Author:
Susie J. Dyer
Section #19017
Grade:
6th grade
Timeframe:
Students will have 30 minutes daily to work on the newsletter.
Students will have 30 minutes daily to work on the newsletter.
Lesson Description:
Students will take turns in groups of 2/4 depending on class size over the period of the school year developing a class newsletter that will tell about the happenings of our classroom and peers. It will be available in print and by email to family members. If the school district allows classrooms to have their own websites this would be an option as well then the “reporters” could update the site weekly. Newsletter are to be published every Friday.
*Note not all students can do this at the same time, therefore I would say each student will be a “reporter” at least once a month in most cases.
Indiana Standards:
6.4 Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. Students progress through the stages of the writing process and proofread, edit and revise writing.
6.5.6 Use varied word choices to make writing interesting.
6.4 Students discuss and keep a list of writing ideas and use graphic organizers to plan writing. Students progress through the stages of the writing process and proofread, edit and revise writing.
6.5.6 Use varied word choices to make writing interesting.
ISTE Standards:
Standard 1
Creativity & Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovation products and processes using technology. Students:
b. Create original works as a mean of personal or group expression.
Standard 2
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Standard 1
Creativity & Innovation:
Students demonstrate creative thinking, construct knowledge, and develop innovation products and processes using technology. Students:
b. Create original works as a mean of personal or group expression.
Standard 2
Communication and Collaboration:
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Assessments:
Formative:
Each student will be grade on his/her own work. They will be required to turn in their notebooks showing the different stages of their writings i.e. rough draft, peer review, editing, and their final piece handwritten.
Summative:
The final published newsletter. Did the student use correct punctuation, grammar, and spelling in their writing? Does everything fit the boxes or rows and does the writing make sense in the newsletter?
Formative:
Each student will be grade on his/her own work. They will be required to turn in their notebooks showing the different stages of their writings i.e. rough draft, peer review, editing, and their final piece handwritten.
Summative:
The final published newsletter. Did the student use correct punctuation, grammar, and spelling in their writing? Does everything fit the boxes or rows and does the writing make sense in the newsletter?
Prior Knowledge:
Curricular Knowledge or Skills:
*Students will have prior knowledge of writing a newsletter.
*Students know how to correctly use punctuation, spelling and grammar.
Technology Knowledge:
*Students will be able to navigate through computer programs and the internet to find what they need to complete their task.
*Students will be able to navigate their way across the keyboard.
*Students will be able to use a class email address to send a copy to the families who requested the newsletter to be sent by email.
*Students will have “training” by teacher to use the digital camera.
Curricular Knowledge or Skills:
*Students will have prior knowledge of writing a newsletter.
*Students know how to correctly use punctuation, spelling and grammar.
Technology Knowledge:
*Students will be able to navigate through computer programs and the internet to find what they need to complete their task.
*Students will be able to navigate their way across the keyboard.
*Students will be able to use a class email address to send a copy to the families who requested the newsletter to be sent by email.
*Students will have “training” by teacher to use the digital camera.
Technology:
Internet Resources: (please list URLs)
http://school.discoveryeducation.com/clipart/
http://www.education-world.com/tools_templates/newsletter1.doc
Hardware:
Computer with internet connection
Digital Camera with SD card
Printer
Voice Recorder
Software:
Windows Picture and Fax Viewer
Microsoft Word
Materials:
Notebook
Pen/Pencil
Xerox paper
Samples of newsletters
Internet Resources: (please list URLs)
http://school.discoveryeducation.com/clipart/
http://www.education-world.com/tools_templates/newsletter1.doc
Hardware:
Computer with internet connection
Digital Camera with SD card
Printer
Voice Recorder
Software:
Windows Picture and Fax Viewer
Microsoft Word
Materials:
Notebook
Pen/Pencil
Xerox paper
Samples of newsletters
Procedure:
*At the beginning of the school year students will collaboratively decide on a name for our classroom newsletter.
*Students can examine several different styles of newsletters teacher will provide group with to show that they do not have to be the same. Difference is what makes them good and easier to read.
*Students will for one school week develop a newsletter to go home in print or be emailed to family members.
*Students will write about what is going on in our classroom by observation or interviewing other students.
*Students can use the digital camera to take snap snots around the room or school for their piece.
*Students may use the voice recorders when interviewing their peers that way they can go back to see what was said without having to miss out on a lot of the conversation with their peer.
