Teacher/Topic: Ashley Williams and Kaela Latimer Dates/Times: 45 minute lessons each day, 8 days total.
Content Standards and Information Literacy
This is for fourth grade students.
AASL 3.1.1 Conclude an inquiry based research process by sharing new understandings and refl ecting on the learning.
AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
AASL 4.1.8 Use creative and artistic formats to express personal learning.
TEKS 4.3A Language Arts: Summarize and explain the lesson or message of a work of fiction as its theme.
TEKS 4.1B Social Studies: Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano. Instructional Strategies
Individual Work
Whole Group Discussion
Trade and share
Summarizing and Note Taking
Performance Objectives
Students will research Native American folktales and choose one to focus on for a presentation.
Students summarize their chosen tale and determine the moral message or meaning behind the story.
Students create a presentation using a Web 2.0 tool that showcases their chosen folktale. It will tell which tribe the tale comes from, summarize the story and give the moral message of the story. They will present this presentation to the rest of the class.
Prior Knowledge:
Students will need to know what the summary of a story is.
Students will need to know how to determine the moral or lesson of a story and how to prove it through the details in a story.
Students will need to know about Native American tribes and their general history in the U.S.
Students will need to understand the different between credible and non-credible resources.
Students will need to know how to use citations or find copyright-free images.
Students will need to know how to use PowerPoint and save slides as images.
Assessment Tool(s):
The teacher will provide a rubric to see if the students have met the criteria of the project. The students will have this rubric when working on the project so they will know what the expectations are.
Learning Tasks:Educators Responsible: Librarian and Teacher
Lesson 1:
Day 1: The classroom teacher will introduce the lesson by explaining that students will be choosing one Native American folktale to focus on for a project. She will explain that students will use their chosen folktale for a project where they will be creating a special presentation to show the rest of the class. She will give students a rubric that details the expectations for the project. She will discuss the importance of comparing different versions of a specific folktale to determine authenticity and making sure it is culturally authentic. In order to teach cultural authenticity, the teacher will use the cultural authenticity PowerPoint. She will then instruct students to start exploring the “Moral of the Story” text set to find a folktale. While students are exploring, the teacher will be conferring with students to make sure they are choosing culturally authentic folktales Day 2: Students continue to look for their folktale using web resources and the teacher/librarian created text set provided. Students will work individually but will confer with the teacher and with classmates as questions arise. Students will continue looking for culturally authentic pieces by comparing various versions of the same tale and using reputable resources. They will make sure to find out what tribe the tale originates from in their research.
Lesson 2:
Day 3: Once students have chosen their story, the teacher will do a mini-lesson reteaching summary. She will also model/re-teach determining the moral of a story by reading The Legend of the Bluebonnet by Tomie DePaola and having a whole class discussion to determine the moral lesson of the story. The teacher will then explain that students should be working on summarizing their chosen folktale and then figuring out (in 1-2 sentences) what the moral message of the story is. The students will begin summarizing their story. Day 4: The students will finish summarizing their story and determining the moral message behind the tale. Once they complete their summaries, they will trade and read with someone at their table for errors and places where they might need to elaborate more or elaborate less.
Lesson 3: Day 5: The librarian will teach the students how to use four different web 2.0 tools for their presentations, as well as one iPad tool for classrooms who have iPad access. The librarian and classroom teacher will be there to facilitate the use of these tools while the students are creating their project. The five tools are: Animoto - a web 2.0 tool used to create short videos. Fotobabble - a web 2.0 tool that allows the user to combine photos and recorded voice. Popplet - a web 2.0 graphic organizing tool that is also available as an app. Prezi - a web 2.0 graphic organizing tool that adds movement to a presentation to spotlight key words and concepts. iMovie - an app that can be used to create movies. Could be used in place of Animoto for classrooms with iPad access. Students will be able to choose one of these resources to create their presentation.
The teacher will review the rubric with the students again to make sure they include each aspect of the project in their final product. Day 6: Students will choose the web 2.0 tool they will use to create their finished product. They will begin building their product. As the students are working, the teacher and librarian will be facilitating the creation of each product as needed. Day 7: Students will finish their products. They will then get with a partner to give/receive feedback on their product. The partner will use the rubric to give feedback. If they need to make any changes based on the feedback they will do it at this time.
Presentations:
Day 8: Students will share their projects with the class.
Lesson Evaluation/Comments: Resources and Materials (listed on reverse side)
Supplement 1A―Collaborative Planning Sheet, Sample 1
Teacher/Topic: Ashley Williams and Kaela Latimer Dates/Times: 45 minute lessons each day, 8 days total.
Content Standards and Information Literacy
This is for fourth grade students.
AASL 3.1.1 Conclude an inquiry based research process by sharing new understandings and refl ecting on the learning.
AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
AASL 4.1.8 Use creative and artistic formats to express personal learning.
TEKS 4.3A Language Arts: Summarize and explain the lesson or message of a work of fiction as its theme.
TEKS 4.1B Social Studies: Identify American Indian groups in Texas and North America before European exploration such as the Lipan Apache, Karankawa, Caddo, and Jumano.
Instructional Strategies
Individual Work
Whole Group Discussion
Trade and share
Summarizing and Note Taking
Performance Objectives
Students will research Native American folktales and choose one to focus on for a presentation.
Students summarize their chosen tale and determine the moral message or meaning behind the story.
Students create a presentation using a Web 2.0 tool that showcases their chosen folktale. It will tell which tribe the tale comes from, summarize the story and give the moral message of the story. They will present this presentation to the rest of the class.
Prior Knowledge:
Students will need to know what the summary of a story is.
Students will need to know how to determine the moral or lesson of a story and how to prove it through the details in a story.
Students will need to know about Native American tribes and their general history in the U.S.
Students will need to understand the different between credible and non-credible resources.
Students will need to know how to use citations or find copyright-free images.
Students will need to know how to use PowerPoint and save slides as images.
Assessment Tool(s):
The teacher will provide a rubric to see if the students have met the criteria of the project. The students will have this rubric when working on the project so they will know what the expectations are.
Learning Tasks: Educators Responsible: Librarian and Teacher
Lesson 1:
Day 1: The classroom teacher will introduce the lesson by explaining that students will be choosing one Native American folktale to focus on for a project. She will explain that students will use their chosen folktale for a project where they will be creating a special presentation to show the rest of the class. She will give students a rubric that details the expectations for the project. She will discuss the importance of comparing different versions of a specific folktale to determine authenticity and making sure it is culturally authentic. In order to teach cultural authenticity, the teacher will use the cultural authenticity PowerPoint. She will then instruct students to start exploring the “Moral of the Story” text set to find a folktale. While students are exploring, the teacher will be conferring with students to make sure they are choosing culturally authentic folktales
Day 2: Students continue to look for their folktale using web resources and the teacher/librarian created text set provided. Students will work individually but will confer with the teacher and with classmates as questions arise. Students will continue looking for culturally authentic pieces by comparing various versions of the same tale and using reputable resources. They will make sure to find out what tribe the tale originates from in their research.
Lesson 2:
Day 3: Once students have chosen their story, the teacher will do a mini-lesson reteaching summary. She will also model/re-teach determining the moral of a story by reading The Legend of the Bluebonnet by Tomie DePaola and having a whole class discussion to determine the moral lesson of the story. The teacher will then explain that students should be working on summarizing their chosen folktale and then figuring out (in 1-2 sentences) what the moral message of the story is. The students will begin summarizing their story.
Day 4: The students will finish summarizing their story and determining the moral message behind the tale. Once they complete their summaries, they will trade and read with someone at their table for errors and places where they might need to elaborate more or elaborate less.
Lesson 3:
Day 5: The librarian will teach the students how to use four different web 2.0 tools for their presentations, as well as one iPad tool for classrooms who have iPad access. The librarian and classroom teacher will be there to facilitate the use of these tools while the students are creating their project. The five tools are: Animoto - a web 2.0 tool used to create short videos. Fotobabble - a web 2.0 tool that allows the user to combine photos and recorded voice. Popplet - a web 2.0 graphic organizing tool that is also available as an app. Prezi - a web 2.0 graphic organizing tool that adds movement to a presentation to spotlight key words and concepts. iMovie - an app that can be used to create movies. Could be used in place of Animoto for classrooms with iPad access. Students will be able to choose one of these resources to create their presentation.
The teacher will review the rubric with the students again to make sure they include each aspect of the project in their final product.
Day 6: Students will choose the web 2.0 tool they will use to create their finished product. They will begin building their product. As the students are working, the teacher and librarian will be facilitating the creation of each product as needed.
Day 7: Students will finish their products. They will then get with a partner to give/receive feedback on their product. The partner will use the rubric to give feedback. If they need to make any changes based on the feedback they will do it at this time.
Presentations:
Day 8: Students will share their projects with the class.
Lesson Evaluation/Comments:
Resources and Materials (listed on reverse side)
Web resources listed at http://ashleyrawson.wikispaces.com/Moral+of+the+Story
Animoto: http://www.animoto.com
Fotobabble: http://www.fotobabble.com/
Prezi: http://www.prezi.com
Popplet: http://popplet.com/
iMovie (on iPads)
The Legend of the Bluebonnet--Tomie DePaola
iPads and computers
Cultural Authenticity PPT:
Web 2.0 PPT:
Name: Date: _
Native American Moral Lesson Project Rubric
from the text.
Teacher Feedback :