Title: Find Your Name!
 

      Other Curriculum Objectives that can be addressed by this
      lesson plan
  English Language Arts: 1.1, 1.2; Computer Skills: 2.2
 

  Grade: K
  Competency 2.2: On a keyboard, identify letters, numbers, and other
  commonly-used keys (e.g., RETURN/ENTER, space bar).

  Measure 2.2.2: Given a typewriter, keyboard device, or computer, find the
  letters of your first name.
 

  Materials Needed: Typewriter, keyboarding device (e.g., Type-Right), or
  computer; cards for students with first names printed on them; large set of
  cards with letters and numbers on them (one letter or number per card).

  Time: 3-5 minutes for each activity, repeating as necessary.

  Terms: Computer, Keyboard, Space bar, RETURN/ENTER key, Letter
  keys
 

         Glossary

  Activities

  Pre-Activities: Teacher Preparation

       1. Prepare one card for each student with his/her name printed on it.

       2. Use the letter and number cards prepared for the Identify Letters
       and Numbers! lesson.

       3. Divide students in pairs for Activity 2.

  Activity 1:

       1. Hold up a letter card and say the letter name.

       2. Tell students to locate and press (i.e., "key in") the letter using their
       index finger.

       3. Instruct students to locate the space bar on the keyboard and to
       press it once after keying in each letter.

       4. Continue to call out letters and to monitor class progress.

       5. Instruct students to locate the RETURN key on the keyboard and
       to press it once after every five letters. (The teacher should prompt
       students to press RETURN, by saying "Press the RETURN key.")

       6. Repeat activity of #5 using the space bar.

  Activity 2:

       1. Pair students with a partner and have them move to the
       keyboarding device, typewriter, or computer they will be using. Pass
       out the cards with student names printed on the cards.

       2. Use the index cards as a model and their index fingers for keying
       the letters. Have students key in the letters of their first names.

       3. Remind students to use the space bar to leave a space between
       each time they type their name.

       4. Tell them to continue to key their names until you call "time."

       5. Monitor student progress to ensure that students are keying their
       names correctly.

       6. Have students switch seats and let the other partner have a turn.

       7. Repeat the activity using the RETURN key instead of the space
       bar.

  Measure

  Provide each student with an index card with that student's first name. Direct
  students to key in the letters of their first names three times with a space
  between each name. The teacher should monitor student work and provide
  additional practice as necessary.
http://www.dpi.state.nc.us/Curriculum/Computer.skills/lssnplns/Keyboarding/gradk222.htm

Tall Tales Map

 Brief Description:
           The following lesson introduces students to the many locations in the United States
           where tall tales have originated. Students will read and hear a variety of tall tales,
           noting the exaggeration used in each. They will gain an appreciation of the tall tale
           as a literary form that originated in our country. They will locate and label settings
           of tall tales on a U.S. map and add additional map details.
 

 Teacher's Lesson Goals/Objectives:
           *Locate and label on a U.S. map the places where tall tales have originated (their
           settings).
           *Create a map key using symbols that are representative of various tall tales.
           *Add map details, such as a compass rose, title, labeled bodies of water, and
           labeled states.
           *Read and listen to tall tales as models for writing.
           *Identify characteristics of tall tales, specifically exaggeration.
 

 Materials/Resources Needed:
             U.S. map- one per student, states not labeled
             large, detailed U.S. map to display
             copies of tall tales
             crayons, colored pencils, markers
             evaluation checklist
 

 Technology Resources Needed (computer hardware, software, etc.):
           No computers are needed for the basic activities of this lesson. A U.S. map can be
           downloaded and printed for your students. A word processing program, such as
           ClarisWorks, can be used for the follow-up writing activity.
 

 Pre-Activities:
            *Teacher reads (and makes available to students) copies of many different tall
            tales.
            *Discuss characteristics of tall tales, specifically exaggeration.
            *Previous experience with parts of a map are helpful.
 

 Activities:
           1. Students will brainstorm a list of tall tale characters and what is exaggerated
           about each one. Example: John Henry's strength
           2. Students will determine the settings of each tall tale. Be as specific as possible.
           Example: Tennessee not the South
           3. Each student creates a symbol to represent individual tall tale characters.
           Example: an apple for Johnny Appleseed
           4. Using the blank maps, each student will label the location of at least 6 tall tales
           by writing in the name of the state and drawing in the symbol chosen to represent
           the character.
           5. Students will create a map key of their symbols, with the name of the tall tale
           characters written next to the appropriate symbol.
           6. Students will add map details: compass rose, title, 2 oceans labeled. They can
           also label additional bodies of water, landforms, and other states.
           7. Students will color the maps.
           8. Students will present their maps to the class and explain their symbols.
 

 Assessment:
           Using a checklist, evaluate each map for specified requirements and overall
           appearance.
           REQUIREMENTS:
           title
           compass rose
           2 oceans labeled
           states labeled (minimum 10)
           map key (minimum 6 tales)
           overall appearance
 

 Supplemental Resources / Information for Teachers (handouts, background information,
 bibliographies, examples of student work, etc.):
           *additional maps for showing examples of compass rose and map key
           *overhead transparency of U.S. map
           *multiple copies of one or two tall tales

           *Some examples of American tall tale characters are John Henry, Febold
           Feboldson, Davy Crockett, Swamp Angel, Mose the Fireman, Paul Bunyan,
           Pecos Bill, Mike Fink, Sluefoot Sue, and Johnny Appleseed. Two good sources
           for stories are Tall Tale America, by Walter Blair and American Tall Tales, by
           Mary Pope Osborne. These are very useful to have in addition to the individual
           copies of tall tales.
 

