Kimberly

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 * Daily Lesson Plan**

Language Arts Lesson: Flat Stanley- comparing and contrasting Grade Level: Second Teacher: Kim Riley **__ GOALS __** Learning Standards: · Listen to and view a variety of media to acquire information (2LA_A2009-6) · predict story events based on title illustrations, background knowledge and text content (2LA_B2009-14) · identify characters actions, motives, emotions and traits (2LA_B2009-20) · make connections between text and personal experiences · capture readers interest (2LA_E2009-67) · use organizational structures to insure coherence (T-charts, compare and contrast) (2LA_I2009-89) **__ ACTION __** //Before lesson//: Check out book __Flat Stanley__, create a chart poster "__Flat Stanley__ Prediction Chart", reserve computer lab for students to create Venn diagram on comparing themselves to Flat Stanley.

//Description of Lesson:// The students will make predictions from looking at the cover of the story __Flat Stanley__. We will then create a Prediction Chart on why they think he is called Flat Stanley. We will refer to it as we read the story to determine whether our predictions were correct. We will then read the first chapter of the book to determine the correct answer to the question.

//Steps of the Lesson//: Problem: **//__How are Flat Stanley and myself the same and different?__//**

1. I will introduce the story __Flat Stanley__ by showing the students the front cover of the book. 2. I will explain to the students that we are going to make a prediction chart on why they think the story is called __Flat Stanley__. 3. I will write down the predictions. 4. We will read the first chapter of the story. 5. Then compare our predictions to the real story and determine of our predictions were true. 6. We will talk about how it would be to be Flat. 7. The students will then return to their seats and brainstorm ideas of how they are like Flat Stanley and how they are different. 8. In the computer lab they will log into Kidspiration and create a Venn Diagram comparing and contrasting themselves to Flat Stanley. 9. They must have at least 10 items on the diagram.

//Diverse Learners:// · ELL learners in my class will have the opportunity to use the pictures instead of words and quick word books as tools to help them spell the words correctly.

**__ Monitor __** To monitor student progress I will walk through the computer lab answering questions and assisting those who need help.

**__ Evaluation __** The students will print out their Venn diagrams and I will assess them on accuracy of information and whether they have 10 items that they are comparing or contrasting.

**Daily Lesson Plan 2**

Language Arts Lesson: Flat Stanley- Writing a Friendly Letter Grade Level: Second Teacher: Kim Riley

**__GOALS__** Learning Standards: · write friendly letters with date, greeting, body and closing (2LA_A2009-69) · add supportive details throughout (2LA_H2009_84) · make connections between text and personal experiences · capture readers interest (2LA_E2009-67)

**__ACTION__** **//Before lesson//:** · Create a chart poster with the parts of a friendly letter · Reserve computer lab · Establish e-pals accounts · "Flat Stanley" for each student they they will color and be scanned into the computer

**//Description of Lesson://** The teacher will discuss how to make a letter friendly. The students will write friendly letters requesting a family member or teacher to be part of a pen pal chain. They will communicate through e-pals and create a page on the class blog to post their stories/letters.

**//Steps of the lesson://**

1. The students will write a friendly letter to a family member or teacher in the school if the family does not have internet. The students will tell their "pal" that they are giving them a Flat Stanley.They will explain in the letter what a Flat Stanley is and why they are sending it to them.

2. They will explain that they are to write back and tell about where they live and what it is like there. 3. The "pal" is also supposed to send the Flat Stanley to a friend. Their friend will reply back to the student as well. Hopefully, this will continue and the Flat Stanley will travel to many homes through the use of the internet. 4. As the students receives a reply to their e-mail they will post where their Flat Stanley has traveled to in the class blog. 5. We will return weekly to check our e-mails and post to the blog.

**//Diverse Learners://** The students will be able to work with the parent volunteer to help develop their letter and create their Flat Stanley.

= __** Monitoring: **__ = I have a parent volunteer on Thursdays so we will go to the lab while she is here. I will monitor and answer questions as they arise.

= __**Evaluation:**__ = //Assessing the students:// I will check the blog postings to insure that the students are updating their stories. I will use a rubric to check the original letter for all of the parts of a friendly letter and that they have descriptive details and have asked at least 2 questions.

**Daily Lesson Plan 3**

Language Arts Lesson: Flat Stanley- Digital Story Grade Level: Second Teacher: Kim Riley

**__GOALS__**

Learning Standards: · add supportive details throughout (2LA_H2009_84) · make connections between text and personal experiences · capture readers interest (2LA_E2009-67)

**__ACTION__**

//Before lesson//: · Have several mini-lessons on how to create a powerpoint presentation · Reserve computer lab · Establish e-pals accounts · "Flat Stanley's" that are colored and scanned to the computer · Flat Stanley entries from e-pals //Description of Lesson:// After several mini-lessons on how to create a powerpoint presentations, the students will make a digital journal sharing where their Flat Stanley traveled to.

//Steps of the lesson:// 1. The students will use Kidspiration to create pictures for their presentation. 2. After creating their pictures they will type where Stanley went via e-mail. 3. They will use their uploaded Flat Person on the story somewhere as well. 4. They have to have at least 5 slides describing the adventures that they received through e-mail. 5. They will then record themselves reading their story aloud and share their presentations with the class.

//Diverse Learners:// The students will be able to work with the parent volunteer to help develop their digital story. They may also choose to only speak for their story and use more pictures rather than typing the words. My advanced learners will be required to write in more detail.

**__ Monitor __**

//Managing this activity:// I have a parent volunteer on Thursdays so we will go to the lab while she is here. I will monitor and answer questions as they arise. The students will be able to use spell check. We will use our center time and computer lab time to complete the activity.

**__ Evaluation __**

//Assessing the students:// I will assess the students by creating a rubric that assesses the students final product.