lesson builder manual

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Lesson Plan

Builder Manual

2004 Stanislaus County Office of Education

http://lessonplanbuilder.org



Table of Contents

About the Lesson Plan Builder 4

Entering the Lesson Plan Builder 5

The Lesson Plan Builder Menu Page 6

Creating a New Lesson Plan:Step 1A- Enter Basic Information About the Lesson 8

Step 1B- Specify the Instructional Setting In Which the Lesson Will BeImplemented 9

Step 1C- Enter Lesson Description and Objectives 10

Step 2A- Select the Subject and Strand(s)/Domain(s) for Your Grade Level 11

Step 2B - Select the Standards Addressed by Your Lesson Plan 12

Step 3A - Specify the Types of Assessments That Will Be Used 13

Step 3B - Specify How Student Learning Will Be Assessed 14

Previewing The Printed Version Of Your Lesson 15

Making A Change To One Of Your Completed Steps 15

Step 4A - Select the Electronic Learning Resource(s) You Would Like toUse In This Lesson Plan 16

Step 4B - Select The Computer And Video Resources Needed For This Lesson 18

Step 4C - Select The Teacher’s Required Technology Competency Level 19

Step 4D - Add Instructional Materials Used As Resources With The Lesson 20

Step 5 - Specify How The Lesson Will Be Implemented 21

Step 6 - Submit Lesson to Peer Editing Team 23

Submit to Peer Editing Team 24

Manage Your Peer Editing Team(s) 25

Adding New Users to Your Peer Editing Team 26

Lesson Plan Builder Feedback 27

Providing Feedback to Others 28




View Feedback Others Have Given You 29

View Feedback Provided by Others 30

View or Edit a Lesson Plan 31

Lesson Plan Builder Feedback 32

Sample Lesson Plan 33




What is the Lesson Plan Builder?

The Lesson Plan Builder makes it easy for you to create or modify lessons using theelectronic resources you find on this site. The Lesson Plan Builder helps you to:

Create a Lesson Plan

Use the Lesson Planner Wizard to guide you step-by-step through the creation of aLesson Plan that meets the California standards and automatically finds the bestelectronic learning resources for the Lesson.

Edit Your Lesson Plans Use the Lesson Planner Wizard to change a lesson you have already saved or share alesson with a peer editing team.

Share your Lessons with Peers You can share your lessons with your peers by using the Peer Editing Team feature.This feature allows you to create your own Peer Editing Teams by selecting other

members and adding them to your Peer Review List. You can then select which lessonsyou would like to share with each Peer Editing Team, allowing them to view your lessonplan and then provide useful feedback regarding your lesson.

Send us Feedback Send us a confidential comment about a lesson plan you found in the library or aboutthe Lesson Planner itself.




Entering the Lesson Plan Builder

The Lesson Plan Builder is accessed via the web by typing http://lessonplanbuilder.org into your browser. You must be a registered user to access the Lesson Plan Builder. If you have notalready registered as a Lesson Plan Builder user, you should do so first. The registrationprocess is intended to identify users by region and collects minimal personal information.

Registered users can also decide the level of information they want to share with other LessonPlan Builder users.

Whenever you sign on to the Lesson Plan Builder you must enter your User ID and Passwordto access your user account.


http://lessonplanbuilder.org/

http://lessonplanbuilder.org/



The Lesson Plan Builder Menu Page

The Lesson Plan Builder home page gives you access to different functions of the Lesson PlanBuilder. Each of the titles of the bulleted functions is a link to that function. You can also link tothe different functions of the Lesson Plan Builder by clicking on the green tabs under the titlebar. The function titles are broken into three sections Lesson Plans, Peer Teams, and LessonPlan Feedback. Information for each section is provided in this manual (See Table of Contents).




Creating a New Lesson Plan: Step 1AEnter Basic Information About the Lesson

This page is your first step in creating a new lesson plan. Throughout the Lesson Plan Builder,Instructions for using the page are given on the right side of the page and helpful tips can befound below instructions in the Tip! Box.

