Lesson Plans for Mr. Neff

Wayne County Regional Enhancement Education Millage Proposal

 

School districts in Wayne County have placed a proposal on the November 8th ballot to provide added funding for our schools. It is the “Regional Enhancement Millage Proposal.”

If approved by the entire county, the 2 mil proposal will generate approximately $6.2 million from Dearborn but the District will receive $7.8 million in additional funding for our schools.  Money would go to local schools starting this year and the millage expires after six years.  Read more ›

Wayne County Regional Enhancement Education Millage Proposal

 

School districts in Wayne County have placed a proposal on the November 8th ballot to provide added funding for our schools. It is the “Regional Enhancement Millage Proposal.”

If approved by the entire county, the 2 mil proposal will generate approximately $6.2 million from Dearborn but the District will receive $7.8 million in additional funding for our schools.  Money would go to local schools starting this year and the millage expires after six years.  Read more ›

Notice for AOL Email Accounts

Dear Parents,

If you are an AOL email user, please be aware that you may not receive email notifications due to AOL policies. We are working to resolve this issue with AOL.

Thank you for your patience while we work with AOL to make sure you get classroom notifications from your teacher.

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Technology Department

Week 7, Oct. 19-25, 2015

As a media specialist, I’m working to create a literature-based set of lessons that helps students with the most challenging ELA goals.  (Technology use, in one way or another, will usually relate to reading.)  This approach will move toward differentiated instruction for those who display mastery of reading, writing, and keyboarding.  Whenever possible, I will work to include science, vocabulary, and other topics, so that I am helping students in a multi-disciplinary manner.
I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELINGs BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week, we are taking a look at the story elements found in folktales.

Product DetailsProduct Details

 

Additional Standards

  • American Association of School Librarians, Standards for the 21st Century Learner:
  • 1.1, Read, view, and listen for pleasure and personal growth.

COMMON CORE STANDARD(S)

  • 2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • KEY VOCABULARY:
    • 4 books

    SUPPLEMENTARY MATERIALS:

    • Nonfiction pop-up books
    • read-alouds and one sample booktalk

    Preparation:

    • Adaptation of content
      • Links to background
      • Links to past learning
      • Strategies incorporated

      SCAFFOLDING:

      • Modeling
      • Guided practice
      • Comprehensible input

      GROUP OPTIONS:

      • Whole class

      INTEGRATION OF PROCESSES:

      • Reading
        • Speaking
        • Listening

        APPLICATION:

        • Meaningful
        • Linked to objectives
        • Promotes engagement

        ASSESSMENT:

        • Group
        • Oral

        TRANSITION:

        * Will speak to students about the ways

        ways in which they think the True Story of the Three Little Pigs might be different from other versions of the story.

        ANTICIPATORY SET:

        * Will check with students to see what they know about the three little pigs.

        INSTRUCTION/CHECK FOR UNDERSTANDING:

        • Show students the covers of the books.  Comprehension strategies.
        • Read sections of the books.  Does the book sound like a folk story? What makes the text a folk story?

K- With the kindergartners, we will review spelling words and then work on sequencing.  If we have time, we will take a look at more ABC books as I would want to get them working on their own ABC books.  It’s difficult to write if you cannot type.  (We may take a look at Little Red Riding Hood as it’s a fun way to work on reading comprehension strategies for ESL students, and other students.  By advancing language skills, we can support library media tech. achievement.)

Teaching with Picture Books

Many language arts goals are also addressed as I think we must find ways to increase reading comprehension levels for all of students.

 

Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-3
Uses to convey ideas and illustrate concepts
Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-5
Perform operations (open, close, save, print)

k/1 Content objective: students will practice their word skills and their keyboarding skills. Language objective: students will be able to log in to the computer using their id number, locate my blog by the shortcut on the main screen, go to a keyboarding program, and work on their keyboarding skills.  As needed, I will have some of the students working on mouse skills as I evaluate their mouse skills on an ongoing basis.
flyawayhome.514Yr64f5RL._AA160_

 

2/3 – We will take a look at one of the best books I’ve ever found for close reading: Fly Away Home.  It’s a great way to work on reading comprehension strategies because every student has connections to the word “home.”  We will look at it in terms of close reading and reading apprenticeship.  We will also take a look at the landforms within the Jim Harris book Three Little Dinosaurs.  This week we will also begin a new presentation to go along with the landforms unit they are learning about in social studies.  Students will select 3 landforms and 3 water forms to make slides of or write an opinion piece about home.  They will type the definition of the landform, and then insert a picture.  (If we have time, we will take a look at citing sources.)  For 2nd grade, we may consider point of view, utilizing fairy tales, if we have time at the start of class.  I like to use folktales because I can easily find stories with a level of complexity that works for close reading.

