I.+The+Lesson+Plan

Lesson Unit

 Analyze Learners
 * 2nd Grade
 * Language Arts

 Sunshine State Standards
 * LA.2.4.1.1: The student will write narratives based on real or imagines events that include a main idea, characters, a sequence of events and descriptive details
 * LA.2.2.1.6: The student will write a book report identifying character(s), setting, and sequence of events.
 * LA.2.4.1.2:The student will compose simple stories, poems, riddles, rhymes, or song lyrics.

 Learning Objective
 * 1)  Given the background information for the story, students will be able to expand on the current story while still continuing the flow of the existing fairytale. (Knowledge, Comprehension)
 * 2) Given the finished story, students will be able to create an illustration for the story that follows with the portion that they wrote. (Application, Synthesis)
 * 3) Given the finished story and illustrations, the students can present their portion of the story using Powerpoint and will be able to understand the story in its entirety. (Knowledge, Comprehension, Application)

Select Media Methods and Materials  Students will be using Microsoft Word to type their portion of the story on the computer. They will then use the graphic program Paint on the computer to create their illustration that matches with their written part of the story. Once the story is complete each student will use a microphone and Microsoft Multimedia to record themselves reading their part of the story. All of these elements will then be connected together to make the complete story on Microsoft PowerPoint.  Student Activities <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> Monday: - Explain that in groups they will be writing their own fairy tale on computers and will be illustrations their portion of the story. - As a class determine the location, setting, and characters that every group will share for their stories. This way every child has a say in the creation of the fairy tale. **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> - Begin with reading a fairytale story of your choice to the class. After the story ask the children to identify the characters, setting, location, and the conclusion. Also discuss how the pictures match up with the part of the story that it shares the page with

Tuesday: - Split the class into groups of 4 - 5 children, each group having a helper (parent, assistant, etc.). Each group will follow the same characters and settings but will have their own unique story. - One at a time, one child from each group will go back to a computer with an assistant and begin writing their portion of the story. Each child will have about 15 minutes at the computer to write their story. Have the child type on their own, but if the assistant sees that time is running out then they can have the child dictate the story to them as they type it out. Have the assistant read out the story that has been written so far so each child can add on. - Make sure to mark which child wrote what part of the story. - When the children are waiting for their turn on the computer have them brainstorm ideas for the story. Whether it be an ending or ideas they want to include in the story. - Once the child writes their portion, have them go back to their seats and being drawing out ideas for the illustration they want to create to match what they wrote. **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> - Go over the directions one more time and make sure each child knows the main parts of the story that were decided together as a group the previous day.

Wednesday: - Have each child bring to the computer their rough draft of their illustration they want to create in a Paint document. - Continue with a 10-15 minute time span depending on the amount of children in the group. - If a child is having difficulties with the program the assistant can guide them along. - Make sure to save each illustration individually under the students name and which group they belong to. - Have the children who are waiting to go on the computer continue on their illustration drafts. - The children who are finished can now work on other assignments that were not completed earlier in the day/week. **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> - Repeat the same process with the helpers and the students, but this time they will be illustrating.

Thursday: - Have each child come back one by one and record themselves reading aloud the story with the helper. - Make sure each student speaks clearly into the microphone and has a few tries to read it aloud so they get used to it. - After they have recored themselves let them hear what it sounds like and make sure they are happy with the way it turned out. - Once they have returned back to their seats have them brainstorm titles so they can discuss them on Friday as a group. **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-weight: normal;"> - Try to find quiet areas around the school or classroom where the children can record themselves reading aloud their portion of the story.

Friday: <span style="font-family: Arial,Helvetica,sans-serif;"> **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; font-weight: normal;">- Have the group go to their designated helper together at one time. The helper now reads aloud the final story to the group and asks if any of them would like to make any final changes to their part of the story. - Discuss title idea that would fit the story appropriately. - Once the group has decided on a title they will then begin to put the story together with the helper. They will blend together the story, illustration, and the recorded audio into one PowerPoint presentation to show the class. - Once every group has presented their story ask the class the following questions: **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; font-weight: normal;">
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; font-weight: normal;">What are some differences between the stories? **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; font-weight: normal;">Why do you think each story was different but had the same characters, settings, and location? **
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%; font-weight: normal;">Ask students for a summery of each story or ask specific questions to make sure they understand the foundation of story writing. (ex. location, plot, characters, conclusion, etc.) **

<span style="color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 130%;"> Evaluate <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> Use the following rubric to grade the final story:

|| Writing follows fairy-tale conventions and is interesting and original. || Writing follows fairy-tale conventions. || Writing follows some fairy-tale conventions. || Writing follows few fairy-tale conventions. ||
 * || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * Writing **
 * Writing **
 * Illustrations ** || Illustrations match and add to text. || Illustrations match text. || Illustrations somewhat match to text. || Illustrations and text do not match. ||
 * Story Sequencing ** || Excellent story sequencing. || Good story sequencing. || Fair story sequencing. || Poor story sequencing. ||
 * ** Understanding **
 * Story and Characters ** || Text and illustrations develop the story and characters fully. || Text and illustrations develop the story and characters partially. || Text and illustrations develop the story and characters only slightly. || Text and illustrations do not develop the story and characters. ||
 * Presentation ** || Presentation is clear and precise. || Presentation is partially clear. || Presentation is slightly clear. || Presentation is not clear. ||
 * Story and Characters ** || Text and illustrations develop the story and characters fully. || Text and illustrations develop the story and characters partially. || Text and illustrations develop the story and characters only slightly. || Text and illustrations do not develop the story and characters. ||
 * Presentation ** || Presentation is clear and precise. || Presentation is partially clear. || Presentation is slightly clear. || Presentation is not clear. ||
 * Presentation ** || Presentation is clear and precise. || Presentation is partially clear. || Presentation is slightly clear. || Presentation is not clear. ||