| Description: | We have 4 second grade classes who would like to share with and learn about school procedures in another country such as hallway, lunch, commuting, emergency drill, general school, etc. Sharing could include wiki, email, video conferencing, and other eForums. The project would begin at the beginning of April 2010 and continue through mid-May 2010. If interested please email, and we can discuss details; we are flexible. |
| Dates: | Between April 2010-mid-May 2010 from 8:00-2:00 central time |
| Sign up method: | Email: michele.hanlon@leanderisd.org |
| Grades: | 1, 2, 3, 4, 5 |
| Subjects: | Elementary All Subjects |
| Outcomes: | In this unit of study on procedural texts, students will explore many elements of learning across the curriculum. They will practice using creative thinking, communication, inquiry, information processing, problem solving and reasoning. As students explore procedural text, they will identify the main idea, topic, and describe the order of events or ideas. Not only is it important for students to read and understand procedural text but to write and communicate procedures to others. Texas Essential Knowledge and Skills: 2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations) 2.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) recognize different purposes of media (e.g., informational, entertainment); (B) describe techniques used to create media messages (e.g., sound, graphics); and (C) identify various written conventions for using digital media (e.g., e-mail, website, video game). 2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. 2.19 Writing/Expository and Procedural Text. Students write expository and procedural work-related texts to communicate ideas and information to specific audiences for specific purposes. The students are expected to: (A) write brief compositions about topics of interest to the student (C) write brief comments on literary or informational text 2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. 2.25 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources ( natural and personal) as well as from interviews with local experts (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) 2.27 Research/Organization and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to (with adult assistance) create a visual display or dramatization to convey the results of the research Reading/Comprehension Skills. Students use a flexible range of meta-cognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon content to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re- reading a portion aloud, generating questions); (D) make inferences about text using textual evidence to support understanding; (E) retell important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. |
| Preparation Time Frame: | You will need a few class periods prior to the connection to prepare your presentation and a 45-60 minute videoconference. |
| Methods and Activities: | Once a partnership is established we can collaborate to determine the presentation details. We have ideas, but we are also open to any new suggestions. :) |
| Responsibilities: | To be determined during collaboration with the partner school |
| Agenda: | 5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Use the document camera or PowerPoint to share a few pictures of local interest. 30 min. Presentations. Each class shares a 15 minute demonstration and/or presentation on the assigned topic. Teachers should negotiate who will cover what to prevent duplication. Visuals: Can be a live scientific experiment demonstration, iMovie of the experiment, or PowerPoint with digital pictures of the experiment/concept, posters with large letters. 15 min. Question and answer. Each class has prepared questions for the other on the content and generates questions while/after listening to the presentation. After the content questions, if time remains, students may enjoy asking each other questions about their respective locations and schools. |
| Other: | How to increase interaction: While a traditional exchange consists of a 15 minute presentation by each class followed by a question and answer period, there are ways to increase the interaction between the two classes. These work best when you’ve discussed the session with your partner teacher ahead of time. • Snowball fight. Northern classes matched up for Read Around the Planet with classes in the south enjoy explaining snow. A paper snowball fight is always exciting. • Interactive readers’ theatre. Create a PowerPoint slideshow with the words to a readers’ theater and have your audience read some of the lines. • Game shows. If classes are studying similar topics, prepare a game show for the other class to answer questions. • Trade off presenting. Instead of presenting for the full 15 minutes, trade off small sections, i.e. when sharing poetry, each class shares one poem at a time. |
Michele Hanlon
michele.hanlon@leanderisd.org
Grandview Hills