2nd Grade – Content Objective: Students will demonstrate knowledge of point of view based on Fairy Tales.

Language Objective: Students will read and discuss the differences in various stories of the “Three Little Dinosaurs”

 

Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-3
Completes a task
Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-4
Conveys ideas and illustrates concepts
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 3 Technology
Common Core S 2095-1
Technology
B-2395-3-2
Demonstrates proficiency in seeking information
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 3 Technology
Common Core S 2095-1
Technology
B-2195-3-4
Uses to convey ideas and illustrate concepts

 

I can research a landform of my choice and create a three slide PowerPoint.  Content Objective: students will demonstrate application of info gathering by completing a landform report done on Google PowerPoint.  Language Objective: students will read information on their landform from Factmonster and other sources and re-write the information for their Powerpoint.  We may take a look at mYon if there is time.

 

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Week of March 16th, 2015 – Week 26

Library & Media Technology Class – Week 29

Content objective: students will practice their word skills and their keyboarding skills. Language objective: students will be able to log in to the computer using their id number, locate my blog by the shortcut on the main screen, go to a keyboarding program, and work on their keyboarding skills.  As needed, I will have some of the students working on mouse skills as I evaluate their mouse skills on an ongoing basis.

Product Details Product Details Product DetailsProduct DetailsProduct Details

K/1- With the kindergartners, we will review earlier learning and take a look at more ABC books as I would want to get them working on their own ABC books.  We will also work on our typing skills, talking about the shift key to make letters capital, changing the font size and color, as it’s difficult to write if you cannot type.  They will type their first and last names, and make sure the first letter is capital. After this, we will type the alphabet within a Google Form. They will also type their spelling words. (We may take a look at Little Red Riding Hood as it’s a fun way to work on reading comprehension strategies for ESL students, and other students.  By advancing language skills, we can support library media tech. achievement.)

Teaching with Picture Books

Many language arts goals are also addressed as I think we must find ways to increase reading comprehension levels for all of students.

 

Grade Level: Kindergarten
Course Code: ES2095
J) Grade 0 Technology
Common Core S 2095-1
Technology
B-2095-2-2
Uses to convey ideas and illustrate concepts
Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-3
Uses to convey ideas and illustrate concepts
Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-5
Perform operations (open, close, save, print)

k/1 Content objective: students will practice their word skills and their keyboarding skills. Language objective: students will be able to log in to the computer using their id number, locate my blog by the shortcut on the main screen, go to a keyboarding program, and work on their keyboarding skills.  As needed, I will have some of the students working on mouse skills as I evaluate their mouse skills on an ongoing basis.

Product Details     Product Details

2/3 – We will take a look at one of the best books I’ve ever found for close reading: Fly Away Home.  It’s a great way to work on reading comprehension strategies because every student has connections to the word “home.”  We will look at it in terms of close reading and reading apprenticeship.  We will also take a look at the landforms within the Jim Harris book Three Little Dinosaurs.  This week we will also begin a new presentation to go along with the landforms unit they are learning about in social studies.  Students will select 3 landforms and 3 water forms to make slides of or write an opinion piece about home.  They will type the definition of the landform, and then insert a picture.  (If we have time, we will take a look at citing sources.)  For 2nd grade, we may consider point of view, utilizing fairy tales, if we have time at the start of class.  I like to use folktales because I can easily find stories with a level of complexity that works for close reading.

2nd Grade – Content Objective: Students will demonstrate knowledge of point of view based on Fairy Tales.

Language Objective: Students will read and discuss the differences in various stories of the “Three Little Dinosaurs”

 

Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-3
Completes a task
Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-4
Conveys ideas and illustrates concepts
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 3 Technology
Common Core S 2095-1
Technology
B-2395-3-2
Demonstrates proficiency in seeking information
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 3 Technology
Common Core S 2095-1
Technology
B-2195-3-4
Uses to convey ideas and illustrate concepts

 

I can research a landform of my choice and create a three slide PowerPoint.  Content Objective: students will demonstrate application of info gathering by completing a landform report done on Google PowerPoint.  Language Objective: students will read information on their landform from Factmonster and other sources and re-write the information for their Powerpoint.

