Digital+Camera



​Date: December 16, 2009


 * LESSON TITLE: PARTS OF A BOOK

//Technology Standards://** Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration

**A. Learning ** a) Explore and use teacher selected technology tools, including software and hardware, to learn new content or reinforce skills b) Explore teacher-selected, technology tools that enhance learning
 * 1. Explore and use technology tools in an instructional setting for ****learning **

**B. Collaboration ** a. Participate in a class or a small group lesson for shared writing and language experience stories b. Participate in a class lesson using technology tools exploring, collecting and displaying data
 * 1. Explore and use of technology in an instructional setting to encourage collaboration **

Description of the Lesson //**
 * //

In this lesson entitled, “Parts of a Book,” the students will use print resources (non-fiction books) in order to: (a) identify the different parts of a book; (b) enumerate the ways on how to use the parts of the books in their studies; and (c) answer correctly the assessment activity at the end. The lesson is taught using Powerpoint presentation on the Interwrite board. The teacher gives brief information about each part of a book through slide presentation. Sample illustration for every part of the book is also provided. Then, interactive activity is posted after the presentation of each part. The teacher calls a student to answer the question on the board using the Interwrite pen. The same process goes until the last part of the book. In the end, the whole class will play “Who Am I? Game,” using Turning Point clickers wherein students choose which part of the book each statement describes.

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I have been teaching this lesson every year to 3rd Grade students but this time I use Photostory for my warm-up. Before, I just post the poem “What is a Book?” on the screen and read it to the class. The poem conveys all the information about a book that the class discusses afterwards. But this year upon learning a new technology, I created a Photostory of the poem. As I read through the poem, pictures that describe the words in the poem appear. The students are amazed because it’s their first time to see something like this. They are excited to recognize my voice, and at the same time, wonder how pictures are integrated in the poem. They have been very receptive on this technology and even ask me to teach them how to do it. The discussion afterwards is livelier than the previous years because the poem seems to be detailed this time because of the pictures that go with it. They have a lot of ideas to share with the class. I guess, the technology has something to do with it.
 * // Reflections //**

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