Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Read aloud a Frog and Toad chapter, ESL student listen to Spanish tapes of story.
• Discuss how Frog and Toad are different and alike. Brainstorm ideas on chalkboard. Look for and mark ideas that fall into both categories. Be sure to ask some yes/no questions for response with DynaVox. ESL aide or classroom teacher ask some questions in Spanish for ESL student.
• Working as a whole group, model the creation of a Venn-Diagram using Kidspiration on the computer classroom. Use the brainstorm list from above to create the diagram.
• Print out a copy of the Venn-diagram for all students as an example.
• Export the Venn-Diagram to the shared drive for future use.

Instruction/
Demonstration

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Demonstrate steps to access frog and toad comparison web site.
• discuss web site with whole group
• Demonstrate steps to open Venn-diagram template in Kidspiration.
• Model how to move between frog and toad web site to Venn-diagram.
• Model how to add one item to each section of the Venn-diagram.
• Demonstrate steps to add name.
• Review steps of open web site, open template, create Venn-Diagram with at least 3 items in each area (less if needed), add name.
• Monitor and assist students as they create their own Venn-diagram. (Students may look at Frog and Toad, book characters, diagram they printed from classroom as an example!)
• DynaVox student will work with an aide to enter data.
• Check student work for any editing that might need to be done. Assist students who need help by writing down verbally given ideas on scrape paper for them to key into diagram. Allow ESL student to write in Spanish if needed.
• Support students in printing. Export after printing to each student's folder on the shared drive for future use.

Learners will listen attentively

Learners will create their own Venn-Diagram.

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Read as a whole class the web sites for authors Lobel and London. Use choral, teacher, student combination to read the 2 sites.
• Working as a whole group, create a Venn-Diagram using Kidspiration on the computer classroom. Compare the authors to the students as authors. Be sure to ask some yes/no questions for response with DynaVox. Either teacher or ESL aide ask some questions in Spanish for ESL students.
• Have students take turns keying in information into correct areas if time allows.
• Export the Venn-Diagram to the shared drive for future use.

Learners will participate in the class readings.

Learners will listen attentively and participate in creation of whole class Venn-diagram.

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Show the Amazon.com sites for Lobel and London books. Demonstrate with a story read in the classroom as whole group. Find the book on the web site and read the Editorial Reviews
  and Customer Reviews.
• Discuss with the class how a review gives both a summary of the book and opinions.
• Using a table to record data, have each student pick a Froggy Book or Frog and Toad book.
• With the help of partners who are: parent volunteers, high school helpers, and/or aides, have each student go to their chosen book on the Amazon.com web site and read/have read to them the reviews. Translate review into Spanish for ESL student. This may take several days. Use the table from above to record when each student has read their reviews online.

Learners will listen attentively.

Learners will participate with partner readings.

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Using the classroom computer, create a web starting with the Book Review web template over a class read Froggy Book or Frog and Toad book as a whole class.
• Model how to enter data about the book into each section of the web.
• Question students about what data to add and let students key in information as time allows. Be sure to ask some yes/no questions for response with DynaVox. Either teacher or ESL aide ask some questions in Spanish for ESL students.
• Print finished web for future use.

Instruction/
Demonstration

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Demonstrate steps to open Book Review web template in Kidspiration.
• Model how to add information to each section of the web.
• Demonstrate steps to add name.
• Review steps of open template, create web, add name.
• Monitor and assist students as they create their own web.
• DynaVox student will work with an aide to enter data.
• Check student work for any editing that might need to be done. Assist students who need help by writing down verbally given ideas on scrape paper for them to key into web. Allow ESL students to write in Spanish if needed.
• Support students in printing. Export after printing to the shared drive for future use.

Learners will listen attentively.

Learners will create a web.

Model and Discussion

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Give each student a copy of the Book Review web created as a whole class.
• Open Kidspiration on the classroom computer.
• Using the web, create a paragraph inside a text box reviewing the book as a whole class.
• Be sure to ask some yes/no questions for response with DynaVox. Either teacher or ESL aide ask some questions in Spanish for ESL students.
• Edit the paragraph.
• Show students how the paragraph can be copied and pasted to the correct Amazon.com book review section.

Learners will listen attentively

Learners will participate in creation of whole class paragraph.

Instruction/
Demonstration

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Demonstrate steps to open Kidspiration from scratch.
• Pass out printed webs that students created over their chosen books.
• Remind students that they are to use the information from their webs to create a paragraph book review. Tell them that those who have parent permission will have their reviews copied and pasted into Amazon.com so that their review will be online for the world to read.
• Show students how to type their paragraph in the main idea box.
• Show students how to change the color of their boxes if they have finished the paragraphs.
• Monitor and assist students as they create their own book reviews.
• DynaVox student will work with an aide to enter data.
• Check student work for any editing that might need to be done. Assist students who need help by typing in part of their information as they give it verbally. Allow ESL students to write in Spanish if needed.
• Export student work to a different folder for each student on the shared drive as a jpeg for future use.
• Parent volunteers will copy and paste paragraphs into Amazon.com for student who have permission and record data on table for reference to be used later.

Learners will listen attentively.

Learners will create a Book Review paragraph.

Student Presentation/
Reflection

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Give each student a copy of the table of who has posted a review on Amazon.com for what book.
• Demonstrate how to access Amazon.com for Lobel and London books using provided links.
• Show students how to select a student's book and find the GR student's review.
• Allow students to have a lab time to read other student's book reviews.
• Assist students who need help finding and reading reviews.
• DynaVox student will work with an aide to view and read reviews.
• Either teacher or ESL translate at least one other student's review into Spanish for ESL students or they read other Spanish written reviews if any other ESL students have their reviews posted.
• Close when leaving lab by discussing the review they read.

Learners will listen attentively.

Learners will read book reviews.

Learners will participate in closing discussion.

Instruction

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Teacher download and save selected life cycle clip from UnitedStreaming before students come to lab.
• Demonstrate to students how to access saved movie on shared drive.
• Remind students how to use the Windows Movie Maker controls.
• Students access and view movie on their computer in the lab.
• Life cycle discussion will continue in the classroom with textbook and other materials.

Learners will listen attentively.

Learners will watch movie.

Instruction/
Demonstration

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

(Prepare frog life cycle pictures inside a folder for students to access before they come to lab.)

• Introduce Movie Maker to students by showing them how to access the software.
• Model how to import all the pictures from the life cycle folder at once using CTRL A.
• Model how to drag the pictures to the story board in the correct order.
• Model how to use the credits and labels to label each picture on the current picture.
• Model how to add transitions between each picture using the drag method.
• Model how to preview the movie with the play button.
• Assist students as they create their movie project.
• Have a printed sheet with labels typed on it for students who need help with typing in the labels.
• DynaVox student will work with an aide to create movie.
• Allow ESL students to label in Spanish if needed.
• Teachers save student projects inside a folder for each student on a shared drive.

Learners will listen attentively.

Learners will sequence life cycle pictures using Windows Movie Maker.

Learners will label life cycle pictures using Windows Movie Maker.

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Using Frog and Toad are Friends, Social Studies textbook, I Care Rules, and Character Education posters as references; brainstorm with Kidspiration the characteristics of friendship.
• Be sure to ask some yes/no questions for response with DynaVox.
• Either teacher or ESL aide ask some questions in Spanish for ESL students.
• Print each child a copy of the web.
• Each child will circle 5 characteristics and write one friend's name down by each characteristic that they think that friend demonstrates that characteristic.
• Teacher checks to see that all students have been used as examples of a characteristic. She manipulates students friends if needed!
• Webs are given to a parent volunteer to help with the picture taking.
• Over a period of days the parent helps each child take pictures of their selected friends.
• The parent volunteer saves the pictures inside the student's folder on the shared directory also adding a cover picture of Frog and Toad are friends book cover to the folder for each student.

Learners will listen attentively.

Learners will participate in brainstorm activity.

Learners will use web to record 5 friends names.

Learners will take 5 pictures of 5 different friends.

Instruction/
Demonstration

Active Learning

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Model how to open life cycle project.
• Model how to import all the pictures from their friend folder at once using CTRL A.
• Model how to drag the friends pictures to the story board, adding them to the end of the frog life cycle pictures. Start by adding the Frog and Toad book cover as the beginning of a new section.
• Model how to use the credits and labels to add a title in front of each picture.
• Model how create each picture title to say, "Patti is a friend because she ...."
• Model how to add transitions between each picture using the drag method.
• Assist students as they create their movie project.
• Have students use the printed out brainstorm web from the classroom to type their titles for their friends.
• Help students key in titles who need it.
• DynaVox student will work with an aide to create movie.
• Allow ESL students to type titles in Spanish if needed.
• Model how to preview the movie with the play button.
• Teachers save student projects inside a folder for each student on a shared drive.

Learners will listen attentively

Learners will add 6 pictures to Movie Maker project. (5 friends and 1 book cover)

Learners will add titles before each friend picture listing one characteristic of friendship.

Discussion

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Classroom Instruction:

• Open the shared drive and show students all work they have done during the Frog and Toad unit. This should include: whole class Venn-diagram Frog and Toad, individual student Venn-diagram frog and toad, whole class author Venn-diagram, individual book review, and movie maker project which has frog and toad life cycle and friendship characteristic pictures.
• As a whole class create a rubric using RubiStar online of items that must and can be used in their end of unit movie. Also add extensions of items like scanned pictures of book covers, etc. Make sure that beginning title and ending credits are listed on the rubric.
• Be sure to ask some yes/no questions for response with DynaVox.
• Either teacher or ESL aide ask some questions in Spanish for ESL students.
• Print the rubric for each student.
• Students select items from the rubric they are going to add to their end Movie Project.
  

Learners will listen attentively.

Learners will participate in creating the rubric.

Learners will select items for the end Movie Maker Project using the rubric.

Model

Independent Production

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Remind/Model how to open Frog and Toad Movie Maker project they saved.
• Model how to import various pictures they want to add to their project.
• Model how to divide sections with titles as needed.
• Model how to add a beginning title and ending credits.
• Tell student they will have a surprise added to their end project when they finish.
• Monitor and assist students as they add pictures, transitions, and titles to their movies. This is their creative time. Let them add items as they see needed using their rubric as a guide. Help students see where they need to edit if needed.
• DynaVox student will work with an aide to create movie.
• Allow ESL students to type titles and credits in Spanish if needed.
• Offer extra time during recess if they want to work more on their projects.
• Save the projects when completed.
• Parent volunteer opens each project and adds music as a surprise. Parent volunteer saves projects as a movie.

Learners will listen attentively.

Learners will create a Frog and Toad Movie Maker project that is a cumulating of work done during the Frog and Toad unit.

Wear the FM microphone and student has Microlink adjusted when in whole group discussion.
Computer Lab:

• Demonstrate to students how to access saved unit end project movies on shared drive.
• Remind students how to use the Windows Movie Maker controls.
• Give each student 2 copies of blank rubric created in classroom. Make sure the rubric has place for name of student viewing and name of student who created movie that is being evaluated. (Teacher may assign whose movie they must evaluate.)
• Students access and view each others' movies on their computer in the lab.
• Students use rubric as a tool to evaluate 2 other students' movies.
• DynaVox student will work with an aide to evaluate movies.
• ESL aide will assist ESL students when evaluating other movies or they will evaluate any that were done in Spanish.
• As students leave lab they give the students they evaluated the rubric they filled out. They also tell the student one nice thing they liked about the movie.

Learners will listen attentively

Learners will evaluate at least 2 other students' movies.

Describe the interpersonal structure of the instructional experience.

Describe your general instructional role. For example, will you present material, guide students as they research their own issues, etc?

Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).