It was pretty simple, but the kids ate it up. It was for a small group, I planned for 4, but one was sick. I used my computer, and they crowded around it and they loved it. I used a remote control to change each screen so I didn't have to reach and hit the space bar.
The lesson went well, and I plan to use this and other technology (and I have used other technology) in the future.
Tuesday, March 24, 2009
PLE week 10
I planned this lesson for week 10
Standards: Language Arts, Standard 7 Objective 3, a. Students will identify use and features of grade level text and identify aspects of literature such as problems, and problems being solved.
Objective: Students will identify three problems in the book Corduroy, and discuss the final “Main Problem” (which is that Corduroy is in search of a friend,) and how the other problems and the main problem relate.
Assessment
Formal:
The children have read the book once. I will have them read the book again, but this time I will have them look for the problems Corduroy meets, and have them mark that page with a post-it note. Students should mark 3 problems and explain them orally.
1. Hook- I’m going to show them how I use post-it notes to help me identify places I want to remember when I reading something.
2. Telling- They already know that every story has at least one problem, and that a problem needs to be solved. This has been drilled into their heads for a long time. I want them to be able to identify how small problems can lead up to the main problem.
3. Instruction/modeling- I will show the students how I have identified problems on my own about the story. I will show them that I have used post-it notes to mark the pages and remember where the problems were. I will use powerpoint on my computer to show my three problems, and my main problem. I want the kids to find 3 of their own, and see how they compare to mine at the end. My language might sound something like this:
a. “I have read this story, marked three problems that I could find, and then found one “Main Problem”. What I want you to do is find your own 3 problems… they might be the same as mine, they might be the same as someone else, but they might be different altogether. When you’re done reading we’ll come together and share.
4. Independent Practice- Have the students find the problems in the book on their own. When they find one, they are to raise their hand and I will give them a post-it note. When they’re all finished they will share the problems they found with each other, and compare them to mine. See if they find the “main problem” and if they can identify how the small problems relate with the main problem
5. Closure- Compare the problems they find to mine. If they do not match up, then the closure is that everyone can find different problems in the story, but most if not all problems relate to the main problem. If they do match up, then talk about how the problems we found together relate to the main problem
Management-
These kids need to stay on task for this to work. They watch how fast others read, and skip pages to keep up, so I will do my best to make sure they don’t skip pages. I think giving them the post-it notes and having them search for problems might curb their desire to skip pages. (I might be wrong) The culture in the classroom is for the students to take off once they have read the book twice, so I will let them know that they are to have a discussion after they read it, so they don’t jump up and take off. For early finishers I will have them read the book again, and see if they can find any other problems.
Standards: Language Arts, Standard 7 Objective 3, a. Students will identify use and features of grade level text and identify aspects of literature such as problems, and problems being solved.
Objective: Students will identify three problems in the book Corduroy, and discuss the final “Main Problem” (which is that Corduroy is in search of a friend,) and how the other problems and the main problem relate.
Assessment
Formal:
The children have read the book once. I will have them read the book again, but this time I will have them look for the problems Corduroy meets, and have them mark that page with a post-it note. Students should mark 3 problems and explain them orally.
1. Hook- I’m going to show them how I use post-it notes to help me identify places I want to remember when I reading something.
2. Telling- They already know that every story has at least one problem, and that a problem needs to be solved. This has been drilled into their heads for a long time. I want them to be able to identify how small problems can lead up to the main problem.
3. Instruction/modeling- I will show the students how I have identified problems on my own about the story. I will show them that I have used post-it notes to mark the pages and remember where the problems were. I will use powerpoint on my computer to show my three problems, and my main problem. I want the kids to find 3 of their own, and see how they compare to mine at the end. My language might sound something like this:
a. “I have read this story, marked three problems that I could find, and then found one “Main Problem”. What I want you to do is find your own 3 problems… they might be the same as mine, they might be the same as someone else, but they might be different altogether. When you’re done reading we’ll come together and share.
4. Independent Practice- Have the students find the problems in the book on their own. When they find one, they are to raise their hand and I will give them a post-it note. When they’re all finished they will share the problems they found with each other, and compare them to mine. See if they find the “main problem” and if they can identify how the small problems relate with the main problem
5. Closure- Compare the problems they find to mine. If they do not match up, then the closure is that everyone can find different problems in the story, but most if not all problems relate to the main problem. If they do match up, then talk about how the problems we found together relate to the main problem
Management-
These kids need to stay on task for this to work. They watch how fast others read, and skip pages to keep up, so I will do my best to make sure they don’t skip pages. I think giving them the post-it notes and having them search for problems might curb their desire to skip pages. (I might be wrong) The culture in the classroom is for the students to take off once they have read the book twice, so I will let them know that they are to have a discussion after they read it, so they don’t jump up and take off. For early finishers I will have them read the book again, and see if they can find any other problems.
Tuesday, March 3, 2009
Tuesday, February 24, 2009
Tour Guide
| Location | Activity | Google Earth Content |
| 1. Mendenhall Glacier | Question and answer about glaciers in Alaska. | Terrain |
| 2. Yellowstone | Write a letter to someone who has never seen features in Yellowstone | Terrain, seismic activity |
| 3. Moab | List factors that contributed to formations | Terrain |
| 4. Grand Canyon | Draw picture of what Grand Canyon looked like on the first day a river came through that valley. | Terrain |
| Details of image overlay / path / polygon: | http://www.danasjeeps.com/yahoo_site_admin/assets/images/Moab_March_2007_006.118204820_std.jpg | |
The content that will be taught is how geographical formations are formed. Kids will discover the various forms that water, wind and glaciers erode rocks and formations to create canyons, formations and mountains.
They will learn through discovery activities and research these things.
They will learn by using google earth, and wikipedia.
Wednesday, February 11, 2009
Holes: an existential tale of treasure, love, and mystery!
Our TPAC preview of Holes, By Louis Sachar
Thursday, February 5, 2009
Coming Soon...
This project is a 30 second or so long preview to the book "Holes" by Louis Sachar. We thought it would be a good lead, or hook to get the kids that hadn't read the book excited to read it. The story board explains what we had planned to do, and we anticipated it taking around 10 slides in about 30 seconds. We would then turn the project over to the students. They would be instructed to create a similar hook for a book that they had read, citing pictures they captured from the internet, and creating pictures of their own.
The technology used in the project is pretty obvious. We would use a movie making program, and digital pictures to create this trailer. Between the technologies used to create the trailer, the 5th grade science core Standard 1 Objective 2, and the pedagogy of allowing students to make their own decisions, I think this is a fantastic combination of TPAC in the classroom.
But you don't have to take my word for it... ba dum bum!
Tuesday, February 3, 2009
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