Additional Standards often utilized:

  • I can ask questions to show I understand.  I can answer questions to show I understand.  I can locate an answer to a question. (Standard CC.3.R.L.1)
  • I can determine the moral, lesson, or central theme of a folktale through key details. I can summarize fables, folktales, and myths. (Standard CC.3.R.L.2)
  • I can describe a character’s feeling based on information in a text.  I can describe a character’s traits/motivation.  I can retell the sequence of events using time order words.   I can infer a character’s feelings and/or emotions.  I can interpret how a character’s traits, motivations, and feelings lead to actions.  I can explain how a character’s actions contribute to the sequence of events. (Standard CC.3.R.L.3)
  • I can identify different genres of text. (Standard CC.3.4.L.4)
  • I can identify point of view, the narrator’s point of view, and a character’s point of view.  I can compare/contrast my own point of view to the narrator’s of the character’s point of view. (Standard CC.3.R.L.3)
  • I can identify theme, setting, and plot. (Standard CC.3.R.L.9)

American Association of School Librarians, Standards for the 21st Century Learner:

  • 1.1, Read, view, and listen for pleasure and personal growth.
  • 2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Rationale for keyboarding

Because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

Supplementary Materials:

  • Often fiction and nonfiction pop-up books and other novelty books.
  • fiction read-alouds and booktalks

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Guided practice
  • Comprehensible input

Group Options:

  • Whole class

Integration of processes:

  • Reading
  • Speaking
  • Listening
  • Writing

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral
  • Written-Google Forms and some use of Google Classroom

Transition:

* Will speak to students about how they think “home” means different things to the characters of Fly Away Home versus the characters of Three Little Dinosaurs.

Anticipatory Set:

* Will check with students to see what they consider to be “home” as it an vary

Checking for Understanding:

  • Show students the covers of the books.  Comprehension strategies.

Read sections of the books.  Does the book sound like an easy picture book?  Should it be in nonfiction in the homelessness section? What makes the text of Three Little Dinosaurs seem like a folk story?

Week of Dec. 8th 2014 – March 9th, 2015

Posted on neff No Comments ↓

Please realize that many of my blogs are linked.  My lesson plans are a bit jumbled because I was keeping a brief set of plans on one blog and a more detailed set on another blog.  Because the two blogs were linked, however, when I would click on the back arrow, I would end up on the wrong blog without realizing it.  I believe I’ve solved the problem.  From now on, my lesson plans will be a great deal better.

Library Media Tech Class – Week 25th

     

K/1- With the kindergartners, we will review earlier learning and take a look at easy 1,2,3 books and ABC books.  We will work on our typing skills: talking about the shift key to make letters capital, changing the font size and color.  They will type their first and last names, and make sure the first letter is capital.  After this, we will type the alphabet in Microsoft Word making lowercase and capital letters.  They will also type their spelling words.  (If we have time, we will take a look at The Great Nursery Rhyme Disaster as it’s a fun way to work on reading comprehension strategies.)

 

Grade Level: Kindergarten
Course Code: ES2095
J) Grade 0 Technology
Common Core S 2095-1
Technology
B-2095-2-2
Uses to convey ideas and illustrate concepts
Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-3
Uses to convey ideas and illustrate concepts
Grade Level: 1st Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-5
Perform operations (open, close, save, print)

Content objective: students will practice their word skills and their keyboarding skills.  Language objective: students will be able to log in to the computer using their id number, locate my blog by the shortcut on the main screen, go to a keyboarding program, and work on their keyboarding skills.

41P3V6GefbL._SX60_CR,0,0,60,60_

2/3 – We will take a look at Matreshka, a Baba Yaga story.  It’s a fun way to work on reading comprehension strategies.  We will also take a look at the landforms within the story.  This week we will also begin a new presentation to go along with the landforms unit they are learning about in social studies.  Students will select 3 landforms and 3 water forms to make slides of.  They will type the definition, and then insert a picture.  (If we have time, we will take a look at citing sources.)  For 2nd grade, we may consider point of view, utilizing fairy tales, if we have time at the start of class.

