21 Century Technology Teams Unit Plan Template (Based upon ISTE & UbD models Used with permission)

Transcription

1 21 Century Technology Teams Unit Plan Template (Based upon ISTE & UbD models Used with permission) Teachers Names: Michael Berry (Principal), Nancy Jones (1-2) and Ronda Curry (kindergarten) Grade Level(s): See above Content Area(s): Writing and Literacy Skills Stage 1: Desired Results Essential Question(s) What essential question(s) or learning are you addressing? How can we create a culture of writing schoolwide? Standards What do you want students to know and be able to do? Content Standards: WK: 1 Students use prewriting, drafting, revising, editing, and critiquing to produce final drafts of written products. WK: 6 In response to literary or informational text, students make and support analytical judgments about text by Using prior knowledge or reference to text to support a given focus, using pictures (pictures may include labels, which might only include beginning sounds and/or ending sounds) WK: 10 In reports, students demonstrate use of a range of elaboration strategies by Identifying details/information related to topic or to a given focus (pictures may include labels) WK: 11 In written narratives, students organize and relate a story line plot/series of events by Using pictures to create an understandable story line, when given a structure (pictures may include labels) WK: 12 Students demonstrate use of narrative strategies by Identifying/naming character(s) W1: 6 In response to literary or informational text, students make and support analytical judgments about text by Using prior knowledge or references to text to support a given focus (evidence may take the form of pictures, words, sentences, or some combination) W1: 10 In reports, students demonstrate use of a range of elaboration strategies by Identifying details/information relevant to topic and/or given focus (details/information may take the form of pictures with captions, words, sentences, or some combination) W2: 7 In response to literary or informational text, students engage readers by Organizing ideas by using a beginning, middle, and concluding statement/sentence, given a structure EXAMPLES: template, frame, graphic organizer W2: 8 In reports, students organize information by Using a given organizational structure (e.g., template, frame, graphic organizer)

2 W2: 9 In reports, students effectively convey a perspective on a subject by Restating a given focus/controlling idea on a topic (purpose) W2: 10 In reports, students demonstrate use of a range of elaboration strategies by Including details/information relevant to topic and/or given focus W2: 11: In written narratives, students organize and relate a story line plot/series of events by Creating a clear understandable story line, with a beginning, middle, and end, when given a structure W2: 12 Students demonstrate use of narrative strategies by Using details Identifying character(s) W3: 2 In independent writing, students demonstrate command of appropriate English conventions by Using capital letters for the beginning of sentences and names Writing contractions with an apostrophe and common abbreviations with a period Using end punctuation correctly in simple sentences (e.g., period, question mark, exclamation point) W3: 3 In independent writing, students demonstrate command of conventional English spelling by Identifying words that might be misspelled Correctly spelling grade-appropriate, high-frequency words and using within-word patterns to correct spelling EXAMPLES: single-syllable words, short, long, or r-influenced vowel patterns, including frequently occurring vowel teams ea, oy, ai Representing common syllable patterns and affixes within multisyllabic words Correctly spelling common homophones (e.g., be/bee ; there/ their/they re ; sail/sale ) W3: 4 Students demonstrate command of the structures of the English language by Writing a variety of complete simple sentences EXAMPLES: declarative, exclamatory, interrogative Recognizing complete sentences EXAMPLES: simple and compound sentences Recognizing indentations for new paragraphs Informational Writing: Reports W3: 8 In reports, students organize information by Grouping ideas into a beginning, middle, and end Using basic transition words EXAMPLES: first, then, next, finally W3: 9 In reports, students effectively convey a perspective on a subject by Establishing a topic (purpose) Stating a focus/controlling idea (purpose) on a topic EXAMPLE: Dogs = topic; Dogs make good pets. = focus W3: 10 In reports, students demonstrate use of a range of elaboration strategies by Including details/information relating to topic Including details/information relevant to focus Including details for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images W4: 3 In independent writing, students demonstrate command of conventional English spelling by Applying spelling knowledge in proofreading and editing of writing Correctly spelling grade-appropriate, high-frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system EXAMPLES: consonant doubling, change y to i, drop silent e, spelling rules for affixes W Using within-word patterns and common syllable patterns to correct spelling (e.g., common and less frequent vowel teams (e.g., eigh, au, aw, ea for short e, r-controlled syllables, consonant-le syllables, vowel-consonantsilent e, and open syllables with multisyllabic words)

