Objective SW identify all components of a persuasive letter. SW revise rough drafts of persuasive letters. SW publish final drafts of persuasive letters, by way of podcast and final written draft.
Guided Practice
TW facilitate class discussion by reviewing the components of a persuasive letter and recording student responses on bubble map for class to view. TW then read her own letter in which she convinces the principal that school uniforms are not necessary. SW receive individual copies of the letter to follow along with. SW use checklist to be sure the letter includes: date, greeting, 5 paragraphs, closing, 3 reasons, and supporting details. SW discuss the completed checklists aloud and what may have been missing. SW then underline the reasons using one colored pencil and the supporting details, using another. TW go over aloud to check for understanding and proper completion.
Independent Practice
SW then work with partner to perform the same task in which they check for components of their partner’s letter and check to be sure that 3 reasons and supporting details are included.
SW then begin writing the final drafts of letters.
SW then record via Podcast as a way of sharing stories aloud and giving the principal the opportunity to hear each letter.
TW collect final drafts for grade.
Assessment
Observation Published podcast of persuasive letter Completed checklists Final drafts of persuasive letters
Lesson Plan Incorporating Podcasting Dr. Diggs ED 550 Teacher: Katie Pauly Subject: Writing Objective: Students will orally describe what they are doing/feelings during their fieldtrip to Camp Thunderbird. Students will analyze their trip upon returning to school. 4.10, 4.05
Prior Knowledge: Students should be able to articulate what they are doing/participating in. Guided Practice: Students will be interviewed by the teachers candidly throughout the field trip. Teachers will be trying to create a podcast documenting their field trip to Camp Thunderbird (capture memories). This will serve as a closure/connecting activity. Students will be able to remember their trip, as well as connect the activities they completed to our science curriculum.
Independent Practice: After the field trip, students will listen to the podcast and formulate opinions about their trip. Students will discuss how their time was spent, what they considered a valuable learning experience, etc. Assessment: Students will compose a written piece based on their time spent at Camp Thunderbird. Students will use the podcast to help them formulate their account of the trip.
Extension: Students can present their writing pieces and podcast to the fourth graders who will be going on the same field trip next year.
Objective(s): Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
4.03 Read aloud with fluency and expression any text appropriate for early independent readers.
4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose. 4.06 Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences). 4.07 Compose first drafts using an appropriate writing process: • planning and drafting. • rereading for meaning. • revising to clarify and refine writing with guided discussion. 4.08 Write structured, informative presentations and narratives when given help with organization. 4.09 Use media and technology to enhance the presentation of information to an audience for a specific purpose.
Small Moments– Day 5
Instructional Input/ Independent Practice: Students will complete final drafts of their small moment stories. Students should have completed the first draft, editing, revision, and publishing processes before beginning recording. Students will work in the technology lab to record their final drafts of their small moment stories. After recording, the teacher will review the recordings and post them to the class blog. Teaming up, the students will listen and provide feedback for each student’s writing. Students will listen for detailed stories that follow the class “small moment story” guidelines.
Before students begin, remind them of online expectations for class:
• Students must complete the all prior assignments before recording • Students are required to listen and provide written feedback to the members of their team • Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed on content and quality of writing. Students will be given feedback, including suggestions and reflections on content. Students will complete feedback forms for each of their team members and will be assessed on participation
Differentiation: Students will be grouped heterogeneously in teams for the purpose of sharing and providing feedback. Quality and content of individual writing/recording will be graded on an individual basis. Students will be given adequate class/free choice time to complete tasks.
Objective: Students will explain how they solved a story problem using KFSC (Know, Find, Strategies, Check). Students will solve each problem step by step and will check to make sure that their information is correct.
Introduction: Each day we have a problem of the day that is posted in the morning. Each day, one student will be picked to be videotaped giving his/her explanation on how to solve the problem. The students will show their work, use a KFCS chart, and will show how they checked to make sure they have the correct answer.
