Lesson Introduction

Grade Level: Second Grade

Subject Area: Language Arts

Material/Resource: Cloudy With a Chance of Meatballs by Judi Barrett

Information Literacy Model: This lesson would consist of the Big6 Model. The students would have to identify the information requirements, prioritize sources, find information, and organize.

Technology Infusion: The students would use wiki to post their assignment upon completion of the activity and completing a spreadsheet.

Success of Lesson: The media specialist would assess the given assignment by the completed copy of the spread sheet and information posted on the class wiki.  

Collaboration:  The media specialist along with the classroom teacher would work together on this lesson. The Media specialist would work with the technology aspect, while the classroom teacher focuses on the language skill being taught.   

Overview/Annotation:

Students will use a spreadsheet to organize compound words they find in the book Cloudy With a Chance of Meatballs. After entering the data, they will sort the columns by alphabetizing the words. As a fun ending activity, they will re-sort, using only one column of words, thus creating “new” compound words. Students will write a sentence with their new compound word. When completing spreadsheet students will post on wiki.

Content Standard(s):

IL (K-12) 1        The student who is information literate accesses information efficiently and effectively.

IL (K-12) 2       The student who is information literate evaluates information critically and   competently.

IL (K-12) 8         The student who contributes positively to the learning community and to society is information literate and practices ethical behavior regard to information and information technology.

IL (K-12) 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.

Local/National Standards:

ALCOS ELA 1  Demonstrate phonological skills, including manipulating sounds and words of the English language and identifying syllables in two- and three-syllable words.

ALCOS ELA 14 Respond to various types of literature read aloud

ALCOS TE 7 Use digital tools to access and retrieve information

ALCOS TE 8   Use digital environments to exchange ideas with individuals or groups.

ALCOS TE 10 Design original works using digital tools.

Primary Learning Objectives(s):

English Language Arts:

The learner will develop and apply enabling strategies and skills to read and write.

Computer Technology Skills:

The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.

Procedures/Activities:

Pre-activities

The teacher will read the book Cloudy With a Chance of Meatballs. Students will compile a list of 10 compound words from the story. There are over 15 compound words throughout the story. The teacher will decide the best way for students to compile the list. For example, the story could be read aloud again and students could write down the compound words as they hear them, or the students could make a class list as the teacher rereads the story. Also, the book(s) could be made available to the students who would be responsible for reading it and recording the words during appropriate work times. Several days may be needed to allow for this option.

Activities

Part I:

1. Students would bring their lists of compound words to a computer lab where each student should have access to a computer and a spreadsheet program.
2. If the teacher has not already introduced the parts of a spreadsheet, s/he would do so before entering any data. Make sure that ‘row’, ‘column’, ‘cell’, and ‘entry bar’ have been defined.
3. Students will enter data into two columns. For this exercise, they will not have a column heading.
4. Each cell in one row will have part of a compound word. Example: ‘meat’ and ‘balls’ for ‘meatballs’. Go down to the next row for the next word.
5. Students should save no later than after having entered the fifth word. Encourage them to save early and to save often.
6. Once all 10 compound words have been entered, save again.
7. Students will select all the cells (both columns) and sort them in ascending order (alphabetically).
8. Save
9. Post to wiki

Assessment Strategies:

  As students enter their compound words, the teacher(s) circulates and observes that the students understand how compound words are formed by noting that they are divided correctly into the two columns on the spreadsheet. Individual assistance is given if needed.

 The printed copy of the spreadsheet will be evidence of the student’s ability to separate the word parts in a compound word and post assignment to wiki.

Extension:

1. Students could write a ’sister story’ to Cloudy With a Chance of Meatballs using their new silly compound words.

2. Students could illustrate their new compound word in a drawing program such as Kid Pix.

Remediation/ Accommodation/ Modification:

Student will work with a partner who has completed assignment correctly.

Collaboration with Colleagues:  

I would collaborate with the language arts teacher. This would be a fun and exciting way for the students to work on the computer and for the classroom teacher to see if the students have mastered the skill being taught.