SUBJECT: Language Arts

GRADE: First and Second

TECHNOLOGY: Internet

BY: Jennifer Vermillion, Melissa Riddlemoser, Melissa Ganley

Target Grade/Subject: Combined first and second grade classroom; sixteen students, range of abilities, no special needs students. All students have mastered the alphabet and are developing language and sentence structure; assume familiarity with computer and the Internet.

Consistent with Piaget's theory, children at this age are developing language and planning skills. According to Erikson, children in first and second grade are at the stage of industry vs. inferiority; where they must learn skills or risk feeling inadequate. Ensure that students have the opportunity to set and work toward realistic goals; provide students an opportunity to show independence and responsibility, provide support to students who seem discouraged.

Objectives

1.      Students will draw a picture of a monster.

2.      Students will provide a written statement with at least three details describing their monster.

3.      Students will independently submit an e-mail to Monster.org including scanned picture and statement.

Virginia Writing Standard 1.12: The student will write to communicate ideas

• Use descriptive words when writing about people, places, things and events.
• Share writing with others
• Use available technology.

Virginia Writing Standard 2.9: The student will write stories, letters, and simple explanations.

• Generate ideas before writing.
• Use available technology.

Materials/Time

Eight computers with Internet access.

Bookmark www.monsterexchange.org, blank white paper (unlined and acid free), crayons, lined paper and pencils, Where The Wild Things Are by Maurice Sendak.

Time: 90 minutes.

Comprehensive Unit Information

Monster Exchange (www.monsterexchange.org) is designed to encourage the development of reading and writing skills while integrating Internet technology into the classroom curriculum. Classrooms from around the world are paired together. The students in each school draw a picture of a monster and write a description. They exchange the written description with the other group of students who then try to draw the same monster relying on only the written description.

The Lesson Proper

Introduction

• Place students on the reading rug and read aloud Caldecott award winner, Where The Wild Things Are by Maurice Sendak.

• Discuss monsters in the book and in general. (size, shapes, color, characteristics). Model use of thick description.

• Share with students scope of the project. See Comprehensive Unit Information.

• Students will use their imagination (put on their imagination hats) and think of a monster they could draw.

• Content Focus

• Return students to seats and distribute one piece of blank white paper ö unlined and acid free to each student.

• Instruct students to draw a monster, with detail and colors. (crayons needed)

• Distribute one lined piece of paper to each student.

• Instruct students to write descriptions of their monsters using at least 3 details. Emphasize that other students will be using these details to draw a similar monster.

• Pair students and have them share drawings and written descriptions for peer feedback and evaluation.

• Prompt students to revise their descriptions based on feedback.

• Scan student monster illustrations into computer.

Closure

• Direct students to word-processing area.

• Model process to connect to the Internet, how to create a new e-mail, enter written monster description.

• Pair first grade students with second grade students and guide students to log on and create a new e-mail.

• Guide students to enter monster descriptions in text of e-mail.

• Model how to attach the scanned drawing and send e-mail to web site.

• Prompt students to attach scanned drawing and send e-mail to web site.

• Allow all students an opportunity to send a monster e-mail.

Summative Assessment ................................................................... Yes No

Students will draw a picture of a monster.............................................. _____ _____

Students will provide a written statement

with at least three details describing their monster.................................. _____ _____

Students will independently submit an e-mail to

www.monsterexchange.org) including scanned

picture and statement...................................._____ _____