2. Teacher’s Name
Mr. Shively

3. Email Address
shive6@gmail.com

4. Grade Level
3 – 5

5. Content Area
English Language Arts

6. What New York State Standard is your lesson addressing?
ELA Standard 3 Language for Literary Response and Expression

8. What is the Performance Indicator of the key idea?
Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations

9. Choose the teaching methods that your lesson utilizes to support Affective Learning
Offered Choices of Learning Context

10. Choose the teaching methods that your lesson utilizes to support Strategic Learning
Provided Opportunities to Practice with Supports

11. Choose the teaching methods that your lesson utilizes to support Recognition Learning
Provided Multiple Examples,Highlighted Critical Features

12. Instructional Delivery Method (How or where will you teach this lesson – just guess – but know there are many ways to deliver a lesson)
Wireless Computer Lab

13. Savings Plan
Internet Saving (accessible from any computer in the world) I will ask what service you are using

14. Materials
Firefox, Quicknote, paper, blog

15. URL of Web Site
http://kids.nationalgeographic.com/portal/site/Kids/menuitem.5b1c7b0f2785ed81b92c3010ca248a0c/?vgnextoid=90ba8ec83ea50110VgnVCM1000000100007fRCRD&vgnextchannel=5778edfab621d010VgnVCM1000006640a8c0RCRD

16. What are your objectives for this lesson? – (use verbs from Bloom’s Taxonomy)
1. Use Quicknote to Organize Information 2. Publish opinions to a blog anonymously

17. What is the Essential Question for this lesson?
Which animal makes a better pet, a cat or a dog?

18. Describe the procedure for this lesson – how are you going to teach it?

1. Open Firefox and Quicknote
   
2. Navigate to my web site
   
3. Let them open the math cactus in a new tab and choose Math Facts >> any one they wish (this is to provide them with something to do while if they finish quicker than others)
   
4. Open the blogging cactus in a new tab
   
5. Choose the lesson category of my blog
   
6. Read the question – answer the question by typing in Quicknote – type in tab #2
   
7. Tell the kids that they need to provide details from a web site to support their opinion.
   
8. Take them to the web site and show them the three sections in which they must read (Give them the opportunity to read together or alone)
9. Before they are set free, practice sending information to Quicknote – these ideas will be their details of support
   
10. Ask the kids how many details are sufficient to support their opinion
    
11. Let them read and add ideas to quicknote
    
12. For those quick finishers, they can visit the math facts
    
13. Visit the blog tab and post their information to the comment section of the blog
    
14. Have kids read through the comments
    
15. Have kids self-assess
    
16. Did they have the number of details to support their opinion?

1. The body has an innate ability to heal by itself if we do not interfere with it – the body heals itself after a cut by sending clotting agents to stop the bleeding
2. Antibiotics strip the flora of the stomach
3. Free radicals are anything that is toxic in the body
4. If you create the right environment, bad things will NOT grow
5. Electromagnetic stress
   
6. Frequencies of electromagnetic radiaton can interfere with body communication
7. A nutritional cleanse will:
   • purify the blood
   • help the PH balance in the body
   • cleanse the liver
8. The key to a cleanse is to get more bad things out of the body than are put in
9. Dr. Royal Lee
10. Sugars that Heal – a book
11. The body does not need any help, it just needs to be free of interfence
12. Pineapple/Grapefruit activates the lymphatic system
13. Sweat pushes toxins out of the body
14. Toxins are endocrine system disruptors
15. Brain Fog is a signal of toxicity
16. Skin is also an elimination organ
17. Types of Cleanses
    1. Raw Foods
    2. Juice Cleanse
    3. Standard Process Cleanse

After students have learned finger placement for all letters use this lesson to:

1. teach students how to click, drag, and position windows in Microsoft Windows.
2. teach students how to have a browser window and Microsoft Word window open at the same time
3. review keyboarding all letters
4. review changing font size, bold, and Enter key
5. review keyboarding without looking at the keys
6. review current events

Planning:

For this lesson you will need to have a link to a news article available for your students. On-line magazines and newspapers will work. There are News sites made especially for kids. Check these out.
Find a short article for your grade level because showing students how to click and drag windows will take up about 10 minutes.

Practice clicking and dragging windows yourself before class. Your goal is to show your students how to have your news article website and a new document in Microsoft Word open on the screen at the same time. Like this:

Steps for modeling this in class are below.

Time for class:

1. Have students launch their Internet Browser using the icon on the desktop. Model for them positioning the window by clicking Restore icon top right corner.
   • Using the mouse, click and hold down the very top blue bar and move the window all the way to the left. Resize the window so that it takes up half the size of the screen by hovering the mouse over the right border of the window until you see a double arrow, clicking the border, holding down and dragging left to resize the window.
2. Have students launch Microsoft Word or your word processor by using the Start Menu>Programs> Microsoft Word. Model how to position the Word window on the right side. it’s just the opposite ofhow you positioned the browser window.
   • Using the mouse, click and hold down the very top blue bar and move the window all the way to the right. Resize the window so that it takes up half the size of the screen by hovering the mouse over the left border of the window, clicking the border, holding down and dragging right to resize the window to half your screen size.
3. Have students SAVE their work as Practice
4. Model for students how to type the title, writer, and date for article showing them how to increase font size and bold the article title and use the Enter key.
5. Tell students the goal of the exercise which is to type the article with:
   1. Fingers on the home row keys
   2. Type the article while looking at the article and their document copy.
   3. Not to look down at the keyboard.
6. Model for students how to type the first sentence.
7. If your web browser has the ability to increase text size. Show the students how to do that too. That will make it easier to type the article text.

