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CTAP 295 Teaching with Technology

Fabulous Fables. Cookie Gifford. Happy Valley Elementary, Anderson California. FINAL PRESENTATION. CTAP 295 Teaching with Technology. My name is Cookie Gifford and I am a Resource Teacher for the 7th and 8th grade at Happy Valley Elementary.

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CTAP 295 Teaching with Technology

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  1. Fabulous Fables Cookie Gifford Happy Valley Elementary, Anderson California FINAL PRESENTATION CTAP 295 Teaching with Technology

  2. My name is Cookie Gifford and I am a Resource Teacher for the 7th and 8th grade at Happy Valley Elementary. My web site is http://ctap295.ctaponline.org/~cgifford/ My e-mail is cgifford@shastalink.k12.ca.us This is a seventh/eighth grade Language Arts lesson focusing on standard 3.1 of Literary Response and Analysis, standard 1.6 of Research and Technology, and standard 2.1 of Writing Applications. For the lesson students will read and analyze fables to determine their common elements and then write an original fable, based on those elements, and present it in a slide show.

  3. Lesson Description and Timeline • Students will examine the genre fables and write an original fable based on the elements of a fable they discover. They will present their fable using presentation software. • Read and analyze fables-3 periods (37 minutes each). • Outline fable using a graphic organizer and write it-2 to 3 periods. • Create slides illustrating fable-3 to 4 periods. • Assemble final presentation 1 period.

  4. Objectives • Students will: • Read and analyze 5 fables for common elements • Write an original fable, including common elements. • Create a Power Point or Kid Pix slide show of fable. • Narrate their fable.

  5. Activities • Students were given a pretest

  6. On the pretest, the children were unable to list the title of any fable. Titles they listed ranged from fairy tales to Dr. Seuss to horror films, if they even attempted an answer.

  7. Activities • Students were given a pretest • Students then read a fable and compared it with a fable read by a partner. They drew a Venn Diagram comparing the two.

  8. Activities • Students were given a pretest • Students then read a fable and compared it with a fable read by a partner. They drew a Venn Diagram comparing the two. • Next each student read several fables and charted the elements on a table.

  9. Activities

  10. Activities • Students were given a pretest • Students then read a fable and compared it with a fable read by a partner. They drew a Venn Diagram comparing the two. • Next each student read several fables and charted the elements on a table. • Students then used a graphic organizer to outline their original fables.

  11. Activities • After they had their graphic organizer approved, students then began creating slides, using KidPix to tell their stories. • Their slides were assembled into a slide show, which most students narrated.

  12. Internet and Technology Integration • Lesson plan was posted on the Internet. • Links were made to fables already posted on the Internet. • Students used Write Out Loud software to copy the fables that they could not read themselves. The fable was read to them by “Wade”. • Students used Kid Pix software to produce their original fables.

  13. Successes • Students liked the idea that they didn’t have to read anything “long”, although many read more fables than required because they liked them. • Use of Write Out Loud for those students who were unable to read fables from the Internet. • Originality and creativity expressed by the children through their fables. • Met several language arts standards.

  14. Shortcomings • Some children had difficulty sticking to Miss Bessie’s rules for content. (no mayhem) • It was difficult for some students to get the text to show up against their picture background. It would look good on the computer but would not show up when projected. • Some students refused to read their final product into the microphone to accompany their product.

  15. Student Performance

  16. Student Data Student scores improved significantly between the pretest and the posttest. The project scores were also good. The student who earned the low score refused to follow guidelines.

  17. Implementation and Revisions • We were able to keep to the time table except for recording the narrations. • All the students were actively involved, even those who pride themselves on aloofness. • Next time I would include a story frame for the students who have difficulty organizing their thoughts in a logical manner.

  18. Summary This assignment engaged even the most reluctant students. Everyone was on task most of the time, which says a lot for junior high special education students. The fast pace of the lesson and the variety of input for learning contributed to that success.

  19. Outcomes • I learned the following: • Graphing with excel • Web page creation in Netscape Composer • Linking pages and projects • Power Point • Excel • Downloading and uploading techniques

  20. Thank You

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