Hackney

My project is a second grade reading lesson. In this lesson I will be teaching the students the difference between the title, author, setting, characters, problem, and solution in a ficiton book. I will be doing this by reading a book to my students, and then charting this out as a group first. The students will be using the computer to map out the different parts of the book. They will be doing this in Word. First the students will make a rough draft of maping out the parts of a book that I read to them, and then they will demonstrate their computer skills by making a chart on the computer and filling in each part with the answers they had come up with after reading their book. I will hand out a detailed list of steps that shows them how to make a chart on Word, and I will also work through the steps with them so that I know their chart is complete and they will be able to fill it in.

This is the example of a student's work: Farmer Jake Cow Pig Sheep Rooster Farmer Jake’s Wife || On Farmer Jake’s Farm || Turkey thinks he is going to be eaten for Thanksgiving and Farmer Jake can’t find a turkey to eat for Thanksgiving. || Turkey becomes a pizza delivery man and brings a pizza to eat for Thanksgiving. ||
 * Title || Author || Characters || Setting || Problem || Solution ||
 * Turkey Trouble || Wendi Silvano || Turkey

Name__:___Suzy_H._

I graded the assignment by using two separate rubrics. My rubrics focused on completion, cooperation in the classroom, and correctness.

Here is a copy of my full complete lesson plan: Project Narrative: For this lesson I evolved a second grade lesson that I taught into a fourth grade lesson that would be a little more difficult as far as using the computer to chart out the parts of a fiction book. The parts we would focus on would be the title, author, setting, characters, problem, and the solution. I would first read a fiction book to the third grade class. In this case the book is titled Turkey Trouble by Wendi Silvano. I would discuss with my students what parts of the book I would like them to look for as I am reading the story to them. I would review with the students what each part of the book actually was and where they could find the information. We would not pick out the parts of the book that I was reading to them however. I would have the students go back to their seats after I read them the story at the carpet, and have them write on a sheet of paper what each part of the book was that we read. I would have extra books that the children could go back and look for the parts of the book if they did not remember what happened in the story. After each of the students had time to write out each of the six parts of the book, I would then take my students to the computer lab to have them finalize their work. In the computer lab I will pass out the directions as to how I want the students to make a chart to chart out their work that they have. I made these directions using word and laid out the steps that the children would have to go through to complete the chart and fill it in correctly. I will go over the directions with the students, and have them do the project on their own. Because the chart is an assessment of how well they can complete a chart on Word, I will not help the children complete the chart. They will have to complete it on their own, and print it off. This project is a completion of the concept of using a Word document, so they will have had some background on using the Word program. The students will turn in their rough draft paper, and their finalized chart of the parts of a fiction book. I made two rubrics on the Rubistar website at []. The first rubric is for the rough draft that the students would make in the classroom, and the second rubric would be for the project in the computer lab. Each rubric has four categories that I felt would be important while they completed each assignment/assessment.


 * || **Independent Reading - Elementary : Charting of Elements in a Fiction Book **

Teacher Name: **Ms. Hackney** Student Name: ________________________________________ || ||


 * CATEGORY  || **4 ** || **3 ** || **2 ** || **1 ** ||
 * **Understands story elements ** || Student knows the title and the author of the story as well as the names and descriptions of the important characters. The student also knows where the story takes place. || Student knows and names three of the four sections of the story. || Student knows and names one or two of the sections of the story. || Student has trouble naming and describing the elements in the story. ||
 * **Shows an understanding of the difference between problem and solution ** || Student accurately describes the problem and solution in the fiction book. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student describes either the problem or the solution correctly, but not both. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student cannot describe the problem or solution in the fiction book, but makes an attempt. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student did not attempt to describe the problem and solution in the fiction book. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Stays on task ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads almost all (80% or more) of the period. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads some (50% or more) of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student wastes a lot of reading time. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Respects others ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads quietly and stays in one place in the reading area. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads quietly. S/he moves around once or twice but does not distract others. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student makes 1-2 comments or noises when reading, but stays in one place in reading area. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others. ||

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Media Rubric : Charting of Story Elements on Computer **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Teacher Name: **Ms. Hackney** Student Name: ________________________________________ || ||