Each page in the Lesson Plan Builder has a Save Changes button at the bottom. This is thebutton you will click to go on to the next page of the Lesson Plan Builder and also ensures your work is saved. If necessary, you always have the opportunity to revisit the pages you havealready completed, just remember to click Save Changes each time you make changes.

InstructionsEnter the name of this lesson and select the grade level for which it was developed. You may

also select additional grade levels for which this lesson might be appropriate.

If you are working with others to create this lesson plan, enter their name(s) and emailaddress(es).

Tip!Use a lesson name that describes what the lesson is about. For example, call the lesson"Women of the Gold Rush" instead of "Lesson No. 5".




Creating a New Lesson Plan: Step 1BSpecify the Instructional Setting In Which the Lesson Will Be Implemented

Your lesson plan has now been assigned the title you gave it on Step 1A. The Lesson PlanBuilder Wizard has also assigned it an identification number. You were introduced to theInstructions box in the previous step, so all you need to do is to follow the instructions and clickthe Save Changes box.

InstructionsClick the box next to the instructional setting for which your lesson is written. If your lesson canbe simply modified for a different setting, check that box also. However, if you check more thanone box, you should include notes regarding modification within the text of your lesson.




Creating a New Lesson Plan: Step 1CEnter Lesson Description and Objectives

From this point on, you will always see your title and identification number on each page of your lesson. By now you are also becoming familiar with the Instructions box and the Tip! box on theright side of the page. Please follow the instructions as closely as possible. If you are confusedabout an instruction, you may want to check the sample lesson provided to see how theinstruction was followed. When you have written your description and objectives according tothe instructions and tip, click the Save Changes box to move to the next page.

InstructionsWrite a brief description of the lesson while still conveying the goals and activities. Objectivesshould be clear and specific. In other words, the students won’t learn how to use a

thermometer, they will demonstrate how to read and interpret a thermometer. Also remember that the objectives are not your activities, rather they are the outcomes of your activities.

Tip!At the beginning of each objective, write the phrase, “Students will be able to…”. This will helpyou focus on writing an objective that is directly measurable.




Creating a New Lesson Plan: Step 2ASelect the Subject and Strand(s)/Domain(s) for Grade __

By following the Instructions and the Tips! on this page you will be determining what subjectyour lesson plan addresses. Occasionally, teachers write lesson plans that address more thanone subject area. This page allows for additional subject areas to be targeted in one lessonplan.

When you have chosen your subject and strand according to the instructions and tips, click theSave Changes box to move to the next page.

InstructionsOpen the drop down menu to select the main subject area that your lesson addresses. Selectthe strand or strands within the subject area that your lesson will focus upon. You may chooseadditional subjects if you feel they are clearly addressed in this one lesson.

If you have chosen additional subject areas, write a short statement in the Cross Curricular Connections box regarding the strand or standards within the additional subject area that thelesson will address.

Tips!Don’t feel the need to check multiple standards. Your lesson is given strength by allowing thereader to focus on the main standard or standards that your lesson addresses.




Creating a New Lesson Plan: Step 2BSelect the Standards Addressed by Your Lesson Plan

In the previous step (Step 2A), you chose the subject area and strand within that subject areathat your lesson plan will address. In this next step, the Lesson Plan Builder Wizard suppliesyou with the standards match for your grade level, subject area, and strand or domain. All youneed to do is place a check mark in the standard or two that you will be targeting. As always, itis important to read the Instructions and the Tip! on the right side of the page. On every pageof the Lesson Plan Builder, there will be required information highlighted in the color red. If youclick on the Save Changes button without filling in the required information, the Lesson PlanBuilder will prompt you with a message to fill in that section before proceeding. On this page amessage will also appear if you check more than three standards. It simply reminds you tofocus your lesson one or two standards.

InstructionsPut a checkmark inside the box of the one or two standards that your lesson addresses.Don’t feel the need to check multiple standards. Your lesson is given strength by allowing thereader to focus on the main standard or standards that your lesson addresses.

