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Martha’s True Stories: Operation Ice Cream

Generalidades

Students read the interactive, informational text Operation Ice Cream which explores various simple and complex methods of communication, from computers and cell phones to pictures and writing. Using the special features of the Martha’s True Stories texts, students learn words about technology and communication. They plan a party and use a specific method to create a party invitation.

Pautas

COMMON CORE STATE STANDARDS

  • Key Ideas and Details:
    CCSS.ELA-LITERACY.RI.K.1
    With prompting and support, ask and answer questions about key details in a text.
    CCSS.ELA-LITERACY.RI.K.2
    With prompting and support, identify the main topic and retell key details of a text.
  • Craft and Structure:
    CCSS.ELA-LITERACY.RI.K.4
    With prompting and support, ask and answer questions about unknown words in a text.
  • Integration of Knowledge and Ideas:
    CCSS.ELA-LITERACY.RI.K.7
    With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • Vocabulary Acquisition and Use:
    CCSS.ELA-LITERACY.L.1.4
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
    CCSS.ELA-LITERACY.L.1.4.A
    Use sentence-level context as a clue to the meaning of a word or phrase.
    CCSS.ELA-LITERACY.L.1.5
    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
    CCSS.ELA-LITERACY.L.1.5.C
    Identify real-life connections between words and their use (e.g., note places at home that are cozy).
    CSSS.ELA-LITERACY L.1.6
    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
  • Production and Distribution of Writing:
    CCSS.ELA-LITERACY.W.1.6
    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • Research to Build and Present Writing:
    CCSS.ELA-LITERARY.W.1.8
    With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Objectivos de la lección

  • To learn content-specific vocabulary words about technology and communication.
  • To understand that there are different methods of communication and the role of technology in creating them.
  • To create a party invitation using different methods of communication.

Literatura sugerida

  • A Kiss Means I Love You
    por Kathryn Madeline Allen
  • Communication & Art Activities
    por John Stringer
  • Communication Inventions: The Talk of the Town
    por Alexander Offord
  • Hello! Hello!
    por Matthew Cordell
  • My First Book of Sign Language
    por Joan Holub

Materiales

Descripción de la lección

  1. If students are already familiar with MARTHA SPEAKS, ask for volunteers to explain who Martha is, why she can talk, and who some of the other characters are. Be sure to introduce the main characters. You can also use the handouts How Martha Became a Talking Dog and Meet Martha, Her Family, and Friends.
  2. “Walk” through the interactive text with students. For students who are less familiar with computers, explain how to use features such as the forward and back arrows, how to click on highlighted words to get definitions, how to turn the narration on and off, and how to click on the pictures that “pulse” when the narration is done.
  3. Working in pairs, have students read "Operation Ice Cream." Depending on their reading level, they can listen to the story with sound or take turns reading it aloud to each other. They can have fun clicking on the animated features.
  4. Be sure that students click on the highlighted words to hear or read the definition. (See Vocabulary Words, below.)
  5. Check for understanding of the highlighted words, as well as the title itself, and the following: old-fashioned, rotary telephone, pesky, code. Explain phrases such as power went out, hogging the (rotary telephone), get in touch, face-to-face. Post the vocabulary words on a Word Wall. Encourage students to use as many of the words as possible as they talk about the story and do the activity.
  6. As a class, discuss the story. Ask: What was the story about? What are some of the ways that Helen can communicate with her friends? What method do you think is simple? Which method is complex? Invite students to talk about their experiences using computers, cell phones, rotary telephones, written invitations, and so on.
  7. Together, decide on a class party event. It could be a seasonal celebration, a MARTHA SPEAKS-themed party, or an ice cream party! (Beware of food allergies.) Invite children to help plan the party: activities, refreshments, decorations, and so on.
  8. Divide the class into three groups. Assign each group a method of communication with which to invite the school principal, parents, or another class: email, written invitation, and face-to-face. (Note: If your school does not have computer or email access, you can use the telephone instead. You could also divide the class into just two groups.)
  9. At the party, have each group present their invitation. Ask them to explain how they created their invitation, using as many vocabulary words as they can. How did they communicate? How did they connect with others? Did they use technology? What information did they need to tell about the party? What message was in the invitation?

Vocabulary List

  • communicate: When you communicate, you tell someone something.
  • complex: When something is complex, that means it has a lot of parts and it is not easy to understand.
  • connect: When you connect with someone, you talk or meet with them to tell them something.
  • decide: When you decide, it means you think about something and then make up your mind.
  • information: When you want information about something, you want to know things about it.
  • innovation: An innovation is a new idea, thing, or way to do something.
  • message: A message is something you want to tell someone else.
  • signal: A signal is something that tells you what to do, gives directions, a warning, or other information
  • simple: When something is simple, that means it does not have a lot of parts and it is easy to understand.
  • technology: Technology is the use of science or engineering to create useful things.

Consejo de la profesora

Provide additional background information about how codes and flags are used to communicate. You can also teach children about signing as another way people communicate. Explore how babies communicate using sounds and facial expressions.

Extension Ideas

Have students view the related MARTHA SPEAKS video, “Virtually Martha,” or interactive texts “Getting to the Game” and “Kibble Contraption.” Have students create a simple code using a flashlight (e.g., one flash for yes and two flashes for no) and use it to answer questions. Have fun playing the “Telephone Game.”



© 2015 WGBH Educational Foundation. All rights reserved. “Martha” and all characters and underlying materials (including artwork) from the “Martha” books are trademarks of and copyrights of Susan Meddaugh and used under license. All other characters and underlying materials are trademarks of and copyrights of WGBH. All third party trademarks are the property of their respective owners. Used with permission.

Corporate funding for MARTHA SPEAKS is provided by Chuck E. Cheese’s®. Additional series funding is provided by the WGBH Children’s Educational Media Fund including The Germeshausen Foundation and by public television viewers.