Title: Recognizing Irrelevant Sentences

PLANNING:
Topic: Irrelevant sentences within Texts
Time: 3 days for 45 minutes
Class: 6th grade and English/ Language Arts
Content Standards addressed:
ISPI 0601.3.7
Identify sentences irrelevant to a paragraphs theme or flow
Technology Standards addressed:

7.1.1.Studentswilldemonstrateanunderstandingofthenatureandoperationoftechnologysystems.
a.Demonstrateknowledgeandappropriateuseofoperatingsystems,softwareapplications,and
communicationandnetworkingcomponents.
1.Manipulateiconsonthedesktop,createfolders,andstorefileswithinthefolder.
2.Usedifferentsoftwareprograms(wordprocessor,spreadsheets,etc.
Materials:
1. Computer, paper, pencil, graphic organizers, worksheets, & markers
Objectives:
1. The student will create a
multimedia tutorial that
distinguishes between relevant
and irrelevant sentences in
regard to a paragraph.

Blooms Taxonomy:
Analysis

Assessment:
The rubric & a quiz

TEACHING:
Motivation:
I will show them pictures of four popular singers. They will name the celebrity that doesnt fit the group. We will
discuss why the person is an outlier.
Teacher Procedures:
Prior to the Computer
1.
Teacher- led group will go over detail
worksheet.
2.

At the Computer
1.
The teacher will ask stimulating questions
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Student Procedures:
1. Discuss during whole-class instruction the
things necessary to recognize irrelevant
details.
2. Students will work in Vocabulary, Graphic
Organizer, & Skill-Focused groups
3. The vocabulary groups will create Frayer
Model of the terms: Irrelevant, main idea,
stated idea, and implied main idea
4. The graphic organizer group will be given
passages, and they will have to complete a
main idea graphic organizer based on
information from the passage.
5. There will be a skill-focused group that
will create a 7 multiple-choice quiz
1. The students will create a multimedia tutorial

on the multimedia tutorials that are being

created.
2.

centered on recognizing the key intricacies of

irrelevant sentences within a text.
2.

After the Computer

1.

1.

Reflection & Transfer:

Complete the exit slip. Choose any two to complete considering the lesson.
A Adjective (Describe something you learned)
E Evaluate (Judge the way I have presented the lesson to you)
I- Interesting (What was interesting?)
O- Oblivious (What did you not know that you just learned today?)
U- Um? (Create a question about something we learned.)
Resources:
1. www.ereading.com
2. Holt Elements of Language textbook
3. Microsoft Word ClipArt

ASSESSMENT:
CATEGORY
Does the interactive
multimedia contain
the key elements?

How does the

interactive
multimedia project
look?
Can one tell from
experiencing my
interactive
multimedia project
that I understand my
content?
Do I have any
misspellings or
grammatical errors?

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25 points

20 points

There is a title page,

Navigation page, Page
with defined terms, and
activity. There are also
active buttons placed in
a similar page on each
page.
Makes excellent use of
font, color, graphics,
effects, etc. to enhance
the presentation.

One key
element is
missing.

Two key elements

are missing.

15 points

10 points
Three or more key elements
are missing.

Makes good
use of font,
color,
graphics,
effects, etc. to
enhance to
presentation.

Makes use of font,

color, graphics,
effects, etc. but
occasionally these
detract from the
presentation
content.

Use of font, color, graphics,

effects etc. but these often
distract from the
presentation content.

Covers topic in-depth

with details and
examples.

Includes
essential
knowledge
about the
topic.

Includes essential
information about
the topic but there
are 1-2 factual
errors.

Content is minimal or there

are three or more factual
errors.

No misspellings or
grammatical errors.

Three or
fewer
misspellings
and/or
mechanical
errors.

Four misspellings
and/or
grammatical
errors.

More than 4 errors in

spelling or grammar.

Name: Amber Smith

Date: June 14, 2016

Multimedia Planning Sheet

Directions: Complete this information before you develop your project.
Title of Project: Irrelevant Sentences
Purpose of Project: The goal is to recognize irrelevant sentences occurring within context.
Target Audience: 6th grade English/ Language Arts Students

Resources needed to complete this project:

Information Sources:
Holts Elements of Language pg. ST6, 211, & 269
Images:
Clip Art in Microsoft Word
Inspector
http://www.bing.com/images/search?
q=inspector&view=detailv2&&id=997B838555B6B940A4A9BC51CF86B200F481BCDE&selectedInd
ex=3&ccid=J7%2fuTp8U&simid=608021362742265776&thid=OIP.M27bfee4e9f1486e2903a818e636
16046o0&ajaxhist=0
Irrelevant elephant
http://topnews.in/usa/files/irrelevant%E2%80%99.jpg
nun between/ among children
http://tse1.mm.bing.net/th?
&id=OIP.M751a755ed4035afdb954634c266e5a26o0&w=303&h=181&c=0&pid=1.9&rs=0&p=0&r=0
Audio/Video/etc.:
None

Notes: I am not preparing to use any videos because they seemed to take away from the lesson, but
I did see a few pictures that really reiterated what I wanted to say.

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MultimediaFieldTestReport
Reviewer:RosieSmith

Date:June16,2016

ProjectTitle:UsageErrors

Creator:AmberSmith

Screen
1

Comments

Thefocusisongrammarbutthestandardisawritingstandard.
Addmainideatothewordsstatedandimplied
Makethemansmaller;heoverpowersthepage
Itsaysstated,buttheexampleisreworded?Confusing
Addnotastressfullife
AddNavigationbuttons;thislookslikethelastpageofthetutorial

1013

Icantseethered.Putthelettersinanothercolororhighlightthe

2
3
4
6

sentences

BestFeature(s)ofthisproject:Ithinktheexamplesareoutstanding.Theyreallyareinteresting.Idolikethe
graphics.Ithinkthequestionsmakethetutoriallooklikeanactualquizveryinsightful.

Waystoimprovethisproject:Ithinkyoushouldaddmorequestionsonirrelevantsentences.Iunderstandwhy
thereweremainideaquestions,butifthegoalisirrelevant,thereshouldbemorequestionsinthatarea.
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OtherComments:Overall,itwasgood.Iwasntbored.Ithinkmystudentswouldhavelovedthis!Theywould
haveenjoyedthismorethanlisteningtomesaythisbecausewritingitselfissoboring.

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StudentName:AmberSmith

TitleofProject:IrrelevantSentences

LessonsLearned:ReflectingonMyProject
1.Whatwasgoodoreffectiveinyourproject?Ilikedtheexamples.Ithoughttheyreallykept
thetutorialonthestudentslevelswiththecolorsandexpressivethoughts.Ithoughtthe
characterwascoolenoughtomaintaintheconfidenceofthestudents.
2.Howwouldyouimproveyourproject?Iwishedtherewerevideosthatbroughtlighttothe
strugglesoflocatingirrelevantsentences.
3.Whatdidyoulearnfromcreatingthisproject(notaboutsoftware),andhowcanyouusewhat
youlearnedinthefuture?IlearnedthatPowerPointactuallycarriesnavigationalsigns.Thiswas
sohelpfulwhenitcametomaneuveringmywaythroughmytutorial.

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