Unit Planning
I. Fables
- This language arts unit is focused
on the standard course of study of
the
sixth grade, and will cover reading, writing, and defining.
- This unit will allow students to
look at multiple examples of fables,
as
we discuss the characteristics of each, and compare and contrast those
characteristics. We will also write our original fables, using
the
characteristics we have discussed.
II. Unit Objectives
-Language arts, Objective 1- The
learner will use language to express individual perspectives drawn from
personal or related experience.
-Language arts, Objective 5-The
learner will respond to various literary genres using interpretive and
evaluative processes.
-Language arts, Objective 6- The
learner will apply conventions of grammar and language usage.
-Computer literacy, Objective 1- The
learner will understand important issues of a technology-based society
and will exhibit ethical behavior in the use of computer and other
technologies.
-Computer literacy, Objective 3- The
learner will use a variety of technologies to access, analyze,
interpret, synthesize, apply, and communicate information.
III. Enabling Objectives
Language
arts, Objective 1
1.01 Narrate an expressive account (e.g., fictional or
autobiographical) which:
- uses a coherent organizing structure appropriate to purpose,
audience, and context.
- tells a story or establishes the significance of an event or
events.
- uses remembered feelings and specific details.
- uses a range of appropriate strategies (e.g., dialogue, suspense,
movement, gestures, expressions).
Language arts, Objective 5
5.01 Increase fluency, comprehension, and insight through a
meaningful and comprehensive literacy program by:
- using effective reading strategies to match type of text.
- reading literature and other materials selected by the teacher.
- discussing literature in teacher-student conferences and small
group discussions.
- taking an active role in whole class seminars.
- recognizing underlying messages in order to identify theme(s)
within and across works.
- exploring relationships between and among characters, ideas,
concepts and/or experiences.
5.02 Study the characteristics of literary genres (fiction,
nonfiction, drama, and poetry) through:
- reading a variety of literature and other text (e.g., novels,
autobiographies, myths, essays, magazines, plays, pattern poems, blank
verse).
- interpreting what impact genre-specific characteristics have on
the meaning of the work.
- exploring how the author's choice and use of a genre shapes the
meaning of the literary work.
- exploring what impact literary elements have on the meaning of
the text such as the influence of setting or the problem and its
resolution.
Language
arts, Objective 6
6.01 Demonstrate an understanding of conventional written and
spoken expression by:
- using a variety of sentence types correctly, punctuating them
properly, and avoiding fragments and run-ons.
- using appropriate subject-verb agreement and verb tense that are
appropriate for the meaning of the sentence.
- using pronouns correctly, including clear antecedents and correct
case.
Computer Literacy, Objective 1
1.02 Recognize and discuss how Copyright Laws protect ownership of
intellectual property and discuss consequences of misuse.
1.10 Demonstrate appropriate use of copyrighted materials in word
processing documents used for content projects/assignments.
Computer
literacy, Objective 3
3.09 Demonstrate knowledge of the advantages/disadvantages of
using word processing to develop, publish, and present information to a
variety of audiences.
3.11 Use rubrics to evaluate multimedia presentations for elements
(e.g., content, organization, accuracy, design, purpose).
3.13 Use evaluation tools to select Internet resources and information
for content and usefulness in content area assignments.
IV. Introduction
V. Development
- Lesson 2- Go to computer lab. Instruct students to go to fables activity
website. Allow students to explore range of fables while working
on vocabulary with crossword puzzles. Next have students search
on safe engines to find
presentation ideas.
Find thier favorite fable. (Computer literacy objective, 1.10, 3.13.
Language arts objective,5.02)
- Lesson 3- In classroom, demonstrate Microsoft Access on
projector. Show kids how to use a pre-made form to write short
reviews of fables. Explain what constitutes a good review.
Allow them to practice writing a review about some of the fables we
have already read. In class allow students to read new
fables. Go to computer lab and write reviews of the fables they
read. I will compile these for the students to refer to.
(Language arts objective, 5.01. Comuter literacy objective, 3.09)
- Lesson 3- Have students choose characters for their original
fables. I will have them think about people they know to get
character traits. I will have them choose an animal that best
fits the people they selected. After they have their characters,
I will have them decide on a lesson the characters will learn.
