Because of Winn Dixie RSS Lesson Plan Ms. Hensley Objective SW respond to text and higher level questions SW use context clues to figure out word meanings SW reference the text SW make connections to text
Guided Practice
TW use map to point out location of FL and place on OH (ALL ABOUT FL) page 18 in TE. TW ask students what might be a good resource to find the answers to these questions. (encyclopedia) TW have students locate answers while teacher records on the OH. TW review what was previously read, from Chapters 1 and 2, using TE questions from page 15 to review plot and main characters. TW begin reading chapters 3 and 4 aloud.
Independent Practice
TW stop frequently to discuss, checking for comprehension. (use questions on page 15 of TE) SW locate unfamiliar words and add to vocabulary chart, posted at front of room. SW read independently to finish chapter 4 and respond to quiz time questions #1-5 page 10 on a sheet of paper to be collected.
TW then explain that Opal’s father told her that her mother loved a good story. TW explain what oral tradition is (page 12) and explain that students will be writing a group story. TW write story intros (page 12) on board and explain that they will choose 1 and write it as a group, passing it around for 30-45 sec. each. Groups will share stories aloud for all to hear.
SW then break out and discuss the novel in their literature circles. SW have previously posted thoughts and ideas on the Because of Winn Dixie blog.
TW then use the RSS feed to pull previously selected questions. TW show students the chosen questions which will guide today’s literature circles. SW then discuss these questions, using their books as a reference. Smaller groups will then report discussions to the whole group.
Assessment Observation Discussion in Literature Circles Oral Tradition stories Questions #1-5 quiz
Lesson Plan Incorporating RSS Dr. Diggs ED 550 Teacher: Katie Pauly Subject: Reading/Writing/Social Studies Objective: Students will create a PowerPoint depicting accomplishments and lives of influential women throughout history. 4.09, 4.10
Prior Knowledge: Students have completed a research project this year on influential people throughout black history, so they will be somewhat familiar with gathering information and applying information. Guided Practice: Teacher will teach students how to set up an RSS feed on Google Reader. Teacher will explain the benefits and uses of the RSS feed. Teacher will explain that we will be using the RSS feed to help us gather information about the women we are researching. Students will set up their RSS feed according to who they are researching. Students will be taught what to look for, and what information would be considered useful/ non useful.
Independent Practice: Students will check their RSS feed each day during writing/technology. Students will apply information they deem useful to their notes, and eventually Power Point. Students will continuously check their RSS feed during this project. Differentiation: Students will be researching different women. Assessment: The research/notes collected, as well as the students final Power Point will be used as their assessment.
Objective: Use the computer and other technological tools to gather, organize, and display data. Describe how communication and transportation link communities. Research current events happening around the world and discuss the importance of staying informed.
Subject Focus: Social Studies
Procedures: In Social Studies, we will begin to study current events that are taking place around the world. This past Friday a huge earthquake and tsunami hit the country, Japan. First, tell me what you know about earthquakes and tsunamis. As a class we will use Google Reader to find news stories about earthquakes and tsunamis. Once we do some research on earthquakes and tsunamis in general we will begin to look at stories about the recent earthquake and tsunami to hit Japan. Each day new stories, photographs and videos will be added. We will keep updated on this current event to see what is going on across the world. We will also use the social bookmarking website, http://www.delicious.com/ksadvary, to add our favorite stories for others to read. This website can also be used to find stories related to our topic that other people recommend.
Assessment: The assessment for this lesson will be informal. The class will spend many days reading news stories about this current event and having class discussions. The teacher will encourage all students to participate in discussions. Why do you think it is important for us (as American citizens) to stay informed about current events that are taking place around the world?
Objective: Students will be able to utilize RSS in order to identify valid information on current events that are happening in charlotte.
Introduction: I will review with students how various blogs show different types of information. I will demonstrate to students how they could utilize RSS to gather a lot of information on the same topic. We will discuss how just our little blog has provided so much information about authors…imagine if we could gather the information from a ton of blogs about the same subject…..today, we will be learning about RSS ( Really Simple Syndication)
Procedure: The students and I will brainstorm possible keywords that we could type in that would give us the type of information that we are looking for. I will scaffold the students to use Breaking News in Charlotte. We have been trying to keep up to date with what is going on in our city and around the world. We will have all the breaking news coming to our aggregator so that we can read it each day. We will discuss the current events each day, use the map to locate where the event is taking place, and will discuss how it might affect us, our families, and our school. Follow-up: Each student will write down a current event that was discussed that day. The students will be in charge of going home and sharing the news with one person in their family. They will come back ready to discuss their conversations and will share any additional information that they might have learned from the person that they shared the information with. If we decide to research the event further we can use social bookmarking to label webpages and information that might be useful for our further research or others research. By linking our pages, we will also find other people that might be able to help us locate additional information on the topic/event that we are researching.