2nd Grade – Content Objective: Students will demonstrate knowledge of point of view based on Fairy Tales.

Language Objective: Students will read and discuss the differences in various stories of the “Three Little Pigs”

Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-3
Completes a task
Grade Level: 2nd Grade
Course Code: ES2295
J) 2nd Grade Technology
Common Core S 2295-1
Technology
B-2295-2-4
Conveys ideas and illustrates concepts
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2395-2-2
Demonstrates proficiency in seeking information
Grade Level: 3rd Grade
Course Code: ES2195
J) Grade 1 Technology
Common Core S 2095-1
Technology
B-2195-2-4
Uses to convey ideas and illustrate concepts

I can research a landform of my choiceand create a three slide PowerPoint.  Content Objective: students will demonstrate application of info gathering by completing a landform report done on Google PowerPoint.  Language Objective: students will read information on their landform from Factmonster and other sources and re-write the information for their Powerpoint.

Supplementary Materials:

  • Often fiction and nonfiction pop-up books and other novelty books.
  • fiction read-alouds and booktalks

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Guided practice
  • Comprehensible input

Group Options:

  • Whole class

Integration of processes:

  • Reading
  • Speaking
  • Listening
  • Writing

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral
Posted in Class News
Posted in Class News
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For the Week of March 2nd, 2015

Library Media Tech Class – 3/2 Week 27

Sample Set of Google Slides

Kindergarten –    Work on your typing skills by clicking on these words: Fun Dance Mat Typing.

Objective: helping students learn the skills they will need for writing and editing on a computer.

First Grade –  Work on your typing skills by clicking on these words: TypingWeb.  (Use Dance Mat if TypingWeb is not working: DanceMat.)  Read a fiction story and the nonfiction book with it at Bookflix.  To do this, go to The Dearborn Library, click on Kids and Teens, click on Elementary Schoolers, and click on Bookflix.

Second Grade – Go to your Google Classroom by clicking on these words: My Google Classroom.

Work on your typing skills by clicking on these words: TypingWeb.  (Use Typing Club if TypingWeb is not working: Typing Club.)

Third Grade – Go to your Google Classroom by clicking on these words: My Google Classroom.

Work on your typing skills by clicking on these words: TypingWeb.  (Use Typing Club if TypingWeb is not working: Typing Club.)

(If the internet is down, click on apps in the left corner and go to Google docs.  )

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

Supplementary Materials:

  • Often fiction and nonfiction pop-up books and other novelty books.
  • fiction read-alouds and booktalks

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Guided practice
  • Comprehensible input

Group Options:

  • Whole class

Integration of processes:

  • Reading
  • Speaking
  • Listening
  • Writing

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral
Posted in Class News

Library Media Tech Class – 2/23 Week 26

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

Library Media Tech Class – 2/9 Week 25

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

Library Media Tech Class – 2/2 Week 24

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

Library Media Tech Class – 1/26 Week 23

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

Library Media Tech Class – 1/19 Week 22

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

Library Media Tech Class – 1/12 Week 21

 

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

Library Media Tech Class – 1/5 Week 20

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

Library Media Tech Class – 12/15 Week 19

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

Library Media Tech Class – 12/8 Week 18

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

 

 

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Week of Dec. 1, 2014

Library & Media Technology Class – Week 15

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we will compare and contrast different versions of a fairy tale.

Product Details

Additional Standards

  • American Association of School Librarians, Standards for the 21st Century Learner:
  • 1.1, Read, view, and listen for pleasure and personal growth.

COMMON CORE STANDARD(S)

  • 2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

KEY VOCABULARY:

  • 4 books

SUPPLEMENTARY MATERIALS:

  • Nonfiction pop-up books
  • read-alouds and one sample booktalk

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

SCAFFOLDING:

  • Modeling
  • Guided practice
  • Comprehensible input

GROUP OPTIONS:

  • Whole class

INTEGRATION OF PROCESSES:

  • Reading
  • Speaking
  • Listening

APPLICATION:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

ASSESSMENT:

  • Group
  • Oral

TRANSITION:

* Will speak to students about how they think the Three Little Wolves and the Big Bad Pig will be different from the traditional version of the story.

