Ms. Schiffman's First Grade Home Page

Ms. Schiffman's Thematic Internet Lesson Plans

Sandy Schiffman
Keeling Elementary School
Date: December 2000 (Two half hour sessions)
Grade Level: First Grade
Title of Lesson: What is the meaning of Kwanzaa and Hanukah?

State Standards:

Standard One: History
1SS-F3 Use stories to describe past events, people, and places, with emphasis
on:
    PO 1 contributions from past events and cultures
    PO 2 examples of individual action, character, and values
    PO 3 descriptions of daily life in past time and different places, including roles of men, women and children

Standard Two - Civics/Government
2SS-F2 Identify and describe the symbols, icons, songs, and traditions of the United States that exemplify cherished ideals and provide continuity and sense of community across time…

Standards - Writing

W-F1. Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks
    PO 1. Generate topics through prewriting activities (e.g., brainstorming, webbing, mapping, drawing, writer’s notebook, K-W-L charts, scaffolds, group discussion)
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

Technology State Standards:

1T-R1 Communicate about basic technology components using developmentally appropriate and accurate terminology
    PO 1 Use basic vocabulary related to the use of technology
    PO 2 Identify the components of a computer
1T-R2 Use input devices and output devices successfully to operative computers, VCRs, audio tapes and other technologies
    PO 1 Demonstrate start up and shut down procedures of basic technology components
    PO 2 Use devices to complete a task
1T-F2 Demonstrate functional operation of technology components
    PO 1 Demonstrate correct ergonomic use of technology.
    PO 3 Access information sources (e.g., pre-bookmarked Internet sites)
1T-F3 Use developmentally appropriate technology resources to access information and communicate electronically
    PO 1 Operate keyboard and other common input and output devices
        (a) Use device in response to software
        (b) Use keyboard effectively
5T-F1 Recognize electronic information sources
    PO 1 Identify potential sources of information about a topic (e.g., video or cassette tapes, Web pages, CD-ROMs)
    PO 2 Locate information in a resource selected by the teacher (e.g., Web page, CD-ROM)
6T-F1 Use technology resources for problem solving, self-directed learning and extended learning activities
    PO 1 Based on a class-defined problem, use technology to:
        (a) collect data
        (b) interpret data

Academic Objectives:

• Students will use their listening skills while understanding what the rules are for the use of the computer and the Internet sites.
• Students will use their cooperative skills when discussing the sites and the ideas learned during the lesson.
• Students will listen to the brainstorming prompts given by the teacher, buddy buzz and discuss their ideas with their partners.
• Students will activate their prior knowledge based upon discussions and books read during class activities and discuss the meanings of Kwanzaa and Hanukah.
• Students will discuss the different components of Kwanzaa and Hanukah.
• Students will compare and contrast Kwanzaa and Hanukah using a venn diagram.
• Students will write, in complete sentences, describing what they know about Kwanzaa and Hanukah.  They will also state which holiday they would like to have and the reasons why it would be nice to include the additional holiday in their family traditions.

• Students will practice moving within Ms. Schiffman’s homepage and get to the appropriate site.
• Students will practice moving from screen to screen within the Trackstar site.
• Students will practice scrolling down and across using the scroll bar.
• Students will correctly use the terminology when referring to different parts of the computer, screen, disk drive, mouse as well as within the Windows program itself (i.e., scroll bar, back button, home button, menu bar, etc..)

• Students will know how to press the space bar to activate the computer.
• Students will know how to get to Ms. Schiffman’s First Grade homepage.
• Student will know how to use the mouse, scroll down and across bar, back button, know how to exit a program.