Students will create an outline using Microsoft Word. Then
students will begin to write a rough draft for their original
fables. (Language arts, objective 6.01, 1.01, Computer literacy
objective, 3.09)
- Lesson 4- Compile completed work. This includes, "what
makes a fable" lists, favorite fable(s), and final copy of original
fable. After compiling work, students will go to the computer lab
and create power point presentations to display their work. I
will give a tutorial on how to create slides, use slide designs,
use clip art, and import pictures. (Computer literacy objective,1.10,
3.09, 3.13 )
VI. Conclusion
Last 6
point lesson plan
Language arts: 5.01, 6.01
Computer literacy:3.09,
3.11, 3.13
Time needed: 2-3 days
VII. Materials/Resources Available/Needed
These information resources include references to people, items on
shelves and items in computer storage (diskettes, hard drives, and
networks).
- Expert from the United States: Kathy Proctor, 6th
grade Language arts teacher, wishes to keep personal information
private.
- Email Conferences
- Set of Books for BK-12 students: -A set of
age-appropriate
books and/or instructional materials for this unit plan.
- Curriculum Library Resources (info):
A list selected relevant curriculum library resources.
<>
"Linoleum blocks by Antonio
Frasconi to illustrate Twelve fables of Aesop newly narrated by
Glenway Wescott."
- Video Resources (info)
(TV/Cable, videotape, videodisc, online digital video): A list selected
relevant video resources. A variety of resources for finding video are
found at the "info" link.
- Web sites
This is a list of useful web site addresses for this unit plan found
using the web search engines from each of these headings.
- Comparison Spreadsheet: -
- Application file. This spreadsheet file will not
display
on a web
page. To see and use the spreadsheet, you must download it to your
computer
and open it running the same application as was used to create it.
- Excel of Fables
- Web page view. Click this file name to see a web view
of
this spreadsheet. Fables page.
VIII. Equipment Needed
Tasks:
- This is a list specific equipment needed and where equipment
will be
secured
in the room or returned after its checkout.
- 1 computer
- 1 projection system
- 1 Smart board
- Book shelves and rack
- Desks
- Table
- Closet
- Classroom layout.
- Two dimensional view of my classroom.
- We
will occassionally be holding class in the computer lab located in the
school library.
- Wishlist Shopping Spreadsheet
- It is easy for Technology Shopping Lists to go beyond your
classroom or
even your school budget. To find that funding, one can consult the
Grant Development Process site.
IX. Evaluation
- I believe that it will be difficult
to get so much time in the computer lab. I would most like to get
a class set of laptops. Perhaps the $100 laptops will be in
production soon. I believe that this unit is very helpful with
the computer literacy objectives, but it is more difficult to fit them
into the language arts objectives. I believe I would use this
unit again, but I would probably adapt some of the lessons more.
I believe that the activities and the self reflections will aid me
greatly in assesing the measurement of student mastery. By giving
the students a chance to talk about what they learned, what they would
change, and what they liked most, I feel that the students and I will
have a good concept of what worked and what didn't work in the
unit. One thing I could improve on in my lessons is connecting
one lesson to the other. My last lesson seemed to culminate the
unit well, but the individual lessons in the middle seemed to lack
transition.
- To assist in this evaluation, one can use the video composition
begun
and
continued from section IV. above. Use an easy to use video editor such
as iMovie which uses your added footage from this experience to create
a video composition that tells the story of the teaching of this unit.
From time to time in your editing add your own narration to the
videotape
reflecting on things that went well and deserve repeating and those
things
that need modification or deletion from the plan. Keep this video on
file
for the following year to review before you teach the unit again or
"burn"
the digital video version of the file to a CD or DVD disc. Keep the
disc
in your teaching and technology portfolios and reuse the videotape.
- Further technology integration:
- Grading Spreadsheet:
- Application file. This spreadsheet file will not
display
on a web
page. To see and use the spreadsheet, you must download it to your
computer
and open it running the same application as was used to create it.
(Excel for Windows)
- Web page view. Click this file name to see a web
view of
this spreadsheet. Gradebook page.
- Student information Database: (used for grades,
comments
on assignments
and general student information such as emergency phone numbers and
health
issues) This database file will not display on a web page. To see
and use the database, you must download it to your computer and open it
running the same application as was used to create it.
X. Time Period
- -
This unit should take from 10-12 days to complete, depending on the
availability of the computer lab.
- -This amount of time should be
enough to complete each section of the unit, and allow for extra
presenting time.
Unit Plan Author: - Noelle Kitchen\Back
Unit
Plan Grading Template.