LESSON PLAN FORMAT West Virginia University Teacher Education Preservice Teacher: Samantha Harkins & Larissa Vlassich

Grade level/Age: Fourth Grade Subject: Technology & Reading School/Center: EDUC 400 Date: 3/19/2012

Time of Day: 7-950

Signature for Approval: _______________________________________

Learning Focus: (What will students learn during this lesson?) Students will use blogger.com to complete a reading/ writing assignment. Co-teaching Strategy: Team Teaching Materials: (including media and technology if appropriate) computers internet access Prerequisites: (What should students already know or be able to do? How will you determine that?) Students should be able to access the internet on a computer. Students should be able to use a Venn diagram. Learner Differences: (Without identifying individuals, what learning differences including special needs and diversity are present in this class?) Possible reading comprehension disabilities State Standards and Objectives: (Include State Technology Standards if appropriate.) CSOs:
Content: http://wvde.state.wv.us/p olicies/csos.html

Objectives: (What will students know and be able to do? State in measurable, observable terms, identifying what behavior will denote mastery.) The students will:

Assessment: (Assessments must match objectives. How will you know that students achieved each objective?) The students will: Be able to make sense of the pictures shown and create meaning behind the picture. With this when it comes time to read the story the students will better understand the meaning of the story.

RLA.S.4.1: Students will apply reading skills and strategies to inform, to perform a task and to read for literacy experience by identifying and using grade appropriate essential reading components (phonemic awareness, phonics, vocabulary, fluency, comprehension, written application) and selecting a wide variety of literature and diverse media to develop independence as readers.

RLA.O.4.1.06: examine meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, text structure, topic)

RLA.S.4.2: Students will apply writing skills and strategies to communicate effectively for different purposes by using the writing

RLA.O.4.1.08: interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details. RLA.O.4.2.03: identify and produce a sentence with proper word choice to include: verb tense verb usage subject/verb agreement pronoun usage

Be able to compare and contrast the three pictures provided and will be able to create a Venn diagram as a class to point out the similarities and differences between each individual picture. Students will be able to read through Venn diagram and make sure they are using the correct word choices to describe the similarities and differences in the pictures.
Revised 1/27/10

process applying grammatical and mechanical properties in writing and selecting and evaluating information for research purposes. RLA.S.4.3: Students will apply listening, speaking and media literacy skills and strategies to communicate with a variety of audiences and for different purposes.

adjectives and adverbs

RLA.O.4.3.02: distinguish a variety of messages conveyed through visual media (e.g., internet, database, email, electronic resources, online research).

For a future assignment students will be able to find their classmates individual venn diagrams and make useful comments on each others for better understanding.

21 Century Standards: http://wvde.state.wv.us/policies/p2520.14_ne.pdf st st 21 Century learning skills: 21 Century tech tools: 21C.O.3-4.1.LS3: Student, cognizant of 21C.O.3-4.1.TT9: Student participates Standard 1: Information in several curriculum- based and communication skills audience and purpose, articulates thoughts and ideas accurately and effectively through telecommunications projects as class oral, written or multimedia communications. activities (e.g., web quests, ask an expert, collaborative email projects, online discussions). Student uses telecommunications efficiently and effectively to access remote information and communicate with audiences. 21C.O.3-4.2.LS1: Student engages, with 21C.O.3-4.2.TT2: Student collaborates Standard 2: Thinking teacher assistance, in a critical thinking with peers, experts and others using and Reasoning Skills process that synthesizes knowledge and telecommunications and online ideas. resources (e.g., e-mail, online discussions) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. 21C.O.3-4.3.LS4: Student appreciates, 21C.O.3-4.3.TT2: Student evaluates Standard 3: Personal accepts and works cooperatively with others, bookmarked Internet sites or teacherand Workplace Skills in both academic and social contexts, shares directed sites for relevance to responsibility for continued improvement of curriculum tasks the academic performance and climate of the school, and exhibits ethical behavior while working alone or communicating with others. Procedures: For each procedure listed below, describe in detail how you will modify instruction for the diverse learners in your class. Introduction (How will you, the teacher, get students interested in the lesson?) 1. Teacher will go to Blogger.com 2. Teacher will show students how to login to Blogger.com 3. Teacher will explain different ideas on how to use blogger.com Development (What will you do? What will students do? Include your teaching strategies, management strategies and transitions.) 1. Teacher will open his/her blogger to selected pages of Where the Wild Things Are. 2. Students will individually compare and contrast the two pictures describing what they see in the picture, what the picture means to them, the boys feelings etc using a Venn Diagram. 3. (For this lesson, students will take out a piece of paper and write down their comparisons.) 4. Teacher will explain how to make a new post on their blog when submitting their comparisons. Closure (How will you bring closure to the lesson?) 1. As a class we will make a Venn diagram together to compare and contrast the three pictures shown to better understand the changes throughout the story. Then we will discuss the Venn Diagram and the changes we can see in the pictures to represent the beginning middle and end of the story.
Revised 1/27/10

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