9/13/14, 8:41 PM Lesson Plan

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Lesson Plan
Elizabeth Sturdy
June 18, 2014
Integrating Writing and Technology
Title: Using Collaborative Writing and Publishing with Technology to help reinforce and teach School Rules
Grade Level: Fourth Grade
Length of Lesson:5 or 6 days of writing classes 60 minutes each
Overview of the Lesson: Students choose a school rule (BARKS-Be Responsible, Always Follow the Rules, Respect
Everyone, Kindness Counts, Show Self Control), write a dialogue of two people acting out that rule, edit and revise with at
least two partners, and will learn how to publish their own dialogue in ToonDoo.
Essential Learning Outcome Questions:
By the end of this unit students will have written a dialogue between two characters demonstrating an understanding of
how to display one of the school rules. Students will have published this piece in ToonDoo, choosing characters, setting,
and emotions that match the story dialogue and the selected rule.

NC Common Core Standards Being Addressed:
W4.3
! a - Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
! b - Use dialogue and description to develop experiences and events or show the responses of characters to
situations.
Materials Needed:
! Pencils
! Writing Journal Notebooks
! Computer Lab with computer for each student.
! Projector and teacher computer
! Interactive Smart Board
! Teacher written
! Class set of I-Pads
How the Lesson Will Flow:
! Day 1-Introduction (~60 minutes)
" (15 minutes)Teacher will ask students what kind of a classroom they would like to have this year and
how they would like to be treated. Teacher will type these on the Smartboard. After 5 minutes of
discussion teacher will display the 5 school rules (BARKS-Be Responsible, Always Follow the Rules,
Respect Everyone, Kindness Counts, Show Self Control), and ask students how to each of the rules/ideas
they came up with relate to these categories. Students come up and drag the rule to that category.
" (15 minutes) Students are then told that todays goal will be to create a cartoon as a class using a new
tool called ToonDoo. The first step will be to create a dialogue. The teacher will then display on the board
the dialogue that he/she already written. The teacher will have two animated students play each part and
read the dialogue aloud. The teacher will then ask the students for feedback-what do you like? what
writing rules did I follow? How does this follow our Narrative Writing standards W4.3a and b (posted on the
board under todays objectives). Teacher will then ask for feedback about how to improve her writing,
9/13/14, 8:41 PM Lesson Plan
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where did she make punctuation errors or how could she add more feeling and detail to the piece?
Teacher will then edit the paper in front of the students thinking aloud as she goes.
" 5 minutes-Teacher will share the grading rubric with students, and allow time for them to ask
questions.
" (5 minutes) Students will then be asked to choose whichever BARKS rule is most important to them.
They will then be asked to start their sloppy copy of a dialogue between two characters in a situation
where a BARKS rule is important. Students will close their eyes and think for 1 minute, have them share
with a partner their ideas, then have them share their ideas with the class.
" (15 minutes) Students will then be asked to choose a rule and start writing their duologue in their
journals. Teacher will walk around asking questions, and conferencing with students.
" 5 minutes- Selected students(that have gotten off to a good start) will be asked to share what they have
written so far, and 2 students will give them positive feedback. The teacher will end by reminding students
of the assignment and celebrating what the students have accomplished today, and reminding them that
tomorrow will be a day set aside for writing.
! Day 2-Script Writing
" 5 minutes-teacher will review the rubric and expectations of the writing assignment, allowing students to
ask questions for follow up. Students will then be asked to begin writing, they will be asked to only write
today, but tomorrow they will get to go to the computer lab to begin publishing their BARKS cartoons.
Students are then told that they will get to present their cartoons to their first grade reading buddies,
adding importance to their work because they will be teaching the first graders all about the school rules.
" 30 minutes-students write their duologues. Teacher circulates and checks in with students, conferencing
as needed. Teacher may need to pull a small group of students who havent started or are struggling.
" 15 minutes-teacher reviews the rubric again and then pairs students up and has them read their
duologues together (whether or not they are complete). Students are asked to listen without interrupting,
and to give two positive feedbacks and 1 constructive.
" 10 minutes-students are asked to spend 10 minutes rereading their paper-editing and revising based on
their partners feedback, the rubric, and their own ideas to add detail and emotion to the characters
dialogue.
! Day 3 - ToonDoo Basics
" (10 minutes) Students are taken to the computer lab and the teacher demonstrates and models taking
her own script and making it into a ToonDoo cartoon. Students are reminded that they will be sharing
these with their first grade reading buddies, so they need to remain rated-G and school appropriate when
choosing characters.
" (40 minutes) Students work to find characters, settings, and props that support their story. They type
their duologue into the dialogue bubbles.
" (10 minutes) 2 or 3 students share their work.
! Day 4-ToonDoo Finalizing (may need to be extended by one more day)
" (10 minutes) Teacher reviews the rubric and then goes into ToonDoo to show how to add dialogue or to
review any other step or procedure that students have been struggling with.
" (45 minutes)Students continue creating, editing, and revising in ToonDoo.
# Students that finish early are asked to to journal about the 7 Habits, help a peer, or create
another ToonDoo about a school appropriate topic.
# When students finish they are to post it on the class Weebly Blog under the Classroom Rules
page.
" (5 minutes) 2 or 3 students share their ToonDoo creations with the class, each student receives 2
pieces of positive feedback.
! Day 5 and 6-Finishing and Presenting
9/13/14, 8:41 PM Lesson Plan
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" This day may be needed for finalizing projects as an extension of day 4. If students are ready each
students will share their toondoo and then receive 2 pieces of positive feedback from the class.
" When possible the teacher schedules with the 1st grade teacher to come in to do a special reading
buddies day. Teacher checks out a class set of I-pads and students read the ToonDoo with their reading
buddy prior to reading their regular reading buddy books.
Assessment:
Standard being assessed:
! W4.3
" a - Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Orient the reader by establishing a situation and
introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
" b - Use dialogue and description to develop experiences and events or show the responses of
characters to situations.
! Points breakdown
" 60 points-written dialogue
# Must have clear and sequenced events that shows students how to use BARKS in a school
setting.
# Must have dialogue with 2 distinct voices and uses of emotions.
" 30 points-ToonDoo
# 2 clear and school appropriate characters
# Scene matches dialogue
# Dialogue is readable by others and follows proper conventions.
" 10 points-participation in classroom discussions and peer revision
Sources for the Lesson:
! Course Syllabus for Writing and Technology Course
! Preparing Teachers to Teach Writing using Technology
! ToonDoo.com
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