ALEX Lesson Plan


Johnny Appleseed

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  This lesson provided by:  
Author:Melissa Sliger
System: Cherokee County
School: Centre Elementary School
  General Lesson Information  
Lesson Plan ID: 14496


Johnny Appleseed


During this lesson, students will learn about Johnny Appleseed through a variety of sources. From the information, students will distinguish between fact and fiction. Students will use the writing process to create their own stories about Johnny Appleseed. They will have the opportunity to publish their work and share it with the class.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (K-2)
1. Identify basic parts of various technology systems.
  • Naming input and output devices
  • Examples: input—keyboard, stylus
    TC2 (K-2)
    2. Identify applications and operations of various technology systems.
    Examples: applications—word processing, multimedia presentation software
    operations—opening, closing, and saving files
  • Using accurate terminology related to technology
  • Example: "press," not "hit," keys
  • Using input devices to enter letters, numbers, and symbols
  • Using special functions of input devices
  • Example: keyboard shortcuts
  • Labeling storage media
  • Removing storage media safely
  • TC2 (K-2)
    3. Demonstrate correct posture and finger placement while using a technology system.
    TC2 (K-2)
    4. Identify safe use of technology systems and applications.
    Examples: protecting personal information online, avoiding inappropriate sites, exiting inappropriate sites
    TC2 (K-2)
    5. Practice responsible use of technology systems and applications.
    Example: maintaining proper settings
  • Demonstrating care of digital equipment and media
  • Examples: washing hands before use, cleaning work area before and after use
  • Distinguishing between ethical and unethical use of others' work
  • Examples: avoiding plagiarism, avoiding manipulation of others' work without permission
    TC2 (K-2)
    7. Use digital tools to access and retrieve information.
    Examples: online libraries, multimedia dictionaries, search engines, directories
  • Evaluating accuracy of digital content
  • Example: determining fact versus opinion
    TC2 (K-2)
    10. Design original works using digital tools.
    Examples: tools—digital drawing tools, music software, word processing software, digital cameras
    ELA2015 (2)
    21. Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]
    a. Read on-level text with purpose and understanding. [RF.2.4a]
    b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]
    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]
    ELA2015 (2)
    32. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. [SL.2.4]
    ELA2015 (2)
    36. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.2.2]
    a. Capitalize holidays, product names, and geographic names. [L.2.2a]
    b. Use commas in greetings and closings of letters. [L.2.2b]
    c. Use an apostrophe to form contractions and frequently occurring possessives. [L.2.2c]
    d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [L.2.2d]
    e. Form uppercase and lowercase letters in cursive. (Alabama)
    f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L.2.2e]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will contrast four facts and fictional elements about Johnny Appleseed's life. Students will use word processing software to publish a story.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Johnny Appleseed by Steven Kellogg
    Johnny Appleseed (All Aboard Reading, Level 1 (Ages 4-6)) by Patricia Demuth, Michael Montgomery
    The True Tale of Johnny Appleseed by Margaret Hodges, Kimberly Bulcken Root
    Johnny Appleseed by Reeve Lindbergh
    Samples of various types of apples(enough for all students to sample the apples)

    Technology Resources Needed:

    Computer with Internet access, printer, LCD projector, word processing software


    Students should understand the steps of the writing process and be able to navigate the Internet. The teacher may request that students bring in a variety of apples.

    1.)Begin the lesson by passing out the different types of apples for students to sample. Ask students what they know about apples. Then ask students if they know the tale of Johnny Appleseed. List the information they share on the board.

    2.)Explain that they are going to be reading a variety of information about Johnny Appleseed. Explain that some of the information may be fact and some may be fiction. (Elaborate on the difference in the two.) Have students write down important information on their Johnny Appleseed worksheets (see attached).

    3.)Read the different books about Johnny Appleseed. After the books have been read, allow students time to visit websites related to Johnny Appleseed. Remind students to write down information they feel is important.
    (Johnny Appleseed)
    This site gives a brief description of Johnny Appleseed's life.

    (Johnny Appleseed)
    This site gives details about Johnny Appleseed's life. It also has a fun illustration.

    5.)Once students have reviewed the different websites, explain that they will be using the information they collected to create their own stories about Johnny Appleseed's life. Have students mention at least four true facts about Johnny Appleseed's life in the story. Review the writing process with the students using the following website.
    (How To: Write A Story)
    This site describes each step in the writing process.

    6.)Once students have completed their rough drafts, teach students how to publish their work using word processing software. Demonstrate the procedures to students before they begin:
    a) Double click on the word processing icon on the desktop.
    b) Type in the title of the story.
    c) Press the shift key and the letter at the same time to capitalize.
    d) Highlight (hold down the left button on the mouse and drag it over the words that need to be highlighted) the title.
    e) Once the title is highlighted, locate and click on the center button on the tool bar. Press Enter,
    f) Begin typing the story. Use the tab key to indent each paragraph.
    g) To change the font style and size, highlight the text and click on the desired font and size on the tool bar.
    h) After text is completed, insert a picture from clip art to illustrate the story.
    i) Click on insert at the top of the screen.
    j) Under picture, choose clip art.
    k) Search clip art using a key word search.
    l) Once a desired picture is found double click on the picture. This will insert the picture into the text.
    m) Once the picture is inserted, use the spell check button to check the spelling in the story (located on the tool bar).
    n) Once the spell check is complete, print the story.
    Click on File, then locate and click on print.

    7.)After students have printed their stories, have each student share his/her story with the class. Once they have all shared, allow them to explore the following website about Johnny Appleseed.
    (Johnny Appleseed)
    This site gives facts about Johnny Appleseed and allows students to paint a picture of him.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    The teacher will use the attached rubric to grade each student's story.





    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.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.