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Lesson Author

First and Last Name Andrea Remirez and Mikel Rojano

Author's E-mail Address aremirez@unm.edu; mrojano@unm.edu

Lesson Overview

Lesson Plan Title Helping Rio Grande Zoo

Essential Question

How can we help Rio Grande Zoo? How and what would you know about polar bears? What do you know about a zoo? And about polar bears?

Guiding Question(s)

Comic (Attached 1)

In the Zoo: We have lost the polar Bear chart, Could you please help us creating something similar?

The teacher: I wonder if you want to help Rio Grande Zoo.

Pupil: Can we create a story speaking about the polar bear?

Teacher: Would you like to work with Story Jumper?

Lesson Summary

The students will be able to create an original story jumper, understand what it is, and see its actual implementation in a close context to them, and everything in a motivating way.

Subject Area(s)

Language Arts (Writing and Reading),

Social Sciences

Grade Level 3rd grade

Student Objectives

The students will learn how to write expository writing in a narrative way. They will learn to use Story Jumper,

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a useful tool to write text in the computer. Pupils will also learn polar bear characteristics.

New Mexico Academic

Content Standards and

Benchmarks

Language Arts

K-4 Benchmark 1-A: Listen to, read, react to and retell information

3. Employ active listening skills.

K-4 Benchmark I-D: Acquire reading strategies which include phonemic awareness, phonics, fluency, vocabulary and comprehension.

5. Read aloud with fluency, accuracy and comprehension when presented with a grade level passage of connected text.

6. Increase vocabulary through reading, listening and interacting.

K-4 Benchmark II-C: Demonstrate competence in the skills and strategies of the writing process. 6. Write stories and essays that show an awareness of an intended audience and purpose.

Sciences K-4 Benchmark III: Use mathematical skills and vocabulary to analyze data, understand patterns and relationships, and communicate findings. 1. Use numerical data in describing and comparing objects, events, and measurements. 2. Pose a question of interest and present observations and measurements with accuracy.

Use various methods to display data and present findings and communicate results in accurate mathematical language

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Procedure

Step-by-step

Procedure

(Includes

facilitation

questions

throughout

the lesson

and all

resources

used in the

lesson)

Day One:

1. We are going to prompt the session with a comic that it´s shown in the attached 1.

2. We will do a brainstorming about expository writing and Polar Bears using a spider net.

3. Teacher says: Hi guys, we have good news todays. We have received a letter from the Rio Grande Zoo that includes the following Comic. I think you would love it.

Student 1: Yeah! We want to read it!

Student 2 (While reading the comic): Oh! It´s awesome! I would like to help them, but how?

Teacher: I know a cool tool to create stories that could be useful for this task. Story Jumper.

Students: Let´s work with it!

4. We are going to give them a table that includes some characteristics about Polar Bears. (Attached 2)

Assessment

Student Assessment

We will evaluate our students according with a continuous evaluation.

We will take into the account the previous ideas that they have about creating stories and about Polar Bears. We have a rubric to evaluate the contents at the end of the process (Attached 3) 40%

Auto-evaluation with the same rubric 10%

We also have to evaluate the final product that is the Story Jumper 50%

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“Here you have a little table in which you can find some information about Polar Bears. You have to create a expository story in a narrative way. For that you can use the information that I am giving to you in this table. Remember that expository texts are always objective texts.

5. We are going to work with the computers for this task. Kids are going to work with a partner and open the Story Jumper program.

“You guys have to login and click on create. There you can select several scenes and you can also upload them from the computer. You can take pictures from the net and put them in your book. You can write in both pages. You can add frames to the text. Let´s investigate”

6. They have 30 minutes in this lesson to work with the program and start the story. They will finish it the following day.

Day two:

1. We let them be creating the story for at least one hour.

2. They are going to send the link to the Rio Grande Zoo. We can also pay for a hard copy of the book and send it to the Zoo. (Attached 4)

“Once you are done we are going to save the product and send one copy to the Rio Grande Zoo”

3. We receive an answer from the Zoo saying Thank you for helping them.

Approximate

Time

Needed for

lesson

(Minutes,

Days, Hours,

etc)

Two sessions/days

5

Prerequisite

Skills Needed

In order to do well in this lesson, the students will need to already know how to read, comprehend, and write complete sentences.

For enrichment it would be possible to do an excursion to the Zoo.

Materials

Tables, pencils, paper, Internet access, basic information table about Polar Bears.

Resources

Required for

Lesson and

Copyright

Teaching Writing: Balancing Process and Product by Tompkins, Gail E.(Prentice Hall,Inc., 2012, pg. 178-199.)

http://www.cabq.gov/culturalservices/biopark/zoo/

Copyright:

http://www.polarbearsinternational.org/

http://noimpactman.typepad.com/blog/2008/05/so-much-for-the.html

http://thezega98.blogspot.com/

http://www.ecologiablog.com/tag/osos+polares

http://elsolonline.com/noticias/view/131972/reconocen-que-hace-600-000-anos-fue-el-origen-de-los-osos-polares

http://www.newsgrape.com/a/DUDy1KsboR4b8Nbx10zZcw/polar-bear/