Technology Infused Lesson Plan Using Digital Photography and

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Technology Infused Lesson Plan Using Digital Photography and Google Docs to Enhance Student Writing:

Technology Infused Lesson Plan Using Digital Photography and Google Docs to Enhance Student Writing: “I AM” Poems Timeline and Lesson Outline Evauaaio Evaluation Accomodations Classroom Considerations Using Interactive Power Points In the Classroom

Timeline and Outline of Lesson Grade Level: 3 rd Duration: This lesson should be

Timeline and Outline of Lesson Grade Level: 3 rd Duration: This lesson should be covered over a period of 2 -3 days Technology and Curriculum Standards: CCSS. ELALiteracy. W. 3. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS. ELALiteracy. W. 3. 4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS. ELALiteracy. W. 3. 6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Content Objectives: ● Given a demonstration on how to create an “I Am” poem,

Content Objectives: ● Given a demonstration on how to create an “I Am” poem, students in a third grade classroom will be able to create an “I Am” poem conveying descriptive information about themselves while following the “I Am” writing format with 80% accuracy according to the rubric and format instructions given. ● Given examples of descriptive vocabulary, students in a third grade classroom will be able to use a variety of rich and descriptive vocabulary words to convey ideas that describe themselves using the I am open format, choosing 8 descriptive words to include in their final published draft of their “I Am” poem. ● Given examples and a demonstration for illustrating and ‘I Am” poem, students in a third grade classroom will be able to draw or add existing images from home photos, or magazines into their “I Am” poems, including one image for each line of their poem. Content Objectives (with technological component): ● Given a demonstration using an IWB, on how to create an “I Am” poem, students in a third grade classroom will be able to create, share, revise, and edit an “I Am” poem in a google document, information about themselves while following the “I Am” writing format with 80% accuracy according to the rubric and format instructions given. ● Given examples of descriptive vocabulary and demonstrating how to research descriptive vocabulary through use of “Character Plates”, students in a third grade classroom will be able to use a variety of rich and descriptive vocabulary words to convey ideas that describe themselves using the I am open writing format, choosing 8 descriptive words to include in their final draft of their “I Am” poem while sharing and editing their ideas with a partner using Google Docs. ● Given a demonstration on how to import photos into a google document, students in a third grade classroom will be able to take, download, or import photos or images with a digital camera or upload from the internet into their “I Am” poems, including one image for each line of their poem. conveying descriptive

Essential Question: What words can I use to describe myself to others? Key Vocabulary

Essential Question: What words can I use to describe myself to others? Key Vocabulary and language structure: With student participation, help students create a list of character trait words, encourage students replace commonly used words (such as mad, happy, angry), with more descriptive unique words. Grouping strategies: Students will work independently until peer review section, then partners will be used for photo and document sharing. Questions: What words can you use to describe yourself? What makes you unique? What makes you happy and how does that feel? What do you hope for? What is important to you?

Building Background Knowledge and Making Connections! Day One: Pass out paper plates (one to

Building Background Knowledge and Making Connections! Day One: Pass out paper plates (one to each child). Explain to students that everyone has many good qualities and characteristics. These are character traits. Teacher will talk about his/her own character traits. These character traits help make us unique. Instruct students to write their own name in the middle of their plate. With students sitting in groups of 4 -6 students, have students pass around their plates and write a positive characteristic or quality on each of their group-mates plates. (This should take no more than 5 minutes). When each group member has written a characteristic on each of their group-mates’s plate, allow students 2 -3 minutes to read the characteristics his/her group mates wrote on their own plate.

