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Grade: all
Subject: Reading/Writing
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DAY 1 --MONDAYTITLE: 'THE I'S ARE UPON US'--INTRODUCTIONS, INTERPRETATIONS AND INSIGHTS. . .
GOALS: Students will learn the elements of storytelling so as to create on diskette a story both written and illustration by them, otherwise known as 'an ebook'.
DAY 1 OBJECTIVES:
1-Students will have 'brains-on' imagination practice through puppet shows;
2-students will apply their imagination to the elements of storytelling;
3-students will analyse the elements of a story via listening to: GO DOG GO,
4-students will discover the reason for this week's class and why it is titled: LETTING THE LION OUT OF THE BAG.Materials for Day 1:
Teacher will bring:
Book, GO DOG GO
'CAT IN THE BAG' TOY
Book: LIFE AMONG THE PIUTES; THEIR WRONGS AND CLAIMS
Puppet: named Woofer
TEACHER NEEDS:
Food: grapes, celery, peanut butter, spoons for each child
Supplies: chalk, chalkboard or paper and black crayon or a wall--I'll write on anything
ACTIVITIES: Teacher introduces herself. Asks for names of each student. Students introduce themselves. Place sticky tag name on each student and herself.
Introduce the 'Cat in the Bag'.
Ask: 'What does 'letting the cat out of the bag' mean? Explain: 'We are letting more than a cat out of a bag; we are letting out a lion'.TEACHER: RECITE POEM AS FOLLOWS:
THE CAT IN THE BAG
MET THE TALKING RAG
BUT THE RAG, IT NEVER MADE A SOUND.
The rag could go flying
With the power of a lion,
But the cat, it had to stay a'ground.
Teacher continues with this dialogue:
"Your job is to figure out, whatever is 'a talking rag'. Any guesses?"
List the guesses on the board.Now tell Sarah's story--and her first encounter with a talking rag. Tell how Truckee had such admiration of 'this talking rag'. Read the section if needs be.
Ask again: "What is a talking rag?" Why didn't Truckee just call it a letter?
Students sit with a partner and decide an answer that sounds good.
Teacher lists these ideas on the board. Someone will come up with the idea of vocabulary differences, cultural differences. Teacher will make a big deal out of such an answer. Such a student gets to squeeze 'the cat in the bag'.Teacher asks: "What do you think we are going to do during this week?"
List all answers on the board. See who gets closest to the answer. Again, such a student gets to squeeze the 'cat in the bag'.At snack break, students will use the celery, grapes, and peanut butter to create a person. These celery persons are like puppets, and students are asked to have conversations between puppets.
First, they must each have names, by which to introduce themselves.
Second, they must develop a silly problem between them.
Third, they must find a way to solve the silly problem.
Then, they eat their puppets.
Now the students must become characters. They must introduce themselves in a rhyme. Then they have to 'act' like the character. The weirder or sillier the better the character. Teacher lists simple families of words on board:
Bag, rag, sag, jag, gag, hag, mag, nag, rag, sag, tag, wag,. . . group these words into THINGS/ ACTIONS
Or
Fun, run, nun, hun, sun, ton, bun, done, pun, stun, ton. . .group these words into
THINGS/ACTIONS
Then students pick the name of a thing that can do something that rhymes with it. ( a noun and a verb of rhyme). . .
ThEN they act like it.STIMULATION
Teacher will use:
Poems, songs, puppetry, story-reading, active discussion, and drama to get the concept of imaginative characters who have silly problems across.Use of 'silly cat in bag' toy will activate the day. Lion in the bag will be to the cat in the bag as printed stories are to ebooks.
EVALUATION
Teacher will keep:
A running description of the response of each child to the daily objectives as the progress of each child; this will be written in a journal;Student will show:
The names of characters in his or her responses, descriptions of characters, and enactment of these characters. Students will name the problems that such characters might have between themselves.