Tip!One way to limit your selection of standards is to only choose those that you feel can beassessed at the end of the lesson with a high percentage of students mastering them.




Creating a New Lesson Plan: Step 3ASpecify the Types of Assessments That Will Be Used

On this page you are asked to identify how a teacher who uses your lesson plan will assessstudent learning. Although 13 assessment options are given, you may have a way of assessingstudents that is not included. Therefore, an additional option labeled Other may be checkedand filled in. Although some of the choices may be ways that you assess your students on a

daily basis, try to only check the specific type of assessment(s) that will be directly used in thislesson.

At the bottom of this page, the Lesson Plan Builder reminds you of the standards you will beassessing.

InstructionsClick in the box to the left of the type(s) of assessment you have included in your lesson plan.Make sure there is a clear reference within the text of your plan to each assessment type youchoose. If you don’t see the type of assessment you have included, please select the “Other”box and write in the name of your assessment type.

Tip!Take advantage of the ability to revisit the standards you selected in the previous step. They willhelp you to make sure your lesson is assessing the standards it aims to address.




Create a Lesson Plan: Step 3BSpecify How Student Learning Will Be Assessed

Now that you have identified the type of assessment you will use, this page asks you todescribe your plan of assessment. For example, an elementary teacher might explain how shewill assess her students with a rubric, and she will attach her electronic file by following thedirections on the page to upload the document. If you upload a document, when another

teacher wants a copy of your lesson, that teacher only needs to click on the link and thedocument will be downloaded to the computer for printing. When you attach a document, theLesson Plan Builder gives you a window with the listing of the documents you have attached.Once again, you may also view the standards you need to be assessing.

InstructionsIf you haven’t created separate documents to use for assessment purposes, use this box todescribe how the teacher will assess student learning. If you have supplemental documents for the teacher to use for assessment purposes, please click on the identified area and you will be

directed to upload a file from your computer. Once you have uploaded your documents, you cansimply write, “see attached documents” in the description box, or give the reader some detailregarding the use of the documents. Make sure the text of your lesson plan refers to thedocuments.

Tip!Having a document for the teacher to reference while assessing the levels of student learning isalways helpful.




Previewing the printed version of your lesson

At this point you may be interested in how your lesson will look when it gets printed. Of course,you know that you haven’t completed all the steps, but you can still take a look. All you need todo is click on the words Print Preview on the left side of the window. You will get somethinglike the example below. You can perform this step at any point in the development of your

lesson. Simply close the window to return to the last step of your lesson building session.

Making a change to one of your completed steps

What if you’ve read over the printed version of your lesson and you’d like to change something?On each page of the Lesson Plan Builder, you will see a button labeled Back. This button canbe clicked as many times as necessary to take you to the page upon which you would like tomake changes. When you click Save Changes, you will move forward through the steps of the

Lesson Plan Builder.




Create a New Lesson Plan: Step 4ASelect the Electronic Learning Resource(s) You Would Like to Use In This LessonPlan

By the time you reach this page, the Lesson Plan Builder has listed all the resources reviewedby the California Learning Resource Network (CLRN) that match the grade level standards youspecified in step 2. Now it is up to you to place a checkmark in the box on the left of theresource(s) that is integrated into your lesson. You may select more than one electronic learningresource or you may use the other box to identify additional resources.

If you want to view all the information CLRN has packed into the review of your resource, simplyclick on the name and it will link you to the description page. From this page you can navigateto much more information by clicking on the links in the upper right corner.

Instructions

Click in the box to the left of the Electronic Learning Resource title that your lesson uses. Youmay select more than one.

Tip!Make sure the ELR is significantly woven into your lesson plan. It should not exist as asupplemental tool.