I Do: Explain to the students that they will be creating a personal “I

I Do: Explain to the students that they will be creating a personal “I Am” poem. Using the IWB show the teacher’s personal exemplar “I Am” poem. Model how to create the “Characteristic Plate. ” We Do: As a class, and using the characteristics or traits from your example “Character Plate, ” begin to model how to write the first stanza of the “I Am” poem about yourself (as the teacher) or a character from a book you have studied as a class while projecting the template an plate on the board using the IWB. Write in ides that the students are sharing whole class. Explain to the students that they will be doing this individually, and writing about themselves using their “Characteristic Plates” and descriptive word anchor wall chart as a reference for help with descriptive words. You Do: Students next will work individually to write their own “I Am” poem using their “Character Plate. ” (The teacher may offer different templates of the poem at various difficulty levels to offer differentiation for struggling students or speial needs students.

Day Two: You Do Continued: After students have finished writing their personal “I Am”

Day Two: You Do Continued: After students have finished writing their personal “I Am” poem, students will type their poem on a Google document. When students have completed creating their “I Am” Google document, they will share their document with their assigned partner, edit, suggest revisions, and give positive feedback on their partners Google “I Am” poem document. Once poems are completed, and revisions of writing are made, students should use the digital camera and internet to work with their partner to take of find images to represent each line of their poems. Encourage the students to take most of the photos themselves rather than search of the internet. Students will be instructed the guidelines for appropriate and district approved search methods.

Day Three: Students will work individually to create a power point presentation of their

Day Three: Students will work individually to create a power point presentation of their personal “I Am” poem, using the Google document and created and images uploaded from the digital camera or downloaded from the internet. Home

Classroom Considerations: • The 3 rd Grade Classroom should contain or consider: • The

Classroom Considerations: • The 3 rd Grade Classroom should contain or consider: • The modeling and video will be displayed on the Interactive White Board or an overhead projector from the teacher’s computer. • When the teacher is giving instruction, the students should be seated at their desks and facing the teacher and the interactive white board. • The lesson was created with the idea that the writing and poem creation can be done in the classroom. The creation of the Google document, the integrating of the poem images, as well as the power point creation can be completed in the computer lab, or on individual school netbooks. • While students are creating their poems, the teacher should be able to move about the room in order to question students for understanding and offering redirection when needed. • While students are partner working, they may move where necessary to stay focused while also allowing for computer work.

 • Considerations for the Computer Lab: – The teacher will need to make

• Considerations for the Computer Lab: – The teacher will need to make sure that here are enough computers in the computer lab for every student in the class to have a computer to utilize. – The computer lab needs to have a teacher computer station for demonstration purposes as we'll as a projector and a screen to project what is displayed on the teacher’s computer for modeling purposes. – All computers should be facing the projector screen and students should be assigned seats next to their “I Am” project partner. – A computer lab is ideal for modeling purposes, however, if a computer lab is not accessible, netbooks and an interactive white board may be used for the same purposes. – Students should be instructed on appropriate lab procedures, behavior and expectations prior to a computer lab visit. Home

 • The rubric on the following page is an example of a summative

• The rubric on the following page is an example of a summative assessment that may be used to provide an evaluation of how well the students met the objectives listed on slide number 2. • The Poems will be assessed by using the WIDA Rubric. • The Power. Point presentations will be assessed by using a separate presentation rubric. • Formative assessments will be ongoing throughout each portion of the project. The teacher will move around the room during the “We Do” and the “You Do” portion of the lesson to check for understanding, redirect and re-focus students when needed. • After students complete their written portion of their “I Am” poem, students will complete a formative peerresponse assessment while editing their partners work. • This lesson also requires students to become independent thinkers by analyzing and elaborating on things they feel define themselves as an individual. • While students are collaborating in pairs, the teacher will be observing and moving around the room to assess the ability and productivity of partner work.