Science standard: soil and our changing earth. Students will reread, “Earthquake! The 1906 San Francisco Nightmare”. Procedure: Students will use the aggregator to tag earthquakes and seismic activity around the world, and link the Charlotte Observer and the local newspaper in San Francisco or the World News to social bookmark related topics that hit the tags associated with the story. When the earthquake hit Japan, this current event would pop up under the tags in the aggregator. This would promote how it relates to the theme we are discussing Communities across Time.
Standard- 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation. 1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat. 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.
Objective- Students will be able to research and study a chosen animal (killer whale, porcupine, bat, leopard, polar bear). Students will be able to record research on animal adaptations, habitat, predators, prey, effects of humans and climate change. Students will be able to present the information in a research paper format.
Procedure- Teams of 3-4 students will sign up for a Google Reader RSS account. They will add subscriptions for their chosen animal. They will check their RSS feed daily and record any relevant or important information that they read. Students will supplement RSS feed with library books, encyclopedia, or other websites. Students will record their information and research in a given template. Then students will take their information and transfer it to a 5 paragraph essay format. In addition to the essay, students must create a visual to show key information about their animal and their adaptations.
Assessment- Students will write a clear, coherent 5 paragraph research essay. Students will cite the sources that they used for their research. Students will
Differentiation- Students will work in groups. Students may be given sample research to follow. Students may be given help to find websites or books for research.
SWBAT relate to the topic of bravery that we have been discussing in Literacy. SW to show and present examples of bravery and argue as to why they feel a specific situation represents bravery.
Computer, previous created blogs, News Article. We have been discussing bravery throughout our literacy theme. SW be able to relate to the theme and connect to the idea of bravery. TW ask students to come up with their own definition of what it means to be brave. TW ask students to give examples of being brave.
TW ask students to give example from the stories hey have been reading that represent bravery.
TW ask students to share personal experiences that represent bravery and discuss why they felt they needed to be brave. TW give examples of given situations and ask whether or not you need bravery in order to go through the given situation. This will hold discussion and give students a chance to agree or disagree providing reasoning. Using an RSS feed, students will use an article from the Charlotte Observer and discuss how it represents bravery and why. Can students relate to the concept of bravery? Can students (individually) identify bravery and defend why?
Date: 3/14/10 Science Unit: Weather Grade: 2nd Lesson: Two – Science Journal (ongoing) Objectives: Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather. 2.03 Describe weather using quantitative measures of: • Temperature. • Wind direction. • Wind speed. • Precipitation. 2.06 Observe and record weather changes over time and relate to time of day and time of year.
Weather- Science Journal - Day 2 (Ongoing)
Instructional Input: After a brief review of introductory lesson, teacher will model signing up for a Google Reader RSS Account, conducting a search, and subscribing to an RSS feed.
Before students begin, remind them of online expectations for class:
• Students must complete the assignments before responding online • Students are required to respond once to every other blog post • Students must be respectful and thoughtful at all times
Independent Practice: Pairs of students will log in to their Google Reader RSS account. Students will search and add subscriptions for weather in the city they have been assigned. Students will check their RSS feed each day and record the date, time of day, temperature, wind direction, wind speed, and precipitation in their science journal. Students will record information on the class blog daily for two weeks. Meanwhile, students will be investigating weather trends for their city. They will use the social bookmarking site, www.delicious.com, to bookmark sites as they do their research. At the end of the two-week unit, students will compile the data through a post on the classroom blog, without revealing the location of their city. Students will compare the data they collected with the weather trend data they researched. Students will read the blog posts of all pairs and will submit predictions about where the city is based upon the information posted.
Assessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content. Students will record date, time of day, temperature, wind direction, wind speed, and precipitation in their science journal blog. Students will compare and contrast the data with the weather trends they found. Students will submit predictions about the location of the cities of other pairs.
Differentiation: Students will be grouped heterogeneously in pairs. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.
Because of Winn Dixie
ReplyDeleteRSS Lesson Plan
Ms. Hensley
Objective SW respond to text and higher level questions
SW use context clues to figure out word meanings
SW reference the text
SW make connections to text
Guided Practice
TW use map to point out location of FL and place on OH (ALL ABOUT FL) page 18 in TE.