 * <span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY  || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content - Accuracy ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">All content throughout the presentation is accurate. There are no factual errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Most of the content is accurate but there is one piece of information that might be inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Content is typically confusing or contains more than one factual error. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Text - Font Choice & Formatting ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats have been carefully planned to enhance readability. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting has been carefully planned to complement the content. It may be a little hard to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting makes it very difficult to read the material. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Correct Use of Chart ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is layed out correctly according to instructions sheet and includes all parts of the reading book. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is layed out correctly with one or two categories missing. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is not layed out correctly with all categories present. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is not layed out correctly and there are categories missing. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Grammar ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has no misspellings or grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 misspellings, but no grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 grammatical errors but no misspellings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has more than 2 grammatical and/or spelling errors. ||


 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Independent Reading - Elementary : Charting of Elements in a Fiction Book **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Teacher Name: **Ms. Hackney** Student Name: ______Suzy H.__________________________________ || ||


 * <span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY  || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Understands story elements ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student knows the title and the author of the story as well as the names and descriptions of the important characters. The student also knows where the story takes place. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student knows and names three of the four sections of the story. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student knows and names one or two of the sections of the story. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student has trouble naming and describing the elements in the story. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Shows an understanding of the difference between problem and solution ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student accurately describes the problem and solution in the fiction book. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student describes either the problem or the solution correctly, but not both. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student cannot describe the problem or solution in the fiction book, but makes an attempt. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student did not attempt to describe the problem and solution in the fiction book. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Stays on task ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads almost all (80% or more) of the period. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads some (50% or more) of the time. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student wastes a lot of reading time. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Respects others ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads quietly and stays in one place in the reading area. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads quietly. S/he moves around once or twice but does not distract others. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student makes 1-2 comments or noises when reading, but stays in one place in reading area. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others. ||

Grade: 15/16 pts.

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Media Rubric : Charting of Story Elements on Computer **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Teacher Name: **Ms. Hackney** Student Name: ______Suzy H.__________________________________ || ||


 * <span style="color: black; font-family: 'Arial','sans-serif';">CATEGORY  || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content - Accuracy ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">All content throughout the presentation is accurate. There are no factual errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Most of the content is accurate but there is one piece of information that might be inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Content is typically confusing or contains more than one factual error. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Text - Font Choice & Formatting ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats have been carefully planned to enhance readability. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting has been carefully planned to complement the content. It may be a little hard to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting makes it very difficult to read the material. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Correct Use of Chart ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is laid out correctly according to instructions sheet and includes all parts of the reading book. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is laid out correctly with one or two categories missing. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is not laid out correctly with all categories present. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Chart is not laid out correctly and there are categories missing. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Grammar ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has no misspellings or grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 misspellings, but no grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 grammatical errors but no misspellings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has more than 2 grammatical and/or spelling errors. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Complete Sentances ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student uses complete sentences that are elaborate and contain the correct information || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student provides correct information without complete elaborate sentences. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student provides incorrect information with some full sentences. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Student provides incorrect information without complete sentences. ||

Grade: 18/20

Total:33/36 or 92%


 * <span style="font-family: 'Times New Roman','serif'; font-size: 21px;">Directions Page for Chart on Computer **
 * 1) <span style="font-family: 'Times New Roman','serif';">Click on “Insert” tab. Then click on the “Tables” section.

<span style="font-family: 'Times New Roman','serif';">Drag your mouse over the first six squares in the first row, then drag your mouse down one column so there are two rows of six boxes and then right click. (The picture that should show up on your paper will look like the one above.


 * 1) <span style="font-family: 'Times New Roman','serif';">Next drag your mouse to the bottom line of the two rows of boxes and click on it so that you can drag it down and make the bottom row of boxes bigger. (The new picture on your paper should look like the one below)


 * 1) <span style="font-family: 'Times New Roman','serif';">Next, label the columns with the words Title, Author, Characters, Setting, Problem, and Solution.
 * <span style="font-family: 'Times New Roman','serif';">Title || <span style="font-family: 'Times New Roman','serif';">Author || <span style="font-family: 'Times New Roman','serif';">Characters || <span style="font-family: 'Times New Roman','serif';">Setting || <span style="font-family: 'Times New Roman','serif';">Problem || <span style="font-family: 'Times New Roman','serif';">Solution ||


 * 1) <span style="font-family: 'Times New Roman','serif';">Finally, fill in the boxes below each heading with the information that you have already completed for the fiction book we read as a class.


