWO:
1.HAND IN FIRST DRAFT FOR
APPROVAL
2.END OF WEEK TWO HAND IN
FIANL DRAFT WHICH SHOULD INCLUDE THE
FOLLOWING: A BIBLIOGRAPHY USING MLA STANDARDS, A DETAILED RECORD OF
HOW
THEY RESEARCHED, A LIST OF PROBLEMS THEY HAD FINDING ACCEPTABLE
RESOURCES AND HOW THEY SOLVED THOSE PROBLEMS.
Lesson: Computer/Language Arts…Poetry developed by Kirsten Samokar
Grade: Four
Materials: PC Computers, "Microsoft Publisher" software, student
created
cinquains.
Objective: Students will become familiar
with "Microsoft Publisher".
Students will gain knowledge of illustrating written work. Reinforce
previous taught lessons.
Procedure: Teacher will instruct students in the steps needed
to use
"Microsoft Publisher". Students will use previously written cinquains
to
create a flyer that illustrates their cinquain. Flyers will include
an
illustration, title, the cinquain and the author/creator's name.
Assessment: Final printed out product.
Lesson Plan developed by Tricia Geiling for Dr. Stoloff's EDU 360 Spring 1999 ECSU
Topic: Poetry
Grade Level: 5
Subject: Language Arts
Objectives:
1. Introduce students to the works of a variety of poets and
poetry categories.
2. To have students experiment with writing a variety of poetry.
3. To have students identify personal preferences in regards
to poetry categories.
4. To encourage students to develop original creations to submit
to the 1999 Windham Area Poetry Project.
Procedure:
The teacher will introduce a variety of poetry books for classroom
use as well as an electronic text that includes links to online poetry
sites. After reading from and discussing a variety of poets, the
teacher will introduce the Windham Area Poetry Project Internet Site and
explain the contest's purpose and guidelines. Two class periods will
be used in writing, exploring, and discussing the student's poetry.
Student work will be handed in and commented upon. Students will
be encouraged to read their
work to the class. All students will hand in a final work which
they will have created using the poetry style of their choice; this will
be done in time to meet the WAPP entry deadline so the teacher can submit
the work of all students wishing to participate.
Closure:
The Poetry Project online site and the electronic text will remain
as bookmarks on the classroom computer. Students will be encouraged
to continue exploring on their own. Students and their parents will
be informed of and encouraged to attend the Poetry Festival which takes
place on a Saturday in April. The teacher will share the results
of the festival during a follow up class period and have students read
some of the winning presentations aloud (which will ideally include student
work). The teacher and students will hold a final discussion about
poetry as a writing genre, a means of expression, and an art form they
will continue to encounter in academics, music, movies, and other universal
areas.
Lesson Plan developed by Tricia Geiling for Dr. Stoloff's EDU 360 Spring 1999 ECSU
Topic: Creative Writing
Grade Level: 7
Subject: Writing & Language Arts
Objectives:
1. To review grammar concepts and to practice creative writing
techniques.
2. To apply the word processor as a tool to practice, improve,
and strengthen writing skills.
3. To increase vocabulary range.
Procedure:
The activity will begin with a review of grammar and a discussion of
word categories. The teacher will hand out a sample paragraph and
the class will identify and discuss the sample in terms of syntax (paying
special attention to adjectives). The teacher will spend another
class period demonstrating (on large screen) a word processing program
such as WordPerfect. By again using a sample paragraph, the use of the
thesaurus will be emphasized. For the follow up class, computer lab
time will be arranged, and each student will be provided with an identical
sample paragraph on a disc. Their assignment will be to identify
the adjectives in the paragraph and use the thesaurus tool to enhance the
language of the writing sample.
Closure:
The students will share their "new" paragraphs resulting from thesaurus
use and personal choice. The class will read sample paragraphs and
discuss how word choice and personal view impacts work. Vocabulary
options and creative writing skills will be stressed and the use of the
word processor as a writing tool will be supported in future writing projects.
Title: Family biography using the computer
Subject Area: Language Arts
Developed by: Michael Fritch
Major Objectives: To appreciate the importance of one's family history
Grade Level: 7
Materials: Multiple computers, printer
Software: word processing, graphics
Ancestor charts, family group charts
Time Required: approximately 5 weeks
Activities and Procedures:
Assign the students to prepare a minimum 300
word autobiography
entitled "The Three
Tenses of My Life." Have them use the word
processor to write,
proof, edit, and print out a
final copy to include in a family research
project.
