Where do you come from?

Where are you from?

Author(s):

Jennifer L. Ross


Grade Level:

50 minutes on two different days in the computer lab; 40 minutes in class to present
Timeframe:
50 minutes on two different days in the computer lab; 40 minutes in class to present
Lesson Description or Explanation

Recently students began to discover the diversity within the classroom through a Unit of Study Writer’s Workshop. The final assignment for the workshop was to write a biography about their partner. Some students were very surprised that many of there peers came from other countries; and many of the students that knew they came from other countries did not know anything about the country they came from (they came as small children and infants).This lesson will serve as a chance for students to explore the countries from which they hail, even if that means the United States.

Students will spend one class period exploring the country that they were born in via the internet. They will be presented with an assignment description beforehand so that they are aware of what information they need to gather.

The second class period will be spent creating a power point of at least two slides that answer at least these four questions:
What are the countries that surround the one you were born in?
What language(s) are spoken in your country?
What continent is your country on?
What custom(s) of your country do you practice?

The third and final class dedicated to this assignment will serve as a chance for students to present their power point, and their country, to their peers.

Indiana Curricular Standards


· 1.5 At Grade 1, students begin to write compositions that describe and explain familiar objects, events, and experiences. Students use their understanding of the sounds of words to write simple rhymes. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
· 1.6 Students write using Standard English conventions appropriate to this grade level.
· 1..7.1 Comprehension: Listen attentively
· 1.7.8 Relate an important life event or personal experience in a simple sequence
· 1.7.10 Use visual aids, such as pictures and objects, to present oral information
· BTL.2.1 Students use technology to enhance the effectiveness of communications


ISTE Standards

1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
5. Digital Citizenship
6. Technology Operations and Concepts
Assessments
Formative/Summative

Formative:
I will meet with students half way through the working time to see where they are at. We will discuss what they can do to better their work. We will also compare this power point to the one they completed three weeks before to see the differences. Progress will be discussed and goals will be set for the next technology integrated lesson.

Summative:
Students will be assessed only to make sure that their text is free of errors, and that they answered the four questions in their power point.

Prior Knowledge

Curricular Knowledge or Skills: Students will use their English Writing Skills to complete this assignment. They will also use the “juicy,” or descriptive words that they have been learning in class to complete the assignment.
Technology Knowledge: Students will use their prior knowledge of computers and Microsoft Power Point and Internet Explorer to complete this assignment.

Technology


Internet Resources: (please list URLs)
http://www.iste.org
http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx
https://oncourse.iu.edu/
http://www.internet4classrooms.com/links_grades_kindergarten_12
http://www.google.com
Hardware:
Computer
Mouse
Keyboard
Software:
Microsoft Power Point
Microsoft Word
Internet Explorer

Procedure

Day One:
Students will have a teacher-led discussion about where they come from, or their country of origin.
We will use the classroom World Map to find the countries mentioned.
The norms for the project will be discussed, and appropriate computer lab etiquette will be reviewed.
Students will receive a copy of the four questions:
What are the countries that surround the one you were born in?
What language(s) are spoken in your country?
What continent is your country on?
What custom(s) of your country do you practice?
Students will go to the computer lab and start their research.
Students will record important facts on their Microsoft Word Document either using bullets or an organization diagram building on their first nine weeks learning about these and Microsoft Power Point.
They will have a week until their follow up computer lab visit to review the data and make notes about each of their slides.
Day Two:
Students will use their prior knowledge of Microsoft PowerPoint to create at least two slides that relay the information that they gathered on their place of origin.
There will be a question and answer session from the rest of the class.
We will have students put a tack on the world wall map to show the city in which he/she was born.
Differentiated Instruction

ESL
ELL students that struggle with this project will be working closely with a 5th grade mentor that can help them with the language of the programs, and the information that they find on the internet.

Challenge/Extend


Students that want to be further challenged may make a brochure or poster on their country/city/birthplace to keep in the classroom for others to look at. They can also try to use and familiarize themselves with Microsoft Publisher if they so choose.

Special Needs


Students with special needs will have the help of their “lab partners,” or staff that is in place in the computer lab for these students. There will also be the option of using any assistive technology that is currently available to these students.