Technology Integration Plan-2

8/3/2019 Technology Integration Plan-2

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Frit 8530

Technology Integration Plan

Velvet Ferrari



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.



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.



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?



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



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.



¥ 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.



¥ 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.



¥ 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



Conclusion ± after completing self assessment, students will reflect on and write a journal response from the writing prompt in thesecond ³E´







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





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."









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



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


There are 3-4


There are more than

4grammatical/mechanical mistakes onthe poster.



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



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

Documents

Technology Integration Plan-2