Brief Description

In this lesson, students will select & read a short story of their choice (selected from the classroom library so that I can be assured students are selecting appropriately leveled text). In their cooperative groups they will need to set goals  of what needs to be read daily so that they'll finish reading within the timeline. At the beginning of each session they will have the opportunity to meet & discuss their thoughts of the text. A variety of organizers will be made available to note pertinent information. Upon finishing the text, students will determine which type of software (Word, PowerPoint, Publisher or Student Writing Center)  to use as they develop a product that summarizes/recaps the short story. They will be expected to select software that best meet their needs & the criteria of the assignment within the timeline provided.

Standards and Frameworks

Technology Standards

1T-F3. Use developmentally appropriate technology resources to access information & communicate electronically
2T-F1. Demonstrate respect for other students while using technology
2T-F2. Practice responsible use of software
4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom
5T-F1. Recognize electronic information sources.
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities

Academic Standards

R-F1. Use phonetic skills to decode words.
R-F2 Use word recognition & decoding strategies such as phonetic skills, context cues, picture cues, word order, prefixes & suffixes to comprehend written selections.
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.
R-F5. Analyze fiction  for their literary elements such as character, setting, plot, sequence of events and organization of text.
W-F1. Use the writing process, including generating topics, drafting, revising ideas
and editing, to complete effectively a variety of writing tasks.
W-F2. Use correct spelling, punctuation, capitalization, grammar and word usage,
and good penmanship to complete effectively a variety of writing tasks

Objectives

Academic

• Students will decode words in context using beginning, middle and final letter/sound relationships.
• Students will derive meaning from a written selection using reading/decoding strategies (phonetic clues, context clues, picture clues, word order, structural analysis, word recognition).
• Students will analyze the text for conflict, rising action, climax or resolution.
• Students will identify the main idea and relevant facts in a reading selection.
• Students will write a first draft with the necessary components for a specific genre.
• Students will revise draft content (e.g., organization, relevant details, clarity).
• Students will edit revised draft using resources (e.g., dictionary, word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage reference).
• Students will proofread revised draft.
• Students will present final copy according to purpose (e.g., read aloud, display, publish).
• In their final copy of their writing task:
• Students will spell high frequency words correctly.
• Students will punctuate endings of sentences.
• Students will capitalize sentence beginnings and proper nouns.
• Students will use standard, age-appropriate grammar and word usage (e.g., basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals).

• Students will develop a product using either MS Word, PowerPoint, Publisher or Student Writing Center.

Prior experince & knowledge of Word, PowerPoint, Student Writing Center & Publisher.
Able to demonstrate functional operation of technology components & able to type in URL address.
Aware of basic issues related to responsible use of technology & information & a willingness to follow those expectations.
Able to describe personal consequences of inappropriate use.

Materials

Short fiction & non-fiction stories at appropriate text level for your students, various organizers students have used in the past & are comfortable with using, planners, computer, printer, AverKey or other projection device, software for MS Word, MS Publisher, MS PowerPoint & Student Writing Center

Accommodations for Special Needs

All of my students have special needs. Many have behavioral goals and objectives as well as academic. This lesson was developed to target both areas.(A number of my students have difficulty working cooperatively, setting/meeting goals & timelines. These are skills that need to be developed!) Students will need to use time management skills to meet the given timeline, take turns utilizing the computers cooperatively during the course of this lesson. They will be available to support each other in both academic & technology tasks required within this lesson. If extenuating circumstances were to occur extended time & flexible scheduling would be provided, but hopefully this will not be. The goal is for them to select the appropriate software that meets the criteria (which includes completing it on time).

Procedures

Students attend the Learning Lab for 60 min time blocks/4 days a week
This activity takes 4 to 5 class sessions to complete

Sessions 1, 2, 3 & 4:
1. Students will be informed that they will be working in cooperative groups for this activity and have an opportunity to see/discuss the criteria on the presentation rubric. They will select a short story or non-fiction piece from the classroom library with their partner(s) & be required to produce a product of their choice that recaps the short story read. Each cooperative group will then have a week to read their selection outside of class, but will have time in class each day to meet with their partner(s). At that time they will have the opportunity to discuss what was pertinet in previous night's reading & note it on the organizer their group selected to use to note critical facts/ thoughts. They will also have time to set a goal for what should be read by the next day & note it in their planners. This will give them the opportunity to practice chunking out longer assignments - instead of leaving it to the last minute.

Session 5:
1. Students should have finished reading the short story & have time to meet with their partner(s) to complete the organizer selected.
2. The teacher will review/remind students of the various software products the class has utilized and involve the students in a discussion of the pros & cons. If they wish to utilize/import clipart they may use http://www.geocities.com/k6tech/clipart.html.  Critera for the assignment will be reviewed again & then students will meet to discuss how they'd like to present recap/summary to the class. Next, they will be given classtime to meet with their partner & decide which software product they wish to use & begin to discuss how they want to divy up the duties, etc. Since this class has approximately 10 students in it presently & I have three computers in my classroom available for groups to work on, I will have students rotate through the computer stations. I'll use a timer so that everyone has equal time. Some students will be working independently, while others are working with their cooperative groups.

Session 6, 7 & 8:
1. Cooperative groups will continue to rotate through the computer stations. I'll use a timer so that everyone has equal time. Some students will be working independently, while others are working with their cooperative groups. With the number of computers available, the project should be able to completed not later session 8. The students should also determine who will present what during session 9 when the students share with other class members.

Session 9:
1. Students will share their product with the class.
2. Students will have time to reflect orally afterward & discuss what they felt they did well & what could be improved. Each group will get to rate themselves on the Presentation Rubric.

Assessment

Presentation rubric

Teacher Name: Barbara Peers Robeson
Site: Donaldson
Date Submitted: April 24, 2002