Name: Ashley Thorson

Date: 10/05/2016

Curriculum/Course: Language Arts

Grade level: Fourth Grade

Materials: Writing utensils, packets for each student, extra
individual pages of packet for students that may need them,
computers for each student, access to library, printer

Time/Period: About forty-five minutes

over a twelve day period.

Standards:
CCSS.ELA-LITERACY.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
CCSS.ELA-LITERACY.W.4.4: Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.4.6: With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
3-5.DC.3: Describe precautions surrounding personal safety that should be taken when online
3-5.DC.4: identify the types of personal information that should not be given out on the Internet (name,
address, phone number, picture, school name)
Objectives (I can statements):
-I can collect information from books, and the internet.
-I can assemble an informative paper on a topic of my choosing.
-I can apply my computer skills to type one page of text using Microsoft Word.
- I can explain why its important not to share personal information online.
- I can demonstrate the ability to use online resources safely.
Students will construct a two page paper on a topic of the choice to help assist them with their museum
presentation. They will utilize a number of different sources including the internet.
Introduction/Hook:
Everyone has a topic for the museum, but is just knowing your topic enough? Elaborate. (Exhibitors need
to know all they can on their topic so they can teach others, ect.) One way to do this is to write a paper which
requires investigating. (five minutes)
Steps in the lesson:
1. Day One: Introduce the packet, have a sample topic available that a student has not picked, and model

how to come up with questions, as well as ask someone else questions about their topic. (five minutes)
Check their understanding with thumbs up, and have students complete pages 2-3. This will allow them
to interact with their pairs through sharing their ideas, as well as commenting upon others. (ten minutes
per page). If they complete it early have them go over their questions with the instructor. Review ways
to research with books or the internet (ten minutes). *Students will have a two minute break between pages.
Click any of the brain break videos saved to Houghtona09s Youtube account.

2. Day Two: visit the library and begin researching. Students will write down any notes they find. (forty
minutes) Watch the following video, and discuss internet safety as a class.
(https://www.youtube.com/watch?v=M-njh8mFvVk). (five minutes).
3. Day Two: review internet safety (three minutes).

4. Day Two and Three: Go to the computer lab and begin researching. Students will write down any
notes they find. (forty minutes).
5. Day Five: Go over how paper should be set up; name, topic, main idea followed by supporting
statements. Model with previous example. (ten minutes). Prewrite (forty minutes).
6. Day Six and Seven: Rough Draft.
7. Day Eight: Peer review
8. Day Nine and Ten: Revise and teacher review
9. Day Eleven and Twelve: Visit the computer lab to type up the paper.
*Days will vary by students ability levels. If students finish early they can assist their peers or complete other work related
to their exhibit.

*Students will have a two minute break about halfway through any activity for these days. Click any of the brain break
videos saved to Houghtona09s YouTube account

Closure Activity/Wrap up:

Students will share two interesting facts they have learned about their topic with the class.
Assessment (Summative, Performance Based):
The students final paper will count as the assessment and it will be assessed using the rubric below.

Differentiation:
What will I differentiate? Content Process Product
How will I differentiate? For readiness By interest Learning profiles Ability level Affect
Specific Student / Group:
Students will have the opportunity to discuss amongst their peers throughout the lesson and to work with them
to assist them in the different aspects of their paper. The layout of the days is more of a general guideline
because each student will be performing a different level and therefore a different pace. Students will be
working on a paper based on what their interests are so what each student will be learning different content,
and produce a different paper.
Accommodation/Modification:
Specific Student /Group:
One student has ADHD, and has difficulties staying still for extended periods of time so he will have a small
semi-soft ball to fiddle with. The student also has a designated pace spot where he can get up and move. He
will be in the quietest portion of the room. The teacher will provide silent reminders to help ensure the student
stays on task.
Another student has slight issues with her vision and therefore will be placed closer to the board. She will also
be provided with materials printed off in larger print and will have access to the computer with the larger
screen. Lastly she will have access to a book magnifier with a LED light. Many people of low vision have
issues with florescent lighting creating glares which makes it more difficult to read.

This lesson has the potential to touch on many different content areas due to the fact that so many different topic
could be chosen. This lesson touches on technology because the students will be using the computers to produce
their paper. They will also learn basic internet safety. It also touches upon physical education because the brain
break videos are primarily exercise videos that have the students stretching and moving around.

Length

Identification

Facts
Spelling
and
Punctuation

Proficient
(3pt)

Needs slight
improvement
(2pt)

Needs
improvement
(1pt)

Student had none of

the requirements
(0pt)

Student had one

page in length, with
at least five
paragraphs.
Name, topic of
choice

Student had at least

three quarters of a
page.

Student had at least

half a page.

Student had less than

half a page.

Referenced three
questions.
Student only had
one to two errors.

Referenced two
questions
Student had three to
four errors.

Student only had

name, or the topic of
choice
Referenced one
question
Student had five to
six errors.

Paper had no
identification
information
Did not reference any
questions.
Student had more than
six errors.