2.

A Gift For Mom and Dad

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This lesson provided by:

Author:

Cindy Seaver

System:

Blount County

School:

Hayden High School

General Lesson Information

Lesson Plan ID:

10321

Title:

A Gift For Mom and Dad

Overview/Annotation:

Following a reading of O. Henry's "Gift of the Magi," students write an expository essay based on the
connotative definition of "gift." The essay is then presented as a holiday gift. The lesson can be adapted
to a variety of occasions and grade levels.

Associated Standards and Objectives

Content Standard(s):

TC2 (9-12) Computer Applications

4. Utilize advanced features of word processing software, including outlining, tracking changes,
hyperlinking, and mail merging.

ELA2015 (9)
20. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. [W.9-10.1]

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
[W.9-10.1a]

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience's knowledge level and
concerns. [W.9-10.1b]

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims. [W.9-10.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.9-10.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented.
[W.9-10.1e]

ELA2015 (9)

21. Write informative or explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
[W.9-10.2]

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia
when useful to aiding comprehension. [W.9-10.2a]

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience's knowledge of the
topic. [W.9-10.2b]

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts. [W.9-10.2c]

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.9-
10.2d]

e. Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. [W.9-10.2e]

f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f]

ELA2015 (9)

22. Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences. [W.9-10.3]
a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of
experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to
develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent
whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved
over the course of the narrative. [W.9-10.3e]

ELA2015 (9)

23. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 20-22 above.) [W.9-10.4]

ELA2015 (9)

24. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing
for conventions should demonstrate command of the first three standards in the Language strand in
Grades K-9.) [W.9-10.5]

ELA2015 (9)

25. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology's capacity to link to other information and to display
information flexibly and dynamically. [W.9-10.6]

Local/National Standards:

Primary Learning Objective(s):

Students will differentiate between the denotative and connotative definitions of words. Students will
write a connotative definition essay.

Additional Learning Objective(s):

Students will use type the essay using a word processor.

Preparation Information

Total Duration:

91 to 120 Minutes
 3. Write Where We Belong Language

Including:

Rules! Rules! Rules! Everyone has Responsibilities What Are My Responsibilities? One Thing Leads to
Another Consequences! The Write Consequence Remarkable Relationships How Can I Ever Thank You?
Special Places Important Events in My Life Personal Timeline

An Integrated Unit for Grade 1

Written by: The Curriculum Review Team 2005

Write Where We Belong Language

Length of Unit: approximately: 17.3 hours

4. Collaborative Lab Experiments

This resource also includes:

Activity
Lab & Experiment
Join to access all included materials

Life science teams experiment by placing sprigs of Elodea into a sodium bicarbonate solution and
counting the oxygen bubbles produced. Data is recorded and graphed on a Google spreadsheet,
making this not just a lesson in photosynthesis, but also an ideal practice in using this technology-
based form of collaboration and sharing information. Though the author designated this as a 7th-9th
grade lesson, most upper-elementary learners can certainly handle the technology and the content.
4 Collections 317 Views 217 Downloads NGSS: Adaptable
Concepts

botany, elodea, photosynthesis

Pros

Gives experience in using Google spreadsheets and the option to collaborate from home by using
Google chat
Demonstrates the benefit of using technology and the Internet for recording and sharing scientific
data
Links to videos that provide basic instruction for Google Docs
 Data table and graph template included
Adaptable to Next Generation Science Standards in life science

5. Space Shuttle Ascent: Mass vs. Time

This resource also includes:

Space Shuttle Ascent: Mass vs. Time (TI-84 Plus)

Space Shuttle Ascent: Mass vs. Time (TI-Nspire)
Space Shuttle Ascent: Mass vs. Time (TI-Nspire)
Space Shuttle Ascent: Mass vs. Time TI-Nspire Document (TNS)
Join to access all included materials

Set the stage for groups of rocket scientists to explore the change in mass of the space shuttle during ascent.
Teams work together to graph actual launch data in order to determine the rate of propellent burn.
24 Views 16 Downloads
CCSS: Adaptable
Concepts

linear regression, y-intercepts, scatter plots, space, space exploration, space flight, space shuttles

Instructional Ideas

If the class is not familiar with putting data into lists in a graphing calculator, provide a brief tutorial
Have teams use Table Two to determine the number of objects that would equal the amount of fuel
burned during the first ascent stage

Classroom Considerations

Each pupil needs access to a calculator

Pros

The activity comes in two forms: one to use with a graphing calculator or spreadsheet and one to use
with a TI Nspire
The last set of questions on the worksheet help determine individual understanding of the concept

Cons
 None

Common Core

6. #2589. Presentation Software

other, level: Senior
Posted Thu May 16 00:10:50 PDT 2002 by John Panagos (lvjj@aol.com).
Clark County School District, Las Vegas, NV, USA
Materials Required: Computers and PowerPoint software
Activity Time: 3-5 days

Activity Description:
In this lesson, students will learn how to use the AutoContent Wizard in PowerPoint.

Objectives:
Students will be able to open the AutoContent Wizard in PowerPoint.
Students will be able to create a business presentation using the AutoContent Wizard
in PowerPoint.
Sequence of Events:
Objective: Students will be able to open and create a professional business
presentation using the AutoContent Wizard in PowerPoint.
1. Students will be instructed to open PowerPoint.
2. Students will be instructed to double click on the icon 'AutoContent Wizard'.
3. Students will see that a dialog box appears. They will be instructed to click on
'Presentation type'.
4. Students will see that the right hand side of the dialog box changes and they will see
several new options.
5. Students will be instructed to scroll down to the 'Business Plan' option and click on it,
then click on the icon that reads 'next'.
6. Explain to students that, again, the right side changes and they have to make a
decision of whether they want to place this on the Internet or not. We will not choose the
Internet option, we will choose the option that reads 'informal meeting's handouts'.
Students will then press the 'next' icon.
7. On the right side of the dialog box the students will choose the type of output. As a
class, we will use the on-screen presentation output.
8. After clicking the on-screen presentation icon, the dialog box asks if you will print
handouts. For this lesson, we will choose not to print handouts. Students will then click
on the 'next' icon
9. The students will see that a dialog box appears where they can place information for
their title page. The students will place the name of their business, their name, and a
statement about the company in the boxes provided. They will then click on the 'next'
icon.
10. The dialog box now tells us that we are ready to click on the finish icon. We will do
as told and click on the finish icon.
11. From here, students will be able to follow the instructions for the type of information
that needs to be entered into their PowerPoint presentation.
12. Students will be told to create their PowerPoint to coincide with their Business Plans
they created in class.
13. Teacher will walk around the room and give assistance as needed.
Project Requirements:
You will require a Computer lab with PowerPoint capabilities.
Students will have prior knowledge on using PowerPoint.
Students will have a finished Business Plan that they created in class.
Evaluation:
As teacher walks around the room, the students work will reflect what they learned or
did not learn. Students will give an oral speech along with their PowerPoint
presentations upon completion of the assignment. Use a rubric to track progress and
assign grade.
Lesson Assignment Handout
Using the provided software, student will be able to construct a presentation of a
complete business plan. Use the following checklist to help track your own progress.
Lesson Assignment: Using "AutoContent Wizard" Construct a presentation of your
Business Plan:
This assignment will check understanding by having students construct a presentation
of a business plan.
Checklist Items in Accomplishing this Task
TASK - Create a presentation of your business plan. Yes No
Student will be able to complete:
Vision statement
Mission statement
Business Logo
Business Stationary
Business Cards
Company Overview
Product or service strategy
Market analysis and plan
Financial analysis
Financial plan
Executive summary of a business plan
Non-disclosure letter of a business plan
Finance letter of a business plan
Table of Contents of a business plan
Title Page of a business plan
Congratulations! You can now present your business plan.
Grading Rubric for Accomplishing the Final Product
Presenting a Business Plan
7.

Writing with Presentation Software

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from
your browser's pull down menu. The file name extension must be .html.

This lesson provided by:

Author:

Kerry Jones

System:

Birmingham City

School:

Birmingham City Board Of Education

General Lesson Information

Lesson Plan ID:

16628

Title:

Writing with Presentation Software

Overview/Annotation:

During this lesson students use their imaginations to create short stories. Then they create alternative
endings to their classmates' stories. Students present their stories using presentation software.

Associated Standards and Objectives

Content Standard(s):

TC2 (3-5)

1. Use input and output devices of technology systems.

Examples: inputrecording devices, keyboards, touchscreens

outputprinters
Demonstrating ergonomics relative to technology systems

Demonstrating correct keyboarding techniques

Demonstrating safe removal of storage media

TC2 (3-5)

2. Use various technology applications, including word processing and multimedia software.

Using navigational features commonly found in technology applications

Identifying digital file types

TC2 (3-5)

12. Create a product using digital tools.

Examples: productsdigital story, podcast, digital artwork

ELA2015 (3)

24. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. [W.3.3]

a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that
unfolds naturally. [W.3.3a]

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or
show the response of characters to situations. [W.3.3b]

c. Use temporal words and phrases to signal event order. [W.3.3c]

d. Provide a sense of closure. [W.3.3d]

ELA2015 (3)

26. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of the first three
Language standards in Grades K-3.) [W.3.5]

ELA2015 (3)

38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.3.2]

a. Capitalize appropriate words in titles. [L.3.2a]

b. Use commas in addresses. [L.3.2b]

c. Use commas and quotation marks in dialogue. [L.3.2c]

d. Form and use possessives. [L.3.2d]

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness). [L.3.2e]

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words. [L.3.2f]

g. Write legibily in cursive. (Alabama)

h. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings. [L.3.2g]

ELA2015 (4)

24. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. [W.4.3]

a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize
an event sequence that unfolds naturally. [W.4.3a]

b. Use dialogue and description to develop experiences and events or show the responses of characters
to situations. [W.4.3b]

c. Use a variety of transitional words and phrases to manage the sequence of events. [W.4.3c]

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
[W.4.3d]

e. Provide a conclusion that follows from the narrated experiences or events. [W.4.3e]

ELA2015 (4)

26. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of the first three
Language standards in Grades K-4.) [W.4.5]

ELA2015 (4)

39. Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing. [L.4.2]

a. Use correct capitalization. [L.4.2a]

b. Use commas and quotation marks to mark direct speech and quotations from a text. [L.4.2b]

c. Use a comma before a coordinating conjunction in a compound sentence. [L.4.2c]

d. Spell grade-appropriate words correctly, consulting references as needed. [L.4.2d]