 * 1) <span style="font-family: 'Times New Roman','serif';">Don’t forget to add your name to your Word document! You may change your font and size of your words, but do not make the document so that the teacher cannot read it.

**MARIAN UNIVERSITY – SCHOOL OF EDUCATION** **DEPARTMENT OF TEACHER EDUCATION** **__LESSON PLAN FORMAT__** Grade Level: 4 Subject:Reading

Concept: Author, Setting, Problem, Solution, Title, and the Characters in a book. How to chart out each of these concepts in a chart using a Word 2010 document.

//(If applicable attach rubric, test or other assessment instrument// || · produce a document using a word processing program · demonstrate the text editing features of a word processing program (e.g., bold face, italics, underline, double spacing, different size and style of fonts) to produce a finished product A.4.2 Read, interpret, and critically analyze literature. ---Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and setting, in order to reflect on meaning || The students will be able to identify the author, title, characters, setting, and the problem and solution of a reading book.
 * //Alignment of standards, objectives and assessment(s) for student learning//**//://
 * //Model Academic Standard(s) or Early Learning Standard (EC majors)// ||  //Learner Outcomes/ Objective(s)//  ||  //Type of Assessment(s)//
 * A.4.3 Use a computer and productivity software to organize and create information

The student will also be able to chart each of these identified parts out in a graph in a Word document, || The students will be completing a rough draft using notebook paper to write out what each part of the book is that is read to them, and then will use a direction sheet to make a graph in Word and chart out what each part of the book is with its answer. My goal is that the student correctly chart five of the six sections correctly. ||

Ø Teacher background knowledge needed for the lesson:

I need to know if my students had any previous lessons on title, author, setting, characters, problem, and solution. Author: The person who wrote the book. Setting: Where the characters in the book are placed. (Where they are at) For example, the setting for us while we are learning and teaching is school. Characters: The important people in the book, who the book talks about. Title: What the book’s name is, located on the cover. Problem: Something that is not going right in the book. Something the characters in the book have to solve. Solution: What resolves the problem. Something that happens so there is no longer a problem. I also need to know how to use Word to make a chart and place each of the components of the story in the chart.

Ø Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught: The children need to have a little background on the differences between author, setting, characters, and title. They also need to know how to follow directions, and chart things.

Ø Type of lesson (__introduces__ a concept/skill/strategy, continues __development__ of a concept/skill/strategy, __and completes__ instruction of a concept/skill/strategy). Rationale for the lesson: This lesson is a continuation of the concepts of title, author, setting, and characters, and an introduction on the concepts of problem and solution. This lesson is also a completion of how to use a Word document to chart out concepts. Ø Teaching Strategies/approaches: I will be reading a story to the whole class, and then we will be discussing as a group each of the parts of the book. After we have our whole group discussion, the children will be working individually on writing down in their notebooks what each part of the book that we read together is. Then as a class we will go to the computer lab where the students will work individually on completing their chart on a Word document and fill it in with the answers they have already written down in their notebook.

Ø Classroom management considerations: I have to consider that after a certain amount of time I may lose some of their attention so I will need to keep the lesson upbeat and continuous. I will also have to monitor a few children that tend to get off track when it comes to lecture, or individual working time. I can keep the kids attention by using rewards, and by monitoring for children that seem to be getting off task and going over to them and asking if they need help and getting them back on task during their individual work time.

Ø Materials: - My book for the group lesson. “Turkey Trouble” by Wendi Silvano. - Children will need notebooks and computers - I will also need extra books available for the children to look back on while writing down each part of the book in their note book.

