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=Ms. Yanney's 3rd Grade Technology Based Unit: __Magic Treehouse: Pirate's Past Noon__= Culminating Project The following three student-centered technology based lessons have been developed for the following three groups of diverse learners, visual learners, English Language Learners (ELLs), and kinesthetic learners. The three lessons are based around the theme of the book //Magic Tree House: Pirates Past Noon// which the third graders have been reading as a class. These lessons can also be found at: https://ayanney.wikispaces.com/ NteQ Lesson Plan #1 Diverse Learning Group: Visual Learners Lesson Title: Where’s the Pirate Treasure Subject Area: Geography Grade Level: 3 Learning Objective: By the end of this lesson, students will identify directions on a map (e.g., North, South, East, West, Northeast, Northwest, Southeast, and Southwest) by following clues from a treasure hunt. Computer Functions: Specify Problem: Pirates have to be able to read a map in order to navigate which direction they need to go. What other skills are important in order to correctly read a map and navigate? Research and Analysis: Results Presentation: Students will post their groups answer to the wiki page created by the teacher. The teacher will then display maps on the SmartBoard and groups will take turns pointing out landmarks and important elements that assist in reading a map. Planning Computer Activities: Students will work in small groups to complete the activities. During Computer Use: The following tasks are divided among group members: Before Computer Use: After Computer Use: Supporting Activities: Assessment: Students will be assessed on the following: Conclusion: This lesson plan will meet the needs and abilities of visual learners by using visual graphics of maps to familiarize them with directions. Furthermore, they will be provided with visual aids when presenting their findings to the class which will meet their learning needs and specific learning style and assist them in presenting their information to their teacher and classmates. NteQ Lesson Plan #2 Diverse Learning Group: English Language Learners (ELLs) Lesson Title: What’s the Word? Subject Area: Language Arts Grade Level: 3 Learning Objective: By the end of this lesson, students will understand four pirate themed vocabulary words (e.g., pirate, aboard, cabin, and treasure) and four contraction vocabulary words (e.g., you’re, I’ve, can’t, and I’m) by accessing the definitions on a wiki page created by the teacher. Computer Functions: Students will use the vocabulary words to create a narrative in Google Docs: []#. Specify Problem: Student need to be able to be able to understand the meaning of the eight vocabulary words in order to understand the book //Magic Tree House: Pirates Past Noon// and in order to correctly use them in the narrative they create. What are the definitions of the eight vocabulary words? Research and Analysis: Results Presentation: The group will write their narrative using the eight vocabulary words in Google Docs. The group will review the definitions of the eight vocabulary word from the wiki page displayed on the SmartBoard for the rest of their classmates. Finally, the group will use a printed version of their final draft from Google Docs to present their narrative to the class. Planning Computer Activities: Students will work in small groups to complete the activities. During Computer Use: The following tasks are divided among group members: Before Computer Use: After Computer Use: Supporting Activities: Assessment: Students will be assessed on the following: Conclusion: This lesson plan will meet the needs and abilities of English Language Learners (ELLs) by providing them with the necessary resources to learn the definitions of the new vocabulary words. Furthermore, they will be working with vocabulary words that are not high frequency words and in a small group setting that will allow them to have support to clarify any misconceptions. NteQ Lesson Plan #3 Diverse Learning Group: Kinesthetic Learners Lesson Title: My Ship’s Log Subject Area: Writing Grade Level: 3 Learning Objective: After completing reading chapters 1-10 of the book //Magic Tree House: Pirates Past Noon//, students will summarize each chapter of the book by creating a “ship’s log” containing entries summarizing and illustrating each chapter. Computer Functions: Specify Problem: Student need to be able to be able to use proper grammar and punctuation