ANTICIPATORY SET:

* Will check with students to see what they know about parodies of folktales.

INSTRUCTION/CHECK FOR UNDERSTANDING:

  • Show students the covers of the books.  Comprehension strategies.
  • Read sections of the books.  Does the book sound like a folk story? What makes the text seem like a folk story?

Rationale for keyboarding: because Common Core goal W.CCR.6  involves the following, it only makes sense that we help students to properly type as this is an anchor skill to many other technology and writing objectives.  Since muscle memory is involved, students really need serious help to become familiar enough with the keyboard so that they are ready for additional keyboarding in later grades.  By grade 3, students, with guidance and support from adults, are expected to be able to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.  By grade 4, students, with some guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.    (I plan to focus upon word count and increasing the length of sitting time as students type and write.  I’ll recommend using a word count to define a page for third grades as the fourth grade goal needs to be achieved as early as possible.)  I plan to use my Google Classrooms and my KidsLoveReading.org blog to publish writing.

Posted in Class News

Week of Nov. 24, 2014

Library & Media Technology Class – Week 14

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week, we are taking a look at the story elements found in folktales.

Product DetailsProduct Details

Additional Standards

  • American Association of School Librarians, Standards for the 21st Century Learner:
  • 1.1, Read, view, and listen for pleasure and personal growth.

COMMON CORE STANDARD(S)

  • 2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

KEY VOCABULARY:

  • 4 books

SUPPLEMENTARY MATERIALS:

  • Nonfiction pop-up books
  • read-alouds and one sample booktalk

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

SCAFFOLDING:

  • Modeling
  • Guided practice
  • Comprehensible input

GROUP OPTIONS:

  • Whole class

INTEGRATION OF PROCESSES:

  • Reading
  • Speaking
  • Listening

APPLICATION:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

ASSESSMENT:

  • Group
  • Oral

TRANSITION:

* Will speak to students about the ways in which they think the True Story of the Three Little Pigs might be different from other versions of the story.

ANTICIPATORY SET:

* Will check with students to see what they know about the three little pigs.

INSTRUCTION/CHECK FOR UNDERSTANDING:

  • Show students the covers of the books.  Comprehension strategies.
  • Read sections of the books.  Does the book sound like a folk story? What makes the text a folk story?

 

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Week of November 17, 2014

Library & Media Technology Class-Week 13

I can ask questions to show I understand.  I can answer questions to show I understand. I can locate an answer to a question. (Standard CC.3.R.L.1)
I can retell fables, folktales, and myths.  I can determine the moral of a folktale.  I can determine how the moral, lesson, or central theme are shown through key details.  (Standard CC.3.R.L.2)
I can describe a character’s feeling based on information in a text.  I can describe a character’s traits/motivation.  I can retell the sequence of events using time order words.  I can infer a character’s feelings and/or emotions.  I can interpret how a character’s traits, motivations, and feelings lead to actions.  I can explain how a character’s actions contribute to the sequence of events.  (Standard CC.3.R.L.3)
I can identify different genres of text. (Standard CC.3.4.L.4)
I can identify point of view, the narrator’s point of view, and a character’s point of view.  I can compare/contrast my own point of view to the narrator’s or the character’s point of view.    (Standard CC.3.R.L.3)
I can identify theme, setting, and plot.   (Standard CC.3.R.L.9)

This week we are comparing versions of Rapunzel that reflect different cultures.  We will compare and contrast the stories.

rapunsel.africadownload  petrosinella.51DjCt-CaHL._AA160_

Additional Standards

  • American Association of School Librarians, Standards for the 21st Century Learner:
  • 1.1, Read, view, and listen for pleasure and personal growth.

COMMON CORE STANDARD(S)

  • 2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

KEY VOCABULARY:

  • 4 books

SUPPLEMENTARY MATERIALS:

  • Nonfiction pop-up books
  • read-alouds and one sample booktalk

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

SCAFFOLDING:

  • Modeling
  • Guided practice
  • Comprehensible input

GROUP OPTIONS:

  • Whole class

INTEGRATION OF PROCESSES:

  • Reading
  • Speaking
  • Listening

APPLICATION:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

ASSESSMENT:

  • Group
  • Oral

TRANSITION:

* Will speak to students about what they think Rapunzel is really about.