Student will share with all ( at the end of the morning:
The things he or she liked best to do;
the things he or she didn't like doing;
the things that he or she hadn't done before;
the things he or she wished they had done this class but didn't.the character. Teacher lists simple families of words on board:
Bag, rag, sag, jag, gag, hag, mag, nag, rag, sag, tag, wag,. . . group these words into THINGS/ ACTIONS
Or
Fun, run, nun, hun, sun, ton, bun, done, pun, stun, ton. . .group these words into
THINGS/ACTIONS
Then students pick the name of a thing that can do something that rhymes with it. ( a noun and a verb of rhyme). . .
ThEN they act like it.STIMULATION
Teacher will use:
Poems, songs, puppetry, story-reading, active discussion, and drama to get the concept of imaginative characters who have silly problems across.Use of 'silly cat in bag' toy will activate the day. Lion in the bag will be to the cat in the bag as printed stories are to ebooks.
EVALUATION
Teacher will keep:
A running description of the response of each child to the daily objectives as the progress of each child; this will be written in a journal;Student will show:
The names of characters in his or her responses, descriptions of characters, and enactment of these characters. Students will name the problems that such characters might have between themselves.
Student will share with all ( at the end of the morning:
The things he or she liked best to do;
the things he or she didn't like doing;
the things that he or she hadn't done before;
the things he or she wished they had done this class but didn't.DAY 2 TUESDAY
LESSON PLAN FOR "LETTING THE LION OUT OF THE BAG"TITLE: CCCC--Creating Computer Characters cleverly
GOAL: Students will learn to create on diskette, the elements of storytelling, to write and illustrate these elements so as to create their own ebook.
OBJECTIVES: 1--Using the computer mouse, students will explore the various sections of *.bmp program tools, to experience their limits;
2-Using the computer mouse, students will use and bend letters, A and V as basic forms for characters, with O as the head, and extend the drawing from there.
3-Using the computer mouse, students will use a form of the letters, U and C and W and v, to show expressions of emotion on the faces of characters.
4--Using the computer mouse, students will name the characters, using speech bubbles by way of introduction, typing sentences for the characters to say.
5-Using the computer, students will save on diskette as Page1 this element of a story.
Materials for Day 2:
Food:Apples and carrots, one per child.
Diskettes for saving story on computer, one per child.
Chalk, and chalkboard for teacher.ACTIVITIES:
Students will first explore the tools in the toolbox of paintbrush program, and see what each section can do. They do this without guidance, beyond showing how to control the mouse. (15 min-20 min)
Then,Students will be shown how to draw, should they need a structure, simple characters using specific letters of the alphabet as forms upon which to build the character.
Students will be shown how to draw emotions on the faces of their characters, using certain letters of the alphabet on the face of such characters.During Snack Break, students will use apples and carrots to have a conversation/puppet show. This is to see what problem and apple could have with a corrot, as an imagination check for each child. Share ideas. Eat.
STIMULATION: TEACHER SINGS SONG: What do you do with the letter 'A'?What do you think you can make it say?Top it with an 'O' and make it smile;Cross it with a 'U' and make a happy child!Take a 'V' and turn it upsidedown;Make its tips now touch the ground; Top it with an 'O' and cross it with a 'U'AT the end of each leg, draw a shoe!
EVALUATION:Students will have two characters, with facial personality drawn, and speech bubbles ready for words.
Students will save this on diskette in jpeg file.Students, with teacher, will list on board:
What they learned today,
What they had fun learning today,
What they want more practice doing,
What they have already done before.###
DAY _3____WEDNESDAY
Lesson Plan for "Letting the lion out of the Bag"
TITLE: The characters go marching two by two, hooray! Hooray!~
GOALS: Students will learn the elements of storytelling so as to create on diskette a story both written and illustrated by themselves, otherwise known as an 'EBOOK'.
DAY_3__ OBJECTIVES:
1--Students will boot up diskettes of Tuesday's characters, and check that they have saved their characters on JPEG format.
2--Students will create appropriately-sized 'speech bubbles' in which which the dialogue of the characters with be typed.
