2. Collaborate effectively with group to produce digital book on bookr.
Guided Practice
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is the presenation. You could improve the modeling.
Youpresentation.
You will be
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the projector. The(Good use of two educators here.)
Guided Practice
The teacher and
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using bookr.
What will you be looking for as you monitor their work? In the guided practice, you should be specific. This helps educators coorindate their assessment of students' progress. Please see the lesson plan you deconstructed and all others in CS4TRC.
Closure
Students will share their original digital books with the class. Students will be asked how their books were similar or different to the ones we read in class. Did the category webs that we completed in class help you in your thought process of writing your own book? Share how you liked working with a collaborative group for your final presentation.
Strand 4.1: Skills
Indicator 4.1.2: Read widely and fluently to make connections with self, the world, and previous reading.
Please see the background knowledge AASL indicator suggestion on your rubric.
Reading and/or writing
Reading/Comprehension of Literary Text/Theme and Genre.
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(19) Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to:
(F) use available technology to support aspects of creating, revising, editing, and publishing texts (4-8)
Please see the background knowledge TEKS suggestion on your rubric.
Listening and speaking
Listening and Speaking/Listening.
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(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:
(B) identify customs, celebrations, and traditions of various culture groups in Texas
Brava for the social studies standards integration.
Information literacy
Educational technology
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Motivation
Lisa will remind the students of day 1 when the lesson was introduced when the teacher put up pictures of the blue bonnet and the Indian paintbrush flowers and then drew a Venn diagram asking the kids what the differences and similarities were between the two. Kara will then remind them that we read legends about the two flowers and completed category webs on each. Kara and Lisa will also revisit the Venn diagrams or compare/contrast webs created on Kidspiration. Lisa will explain that today we are going to take the rough drafts created yesterday and make them into a third digital Texas legend. Kara and Lisa will also present an original story they made using bookr to create excitement about using the program.
The original story and technology integration will be motivating... Excellent use of two educators.
Student-friendly Objectives
I can compare and contrast two Indian folk legends.
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Presentation
Students will be reminded to use the story elements they studied from reading the two books The Legend of the Indian Paint Brush and The Legend of the Blue Bonnet and incorporate these into their story The Legend of Indian Blanket. The teacher and teacher librarian will remind the students in order to receive full credit on their rubric for their presentation they should include all key story elements (setting, problem, solution, and character).
In the presentation, educators must model the tasks that students are expected to do.To strengthen the presentation, you can have students deconstruct the educators' original story. (You should create it in such as way as to combine story elements from two other familiar stories.)
Student Participation Procedures
Students work collaboratively in groups to complete a digital book presentation using text to text connections from previous readings from lessons on days 1, 2, 3 and 4.
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2. Collaborate effectively with group to produce digital book on bookr.
Guided Practice
Actually, this is the presenation. You could improve the modeling.
You will be divided into your groups of four from yesterday to work on this project. We will be using the Web 2.0 tool bookr to digitally present your book. You will illustrate your own pictures, and your teacher and the teacher librarian will come around and scan your illustrations when they are finished. They will then be uploaded to your book. Your book needs to consist of at least four pages with each group member contributing to at least one page. Remember to refer to your student rubric for reference. Kara will explain to the students how to create their own story using the digital book maker bookr as Lisa demonstrates how the program works using the projector. The teacher and teacher librarian are here to help you if you need assistance using bookr.
Closure
Students will share their original digital books with the class. Students will be asked how their books were similar or different to the ones we read in class. Did the category webs that we completed in class help you in your thought process of writing your own book? Share how you liked working with a collaborative group for your final presentation.
Students are active in the closure. They are summarizing their learning.
Reflection
Why do you think Native American people made up these stories long ago? Why is it important that we still read them now? What are the key story elements?
Your reflection questions need to relate to the learning objectives. Examples: How did applying our background knowledge from one text help us better understand the second text? Did the category webs or the Venn diagram help you the most in comparing the two texts? How did you use your background knowledge from the two texts to create an original story?
Extensions (Moreillon 15)
Students can write a composition responding to The Legend of the Bluebonnet. The prompt is: Write a composition about an important toy, object, or other possession that has special meaning to you.
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Students can partner up with a lower grade level and share their legends with the younger children allowing students to take even more pride in their work.
Invite parents for lunch and let students present their digital legends to the parents.
All of these extensions lend themselves to further classroom-library collaboration. Brava!
Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.
Objectives
After reading the two legends, the students are expected to:
...
a category web).webs and Venn diagrams).
2. Produce an original legend using bookr in a group setting using background knowledge acquired on days 1-3.
Resources, Materials, and Equipment
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{Bluebonnet_Cat_Webnew.doc}
{IndianPaintbrush_Cat_Webnew.doc}
These are effective and kid-friendly. Brava!
Assessment rubric
{Rubric.docx}
This is excellent. For consistency's sake, I would use "category web" rather than "story web" throughout the document.