Computer, mouse, and headset
Internet connection
Access to Ms. Schiffman’s First Grade homepage http://www.amphi.com/~sschiffm/index.html
Access to Kwanzaa and Hanukah Trackstar
http://trackstar.hprtec.org/main/track_frames.php3?option=annotate&url_id=613864
Venn diagram worksheet

Procedures

1. Teacher will review the rules of the lab with the students before going to computer class.
2. Teacher will direct students to access Ms. Schiffman’s First Grade homepage.

http://www.amphi.com/~sschiffm/index.html
3. Teacher will direct students to Star Students page.

http://www.amphi.com/~sschiffm/starstudents.htm
4. Teacher will direct students to go to Thematic lessons section and highlight the link under December – What is the meaning of Kwanzaa and Hanukah (Trackstar lesson).
5. Teacher will ask the students to view the site http://www.afroam.org/children/fun/kwanzaa/seven.html and ask them the following questions: What are the seven main ideas of Kwanzaa? What do they mean? Why are they important? Students will buddy buzz and discuss the questions with their partners.
6. Teacher will then ask the students to view the site: http://www.afroam.org/children/fun/kwanzaa/symbols.html and ask them the following questions: How many symbols of Kwanzaa are there? What are they? How are they used? Students will buddy buzz and discuss the questions with their partners.
7. Teacher will then ask the students to view the site: http://www.afroam.org/children/discover/discover.html and ask them the following questions: How big is Africa? How many countries are in Africa? Students will buddy buzz and discuss the questions with their partners.
8. Teacher will then direct the students to this site and give directions on playing the slider puzzle. http://www.billybear4kids.com/holidays/kwanzaa/online-puzzle/slider/slider-easy.html.
9. Teacher will direct the students to close down the Internet.

1. Teacher will then ask the students to view the site: http://www2.priscilla.com/priscilla/hanukkah/home1.html and ask them the following question: What are the different traditions of Hanukkah? Students will be able to light the menorah, open the presents and play the dreidel game. Students will buddy buzz and discuss the site with their partners.
2. Teacher will then ask the students to view the site: http://www.ort.org/ort/hanukkah/ and ask them the following questions: What are the blessings that are said on Hanukkah? Do you understand what you hear? What language are they being said in? Students will be able to hear the blessings sung in Hebrew. Students will buddy buzz and discuss the questions with their partners.
3. Teacher will then ask the students to view the site: http://www.zigzagworld.com/draw/HanukkahHouse.html and say the following: Do you know how to write in Hebrew? Who would write in Hebrew? What country uses Hebrew as a spoken and written language? Let's look at how Hebrew is written. Do the letters look like our alphabet? How are they different? Students will be able to drag the words over and see the pictures related to each word. Teacher will read each word in Hebrew to the students. Students will buddy buzz and discuss the questions with their partners.
4. Teacher will then ask the students to view the site: http://www.virtualchanukah.com/lights/gamesIndex.html and give directions on playing the various games.
5. Teacher will direct the students to close down the Internet.
6. In the classroom, teacher will lead a discussion on the differences and the similarities between Kwanzaa and Hanukah. Teacher will generate a class venn diagram to show the results of the discussion.
7. In the classroom, teacher will direct the students to write in complete sentences, using a capital letter, finger spaces, and a period what they know about Kwanzaa and Hanukah.  In addition, teacher will direct the student to state which holiday they would prefer to keep at home.

Students will be observed to see how well they listened to directions.
    Are they on the right site?
    Are they discussing with their partner facts learned in class and at the current site?
Students will be observed to see how well they work with each other.
    Are they able to help each other out in turning on/off the computer?
    Are they able to communicate the directions to each other?
    Can they solve the problems together?
Students will be observed to see how well they get around the computer.
    Are they able to turn on/off the computers?
    Are the students able to go from one site back to the previous by using the back button?
    Are the students able to use the mouse to click on the correct icons?
Students will be observed to see if they are able to discuss the following points about Kwanzaa.
    What are the seven principles of Kwanzaa?
    What is a mekeka mat?
    What is a kinara? What colors are the candles?
    What is a kikumbe? What is it used for?
Students will be observed to see if they are able to discuss the following points about Hanukah.
    Who were the Macabees? What were they fighting for?
    What is the miracle of Hanukah?
    Why is Hanukah celebrated for 8 days?
    What is a dreidal? How do you play the dreidal game?
    What is a menorah? What do you put on it?
Students will be observed to see if they are able to discuss the differences between Hanukah and Kwanzaa and if they actively participated in the class discussion.
Students writing samples will be assessed according to the Six Traits Plus One Writing Rubric.
Six Traits of Writing Web Site.