A+Morning.+Evening,+Night+Story

A Morning. Evening, Night Story by Bonnie Hughey

Standards ELA_Reading Kindergarten CFU 0001.3.2 Use temporary/creative spelling to spell independently as needed. CFU 0001.5.1 Arrange three items or events in sequential order. GLE 0001.3.2 Employ a variety of strategies to generate story ideas. GLE 0001.5.1 Develop an understanding of sequential events. CFU 0001.2.6 Speak clearly, properly, and politely, and recognize the difference between formal and informal language.

Science Kindergarten GLE 0007.6.1 Know the different objects that are visible in the day and night sky. CFU 0007.6.2 Observe, discuss, and draw objects found in the day and night sky.

ISTE NETS for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression.

Background Knowledge Students have previously used Kerpoof. They had also placed various stories in sequence.

Directions Using [|Kerpoof], students will create a story for the morning, afternoon, and night using the same type of background.



They need to use 3 characters in the story. Students will write one sentence for each background. They will save their story in Kerpoof. Students will tell their story to their classmates.

Rubric
 * || WOW! || O.K. || OOPS ||
 * Background || I used the same backgrounds || I used the same backgrounds || I used 2 or 3 different backgrounds ||
 * Characters || I had 3 or more characters || I had 3 characters || I had 2 or less characters ||
 * Sequence || I put the story in correct sequence || I put the story in correct sequence || I did not put the story in correct sequence ||
 * Time of day || I showed morning, evening and night in the background || I showed morning, evening and night in the background || I showed 2 or less times of day (morning, evening, night) ||
 * Sentence || I wrote one sentence (capital and ending punctuation) || I tried to write one sentence || I did not try ||
 * Presentation || I spoke so the children could understand my story || I spoke so the children could understand my story || I spoke too loud, too fast or too low ||