Southwest Travel Adventures
To hook the students display colorful travel brochures and flyers in the front of the room from various places and travel destinations. Ask the class to think about a time that they visited a new place, either for vacation or on a field trip. What part of going on a trip is the most fun and engaging?
Student will respond verbally or using a sticky-note app to describe qualities of a fun vacation. Ex. answers include, good weather, food, activities, meeting people, learning new things, etc.
They will think about a place they have visited before and if they received a brochure or flyer about the place. What features are included in the brochure? What qualities of a field trip or vacation make the trip fun and exciting?
2 Direct Instruction
The objective is for the students to use their online research skills to learn about the American Southwest and then design a travel brochure or newspaper to help families plan a vacation in this region. My method in the beginning of the lesson is to elicit prior knowledge of effective keyword search skills and model how to effectively find information about the topic using Google as a search engine.
Tell students that they will have to find out four things about the American Southwest and learn a variety of key terms.
1. Location- Where is the American Southwest? Which states?
2. Geography- What does the American Southwest look like? Beach, mountains, forest, desert?
3. Famous Landmarks
Key terms to find: Colorado River, Rio Grande River, Grand Canyon, Sonoran Desert, Chihuahuan Desert.
Students will watch the teacher model how to effectively research information. Students will be asked questions about proper search technique to check for their understanding.
3 Guided Practice
Teacher will travel around the classroom to assist students as they conduct their research on the Southwest. Be available to answer questions, direct attention, prompt for further understanding and review proper keyword search strategies.
Students will recall and apply previously taught Internet search skills to find facts about the Southwest region. They can record facts in a Google doc or on the Lino website or app.
4 Independent Practice
Teacher will move around the room to help students design their travel brochure or newspaper article. It's important to remind students to refer to the grading rubric to be sure that they include all of the important vocabulary terms.
Design either a travel brochure or newspaper article using Google Docs or Lucidpress. Students will have to formulate paragraphs based on the notes they took about the Southwest region. They can recommend places to visit and suggest what to pack for a vacation to the Southwest. Next students can decide what images would be most appealing for a southwest travel guide and insert images that they search for from Google Images. Finally they will select appropriate font type and colors to complete the design of their project.
5 Wrap Up
Have students save all of their work in the appropiate Google folder or on Lucidpress. Have students present their travel project by sharing it in front of the class.
Share their Southwest Project with the class. Discuss as a class what you learned about visiting the Southwest region. Students should highlight key landmarks, geography and climate.
Key Standards Supported
Speaking & Listening
|SL.4: Comprehension and Collaboration|
|SL.4.1||Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.|
|SL.4.1a||Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.|
|SL.4.1b||Follow agreed-upon rules for discussions and carry out assigned roles.|
|SL.4.1c||Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.|
|SL.4.1d||Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.|
|SL.4.2||Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.|
|SL.4.3||Identify the reasons and evidence a speaker provides to support particular points.|
|Presentation of Knowledge and Ideas|
|SL.4.4||Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.|
|SL.4.5||Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.|
|SL.4.6||Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.|
|W.4: Production and Distribution of Writing|
|W.4.4||Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.4.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.|
|W.4.6||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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.|
|Range of Writing|
|W.4.10||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|Research to Build and Present Knowledge|
|W.4.7||Conduct short research projects that build knowledge through investigation of different aspects of a topic.|
|W.4.8||Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.|
|W.4.9||Draw evidence from literary or informational texts to support analysis, reflection, and research.|
|W.4.9a||Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).|
|W.4.9b||Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).|
|Text Types and Purposes|
|W.4.1||Write opinion pieces on topics or texts, supporting a point of view with reasons and information.|
|W.4.1a||Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.|
|W.4.1b||Provide reasons that are supported by facts and details.|
|W.4.1c||Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).|
|W.4.1d||Provide a concluding statement or section related to the opinion presented.|
|W.4.2||Write informative/explanatory texts to examine a topic and convey ideas and information clearly.|
|W.4.2a||Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.|
|W.4.2b||Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.|
|W.4.2c||Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).|
|W.4.2d||d.Use precise language and domain-specific vocabulary to inform about or explain the topic.|
|W.4.2e||Provide a concluding statement or section related to the information or explanation presented.|
|W.4.3||Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.|
|W.4.3a||Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.|
|W.4.3b||Use dialogue and description to develop experiences and events or show the responses of characters to situations.|
|W.4.3c||Use a variety of transitional words and phrases to manage the sequence of events.|
|W.4.3d||Use concrete words and phrases and sensory details to convey experiences and events precisely.|
|W.4.3e||Provide a conclusion that follows from the narrated experiences or events.|