Gr+5+-+From+Summary+Writing+to+Blogging+&+Podcasting+(ELA)

=Summary Writing + Blogging + Podcasting= = = //Rudy Alfonso - David Reese Elementary School//


 * Subject Area:** English/Language Arts
 * Grade Level:** 5th Grade


 * Overview:** Students will examine current examples of advertising and analyze aspects of marketing that make them effective. Collaboration, creativity, and critical thinking will take place in every part of the process: the writing, the ﬁlm-making and editing, and peer evaluation of the ﬁnal product.


 * Objectives:**
 * Students will read an article from __ [|timeForKids.com] __ and highlight signiﬁcant details from the article.
 * Students will write a topic sentence (GREEN - Go Sentence).
 * Students will create a graphic organizer.
 * Students will write a reason, fact, or detail (YELLOW - Slow Down sentence) and provide examples (RED - Stop sentence).
 * Students will write a concluding paragraph (GREEN - Go Back sentence).
 * Students will blog their paragraphs.
 * Students will scan their graphic organizers and ﬁnal drafts.
 * Students will record their ﬁnal drafts using a voice recorder.
 * Students will comment on each other's summary podcasts, demonstrating positive digital citizenship skills

media type="youtube" key="LbBfQWamDYY" width="420" height="315" align="center"
 * Lesson Video:**
 * Procedure:**

__//Step 1//__
 * Start with a review parts of an accordion paragraph. Use the slideshow to go over each part.
 * Go over the GO, the SLOW DOWN, the STOP, and GO BACK sentences.
 * You may distribute the sample paragraph and have students in groups use highlighters identify all four parts.
 * Use the slideshow to discuss and conﬁrm group work as accurate.

__//Step 2//__
 * Watch the short video She's a Fashionista from Youtube.
 * Read the She's a Fashionista article from TimeForKids.com. Use multimedia sources to engage students.
 * Direct students to highlight important details about the subject of the article, as well as how to distinguish between facts that can help summarization and opinions.

__//Step 3//__
 * Use the graphic organizer to write topic sentence and organize information into details that support the topic. Write the summary paragraph using the graphic organizer.
 * Determine the source, the action verb, and main idea of the article to form topic sentence GO sentence.
 * Use the examples of the article and place them in graphic organizer. These become the DETAILS - STOP sentence(s).
 * Using the GO sentence, determine the GO BACK sentence which restates the topic sentence.
 * Based on the examples in the graphic organizer, discuss the what conclusion can be made to form the YELLOW - SLOW DOWN sentence.
 * Now that the graphic organizer is complete, students can write their summary paragraph.

__//Step 4//__
 * Scan graphic organizer and record ﬁnal draft. Using scanner, scan the graphic organizer and ﬁnal draft into properly labelled folders on the desktop.
 * Depending on access to blog, students or the teacher can upload images to the appropriate blog entry.
 * Students are dismissed to the hallway or an empty classroom to record their writing as teacher monitors.


 * Materials:**
 * Scanner Accordion Paragraph graphic organizers
 * Copy of the article
 * Voice recorder
 * Digital video camera
 * Computer or laptop with video editing software (iMovie, MovieMaker 2)


 * Lesson Resources:**
 * Summary Writing Review Slideshow - [|http://www.slideshare.net/mralfonso/summary-writing­]__ [|review] __
 * Fashionista Slideshow - [|http://www.slideshare.net/mralfonso/fashionista-7568467]


 * Student Products:**
 * [|http://blogs.egusd.net/eettalfonso/2011/02/24/summary-writing­]
 * [|fashionista/]


 * Standards:**

//ISTE NETS://
 * Communication and Collaboration:
 * Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats


 * Digital Citizenship:
 * Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

//Common Core Standards://
 * Writing 5.- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * Writing 6.- With some guidance and support from adults, use technology,including the internet, to produce and publish writing as well as to interact and collaborate with others Reading Informational Texts: Determine two or more main ideas of a text and explain how they are supported by key details.

//California Content Standards://
 * English Language Arts:
 * Reading 2.3 The students will discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
 * Writing 1.4 The students will create simple documents by using electronic media and employing organizational features.
 * Writing 1.6 The students will edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences.