FC: Molly's Book of Colors Peggy Doolan
1: Welcome to my Mixbook technology curriculum project! The following pages are examples of work that students might create and publish following the directions of my Predictable Pattern Books lesson plan found at the end of this Mixbook. Technology is a powerful motivator for students. They can create projects that are aesthetically pleasing and that can be published to share with other students, family, and friends. In addition to being viewed on the Web, a Mixbook creation can be printed out as a hard copy book that can be housed in the classroom, presented to the school library, or purchased by parents and guardians as a keepsake of their student's work. Peggy Doolan
2: Molly, Molly, What do you see? I see a red Elmo looking at me.
3: Elmo, Elmo, What do you see? I see a yellow banana looking at me.
4: Yellow Banana Yellow Banana, What do you see? I see a blue Thomas the Tank looking at me.
5: Blue Thomas the Tank, Blue Thomas the Tank, What do you see? I see a green frog named Kermit looking at me.
6: Green Kermit the Frog, Green Kermit the Frog, What do you see? | I see a purple dinosaur named Barney looking at me.
7: Purple Barney Purple Barney, What do you see? I see a white pony looking at me.
8: White Pony, White Pony, What do you see? I see a Pink Barbie looking at me.
9: Barbie, Barbie, What do you see? I see Molly wanting to play with me.
10: To the right you will find my lesson plan aligned with Missouri Grade Level Expectations and Show Me Performance Goals.
11: MixBook Lesson Plan SECTION ONE Author: Peggy Doolan Email Address: email@example.com Semester Created: Fall 2009 LESSON OVERVIEW Title: Predictable Patterned Books Brief Description: In this activity students will create their own predictable patterned stories to emphasize sight words and personal key words. ESSENTIAL QUESTIONS/GENERALIZATIONS The student understands that they will develop fluency and understanding of the structure and patterns found in predictable texts. ENGAGING QUESTION/SCENARIO The teacher will engage students by explaining that a Mixbook is an online book they can create on their own. Mixbook allows the students to show their creativity by making a nice presentable project. Students will adapt a patterned story using people/things important to them. This will make learning sight words easier and more interesting. The teacher will show students an example of a Mixbook she made previously. SUBJECT AREAS ___ Math ___ Science X Reading ___ Writing ___ Social Studies/History ___ Foreign Language ___ Art ___ Music ___ PE X Information and Technology Literacy GRADE LEVEL ___ Kindergarten X Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 ___ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT adapt a patterned book using instant sight words and personal key words that have meaning to them (GLE Communication Arts, Reading, Strand 1 Develop and apply skills and strategies to the reading process, Concept D-Grade 1) (Performance Goal 1.4, 1.5) GLE #2 The SWBAT read aloud their Mixbook to the class. (Communication Arts, Listening and Speaking, Strand 2 Develop and apply effective speaking skills and strategies for various audience and purposes, Concept A-Grade 1) (Performance Goal 2.1) STUDENT ASSESSMENT Students will use their project to identify familiar sight words and personal key words. The teacher will work individually with each student to make sure they are making daily progress. They will be asked to read their final project to the class. Finally the students will be graded based upon a rubric for the Mixbook. PERFORMANCE ASSESSMENT CRITERIA Mixbook Rubric or see the link from the front page of my pbworks account (Predictable Pattern Books) Multimedia Project: Predictable Patterned Book Rubric Student’s name_______________________ Use one of the pattern books that was read in class Book 1-Brown Bear, Brown Bear, What Do you see? Book 2-If you Give a Mouse a Cookie Book 3-Hungry Hungry Caterpillar Book 4-Where the Wild Things AreCorrect Spelling of Sight Words High frequency sight words spelled correctly. My name and personal key words spelled correctly. Capitalization The first word of a sentence. Names of people, pets and places. Punctuation Telling or making a statement – use a . Asking a question – use a ? When excited or yelling – use a ! Correct Spacing Put a finger space between every word.Read story to classmates Read the story with fluency. TOTAL_____STARS OUT OF SIX COLLABORATION For this lesson you will need the support of the computer lab teacher or aid. The computer teacher will be a valuable service to the teacher and students with using the technology. The teacher must also ensure that a computer will be available for each student during this project. LESSON IMPLEMENTATION This unit will take a total of 10 days with each lesson lasting 45-50 minutes. Prerequisite Skills: Students must be familiar with several different pattern books. Students must also be familiar with the first 50 sight words to use in their project. ACCOMMODATION OPTIONS ELL/IEP students can work with a partner to complete this assignment. The ELL students could include their primary language in this project as personal key words. MANAGEMENT/ORGANIZATION TIPS The students will be given extra time to