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Project Venture Lesson Plan Format by fcm10941

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									               Project Venture Lesson Plan Format
           Name:   A. Steutermann                        Title:   The Box Car Children #1
                                                                  Literature Study
                                                                  Author: Gertrude C. Warner
  Grade Level:     3rd – 4th grade / Special            Subject   Literature Unit
                   Education                              Area:
School/District    Creighton School District              Time    2-3 week unit depending on
              :                                         Frame:    reading schedule


                   Brief description of lesson/unit.
                   All students should read good literature in the original format. This
    SUMMARY:




                   lesson plan includes a complete literature study for the book, The Box Car
                   Children #1 by Gertrude Chandler Warner. It will focus on pre-reading
                   activities, vocabulary development, comprehension, and as a final exam, a
                   Power Point Presentation focusing on the literary elements. This unit of
                   study will encompass reading, writing, and technology content areas of the
                   state standards. At the end of the unit of study the students will be able
                   to share their presentations with classmates.




                                      MS Word version                                          1
             Use AZ State Content and Technology Standards - Include only the
             standards and concepts that will be assessed using the reference #
             and description.
             Reading Standards
                 •   R-F3.Use reading comprehension strategies such as drawing
                     conclusions, summarizing, making predictions, identifying cause and
                     effect, and differentiating fiction from nonfiction PO 5. Differentiate
                     fiction and nonfiction texts

                 •   R-F4.Identify facts and the main idea, sequence events, define and
                     differentiate characters, and determine an author’s purpose in a range
                     of traditional and contemporary literature PO 3. Compare characters
                     (e.g., traits, roles, similarities, differences) in a reading selection

                 •   R-E2.Use reading strategies such as making inferences and
                     predictions, summarizing, paraphrasing, differentiating fact from
                     opinion, drawing conclusions, and determining the author’s purpose
                     and perspective to comprehend written selections PO 3. Summarize
                     the text in own words (assessed at district level only) PO 6. Identify
                     the text in chronological, sequential or logical order
STANDARDS:




             Writing Standards

                 •   W-F2.Use correct spelling, punctuation, capitalization, grammar and
                     word usage, and good penmanship to complete effectively a variety of
                     writing tasks PO 1. Spell high frequency words correctly PO 2.
                     Punctuate endings of sentences PO 3. Capitalize sentence
                     beginnings and proper nouns PO 4. Use standard, age-appropriate
                     grammar and word usage (e.g., basic subject-verb agreement,
                     complete simple sentences, appropriate verb tense, regular plurals)
                     PO 5. Write legibly

                 •   W-E3.Write a summary that presents information clearly and
                     accurately, contains the most significant details and preserves
                     the position of the author

             Technology Standards

                 •   3T-F1. Use prescribed technology writing or drawing tools for
                     communicating and illustrating PO 1. Use word processing to create a
                     document and, where developmentally appropriate, use editing tools

                 •   3T-F3. Use prescribed technology tools for publishing and presenting
                     information PO 1. Use a pre-designed template or stationery to
                     publish a document (e.g., newsletter, slide show, greeting card,
                     certificate) PO 2. Create a multimedia product with support from
                     teachers, family or student partners




                                 MS Word version                                               2
                 Write objectives using Bloom’s taxonomy format.
                 The students will demonstrate knowledge of the literature study by
                 defining vocabulary used in the story.




   OBJECTIVES:
                 The students will demonstrate knowledge of the literature study by
                 recalling important information presented in the story.
                 The students will demonstrate comprehension of the literature study by
                 summarizing the story.
                 The students will demonstrate synthesis of the literature study by
                 creating and developing a PowerPoint Presentation.
                 The students will demonstrate evaluation of the PowerPoint presentation
                 by assessing their peer presentation.



                 How will student learning be assessed? What criteria or rubric will be
ASSESSMENTS




                 used to evaluate the lesson/unit? Attach assessment (rubric,
                 checklist, quiz, etc.) to the lesson plan.
                 Students will be assessed based on the completion of varies teacher
     :




                 created vocabulary and comprehension worksheets and the PowerPoint
                 Presentation grading rubric / checklist.




                 List all technology skills and content knowledge needed prior to this
PRE-REQUISITE




                 lesson.
 KNOWLEDGE:




                 The students will need to be familiar with the program Microsoft
                 PowerPoint. They will also need to be able to know how to gather
                 information and dictate and/or keyboard that information.




                 Describe where the learning will take place and how students will
                 interact with others.
ENVIRONMENT:




                 The learning environment will be in the classroom. The instruction will
  LEARNING




                 begin with whole group reading and discussion of the literature book – the
                 book can be read orally or silently depending on needs. After each
                 chapter the group will discuss new developments within the story. The
                 teacher will determine comprehension based on discussion and teacher-
                 created worksheets. The PowerPoint Presentation at the end of the book
                 will be completed independently. The students will have three days to
                 work on this presentation and each session will last approximately 30
                 minutes.