Here is an article for you to try from Scholastic News:)

• Locate Microsoft Word
• Format Text
• Print their document
• Close Microsoft Word
• Spell spelling words

1. Teach the kids how to find and open Microsoft Word – there may be a shortcut on the desktop or the quicklaunch section of the task bar.
2. Begin by having kids type a spelling word
3. Have the kids format the word – Format means to change the: font, size, style (bold, italic, underline), alignment (left, center, right, justified), color
4. Have the kids hit the enter key and type in another word
   1. repeat step 3
5. Repeat step 4 as many times as you wish – type in as many words as you want the kids to remember
6. Click on the printer icon
7. Have the kids close Microsoft Word  – click on the top X
   1. When prompted to save – say  no

Using Letter Generator students can practice writing skills and learn the parts of a letter at the same time.

After students have brainstormed a bit, teachers and students can rollover a sample letter to learn its different parts.

Students can then write their own with step by step instructions and interactive fields to fill in each part of the letter!

Students choose a page border when finished and can even print if instructed to do so.

http://readwritethink.org/materials/letter_generator/

Instead of just practicing:

1+1 = 2

1+2 = 3

Try asking your kids this:

What two numbers make the sum of 11? 10? 13?

Or what three numbers make the sum of 11?

Interested? here is the link to NASA’s site – http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelthree/KC_Blast_Off.html

This link & more can be found at: the Math portion of the bTcacTus .or site.

I use to subscribe to the keyboarding program school of thought – get a program and have the kids use it.  However, teachers need to know how to use it, it costs money – blah, blah.  So, keyboarding within the confines of the curriculum is my new mantra.  So here is a quick way to do it.

Objective: Practice keyboarding while typing in the names of characters from a story the kids’ are reading. For example, if the kids are in third grade and reading the BFG, they could type in the characters from the story, such as: BFG, Sophie, Child Chewer, etc. You get to review the characters from the story and they can practice their keyboarding.

• From your teacher web site – link to Funbrain.com’s Word Turtle – http://www.funbrain.com/detect/
  
• Choose the options I have indicated below (this is just one variation)
  • Level (select one):
    Hard (10 words, 12 letters long, with reverse and diagonal)
    Style (select one):
    Make Puzzle to Print On Paper (for yourself or friends)
• Have the kids type in their name for the title – this makes it easier for you to find who printed what
• Have the kids type in the character names – you could ask them questions and they have to type in the correct character based on the answer
• When they are all done – have them click Make Puzzle
• Print them from the File Menu of your Firefox browser

They have practiced a bit of keyboarding and you have reviewed story elements

This is the first semester that I have used it. I am very impressed with what was created by my graduate students with very little input by me. Below are the results:

Graduate Student WebQuests

All the Ed Tech mags and newspapers are talking about Web 2.0 in the classroom. One of the elements of that is the shift from proprietary client based software to on-line web applications. An example of this (there are many now) is Google Docs, primarily its Word Processor.

There are various ways to incorporate Google Docs into class projects. One example is using it to have students collaborate writing a script for a podcast. Creating a podcast with your students is worthy of its own blog post. Watch out for that soon.:) But for now let’s focus on how Google Docs is helpful for collaborating.

Ok, so the assignment goal is to write a script for a radio talk show on your curricular topic. The students are given instructions and/or a rubric. Instead of students huddling around one computer or working on seperate computers and copying and pasting try this:

Collaborating a script using Google Docs.

Using Google Word Processor, students (best with groups of four or less) can work on-line and have access to the same document. The script can be paperless! Before, only students that were allowed to use laptops or had access to school e-mail could work paperless. Now with a little bit of planning, students can log-in to their script from anywhere that has Internet access and work remotely without having to carry papers to and from school.

Students who have used Google Docs have commented on how accommodating it was for them to be able to work on-line from home.

Students can work at their own computers editing the document at the same time. The application does work best if students are not typing at exactly the same time. Typing at the same time will cause a slight delay in processing. (hey, this a new technology:)

Below is the easy technical stuff that you and your class will do first to get Google Docs set up for your class project.

1. Days before (steps 5 and 7 tells you why) the assignment begins have students create Google Accounts by going to Google.com
2. At the top right corner have click Sign-In
3. Underneath the log-in fields have the students click the link to Create an Account now.
4. Students then follow the on screen instructions to create their account. If students have a school district e-mail account have them use that to fill in the current e-mail address field. That will make all the Google Account names nice and uniform. Students can use their own personal e-mail address to start a Google Account. Note: The students’ current e-mail mail is also going to be their Google Account User Name for log-in. So if a students’ personal e-mail is sweetiepiexo@yahoo.com their Google Account user will be that also.
5. After filling out the account info an e-mail will be sent to the student’s e-mail address to activate thier account. If students do not have school a-mail they may need a couple days to remember to activate from their e-mail at home for homework;) If all students have access to e-mail at school, these steps can all be done the day of the project.
6. One inside their Google account have students become familar with the interface of the Docs and Spreadsheets Word Processor.
7. Next assign one student as the Owner of the script or project document. This will be the student who creates the New Document and saves with a file name.
8. The Owner of the document will then with the document open, click Collaborate in the top right corner of the document, type in the user names of students who he or she will be working with. Then finish the process by clicking Invite these people.
9. The invited students will then have access to the document the next time they log- in to their Google Account!

Google Earth

Learning Objectives
- Locate address using the search tool
- Experiment with the Zoom tools to find items, such as: pools, roof, trees, playground etc, located near their house

Procedure:

1. Have the kids type their address into the SEARCH PANEL (make sure that you are on the Fly To tab)
   • Go over how to:
     • type a proper address
2. Click on the magnifying glass to have Google Earth find their home
3. Use the Zoom tools located on the top right to zoom in and out
4. Print what they have found if you want