Procedure: Student will have time to complete the problem and include their work in the KFSC chart that is provided. Each student will be required to specifically state which strategy they used to solve the problem (Draw a picture, count on, count back, number sentence,etc.). The students will need to include the 4 main components to an answer before they are taped (number sentence, clear work, big clear answer, label for the answer). I will tape myself to model what my expectations are for the students when they are being taped. When a student is ready, I will tape them doing to the problem and then I will post it on to Youtube.com so that we can watch as a class. Follow-up: The class will decide if the student included everything that makes a good problem solver. We could also have older students in the school record their problem solving strategies for the principal’s problem of the week….My students could all solve the problem and instead of me showing them how to check their work, a 3rd, 4th, or 5th grader could explain the problem through video.
Flipping for Math Culminating Activity Students will be split into groups based on their individual personalities. Students will then randomly draw their topic from a list that was covered over the semester (order of operations, fractions, multiplication, compare and order, geometry, permutations and combinations). Once students have their topic they will develop a storyboard for their video and a production list of supplies needed for their video. Once their storyboard has been approved (ie.. superheros, rap video, a day in the life of Mr. Bill) they will begin filming their video. Then students can upload their video to moviemaker or make a podcast from their film. Student Checklist: ___ 1. Storyboard is complete by (25) ____A. Sketches are complete and labeled ____B. Detail description with who is doing what in the video ___ 2. Video has a name(5) ___ 3. Production materials list is complete(10) ___ 4. The project is neat and carefully made according to your storyboard(10) ___ 5. The video teaches the topic selected (35) ___ 6. My reflection paper is written and turned in on time(10) ___ 7. Project turned in on time(5)
Students will then present their videos using a podcast or through moviemaker. Cross- Curricular : Students could use the cameras in any field and have students create videos. Follow-up Activity: Students will use the video cameras for a geometry lesson and applying math to the real world.
Objectives: Compose a variety of products using the writing process. Engage in storytelling.
Materials: Original stories written by students Access to the internet Camera Microphone Smartboad
Procedures: At the end of the year, the students will each have a collection of stories that they have written (small moments, realistic fiction, fairy tales, poetry, nonfiction). Each student will search through their writing folder and pick out their favorite story. Students will use a podcasting site, such as podbean.com, to publish their story. We will use a camera to take pictures of the students’ story illustrations. Most of the stories that we have written throughout the year are about four pages long. Each page has an illustration and writing. Once pictures have been posted, the student will speak into the microphone reading their story. The picture will change when there is a page turn.
Assessment: Once all students have published their stories, we will have a story celebration. Using the Smartboard we will play each story presentation for the class. We will then have a discussion about why people use podcasting and how we can tag our own stories so others can enjoy them.
Standards 1.06 Read independently daily from self-selected materials (consistent with the student's independent reading level) to increase fluency. 2.09 Listen actively by interpreting speaker's verbal and non-verbal messages. 4.02 Use oral and written language to present information and ideas in a clear, concise manner 4.03 Make oral and written presentations using visual aids with an awareness of purpose and audience. 4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives, essays, presentations). 4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming, mapping, webbing, reading, discussion). 4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions). 4.08 Focus revision on a specific element such as: • word choice. • sequence of events and ideas. • transitional words. • sentence patterns. 4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint). 4.10 Use technology as a tool to gather, organize, and present information.
Objectives Students will be able to compose a clear, concise paragraph of descriptive writing for character or setting. Students will be able to read fluently.
Procedure 1. Students will each start by drawing a detailed picture of a made up character or setting; these pictures will be used later during the final presentations 2. Teacher model using a graphic organizer of how to brainstorm ideas to produce a piece of descriptive writing. (Teacher should either focus on a descriptive piece for character or setting) 3. Teacher takes the information gathered in the graphic organizer to produce a rough draft for the descriptive paragraph 4. Students will use a copy of the graphic organizer to brainstorm their own information. 5. Students then create a rough draft of their descriptive paragraph. 6. Students can use peer buddies to revise and edit their work. 7. Teacher will conference with each student multiple times throughout the writing process to offer critiques, suggestions, or encouragement 8. Students will create their final, published piece. 9. After creating their final piece, they will use Podcasting to read and record their piece; students should focus on reading clearly and fluently 10. Students will then play their Podcasts for the class 11. While the Podcast plays, the rest of the students will try to draw the character or setting that the student described in their piece of writing 12. After each student has listened to the podcast, they can compare their pictures to the reader’s original picture Assessment Students will create piece of descriptive writing with appropriate grammar, conventions, and genre elements. Students will read fluently as set by fourth grade WPM standards. Students will actively listen in order to create a visual. Differentiation Students can use peer reading buddies. Variety in length of written work
SWBAT read a story about constellations and graph a story map using podcasting to give a brief summary of their findings. dice, partner, paper pencil Ask students if they know what a constellation is. Allow for students to define a constellation in their own words. Students will watch a brief video on constellations to allow them to become familiar with what a constellation is. Students will record a “book review” of a book Once Upon a Starry Night. They will begin by using a graphic organizer, Inspiration, to identify and categorize the basic constellations discussed in the book. Once students have completed their work in Inspiration, they will begin to record their podcast. Each group will be assigned a constellation the book discusses (i.e Big Dipper, Little Dipper, Orion, and Virgo.
Constellations, Big Dipper, Little Dipper, Orion, Virgo Inspiration and book review Struggling students will be paired with proficient learners Create your own constellation and give it a name
Writing-Podcast Lesson
ReplyDeleteLindsey Hensley
Objective
SW identify all components of a persuasive letter.
SW revise rough drafts of persuasive letters.
SW publish final drafts of persuasive letters, by way of podcast and final written draft.
Guided Practice
TW facilitate class discussion by reviewing the components of a persuasive letter and recording student responses on bubble map for class to view.
TW then read her own letter in which she convinces the principal that school uniforms are not necessary.
SW receive individual copies of the letter to follow along with.
SW use checklist to be sure the letter includes: date, greeting, 5 paragraphs, closing, 3 reasons, and supporting details.
SW discuss the completed checklists aloud and what may have been missing.
SW then underline the reasons using one colored pencil and the supporting details, using another.
TW go over aloud to check for understanding and proper completion.
Independent Practice
SW then work with partner to perform the same task in which they check for components of their partner’s letter and check to be sure that 3 reasons and supporting details are included.
SW then begin writing the final drafts of letters.
SW then record via Podcast as a way of sharing stories aloud and giving the principal the opportunity to hear each letter.
TW collect final drafts for grade.
Assessment
Observation
Published podcast of persuasive letter
Completed checklists
Final drafts of persuasive letters
Lesson Plan Incorporating Podcasting
ReplyDeleteDr. Diggs
ED 550
Teacher: Katie Pauly
Subject: Writing
Objective: Students will orally describe what they are doing/feelings during their fieldtrip to Camp Thunderbird. Students will analyze their trip upon returning to school. 4.10, 4.05
Prior Knowledge: Students should be able to articulate what they are doing/participating in.
Guided Practice: Students will be interviewed by the teachers candidly throughout the field trip. Teachers will be trying to create a podcast documenting their field trip to Camp Thunderbird (capture memories). This will serve as a closure/connecting activity. Students will be able to remember their trip, as well as connect the activities they completed to our science curriculum.
Independent Practice: After the field trip, students will listen to the podcast and formulate opinions about their trip. Students will discuss how their time was spent, what they considered a valuable learning experience, etc.
Assessment: Students will compose a written piece based on their time spent at Camp Thunderbird. Students will use the podcast to help them formulate their account of the trip.
Extension: Students can present their writing pieces and podcast to the fourth graders who will be going on the same field trip next year.
Date: 3/21/11
ReplyDeleteWriting Unit:Small Moment Stories
Grade:2nd Lesson: Five – Publishing
Objective(s): Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
4.03 Read aloud with fluency and expression any text appropriate for early independent readers.
4.05 Respond appropriately when participating in group discourse by adapting language and communication behaviors to the situation to accomplish a specific purpose.