complete this project if they are running behind. The teacher will suggest that they start their search for pictures from a safe search engine such as Yahoo Kids MATERIALS AND RESOURCES REQUIRED FOR UNIT Pattern Books Brown Bear, Brown Bear, What do you see? By Bill Martin, Jr. and illustrated by Eric Carle Sentence Strips work page Pencils Computers Access to the Internet TECHNOLOGY WEB Mixbook UNIT PLAN FLOW CHART/TIMELINE This unit should take a total of 10 days, but should be monitored for the students to have adequate time to finish their Mixbooks. This lesson is integrating reading and technology literacy. The students are required to research for pictures to add to their pattern book. This unit will require collaboration with the computer lab teacher. Day 1: The teacher will begin by introducing predictable pattern books to the class. The teacher will explain that these are books that use familiar language and language patterns. The teacher will explain over the next few days the class will be reading predictable pattern books. An example of one of pattern books that could be used is Brown Bear, Brown Bear, What do you see? By Bill Martin, Jr. .Read aloud the story. Have the students say aloud lists of the many things that Brown Bear saw in the story. Ask the students where Brown Bear might be in order to see all these things. Have the students tell you the people and things that they see in their environment. Reread the story, asking students to identify the language pattern that repeats throughout the story. Have the students verbalize a new story using the Brown Bear pattern. After each student has verbalized their thoughts they should complete their individual sentence strip for this story. Day 2: Read aloud another patterned book such as Where the Wild Things Are. By Maurice Sendak. The teacher will follow the same introduction to this story. Have the students say aloud lists of all the wild things they would meet and the adventures they would have. Reread the story, asking them to identify the language pattern that repeats throughout the story. Have the students verbalize a new story using the Wild Things pattern. After each student has verbalized their thoughts they should complete their individual sentence strip for this story. Day 3: Read aloud another patterned book such as If You Give a Mouse a Cookie, By Laura Numeroff. The teacher will follow the same introduction to this story. Have the students say aloud list of all things that will happen when you give a mouse a cookie. Reread the story, asking them to identify the language pattern that repeats throughout the story. Have the students verbalize a new story using the Mouse a cookie pattern. After each student has verbalized their thoughts they should complete their individual sentence strip for this story. Day 4: Read aloud another patterned book such as The Very Hungry Caterpillar, by Eric Carle The teacher will follow the same introduction to this story Have the students make a list of food the hungry caterpillar look for and ate. Reread the story, asking them to identify the language pattern that repeats throughout the story Have the students verbalize a new story using the hungry caterpillar pattern. After each student has verbalized their thoughts they should complete their individual sentence strip for this story. Day 5: The teacher will read aloud the Mixbook that they prepared prior to beginning the unit. The teacher will introduce the Mixbook technology used for the project by using the Mixbook program in front of the class. The students will be able to ask any questions they have about using the Mixbook program. The students will be able to create their own Mixbook account with the aid of the computer teacher or their classroom teacher. The students will then try out the different features offered. The teacher will explain the each student will make their own Mixbook using their sentence strips from the patterned book of their choice and pictures they find on the internet. Day 6: The students having decided on which pattern book they will copy will use the computers to download pictures to their Mixbook account. They will use these pictures to accompany the text in their Mixbook. Another day may be needed here for students to find their pictures. Day 7: The students will begin inserting their text into their Mixbook. The teacher and computer aid will informally review process of the spelling and punctuation of each student’s book. Students will make corrections to their text and peer edits a partner’s Mixbook. Day 8: The students will add their pictures to their Mixbook. This may take the help of the teacher and aid to help students size and adjust their pictures. The teacher will informally review the process of the students to make sure everyone is progressing. Day 9: On the final day in the computer lab, students will make final adjustments to their Mixbooks. When the students finish their books the teacher will check spelling, punctuation content and creativity using the rubric for the project Day 10: The students will take turns reading their books to the class. After each student reads their books the class will discuss which pattern the book followed and which of the words were sight words and which were personal key words to that student.