Peachy Newsletter




VITAL INFORMATION
Subject(s):
English Language Arts, Technology
Topic or Unit of Study:
Into Imagination (Literature Unit using James and Giant Peach)
Grade/Level:
4
Objective:
As a result of this activity, students will be able to:
-Write a informational summary of several chapters of JAMES.
-Use a word processing program to create a newsletter.
-Insert text and graphics and wrap text.
-Use spell check to insure proper spelling.
Summary:
The students will work in pairs to create a newsletter based on the novel JAMES AND THE GIANT PEACH. The newsletter will include text and graphics. The students must summarize sections of the text and write about them as if they were newspaper reporters in Manhattan.
IMPLEMENTATION
Learning Context:
This lesson is part of the larger unit called "Journey into Imagination." The novel is one of many sources the students will use to explore imagination in literature, art and music. Leading up to this lesson, students have practiced writing newspaper articles based on events in text. The students will produce this newsletter to distribute to parents at Open House.
Procedure:
1. Students will have completed the novel James and the Giant Peach (JGP).
2. Students will have practiced writing newspaper articles based on text.
3. Students will have met with partner to discuss an event from the novel about which to write a newspaper article.
4. Students will have rough draft of their news article written prior to working on computer.

COMPUTER SESSIONS (Assume students have basic computer skills such as opening a Word document, changing font size and style, navigating a keyboard, and using a mouse.)
1. Pairs of students will go to the computer and open a Word document. In this first session, the teacher will instruct them on how to insert headers and use word art to change the look of the header. The students will also add columns to their newsletter. Students will SAVE their documents with their names in the file name.
2. In session 2, the students will actually type their text. This is somewhat independent, though the teacher will remind the students to save often and direct them as to how to use spellchecker.
3. In this sessions, students will learn about using clip art. They will practice using the "Find" feature of clip art to locate desired graphics. The teacher will direct them how to insert clip art into their document and play with TEXT WRAP.
4. The final computer session will work on finishing touches. This would include applying a border and shading to their text and/or pictures. Teacher would remind students of the importance of CONTRAST when choosing text and background color.
Sample Student Products:
Attachments:
 1. A Peachy Landing.doc
Collaboration:
Students will work collaboratively. Students will work in groups of 2.

Time Allotment:
4 class periods. 35 Min. per class.
Author's Comments & Reflections:
NOTE: I have decided to have the students write their rough drafts on paper because our classroom has only one computer. I recognize the value of having students write their initial document on the computer, however, this would occupy too much computer time. I would provide work sessions in which students could work independently while I work with the students at the computer. Once those students have some experience with creating a newsletter, perhaps they could help the next group and so on.
MATERIALS AND RESOURCES
Instructional Materials:
Attachments:
 1. Newsletter Handout.doc
Resources:
  • The number of computers required is 1 per 2 students.
  • Technology resources:
    Word
  • Materials and resources:
    1. Text: James and the Giant Peach
    2. Exciting newspaper articles to use as inspiration.
    3. Newsletter handout.


    •
STANDARDS & ASSESSMENT
Standards:
CA- California Challenge Standards
• Subject : Industrial & Technology Education
• Grade Level 6-8: 
• Big Idea: Exploring Technology
• Standard 2: Communications- Students will understand a variety of communications processes and their importance in communications technology. They will use different processes and media to communicate a message.
 Example of Work / Benchmark : Students write and edit a document on a computer.

CA- California K-12 Academic Content Standards
• Subject : English Language Arts
• Grade : Grade Four
• Area : Writing
• Standard 1.0: Writing Strategies
Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
• Concept : Organization and Focus
 Benchmark or Example 1.1: Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
 Benchmark or Example 1.2: Create multiple-paragraph compositions:
a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.
 Benchmark or Example 1.3: Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question).
• Concept : Research and Technology
 Benchmark or Example 1.9: Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
• Standard 2.0: Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.
• Concept : Using the writing strategies of grade four outlined in Writing Standard 1.0, students:
 Benchmark or Example 2.2: Write responses to literature:
a. Demonstrate an understanding of the literary work. b. Support judgments through references to both the text and prior knowledge.
Assessment Plan:
Student performance will be assessed in these areas:
1. Final newsletter product (rubric)
2. Cooperation with partner/on task behavior.
3. Quality of writing (using 6 traits of writing to score).
4. Effort
Rubrics:
Newsletter