TW ask students what might be a good resource to find the answers to these questions. (encyclopedia)
TW have students locate answers while teacher records on the OH.
TW review what was previously read, from Chapters 1 and 2, using TE questions from page 15 to review plot and main characters.
TW begin reading chapters 3 and 4 aloud.
Independent Practice
TW stop frequently to discuss, checking for comprehension. (use questions on page 15 of TE)
SW locate unfamiliar words and add to vocabulary chart, posted at front of room.
SW read independently to finish chapter 4 and respond to quiz time questions #1-5 page 10 on a sheet of paper to be collected.
TW then explain that Opal’s father told her that her mother loved a good story. TW explain what oral tradition is (page 12) and explain that students will be writing a group story.
TW write story intros (page 12) on board and explain that they will choose 1 and write it as a group, passing it around for 30-45 sec. each.
Groups will share stories aloud for all to hear.
SW then break out and discuss the novel in their literature circles. SW have previously posted thoughts and ideas on the Because of Winn Dixie blog.
TW then use the RSS feed to pull previously selected questions. TW show students the chosen questions which will guide today’s literature circles.
SW then discuss these questions, using their books as a reference.
Smaller groups will then report discussions to the whole group.
Assessment
Observation
Discussion in Literature Circles
Oral Tradition stories
Questions #1-5 quiz
Lesson Plan Incorporating RSS
ReplyDeleteDr. Diggs
ED 550
Teacher: Katie Pauly
Subject: Reading/Writing/Social Studies
Objective: Students will create a PowerPoint depicting accomplishments and lives of influential women throughout history. 4.09, 4.10
Prior Knowledge: Students have completed a research project this year on influential people throughout black history, so they will be somewhat familiar with gathering information and applying information.
Guided Practice: Teacher will teach students how to set up an RSS feed on Google Reader. Teacher will explain the benefits and uses of the RSS feed. Teacher will explain that we will be using the RSS feed to help us gather information about the women we are researching. Students will set up their RSS feed according to who they are researching. Students will be taught what to look for, and what information would be considered useful/ non useful.
Independent Practice: Students will check their RSS feed each day during writing/technology. Students will apply information they deem useful to their notes, and eventually Power Point. Students will continuously check their RSS feed during this project.
Differentiation: Students will be researching different women.
Assessment: The research/notes collected, as well as the students final Power Point will be used as their assessment.
Current Event: Japan Earthquake and Tsunami
ReplyDeleteObjective:
Use the computer and other technological tools to gather, organize, and display data.
Describe how communication and transportation link communities.
Research current events happening around the world and discuss the importance of staying informed.
Subject Focus:
Social Studies
Procedures:
In Social Studies, we will begin to study current events that are taking place around the world. This past Friday a huge earthquake and tsunami hit the country, Japan. First, tell me what you know about earthquakes and tsunamis.
As a class we will use Google Reader to find news stories about earthquakes and tsunamis. Once we do some research on earthquakes and tsunamis in general we will begin to look at stories about the recent earthquake and tsunami to hit Japan. Each day new stories, photographs and videos will be added. We will keep updated on this current event to see what is going on across the world.
We will also use the social bookmarking website, http://www.delicious.com/ksadvary, to add our favorite stories for others to read. This website can also be used to find stories related to our topic that other people recommend.
Assessment:
The assessment for this lesson will be informal. The class will spend many days reading news stories about this current event and having class discussions. The teacher will encourage all students to participate in discussions. Why do you think it is important for us (as American citizens) to stay informed about current events that are taking place around the world?
Objective: Students will be able to utilize RSS in order to identify valid information on current events that are happening in charlotte.
ReplyDeleteIntroduction: I will review with students how various blogs show different types of information. I will demonstrate to students how they could utilize RSS to gather a lot of information on the same topic. We will discuss how just our little blog has provided so much information about authors…imagine if we could gather the information from a ton of blogs about the same subject…..today, we will be learning about RSS ( Really Simple Syndication)
Procedure: The students and I will brainstorm possible keywords that we could type in that would give us the type of information that we are looking for. I will scaffold the students to use Breaking News in Charlotte. We have been trying to keep up to date with what is going on in our city and around the world. We will have all the breaking news coming to our aggregator so that we can read it each day. We will discuss the current events each day, use the map to locate where the event is taking place, and will discuss how it might affect us, our families, and our school.
Follow-up: Each student will write down a current event that was discussed that day. The students will be in charge of going home and sharing the news with one person in their family. They will come back ready to discuss their conversations and will share any additional information that they might have learned from the person that they shared the information with. If we decide to research the event further we can use social bookmarking to label webpages and information that might be useful for our further research or others research. By linking our pages, we will also find other people that might be able to help us locate additional information on the topic/event that we are researching.
Science standard: soil and our changing earth.
ReplyDeleteStudents will reread, “Earthquake! The 1906 San Francisco Nightmare”.
Procedure:
Students will use the aggregator to tag earthquakes and seismic activity around the world, and link the Charlotte Observer and the local newspaper in San Francisco or the World News to social bookmark related topics that hit the tags associated with the story. When the earthquake hit Japan, this current event would pop up under the tags in the aggregator. This would promote how it relates to the theme we are discussing Communities across Time.
Standard-
ReplyDelete1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.
1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat.
1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.
Objective-
Students will be able to research and study a chosen animal (killer whale, porcupine, bat, leopard, polar bear).
Students will be able to record research on animal adaptations, habitat, predators, prey, effects of humans and climate change.
Students will be able to present the information in a research paper format.
Procedure-
Teams of 3-4 students will sign up for a Google Reader RSS account.
They will add subscriptions for their chosen animal.
They will check their RSS feed daily and record any relevant or important information that they read.
Students will supplement RSS feed with library books, encyclopedia, or other websites.
Students will record their information and research in a given template.
Then students will take their information and transfer it to a 5 paragraph essay format.
In addition to the essay, students must create a visual to show key information about their animal and their adaptations.
Assessment-
Students will write a clear, coherent 5 paragraph research essay.
Students will cite the sources that they used for their research.
Students will
Differentiation-
Students will work in groups.
Students may be given sample research to follow.
Students may be given help to find websites or books for research.
SWBAT relate to the topic of bravery that we have been discussing in Literacy. SW to show and present examples of bravery and argue as to why they feel a specific situation represents bravery.
ReplyDeleteComputer, previous created blogs, News Article.
We have been discussing bravery throughout our literacy theme. SW be able to relate to the theme and connect to the idea of bravery.
TW ask students to come up with their own definition of what it means to be brave. TW ask students to give examples of being brave.
TW ask students to give example from the stories hey have been reading that represent bravery.
TW ask students to share personal experiences that represent bravery and discuss why they felt they needed to be brave.
TW give examples of given situations and ask whether or not you need bravery in order to go through the given situation. This will hold discussion and give students a chance to agree or disagree providing reasoning.
Using an RSS feed, students will use an article from the Charlotte Observer and discuss how it represents bravery and why.
Can students relate to the concept of bravery?
Can students (individually) identify bravery and defend why?
Date: 3/14/10 Science Unit: Weather
ReplyDeleteGrade: 2nd Lesson: Two – Science Journal (ongoing)
Objectives: Competency Goal 2: The learner will conduct investigations and use appropriate tools to build an understanding of the changes in weather.
2.03 Describe weather using quantitative measures of:
• Temperature.
• Wind direction.
• Wind speed.
• Precipitation.
2.06 Observe and record weather changes over time and relate to time of day and time of year.
Weather- Science Journal - Day 2 (Ongoing)
Instructional Input: After a brief review of introductory lesson, teacher will model signing up for a Google Reader RSS Account, conducting a search, and subscribing to an RSS feed.
Before students begin, remind them of online expectations for class:
• Students must complete the assignments before responding online
• Students are required to respond once to every other blog post
• Students must be respectful and thoughtful at all times
Independent Practice: Pairs of students will log in to their Google Reader RSS account. Students will search and add subscriptions for weather in the city they have been assigned. Students will check their RSS feed each day and record the date, time of day, temperature, wind direction, wind speed, and precipitation in their science journal. Students will record information on the class blog daily for two weeks. Meanwhile, students will be investigating weather trends for their city. They will use the social bookmarking site, www.delicious.com, to bookmark sites as they do their research. At the end of the two-week unit, students will compile the data through a post on the classroom blog, without revealing the location of their city. Students will compare the data they collected with the weather trend data they researched. Students will read the blog posts of all pairs and will submit predictions about where the city is based upon the information posted.
Assessment: Student participation will be assessed weekly on content and quality of posts and responses. Students will be given weekly feedback, including suggestions and reflections on content.
Students will record date, time of day, temperature, wind direction, wind speed, and precipitation in their science journal blog. Students will compare and contrast the data with the weather trends they found. Students will submit predictions about the location of the cities of other pairs.
Differentiation: Students will be grouped heterogeneously in pairs. Quality and content of individual posts will be graded on an individual basis. Students will be allowed but not required to post from home. Students will be given adequate class/free choice time to complete tasks.