Create a New Lesson Plan: Step 4ASelect the Electronic Learning Resource(s) You Would Like to Use In This LessonPlan

Option 2 allows you to select a resource that has been reviewed by the California LearningResource Network (CLRN). The California Learning Resource Network (CLRN), a freestatewide service of the California Department of Education, provides a one-stop information

source that enables California educators to identify supplemental electronic learning resourcesthat both meet local instructional needs and embody the implementation of California curriculumframeworks and standards. For further information about CLRN or to search for resources, go tohttp://clrn.org.


http://clrn.org/

http://clrn.org/



Create a New Lesson Plan: Step 4BSelect the Computer and Video Resources Needed For This Lesson

The nice thing about the Lesson Plan Builder is that it is so user friendly. This page is veryunderstandable with the Instructions and the Tip! on the right to help any first time user.

InstructionsClick in the box(es) next to any Software Applications, Computer Equipment, and/or VideoEquipment that a teacher or a class will require in order to complete your lesson as you havewritten it. If a piece of equipment is not on the list, click in the box marked “other,” and write theequipment in the space provided.

Tip!If the Electronic Learning Resource you chose on the previous page requires any of thesepieces, don’t assume the teacher will figure it out. Check everything that is needed.




Create a New Lesson Plan: Step 4CSelect the teacher’s required technology competency level

Every teacher has some level of technological skill. In order to use an electronic learningresource, it is important for the teacher to know if he has the necessary skills to effectivelyintegrate the resource into a lesson.

This page allows you to tell the teacher what level of competency in General Computer Skills or Internet skills will be required. Use the links for more information.

InstructionsClick in the circle to the left of the required technology level of the teacher who will use your

lesson plan. If you are not sure of the appropriate competency level, click on the Category nameto view a list of required competencies for Novice, Intermediate, and Advanced.




Create a New Lesson Plan: Step 4DAdd instructional materials to be used as resources with the lesson

This page allows the teacher to include names and descriptions of resources that may beneeded to complete the lesson. You might also want to include resources that teachers may usefor additional background information.

InstructionsThere are two ways to complete this step. If you already have a list of materials that meets thequalifications below, you can attach that list by clicking on the "click here" link below the box andyou will be prompted to upload the document from your computer. Then you can simply write“see attached document” in the box provided. The other way is to create your list in the boxprovided. Keep in mind that teachers will expect to follow your instructions exactly and have asuccessful lesson with this list. In other words, be very detailed in amount of materials needed.Specify if the materials are “per group” or “per student.” Are certain sizes of materials better?Don’t assume anything. Include as much information as possible.

Tip!Don’t forget to include your Electronic Learning Resource, application software, and equipmentin this list. It may seem redundant, but this may be the last place a teacher looks beforebeginning a lesson. Also, have another teacher try out your lesson to make sure you haveincluded all the necessary equipment.




Create a New Lesson Plan: Step 5Specify how the lesson will be implemented

As the Instructions state, this is the most important part of your lesson! Read the Instructions and Tip! carefully and take as much time as you need on this page. If you have taken digitalphotos of your class during the lesson, or you have a completed student project to share, youcan attach it where it is noted. Think about everything you could see on a written page in order to teach a great lesson. Give the teacher who will select your lesson as much as you possiblycan share.

Remember that you can see a printed preview at any time by just clicking the Print Previewbutton in the left column.

InstructionsThis is the most important part of your lesson. Good lessons give plenty of detail in eachnumbered step of the procedure. Include possible student answers to discussion topics.

If you have already written the entire procedure in another document, copy and paste it in theTeacher’s Procedure section. You may need to cut out the Student Tasks and paste thosenumbered steps in the box below, but reference the area where they fit in the Teacher’sProcedure. This is especially important if there is more than one area of Student Tasks. Youmay want to label the areas (Student Tasks A, Student Tasks B).




Make sure to mention where to use any included worksheets or other materials that you haveattached to your lesson. Time yourself as you teach this lesson to ensure accuracy in the TimeRequired section.

Every teacher enjoys the last box on this page. You might use it to write about how to extendlearning into other curricular areas or even outside the classroom.

Tip!

Have another teacher try to teach this lesson according to your procedure. Talk to him/her assoon as possible to review each written step in case you may have missed or assumedknowledge of important details that other teachers will need.