ANTICIPATORY SET:

* Will check with students to see what they know about the folktale Rapunzel.

INSTRUCTION/CHECK FOR UNDERSTANDING:

  • Show students the covers of the books.  Comprehension strategies.
  • Read sections of the books.  Does the book sound like a folk story? What makes the text a folk story?

 

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Week of Nov. 10, 2014

Library & Media Technology Class-Week 12

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll going to take an initial look at the difference between a folktale such as Precious and the Boo Hag and the classic Rapunzel by the Brothers Grimm.  We will also discuss the differences between difference versions of Rapunzel.  We’ll look at literary elements of a story as well.

rapunzel.download  rapunzel.tangled.download

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Week of Nov. 3, 2014

Library & Media Technology Class-Week 11

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

We have now moved onto folktales.  In this trickster tale, a shapeshifting witch tries to outwit a girl left home alone.  It’s a  wonderful tale of a young girl outwitting a powerful but not particularly clever boo hag, the book draws together all kinds of great classic storytelling elements without ever becoming bogged down or clunky under its narrative. It’s a  ruby in the dust that gives us a chance to discuss elements of a good story.  We discuss what type of book Precious and the Boo Hag would be.  Could it be a biography?  We will take a brief look at another strong character who finds a way to cope with her challenges in the Mermaid Queen.

precious and 51p8X6atj7L._AA160_  mermaidqueen.download

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Week of Oct. 26th, 2014

Library & Media Technology Class – Week 10

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll take a look at an autobiography of Orson Welles, after we consider the 791.0  radi0 rendition of War of the Worlds that he is famous for.  After we take a look at his famous broadcast and another consideration of Aliens coming to Earth, one that’s from the 811 section, we’ll consider the reliability of his autobiography.  In light of what happened after subsequent broadcasts, we’ll consider whether statements from his autobiography are reliable or fudged by his oversized ego.  Autobiographies can skew the truth at times.

aliens.download       aliens.mcnaughton.31anT9hfTLL._AA160_aliens.orsonwells241iGtCvC-8L._AA160_

Week of Oct. 19th, 2014

Library & Media Technology Class  –  Week 9

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll take a look at how writers can portray a person in different ways.  The brevity of the book can change the perspective as much is left out.  We’ll consider one of the popular big-head biographies, one partial autobiography and a number of other biographies.  Point of view can vary depending upon the writing of the author involved.

ali.asking.418D2da2EHL._AA160_ ali.bighead41vn2T+nY4L._AA160_ ali.byali.41-nE5iYYiL._AA160_ ali.bymyersdownload ali.thechamp.51d4GCnm-HL._AA160_

 

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Week of Oct. 19th, 2014

Library & Media Technology Class- Week 8

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll discuss biography in terms of how the person is portrayed.  We’ll compare and contrast Lauren Scrugg’s biography to Bethany Hamiltons.  LoLo was ridiculed world-wide after her tragedy while Bethany was received letters from tens of thousands.  We’ll also take a look at a biography of Muhammad Ali: hero or draft dodger.

biography.bethany.lolo.51RdMqivNDL._AA160_ ali.myers61UAnPd3g-L._AA160_

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Week of Oct. 12th, 2014

Library & Media Technology Class- Week 7

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

I can identify biography books and the collective biography.  One of the biographies, one from Howard Elementary, is a collective biography with not only Bethany Hamilton in it but also one football star and two movie stars.

biography.bethany hamilton.51g6OhERteL._AA160_biography.bethany#451LT7jdImBL._AA160_soulsurfer2.51YAkSvjuaL._AA160_soulsurfer3.51vDeXxd9UL._AA160_bio.bethany6.61zYVKFqbcL._AA160_

 

Unit/Theme: library vocabulary: spine, front cover, biography, autobiography.  We will also discuss Internet safety.

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Week of Oct. 5th, 2014

Library & Media Technology Class- Week 6

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

I can identify a biography and a timeline.   In this lesson, we will discuss the life of Harry Houdini, possibly the greatest magician in history.  Having introduced Houdini last week, we will look into the timeline of his life more and compare him to other magicians.  We’ll discuss whether biographies or autobiographies are more true, more honest.

houdini.2.bio51av9OFh+IL._AA160_  houdini.3.61nyfAw0i0L._AA160_  houdini.4.51TETur-AkL._AA160_houdini.battle of magicians51d1EQTNpJL._AA160_

Unit/Theme: library vocabulary: spine, front cover, biography, autobiography.  We will also discuss national cybersecurity month.

