Brief Description

The last story our class will read this year is An Occasional Cow by Polly Horvath.  It is about a couple of girls who go to a summer camp every year.  This lesson introduces students to the idea of summer camp, and provides them an opportunity to research the best camp for themselves.  Then, students will present their favorite summer camp selection in a persuasive letter to their parents.
 
Standards and Frameworks

Technology Standards

1T-F2. Demonstrate functional operation of technology components

• PO 3. Access information sources (e.g., CD-ROMs, encyclopedias, pre-selected Internet sites)
• PO 4. Communicate electronically, under teacher supervision (e.g., video, audio, e-mail)

• PO 1. Operate keyboard and other common input and output devices (including adaptive devices for special needs when necessary)
a) Use device in response to software (e.g., point and click, arrow and enter/return keys)
b) Use keyboard effectively (e.g., knows locations and function of keys, begins touch-typing strategies by grade three)
• PO 2. Retrieve and save information (e.g., text documents, digital photos, music, video)
• PO 3. Print documents, text or image

• PO 1. Use word processing to create a document and, where developmentally appropriate, use editing tools
• PO 2. Insert a graphic into a word processing document

• PO 1. Communicate information electronically with support from teachers, family members or student partners (e.g., e-mail, videoconferencing, Web page)

• 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)

• PO 1. Based on a class-defined problem, use technology to:
a) collect data
b) interpret data
c) express a solution to the problem

R-F3. Use reading comprehension strategies such as drawing conclusions, summarizing, making predictions, identifying cause and effect, and differentiating fiction from nonfiction

• PO 1. Draw conclusions based on the text
• PO 2. Restate information from a reading selection

• PO 2. Restate information found in consumer literature (e.g., safety pamphlets, newspapers, catalogs)

• PO 2. Align purpose (e.g., to entertain, to inform, to communicate) with audience
• PO 3. Write a first draft with the necessary components for a specific genre
• PO 4. Revise draft content (e.g., organization, relevant details, clarity)
• PO 5. Edit revised draft using resources (e.g., dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference)
• PO 6. Proofread revised draft
• PO 7. Present final copy according to purpose (e.g., read aloud, display, publish, mail, send, perform)

• PO 1. Spell high frequency words correctly
• PO 2. Punctuate endings of sentences
• PO 3. Capitalize sentence beginnings and proper nouns

• PO 1. Use resources (e.g., video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
• PO 2. Write an introductory statement, followed by details to support the main idea

• PO 1. Organize content, including necessary components of the selected format, for a specified audience
• PO 2. Place commas correctly in components (e.g., heading, greeting, closing, address) unique to letters, memos, invitations

• PO 2. Operate developmentally appropriate technologies to access information

Academic

By the end of this lesson students will be able to:

• make a decision (select a favorite camp) based on the information they read.
• write a rough and final draft of a friendly letter to parents based on information students have read.
• justify choice of camp in persuasive letter
• use the correct friendly letter format
• revise/edit letter
• use correct punctuation, spelling, and capitalization in letter to parents.

By the end of this lesson students will be able to:

• use the computer to solve the problem of finding a summer camp.
• use a computer as a tool to complete task (finding information and writing a letter).
• find information by following links in this lesson.
• use a word processing program to write a letter.

Students need to be familiar with basic keyboarding skills, opening, saving, and printing documents, navigating links on the Internet, and e-mailing (including using attachments).

Materials

Paper,
Pencil,
Computer for students with Internet access and printer,
Computer in classroom with AverKey or projector,
Folder (optional),
Envelopes

Accommodations for Special Needs

• REACH (gifted) students – Although I have no identified REACH students in my classroom, this lesson allows students the opportunity to research information to specifically meet everyone's needs, skills, and interests.  If students finish early, they may have the option of helping another student with the research process or writing of a persuasive letter. These students may also choose to include a picture in their letter, by capturing the image from an Internet site and pasting it into their letter. Clip art is another option to embellish their letters once they are completed.
• Sheltered English Immersion (SEI) student – I have one in my class who may be paired up with a middle school student aide to write her letter.  She will be given the opportunity to read with a peer or parent volunteer. Extra time will be provided to complete the writing task.
• ADD/ADHD students – I have broken down this lesson into seven smaller sections with clearly defined goals in each section.  In the computer lab, students can use headphones to help block out distractions.  Instead of writing a rough draft students may want to tell it into a recorder first, then listen and write it down.
• Special Education students – I have no identified special education students.  However, the modifications for ADD/ADHD and SEI students will also provide scaffolding for students with lower skills.

Refer to student process section to accompany the following directions.

Using a projector (or AverKey), show students how to find the lesson on our website.  Present the Introduction, Task, Evaluation, and steps 1 and 2 of the Process. As you get to step 1, ask the students to get paper and a pencil. While discussing step 1, give the students time to jot notes on their thoughts regarding the presented questions. On step 2, model the research process including printing or saving data.
 

Students will follow links to pre-selected camp search engines and websites.  They will collect data and save addresses of favorite camps.
 

Using a projector (or AverKey), present step 3 of the Process section.  Pass out copies of the interview sheets that were printed from step 3. Students will draft questions they may still have regarding their favorite camp.  Present step 4.  Ask students to get paper and a pencil. Give students time to draft ideas for camp fund-raising.

Provide time for students to complete research. Some may need more information on their favorite camp.  They may email interview questions or call for further information using their interview sheets.

Using a projector (or AverKey), present step 5.  Pass out copies of the letter template.  Students will draft a persuasive letter using the template as a guide.  Explain that they will take this rough draft to the lab to write the final draft of their letter.  Present step 6, so students will know what they will need to accomplish in the computer lab.

You may want to make copies of the step 6 checklist for each student to take to the computer lab.  All students will type their final draft letter in Microsoft Word.  The letter must be edited.  Next, students may copy this document into an email, attach Mrs. LaFaye’s letter, and send.  Or they may print 2 copies of their letter and two copies of Mrs. LaFaye’s letter.  Parents will get one set and the other set will be turned in for a grade.

Using a projector (or AverKey), present the conclusion, and then invite students to share their parent’s reactions to the letters or email.

Assessment

Evaluation
Ask the students to print a copy of the evaluation, and complete it with check marks in the appropriate columns.

Teacher Name: Lisa LaFaye
Site: Wilson K-8
Date Submitted: February 2004