                                    MS Word version                                           3
                          Tools and Resources

                 Five computers for inputting / printing information



COMPUTERS:
NUMBER OF




                 Microsoft PowerPoint
  SOFTWARE:




                 Presentation system for whole group presentation
  PERIPHERALS:




                 None
INTERNET
  URL’S:




                    •   Teacher created vocabulary development worksheets
MATERIALS:




                    •   Teacher created quizzes
 PRINTED




                    •   Teacher created comprehension worksheets
                    •   Example of slides templates for using PowerPoint.




                                    MS Word version                         4
            Worksheets related to unit of study, pencils, and a class set of books.




 SUPPLIES
     :      Set of The Boxcar Children – Book 1 by Gertrude Chandler Warner
MATERIALS
RESEARCH

 - BOOKS:




            None
  OTHER:




                               MS Word version                                        5
                                   Procedures

Provide information necessary for another teacher to replicate your lesson/unit.
Reference your tools and resources in this section.
    1. After examining the cover and glancing through the books, students can participate
       in one or several of the pre-reading activities provided in the supplemental
       attachment.
    2. Prior to each chapter the teacher will review any new vocabulary words to increase
       comprehension and reading fluency. The teacher will guide the students through
       the book, chapter by chapter. Allow each student an opportunity to orally read and
       participate.
    3. At the end of each chapter the teacher will ask the students a series of guided
       questions (in supplemental packet) to check for comprehension and to initiate group
       discussion.
    4. At the end of the book, the teacher can issue the vocabulary and comprehension
       final exams (in supplemental packet) for the unit completion.
    5. For the final project, the students will complete a PowerPoint Presentation to
       include the literary elements of: title, author, main characters, genre, setting,
       summary, and student recommendation. Each slide created by the students will
       focus on one of the above literary elements. The teacher can review the
       requirements with the students by showing the student the outline provided.
    6. Grading: The teacher has flexible in the grading of the presentation depending on
       his/her focus. The students will be graded based on one or both of the attached
       grading rubric. One rubric focuses on the mechanics, organization, grammar,
       originality, requirements, content, and oral presentation. The other focuses on the
       creation of the slides, content, and organization.
    7. The final presentation will be presented to the class. The students will save
       completed work on the computer. Completed work may also be printed and bound in
       a book format for a student created book report.




                                   MS Word version                                       6
  Modification for Differentiated Instruction

             Special Education student will have the opportunity to work more closely

EDUCATION:
  SPECIAL    with the teacher or teacher assistant. They will also have the opportunity
             to see a model of each slide with the required information listed. The
             book is also available of tape to ensure comprehension. Please note that a
             special education teacher for special education students used this unit.




             ESL students will have an opportunity to work with partners to complete
             the Power Point Presentation and /or supplemental activities. The book is
             also available of tape to ensure comprehension.
  ESL:




             Gifted students will have the opportunity to guide and help others or
             expand their project with additional slides. These additional slides might
             include a detailed break down of the story plot line or a character analysis.
  GIFTED:




                                MS Word version                                          7
                               Other/Comments

This area is for anything else required by your district, i.e. district objectives or
outcomes.

For Creighton Elementary School District applicants, each lesson plan is to cover two -
five days and integrates at least two subject areas with technology. Please provide a
description of how this lesson fits into a component of your grade level BCE Year Long
Theme. (You may attach the mind map of your theme with an explanation.) If your
school does not use the BCE curriculum, please provide a description of how this lesson
fits into the “bigger picture” of your yearlong curriculum. You also must show evidence
of how this lesson has a standards-based focus
Within this unit of study state standards are a focus. The students will be working on
reading standards R-F3 - Use reading comprehension strategies such as drawing conclusions,
summarizing, making predictions, identifying cause and effect, and differentiating fiction from
nonfiction, R-F - Identify facts and the main idea, sequence events, define and differentiate
characters, and determine an author’s purpose in a range of traditional and contemporary
literature, and R-E2 - Use reading strategies such as making inferences and predictions,
summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and
determining the author’s purpose and perspective to comprehend written selections. They will
integrate the writing standards W-F2 - Use correct spelling, punctuation, capitalization, grammar
and word usage, and good penmanship to complete effectively a variety of writing tasks and W-
E3 - Write a summary that presents information clearly and accurately, contains the most
significant details and preserves the position of the author. The technology standards are listed
above. As a special education teacher each students Individual Education Plan guides our
curriculum development along with the Arizona State Standards. This unit fits the bigger picture
because it provides an opportunity to address each student’s needs in the areas of basic reading,
reading comprehension, and written language.




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