Booktalks: Shiloh, Fourth Grade Rats, and Holes

Week of Sept. 29, 2014 – November 10th, 2014

Library & Media Technology Class-Week 11

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll going to take an initial look at the difference between a folktale such as Precious and the Boo Hag and the classic Rapunzel by the Brothers Grimm.  We will also discuss the differences between difference versions of Rapunzel.  We’ll look at literary elements of a story as well.

rapunzel.download  rapunzel.tangled.download

Library & Media Technology Class-Week 10

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN RETELL FABLES, FOLKTALES, AND MYTHS.  I CAN DETERMINE THE MORAL OF A FOLKTALE.  I CAN DETERMINE HOW THE MORAL, LESSON, OR CENTRAL THEME ARE SHOWN THROUGH KEY DETAILS.  (STANDARD CC.3.R.L.2)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week, we have now moved onto folktales.  In this trickster tale, a shapeshifting witch tries to outwit a girl left home alone.  It’s a  wonderful tale of a young girl outwitting a powerful but not particularly clever boo hag, the book draws together all kinds of great classic storytelling elements without ever becoming bogged down or clunky under its narrative. It’s a  ruby in the dust that gives us a chance to discuss elements of a good story.  We discuss what type of book Precious and the Boo Hag would be.  Could it be a biography?  We will take a brief look at another strong character who finds a way to cope with her challenges in the Mermaid Queen.

precious and 51p8X6atj7L._AA160_  mermaidqueen.download

Library & Media Technology Class – Week 9

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I CAN IDENTIFY THEME, SETTING, AND PLOT.   (STANDARD CC.3.R.L.9)

This week we’ll take a look at an autobiography of Orson Welles, after we consider the 791.0  radi0 rendition of War of the Worlds that he is famous for.  After we take a look at his famous broadcast and another consideration of Aliens coming to Earth, one that’s from the 811 section, we’ll consider the reliability of his autobiography.  In light of what happened after subsequent broadcasts, we’ll consider whether statements from his autobiography are reliable or fudged by his oversized ego.  Autobiographies can skew the truth at times.

aliens.download         aliens.mcnaughton.31anT9hfTLL._AA160_aliens.orsonwells241iGtCvC-8L._AA160_

Library & Media Technology Class- Week 8

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
This week we’ll discuss biography in terms of how the person is portrayed.  We’ll compare and contrast Lauren Scrugg’s biography to Bethany Hamiltons.  LoLo was ridiculed world-wide after her tragedy while Bethany was received letters from tens of thousands.  We’ll also take a look at a biography of Muhammad Ali: hero or draft dodger.

biography.bethany.lolo.51RdMqivNDL._AA160_ ali.myers61UAnPd3g-L._AA160_

Library & Media Technology Class- Week 7

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I can identify biography books and the collective biography.  One of the biographies, one from Howard Elementary, is a collective biography with not only Bethany Hamilton in it but also one football star and two movie stars.

biography.bethany hamilton.51g6OhERteL._AA160_biography.bethany#451LT7jdImBL._AA160_soulsurfer2.51YAkSvjuaL._AA160_soulsurfer3.51vDeXxd9UL._AA160_bio.bethany6.61zYVKFqbcL._AA160_

 

