E-Portfolio
Sneak a peak at the lesson plans below:
Teacher: Patricia Deitrick
Subject Area: English Language Arts
Grade Level: Third Grade
Unit Title: Reading Comprehension
Lesson Title: Story Mapping
Objectives:
*3-R1.14 Demonstrate the ability to use graphic representations such as charts, graphs, pictures, and graphic organizers as information sources and as a means of organizing information and events logically.
*3-R1.15 Demonstrate the ability to respond to texts through a variety of methods, such as creative dramatics, writing, and graphic art.
*3-R2.2 Demonstrate the ability to identify problem and solution in a work of fiction or drama.
ISTE NETS-S Standards Addressed:
* No ISTE NETS-S standards utilized
Needed Materials:
*Story map handout (includes a short story)
*PowerPoint to display opening activity or the chalkboard may be utilized
*A short book that utilizes all six elements of the story
Procedure:
Tell students the daily outline and objectives:
*The teacher will explain, “Today, we will learn what things/elements a story must have to be complete. A story consists of six things/elements that we must learn to find/identify: the main character, the setting, the problem, the major events, the conclusion, and the theme. Read the story on the overhead, take out a piece of paper, and do your best to figure out what you should write down for each thing/element. After you have finished we will discuss your answers, and then will learn more about each thing/element.
Sponge Activity:
*On their own, the children will read the short story on the overhead and try to guess which items in the story correspond to each of the six story elements.
Anticipatory Set:
*What are the six story elements?
*Who can tell me who the main character is?
*What is a character?
*Is the character happy or sad?
*If the character is sad, what does that let us know?
*What is a setting?
*What can we use as a hint to find the setting?
*What important things/events happened?
*Why are these things more important then the other events?
*What is a conclusion?
*What is the conclusion
*What is the person who wrote this story trying to tell the people who are reading the story?
Lecture:
1. The children will do the opening sponge activity.
2. The teacher will ask the students to share the answers.
3. The teacher will discuss the importance of the six elements, the definition of each element, and utilize the story in the sponge activity to identify all six elements.
4. The teacher will give the student clues that could possibly help them find the information that corresponds to each element.
Activity:
*After lecture, the students will read another short story and fill in the story map handout.
Review:
* The teacher will review the short story and the six elements of plot by questioning the students about each element’s definition. Then, the teacher will review the answers to the activity and ask questions.
Closure:
*The teacher will reiterate the six elements a story must contain in order for the reader to understand what the story’s about. The teacher will then explain that the students have just learned to utilize a story map to help them understand what the story is about and that story maps are useful to help the students write their own story. The teacher will then assign the students homework to reinforce the information they have just learned. The assignment will be for the students to read a short story, which the teacher will provide. After the students have read the story, they will be required to fill out another story map. The next day, in class, the students will work in cooperative learning groups and compare their answers. After group work, the students will use the story map as an outline to begin writing their own story.
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Teacher: Patricia Deitrick
Subject: Social Studies
Grade Level: Fourth
Unit Title: Technological Inclusion
Lesson Title: The Internet, Safety, and Use
Objectives:
*4.4.1 Describe what the U.S. Constitution is and explain why it is important
*4.4.3 Identify three branches of the federal government and describe their functions
ISTE NETS-S Standards Addressed:
*Students are proficient in the use of technology.
*Students practice responsible use of technology systems, information, and software.
*Students use technology tools to enhance learning, increase productivity, and promote creativity.
*Students use technology to locate, evaluate, and collect information from a variety of sources.
Needed Materials:
*Computer
*Whiteboard (to display internet during lecture)
*Internet Safety handout
*Grading Assessment Sheet/Homework Assignment
*Chalkboard/Chalk
*Question handout for students with visual disabilities
*In-class Activity Handout
Anticipatory Set:
*What is the internet? Give me your best guess.
*How do we use the internet? Again, your best guess.
