Reading to Comprehend

(Multimedia Lesson)

Teacher: Valene Ann Q. Salas

Subject: Language Arts/ Reading Lesson: Reading Comprehension

Grade: 5th Duration of Lesson: 1 month

Analyze Learners

General Characteristics:

20 students (11 boys and 9 girls) Ages 10-11 years Accommodations: 1 child with a learning disability called Dysgraphia

- Encourage to practice handwriting skills- Great keyboarding skills- Needs extra time to organize thought, through the use of Prenzu the

student will be able to organize his thoughts and not worry about his spelling until I print it and check it.

Ethnicities: Filipino, Chamorro, Korean, Palauan, and Caucasion

Specific Entry Competencies:

Students are knowledgeable of the different elements of a book (Title, Author, and Illustrator). They are also able to read a story with 100 or more pages and identify the introduction of the story, problem, and the solution to the story to show their reading comprehension.

Learning Styles:

Most of the students have excellent Reading and Math skills. Their reading level is above average, but their comprehension skills are at a low level and just about average, They work well each other, help one another when one needs help, they are hardworking, and very creative when it comes to Fine Arts and group projects. They enjoy hands-on activities and many visuals to enhance their learning.

State Objectives

1. Students will choose a story by choosing a book at the library with 100 pages or more from the library

2. Students will identify the parts of the book (Title, Author, Illustrator) they chose by writing in their online journal Penzu

3. Students will explain about their story by answering questions using an online journal (Penzu)

4. Students will report about their book of choice by recording their voices on voice thread with their picture and book (Title, Author, Illustrator, Introduction, Problem, Resolution)

5. Students will plan a story in groups of two using an online writing pad such as Pirate Pad

6. Students will develop a comic strip of their story using a website Comix

7. Students will create an animation of their story using a website GoAnimation

8. Students will complete their story by posting their comic and animation on KidsBlog

9. Students will be able to comprehend what they have read from a book with 100 or more pages

Select Media, Materials, and Methods

Methods: Individual Work and Group Work

Materials/Media:

1. Projector: to show the students Comic Strip, Animation, and Voice Thread2. Speakers

3. Penzu: for the students to write in their online journal about their book and why they chose the book. Note: Great for the special needs student to type how he feels and have the opportunity to use spell check and grammar.

4. Pirate Pad: the students to write an outline for their comic strip

5. Voice Thread: to record the student’s voices while they are presenting their book

6. Comix: an online website for the students to create a story telling each other why they should read the book

7. GoAnimation: an online website for the students to transfer their comics to an

animation

8. Kids Blog: where the students can post their comic and animation

9. Computers

10.Book (Student’s Choice)

11.Camera

Instructional Websites:

1. https://penzu.com 2. http://piratepad.net/

3. http://voicethread.com/

4. http://www.makebeliefscomix.com/

5. http://goanimate.com/

6. http://kidblog.org/home.php

Utilize Media, Materials, and Methods

Computers and Internet are very important and are a necessity for this lesson. There are many websites the students will be using to complete this huge assignment. The projector will be used to showcase the Voice Thread of the students recordings and pictures as well as their animations. Penzu is an online journal where the students will write about their book by answering questions. The questions will already be provided to accommodate the student with a learning disability. Print out the corrected paper for this student and have him write out his whole outline with the corrections. Voice Thread is an online soft ware where the teacher will take picture of the student with a camera showcasing their book along. This software will also be used to record the students presenting their book. Pirate Pad will be used when the students get into groups of two-three to create an outline or a rough draft of their story that they will be recreating using a comic strip. They could also chat with each other has they are planning. GoAnimate is another website where the students will be transferring their comic strip into an animation. Last, but not least, Kidsblog is a class blog where the students will upload their animations and comic strip and comment on their other classmates work.

Teacher will be showing the students how to use these website through a step by step process using a projector and personal computer.

Require Learner Participation

Each student will first be graded on the completion of reading their book and their Reading comprehension. They will also be graded on their participation, creativity, and sentence structure. The students will be involved in the activities that we will be completing through the usage of the computers and websites. This whole activity will have to involve all students and every member of the groups would have to contribute ideas to complete the last two sections of the activity, which is the comic strip and animation. I will be walking around the classroom observing all members of the groups. The reading part will have to involve all the students, where they will be given time in the class to read their book and given the opportunity to read in class for a few minutes. For the Prenzu activity, each student will have to write in their personal online journals where I could enter and make corrections to their paper and outline. The voice thread section of this activity will again involve all students where they will get their picture taken with their book and at the same time get their voice recorded as they present their book. After the Voice Thread section is completed, the students will be placed in groups of two or three and create a story about them telling each other why they should read their book of choice. The final touches of this huge project will be the comic strip, animation, and posting of their blog where the students will have to work as a team in each group to complete before the last day of the 4th week to be able to watch everyone’s animation.