Ø Procedures: (__Detailed__ list of steps) I will get the students excited for the lesson by having the students come down to the carpet and have them reflect upon what they know about what makes up a fiction book, and then we will read the Turkey Trouble book.
 * Engagement

- As a group I will review what each part of the book is with the kids. I will go into further depth with the problem and solution parts of the book since those will be new concepts for the children. I will use an example to see if the students understand what the problem and solution are. The example could be “I am going to bake a cake for the class, but I ran out of flour. How could I solve this problem?” I will ask them to watch for each part of the book as I read “Turkey Trouble” to them. - I will read “Turkey Trouble” to the kids. I will read the title of the book and the author to the kids before I begin the story. The title is “Turkey Trouble” and the author is Wendi Silvano. - Next I will ask if any of the students have any questions about what happened in the book. - After this I will have the students return to their desks where they will write a rough draft of what each of the parts of the book that we read is. - I will write on the board what each of the parts they need to be focusing on is so that they can stay on track and don’t have to ask me what they are supposed to be doing. - I will walk around the room and monitor the students and answer questions that any of them may have. - I will then take the students to the computer lab and pass out the direction sheet for them to follow to set up the chart using a Word document. The students will all fill in their charts and print them off. The students will hand in their finalized chart and rough draft they made in their notebooks. - I will be sure to tell the students that they need to be respectful in the computer lab just as they need to be in the classroom, and that they need to stay on task and not use the computer for anything other than what were are there for. - We will then return to the classroom where I will answer any questions that the students may have about what they will have just done, and summarize all the parts of the book one more time.
 * Development of lesson

I will write the sections of the book on the board in front of the class for the students to refer to if they are having troubles remembering a part. I will also be walking around monitoring the students as they are working on their individual assessments and are working in the computer lab, and I will answer any questions they may have. At this time, I will work one-on-one with the kids that may not understand some of the parts.
 * Accommodations to support student learning

I will ask if the student have any questions about the assignment that they just did, and I will review what each of the parts of a story are one last time.
 * Closure of the lesson


 * Extension Activity/Homework Assignment (if appropriate):

There will not be an extension activity of assignment. However, the next reading class period I will work with the ones that didn’t quite reach the goal of getting five out of the six parts of the book correct. This will give them the one-on-one time they may need to master the concepts of the parts of the book.


 * NETS Standards (For Teachers): **

1 Facilitate and Inspire Student Learning and Creativity A) Promote, support, and model creative and innovative thinking and inventiveness. - By allowing the students to change the font and size of the text on the computer assessment and by even using the computer to graph out the parts of the book is allowing the students to use their creative side and see how useful using the computer can be to neatly and creatively chart out ideas or information on the computer. 2 Design and Develop Digital-Age Experiences and Assessments A) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. -I adapted a simple reading lesson and short assignment into a computer lesson that tied back to the reading lesson. In doing this the students are able to see their information more clearly and learn more by thinking about the parts of the story more than just one time. 3 Model Digital-Age Work and Learning D) Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. -I supported my students learning by using the computer Word program to enhance what my students were doing in the classroom. They we able to clearly represent their thoughts on the computer and realize there is more than one way to chart out information. 4 Promote and Model Digital Citizenship and Responsibility C) Promote and model digital etiquette and responsible social interactions related to the use of technology and information. -In my lesson plan I included that I will explain to the children that they need to be respectful of the computers and that they should only be using the computers for what we were in there to accomplish. Also, on my rubric I have that the students need to stay on task and be respectful which goes for the entire work time. 5 Engage in Professional Growth and Leadership C) Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning. - After the lesson I will evaluate if the project is too easy or too hard for the student to do in the computer lab like that. I could also reflect on how I could make the project different according to the technology piece. I could look for different ways I would like the students to chart out information, and use that another day for another project. This way they are getting a variety of different learning experiences on the computer.

Use to find reading and technology standards: [] Use to create the two rubrics for the reading assignment and technology assignment: [|www.rubistar.com] Lever-Duffy, Judy and McDonald, Jean B. __Teaching and Learning With Technology__, Fourth Edition, 2011. Pearson, Boston - Teacher NETS standards found on page 8. - I chose to use a word processing program because it is the most commonly used computer application, so I felt it was important the students use Word in a different way rather than just typing a paper. This information is found on page 172 in chapter 7.
 * Bibliography: **


 * -** On page 32 is where the description of learning styles is, and it is important to incorporate all of these into lesson, and by using the computer to type/graph out a final chart to parts of a book will be a visual and kinesthetic way for the children to learn in addition to the auditory they received in the classroom.