Sponge Activity:
The students will take out a pencil/paper and answer the questions in the anticipatory set. These questions will be listed on the chalkboard and the students will be given five minutes to write their answers. Students with visual disabilities will be given a handout that lists questions in the anticipatory set. After the appropriate amount of time has expired, the teacher will then ask several students to share their answers. The class will discuss these answers for the next ten minutes.
Procedure:
Tell students the daily outline and objectives:
The teacher will explain, “Today, we are going to learn exactly what the internet is, what it does, how we can use it to find information, and rules we should know before we begin using the internet. Then, I will give each of you a handout that requires you to find information that relates to our government. In the future, this information will be used for your social studies’ reports on our government. Also, I will give you a grading rubric that states exactly what you will be required to do if you expect to receive a good grade on this assignment and when the assignment is due. At the end of class, I’ll give you a few minutes to read the assignment handout, and if you have questions you may ask me at that time.
Lecture: (10 to 15 minutes)
*The internet is created by several computers that talk to one another or communicate. These computers are linked to each other; otherwise they would not be able to communicate with each other. For example, our home phones are linked together by telephone lines on the street poles. If one person was not linked to this line on the street pole we would not be able to call him or her. Therefore, a link is something that connects the computers and allows them to get information from each other.
*The internet can be used to communicate with others, explore places, find information, learn, and play games. However, today we will discuss using the internet to find information and communicate with others. I expect you to learn to use the internet, because it will help you with homework, particularly research. Research is when you try to find information about something. It could be football, music, or haunted houses.
*If you want to search the internet you must enter key words into the blank box that appears for the search engine you’re using. Usually, it will say “search the web” next this box. A keyword is a word that helps you find the information that you need. For example, if I wanted to find information about the government in the United States of America I would enter the key words “United States of America government”, “American government”, or “government”. Several websites will pop up, and I can choose which one to use. A website is a place that has a unique address and its own specific information about something. I’ll use my computer to show you.
*The internet also allows you to communicate with other people through E-mail. The “E” stands for electronic. E-mail or Electronic mail allows you to write a letter on your computer and send it to your friend computer. After you send your letter, it typically takes less than a minute for your friend to receive it. E-mail can be sent to friends, families, businesses, other schools, and people in other countries within an instant. Later, we will discuss this more.
*There is one really great and terrible thing I’d like you to know about searching for information on the internet. Anyone can post information on the internet. Why is this good? Well, I think it’s fair. Also, I like to hear what everyone has to say, because this will allow me to get all the information I can from different people. It’s better to get information from a few different sources. Why is it bad that anyone can post information on the internet? Well, not everyone tells the truth. Some people post information that’s not true. If I were looking on the internet for an answer to a homework question, it’s possible that I might use untrue information that someone posted and receive a bad grade. This is one danger of using the internet, but there are many others.
*There are bad people in the real world and there are bad people on the internet. These people might pretend to be a kid your age. They’ll try to find out your name, where you live, and what you look like. These people don’t care if they hurt kids, even you. Not everyone on the internet wants to hurt you, but since we don’t know if they’re telling the truth it’s best that we follow a few simple rules. I’m going to pass out this handout about rules for using the internet. Let us read them together. We will discuss them as we go along. Please, raise your hand after we have come to the end of each rule.
Activity: (30 minutes)
The students will be broken in up into six groups that contain five students. Each group will be given activity handouts that list that request answers to the following: What is the internet? How can you use the internet? What do you use to search the internet? What feature of the internet allows you to communicate with other people? Why shouldn’t you believe everything you read on the internet? List five internet safety rules. The group that lists correct answers and finishes first must stand up and present their answers to the class. When they finish, they will receive a prize.
Review:
The review is done by the group that finishes first and has the correct answers. They must stand up and present to receive their prize.
Closure:
The student will be given a handout that lists the homework assignment. They will be required to use the internet to find the answers to these questions: What is the Constitution? Why is it important? What are the three branches of the federal government? What does each branch do? The students must list the key words they used to find this information, the search engine, the web address, and describe which internet safety rules they felt were most important when searching for these answers. A grading assessment sheet will be given to each student. After the homework is completed, it will be used to introduce information about the U.S. government.