Rachel+Rengering

Daily Lesson Plan Template
** Content Standards: ** These are South Carolina state language arts standards for fifth grade: 5-5.1: Create informational pieces (for example, book reviews and newsletters articles) that use language appropriate for the specific audience. 5-6.2: Use print sources and non-print sources to access information. 5-6.6: Use the Internet as a source of information.  ** X ** Creativity and innovation o Communication and collaboration
 * Lesson Title: Buy This Book! || Related Lessons: ||
 *  || Unit: Book Reviews ||
 * ** GOALS ** ||
 * **ISTE NETS-S **
 * X ** Research and information fluency || 

o Critical thinking, problem-solving, & decision-making The students will select a book, read it, and use the Internet to find reviews on the book. Using the information they have found and their own opinions, they will write and post a book review on a class blog. Before beginning this activity, I will have asked students to select a book they wish to read and review. The students will have been reading the book already, so that class time will not need to be spent on reading. Additionally, I will have signed up to use the library and computer lab for research. I will then pose the problem to the class: You are an agent for the author of your book, and you need to sell this book to readers everywhere. One way you will do this will be by writing a review. This problem is relevant to students because they evaluate books they read all of the time, and they need to know how to express to their peers whether or not the book is something their classmates may enjoy. ||  || I will allow 2 class periods for research.
 * X ** Digital citizenship
 * X ** Technology operations and concepts ||
 * Instructional objective(s): **
 * ** ACTION ** ||
 * ** Before-class preparation: **
 * During class
 * Time || Instructional Activities || <span style="color: #000000; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';">Materials & Resources ||
 * <span style="color: #000000; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';">

I will allow 2 class periods for writing the reviews using the information.

I will then allow 2 class periods to publish the reviews on the class blog. || <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. Students will have read a book of their choosing. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. Students will go to computer lab/library to research any previously written reviews on this book to see what others think. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. Students will write their own reviews using their own opinions and information they have found. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">4. Students will publish their review on the classroom blog. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Books students have read <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· computers with Internet access <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· research materials  || <span style="color: #000000; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';"> Notes: Student groupings, environmental modifications needed, etc. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Grouping: Students will be working individually.


 * ** MONITOR ** ||

<span style="color: #000000; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';">Ongoing assessment(s): Students’ final book review will be assessed as a writing grade, using our state writing rubric. Their participation in research and work efforts will be assessed using a rubric that they will be given ahead of time, which will include number of sources used and how well students utilized given time. Accommodations and extensions: My ESOL student will receive additional support and time working with his ESOL teacher. As an extension for any early finishers, I will have students research book reviews on other books they are interested in. Another option will be that early finishers may begin writing interview questions for the author of their book. Backup plan: If anything interferes with our Internet research, we will have to modify and students only use their own opinions to write their reviews.

**Content-Area Unit Plan - Lesson 2 (week 6)**
**Content Standards:** These are South Carolina state language arts standards for fifth grade: 5-5.1: Create informational pieces (for example, book reviews and newsletters articles) that use language appropriate for the specific audience. 5-6.2: Use print sources and non-print sources to access information. 5-6.6: Use the Internet as a source of information.
 * Lesson Title: Calling All Critics! || Related Lessons: Buy This Book! ||
 * || Unit: Book Reviews ||
 * ** GOALS ** ||
 * ** ISTE NETS-S **
 * X ** Creativity and innovation
 * X ** Communication and collaboration
 * X ** Research and information fluency ||

<span style="font-family: Wingdings; mso-ascii-font-family: Arial; mso-char-type: symbol; mso-hansi-font-family: Arial; mso-symbol-font-family: Wingdings; msoasciifontfamily: Arial; msochartype: symbol; msohansifontfamily: Arial; msosymbolfontfamily: Wingdings;">o Critical thinking, problem-solving, & decision-making The students will survey other students to determine what makes a “great book” to them. Each student is looking to find out the interests of his/her classmates (and other students) in order to see how to promote the book he or she has read and written a report on. Students will have already written their book reports from the first lesson. They will also have already worked on the classroom blog. Also, I will have needed to create ePals accounts for students so they can get the opinions of students from other places. I will pose the next part of the problem to the class: You are an agent for the author of your book, and you need to sell this book to readers everywhere. You need to know what kinds of things your peers want to see in books and what makes a book great to them. You will find this out by collecting information from your classmates and other students. Additionally, I will have reserved the computer lab for two class periods (one earlier in the week, one later in the week). Also before beginning this lesson, students will have been assigned homework to come up with at least 5 “survey” type questions that ask their peers what kinds of things they want to see in a great book or what makes a book interesting and desirable to them. These questions are what the students will post in the lesson. || || I will allow one class period earlier on in the week for students to go to the computer lab and post their questions to their learning community.
 * X ** Digital citizenship
 * X ** Technology operations and concepts ||
 * Instructional objective(s): **
 * ** ACTION ** ||
 * **Before-class preparation:**
 * <span style="display: block; font-family: Arial; msobidifontfamily: 'Times New Roman'; text-align: center;">During class
 * Time || Instructional Activities || Materials & Resources ||

Students in my class will be given time during independent reading to use our classroom or library computers to visit the classroom blog throughout the week to answer their classmates’ questions. They may also choose to go during their recess or any other free time they discover.

