ELA Grade 4 Literary Heroes Technology Integration Unit

Transcription

1 ELA Grade 4 Literary Heroes Technology Integration Unit Teachers Name(s): Holly Cousens & Caitlin Coyne Grade Level(s): 4 Content Area(s): ELA: Unit 3 - Literary Heroes Technology Overview: Microsoft Word Stage 1: Desired Results Essential Question(s) What essential question(s) or learning are you addressing? (Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery) How is heroism portrayed in our community? Technology Standards What technology standard(s) will this unit cover? Technology Standard 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Technology Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Technology Standard 3: Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Technology Standard 6: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. 21st-Century Skills - Four Broad Conceptual Categories: Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning Ways of working. Communication and collaboration Tools for working. Information and communications technology (ICT) and information literacy Skills for living in the world. Citizenship, life and career, and personal and social responsibility 6/2/2016 Middletown Public Schools 1

2 Conceptual To Practical Span All Four Categories Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and echange of ideas, knowledge or resources to achieve the goal. ICT literacy learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital. Common Core English Language Arts Standards Reading Eplain events, procedures, ideas, or concepts in a historical, scientific, or technical tet, including what happened and why, based on specific information in the tet. RI 4.3 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a tet or part of a tet. RI 4.5 Integrate information from two tets on the same topic in order to write or speak about the subject knowledgeably. RI 4.9 Read and comprehend informational tets, including history/social studies. RI 4.10 Speaking and Listening Paraphrase portions of a tet read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 4.2 Report on a topic or tet, tell a story, or recount an eperience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. S4.4 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL 4.5 Writing Write informative/eplanatory tets to eamine a topic and convey ideas and information clearly. W.4.2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.4.4 With guidance and support from peers and adults, develop and strengthen writing as needed W.4.5 With guidance and support from adults, use technology including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in one sitting W.4.6 Conduct short research projects that build knowledge through Investigation of different aspects of a topic. W.4.7 Recall relevant information from eperiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.8 Draw evidence from literary or informational tets to support analysis, reflection, and research W.4.9 Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.4.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing L.4.2 Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.4.3 Technology Epectation - What technology skills do you epect students to master? Students will be able to (LEARNING TARGETS). Gathering information by conducting research online and using Microsoft Word to create a written report and a hero's certificate 6/2/2016 Middletown Public Schools 2

3 Stage 2 - Assessment Evidence Assessment What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce? Project Title: Biography of a Hero Evidence: Students will produce a written report on a hero and a coordinating hero's certificate in recognition of the person they researched. They will then give an oral presentation about their selected hero. Criteria: (include rubric and/or checklist criteria?) ATTACHED Stage 3 - Learning Plan Overview This is a short summary of the lesson or activities including assignments or possible products. Students will conduct research by using technology and tets to learn about a heroic figure. Students will produce a written report and a certificate of heroism to be presented to the class. Resources/Materials What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research, print resources, etc.)? Hardware: Laptop Software: Microsoft Word Preparation What technology skills are necessary for students as a prerequisite to beginning this activity? Using the internet to access information Word processing Copy and paste between documents Importing pictures Management How and where will your students work (classroom, lab, groups, etc.)? Students will work on their laptops in the classroom. If needed, students will work on desktops in the computer lab. 6/2/2016 Middletown Public Schools 3

4 What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance? Students will need to: Choose a heroic figure from the provided list Find and use information to complete a graphic organizer Use the writing process to produce a written report from beginning to end Save written reports in their m-drive Use a sample certificate to generate their own certificate Save certificates (as a word document) to their m-drive Save certificates (as a pdf) to a teacher pub folder 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. Scheduling (Describe the approimate length of the project): Including two weeks of reading independently, this project should take approimately four weeks, and no longer than five weeks. Prior to Week One Weeks One and Two Students spend time on researching Important People. They will come up with a list of people they are interested in and get final teacher approval on one heroic person. Students will read a tet and online information they have gathered about their heroic figure. Throughout that process, they will be taking notes on a graphic organizer. Students will use their graphic organizer to create a written report with four sections to outline their famous person's life. Students will conference with teachers when they are finished with the draft of the report. Week Three Students will publish their final copies of the written report on Microsoft Word. Week Four Students will create a Certificate of Heroism on Microsoft Word to highlight the major accomplishments of their chosen historical figure. Week Five Students will give an oral presentation to the class on their chosen heroic figure. Instructional Strategies Select and describe how you will use any of the strategies listed below. Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution Students will create a written report and accompanying certificate of heroism to recognize their famous person. 6/2/2016 Middletown Public Schools 4

5 Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation Students will create a written report and accompanying certificate of heroism to present to the class. Differentiated Instruction: e.g.,1. Multimedia presentation eamples reach multiple intelligences. 2. Rubric evaluation & contribution allows students of varying abilities to etend their learning. 3. Grouping will be designed to meet students interests, abilities, and learning styles. 4. Student choice on project Student choice of famous person Length of written report may vary depending on students' needs Research information targeted to student reading levels Inquiry-Based Learning: Online Resource Inquiry activity; project development and research Research heroic figures online Develop writing and certificate using Microsoft Word Collaborative Groups: Group practice presentation, group rubric criteria analysis No collaboration/ individual work Closure and Reflection: How will you wrap up the unit? How will students reflect upon their work? Students will give an oral presentation of their heroic figure to the class and will share their certificate of heroism. Students Will Self & Peer Assess Their Presentations. After completing the written report, students will use the Informational Writing Rubric to self-assess their writing (in pencil). Teachers will assess student work on the same rubric. 6/2/2016 Middletown Public Schools 5