3--Students will experiment with 'font' types and sizes to chose one that they will remember, will like, and a size that fits their speech bubble. The will learn to print in 'bold' print to make the picture sharper and easier to read.
4--Students will present the introduction of each character, by name, one to the other, so that from such differences, a problem is possible.
5.--Students will use as a basis for a problem: to lose something, to find something, to want something, to need something, and brainstorm for possibilities.
6--On computer, students will create a 'setting' in which the characters they have already made, must live, move and have being.
7--Students will view a profession ebook or books via computer/TV hookup so as to see the types of ebooks.
MATERIALS FOR DAY 3:
Computers, chairs per child, and diskettes
Food: bananas, one per child; green beans, on per child;
TV on cart with wheels with cable that attaches to teacher's computer, so that students can view ebooks, professionally made;
Chalk/chalk board OR easel with paper clipped on, and black crayon, so as to list ideas by students as well as to evaluate each day.
ACTIVITIES:
Students will be sure that yesterday's activity was saved by opening the diskette in A drive. Scroll to the bottom and using the writing portion of the *.bmp program, print a number 1. for this page.
The 'speech bubbles' from yesterday should be up and available.
Brainstorming between partners as to what each can say to the other is the next step. Each child must look at the character and decide :
1--how it might introduce itself, with name or nickname, or just some other word;
2--what it looks like it might DO because of the way it looks, such as: Will it NEED something?
Will it WANT something?
Will it LOSE something?
Will it FIND something?
Teacher will write these four words, in color on the chart or in chalk on the board.
Brainstorm aloud as to things--that are silly or weird that someone could lose, find, want or need.
Students will pick, as partners, something that fits, and type into the speech bubble, the dialogue between characters.
Teacher will guide students to pick bold font print type that is large enough and easy to read. Save as page 1. Close. Open page two. Draw characters, same as on page one, with speech bubbles, having a problem. Place problem in words in a speech bubble.
Note: characters must look the same as page one, in color, and type. They can be bent in different ways, but the continuation must be obvious. Setting must also be the same. Teacher will show use of Spray can to achieve color variations in the sky.
At Snack time, use bananas and green beans, as characters to have a dialogue. Kids work in partnership. Bananas and green beans have an obvious difference that they might argue over. See if children can arrive at this discovery, and carry on as if they were one or the other. Share. Eat.
STIMULATION:
Students will view types of EBook stories on the computer/TV hookup.
EVALUATION:
Teacher will: check that each child has saved today's work on diskette, after labeling it, Page 2.
--keep a running record as to the progress and steps completed by each team of students in the creation of the ebook
--lead a summary session, as was done on Day 2, with students, and write, on computer hook-up to TV what the students say about today's workStudent will:
give ideas as to the following;
1--what they learned today
2--what they liked learning today
3--what they want more practice doing
4--what they have already done before
###
DAY __4-- Thursday
Lesson Plan for: "Letting the lion out of the Bag".
TITLE: Tell Me a Story--Made in 3 parts.
GOALS:
Students will learn the elements of storytelling so as to create on diskette a story, both written and illustrated by them, otherwise known as an 'ebook'.
DAY_4 OBJECTIVES:
1--Using the diskette upon which the story created to date has been saved in jpeg file format, student will be sure that page 1 shows introduction of characters, with a completed setting about the characters.
2--Using the Diskette, students will check that page 2 shows the same characters with a problem expressed through dialogue or action, surrounded by the same setting as page one.
3--students will review possible problems and then think of very funny or silly or weird solutions to these problems;
4--students will begin page three, with the same characters, only saying or doing new ideas that solve the problem.
5--students will check that characters and setting look similar to page one and page two.
6--Student create a title for their story, and type out a title page with authors listed, as well as publication date.MATERIALS FOR DAY 4
light-weight, cheap plastic forks that bend easily, two per child
monteray jack cheese, cut into small blocks, an inch square
chedder cheese, cut into small blocks, an inch square
computers, chairs, (two chairs per computer as usual)
chalkboard, chalk OR easel with chart paper and crayon
Color Ink for Lexmark 3200
Black Ink for Lexmark 3200
2 reams of copy paper, 25 lb weight
10 regular staplers, with box of staples
ACTIVITIES:
Students will receive diskette, open up program, start a new page, and label it page 3. This page will have the characters discussing a solution to yesterday's problem. In order to see yesterday's characters, teacher will have printed up a copy of yesterday's page, so that students can keep the characters looking the same. Students will continue as yesterday, with speech bubbles, and dialogue.
