Story Add-Ons
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This lesson provided by:
Author: Maggie Chesser
System: Shelby County School: Oak Mountain Intermediate School
General Lesson Information
Lesson Plan ID:
4999 Title:
Story Add-Ons Overview/Annotation:
This is a technology-rich lesson plan which allows students to explore proper language conventions while utilizing portable keyboards, chromebooks, or laptops for word processing.
Associated Standards and Objectives
Content Standard(s):
English Language Arts 24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.4.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.4.3a]
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. [W.4.3b]
c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.4.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]
Alabama Alternate Achievement Standards
AAS Standard:
Digital Literacy and Computer Science 12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.
Unpacked Content
Evidence Of Student Attainment:
Students will:
use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades. Teacher Vocabulary:
digital tools
communicate
key ideas
informs
persuades Knowledge:
Students know:
digital tools are available that enable them to inform others.
digital tools are available that enable them to persuade others. Skills:
Students are able to:
use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade. Understanding:
Students understand that:
digital tools can be used to communicate by informing and/or persuade others.
Digital Literacy and Computer Science 14) Type 20 words per minute with 95% accuracy using appropriate keyboarding techniques.
Unpacked Content
Evidence Of Student Attainment:
Students will:
type 20 words per minute with 95% accuracy using appropriate keyboarding techniques. Teacher Vocabulary:
words per minute
accuracy
keyboarding techniques
QWERTY keyboard
home row Knowledge:
Students know:
keyboarding techniques.
by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working. Skills:
Students are able to:
type 20 words per minute with 95% accuracy using appropriate keyboarding techniques. Understanding:
Students understand that:
by knowing the keyboard, less time is spent on entering information so the focus is the content with which they are working.
Local/National Standards:
Primary Learning Objective(s):
Students will demonstrate detailed writing practices. Students will acquire keyboarding skills and basic computer knowledge.
Additional Learning Objective(s):
Preparation Information
Total Duration:
31 to 60 Minutes
Materials and Resources:
Writing prompts printed on individual sheets or on the chalkboard or a transparency.
Technology Resources Needed:
AlphaSmart or other portable keyboards, chromebook, or keyboard; printer that communicates with the chosen devices
Background/Preparation:
Teacher should review with the students how to tell the difference between the beginning, middle, and end of a story. Orient students as to the functions of the device used for word processing. Assign students a writing sample to practice word processing skills. As a class, read aloud previous writing samples to evaluate the strong and weak aspects of the writing.
Procedures/Activities:
1.)Distribute portable keyboards to the students.
2.)Divide the class into three groups and assign each group a different writing prompt. Set the timer for 15 minutes.
3.)Let each student develop the beginning to a story. When the timer sounds, have them pass the keyboards to the person on their right within their groups.
4.)Give the students a few minutes to read what has already been written. Set the timer again, and they will develop the middle of the story using the first person's beginning.
5.)After the timer sounds, pass the keyboards to the right again so that a third person in the group gets the keyboard. This person will write the ending to the story in the last 15 minutes.
6.)When the time is up, have the students give the keyboard back to the person who started the story. He/she will proofread and edit.
7.)The last step is to print and share the stories with the class.
Assessment
Assessment Strategies
Once the writing and editing is finished, evaluate the printed copies to see what areas need improvement or additional class time.
Acceleration:
Intervention:
View the
Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