4.06 Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences).
4.07 Compose first drafts using an appropriate writing process:
• planning and drafting.
• rereading for meaning.
• revising to clarify and refine writing with guided discussion.
4.08 Write structured, informative presentations and narratives when given help with organization.
4.09 Use media and technology to enhance the presentation of information to an audience for a specific purpose.
Small Moments– Day 5
Instructional Input/ Independent Practice: Students will complete final drafts of their small moment stories. Students should have completed the first draft, editing, revision, and publishing processes before beginning recording. Students will work in the technology lab to record their final drafts of their small moment stories. After recording, the teacher will review the recordings and post them to the class blog. Teaming up, the students will listen and provide feedback for each student’s writing. Students will listen for detailed stories that follow the class “small moment story” guidelines.
Before students begin, remind them of online expectations for class:
• Students must complete the all prior assignments before recording
• Students are required to listen and provide written feedback to the members of their team
• Students must be respectful and thoughtful at all times
Assessment: Student participation will be assessed on content and quality of writing. Students will be given feedback, including suggestions and reflections on content. Students will complete feedback forms for each of their team members and will be assessed on participation
Differentiation: Students will be grouped heterogeneously in teams for the purpose of sharing and providing feedback. Quality and content of individual writing/recording will be graded on an individual basis. Students will be given adequate class/free choice time to complete tasks.
Objective: Students will explain how they solved a story problem using KFSC (Know, Find, Strategies, Check). Students will solve each problem step by step and will check to make sure that their information is correct.
ReplyDeleteIntroduction: Each day we have a problem of the day that is posted in the morning. Each day, one student will be picked to be videotaped giving his/her explanation on how to solve the problem. The students will show their work, use a KFCS chart, and will show how they checked to make sure they have the correct answer.
Procedure: Student will have time to complete the problem and include their work in the KFSC chart that is provided. Each student will be required to specifically state which strategy they used to solve the problem (Draw a picture, count on, count back, number sentence,etc.). The students will need to include the 4 main components to an answer before they are taped (number sentence, clear work, big clear answer, label for the answer). I will tape myself to model what my expectations are for the students when they are being taped. When a student is ready, I will tape them doing to the problem and then I will post it on to Youtube.com so that we can watch as a class.
Follow-up: The class will decide if the student included everything that makes a good problem solver. We could also have older students in the school record their problem solving strategies for the principal’s problem of the week….My students could all solve the problem and instead of me showing them how to check their work, a 3rd, 4th, or 5th grader could explain the problem through video.
Veronica Breeland
ReplyDeleteFlipping for Math
Culminating Activity
Students will be split into groups based on their individual personalities. Students will then randomly draw their topic from a list that was covered over the semester
(order of operations, fractions, multiplication, compare and order, geometry, permutations and combinations).
Once students have their topic they will develop a storyboard for their video and a production list of supplies needed for their video. Once their storyboard has been approved (ie.. superheros, rap video, a day in the life of Mr. Bill) they will begin filming their video. Then students can upload their video to moviemaker or make a podcast from their film.
Student Checklist:
___ 1. Storyboard is complete by (25)
____A. Sketches are complete and labeled
____B. Detail description with who is doing what in the video
___ 2. Video has a name(5)
___ 3. Production materials list is complete(10)
___ 4. The project is neat and carefully made according to your storyboard(10)
___ 5. The video teaches the topic selected (35)
___ 6. My reflection paper is written and turned in on time(10)
___ 7. Project turned in on time(5)
Students will then present their videos using a podcast or through moviemaker.
Cross- Curricular : Students could use the cameras in any field and have students create videos.
Follow-up Activity: Students will use the video cameras for a geometry lesson and applying math to the real world.
Podcasting a Favorite Story
ReplyDeleteObjectives:
Compose a variety of products using the writing process.
Engage in storytelling.