Create a New Lesson Plan: Step 6Submit Lesson to Peer Editing Team

Your lesson is finished…or is it? It looks great to you, but another teacher might have asuggestion for you. If you have already created a Peer Review Team, you can now submit your lesson to them for feedback. If you aren’t quite ready for the peer review process, that is okaytoo. You can submit the lesson when you choose. Just click on your choice of the two options.

Instructions

Now that you have finished all the parts of your lesson plan, you can send it to your chosenPeer Review Team so they can read it and hopefully test it out.

Click on the underlined link to select the step you are ready to complete.

Tip!

Your Peer Review Team may suggest changes to your lesson plan with which you disagree.Think about what led your reviewer to make that suggestion. Could it be that you need moredetail in your lesson plan to clear up any misunderstandings by the teacher? Maybe you’d like tocontact the reviewer for more feedback.




Submit to Peer Editing Team

If you selected the option of submitting your lesson to a peer review team, you now are given aselection of which team you prefer to do the review. If you only have one team, of course youwill only be given that selection, but if you have many teams, you may choose the mostappropriate one.

Unless your team members are regular visitors to the Lesson Plan Builder, you may want toselect to send them an email message reminding them of a lesson that is waiting for feed back.If so, click in the email box and a message will automatically be sent to your team members.You can change the message if you wish. Once you have submitted your lesson, a window willlet you know that your lesson plan has been assigned to your chosen peer review team.

If you have not created a peer review team yet, there is a link that will take you to the page inthe Lesson Plan Builder that will lead you through the process (see next page).By clicking on the last choice of options on this page, you will return to Step 6.




Manage Your Peer Editing Team(s)

If you need to create or edit a peer editing team you will be directed to this page.If you already have a team created you can use the drop down menu to select that team andedit it.If you need to create a new team, just click on the link and you will be sent to the Create a new

Peer Editing Team page. On this page you will enter a name for your team and click the nextstep button.




Adding New Users to Your Peer Editing Team

The Lesson Plan Builder will automatically place the name of your team at the top of this pageand ask you to enter a name in the search field.

By putting in a first or last name and clicking search, the database will do a search for you and

show you the matches it received. All you need to do is click in the Add User box for themembers you would like to choose, then click Add to Peer Editing Team. You are nowdirected back to the previous page so you can add more members if you like.

As you enter names, you will receive a list of the members of the team with the option to removetheir names by clicking the remove button if you wish.

Notice the choices of links at the top of this page. You have four options; Return to LessonPlan, Manage Another Team, Edit Team Name, or Delete This Team. When you are finishedcreating your team, you may choose any of them to navigate where you wish.




Providing Feedback to Others

The comment box opens once you click on Click here to add your feedback. It isimportant to remember that your feedback will not be taken lightly. Be very professionalin your response.




View Feedback Others Have Given You

This screen is where you access the feedback of your peer review team for a specificlesson. You can also remove feedback via this screen.




Viewing Feedback Provided by Others

The feedback your peer review team provides for you is displayed in separate boxes for eachteam member and identified with their name. You can choose to save or delete the comments.




View or Edit a Lesson Plan

This screen is reached by clicking on View or Edit a Lesson Plan from the LessonPlan Builder home page. The screen gives you access to all of your lesson plansalready in progress so that you can edit or print. There is also a delete button if you

choose to delete a particular lesson plan and start over. Just click on the appropriatebutton.




Lesson Plan Builder Feedback

User feedback is the best way to determine what improvement should be made to the lessonplan builder. This easy to use feature automatically includes your name and email message, allyou have to do is make your comments and click the send feedback button. The Lesson PlanBuilder staff answers every message and takes user feedback very seriously. Please let usknow how we can improve lesson plan builder.