Give the students ancestor charts to help
them gather and organize
information on their family
histories.
The research paper should include:
(1) cover;
(2) cover sheet;
(3) table of contents;
(4) list of possible sources of research;
(5) sources used;
(6) two ancestor charts;
(7) three family group charts;
(8) story;
(9) family poem;
(10) interview with older relative;
(11) origin of their surname;
(12) copies of family documents; and
(13) a conclusion.
Take students to a library, preferably a historical
or genealogical
one, to acquaint them with all
the available sources.
Have the students use the word processing
software to prepare many
of the sections and have
them use the graphics software to prepare
a cover for their report.
Assessment:
The students will be assessed on their final paper
and report on
what they found and learned.
Title: E-mailing a Pen pal, developed by Hector Cardona
Grade(s): 5-7
Subject: Language Arts.
Material(s): Hewlett Packard computer monitor and keyboard, an e-mail
account, and printer.
Assumption(s): Students know how to write a letter using correct
letter
format.
Goal: Students will exercise their English and letter writing
skills by
keeping in e-mail contact with another student in another school
district.
Objective(s):
1. Students will be able to use e-mail to communicate with others.
2. Students will be able to use correct letter format when sending
e-mail to their pen pal.
Procedure:
1. Get in contact with another teacher who would not mind having their
class participate in e-mail contact with your class.
2. When another teacher is contacted explain to your class that they
will be maintaining e-mail contact with a pen pal from a different
school district for the entire school year.
3. Let them know correct letter format will be used at all times.
4. Once the students are prepared to participate in the lesson provide
them with an e-mail account, and then show them how to use it.
5. When students know how to use their e-mail account have them write
a
letter to a pre-determined pen pal your participating teacher and
yourself have already picked. Let students know that they are
to save
their letters on disk before mailing them.
Assessment: Assessment will be conducted on the student's letters
to
their pen pals. All letters should have been saved, so periodically
you
should be able collect disk and check student's letters for proper
format, and grammar.
Synonyms for ‘Said’
Author:
Sarah Henninger
Grade Level:
Fifth grade
Subject:
Synonyms for the word ‘said’
Purpose:
The students are using the word ‘said’ every time they write
a paper. This lesson will help them learn alternative words that
can replace the word ‘said’.
Objectives:
1. The students will brainstorm and list twenty words that can be used
in place of the word ‘said’.
2. The students will practice using the newly found words by finding
five sentences that use the word ‘said’ in it and replace it with a synonym
for ‘said’.
3. The students will also use the internet to create a web-site (with
teacher help) about the word said.
Materials:
Reading books
Whiteboard
Magic markers
Eraser
Computer
Internet
Procedure:
1. The students will get their reading book and sit down.
2. The teacher will then explain the purpose of the lesson to the students.
3. As a class, the students will construct a list of synonyms for the
word ‘said’ and the teacher will write them on the board.
4. Students will look through their reading books and find the word
‘said’ and replace it with a word from the list they constructed and share
it with the class.
5. As a class, the students will brainstorm ideas on how to design
a web page.
6. The web page will then be constructed by the students using the
computer and the internet.
Closure:
As a group, we will discuss the reasons for using other words.
Their understanding of the subject and why a variety of words should be
used through out a paper will also be discussed.
Assessment:
The students will use the new word list as they write in their
journals at the end of the period. Journal entries and future papers
will show if the students grasped the concept.
Conclusion:
This lesson will allow the students to explore other possible
word choices for their papers. It will make their papers more interesting
to read because the word ‘said’ will not be the repeated line after line.
If the students do not grasp the concept of this lesson the first time,
then I will repeat it using a different strategy.
WORD PROCESSING LESSON PLAN developed by Laura
GRADE: K
OBJECTIVE: The student will use the stamping tool to stamp five pictures that begin with the letter "s". The student will select the writing tool in order to stamp or type the letter "s" below each picture.
