technology integration plan-2
TRANSCRIPT
8/3/2019 Technology Integration Plan-2
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Frit 8530
Technology Integration Plan
Velvet Ferrari
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Standards for Technology Integration Unit
ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student
a. Reads words containing blends, digraphs, and diphthongs. b. Recognizes, reads, and writes words containing regular plurals, irregular plurals, and possessives.c. Reads compound words and contractions in grade appropriate texts.d. Reads and spells words containing r-controlled vowels and silent letters.e. Reads and spells words containing irregular vowel patterns.f. Reads multisyllabic words.g. Applies learned phonics skills when reading and writing words, sentences, and stories.
ELA2R2 The student demonstrates the ability to read orally with speed, accuracy, and expression. The student
a. Applies letter-sound knowledge to decode quickly and accurately. b. Automatically recognizes additional high frequency and familiar words within texts.c. Reads familiar text with expression.d. Reads second-grade texts at a target rate of 90 words correct per minute.e. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level text.
ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student
a. Reads a variety of texts and uses new words in oral and written language. b. Recognizes grade appropriate words with multiple meanings.c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms.d. Determines the meaning of unknown words on the basis of context.
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content.c. Generates questions before, during, and after reading.
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d. Recalls explicit facts and infers implicit facts.e. Summarizes text content.f. Distinguishes fact from fiction in a text.g. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.h. Makes connections between texts and/or personal experiences.i. Identifies and infers main idea and supporting details. j. Self-monitors comprehension and attempts to clarify meaning.k. Identifies and infers cause-and-effect relationships.l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales).n. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.o. Recognizes the author¶s purpose.
p. Uses word parts to determine meanings.q. Uses dictionary, thesaurus, and glossary skills to determine word meanings.ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.
The student produces a response to literature that:
a. Captures a reader¶s interest by stating an opinion about a text. b. Demonstrates understanding of the text and expresses and supports an opinion.c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end withdetails from the text).e. Develops a sense of closure.f. May include pre-writing.g. May include a draft that is revised and edited.h. May be published.
The student produces a response to literature that:a. Captures a reader¶s interest by stating an opinion about a text. b. Demonstrates understanding of the text and expresses and supports an opinion.c. Makes connections: text-to-self, text-to-text, text-to-world using details from the reading selection.d. Uses organizational structures to ensure coherence (T-charts, compare and contrast, letter to author, rewrite the ending, beginning, middle, and end withdetails from the text).e. Develops a sense of closure.f. May include pre-writing.
g. May include a draft that is revised and edited.h. May be published.
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Overarching
UnderstandingOverarching Topical
Students will understand that«y Plot, setting, character,
conflict, symbol, and pointof view are elements of fiction.
y To inform, to entertain, andto persuade are the threereasons for the authors purpose for writing their book.
y What are the elements of fiction?
y What are the elements of nonfiction?
y What clues can I use toidentify text structure?
y Why does an author wantto provide information totheir reader?
y How does text structuredetermine the type of book?
y What does imaginarymean?
y What does real mean?
y What is a theme?
y What is setting?
y
W
hat are the two types of setting?
y What is a character?
y What does plot mean?
y What does it mean toinform?
y What does it mean toentertain?
y What does it mean to persuade?
y What is time order?
y What is does it mean tocompare and contrast?
y What is cause and effect?
y How can a setting be
physical? y How can a setting be
chronological?
y What are the two types of conflict?
y How can conflict beexternal?
y How can conflict be
internal?
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Stage Two ± Assessment EvidencePerformance Tasks:
y Students will create a Book Cover for their Persuasive Essay on wolves. I will use the Book Cover Rubric to assess the finished copy of the book cover.
y Students will write an Expository Essay that includes information from the various Little RedRiding Hood books that were covered in class. I will use the Expository Essay Rubric toassess the final draft of the student's writing.
Other Evidence:y Oral and written responses to one of the Essential Questions.y Test on fiction and non-fiction.y Vocabulary test
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Stage Three ± Learning Plan
¥ Where are your students headed and Why?¥ What is required of them?Where andWhy?1. The teacher will introduce the unit by explaining:We will explore the following: The elements of fiction. The elements of nonfiction. What is imaginary? What is real? What is atheme?What is a setting? What is a character? What does plot mean? What does it mean to inform, entertain, and/or persuade?Comparing and contrasting. Cause and effect. Two types of conflict.
What?1. The teacher explains to the students:
To accomplish this goal, we will explore structure of nonfiction; structure of fiction; and learn new elements of literature.
¥ How will the students be hooked and held in this unit?Beginning Hook:
y Have students try to sort a stack of books into a fiction stack and a nonfiction stack.y Have students explain how they sorted their books and why.y Have students check their work to see which group had the most correct answers. They win a prize!
Brainstorming/Ongoing:y This activity will allow the students to use their pre-knowledge about books and will allow them to compare and contrast their books.
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¥ What activities, instruction, and guidance will be provided to enable and equip students to explore andexperience the important ideas in this unit?