Sample Lesson Plan




Animal Parts Match The Environment (ID# 91)

Profile

Contributors: Lori Musick

Subject: Science

Grade Level: 1

Additional Subjects: None

Cross Curricular Connections: None

Instructional Setting: Small Group, Whole Class

Student Population: At grade level

General Description of Lesson:

Students begin by viewing a video and having a discussion on animal parts. The lesson focuses

on eating and movement parts with video interaction and animal cards. The culminating project

is making an animal puppet from a paper bag with the correct mouth parts and movement parts.

Standards

Content Standards Strand/Domain: Life Sciences

Content Standards:

Life Sciences

2a Students know different plants and animals inhabit different kinds of environments and have

external features that help them thrive in different kinds of places.

2d Students know how to infer what animals eat from the shapes of their teeth (e.g., sharp teeth:eats meat; flat teeth: eats plants).

Objectives

Objective(s) of lesson: Students will be able to identify animal body parts that help animals get food, such as wings,

legs, or fins.

Students will be able to describe animals by body structures that help them eat, such as teeth,

beaks, or claws.




Technology

Electronic Learning Resource(s):

Title Sbj Type Media Grade(s) Publisher

Animal Parts and Their

Uses

K, 1, 2, 3 100% Educational Videos, Inc.

=Mathematics =English-Language Arts =Science =History-Social Science =K-3 Reading/Math

Type/Media: =Software =Video =Internet =CD-ROM =Floppy =DVD =VHS =Laser =Peripherals

=Video Streaming

Software Applications: None

Computer Equipment: None

Video Equipment: VCR, Television

Teacher Technology Competency Level (CTAP2 Rubric):

• General Computer Skills: N/A

Procedure

Time Required: 2 class period(s) of 40 minutes.

Materials and Resources used by teachers and students: 1. A set of 10 or more picture cards of animals that differ in many ways. Make sure you have

more than one beak type and that you can see the teeth of some animals. Also, try to haveanimals that have wings, claws, hooves, fins and other ways of moving. The cards need to belarge enough for all the students to see. It is helpful to have magnets or tape on the back for

sticking them to the board.

2. One "lunch-size" paper bag for each student3. Construction paper in many colors (for parts of the puppet)

4. A class set of scissors

5. Glue or paste for each student or small groups

6. Optional - templates for children to trace for beaks and sharp or flat teeth7. Video - "Animal Parts and Their Uses"

8. VCR hooked to a television for class viewing

9. One Assessment Rubric for grading each student's performancePreparation for Teacher: 1. Gather all materials and make "supply baskets" for each table or group.

2. Test VCR/TV connection and preview the video.3. Make an "example puppet".

4. Copy appropriate number of rubrics and put them on a clipboard for easy use.

Step by Step Teacher Procedure: PART ONE


http://www.clrn.org/search/details.cfm?elrid=1359






1. Begin the lesson by telling the students that they will be watching a video about animal parts

and their job is to listen for the answer to this question, "Why do animals have different body parts?"

2. PLAY the video Animal Parts and Their Uses from the beginning.

3. PAUSE the video when you hear, "....and some are very different." At this point you areseeing a pig's face.

4. Ask the students, "Why do animals have different body parts?" (to move, get food, and staywarm) If the students can't recall the answer, it is fine to rewind and let them listen again.5. Tell the students, "Today we are going to focus on the different parts that help an animal move

and the parts that help it to eat. You are going to hear more of the song now, but this time try to

listen for parts that are movement or eating parts. Can anyone think of some parts that she might

mention in the song?" Allow for responses from the students,6. PLAY the video from where you paused it.

7. PAUSE when the song ends and you see a girl in the colorful triple-stacked box.

8. Ask the students to name some movement parts. Write the names of those parts on the boardunder a title of MOVEMENT.

9. Ask the students to name some eating parts. Write those names on the board under a title of

EATING.10. FAST FORWARD (while watching the video) until you see a cartoon boy have an x-ray pass

over his middle section.

11. PAUSE on the picture of the little girl in the triple box with wings.

12. Say to the students, "You will now be watching for special parts that different animals haveto help them move around in their own environment. Remember to watch and listen for as many

different parts as you can."