SKILLS: mouse practice, following directions, letter identification, one to one correspondence
PROCEDURE:
1. Using KidPix, have the student launch the program and then select their stamping tool.
2. Next, have the student identify stamps that begin with "s".
3. The student will then stamp those specific stamps and then stamp or type the letter "s" under it.
4. The student can then print the document.
EXTENSIONS:
1. The student can read the paper to class.
2. The student can pick another letter and repeat the lesson.
"PREPOSITION PRACTICE", a PREK-GRADE2 developed by Ruth AMBROZAITIS
GOALS: TO UNDERSTAND CORRECT USAGE OF PREPOSITIONS. TO SPELL PREPOSITIONS
CORRECTLY
OBJECTIVES:
1. USING "BAILEY'S BOOK HOUSE", 1993, CHILDREN WILL HELP THE CHARACTER
FIND THE CORRECT LOCATION, (ON, OVER, UNDER,BEHIND, ETC.,) WITH REGARD
TO THE DOGHOUSE OR TREE.
2. CHILDREN WILL ADD THE PREPOSITIONS TO THEIR SPELLING JOURNAL.
EVALUATIONS:
1. COMPUTER REINFORCES THE CORRECT RESPONSE BY TONE, OR WITH A SMILING
CHARACTER, FOR THE HEARING IMPAIRED.
2. CHILD USES PREPOSITIONS CORRECTLY IN SENTENCES RECORDED ON TAPE,
OR SPELLED IN THEIR JOURNAL.
Entry level characteristics:
Students are familiar with using the internet. Students must have a
basic knowledge of geography and writing.
Objective:
For students to have a better understanding of the world, how to write
about different settings, and how those settings can affect the overall
story.
Procedure:
Have students pick either countries, or regional areas and list on
board. Students must find a penpal from that area and gather specifics
of that area from their penpal.
Closure:
Students discuss with the class the differences in culture and area
they learned from their penpal.
Evaluation:
Students must write a short story (no longer than three pages) using
this information and create a believable setting.
The students will input a previously written story in the cuter.
They will then print out a completed copy.
List Instuctional Procedures:
The students will be asked to compose a sry.
After they completed their story, they will input it into the computer.
Learning Activity:
The students will become familar withthe keyboard, how to save and to print their finished document.
Materials Needed:
Pencil
Written composition
Diskette
Computer.
They will then print out a completed copy.
List Instructional Procedures:
The teacher will determine the level of each student.
The students will have a number chart available.
The students will be instructed how to use this program.
Learning Activities:
They will practice a series of subtraction facts which the computer will tell them if their answer is correct or incorrect. The computer will then give the speed at which they worked.
Materials Needed:
Speed Way Math
Number Chart
Notebook
Pencil
Diskette
Apple Computer
Means of Evaluation:
The students will successfully input their composition and to
complete typed copy.
Lesson Name: The World of Shakespeare
Grade 7-12
Objective: Search the Internet for material related to Elizabethan
England.
Procedure: Students will work in groups.
Students will brainstorm possible words and topics to use as search
words.
Students will explore the Internet and print out whatever information
they deem
appropriate to understand Elizabethan England.
Evaluation: Participation and group skills.
1. STUDENTS WILL READ AND COMPREHEND THE PEANUT BUTTER RHINO
2. STUDENTS WILL BE ABLE TO WORK IN GROUPS OF 3-4 ON THE COMPUTER TO
RECORD PAGES OF THE BOOK.
PROCEDURE
1. IN A SMALL GROUP, STUDENTS WILL READ PEANUT BUTTER RHINO TOGETHER.
2. THE STUDENTS WILL USE THE COMPUTER TO TAKE TURNS RECORDING PAGES
OF THE BOOK.
3. THE REST OF THE CLASS WILL TRY TO GUESS WHO EACH SPEAKER IS IN THE
STORY.
ASSESSMENT
TEACHER OBSERVATION WILL BE USED TO EVALUATE STUDENT OUTCOMES.
1. STUDENTS WILL BE ABLE TO READ AND COMPREHEND THE STORY MESSY
MEALS.
2. STUDENTS WILL BE ABLE TO USE THE COMPUTER TO READ THROUGH THE STORY
AND
ERASE THE FOOD IN THE ART AND DRAW THEIR OWN MESSY FOODS.
PROCEDURE
1. STUDENTS WILL READ MESSY MEALS TOGETHER.
2. STUDENTS WILL TAKE TURNS AT THE COMPUTER. THEY WILL PICK A PAGE
FROM THE
BOOK ON THE COMPUTER AND ERASE FOOD IN THE ART. THEY WILL DRAW THEIR
OWN MESSY
FOODS. THEY WILL HIGHLIGHT FOOD WORDS AND REPLACE THEM WITH NEW ITEMS
THEY
DRAW.
