log inhelp

Get your own free workspace
View
 

Chalice Tillis- Technology Infused Lesson Plan

Page history last edited by chalice 3 years ago

Lesson Author: Chalice Tillis

Grade level: 3rd grade - Library Media Center

Subject Area: Language Arts - genres

Materials needed:

  1. Boom Town by Sonia Levitin
  2. The California Gold Rush A Letter Home by Caterine Quirin
  3. Salt Lick Boom Town by Kristin Cashore
  4. realistic fiction chart (graphic organizer)
  5. realistic bookmarks
  6. paper for KWL chart
    7.   other titles of realistic fiction and fantasy displayed for easy viewing 
Time Allotted for this lesson:  5 days 1 hour to 11/2 hr. periods

Overview and Annotation:

      This lesson is to teach students to distinguish between a realistic story and one that is fantasy. The lesson is technology infused and inquiry based in nature. Readers can increase their understanding by connecting what they know with what they are reading. This lesson is being taught as an extension of the classroom reading unit on generes.

 

Content Standards: 

  1. ELA 7 Compare fictional characters and events to real-life experiences.
  2. ELA. 31 Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of generes: using prior knowledge and experience.
  3. ELA.3h Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of geners: using vocabulary knowledge to construct meaning.
  4. ELA. 9c Compose narrative texts using usingan introductory paragraph, specific time frames, clear sequencing of events, and a conclusion: composing descriptive texts using sensory details and vivid language.
  5. ELA. 9e Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion: using complete sentences, varied sentence structure, and appropriate transition words in a compostion.
  6. SS.4a Locate population shifts due to geographic, economic, and historic changes in the Western Hemisphere: identifying human and physical criteria used to define regions.
  7. SS.10 Describe characteristics and migration patterns of human populations in in the Western Hemisphere.
  8. TS.9 Practice responsible and legal use of technlogy systems and digital content.
  9. TS. 11 Use digital tools and strategies to locate, collect, organize, evaluate, and synthesize information.
  10. TS. 12 Use digital tools to publish curriculum related content.
  11. ILS. 1 The student who is information literate accesses information efficiently and effectively.
  12. ILS. 2 The student who is information literate evaluates information critically and competently.
  13. ILS. 3 The student who is information literate uses information accurately and creatively.
  14. ILS. 9 The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.     

Primary learning Objectives:

  1. Students will be able to distinguish between realistic fiction and fanatasy.
  2. Students will be build vocabulary.
  3. Students will become technology literate.
  4. Students will use prior knowledge to help judge the distinction between realism and fantasy.      

Materials needed:

  1. Boom Town by Sonia Levitin
  2. The California Gold Rush A Letter Home by Caterine Quirin
  3. Salt Lick Boom Town by Kristin Cashore
  4. realistic fiction chart (graphic organizer)
  5. realistic bookmarks
  6. paper for KWL chart     

 

Technology materials needed for this lesson:

  1. computer with Internet access
  2. multimedia software
  3. LCD projector and screen
  4. powerpoint
  5. Kidspiration

 

Web addresses needed for this unit:

 

Procedures and Activites:

1. I will have examples of each genre to help show the difference between the two. I will write on the board: "I jumped into my time machine and went back to the day Columbus first landed in America." Ask students to explain whether they think this sentence talks about something in real life or a fantasy. All responses will be recorded.

2. Next, I will show them the realistic fiction powerpoint. (It is very short)

3. Then we will do a KWL chart to see how much information the students know about how towns grow.

4. I will explain that Boom Town is historical fiction. That means it took place in the past and made up characters are placed in a real setting. Their actions are also fictional.  Then I will read the story Boom Town.

5.After The story is finished I will model how to decide if the story is realistic fiction of fantasy. By asking the following questions: Could the things in the story really happen, The characters moved to a small town in California, they find a place to live, and their father works in the gold fields. Explain to the students that all of these events could have really happened to people.

6.Have students pick one of the books I have displayed around the room as examples of each genre and have them complete a realistic fiction chart.

7. When students finish their charts, discuss the class wiki and how they will work in collaborative groups to figure out ways children can earn money. (On Thursday students will start their advertisment poster using Kidspiration)    

 

Scoring Rubric: Narrative Retelling

 

          4         3          2                    1  
connections Makes connections and generalizes beyond the text. Makes connections to other events, stories, or experiences. Makes a limited connection to another event, story or experience Makes no connection to another event, story, or experience   
author's purpose Elaborates on author's purpose. Tells author's purpose with some clarity.  Makes some connection to author's purpose Makes no connection to author's purpose  
characters Describes the main character(s) and any character development Identifies the main character(s) and gives some information about them. Inaccurately identifies some characters or gives little information about them. Inaccurately identifies the characters or gives no information about them  
setting Describes the time and location. Identifies the time and location. Omits details of time or location. Is unable ti identify time or location  
plot Describes the problem, goal, events and ending using rich detail. Tells the problem, goal, events and ending with some errors that do not affect meaning. Tells parts of the problem, goal, events, and ending with gaps that affect meaning. retelling has no sense of story

 

The teacher will assess student's finished advertising/poster for understanding of concept, creativity and participation

 

Lesson Closure:

Children will have to present their wiki ideas for how children can make money money and their advertisement/poster.

 

Modifications:

I will have a conference with any students that have an IEP to find out what modifications need to be made in my lesson as well as my room arrangement.

 

Student Products: 

Advertisement/ Poster

Realistic Fiction Chart

 

 

Collaboration Process: 

The collaborating teacher and myself would meet for at least two weeks in advance to start preparation on the unit. We would assign who would teach what and discuss how much prior knowledge the class has about the subject. We would also discuss if there were any students who had an IEP or required special modifications of any kind and what needed to be changed. How to assess the unit would have to be decided. As well as how much time would we spend in the library on the project and how much time would I go to the classroom. After the unit has begun we would still collaborate daily to discuss any pressing needs for the next day. The end of the unit we assess the students progress and the effectiveness of the unit.

Comments (0)

You don't have permission to comment on this page.

PDF version