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Dream Vacation

Author
Grade Level
Integrated
disciplines
Content
Standards

Amber Herrick
3rd
Social Studies, technology, writing, research and reasoning
Research and reasoning

Recall information from experiences or gather information from


print and digital sources; take brief notes on sources and sort
evidence into provided categories
Present a brief report of the research findings to an audience

Social Studies

Writing
Standards

Observe and describe the physical characteristics and the cultural


and human features of a region

Introduce the topic or text they are writing about, state an opinion,
and create an organizational structure that lists reasons.
Brainstorm ideas for writing
Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event
sequences.
State main ideas and include sufficient details or facts for
appropriate depth of information (naming, describing, explaining,
comparing, use of visual images)

NETS-S

Objectives:

Students demonstrate creative thinking, construct knowledge, and


develop innovative products and processes using technology
Create original works as a means of personal or group expression
Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
Students apply digital tools to gather, evaluate and use information
Understand and use technology systems
Students will be able to Identify where they would go on their dream
vacation by describing the location. Students will be able to discover
different vacation spots by doing research of locations. Students will be able
to justify their vacation location by supporting their opinion with reasons.
Students will be able to compare their vacation location with their
classmates vacation location by presenting and listening to the comics
being presented.

Assessment:

Materials:
Anticipatory
Set:

Technology
Integration

The teacher will pre-assess the students by asking if they could go


anywhere for a vacation where would it be and why. This will allow the
teacher to see if the students have prior knowledge of the location they
want to go to. Teacher will progress assess the students by having the
student check in with the teacher before moving on to the next step
(research, comic rough draft, once started with the comic tool). Teacher will
knowledge gain assess the students by using a rubric on their final comic
strip.
Internet, Books about vacation spots around the world, Comic strip layout
worksheet, Tour guide brochures, Magazines about travel
I will first show a comic that I have made of my dream vacation. The comic
will have where I want to go, why I want to go, and what I would do when I
go on my dream vacation. I would then ask the students where they would
go on their dream vacation and why.
Active: Students are actively engaged in using the comic tool Bitstrips as a
tool rather than receiving information from the technology.
Constructive: Students are using the technology to connect new
information about the vacation location to their prior knowledge about the
vacation location.
Authentic: Students are using the technology to link learning to the world
beyond the instructional setting by picking a vacation location throughout
the world.

Procedures
and Learning
Activities

Goal Directed: Students use the technology tool of Bitstrips to create their
comic strip, monitor the students progress, and to reflect on the similarities
and differences between students vacation locations.
Students:
Teacher:
1. Teacher will engage the
1. Students will listen and
student by showing their
engage in the teachers
comic strip with their dream
comic strip.
vacation.
2. Students will access their
2.
Teacher will ask the students
prior knowledge on a
to give examples of their
location they would like to
dream vacation spot and to
go to.
support with reasons.
3. Students will follow
3. Teacher will give directions
directions and conduct
and allow the students to
research on their location by
conduct research about their
writing in their journal
location. Teacher will walk
4. Once they have enough
around and monitor students
research the student will
learning.
draft their comic on the
4. Teacher will approve the
comic strip layout worksheet
students comic draft and set

5. Once their draft is approve,


students will start working
on their comic strip.
6. Once all students are done
they will present to the
whole class.

them up on the comic tool,


Bitstrips.
5. Monitor students learning
6. While students are presenting
grade them using a rubric.

Differentiation I would have my higher ability learners add more details, for example they
would choose the time of year they want to go and add details like the
climate, weather. Also they could what they would take with them, for
example a winter coat, umbrella, or swimsuit. For my learners with
disabilities I would have them create their draft or orally tell me and I would
either have a higher student help them or have a parent come into help the
students create the comic strip. If I could not get help I would have the
student work with a partner so they were still experiencing the comic tool.
Closure
I would have the students share their comic strips to the class. Sharing will
allow the students to see all of their classmates projects and compare and
contrast their locations and activities they would do on the vacation.
Sharing their comic strip will allow the teacher to see if the student meet
the objectives by choosing a places, doing the research, and giving reasons
why they want to go to this location. Students then need to write a
reflection about how their vacation spot was similar or different than
another students and why. We could also make a classroom map of all the
vacation spots our class wants to go to.
CDE: Colorado Academic standards. Colorado Department of Education.
References:
Updated October 20, 2014. Retrieved November 13, 2014, from
http://www.cde.state.co.us/standardsandinstruction/coloradostandards
ISTE Standards For Students. (2015, January 1). Retrieved March 25, 2015,
from http://www.iste.org/standards/standards-for-students
Will be used to present the lesson:
Become a cartoon character. (2007, January 1). Retrieved March 25, 2015,
from https://www.bitstrips.com/pageone/
Google (for research of vacation spots), tour guides, books about different
locations around the world, world map
Comic Strip Layout Worksheet (for students to draft their comics)
Example of comic: http://bitstrips.com/r/Z32CZ

Comic Strip Layout Worksheet

Rubric
3 Exemplary
States the
location with
details

2 Proficient
States the
location

1 Basic
Briefly States
the name of the
location

Reasons why
they want to go
there
Activities they
would do on the
vacation
Details

Gives 4 or more
reasons

Gives 2-3
reasons

Gives 1 reason

Gives 4 or more
activities

Gives 2-3
activities

Gives 1 activity

Gives no
activities

Gives lots of
details

Gives some
details

Gives little
details

Gives no details

Reflection

Writes a
reflection
including a
similarity and a
difference

Writes a
reflection with
only one (either
similarity or
difference)

Writes a
reflection but
does not add
similarities or
differences

Does not write


one

Location

0 Unsatisfactory
Does not state
where the
dream vacation
would be
Gives no reasons

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