when summarizing the main idea. What is the main idea of each chapter in //Magic Tree House: Pirates Past Noon//? Research and Analysis: Results Presentation: The group will create their ship’s log in the form of a PowerPoint presentation. The group may use clipart and/or images from the Internet to illustrate their ship’s log. Finally, the group will present their PowerPoint to the teacher and class. Planning Computer Activities: Students will work in small groups to complete the activities. During Computer Use: The following tasks are divided among group members: Before Computer Use: After Computer Use: Supporting Activities: Assessment: Students will be assessed on the following: Conclusion: This lesson plan will meet the needs and abilities of kinesthetic learners by providing them with hands on learning activities allowing them to learn by doing. References HMH School Publishers (1997). Retrieved October 15, 2011 from []
 * Students will access a wiki page (ayanney.wikispaces.com) created by the teacher to access the treasure hunt clues. (Also see Appendix A)
 * Students will use the Internet to view the treasure map located at **[]**
 * Students will research the Internet and use a word processor to create a of list important skills when reading a map and navigating.
 * Students will work in small groups and report their findings to the teacher and the rest of their classmates by coming to the front of the classroom and reporting important elements of a map that aid in navigation.
 * Read and follow the clues on the map.
 * Post the answer to where the treasure is possibly located, on the wiki page.
 * Review maps and use a word processor to create a list of important skills when reading a map and navigating.
 * Identify directions.
 * List information needed from Internet search.
 * Plan results presentation.
 * Post location of treasure chest on the wiki page created by the teacher.
 * Organize information and prepare to present to teacher and class.
 * Study a world map and become familiar with locations of continents.
 * Use directions (e.g., North, South, East, West) to describe different locations around the classroom and school.
 * Posting the correct answer of the location of the treasure on the class wiki page.
 * Rationale and support for presenting to the class what are the important skills in reading a map and navigating.
 * Correctly using directions to identify locations in the classroom and school.
 * Rubric created by the teacher. (See Appendix B)
 * Students will access a wiki page (ayanney.wikispaces.com) created by the teacher to become familiar with eight vocabulary words. (Also see Appendix C)
 * Students will work in small groups to research and discuss the definitions of the eight vocabulary words.
 * Read and clarify vocabulary definitions.
 * Research possible additional definitions and usages of each vocabulary word.
 * Prepare outline of narrative using each vocabulary word.
 * Prepare draft of narrative in Google Docs.
 * Edit and print final draft of narrative in Google Docs.
 * Identify vocabulary words.
 * Plan theme of narrative.
 * Plan results presentation.
 * Share Google Doc draft and revisions with teacher.
 * Organize information and prepare to present to teacher and class.
 * Complete cloze passage worksheets using the eight vocabulary words to enhance understanding. (See Appendix D)
 * Add other definitions and usages of the vocabulary words to the wiki page created by the teacher.
 * Using the eight vocabulary words correctly in their narrative.
 * Rubric created by the teacher. (See Appendix B)
 * Students will create their ship’s log entries in the form of a PowerPoint.
 * Students will have the option to use clipart or images from the internet as illustrations for their log entries.
 * Students will work in small groups to research and outline the main idea for chapters 1-10 of //Magic Tree House: Pirates Past Noon//.
 * Summarize chapters 1-10.
 * Prepare outline of ship’s log.
 * Research possible clipart/images from the Internet to use as illustrations.
 * Prepare PowerPoint presentation.
 * Identify main idea of each chapter 1-10.
 * Plan images to search for.
 * Plan theme of slides of PowerPoint.
 * Plan results presentation.
 * Organize information and prepare to present to teacher and class.
 * Complete a graphic organizer to clearly organize summary information.
 * Ability to complete a PowerPoint slide for each log entry for chapters 1-10.
 * Rubric created by the teacher. (See Appendix B)