*Students will develop a rough draft of their writing, and then have a peer review it before they edit it and rework their final handwritten copy before typing it in the newsletter.
*Students will have daily conferences with their group mates to debrief about what they have for the day and what they need to do next.
*Students will use the website the teacher has provided them with for a template of a newsletter, search for their own or design it.
*Students will add clip art or photos to their newsletter to personalize it making it their own work.
*Students will jazz up their writing skills by using a thesaurus to make their writing more interesting to the reader.
*After completing the final copy of the newsletter in typed form the students will save it as a document allowing them to attach it to the families email addresses.
*Students will print off the number of copies necessary to send them home with their peers.
*Students will open the classroom email account and attach the document to a group mailing.
*Students will log off correctly from our class email account.
Differentiated Instruction
*At the beginning of the school year students will collaboratively decide on a name for our classroom newsletter.
*Students can examine several different styles of newsletters teacher will provide group with to show that they do not have to be the same. Difference is what makes them good and easier to read.
*Students will for one school week develop a newsletter to go home in print or be emailed to family members.
*Students will write about what is going on in our classroom by observation or interviewing other students.
*Students can use the digital camera to take snap snots around the room or school for their piece.
*Students may use the voice recorders when interviewing their peers that way they can go back to see what was said without having to miss out on a lot of the conversation with their peer.
*Students will develop a rough draft of their writing, and then have a peer review it before they edit it and rework their final handwritten copy before typing it in the newsletter.
*Students will have daily conferences with their group mates to debrief about what they have for the day and what they need to do next.
*Students will use the website the teacher has provided them with for a template of a newsletter, search for their own or design it.
*Students will add clip art or photos to their newsletter to personalize it making it their own work.
*Students will jazz up their writing skills by using a thesaurus to make their writing more interesting to the reader.
*After completing the final copy of the newsletter in typed form the students will save it as a document allowing them to attach it to the families email addresses.
*Students will print off the number of copies necessary to send them home with their peers.
*Students will open the classroom email account and attach the document to a group mailing.
*Students will log off correctly from our class email account.
Differentiated Instruction
ESL:
http://www.google.com/language_tools?hl=en
http://babelfish.altavista.com
http://worldlingo.com
http://translation.paralink.com
*Any of these websites will translate from one language to another.
*Maybe one of your students could translate it for you to their native language.
*Or if your student is new to the United States maybe you should allow them to write it as they know how and you try figuring it out.
http://www.google.com/language_tools?hl=en
http://babelfish.altavista.com
http://worldlingo.com
http://translation.paralink.com
*Any of these websites will translate from one language to another.
*Maybe one of your students could translate it for you to their native language.
*Or if your student is new to the United States maybe you should allow them to write it as they know how and you try figuring it out.
Challenge/Extend:
*Students could peer teach a younger class how do write a newsletter.
*If students grasp the concept of the task quickly maybe the class would like to try a mini newspaper published biweekly from topics around the building including all grades or out in our world.
*Students could peer teach a younger class how do write a newsletter.
*If students grasp the concept of the task quickly maybe the class would like to try a mini newspaper published biweekly from topics around the building including all grades or out in our world.
Special Needs:
*This is a teamwork assignment PEER teamwork; therefore peers will help the rest of the group out.
*Peers could type what the student say.
*Student could tell what clip art/photo they wanted included in their piece and where to put it.
*Have examples of newsletters out so student could use them for an example if necessary.
*For visual impaired students you can change the font size so they can see the text.
*If severally disabled you can include them in a group photo of the reporters for that week and list their names. Including them were you can maybe by placing them next to the computers as you are typing your piece.
*Peers can remind students about spell check if they are not very good spellers.
*Wands instead of mouse for the student who cannot use it. This would allow the student to get where they needed so they could type their article.
*This is a teamwork assignment PEER teamwork; therefore peers will help the rest of the group out.
*Peers could type what the student say.
*Student could tell what clip art/photo they wanted included in their piece and where to put it.
*Have examples of newsletters out so student could use them for an example if necessary.
*For visual impaired students you can change the font size so they can see the text.
*If severally disabled you can include them in a group photo of the reporters for that week and list their names. Including them were you can maybe by placing them next to the computers as you are typing your piece.
*Peers can remind students about spell check if they are not very good spellers.
*Wands instead of mouse for the student who cannot use it. This would allow the student to get where they needed so they could type their article.
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