Exhibits 
Lesson Plan Exhibits
National Education Technology Standard 3
Students use productivity tools to collaborate in constructing technology- enhanced models, prepare publications, and produce other creative works.
Performance Indicators: Grades 3-5
1. Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Language Arts Content Standard 10:
All students will apply knowledge, ideas, and issues drawn
from texts to their lives and the lives of others. Benchmark: Later
Elementary 1 : Identify how their own experiences influence their
understanding of key ideas in literature and other texts.
Objectives:
1. The student will use their own experiences to identify
characteristics of an elderly person.
2. The student will combine the characteristics generated by
the entire class to formulate a generalize model of an elderly person.
Materials:
Inspiration Software Version 7
Computer
Projector
Graphic organizer worksheet
pencils
Time allotted: 45 minutes
Procedure:
Purpose : The students will make a generalization and use it to compare to the elderly character in the story.
Anticipatory Set : Ask 3 to 4 students what they think of when they think of their grandparent or elderly person. Write these ideas on the chalkboard and circle any ideas that were the same. Use the circled ideas to form one general statement about a grandparent or elderly person.
Independent Practice:
1. Pass out to each student a graphic organizer worksheet.
2. Explain to them that the class will use the graphic organizer to write down their thoughts of what an elderly person or grandmother is like. They should write the name of the person in the middle and write their ideas on the lines at the end of each arrow.
3. The teacher will explain to the students that we will use their thoughts written on the graphic organizer about an elderly person to generate one model.
Modeling
1. With the computer connected to a projector, go to Start button, point to Programs, and click on Inspiration. A symbol appears in the center of the screen, with the placeholder text, Main Idea, selected.
2.Type in Grandparents (or Elderly person) for the main idea.
3. The teacher will ask various to give their thoughts about what an elderly person or grandparent is like. When the teacher hears some thoughts that are the same or similar then add a link to the main idea.
4.Click on a Symbol from the symbol palette on the
left side of the screen. The symbol you chose will show up next to the
symbol palette larger so you can see if this is the one you want.
Move the curser over in the direction you choose and click .
A new symbol will appear. Type the general thought about a grandparent or elderly
person in this symbol.
5.The teacher and students will continue doing this until they have generated enough similar ideas about a grandparent or elderly person to make about 6 to 8 links.
6. After the class has done Number 8, the teacher will demonstrate how to use a link to connect the ideas to the main idea.
7. Select the Grandparent or Elderly Person symbol. this is the symbol where the link will start.
8.On the Diagram toolbar, click the Link button to turn on the link tool.
9. Click on one of the ideas that is in a symbol by the main idea. This is where the link will end. A link with the arrowhead pointing to the idea will appear.
10. Continue doing numbers 10 to 12 until all the ideas have been connected to the main idea.
11. To make the model more appealing the teacher will show the students the graphics they can use to represent an idea.
12. Use the arrows at the top of the symbol palette to look at the different graphics.
13. As a class choose the best graphic to represent the
idea you have written. Change the symbols to graphic by clicking on
the Symbol then clicking on the graphic that is to replace it.
Closure
1. Print the graphic organizer that was just completed.
2. Discuss how many ideas can form one generalized idea.
3. Teacher will ask the students to refer to this diagram about grandparents when reading the books A Long Way From Chicago and A Year Down Yonder.
National Education Technology Standard:4 Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. Standard:5 Students use technology to locate, evaluate, and collect information from a variety of sources.
Performance Standard : Grades 3-5
1. Use telecommunications and online resources to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom.
Social Studies Content Strand 1 : Historical Perspective Students
use knowledge of the past tp construct meaningful understanding of our
diverse cultural heritage and to inform their civic judgements.Standard
1.1: Time and Chronology: All students will sequence chronology
The Great Depression and World War II in order to examine relationships
and to explain cause and effect. Standard1.3: Analyzing and Interpreting
the Past: All students will reconstruct the past by comparing interpretations
written by others from a variety of perspectives and creating narratives
from evidence.