Materials:
Original stories written by students
Access to the internet
Camera
Microphone
Smartboad
Procedures:
At the end of the year, the students will each have a collection of stories that they have written (small moments, realistic fiction, fairy tales, poetry, nonfiction). Each student will search through their writing folder and pick out their favorite story.
Students will use a podcasting site, such as podbean.com, to publish their story. We will use a camera to take pictures of the students’ story illustrations. Most of the stories that we have written throughout the year are about four pages long. Each page has an illustration and writing. Once pictures have been posted, the student will speak into the microphone reading their story. The picture will change when there is a page turn.
Assessment:
Once all students have published their stories, we will have a story celebration. Using the Smartboard we will play each story presentation for the class. We will then have a discussion about why people use podcasting and how we can tag our own stories so others can enjoy them.
Standards
ReplyDelete1.06 Read independently daily from self-selected materials (consistent with the student's
independent reading level) to increase fluency.
2.09 Listen actively by interpreting speaker's verbal and non-verbal messages.
4.02 Use oral and written language to present information and ideas in a clear, concise manner
4.03 Make oral and written presentations using visual aids with an awareness of purpose and
audience.
4.04 Share self-selected texts from a variety of genres (e.g., poetry, letters, narratives,
essays, presentations).
4.05 Use planning strategies to generate topics and organize ideas (e.g., brainstorming,
mapping, webbing, reading, discussion).
4.07 Compose fiction, nonfiction, poetry, and drama using self-selected and assigned topics and forms (e.g., personal and imaginative narratives, research reports, diaries, journals, logs, rules, instructions).
4.08 Focus revision on a specific element such as:
• word choice.
• sequence of events and ideas.
• transitional words.
• sentence patterns.
4.09 Produce work that follows the conventions of particular genres (e.g., personal and imaginative narrative, research reports, learning logs, letters of request, letters of complaint).
4.10 Use technology as a tool to gather, organize, and present information.
Objectives
Students will be able to compose a clear, concise paragraph of descriptive writing for character or setting.
Students will be able to read fluently.
Procedure
1. Students will each start by drawing a detailed picture of a made up character or setting; these pictures will be used later during the final presentations
2. Teacher model using a graphic organizer of how to brainstorm ideas to produce a piece of descriptive writing.
(Teacher should either focus on a descriptive piece for character or setting)
3. Teacher takes the information gathered in the graphic organizer to produce a rough draft for the descriptive paragraph
4. Students will use a copy of the graphic organizer to brainstorm their own information.
5. Students then create a rough draft of their descriptive paragraph.
6. Students can use peer buddies to revise and edit their work.
7. Teacher will conference with each student multiple times throughout the writing process to offer critiques, suggestions, or encouragement
8. Students will create their final, published piece.
9. After creating their final piece, they will use Podcasting to read and record their piece; students should focus on reading clearly and fluently
10. Students will then play their Podcasts for the class
11. While the Podcast plays, the rest of the students will try to draw the character or setting that the student described in their piece of writing
12. After each student has listened to the podcast, they can compare their pictures to the reader’s original picture
Assessment
Students will create piece of descriptive writing with appropriate grammar, conventions, and genre elements.
Students will read fluently as set by fourth grade WPM standards.
Students will actively listen in order to create a visual.
Differentiation
Students can use peer reading buddies.
Variety in length of written work
SWBAT read a story about constellations and graph a story map using podcasting to give a brief summary of their findings.
ReplyDeletedice, partner, paper pencil
Ask students if they know what a constellation is. Allow for students to define a constellation in their own words. Students will watch a brief video on constellations to allow them to become familiar with what a constellation is.
Students will record a “book review” of a book Once Upon a Starry Night. They will begin by using a graphic organizer, Inspiration, to identify and categorize the basic constellations discussed in the book. Once students have completed their work in Inspiration, they will begin to record their podcast. Each group will be assigned a constellation the book discusses (i.e Big Dipper, Little Dipper, Orion, and Virgo.
Constellations, Big Dipper, Little Dipper, Orion, Virgo
Inspiration and book review
Struggling students will be paired with proficient learners
Create your own constellation and give it a name