 Relevant Web Sites:
        Site on John Henry and Tony Beaver created by WEST VIRGINIA'S
        TRADITIONAL
        APPALACHIAN MUSIC AND LITERATURE
        http://157.182.12.132/omdp/caw/htm/heroes.htm
 

 Additional Comments from the Author of This Lesson:
           As a follow-up activity to this lesson have students write a tall tale of their own.
           Provide them with a list of suggestions to follow.
           -Choose a main character, thinking of ways to exaggerate this person.
           -Choose a setting.
           -Determine the problem your character will solve.
           -Determine a solution.
           -Write your tall tale.

           Encourage creativity! No exaggeration is too silly!

           **Special thanks are given to Ms. Judy Nichols, a media specialist intern from
           UNC-CH, who helped plan and teach this lesson to our third graders.
 

 About the Author:
             name: Kaye B. Clark
             school and city: North Chatham, Pittsboro
             school system: Chatham County
             school phone number: 919-967-3094
 

http://www.learnnc.org/index.nsf/37167224de054d9805256521005672d4/e89acc98c6bd18de852566ac005c59b3?OpenDocument

Keith Haring and Radiating Figures

 Brief Description:
           Examine the work of Keith Haring and then look at how simple figures and
           patterns create movement in an artwork.
 

 Teacher's Lesson Goals/Objectives:
           1. View work of Keith Haring and see how simple shape and line can create
           effective and complex meaning.
           2. Discuss the definition of movement and balance as principles, and their functions
           in a work.
           3. Discuss warm and cool color and how they are visually opposite.
           4. Create an artwork using simple figures and radiating pattern that demonstrates
           the principles of movement and balance.
 

 Materials/Resources Needed:
           1. Example of work of Keith Haring. Work can be pulled from the internet, see
           relevant web site below.
           2. Markers
           3. 12 X 18 drawing paper
 

 Technology Resources Needed (computer hardware, software, etc.):
            Internet access

            Keith Haring website can be accessed for examples of work (relevant web site
            below).
 

 Pre-Activities:
           1. View the work of Keith Haring. Discuss the use of the figure and how movement
           is shown through the bending of joints.
           2. Discuss movement as a principle and ways that line, pattern, and color can
           create movement. Demonstrate on the board how radiating patterns such as the
           ripples surrounding a pebble thrown into water can create movement.
           3. Discuss how color can be used to separate each figure into a space. Areas of
           warm or cool color can surround figures to occupy an area. Different thicknesses
           of lines can also emphasize figures.
           4. Discuss balance and how line and color gives space visual weight.
           5. Demonstrate the variety of movement that can be shown through "stick figures"
           by drawing examples on the board.
 

 Activities:
           1. Give each student a 12" x 18" piece of white paper.
           2. Give instructions that each student is to create five to ten different simple figures
           that are balanced on the page. They may be any size and interact in any way, such
           as a pyramid or handstands on the shoulders of one below, etc.
           3. Surround each figure with radiating lines of color.
           Students need to plan how the colors will be distributed. Warm and cool colors
           can be alternated, or specific figures can be surrounded by related colors etc.
           There should be no white space between each line of color. Various thicknesses of
           line can be used to emphasize different areas of the project.
           4. Accent shapes can be added to the design. These might be balls being used by
           the figures, rain drops, boxes that are being jumped over, etc.
 

 Assessment:
           1. There should be at least five figures with bent joints suggesting movement.
           2. There should be radiating patterns around each figure with no white space
           showing.
           3. Movement should be emphasized in the whole work without becoming
           disorganized and overly busy.
           4. The work should be balanced when considering the figures, lines, and colors.
 

 Supplemental Resources / Information for Teachers (handouts, background information,
 bibliographies, examples of student work, etc.):
           1. Previous examples of student work are very helpful to motivate students and
           show them the many possibilities they can create.
           2. A variety of prints showing movement in other artists' work can compliment
           examples of Keith Haring.
           3. When viewing the examples attached below please understand that only a
           section of each project was scanned.
 

 Relevant Web Sites:
             Works of Keith Haring(check out the section entitled "Art".
             (Students can actually see movement in the work if you go to the section on
             morphs.)
             http://www.haring.com
             Site for kids
             http://www.haringkids.com
 

 Additional Comments from the Author of This Lesson:
           Students can personalize this project by thinking of ways that they move in their
           free time. Different types of sports, dance, and games, can help them visualize
           figures in motion.
 

 About the Author:
           I am an Elementary art teacher in the Iredell-Statesville School System. I teach
           private art lessons and paint murals outside of school. Go Panthers!
 

http://www.learnnc.org/index.nsf/37167224de054d9805256521005672d4/eeb9898ea8d73003852566d300566cf1?OpenDocument