3 Expressive Writing: Narratives W4: 11 In written narratives, students organize and relate a story line plot/series of events by Creating a clear, understandable story line with a beginning, middle, and end Establishing a problem and solution W4: 12 Students demonstrate use of narrative strategies by Using relevant and descriptive details Identifying characters W W W W IT Standards (NETS*S, VT GEs): (k) Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics). (k) Describing and practicing responsible use of technology (e.g., don t bang on the keyboard). (k) Navigating with a mouse, recognizing and using keys: (e.g., letters, numbers, and space bar). (k) Logging in and out of a computer. (k) Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Windows], recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation, delete/backspace keys) (k)using removable media (e.g., floppy disk, CD, DVD) (1) Logging in and out of a network. (1) Launching a program from the desktop using a shortcut or alias. (1)Minimizing applications (1)Logging in and out of a computer. (1) Creating, opening, saving, and printing a document (1) Cutting, copying, and pasting within a document. (1) Differentiating between right and left mouse click [Windows] or click, hold, and drag [Mac/Windows], recognizing and using keys: letters, numbers, and space bar, shift, return/enter, punctuation, delete/backspace keys) (1) Using removable media (e.g., CD, DVD, flash drive) (1) Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of , respect for others electronic property, maintaining confidentiality) (1) Describing personal consequences of inappropriate use. (1) Entering, selecting, deleting text (1) Entering information into a teacher created template (e.g. concept map). (1) Illustrating a simple concept (e.g., concept map, web, bubble, etc.). (1) Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics). (1) Describing a web page, home page and website (2) Using effective keyboarding: o --posture (i.e., back straight, body leaning slightly forward, etc., o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc). o --and attitudes (e.g., willingness to change habits, persistence and diligence) (2) Creating, naming, and renaming folders.

4 (2) Creating folders within folders (nested folders). (2) Cutting, copying, and pasting within a document and across documents (2) Using removable media (e.g., CD, DVD, flash drive) (2) Using digital tools to capture images (e.g., scanner, digital camera) (2) Navigating between open windows (2) Logging in and out of a network. (2) Opening documents from and saving documents to multiple locations (e.g.,: c drive, network drive, removable media). (2) Launching a program from the desktop (2) Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of , respect for others electronic property, maintaining confidentiality) (2) Describing personal consequences of inappropriate use (2) Combining text with pictures on a single page (e.g., inserting clipart). (2) Adding non-textual elements (e.g., arrows, lines, shapes, etc.). (2) Using spell check (2) Entering information into a teacher created template (e.g. concept map). (2) Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources. (2) Identifying components of multi-media presentations (e.g., title, transitions, sound effects, animation, text and graphics). (2) Describing a web page, home page and website (2) Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher (2) Navigating using forward, back, home, and refresh (2) Using hyperlinks to navigate the world wide web (3) Logging in and out of a network. (3) Opening documents from and saving documents to multiple locations (e.g.,: c drive, network drive, removable media). (3) Creating, naming, and renaming folders. (3) Creating folders within folders (nested folders). (3) Cutting, copying, and pasting within a document and across documents (3) Launching a program from the desktop (3) Describing basic issues related to the responsible and safe use of technology. (e.g., appropriate use of , respect for others electronic property, maintaining confidentiality) (3) Describing personal consequences of inappropriate use. (3) Adding non-textual elements (e.g., arrows, lines, shapes, etc.). (3) Modifying a digital image using flip; rotate, resize, crop (3) Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources. (3) Describing a web page, home page and website (3) Differentiating between an and web address. (3) Navigating to various websites by typing a URL into a browser or using a list of links identified by the teacher (3) Navigating using forward, back, home, and refresh

5 (3) Using hyperlinks to navigate the world wide web (4) Using removable media (e.g., CD, DVD, flash drive) (4) Launching a program from the desktop (4) Navigating between open windows (4) Using effective keyboarding: o --posture (i.e., back straight, body leaning slightly forward, etc., o --techniques (e.g., eyes on monitor or copy-not the keyboard, etc). o --and attitudes (e.g., willingness to change habits, persistence and diligence) (4) Manipulating styles and formats (e.g. header, footer, borders, page breaks, lists). (4) Using spell check, and thesaurus. (4) Embedding an original piece of art, applying text wrap and resizing. (4) Adding non-textual elements (e.g., arrows, lines, shapes, etc.) (4) Saving graphic images in multiple formats (e.g.,.jpg, tif, gif) (4) Modifying a digital image using flip; rotate, resize, crop (4) Creating a slide presentation including title slide, graphics, text, voice, sound related to topic and documentation of sources. (4) Describing the components of a web address (e.g. ~, /,.edu,.com,.gov, etc.) (4) Creating a web page including text, graphics, tables and internal and external links (4) Differentiating between an and web address. (4) Sending an message to another local user. (4)Sending an message to a remote user (i.e., using address Because this is a whole school endeavor it seemed pertinent to include all grade levels in the above list! Stage 2: Assessment Evidence Assessment What will students do or produce to illustrate their learning? How will you assess what they do or produce? Performance Task(s): Students will have the opportunity to take risks within storytelling and writing skill areas. Through a differentiated approach students of varying abilities and grade levels will be able to respond to picture and written prompts in an open forum. Students, parents and staff will be able to choose a voice, text or video response to a visual prompt. Creations and products will vary. Other Evidence: There will be a great deal of informal evidence collected through an archive of products. Feedback from students, families and the community will be an excellent measure of the success of this process. Stage 3: Learning Plan

6 Overview This is a short summary of the lesson or unit including assignments or possible products. As a school we are working to implement a plan to not only improve the writing skills of our students, but more so to create an environment and culture of writing within our school. One of the things that we had implemented this past year was to put a picture prompt into our weekly Family Newsletter. Students would then respond in writing and would have the opportunity to be published in the next edition. This worked well and students were very excited about the opportunity. The problem was that not all students could access this, whether it be because of grade level or available support. The proposed idea here would be to utilize voice thread programming to present picture prompts in a much better format, individualized to grade level and allow for a broader sharing opportunity. Kindergarten students would be able to respond to visual text orally or through text. First and second grade students would be able to respond using either method as well. Third and fourth graders would respond with text. Use of this would allow us to share students work in an exciting, visual and audio realm. This would be a year long, whole school pursuit. Resources What resources will you use in your project (e.g., digital tools, web pages, print resources, etc.)? We will be using many different resources, several of which may develop along the way. Voicethread.com and flickr.com will be our launching programs. Voicethread will be our primary platform, while flickr will initially be our source of images for our prompts. Eventually, the hope would be that through this introduction, students and staff would learn to use voicethread and flickr, eventually creating their own postings. Preparation What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have? The largest learning curve with this will be the accessibility question. Ideally, we would sign up for the Pro version of voicethread.com that would allow us to create an account for each family in our school. In the fall we would send a letter home explaining what we are attempting to do, how to access it from home or at school and include a predetermined password and ID; that way families wouldn t need to spend time figuring that out. The students, dependent upon grade level and exposure, will have varying foundational skills. The best way to approach these considerations will be through modeling at school and good old trial and error. Management How and where will your students work (classroom, lab, groups, etc.)? Students will largely access this opportunity on their own time, whether that be at school or home. Students in our school will have opportunities during lunch and recess next year to practice different approaches to writing; this might be a time for younger students to access voicethread.com with the help of school staff and microphone equipment. Students might have the opportunity to respond to a prompt during choice times in the classroom or perhaps responding could become a part of the classroom routine.

7 Outline and Timeline for Instruction and Activities List the learning activities you will use and provide a timeline that indicates what students must complete and by when. Summer 2008 Establish voicethread.com membership and account information August Letters sent home to families explaining process, how to log on and respond. Share same information with staff and school board. School year Ongoing development of student work and responses Instructional Strategies Describe how you will use any of the strategies listed below in your unit. Project-Based Learning: Differentiated Instruction: Providing nearly endless ways in which students can respond to a prompt will allow for broad and easy differentiation as we look at this whole school. Inquiry-Based Learning: Constructivism: This is a very constructivist approach to writing, allowing freedom, self monitoring and motivation and celebrating learning. Learning Centers: Collaborative Groups: We will support students in this process through our lunch writing groups. Groups might develop through the process due to interest or content. Other: Closure and Reflection How will you wrap up the unit? How will students reflect upon their work? This isn t a traditional unit in the sense that it would not have a clear ending point. This would be a continuous entity that would hopefully continue to grow and change, but never stop. Showcasing student work over time might be the single largest challenge with this, simply because of the logistics involved; however, having a lot of student work to figure out how to showcase would be a wonderful dilemma. Adapted from: National Educational Technology Standards for Students, Second Edition, 2007, ISTE (International Society for Technology in Education), All rights reserved.