Objectives:
1. Students will gain knowledge of the Depression Era using Primary and Secondary sources.
2. Students will identify sources as Primary or Secondary.
Materials:
Social Studies Textbook
A Long Way From Chicago by Richard Peck
A Year down Yonder by Richard Peck
Paper , Pencils
Computer with internet connection
Time alloted: 1st session 15 minutes
2nd
session 30 minutes
Procedure
Purpose The students will identify the differences between Primary and Secondary sources and compare and contrast the difference.
Anticipatory Set : Ask the stident if they recall what a Primary and Secondary source is. If no one has the correct answer then ask one student to find the definition in their Social Studies textbook. The teacher will hold up their Social Studies textbook as well as the trade books being read in class. The teacher will ask the students if these books are Primary or Secondary sources. The teacher will ask the class to write questions they might have about the Depression Era that will be answered by a person who grew up in that Era.
Guided Practice:
1.In the computer lab have all students go to www.geocities.com/athens/olympus/1545.htm
2. Explain to the students that this internet site gives a reader information about the Depression Era by using a timeline.
3. The teacher will point out that this is a secondary source of information.
4. The teacher will ask the students to recall that yesterday they had turned in questions they would like answered about the Depression Era.
5. Have all students open up an e-mail address that has the
answers to their questions. The teacher will point out that this is a Primary
source and why.
Independent Practice:
1 . The students will read the information on both the web
site and e-mail.
Closure:
1. The teacher will ask the students to share the similarities and differences between the two sources.
National Educational Technology Standard 5: The students use technology to locate, evaluate, and collect information from a variety of sources.
Performance Indicators : Grades 3-5
1. Use keyboards and other common input and output devices efficiently and effectively.
2. Use telecommunications and online resources to participate in collaborative problem-solving activites for the purposes of developing solutions or products for audiences inside and outside the classroom.
Language Arts Content Standard 1:
All students wll read and comprehend general and technical
material. Benchmark: Later Elementary 1 : Use reading for
multiple purposes, such as enjoyment, gathering information, learning new
procedures, and increasing conceptual understanding.
Language Arts Content Standard 2 :
All students will demonstrate the ability to write clear
and grammatically correct sentences, paragraphs, and compositions.
Benchmark: Later Elementary 1 : Write fluently
for mulitple purposes to produce compositions, such as stories, reports, letters,
plays, and explanations of processes.
Objectives:
1. Students will use various search engines to research tornadoes
2. Students will read and comprehend tornado articles
3. Students will write, edit and re-write informational reports about tornadoes.
4. Students will use a word processor to type and add graphics to the final copy of tornado report.
Materials:
Computer with internet connection
Printer
Printed articles from internet
Paper , pencils
Pre-writing organizer
Procedure:
Anticipatory Set:Discuss with the students the chapter Gone with the Wind in the book A Year down Yonder. Explain to the students that they will read more information about tornadoes and write an informational report.
Guided Practice:
1. Using the computer lab the students use a search engine
to find a minimum of 3 articles about tornadoes. Direct the students to
type Tornado into the search box.
2. The students will choose one article that they want to use for information to write a report
3. Print the article.
4. In the classroom the teacher will review the pre-writing organizer by asking questions as to what type of sentences will they write in each space.
Independent Practice:
1.The students will reread the articles that were chosen.
2. Using the writing organizer the students will write a rough draft report about tornadoes.
3. The students will use peer editing and will make revisions to their rough draft.
4. The teacher will read each paper and conference with each student.
5. Students will return to the computer lab and using a word processing program, type a final copy of the report and add graphics.
Closure:
1. Display reports to share with others.
National Education Technology Standard 3: Students use technology tools to enhance learning, increase productivity, promote creativity.
Performance Standards:
1. Use technology tools for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
Language Arts Content Standard 8:
All students will explore and use the characteristics of different
types of texts, aesthetic elements, and mechanics including text structure,
figurative and descriptive language, spelling, punctuation, and grammer-to
construct and convey meaning. Benchmark: Later Elementary
4: Identify and use aspects of the craft of the speaker, writer, and
illustrator to formulate and express their ideas artistically: Examples include
intonation, hues, design, perspective, dialogue, characterization, metaphor,
simile, and points of view.
Objectives:
1. The student will identify examples of idioms as they read "A Long Way From Chicago" and "A Year Down Yonder" and illustrate their literal meaning as well as the true meaning.
