Brief Description

Students will plan the agenda for a day after interviewing family members, checking the weather forecast, and researching some local destinations through bookmarked websites.  If driving is necessary to reach a destination, directions will be located online and printed.  When finished they may use the rubric provided to rate their project. Meets Arizona State Technology Standards 1, 5, and 6.

Standards and Frameworks

Technology Standards

• 1T-F2. Demonstrate functional operation of technology components
PO 3. Access information sources (e.g., CD-ROMs, encyclopedias, 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 (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 3. Print documents, text or image
• 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
c) express a solution to the problem

• R-F6. Read and comprehend consumer information such as forms, newspaper ads, warning labels and safety pamphlets
PO 2. Restate information found in consumer literature (e.g., safety pamphlets, newspapers, catalogs)
PO 3. Compare information in written advertisements
• 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)
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)
• W-F2. Use correct spelling, punctuation, capitalization, grammar and word usage, and good penmanship to complete effectively a variety of writing tasks

In final copy of student’s own 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-F6. Write well-organized communications, such as friendly letters, memos and invitations, for a specific audience and with a clear purpose
PO 1. Organize content, including necessary components of the selected format, for a specified audience
• 3LS-F1. Use effective vocabulary and logical organization to relate or summarize ideas, events and other information
• 3LS-F3. Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal experiences, telling a story or presenting a report
• 1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions)
PO 1. Listen effectively
PO 2. Analyze/evaluate orally received information
• 3WP-F1. Address a specific problem by specifying their goals, devising alternative solutions, considering the risks of each and choosing the best course of action
PO 1. Apply problem solving techniques to determine a solution
PO 5. Identify the need for data, obtaining it from existing sources such as the library, on-line databases or field research
PO 6. Describe possible solutions to a variety of problems
• 3WP-F5. Identify the need for data, obtaining it from existing sources such as the library, on-line databases or field research
PO 2. Apply data from existing sources, such as: the library, on-line database and field research

Academic

• Students will be able to interview parents to collect information on previously planned activities and interests for the weekend.
• Students will analyze family plans/interests and information researched online to create a daily schedule.
• Students will use the writing process to communicate a clear schedule.

• Students will use technology to access information on the weather, activities   around town, and driving directions.

• Students will need to have appropriate permission to access the Internet.
• Students will need to have appropriate keyboarding skills and know how to follow links to browse and print information from web sites.

• Access to a thesaurus and/or dictionary
• Computer with access to the Internet and printer
• Pencil
• paper

Gifted students – students may create an initial and an alternative plan for their weekend.  If they finish early, as some do, they may have the option of helping another student with the writing or technology research. Students with more technological experience with search engines could help seek out alternative sources.  They may also word process their final schedule.

SEI (Sheltered English Immersion) and special education students – students may be paired up with another student to help read the instructions on the different web sites.  The lesson is broken down into small sections that may be monitored for successful completion.

Procedures

To complete this lesson go to http://www.amphi.com/~llafaye/lesson3/lesson3.html.  Student procedures will be listed on this page.  Following are the procedures for teachers.

Intro and Step 1: In the classroom
Copy the interview sheets for the students.
View and discuss the introduction and step one.

Steps 2 and 3: In the computer lab
Students will take a pencil and paper to the lab to take notes on their research.

Step 4: In the classroom
Students will need access to a dictionary and at least 2 copies of the schedule for each student.  Students will write their rough draft, edit, revise, and write their final draft.

Step 5: In the lab or on classroom computer(s)
Model how to use MapQuest.  Students will find directions using that web site and print their directions.

Step 6: In the classroom
Have copies of the rubric ready for students.  Students will complete a self-evaluation.  Then they will turn in their schedule, directions (if necessary), and the rubric.

Assessment

The evaluation for this lesson can be found by clicking on the Evaluation button on the left side of the activity.

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