13. PLAY the video until the narrator says, "Fish use their fins to help guide them through thewater."

14. PAUSE as you see the girl in the triple-stacked box.15. Ask the students if they can recall any of the movement parts that were just mentioned that

we don't already have on the board. List them on the board

16. Say to the students, "Now we are going to hear about animal parts that help them to eat. Welisted some on the board, but try to listen for new ones that we don't have yet."

17. PLAY the video from where you left off.

18. STOP the video when you see the girl at the dinner table eating a carrot and the narrator hassaid, "...so we need flat teeth and sharp teeth."

19. Ask the students to recall parts that help an animal eat that aren't already on the board. Write

any new responses. If the students aren't recalling all the necessary parts, you can either rewind,

or use questioning tecniques to elicit the necessary responses.20. Put the animal cards on the board and say to the class, "Can anyone name these animals?"

Call on various students to name the animals on the board.

21. Ask the students, "Can anyone choose an animal and tell me how it moves, and the parts ituses for moving?

22. Repeat step 21 for all the animal cards.

23. Ask the students, "Can anyone choose an animal and tell me what it eats, and the parts it usesto eat?"

24. Repeat step 22 for all the animal cards

25. For closure on the first segment of the lesson, ask the class what we've learned about animalstoday. It will help the visual learners if you put the key words on the board in an organizing

fashion as the students recall the information.




PART TWO1. If the puppet is being created on a different day, this segment should begin with a short review

of what animals eat and the parts that help them eat. Also, review how animals move and the

parts they use to help them move.2. Say to the children, "Today each of you are going to make an animal puppet from a paper

lunch bag. Your puppet will be an animal with parts that are used for eating and parts that areused for moving."3. Hold up an example puppet and say, "This is the puppet I made for myself. It is a _______. It

eats ________ so it has __________ as the part(s) it uses for eating. In order to get its food, it

needs to move, so it has _________ for moving.

4. Show the students the materials that are available for their puppet while giving them someidea of how to place teeth or a beak on the fold of the bag.

5. Give students time to think of different animals that would make a good puppet. Discuss some

choices. Tell the children that they can choose any animal to create as a puppet, but they willhave to say what it eats, what parts help it to eat, and how its movement parts help it to get food.

6. Give the students time to work while roaming the room to guide the students who are

experiencing difficulty. If you would like to guide the students as a group through each step of the creation process, use these steps:

a. Students need to cut out the teeth or beak from construction paper (template tracing optional). b. Students need to draw or cut from construction paper the claws, wings, or other movement parts for their puppet.

c. Students need to glue or paste the parts onto the puppet and decorate the rest of the puppet as

they wish.7. After the puppets are finished and the glue is dry, tell the students, "Now each of you gets a

chance to tell us about your puppet. You will stand up and tell us (write what is needed on the

board as a reminder) what the animal is, how it eats, and how it moves to get food. As you aretelling us, please point to the parts of your puppet that you are talking about. Who would like to

go first?"

8. You will use a separate rubric for assessing each student. If a student forgets to mention an

important part, use questioning techniques to elicit a response.9. Fill out the rubric based upon the necessary information the student can tell the class.

Assessment

Assessment Type(s): Interviews, Projects, Rubrics

Assessment Plan: During the group work with the animal cards and the presentation of the video segment, a

general verbal assessment is conducted with students to determine the mastery level of the

standards.

The student projects will be assessed based upon the appropriate eating parts (beak, teeth, etc,)

and movement parts (wings, legs, fins) that the students place on their puppet. The presentationof the puppet to the class will require the student to identify the animal, how it eats, and how it

moves in order to get its food.

Enhancement




Notes, tips, suggestions and/or extension activities: The puppets make a great bulletin board display and the students can write stories about their animals that can be placed next to the puppet.

File Attachments (if any)

Assessment Materials Attachment(s) Rubric.doc

http://www.clrn.org/lessons/attachments/91/assessplan/Rubric.doc

http://www.clrn.org/lessons/attachments/91/assessplan/Rubric.doc

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