ASSESSMENT
TEACHER OBSERVATION WILL BE USED TO EVALUATE STUDENT OUTCOMES.
Objectives
1.) Students should be able to share ideas about the reading they
did and also make group decisions on it.
2.) Students should be able to complete a summary, an opinion and a
drawing based on the story they read as a group. All Ideas should reflect
that of the group.
3.) Students should be able to work cooperatively to help each other
with the reading and the writing.
4.) Students should be able to explain the connection between their
group¹s book and the topic of Jungles.
5.) Students should be able to work collaboratively to find information
on one animal from the book they read on the classroom computer.
Resources/Materials
7 storybooks related to the topic of jungles and rain forests:
- A Story, A Story (Aardema)
- Bimwili and the Zimi (Aardema)
- The Blind Men and the Elephant (Quigley)
- Hey, Al (Yorinks)
- Rabbit Makes a Monkey of Lion (Aardema)
- Rafiki (Langer)
- Why Mosquitoes Buzz in People¹s Ears (Aardema)
drawing paper
white lined paper
Macintosh computer
The Animals! 2.0 from Mindscape (electronic resources)
Procedures
The teacher will begin the lesson by reading the class the story, A Quiet Night In (Murphy). Following the story, she will ask the students to tell her what they thought the main ideas of the story were. After several answers, the teacher will make some concluding comments about the story (summary) based on the answers the students gave about the book. She will then ask them what would be a good picture to represent the story they just heard. From their responses she will think of a picture that incorporates those ideas. Finally she will ask the class if they liked the story or not and to give reasons supporting their opinions.
The students will then read the book on their group¹s desks. The teacher will explain to the students that they are to take turns reading the book outloud by reading one page then passing it to the next person in the group. When they are done reading their book, as a group they are to decide what they will include in their summary, opinion and what they will draw for a picture. They will be reminded that they are to work together and that their summary and opinion should reflect that of the entire group.
Once they are done with all portions of the above activity, the group
will use the electronic encyclopedia program to find one or two interesting
facts on an animal that was in the book that they read. One person from
the group will be the spokesperson who will share with the rest of the
class the information that they found about their animal.
Closure
Once all the students in the groups are done with their picture,
summary, and opinion, they will share with the other members of their group
what they have written or drawn. All three pages, plus the two facts about
their animal, will be stapled together and turned into the teacher.
Evaluation Criteria
Teacher will evaluate students on their ability to share their work as a group, while observing them do their work. Their grades will be evaluated based on the following criteria:
1.) written content of summary
2.) written content of opinion
3.) picture reflects story¹s main idea
4.) ability to work together and share ideas for writing
5.) groups working cooperatively to help each other through any difficult
reading or writing (spelling).
6.) groups showing they can make a connection between their story and
the topic of the unit (jungles).
7.) ability fo find information relevant to their reading through the
CD Rom Encyclopedia provided.
RESPONDING TO LITERATURE WITH ART
This lesson is designed for grades 2-4 by David Szych.
Entry Level Characteristics
Students have had experiences in responding to literature through discussion
and writing samples. Students have also worked with computers.
Objective
Students will respond to literature by creating a picture with the
help of Kid Pix by Craig Hickman.
Procedures
Students will select a book and read it. With the help of the teacher, students will brainstorm for ideas about what elements in a picture would address the main focus of the book. In response to their reading, students will create a picture using Kid Pix software.
Closure
Students will share their creations with the class.
Objectives:
The students will enter the Internet on Netscape, and research a topic of their choice. By the end of the lesson, they will know Netsearch, and how to make bookmarks and save them for future reference.
Resource/Materials:
Macintosh computers with installed Netscape software.
Procedures:
The students will go to the computer room in the school. They will have preselected a topic for a social studies project, for research on the computer.
The students will be instructed on how to access Netscape. The teacher will then model how to use netsearch: How to choose a category and how to "read" references. When the students have reached this point, as a group as well as individually, the teacher will then model how to add bookmarks. Each child will save 3 bookmarks. When this is accomplished, the teacher will instruct the students how to print out the articles that they have chosen.
Closure:
The students will print out the information they have gathered on "the Net" to be used in their report.
Evaluation Criteria:
The teacher will determine if the material each student has chosen
is relevant to the topic of their social studies report.