Dozier,+Fornisha

= Daily Lesson GAME Plan =


 * Lesson Title: Cinderella Tales |||| Related Lessons: Geography, Culture, People, Places, and Environments ||
 * Grade Level: Third Grade |||| Unit: One ||
 * == GOALS == ||
 * Content Standards:
 * Understand and apply media techniques and processes
 * Reflect upon and assess art
 * Understand the diversity of culture through art ||
 * ISTE NETS-S
 * Creativity and innovative
 * Communication and collaboration
 * Technology operations and concepts

Instructional Objectives: Students will recap and record information from their selected Cinderella story. Students will acquire new information about different cultures in America and around the World. Students that they will be gathering information on the similarities and differences of other cultures. ||
 * == ACTION == ||
 * Before-Class Preparation: Reserve computer lab. Collect 20-30 variations of Cinderella stories for the classroom library. Set up free [|GlogsterEdu.com] accounts for each student. To set expectations the [|Venn Diagram Rubric] will be explained for the assignment. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 20 minutes

10 minutes

30 minutes

1 week

10 mintues |||| Students will watch the “//Traditional American”// version of Cinderella by Charles Perrault on multimedia site called [|Unitedstreaming].

Students will h select a Cinderella storybook of their choice to gather information to record in their reflective journals.

Lead a class discussion on how learning about other countries, traditions and locations using the different Cinderella tales from around the World help them understand other people with different cultures.

==== Students will see a step by step diagram demo on the [|ReadWriteThink] site. After the demo students will use information to create a Venn diagram comparing their selected storybook from another culture and the traditional version. ====

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Students will create an interactive poster created on [|GlogsterEdu.com] using images related to their selected story with a short review about the book they read on the [|GlogsterEdu.com] (class) blog entry comparing story differences, similarities and share insights.

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Students to introduce the important highlights and explain what they learned from another culture through the Cinderella storybook using the Smartboard to display their GlogsterEdu poster. || [|Unitedstreaming] site

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Smartboard

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Reflective Journals

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">World Map

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Storybooks

[|ReadWriteThink] site <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Computers

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Reflective Journals <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Rubrics <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">[|GlogsterEdu.com]

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">I || <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Students will be monitored by a “think-aloud process” to orally explain what they are thinking or planning and to address any of their concerns. For accuracy of students’ proficiencies, an analytic rubrics to evaluate their diagrams, image posters and oral reports.
 * == MONITOR == ||
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Ongoing Assessment(s):

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Accommodations and Extensions: <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">To eliminate challenges with reading problems, a reading pen will be utilized to compensate for barriers that diverse learners might experience during the activity.

<span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Back-Up Plan: <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">During library time, the media specialist will help assist with the completion of the activity. || <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Rubrics will be used to evaluate the outcome. ||
 * == EVALUATION == ||
 * <span style="font-family: 'Times New Roman'; font-size: 12pt; line-height: normal; margin-bottom: 0.0001pt;">Lesson Reflections and Notes

= Daily Lesson GAME Plan =

Employ a wide range of strategies as they write & use different writing process Gather, synthesize & create information to communicate knowledge Use spoken language to accomplish their own purposes || Creativity and innovative Communication and collaboration Technology operations and concepts
 * Lesson Title: A “Tail” to Tell |||| Related Lessons: Comprehension Strategies, Language & Writing ||
 * Grade Level: Third Grade |||| Unit: Two ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will recap and record information from their selected story. Students will create a story map to illustrate their comprehension of the main characters, problem faced by the character(s), story events and solution. || classic version of the //The Three Little Pigs,// such as the one by James Marshall //The True Story of the Three Little Pigs// by Jon Scieska //The Three Little Wolves and the Big Bad Pig// retold by Eugene Trivizas //The Three Little: An Architectural Tale,// by Steven Guarnaccia //The Three Pigs// by David Wiesner Explain and review blank story map and blogging rubics to set assignment expectations. Discuss appropriate expectations for responding to classmates. ||
 * == ACTION == ||
 * Before-Class Preparation: Reserve computer lab. Collect variations of “The Three Little Pig”stories for the classroom library.
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 Minutes

2 days

1 week |||| As a whole group, real straw, sticks and a brick will be presented to the students to think about a story they may have heard that uses all three items. Students will be encouraged to discuss what happened in the story. While displaying the books, students will be informed they are going to read the different versions of the story and discuss it blogging. Students will be given a story map handout. During reading center time, students read and select a version of //The Three Little Pigs//. Students will be encouraged to write their ideas in their journals.

