| Lesson Plan ID: |
17134 |
| Title: |
What Do You See When You Look in the Mirror? Examining Character Motivation |
| Overview/Annotation: |
During this unit, students will ask “Why do we do what we do?” They will read different novels to analyze character motivation. Throughout the unit they will debate whether they think characters made smart choices and why. They will also become more familiar with story elements. |
| Content Standard(s): |
| ELA(4) | 3. Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres. | | ELA(4) | 4. Identify literary elements and devices, including characters, important details, and similes, in recreational reading materials and details in informational reading materials. | | ELA(4) | 7. Compare story elements and the experiences and feelings of literary characters to students' lives. | | ELA(4) | 14. Identify strategies of a skillful listener, including attending to the listening task and assigning meaning to the message. | | TC2(3-5) | 1. Use input and output devices of technology systems. | | TC2(3-5) | 2. Use various technology applications, including word processing and multimedia software. | | TC2(3-5) | 3. Identify common hardware and software problems. | | TC2(3-5) | 7. Explain the influence of technology on society. | | TC2(3-5) | 10. Use digital environments to collaborate and communicate. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will:
a) Name the main characters in a text.
b) Retell a story including the problem, solution and climax.
c) Research and create a slideshow presentation on owls. |
| Additional Learning Objective(s): |
Students will:
a) Cut and paste to a document.
b) Create a basic slideshow presentation.
c) Create a document using desktop publishing software.
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
Hoot by Carl Hiaasen
Wringer by Jerry Spinelli
The True Story of the Three Little Pigs by Jon Scieszka
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| Technology Resources Needed: |
Computers with Internet access, printer, desktop publishing software, word processing software, presentation software, LCD projector for viewing presentations |
| Background/Preparation: |
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| Procedures/Activities: |
1.)
Introduce the essential question by reading The True Story of the Three Little Pigs. Visit the website below and discuss the elements of a story. Explain how the question ”Why do we do what we do?” can be discussed with everything we read this semester.
( Elements of a Story) This site describes each element of a story in many details.
2.)
Review the content questions before introducing the novel. Introduce the book, Wringer, and explain that there is a boy in the novel who has some hard choices to make. As the class works through the book study focus on identifying the elements of the story.
Have students continue to examine the question, ”Why do we do what we do?”.
3.)
While studying Wringer have students use desktop publishing software to create a brochure for “Family feast.” They will use facts found in the book along with creative “extras” to complete the project. They must include an article on the pigeon shoot and the carnival, along with at least one price list for either games or rides.
Review the link below to show students how to create a brochure.
4.)
Review the elements of a story before introducing the next novel. Introduce the book, Hoot, with a discussion of endangered animals. Review how Palmer felt about the pigeon in Wringer, and explain that many people have a love like that for animals. In the book, Hoot, there is a mystery that also involves birds but this time the birds are endangered.
5.)After completing Hoot, have students create a slideshow presentation on burrowing owls. They must include facts on habitat, food, region they live, and a slide on whether they believe Roy made the correct choice or not. They will use different search engines like Google to research the burrowing owl. They must also include pictures of burrowing owls. Review the attached instruction sheet on how to copy and paste and how to save a picture from the Internet with the students. Review the link below to help students create their slideshows. ( Power Point Tutorial) This link teaches students how to create a multimedia presentation.
6.)Allow students to present their slideshows. Have students discuss why they think the characters acted the way they did.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
HootMultimediaProjectRubric.doc
FamilyFeastBrochureRubric.doc
How to Copy and Paste.doc
Saving a picture from the Internet1.doc
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| Assessment Strategies: |
Students will be assessed using the attached rubrics. |
| Extension: |
Possible extra activities:
•Compile web pages and create links
•Write a letter to a community leader about protecting wildlife
•Lead a debate on pigeon hunting
•Create a slideshow project on Cher Ami |
| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
|
Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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