Punch holes in the name tag and use yarn or string to make necklace name tags. When students are finished with their glyphs, instruct them to print their glyphs, cut out the drawing, and use the gluestick to secure the glyph to construction paper or cardstock.Circulate as students complete their glyphs. Tell students that they only need to concentrate on the drawing it is not necessary for them to put anything into the text boxes (unless you choose to have them enter information in those boxes).Once into the doodle, students can begin following the instructions on their handout to create the correct glyph that identifies him/her. When students are ready, have each student open Doodle Splash student interactive and enter his/her name as the "title of the text." They should also choose the "Color Printer" option.For example, they could circle the color that their tree trunk will be, and they could write down how many branches they’ll need on their tree. Hand out the directions for the glyph and allow students to “pre-write” by either circling the appropriate answer for their situation or by jotting down information.Model how students should make their glyphs by walking through the steps by which you made your own using Doodle Splash.To begin the lesson, tell the class that they will be getting to know their classmates by creating a name tag that also is a way to represent data, something called a glyph.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.ġ1. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.Ĩ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.