1. Feeding An Infant

2. FACS National Standards Area of Study 15.0 Parenting

3. FACS National Standards Area of Study 15.0 Parenting 15.1 Analyze roles and responsibilities of parenting

4. FACS National Standards Area of Study 15.0 Parenting 15.1 Analyze roles and responsibilities of parenting 15.2 Evaluate parenting practices that maximize human growth and development.

5. FACS National Standards Area of Study 15.0 Parenting 15.1 Analyze roles and responsibilities of parenting 15.2 Evaluate parenting practices that maximize human growth and development. 15.4 Analyze physical & emotional factors related to beginning the parenting process.

6. Wisconsin Technology Standards

7. A. Media & Technology (A.12.3)

8. Wisconsin Technology Standards A. Media & Technology (A.12.3) B. Information & Inquiry(B.12.5)

9. Wisconsin Technology Standards A. Media & Technology (A.12.3) B. Information & Inquiry(B.12.5) D. The Learning Community(D.12.1)

10. STATED OBJECTIVE(S)

11. Students find videos on the subject of feeding infants and add to the class Wiki.

12. STATED OBJECTIVE(S) Students find videos on the subject of feeding infants and add to the class Wiki. Students practice by playing a multimedia came on the topic of feeding.

13. STATED OBJECTIVE(S) Students find videos on the subject of feeding infants and add to the class Wiki. Students practice by playing a multimedia came on the topic of feeding. Use the information gained students use a word processing program to write a short essay on their choice of breastfeeding or bottle feeding.

14. Lesson 2 Rubric Idea  Main theme  Supporting details  Paragraph centered around a significant idea or topic  Exceptionally clear, focused, engaging with relevant, strong supporting detail  A main idea or topic is clear  Clear, focused, interesting idea with appropriate detail  Main idea may be cloudy because supporting detail is too general or even off-topic  Lacks central idea  Development is minimal or non-existent Organization  Structure  Introduction  Conclusion  Effectively organized in logical and creative manner  Creative and engaging intro and conclusion  Strong order and structure  Inviting intro and satisfying closure  Attempts at organization; may be a “list” of items  Beginning and ending not clear  Lack of coherence; confusing  No identifiable beginning or ending. Voice  Personality  Sense of audience  Expressive, engaging, sincere  Strong sense of audience  Shows emotion: humor, honesty, suspense or life  Appropriate to audience and purpose  Writer behind the words comes through  Voice may be inappropriate or non- existent  Writing may seen mechanical  Writing is lifeless  No hint of the writer Word Choice  precision  effectiveness  imagery  Precise, carefully chosen  Strong, fresh, vivid images  Descriptive, broad range of words  Word choice energizes writing  Words may be correct but mundane  Common words chosen  Limited range of words  Some vocabulary misused Sentence Fluency  Rhythm, flow  variety  High degree of craftsmanship  Effective variation in sentence patterns  Easy flow and rhythm  Good variety in length and structure  Some awkward constructions  Common simple pattern used  Several sentences begin the same way  Difficult to follow or read aloud  Disjointed, confusing, rambling. Conventions  age appropriate for spelling, caps, punctuation, grammar  Exceptionally strong control of standard conventions of writing  Complex conventions attempted  Strong control of conventions  Errors are few and minor  Limited control of conventions  Some errors in common patterns or structures do not unduly interfere with understanding  Numerous errors distract the reader and make the text difficult to read  Errors may be made more than one way for the same pattern or structure Use of Word program  can use and produce a writing using a word processing program  Student knows how to produce an exceptional word document.  Student knows how to produce a word document but needs a little work in using some of the features.  Students can produce a word document but needs more work in using some important features.  Student needs to work on learning how to use a word processing program.  Student can produce a product but needs to use more of the features to create a better product. Time  can complete an assignment within a given time frame.  Completes the assignment before or on due date.  Completes the assignment one to two days late and communicates this to the teacher  Completes the assignment one to two days late doesn’t communicate this to the teacher.  Completes the assignment within one week of the due date. Making