Revised Three Lesson Mini-Unit
By Janet Kelly
Standards
The standards that I am addressing in this unit are:
EL.00.RE.19-Listen to and experience a wide variety of children’s literature including alphabet books, informational stories, classic and contemporary literature, and nursery rhymes.
EL.00.RE.20-Demonstrate listening comprehension of more complex text through discussions.
El.00.RE.21-Understand, learn, and use new vocabulary that is introduced and taught directly through orally -read stories and informational text.
EL.00.RE.22-Develop vocabulary by listening to and discussing both familiar and conceptually challenging sections read aloud.
EL.00.L1.01- Listen, make connections and respond to stories based on well-known characters, themes, plots, and settings.
El.00.L1.06- Retell, reenact, dramatize, or draw stories, or parts of stories.
EL.00.WR.02- Write by moving from left to right and from top to bottom.
EL.00.WR.03- Independently write many uppercase and lowercase letters.
EL.00.WR.07- Write (unconventionally) to express own meaning.
EL.00.SL.01- Recite short poems, rhymes, and songs.
EL.00.SL.07- Speak audibly
EL.00.SL.08- Look at listeners most of the time.
EL.00.SL.09- Listen when others are speaking.
K.1.1- Read and write whole numbers to 10.
K.1.2- Connect numbers, including written numerals, to the quantities they represent, using various physical models and representations.
OETS/ISTE 1b- Create original works as a means of personal or group expression.
OETS2b- Effectively communicate and publish to multiple audiences using a variety of media and formats.
ISTE2b- Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
OETS/ISTE4b- Plan and manage activities to develop a solution or complete a project.
OETS5a- Advocate and practice safe, legal, and responsible use of information and digital technology.
ISTE5a- Advocate and practice safe, legal, and responsible use of information and technology.
OETS5b- Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
ISTE5b- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
OETS/ISTE5c- Demonstrate personal responsibility for lifelong learning.
OETS6a- Select, use, and troubleshoot tools efficiently.
ISTE6a-Understand and use technology systems.
ISTE6b-Select and use applications effectively and productively.
NETS/T2a- design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
NETS/T2b- develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
NETS/T2c- customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
NETS/T3b- collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
NETS/T3c- communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
NETS/T3d- model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
NETS/T4a- advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
NETS/T4b-address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
NETS/T4c-promote and model digital etiquette and responsible social interactions related to the use of technology and information.
Lesson Plan-Johnny Appleseed
Day One
Objective: to have the students become familiar with John Chapman (Johnny Appleseed) and realize the importance of his life.
Hide an apple in a brown sack.
Have the children try to guess what it is.
Pull the apple out of the sack and tell the children that they are going to learn about Johnny Appleseed.
Show the children a picture of Johnny Appleseed.
Make a large KWL chart with the children. (What they know/What they want to know/What they learned).
Read the book Johnny Appleseed, by Reeve Lindbergh to the children. Be sure to show them the pictures.
Take the students to the computer lab and have them play one of the games on Crispy’s Apple Stand at:
http://www.blogger.com/post-edit.g?blogID=6079799172516391616&postID=5928327647194061621#_Hlk267592243 Increase the font size for those who need it.
Have the children watch the Johnny Appleseed video by Rabbit Ears Productions. If necessary, use the closed captioning tool.
Teach the children the Johnny Appleseed song.
Have the students do the word puzzle that I made at:
http://www.blogger.com/post-edit.g?blogID=6079799172516391616&postID=5928327647194061621#_Hlk267592282 Day Two
Read the book Johnny Appleseed, A Tall Tale, by Stephen Kellogg to the children. Be sure to show them the pictures.
Have the students practice the Johnny Appleseed song.
Show the class an apple and have them guess and make a large graph as to how many seeds they think are in it.
Cut the apple in half and have the students count how many seeds are in the apple. Put this information on the graph.
Take the students to the computer lab and have them make and print out their class graph (
http://www.blogger.com/post-edit.g?blogID=6079799172516391616&postID=5928327647194061621#_Hlk267591889/). Let them use any type of graph (bar, circle, line, etc.) they want. I put their graphs into a graph book that they get to take home at the end of the year. Increase the font and graph size for those students who need it.
When they are done with their graph, have them do the Find the Hidden Picture page of Johnny Appleseed at:
http://www.blogger.com/post-edit.g?blogID=6079799172516391616&postID=5928327647194061621#_Hlk267592153 Increase the font size for those students who need it.
Cut several apples into different sizes and shapes and let the students make apple prints on large sheets of white paper at their desks.
Day Three
Have the students practice the Johnny Appleseed song. Have the students record their singing on a tape. At the end of the year, I will give each student a copy of the tape that we made with the songs and poems that we learned during the year.
Read the book The Story of Johnny Appleseed, by Aliki to the children. Be sure to show them the pictures.
Take the students to the computer lab to print out a poster of Johnny Appleseed that they can take home with them
http://www.dltk-kids.com/crafts/miscellaneous/mjohnnyposter.html they can choose between a colored poster and a black and white poster.
Have the students see what information they can find out about Johnny Appleseed on the web. Increase the font size or change to a text-only format for those students who need it. Monitor them closely.
Have the students draw and write something that they learned from this lesson on a large sheet of white paper. Put out the big crayons for those who need it.
Have the students videotape themselves explaining the pictures that they drew.
Use this information to complete the KWL chart with the students.
Use their pictures and video to make a Power Point presentation on Johnny Appleseed. Share this presentation with parents on Conference Night.
Assessment: I will know if my goals have been met by observing and listening to the students explain their pictures while making their videotape. I will be listening to see if they can answer the following questions: What was Johnny Appleseed’s real name?
Why is he called Johnny Appleseed?
How did he help the pioneers moving west?
Where did he plant seeds?
When was he born?
When did he die?
What kind of hat did he have?
What kinds of animals did he make friends with?
Reflection: The use of web resources and other types of technology enhance this lesson on Johnny Appleseed. Instead of just listening to books and doing worksheets, my students will have a more active role in this lesson and in what they learn. I have planned a lesson that will promote my students’ learning and creativity. They can choose what kind of products they will create for these lessons.
I think that by using the web to help me create lessons, I will have more time to devote to my students. They will also be learning by having fun. By letting my students use the web, they can learn that there is valuable information that can be learned by using it. They will also learn that there is a lot of information on the web that can be useful to
them.
Special Needs Students: I will be addressing the needs of my special needs students by using big books when possible, showing pictures, changing the format on the computers, using large graphs with text and pictures on it, using closed captioning when possible, and using music. I will also be using a video recorder for those students who need to be "active" in their learning.
Throughout this lesson, I will be monitoring my students and giving individual help to those who need it.
Copyright and Acceptable Use: I am not sure that I gave much thought to this before. I just assumed that if it was for my classroom and I didn’t make too many copies that it was okay. Especially since teachers all around me were doing the same thing. Oops! However, from now on I will use the Exceptions for Instructors e-Tool to determine if I need permission to use any copyrighted materials.