WIDA Student - friendly evaluation and project rubric: Level Language Complexity How much did

WIDA Student - friendly evaluation and project rubric: Level Language Complexity How much did I write? Vocabulary Which words did I choose? Language Forms and Conventions Was my writing understandable? 5 I have used several types of sentences of I have used many different vocabulary different lengths. I have a full paragraph or word. I used technical words related to more. My writing is well organized. the subject area. I have a few, if any, errors in my writing. My writing is easy to understand. 4 I have used specific vocabulary and some I have used several types of sentences of technical vocabulary related to the subject. I different length. I used details to make my ideas sometimes do not know the vocabulary to fully clear. My writing has a sense of organization. communicate my ideas. I may make some mistakes, but they do not change the overall meaning of what I have written. My writing is generally easy to understand. 3 I have used some simple and some long sentences. I have tried to provide detail. There may be some organization to my ideas. I have used general vocabulary and some specific vocabulary and related to the subject. I might sometimes be unable to fins the right vocabulary My sentences are usually easy to understand. mistakes may make my writing harder to understand when I write longer texts. 2 I have used phrases and short sentences. Some of what I have written may be copied. My ideas need more organization. I have used general vocabulary related to the subject. I might not know all the vocabulary to communicate my ideas. My writing is easy to understand when it comes from an example or sentence frames. I do not include many of my own words. Mistakes make my writing hard to understand 1 I have used words or phrases I have been taught. Some of what I have written may be copied. I have used words or phrases I have learned from friends and classes. I do not have all the vocabulary I need to communicate my ideas. My writing is easy to understand when copied or when following an example. I include few, if any of my own words. Mistakes make my writing hard to understand. Home http: //www. wida. us/standards/CAN_DOs/Booklet 3 -5. pdf Reference for 3 rd grade WIDA writing rubrics

“I Am” Poem and Anchor Chart Exemplar I Am Poem By: _____ I am

“I Am” Poem and Anchor Chart Exemplar I Am Poem By: _____ I am _____ and ______ I wonder___________ I hear ____________ I see ____________ I want ___________ I am _____ and ______ I pretend __________ I feel ____________ I worry ___________ I cry____________ I am _____ and _____ I understand _________ I say____________ I dream___________ I try____________ I hope____________ I am _____ and ______

Accommodations: For accommodating special education, or ELL learners, a modified version of the “I

Accommodations: For accommodating special education, or ELL learners, a modified version of the “I Am” poem can be an accommodation for struggling learners. The poem can be altered for various level learners by requiring more or less lines in the “I Am”poem; lesser (for struggling learners), to more (for greater challenge). A classroom anchor chart with instructions, and examples of the “I Am” poem will assist struggling learners and offer a resource for a visual reference. Pairing a struggling student with a higher learner to offer assistance with the writing and technology portions, can be a valuable tool used to accommodate and aide in building self confidence and success in both the higher learner and the struggling learner. For enrichment modifications, students may add music, video, or hyperlinks to their Power Point slide presentation. For other enrichment or alternate student presentation methods, visit www. google. com/earth/outreach/tutorials/tourbuilder. html, http: //animoto. com/educationor, www. goanimate. com, http: //prezi. com or for digital story telling resources. Home

Interactive Power Points In the Classroom When considering, Does Power. Point presentations improve student’s

Interactive Power Points In the Classroom When considering, Does Power. Point presentations improve student’s ability to learn? , I feel some students feel the same way about the use of this tool in their classroom as I do. I feel at times students feel ignored in college classes when the instructor is focusing on the presentation and not paying attention to the class. If Power Point presentations in the classroom are to be effective, they should not be used simply to demonstrate that an instructor is using technology. I feel instructors too often focus on the technical portions of the presentation rather than on the information being presented. Students get frustrated by Power. Point presentations that are often filled with graphics and words flying across the screen. If using power point presentations for instructing purposes, the presentation should be used for a purpose and/or engage and involve the students somehow. This is where interactive power point presentations can be beneficial, (as long as the students are actively participating in the interactive portion rather than the teacher). Again, the presentation and technology used must have a purpose. I believe interactive power point presentations also provide a means of directing the direction of a classroom discussion on a topic, rather than just a means of presenting the material. Home