Week 1

Bring the students to the library and allow them to choose a book with 100 or more pages to read in class for 30 minutes and at home.

Week 2 A couple of days may be added so the students could finish their book

Allow the students to write about their book and why they chose the book in their online journal Prenzu answering the following questions: (45 minutes)

1. What is the title of the book?

2. Who is the author and illustrator?

3. Why did you choose this book?

4. What is the book about?

5. Who are the characters?

6. What was the problem?

7. How was the problem solved?

To help the student with special needs organize his thoughts, provide a concept map on paper so the student will be able to fill in the blanks and at the same time practice handwriting skills. Once his ideas are outlined, allow him to insert his ideas onto his online

journal.

Take a picture of each student and record them talking about their book using Voice Thread. ( 40 minutes)

Post on the board the same questions they answered on their Penzu to guide the students when recording. Ask the student with special needs to write the questions on the board.

- Make sure to print out the students with special needs outline from Prenzu so he could read his outline when recording

Week 3:

Monday-Tuesday

Using the projector, showcase the recordings to the class to hear about everyone’s book. (10-15 minutes)

Pair up students and have them create a rough draft story about themselves telling each other why both should read each other’s book using Pirate Pad. (30 minutes)

Wednesday-Thursday-Friday

Create a comic strip of their story using Make Belief Comix (40 minutes) Before the students begin, project this website and show the students how to

create a comic strip and show them the rubric that I will be using to assess their comic strip.

Week 4:

Monday-Tuesday

Next, have the students transfer their comic strip story to a form of animation using Go Animation. (40 minutes)

Wednesday

Showcase the different animations through the usage of a projector and computer.

Discuss about KidsBlog and how get the students started with their personal blogs.

Thursday-Friday (extra day)

Have the students post up their animation and comic strip onto their KidsBlog

and comment on one another comic and animation.

Friday

Showcase all the creative animations from the students once everything is uploaded and completed.

Note: Give extra time to the special needs student to complete his ideas and allow him to work with a partner.

Evaluate & Revise

Evaluate student reading comprehension through the use of a rubric

Evaluate students’ sentence structure, creative writing, and creativity through the use of a rubric.

Be Creative Rubric

Students Name:_____________________________________________

Date:______________________ Project: Comic Strip and Animation

CATEGORY 4 3 2 1

Clarity and Neatness

Comic Strip is easy to read and all elements are clear.

Comic Strip is easy to read and most elements are clear.

Comic Strip is somewhat easy to read and some elements are clear.

Comic Strip is hard to read and few elements are clear.

Spelling & Grammar

No spelling or grammatical mistakes in a comic strip.

No spelling or grammatical mistakes in a comic strip.

One to three spelling or grammatical errors in the comic strip.

More than four spelling and/or grammatical errors in the comic strip.

Required Elements

Comic Strip includes all required elements as well as a few additional elements.

Comic Strip includes all required elements and one additional element.

Comic Strip includes all required elements.

One or more required elements is missing from the comic strip.

Cooperation Worked cooperatively with partner all the time with no need for teacher intervention.

Worked cooperatively with partner most of the time with no need for teacher intervention.

Worked cooperatively with partner some of the time with little need for teacher intervention.

Did not work cooperatively with partner.

Use of Time Used time wisely.

Used time wisely most of the time.

Used time wisely some of the time.

Wasted time in class.

Total

 http://www.montgomeryschoolsmd.org/schools/gaithsbghs/Depts/ESOL/ESOL@GHS/comic_strip_rubric.htm

Reading Comprehension Rubric

Students Name:_______________________________________________________

Date:____________________________ Title of Book:________________________

Very Good Comprehension

20-8

Adequate Comprehension

15-7

Some Comprehension

10-6

Very Little Comprehension

5-1

Total

Tell most events in sequence or tells most key facts

Tell many events in sequence for the most part or tells key facts

Tells some of the events or key facts

Tell 1 or 2 events or key facts

Includes most important details and key language or vocabulary from text

Include many important from text

Include some important details from text

Include few or no important details from text

Refers to all characters or topics by specific names

Refers to many characters or topics by name in text

Refers to 1 or 2 characters or topics by generic name or label (boy, girl, dog)

Refers to 1 or 2 characters or topics using pronouns

Provides insightful response to teacher questions and prompts

Provides adequate response to teacher questions and prompts

Provides some response to teacher questions and prompts

Responds with incorrect information

/20

Graphic Organizer to Accommodate the student with Dysgraphia

http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf

Example of Prenzu:

Example of Pirate Pad: Students will create an outline of what their characters are going to say in their comic strip and animation

Example of comic strip: