Carly Szczytko

22 March 2016
EDT 370
Winter 2016
Curriculum Integration Project

1. Analysis of Learners
1.1. General Characteristics:
The target learners are ten and eleven year old males in a mixed 4th/5th grade selfcontained Emotional Impairment classroom. African Americans and Caucasian students are
present in the classroom (7:2).
1.2. Specific Entry Competencies:
The target learners need to display an understanding of how to use a computer,
specifically, accessing the internet. The learners should also have experience researching
information via the internet. The learners need to possess an understanding of how to create a
PowerPoint presentation.
1.3
The students partaking in this lesson have Emotional Impairments. An example of
characteristics one may see with a student who has an emotional impairment are easily
frustrated, agitated when a task is difficult or not understood. Student may often need multiple
redirect prompts to stay on task, often a component of ADHD. Accommodations for this student
include think breaks and extended time.
2. Narrative Overview:
Students will explore topics through the website: Wonderopolis. Through research and
note-taking, students will create a PowerPoint presentation. The presentation will answer four
questions (1 question per slide) for a minimum for four slides total. Students will share their
findings with the class.
3. Standards:
3.1.

CCSS.ELA-LITERACY.W.5.2

Write informative/explanatory texts to examine a topic and convey

ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension..

3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by
creating or modifying works of art, music, movies, or presentations.

3.2.
Research and information fluency: Students apply digital tools to gather, evaluate, and use
information.
4. Learning Objectives:
The learner will be able to independently search and choose one topic of interest (okayd by the
teacher) through the online website, Wonderopolis.
The learner will create a PowerPoint presentation incorporating the information gathered as
evident in the graphic organizer provided.
The learner will respond to each of the four questions in his or her PowerPoint presentation,
using complete sentences, proper capitalization, punctuation, and grammar.
Modification: The learner will be able to present his or her PowerPoint presentation one-on-one
with the special education teacher or instructional paraprofessional.

5. Instructional Strategies
5.1 Presentation/Teacher-Centered Strategies:
The lesson will be presented through direct instruction. A presentation will be given
introducing the website, Wonderopolis. Each student will be working independently, allowing for
free choice in the topic decision and an opportunity for self-motivating behaviors to grow. By
working independently, students can work at his or her own pace and take think breaks when
needed (an accommodation). Students are able to express themselves in his or her own unique
way through the creation of PowerPoint presentation. The Universal Design for Learning
principles of engagement, representation, action and expression were all used in designing the
lesson.
5.2 Generative/Learner-Centered Strategies:
Learners will retain the content through researching information, organizing the
information, and presenting the information through a PowerPoint.

5.2.1. Choice:
The learner will be able to independently search and choose one topic of interest (okayd by the
teacher) through the online website, Wonderopolis.
After listening to the teachers presentation, students will work alone while researching different
topics on the Wonderopolis website.
The learner will create a PowerPoint presentation incorporating the information gathered as
evident in the graphic organizer provided.
The student will demonstrate organizational skills by gathering information through the use of
the graphic organizer.
The learner will respond to each of the four questions in his or her PowerPoint presentation,
using complete sentences, proper capitalization, punctuation, and grammar.
The student will present the information through the use of the PowerPoint and focus in one
organizing thoughts in complete sentences with proper capitalization and punctuation.
Modification: The learner will be able to present his or her PowerPoint presentation one-on-one
with the special education teacher or instructional paraprofessional.

The student be able to increase understanding and comprehension be sharing the learned
information to another individual, one-on-one.

5.2.2. Description:
This lesson will span for three-four days. Beginning in the classroom setting,
students and teacher will review classroom expectations while in the computer lab.
Expectations include working quietly and independently, staying the appropriate website,
no surfing the internet, hands to ones own computer/mouse/keyboard, and no
music/headphones. Handout (A) will be passed out in class and explained. Class will
head to computer lab and begin exploring Wonderopolis. Students are expected to
complete Handout (A) during this time. Students will pick a wonder and have the teacher
check it in order to be sure there are no repeats. Students will hold on to their completed
Handout (A) to use during Day 2.
A second class period will be needed. Students are expected to bring their
completed Handout (A) to the computer lab to help them complete Handout (B) and
create their PowerPoint presentation. Handout (B) will be explained first thing upon
entering the computer lab on Day 2. Handout (B) is a graphic organizer created to help
students organize and the information gathered and plan out their PowerPoint
presentation. PowerPoints will be a minimum of four slides. A title slide, and a slide for
answering each question from Handout (A).
A third and fourth class period will be used to finish up creating PowerPoints and
for classroom presentations.
URL: http://wonderopolis.org/
Handout (A) and (B) can be found in the Mock-Up section, below.
5.2.3. Technology:
The learners will be using computers in the school computer lab to complete the
project. Internet access is necessary in order to reach the information needed via the
website, Wonderopolis. A computer with a PowerPoint presentation program is also
necessary in order to accurately complete the assignment. The computer lab provides
headphones in order to accommodate those who are read aloud to or those who need to
block out distracting background noise.

5.2.4. Rationale:
This lesson was created for the students in my current placement, who do not
have any type of Chromebooks, Laptops, Ipads, Ipods IN the room. The class already
goes to computers two mornings in a row. Creating a project that lasts for 3-4 periods
made sense because they already are in the lab for two days in a row. Having the free
choice of what topic (wonder) they want to research gives the students ownership. The
website, Wonderopolis, was introduced to me throughout an English class and the GV
online library database. Students were given a graphic organizer to help them focus in

the information that would be most beneficial for us (students and teacher) to learn.
Students are asked to present the slideshow as a way to gain confidence and
presentation skills.

6. Mock Up:
(Below)

Writing with Wonderopolis

Name: ___________________________

Date:________________

Wonder Chosen: _____________________________________________________________

_________________________________________________________________________
Checked by: __________

What did you pick this wonder?

What do you think the answer to your wonder is?

What did you learn while researching your wonder? What is the real answer to you wonder?

(Handout A)

Wonderopolis PowerPoint Presentation

Name: __________________________________

Date:_____________

Slide 1

Slide 2

Title: ______________________________

Title:_________________________

Slide 3

Slide 4

Title:________________________________

Title:_______________________________

(Handout B)