Unit/Theme: library vocabulary: spine, front cover, biography, autobiogr

Library & Media Technology Class- Week 6

I CAN ASK QUESTIONS TO SHOW I UNDERSTAND.  I CAN ANSWER QUESTIONS TO SHOW I UNDERSTAND. I CAN LOCATE AN ANSWER TO A QUESTION. (STANDARD CC.3.R.L.1)
I CAN DESCRIBE A CHARACTER’S FEELING BASED ON INFORMATION IN A TEXT.  I CAN DESCRIBE A CHARACTER’S TRAITS/MOTIVATION.  I CAN RETELL THE SEQUENCE OF EVENTS USING TIME ORDER WORDS.  I CAN INFER A CHARACTER’S FEELINGS AND/OR EMOTIONS.  I CAN INTERPRET HOW A CHARACTER’S TRAITS, MOTIVATIONS, AND FEELINGS LEAD TO ACTIONS.  I CAN EXPLAIN HOW A CHARACTER’S ACTIONS CONTRIBUTE TO THE SEQUENCE OF EVENTS.  (STANDARD CC.3.R.L.3)
I CAN IDENTIFY DIFFERENT GENRES OF TEXT. (STANDARD CC.3.4.L.4)
I CAN IDENTIFY POINT OF VIEW, THE NARRATOR’S POINT OF VIEW, AND A CHARACTER’S POINT OF VIEW.  I CAN COMPARE/CONTRAST MY OWN POINT OF VIEW TO THE NARRATOR’S OR THE CHARACTER’S POINT OF VIEW.    (STANDARD CC.3.R.L.3)
I can identify a biography and a timeline.   In this lesson, we will discuss the life of Harry Houdini, possibly the greatest magician in history.  Having introduced Houdini last week, we will look into the timeline of his life more and compare him to other magicians.  We’ll discuss whether biographies or autobiographies are more true, more honest.

houdini.2.bio51av9OFh+IL._AA160_  houdini.3.61nyfAw0i0L._AA160_  houdini.4.51TETur-AkL._AA160_houdini.battle of magicians51d1EQTNpJL._AA160_

Unit/Theme: library vocabulary: spine, front cover, biography, autobiography.  We will also discuss national cybersecurity month.

Booktalks: Shiloh, Fourth Grade Rats, and Holes

 

 Library Media & Technology Class- Week 5

I can recognize the difference between an autobiography and a biography.  In this lesson, we will discuss the life of Bill Peet, a man and artist who worked with Walt Disney and wrote a book about his life, his work at Disney Studios,  & his books.   Having just finished the Steve Jobs biography of Walter Isaacson, we will discuss that book, discuss a biography of Chris Van Allsburg, and read and discuss the newest Harry Houdini: World’s Greatest Mystery Man and Escape King by Kathleen Krull.

(We also discussed user names, passwords, and TypingWeb.com.)

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Unit/Theme: library vocabulary: call number, biography, autobiography.  We will also discuss Google accounts

Booktalks: Bill Peet, an autobiography

  • (Will start typingweb when we return to the computer lab as students need to be able to type well for online testing.)
  • Author studies: Chris Van Allsburg.  (The goal is to get the students to read a greater variety of books.)  Technology: Steve Jobs
  • Biography studies: the life of the first American superhero: Harry Houdini.
  • Computer skills: passwords
  • (Follow-up: next week we will look at Big Head biographies and the photo bio by Russell Freedman.)
  • Extensions: http://www.louissachar.com/HolesBook.htm and
  • STANDARDS

American Association of School Librarians, Standards for the 21st Century Learner:

  • 4.1.1, Read, view, and listen for pleasure and personal growth.

COMMON CORE STANDARD(S)

  • CC.2.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including prose, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

KEY VOCABULARY:

  • Biography
  • Autobiography
  • E books

SUPPLEMENTARY MATERIALS:

  • Nonfiction pop-up poetry books
  • read-alouds and sample booktalks
  • by Bill Peet: an Autobiography
  • The Life of the Great Escape Artist Houdini

Preparation:

  • Adaptation of content
  • Links to background
  • Links to past learning
  • Strategies incorporated

SCAFFOLDING:

  • Modeling
  • Guided practice
  • Comprehensible input

GROUP OPTIONS:

  • Whole class

INTEGRATION OF PROCESSES:

  • Reading
  • Speaking
  • Listening

APPLICATION:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

ASSESSMENT:

  • Group
  • Oral
  • Lesson Sequence

TRANSITION:

  • Tell students that Biographies are not false, just like nonfiction.  Ask them who they would like to read about.

ANTICIPATORY SET:

  • Discuss what a life story is.  Discuss biography and autobiography with the students.  How are they similar? What do the words mean? Can they use them is a sentence?

INSTRUCTION/CHECK FOR UNDERSTANDING:

  • Show students the covers of the books.  Comprehension strategies.
  • Show students the cover of “Bill Peet: an autobiography,” which may be familiar to some of the class as many Bill Peet books are still famous.
  • Read sections of the books.  Does the book sound like a story or a picture book? How do you know the story is true?  Could it be exaggerated?
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