Materials (Other Consumables): graphic organizers, student rubric, books, paper, markers
Equipment (Technology): computers, interactive white board, projector, color printer, scanner, and Kidspiration
Objectives
After reading the two legends, the students are expected to:
...
(using a Venn diagram).category web).
2. Produce an original legend using bookr in a group setting using background knowledge acquired on days 1-3.
Resources, Materials, and Equipment
Websites (and Databases)
http://www.pimpampum.net/bookr/
What a useful tool! The visual image focus will make it especially attractive to students. Have you used it with good results?
Graphic Organizers (and Rubrics)
Category Webs for each story (already completed in days 1 and 2)
Day 3 Summary: Kara and Lisa will explain to the students procedures for using the Kidspiration software. The students will complete a compare contrast web or Venn diagram using Kidspiration and the category webs completed from the read alouds: The Legend of the Indian Paintbrush and The Legend of the Blue Bonnet.
Day 4 Summary: Students will be divided into 2 groups. Lisa will take a group to work in the library and Kara will keep a group in the classroom. The students will begin working in their collaborative groups on the writing process (pre-writing, drafting, revising and editing) of their digital story presentations.
Thank you for this clear and concise summary. Your plan shows that you intend to maximize the impact of two educators throughout this unit of study.
Planning
1st meeting 11/8/10: during planning from 10:30-11:15. Kara asks Lisa to collaborate on a lesson to build students' background knowledge on Texas legends. Kara does not have an ample classroom library and lacks sufficient materials. Kara approached Lisa in the library on November 8 and had a collaborative planning conversation about possible lessons and materials for building background knowledge on Texas legends. Kara teaches fourth grade and would like to integrate social studies and reading objectives. Kara would like her students to use and build background knowledge to compare and contrast elements of the story while making text-to-text connections between Texas legends.
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Objectives
After reading the two legends, the students are expected to:
...
between the legends.legends (using a Venn diagram).
2. Produce an original legend using bookr in a group setting using background knowledge acquired on days 1-3.
Resources, Materials, and Equipment
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Legend of the Indian Paint Brush by Tomie DePaola
The Legend of the Bluebonnet by Tomie DePaola
You make this "text set" richer by indicating the artifacts you will bring in to stimulate students connections and interest in the lesson.
Websites (and Databases)
http://www.pimpampum.net/bookr/
The teachers will individually and team teach building background knowledge through text to text connections by comparing and contrasting the two texts The Legend of the Indian Paintbrush and The Legend of the Blue Bonnet. After having modeled filling in the category web on day 1 and day 2 the teacher will give the students an opportunity to complete. Both teacher and teacher librarian will model how to complete category webs making sure students understand the process. On day 3 both teachers will assist students in completing the creation of an original Venn Diagram or Compare Contrast Web using Kidspiration. On day 4, the class will be split in half, allowing the teacher to assist one group in the writing process and the librarian to assist the other group. On day 5, the teacher and librarian will both assist the groups of students in using bookr to publish their legends.
Assessment
The students will create an original Venn diagram or compare/contrast web using Kidspiration software. The students, teacher
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same rubric. After finishing this activityThe students will
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presentation of the textThe Legend of
Standards
Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
I can write my own Indian folk legend with my collaborative group.
Presentation
...
story elements (problem, setting,(setting, problem, solution, and
Student Participation Procedures
Students work collaboratively in groups to complete a digital book presentation using text to text connections from previous readings from lessons on days 1, 2, 3 and 4.
we read legends about how both of thosethe two flowers are Texas Legends.and completed category webs on each. Kara and
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digital Texas Legend.legend. Kara and
Student-friendly Objectives
I can compare and contrast two Indian folk legends.
...
I can write my own Indian folk legend with my collaborative group.
Presentation
...
to use informationthe story elements they have learnedstudied from reading
Student Participation Procedures
Students work collaboratively in groups to complete a digital book presentation using text to text connections from previous readings from lessons on days 1, 2, 3 and 4.
...
2. Collaborate effectively with group to produce digital book on bookr.
Guided Practice
...
the projector. YourThe teacher and
Closure
Students will share their original digital books with the class. Students will be asked how their books were similar or different to the ones we read in class. Did the category webs that we completed in class help you in your thought process of writing your own book? Share how you liked working with a collaborative group for your final presentation.
Students work collaboratively in groups to complete a digital book presentation using text to text connections from previous readings from lessons on days 1, 2, 3 and 4.
Student Practice Procedures
...
out activities. 2.
2. Collaborate effectively
Guided Practice
You will be divided into your groups of four from yesterday to work on this project. We will be using the Web 2.0 tool bookr to digitally present your book. You will illustrate your own pictures, and your teacher and the teacher librarian will come around and scan your illustrations when they are finished. They will then be uploaded to your book. Your book needs to consist of at least four pages with each group member contributing to at least one page. Remember to refer to your student rubric for reference. Kara will explain to the students how to create their own story using the digital book maker bookr as Lisa demonstrates how the program works using the projector. Your teacher and teacher librarian are here to help you if you need assistance using bookr.