At snack break, gouge out eyes on the squares of the cheese as well as a mouth, with the handle edge of fork. Plunk the head down on the fork and have cheese-heads go through the routine of the 3 parts of the story. Share. Eat.
Students will review various facial drawings made by using various letters of the alphabet, via teacher showing same on computer hooked to TV. When page 3 is done, label it: 3, and save as page 3. Close. Open new page, in same program.
CREATE TITLE PAGE:
Finally, think of something that the Characters said or are, as the Title of the Story. Make a title page:
Title
by
author's name
Save as :'title page'
STIMULATION:
Teacher will present another professionally done ebook for students to view.
Review 3 parts of the story with puppet, WOOFER, and HAND.
Song sung by WOOFER to the HAND:
"Tell Me a Story/tell me a story/tell me a story/I 'll listen like I should
You promised me, you said you would, you gotta give in, and I'll listen good
Tell me a story, while I munch a little food."
EVALUATION:
Teacher will: Review the diskettes and print up the story.
Student will:
Collate the story, with title page first, and staple together.###
DAY __5 Friday
Lesson Plan for: "Letting the lion out of the Bag".
TITLE: Tell Me a Story--And another, and another...
GOALS:
Students will learn the elements of storytelling so as to create on diskette a story, both written and illustrated by them, otherwise known as an 'ebook'.
DAY_5 OBJECTIVES:
1--Using the diskette upon which the story created to date has been saved in jpeg file format, student will be sure that page 1 shows introduction of characters, with a completed setting about the characters.
2--Using the Diskette, students will check that page 2 shows the same characters with a problem expressed through dialogue or action, surrounded by the same setting as page one.
3--Using a Diskette, students will make sure that page 3 is labeled properly, with characters the same as on the other two pages, and with the page labeled page 3.
4--Students will check that they have create a separate title page, listing the title and the name or names of the author(s), and publication year.
5--students will share their ebooks with the class, using the teacher-computer hookup to the TV.
6--Students will label the disk, make a copy for their partner on A drive, under jpeg.
7. Students will complete an evaluation form (1-5) as to best and worst parts of the class.MATERIALS FOR DAY 5
sandwich bread with peanut butter or plain butter
small marshmellows
computers, chairs, (two chairs per computer as usual)
chalkboard, chalk OR easel with chart paper and crayon
Color Ink for Lexmark 3200
Black Ink for Lexmark 3200
2 reams of copy paper, 25 lb weight
staples, and 10 small staplers
ACTIVITIES:
Students will receive diskette and check each page for errors with "tools" portion of program; as well as complete drawings on pages, if needed. Title page will be checked as to catchy title, and correct author names.
Story by story, each team of students, will present their ebook to the class, using the teacher hookup to the TV. They will receive feedback from the class as to what the class liked about the story. Only good things will be said.
At snack break, students will butter the bread, put the marshmellows, across top and bottom of bread, bend in hand, and create a puppet. Have a dialogue through the 3 parts of storytelling, then eat.
Bread with marshmellows. Bread in hand like puppet with marshmellow teeth, talking.
STIMULATION:
Teacher will present another professionally done ebook for students to view.
Review 3 parts of the story with puppet, WOOFER, and HAND.
Song:
Tell Me a Story/tell me a story/tell me a story/I 'll listen like I should
You promised me, you said you would, you gotta give in, and I'll listen good
Tell me a story, while I munch a little food.
EVALUATION:
Teacher will:
Pass out evaluation sheets to children. Explain first what the numbers mean: the higher the better. Students will work in partners.
Student will:
Fill out the evaluation form with a partner.
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