Technology-Connected
Lesson Plan
Title:
Grade Levels:
Curriculum Areas:
Measurable Objectives:
Little Old Lady Who Was Not Afraid of Anything
Video Conference Collaboration
2 – 3 Grade
Language Arts
nd
rd
TLW will listen to the story attentively
Relate incidents from his/her life to characters and
events in the story
TLW will take part in a descriptive writing activity
Grade Level
Expectations: (GLEs)
K-12 Educational
Technology Standards:
Technology Connection:
LA.2.2.22 - [Expectation] - Use a greater variety of
action and DESCRIPTIVE words when writing for a
specific purpose and/or audience
LA.2.7 - Students apply reasoning and problem-solving
skills to reading, writing, speaking, listening, viewing, and
visually representing.
LA.3.1.11 - [Expectation] - Connect ideas, EVENTS, and
information identified in grade-appropriate texts to prior
knowledge and life experiences in oral and written
responses
LA.3.2.25 - [Expectation] - Develop organized one- and
two-PARAGRAPH compositions using description and
narration
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes
using technology.
Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute to
the learning of others.
Video Conference Equipment
Computer connected to video conference equipment
(you will need sound coming from the computer)
Digital Storybook PPT – The Little Old Lady Who Was Not Afraid of
1
Anything
Assessment:
Procedures:
Song file w/Powerpoint showing the words to the song
Descriptive Paragraph
Active participation during video conference
 Schedule a video conference with another class – within
the same grade level. Make arrangements for the video
conference equipment to be available on the date and time
of your video conference.
You will need a computer connected to the VC equipment
to show the digital storybook to both classes.
 A few days before the video conference, allow the
students to design a scarecrow using the scarecrow
template. Encourage them to add personality to their
scarecrow by adding girl/boy shoes, clothes, etc.
After their scarecrow is complete, they will need to write
a descriptive paragraph describing their scarecrow. This
will be shared with the partner class on the day of the
video conference.
Allow time at the beginning of the video conference for the
two classes to briefly introduce themselves (ex. Location,
teacher(s) & grade levels)
Using the VC equipment - Show the cover of the book to both
groups. Ask the classes if they like walking in the dark? Is it
safe to walk alone? Would you be afraid if you were walking
alone in the woods at night? Allow time for responses.
Ask the students if the cover of the book reminds them of
another tale? (Little Red Riding Hood) Why?
Divide the students of both classes into five groups. Explain
to the students that they are going to take part in the story.
Give each member of the group a sound effect card (Group 1: big
shoes, Group 2: pants, Group 3: shirt, Group 4: white gloves & tall black hat, and Group 5:
pumpkin)
Model and act out the sounds that each group will make.
Big shoes – “clomp clomp”
Pants – “ wiggle wiggle”
Shirt – “shake shake”
White Gloves & Tall Black Hat – “clap clap” & “nod nod”
Pumpkin – “Boo Boo!”
Using the PowerPoint digital story read the story to the both
classes. Allow extra time when the sounds are made by the
students during the story.
After the Story:
2
Students work in their groups. Each group receives one of the
questions below on an index card to talk about for five
minutes. Each group will read their question to the other class
to get responses. They will then share their response to the
question.
1. Suppose the little old lady had met only the shoes on the
path. How would the story change?
2. The little old lady kept saying she was not afraid. Do you
think this was true? Why or why not?
3. Think of other articles of clothing the little old lady might
have met on the path. What sound would each make?
4. Were the objects on the road really scary? Why or why
not?
5. How did the scarecrow feel when he knocked on the little
old lady's door? Did his feelings change at the end of the
story? Why?
Materials:
Teacher’s Name:
School:
Song: Use the attached sound file along with the PowerPoint
(words to the song) to sing along with the two classes.
Finally, teachers will select members from both classes to
share their illustrated scarecrow and descriptive paragraph
with the opposite class. Allow the students to read their
descriptive paragraph first before showing the other class
their scarecrow.
Conclusion: “By using her head and coming up with a great idea,
the little old lady finds that all turns out just right in the end.”
Allow students from each class to sum up the meaning of this
statement.
End of video conference.
Optional activity – allow students to illustrate their mini book,
“How to Make a Scarecrow”. Encourage them to take the mini
book home and retell the story to their family.
Scarecrow template (copy for each student)
Sound cards (printed out for each group member)
Index cards w/questions for after story
Mini Book – “How to Make a Scarecrow”
Kathy Prine & Dorothy Sledge
CM Fagan
3