Osborne, M.P. (1994) //Magic Tree House: Pirates Past Noon.// New York: Random House, Inc. Publishers//.// Rochedale State School. (2000). Retrieved on October 14, 2011 from []

APPENDIX A  ** Where’s the Treasure? **  Directions: Using the Treasure Map follow the directions below to locate the treasure.


 * 1) Starting at Breaker Point go West to the second location. Where is the second location?
 * 2) From the second location go southwest to the third location. Where is the third location?
 * 3) From the third location go to the fourth location which is directly east. Where is the fourth location?
 * 4) From the fourth location go south to the fifth location. Where is the fifth location?
 * 5) From the fifth location go southwest to the sixth location. Where is the sixth location?
 * 6) From the sixth location go to the location that is farthest east from the sixth location to find the treasure. What is the name of the place the treasure is located?

APPENDIX B  ** Assessment Rubric ** || ** CATEGORY ** APPENDIX C
 * ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * Identify directions on a map and complete “Where’s the Treasure?” worksheet || Given a map, students will identify the directions and complete the “Where’s the Treasure?” worksheet with 85% or more accuracy. || Given a map, students will identify the directions and complete the “Where’s the Treasure?” worksheet with 75%-84% accuracy. || Given a map, students will identify the directions and complete the “Where’s the Treasure?” worksheet with 65%-74% accuracy. || Given a map, students will identify the directions and complete the “Where’s the Treasure?” worksheet with 64% or less accuracy. ||
 * Interpret and summarize the main ideas of the text Pirates Past Noon by creating a “ship’s log” || Students will interpret and summarize chapters 1-10 of Pirates Past Noon demonstrating proper writing skills and using appropriate illustrations for each summary with 90% or more accuracy. || Students will interpret and summarize chapters 1-10 of Pirates Past Noon demonstrating proper writing skills and using appropriate illustrations for each summary with 75%-89% accuracy. || Students will interpret and summarize chapters 1-10 of Pirates Past Noon demonstrating proper writing skills and using appropriate illustrations for each summary with 60%-74% accuracy. || Students will interpret and summarize chapters 1-10 of Pirates Past Noon demonstrating proper writing skills and using appropriate illustrations for each summary with 59% or less accuracy. ||
 * Demonstrate knowledge and understanding of eight new vocabulary words || Given eight new vocabulary words, students will demonstrate knowledge and understanding by creating a narrative 90% or more accuracy. || Given eight new vocabulary words, students will demonstrate knowledge and understanding by creating a narrative with 75%-89% accuracy. || Given eight new vocabulary words, students will demonstrate knowledge and understanding by creating a narrative with 60%-74% accuracy. || Given eight new vocabulary words, students will demonstrate knowledge and understanding by creating a narrative with 59% or less accuracy. ||

Vocabulary Terms:

 * Pirate - a person commanding a ship
 * Aboard - on, in, or into a ship
 * Cabin - a room in a ship for passengers
 * Treasure - riches in the form of metals, money, and jewels

‍Contraction Vocabulary Terms:

 * You're - meaning you are
 * I've - meaning I have
 * Can't - meaning can not
 * I'm - meaning I am

‍Click on the link below to access and complete two cloze passage worksheets located in Google Docs:
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APPENDIX D  ** Pirate themed Vocabulary Cloze Passage ** Directions: Fill in the blanks with the appropriate pirate themed vocabulary words. The air was filled with wild fiddle music and bagpipes playing. And Jack heard jeers, shouts, and ugly laughter. “Hoist ‘em __________!” Cap’n Bones shouted to his men. Annie and Jack were hauled onto the deck. The ship creaked and moaned. It rolled from side to side. Ropes flapped and snapped in the wild wind. Everywhere they looked, Jack and Annie saw __________. Some were dancing. Some were drinking. Many were fighting. With swords. Or with their fists. “Lock ‘em in my __________!” Cap’n Bones ordered. A couple of __________ grabbed Jack and Annie. And threw them in the ship’s __________. Then locked the door. The air inside the __________ was damp and sour-smelling. A shaft of gray light came through a small round window. “Oh man,” said Jack. “We’ve got to figure out how to get back to the island.” “So we can get into the tree house and go home,” said Annie. “Right.” Jack suddenly felt tired. How would they ever get out of this mess? “We better examine the book,” he said. He reached into his pack and pulled out the __________ book. He flipped through the pages. He looked for information to help them. “Look,” he said. He found a picture of __________ burying a __________ chest. “This might help.

** Contraction Vocabulary Cloze Passage Worksheet ** Directions: Fill in the blanks with the appropriate contraction vocabulary words.

“Yes. __________ the M person,” said Morgan. “Wh-where are you from?” asked Jack. “Have you ever heard of King Arthur?” said Morgan. Jack nodded. “Well, I am King Arthur’s sister,” said Morgan. “__________ from Camelot,” said Jack. “__________ read about Camelot.” “What did you read about me, Jack?” said Morgan. “You-__________ a witch.” Morgan smiled. “You __________ believe //everything// you read, Jack.” “But are you a magician?” said Annie. “Most call me an enchantress. But __________ also a librarian,” said Morgan. “A librarian?” said Annie. “Yes. And __________ come to the 20th century, your time, to collect books.