2. The students work will be compiled into a classroom
book.
Materials:
A Long Way From Chicago, by Richard Peck
A Year Down Yonder, by Richard Peck
Large tablet paper
Kid Pix Software
Computer
Printer
Time allotted: 15 minutes per student
Procedure:
Purpose: Students will identify an expression having a meaning that is not readily understood from the meaning of its component words.
Anticipatory Set:
Teacher will ask the class if they have ever heard of the word Idiom before. The teacher allows the students to give their understanding of the word. If no one gives the correct meaning, have a volunteer find the meaning in a dictionary and share with the class.
Modeling:
1. After the students have read the first chapter from A Long Way From Chicago, write on the large tablet of paper two Idioms.
2.Discuss what they mean and and draw a picture on the chalkboard to show the literal meaning .
3.Explain to the students to watch for Idioms in the books as they read.
4. Write down the Idioms that are shared by the students at
the end of each chapter.
Guided and Independent Practice
1. Students choose 1 Idiom to illustrate and explain.
2.Click on Start, point to Programs, and click on Kid Pix. A screen will appear with a tool bar on the left and at the top.
3. Each student will select a pencil, shape , or stamp depending on the picture they want to draw.
4. Click on the small arrows at the bottom of color palate to view all colors and textures. Left click on chosen color and then left click at bottom of screen to choose solid color or texture.
5. Left click on paint can on left tool bar and move to area chosen for color. Left click
7. When illustration is complete. Move curser to small letter A icon in left toolbar and left click.
8. Left click on size of text needed.
9. Move curser to area of illustration in which to put text.
10. Type name of book, Idiom, and what the idiom means.
11. Print picture
Closure
1. Have the students share their printed pages with the
class
then compile the pages into a classroom book.
National Educational Technology Standard 4: Students use telecommunicational to collaborate, publish, and interact with peers, experts, and other audiences.
Performance Standard :
1. Use telecommunications efficiently and efectively to access remote information, communicate with others in support of direct and independent learning, and pursue personal interests.
2. Use telecommunications and online resources to participate
in collaborative problem-solving activities for the purpose of developing
solutions or products for audiences inside and outside the classroom.
Language Arts Content Standard 1
All students will read and comprehend general and technical
material. Benchmark: Later Elementary 5: Respond to oral,visual,
written, and electronic texts, and compare their responses to those of
their peers.
Objectives:
1.The students will write an opinion of the book A Long
Way From Chicago or A Year Down Yonder and compare their responses
to fellow readers of the books.
Materials:
Computer with internet connection
Computer lab with projector
Procedure:
Purpose: The students respond to written text
electronically and compare their responses to their peers across the
United States.
Anticipatory Set: The teacher discusses with the class how books are chosen for purchase and gives examples such as newspaper book reviews, publisher reviews, book stores , and book clubs.
Modeling:
The teacher will begin by demonstrating to students how
to use the internet to write an online review of a book they have read.
This works best if done in a computer lab. The teacher can demonstrate
on a large monitor while students observe and follow along.
Independent Practice:
1. After the teacher has demonstrated how to get online
and go to the correct web site the students will do the same at a computer
within the lab.
2. Once they are online the students will type onto the address bar www.amazon.com and press enter. This will take them to a book store web site.
3. They will click on the word Books at the top of the page and the web page for a book search will appear.
4. On the left side of this page is a search section that the student will type the name of one of the two books read in class. Press Enter on the keyboard.
5. On the screen will appear the book and information about it.
6. The students will click on the left side of the screen where it will read customer reviews.
7. A web page will appear that that will give a customer the option of writing a review. The student should click at the top of this page a icon of a child writing and the words write a review>under 13.
8. Under #1they will fill out the number of stars they would rate it . 1 being the worst up to 5 being the best.
9. Under #2 the student will then type in a title for their review.
10.Under #3 the student will type their opinion of their chosen book.
11. Under #4 the student will type the city and state they are from.
12. Under #5 the student will type how old they are.
13. Click Preview your review.
14. The students review will appear and after editing any
mistakes they click Submit.
Closure
1. Explain that the reviews will be published online in about 10 days. Until then the students will review the current reviews listed and list note the similarities.