Explanation, Interpretation and Application:To enable students to explore and experience the differences between fiction and nonfiction, students will:y Acquire and demonstrate understanding of new vocabularyy Identify the criteria necessary in a nonfiction book y Identify the elements of fictiony Check their comprehension skills and apply what they¶ve learned to their own writingy The teacher will model how to create a purpose for reading this story and model reading strategies for nonfictiony Demonstrate understanding of online library catalogy Demonstrate ability to choose and determine credible source for research information
Perspective, Empathy, Self-Knowledge:More Brainstorming:
y Students will complete a ³gallery walk´ to determine the author¶s purpose o each groups booksInterpretation, Explanation, Empathy:
y As students learn about the relationship between fiction and nonfiction, they will understand the differences between the two
and be able to correctly name the type of elements of each.
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¥ What activities, products and performances will be designed to provide students with the opportunity tor eflect, rethink, and revise?
Opportunities for reflecting, rethinking, and revisingAssessments:1. Ongoing dialogue between teacher and students and between students and students2. Writing prompts3. Comprehension checks while reading the different versions of ³Little Red Hood´ using guided reading questions and students
generated inquiriesEvaluations:
1. Practice sheet for vocabulary 5. Rubric for writing
2. Graphic diagrams3. Story Test4. Rubric for research
Reflection:Students will be asked to write reflections in their journal on different topics.
¥ What self-assessments and self-evaluations will students participate in to allow for reflection andtransfer
of learning?Self-Evaluation:Students will self check their criteria for sorting their books.Students will reflect on their research process and performance by completing a self-evaluation rubric.
Students will reflect on their Expository Essay and performance by completing a self-evaluation rubric.
Rubric for research:Follows on next page
Reflection:Writing Prompt ± Students will write an Expository Essay, and reflect on any new learning.
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¥ How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge andinterests of students?
Story:y Students will complete varying vocabulary activities based on level of abilitiesy Students read text in different ways to accommodate various reading abilities (silently and individually, small groups, whole
group and directedy Students will work in heterogeneous groups
Performance Task:y Students will write a Persuasive Essay of their choicey Students will research wolvesy Students will create a book cover y Students will chose sources for information ± encyclopedia, nonfiction book, internet, magazine
¥ How will learning experiences be organized/sequenced to provide for greatest
acquisition/understanding of ideas? Pretests:Skills needed will be assessed to determine prerequisite proficiency and knowledge.
y Students will be assessed on their knowledge of nonfiction and fiction through the sorting activiyy Before beginning research, students will take a pretest on using the encyclopedia, online catalog, Dewey decimal system and
the internetHook:
y ³Sorting´ game
Explanation, Interpretation and Application:1. Demonstrate understanding of new vocabulary2. Demonstrate understanding of the difference between fiction and nonfiction3. Demonstrate ability to use various sources to obtain information4. Demonstrate understanding of the elements of fiction and nonfiction
Perspective, Empathy, Self-Knowledge:1. Students will determine from hands on activities how fiction and nonfiction differ 2. Students will listen to other students present information their books3. Students will design a book cover 4. Students will complete a ³gallery walk´ to determine author¶s purpose
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Conclusion ± after completing self assessment, students will reflect on and write a journal response from the writing prompt in thesecond ³E´
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three criteria for
homework, and thenallow them time ingroups to compile that
data onto the chartpaper.
2. Story Map - When indoubt, map it out!
If a student is still having trouble
with these concepts, instruct thestudent to complete a story map(see printable) for the book he or
she read most recently. Uponcompleting the story map, thestudent should practice
identifying the characteristics of
fiction in a familiar book, makingit easier for that student to look at
an unfamiliar book for the sametraits
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Example: The title tells me I'm going to
read about a tower that might fall.
Certain words are boldfaced ³ these
are important, so I'll try to remember
them. There is a photograph and a
diagram ³ I can use these to get a
clear picture in my mind of what I'mreading.
Step 5: Have students use the
Prereading Organizer (PDF) to make
predictions about the reading.
Discuss some of the predictions that
students make; be sure to ask them
how or why they formed their ideas.
Step 6: Students should read"Stopping a Toppling Tower" quietly to
themselves. Remind them to pay
attention to the text features.
Step 5: Ask students to identify
interesting differences found in these
retellings and record their
observations in their journals. For
example, the last line in Josephine
Evetts-Secker's retelling (2004) is
provocative: "Little Red Riding Hood told her granny about the birdsong
and the beautiful flowers and as she
shared these good things, she
wondered whether she would ever
meet another wolf in the forest, and if
so, what would she do then?"
(unpaged).
Step 7: At the end of the discussion
of this book, ask students to
interpret Ed Young's dedication: "To
all the wolves of the world for
lending their good name as a tangible
symbol for our darkness."