I will allow one class period at the end of the week to return to the computer lab to collect results. || <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. Students will go to computer lab and post “survey” questions on classroom blog. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. Students will also use “ePals” to find information from students in other schools. They will post their “survey” questions in a discussion forum on the site. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. During the course of the week, students will visit the classroom blog to answer their classmates’ questions. This will be in a quick discussion “comment” type form. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">4. At the end of the week, the class will again visit the computer lab to collect the answers others have left for them. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">5. Students will collect and organize all data in order to use for the next portion of this unit. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· computers with Internet access <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Questions students have written || Notes: Student groupings, environmental modifications needed, etc. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Grouping: Students will be working individually.
 * ** MONITOR ** ||

Ongoing assessment(s): The homework assignment of writing the questions will be checked for completion. Students’ participation in the computer lab and work efforts will be assessed using a rubric that they will be given ahead of time, which will include how well students utilized given time. Accommodations and extensions: My ESOL student will receive additional support and time working with his ESOL teacher. As an extension for any early finishers, I will have students continue the extension from before by working on interview questions for the author of the book they are trying to sell. Backup Plan: If Internet is down, etc., I will modify by having students ask their questions orally to classmates to receive their data. Another modification I foresee could be time issues, for which I will monitor and adjust as needed to provide more time.

= Daily Lesson GAME Plan Template – Week 7 (digital storytelling)  = || Related Lessons: “Buy This Book!” “Calling All Critics!” || || **Content Standards:** These are South Carolina state language arts standards for fifth grade: 5-5.1: Create informational pieces (for example, book reviews and newsletters articles) that use language appropriate for the specific audience. 5-6.2: Use print sources and non-print sources to access information. 5-6.6: Use the Internet as a source of information. <span style="font-family: Wingdings; mso-ascii-font-family: Arial; mso-char-type: symbol; mso-hansi-font-family: Arial; mso-symbol-font-family: Wingdings; msoasciifontfamily: Arial; msochartype: symbol; msohansifontfamily: Arial; msosymbolfontfamily: Wingdings;">o Critical thinking, problem-solving, & decision-making Using information they have collected from peers, students will create a digital story, trying to “sell” the book they have reviewed by telling viewers why they know that the book is something others will enjoy. Students will have the information they collected from the surveys on what things students like to see in books. I will pose the next part of the problem to the class: You are an agent for the author of your book, and you need to sell this book to readers everywhere. Now that you know what your peers like to see in books, you will share with them why they will like the book you are “selling.” Use the information you have gathered to share with your classmates what is in your book that you know they will love. I will have reserved the laptop cart for 2-3 consecutive class periods if possible. If the laptop cart is unavailable, I will use the computer lab. I will also have scheduled for our technology coach to be in the room for support with management issues, etc. Also, outside of the classroom, students will be assigned to write the “scripts” for the digital stories. || || The “script” will be written outside of class using the information they found from the surveys from the previous lesson. I will allot 1 class period for the presentations to be viewed by the class. || <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">1. Outside of class, students will analyze the results from their survey questions to determine how they will know that their classmates will enjoy the book they are “selling.” They will write the “scripts” for their digital stories by sharing the aspects of the book that they know classmates will enjoy. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">2. Using the laptop cart or computer lab, students will search for images that they will include in their digital stories. They will save these images in our class folder on the network. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">3. Students will create their digital stories by using the pictures they have found and recording their scripts to make the final product. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">4. Students will save their digital stories to our class folder on the network. <span style="font-family: Arial; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">5. Students will present digital stories to class. || <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· computers with Internet access and recording technology and software <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Technology coach for support <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Online images <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Pre-written “scripts” || Notes: Student groupings, environmental modifications needed, etc. <span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msofareastfontfamily: Symbol; msolist: Ignore;">· Grouping: Students will be working individually.
 * Lesson Title: This Book’s For YOU!
 * || Unit: Book Reviews
 * ** GOALS  ** ||
 * ** ISTE NETS-S **
 * X ** Creativity and innovation
 * X ** Communication and collaboration
 * X ** Research and information fluency ||
 * X ** Digital citizenship
 * X ** Technology operations and concepts ||
 * Instructional objective(s): **
 * ** ACTION   ** ||
 * **Before-class preparation:**
 * During class
 * Time || Instructional Activities || Materials & Resources ||
 * I will allot 2-3 class periods (depending on how much time is needed) for students to search and find photos for their digital stories as well as record their “scripts” and create their final products.
 * ** MONITOR  ** ||

Ongoing assessment(s): The homework assignment of the “script” being written will be checked for completion. Students’ participation on their digital stories and work efforts will be assessed using a rubric given to students ahead of time. This will also include a grade given for the final product of the digital story. Accommodations and extensions: My ESOL student will continue to receive support from his ESOL teacher. As an extension for early finishers, students will continue to work on the extension from the previous lessons and may choose to start a digital story of the mock interview with the author of their book, finding images of the author and recording the question and answer segment. Backup Plan: I have a backup plan ready of using the computer lab if the laptop cart is unavailable. If our technology coach is unavailable, I may need to utilize extra class time to take care of basic management issues.