Students will blog on [|GlogsterEdu.com] about their favorite part, dislikes, give advice to the character’s problems, discuss whether or not they sympathize with the wolf or the pig (in their version), give reasons for why they think there are different versions, and why they think the author wrote the story. To represent their written responses students will collect images to create a “Glogster” poster about their version of the tale. || Brick,straw,sticks Rubrics

Story Map Storybooks Reflective Journal

Computers Rubrics [|GlogsterEdu.com] || Students will be monitored by a “think-aloud process” to orally explain what they are thinking or planning and to address any of their concerns. For accuracy of students’ proficiencies, an analytic rubrics to evaluate their assignment.
 * == MONITOR == ||
 * Ongoing Assessment(s):

Accommodations and Extensions: To eliminate challenges with reading problems, a reading pen and text-to-speech software will be utilized to compensate for barriers that diverse learners might experience during the activity.

Back-Up Plan: During library time, the media specialist will help assist with the completion of the blogging activity. || Rubrics will be used to evaluate the outcome. ||
 * == EVALUATION == ||
 * Lesson Reflections and Notes

Original Lesson by: Deborah Kozdras |||| Related Lessons: Comprehension Strategies, Language & Writing || Employ a wide range of strategies as they write & use different writing process Gather, synthesize & create information to communicate knowledge Use spoken language to accomplish their own purposes Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. || Creativity and innovative Communication and collaboration Technology operations and concepts
 * Lesson Title: “Tell a Tale”
 * Lesson Title: “Tell a Tale”
 * Grade Level: Third Grade |||| Unit: Three ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will recap and record information fairytale story to create their own version. Students will develop visual literacy skills in creating effective presentations using color, font, and images in addition to text ||
 * == ACTION == ||
 * Before-Class Preparation: Reserve computer lab. Explain and review blank Organization Chart for Fractured Fairy Tales and rubrics to set assignment expectations. Discuss appropriate expectations for responding to classmates projects. Students will watch a demonstration of how to create a digital story from a [|Screencast] demo. Send home notes for parent volunteers to assist with the digital storytelling project. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 Minutes

15 minutes

1 week

2 days |||| Discuss with students have they ever had the desire to change a story (such as the setting, plot, the ending). Give the students an example of how you would change one of the previous tales from the other prior lessons. Using the LCD projector, show students the [|Fractured Fairy Tales tool] from ReadWriteThink.org, model the creation of a fractured fairy tale.

Students will be instructed to choose a classic tale (from the previous lessons) on which they would like to base an original fractured fairy tale as a 3-5 minutes digital story. Students will be allowed to work individually or in a small groups (of two or three students who have chosen the same story) to discuss their ideas of different plots or endings.

Students will be encouraged and given copies of the Organization Chart for Fractured Fairy Tales to develop their version. As a Writer’s Workshop activity, students will complete their story script and storyboard with image plans in their Reflective Journals .During center time and computer lab, students will create their digital story using PowerPoint. The students will add typed written narratives and use their drawings or images for the illustrations. Each student will have copies of the rubrics to evaluate their presentations.

Students will present their digital story to the class. At the end of each presentation, the class will be encouraged to comment on the fractured fairytale story. || ReadWriteThink.org

LCD Projector Storybooks

Computers

Organization Chart for Fractured Fairy Tales

Presentation Rubric [|Storyboard] Reflective Journal Powerpoint Internet || Students will be monitored by a “think-aloud process” to orally explain what they are thinking or planning and to address any of their concerns. For accuracy of students’ proficiencies, an analytic rubrics to evaluate their assignment.
 * == MONITOR == ||
 * Ongoing Assessment(s):

Accommodations and Extensions: To eliminate challenges with reading problems, a reading pen and text-to-speech software will be utilized to compensate for barriers that diverse learners might experience during the activity.

Back-Up Plan: During library time, the media specialist will help assist with the completion of the activity. Students will watch and observe other digital stories posted by elementary students on the Internet. || Rubrics will be used to evaluate the outcome. ||
 * == EVALUATION == ||
 * Lesson Reflections and Notes