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Rubric for Expository Writing
ADVANCED - 4 PROFICIENT - 3 BASIC - 2 BELOW BASIC - 1
O R G A N I Z A T I O N
__well-developed plan
__strong topic sentence
__uses multiple paragraphs
__reasons, details, facts clearlysupport topic
__uses all 5 parts of the letter
__uses a variety of transitions or connects ideas successfully
__interesting examples and/or explanations
__conclusion restates topic in anew way*
__clear plan
__clear topic sentence; on topic
__reasons, details, facts are easyto identify
__uses all 5 parts of the letter +
__simple transitions
__simple examples and/or explanations
__simple conclusion or restatestopic*
__attempts plan
__attempts to write a topic
sentence
__attempts reasons, details, facts
__uses some parts of the letter +
__attempts simple transitions
__attempts examples and/or explanations
__attempts conclusion; repeatstopic sentence*
__no plan
__reasons, details, facts absent or
do not match topic
__uses no parts of the letter
__no transitions
__no examples or explanations
__no conclusion*
C O N T E
N T
__information is interesting;relates to topic
__several examples that supportthe topic
__well developed prompt or topic
__information relates to the topic
__simple examples support the
topic
__clearly addresses the prompt or topic
__information repeated or wanders from topic
__few examples, very littleexplanation
__attempts to develop prompt or topic
__information unclear/missing
__no examples
__off prompt or topic
S T Y L E
__variety in way sentences begin
__descriptive words usedeffectively
__paragraph reflects a specificpurpose
__simple, complete sentences
__basic descriptive words
__paragraph fits the purpose
__short, simple sentences thatbegin the same way
__repeated words or phrases
__paragraph begins to fit thepurpose but needs development
__fragments; sentences do notmake sense
__no descriptive words
__no clear purpose in writing
G R A M M A R
M E C H A N I C
__very few errors in CUPS __some errors that don¶t interferewith reading or understanding thewriting
__several errors that slow downthe reader
__filled with errors that interferewith reading
INCLUDES C APIT ALIZ ATION US AGE PUNCTU ATION SPELLING
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Book Cover Rubric
Category 4 3 2 1
RequiredElements
The poster includesall required elementsas well as additionalinformation.
All required elementsare included on the
poster.
All but 1 of therequired elements areincluded on the
poster.
Several requiredelements weremissing.
Graphics-
Relevance
All graphics arerelated to the topicand make it easier tounderstand. All
borrowed graphicshave a sourcecitation.
All graphics arerelated to the topic andmost make it easier tounderstand. Some
borrowed graphicshave a citation source.
All graphics relate tothe topic. One or two
borrowed graphicshave a citationsource.
Graphics do notrelate to the topicOR several
borrowed graphicsdo not have a sourcecitation.
Attractiveness The book cover isexceptionally
attractive in terms of design, layout, andneatness.
The book cover isattractive in terms of design, layout andneatness.
The book cover isacceptably attractivethough it may be a bitmessy.
The book cover sdistractingly messyor very poorlydesigned. It is notattractive.
Grammar There are no
grammatical/mechanical mistakes on thecover.
There are 1-2
grammatical/mechanical mistakes on thecover.
There are 3-4
grammatical/mechanical mistakes on thecover.
There are more than
4grammatical/mechanical mistakes onthe poster.
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References
K WL Chart
http://www2.scholastic.com/content/collateral_resources/pdf/l/lessonplans_graphicorg_pdfs_kwl.pdf
Stopping a Toppling Tower http://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_nonfiction_nonFictionTools.pdf
Pre-reading Organizer http://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_nonfiction_prereadingOrg.pdf
Five Text Structureshttp://www2.scholastic.com/content/collateral_resources/pdf/r/reading_bestpractices_nonfiction_fiveTextStructures.pdf
Comparing fiction and nonfiction through Little Red RidingHoodhttp://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-889.html
Traditional and Modern Retelling of ³Little Red RidingHood´http://www.readwritethink.org/files/resources/lesson_images/lesson889/LRR HBooklist.pdf
Wolves in fiction and nonfictionhttp://www.readwritethink.org/files/resources/lesson_images/lesson889/WolvesBooklist.pdf
Nonfiction Traitshttp://teacher.scholastc.com/lessonplans/pdf/nonfictiontraits_PR.pdf
Fiction Traitshttp://teacher.scholastc.com/lessonplans/pdf/fictiontraits_PR.pdf
Rubric for Expository Essayhttp://teacher.scholastc.com/lessonplans/pdf/expositoryessayrubric_PR.pdf
Stopping a Toppling Tower http://teacher.scholastc.com/lessonplans/pdf/stoppingatpplingtower_PR.pdf
Study Zonehttp://www.sudyzone.org/testprep/ela4/i/fictionnonp1st.cfm
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Slideshowhttp://www.slideshare.net/bogeybear/fiction-versus-nonfiction
Jeopardy
http://www.quia.com/cb/258031.html
PowerpointJc-schools.net.ppt.nonfiction%20vs%20fiction%20Hicks.ppt