ࡱ> [ S$bjbj 4ΐΐS22uuuuut421> l2n2n2n2n2n2n25;8ln2un2uu2MMM.uul2Ml2MM\/0rUL"/X2202088(008u1XM^tn2n2282 ;: Lesson Plan Understanding by Design (UbD) Design Unit Grade/Subject:4th Grade Language Arts/Social Studies/ScienceTitle:Writing Activity for Charlottes Web, Power Point Activity on FarmsTeacher(s):Miss Dana PurcellLength of Time Unit:2nd 9 Weeks of School (3 days spent on the writing activity, 5 days spent on the Power Point)Date the Unit was reviewed:N/ASummary of the Unit:In this unit, students will write a paper chosen from several topics involving Charlottes Web. They will also work in groups to complete a Power Point about farms and their importance. Stage 1 Desired Result Georgia Performance Standards NumberTitle of Content StandardELA4C1The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA4W1The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.ELA4W3The student uses research and technology to support writing.ELA4W4The student consistently uses a writing process to develop, revise, and evaluate writing.S4L1The student will describe the roles of organisms and the flow of energy within an ecosystem. National Standards NumberTitle of Content StandardNL-English K-12.4Communication SkillsNL-English K-12.5Communication Strategies NETS Standards NumberTitle of Content Standard3Technology productivity tools.Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works. Understandings: Students will understand or know how to {Learning outcomes}Essential Questions: Unit concepts that reside at the heart of the subject. Ex. What was the position of the characters in this story?1. We read to gain knowledge that helps us to understand ourselves and our world. 2. Reading expands our horizons and gives us pleasure. 3. Critical readers break down parts of the text to understand what an author is saying. 4. Effective readers are able to defend their opinions and their critique of text. 5. Reading helps us to understand different perspectives and points of view about universal issues and topics. 6. As we develop more complex reading skills, we become increasingly independent and critical readers. 3. Reading and writing are interdependent: through reading we construct meaning and through writing we express it. 4. We write for many reasons, including to clarify our thoughts, inform, persuade, and entertain our audience.1. How can reading help us to explore and understand our world? 2. Why does expanding our vocabulary enhance our reading competency? 3. What does it mean to be a critical reader? 4. Why should we defend our opinions when we critique text? 5. How can the same events be viewed differently by different authors using differing perspectives and points of view? 6. How can we tell when we are becoming independent and critical readers? 1. Why do we write for a variety of purposes? 2. How can we be sure our audience understands what we write? Stage 2 Assessment Evidence Rubric for Performance-Based Assessment RUBRIC FOR THE PERFORMANCE TASK Areas of EvaluationExcellentSatisfactoryNeeds ImprovementFollows directions & Works cooperatively with group on Power Point321Completes Rough Draft of Writing Activity 321Completes Final Draft of Writing Activity321Completes checklist for Power Point and Writing Activity321Helps with presentation of Power Point to classmates321 Stage 3 Learning Plan Task: The students will complete a writing assignment by composing a business letter. They will write a letter to Mr. Arable from Fern asking him to let you keep Wilbur OR write a letter to Mr. Zuckerman from Fern persuading him not to kill Wilbur for Christmas dinner. Next, the students will research farms and their importance. Then, each group will create their own PowerPoint about farms.Process: (List instructional steps for unit) The students should read chapters 1-10 in Charlottes Web. A template for writing a business letter should be written on the board. (For an interactive review of this, students can visit  HYPERLINK "http://www.readwritethink.org/student_mat/student_material.asp?id=5" http://www.readwritethink.org/student_mat/student_material.asp?id=5 ) The students will then write a letter to Mr. Zuckerman to convince him not to kill Wilbur at Christmas time OR a letter to Mr. Arable from Fern convincing him to let her keep him as a pet. (Or another approved writing topic) Once the students have written the letter on paper and proofread it, they will trade with a partner to make corrections and adjustments. The students will type their letter on the computer. Students can make font, style, and stationary changes and add clip art. The papers should then be printed out. The students will then trace the pig on pink construction paper, cut the pig in half, and glue the letter in between the two halves of the pig cutout. Their completed checklist must be turned in. Students will be divided into groups to research the importance of farms in classroom resources and via the internet. They will be allowed to research during the entire social studies block for two days. They will be shown sample PowerPoints from several sites, such as  HYPERLINK "http://www.thesolutionsite.com/lesson/3801/lesson1.html" http://www.thesolutionsite.com/lesson/3801/lesson1.html and  HYPERLINK "http://animals.pppst.com/farmanimals.html" http://animals.pppst.com/farmanimals.html . Students will be given a checklist detailing the exact directions for how the PowerPoint should be designed and one group member is in charge of checking off tasks. (Number of slides, graphics, amount of information about farms) Each group will present their farm PowerPoint to the class. Resources/Materials: (List items) Charlottes Web by E.B. White Computers with Internet and Microsoft Word & Power Point Accessibility Paper, pencil Pink construction paper and traceable pig cut out Books, magazines, other resources about farms References:  HYPERLINK "http://www.technospudprojects.com/Projects/webproject/cwinfo.htm" http://www.technospudprojects.com/Projects/webproject/cwinfo.htm Charlottes Web Project  HYPERLINK "http://www.ereaders.scps.k12.fl.us/lessonplans/charlottelesson.htm" http://www.ereaders.scps.k12.fl.us/lessonplans/charlottelesson.htm Lesson plan activities adapted from Julie Raasakka, 4th grade teacher, Seminole County Schools, Florida.  HYPERLINK "http://www.readwritethink.org/student_mat/student_material.asp?id=5" http://www.readwritethink.org/student_mat/student_material.asp?id=5 Essential parts of a letter, interactive review.  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