(Using

what I have now)

Liz Gaydos EDTC 5638 Lesson Plan 1 June 20, 2011

Lesson 1

Title: Digital Book Talks (and more!) Subject: Reading Grade Level: 4 (Adaptable to meet other ages) Purpose: To evaluate literature Time: 2-3 hours, but varies depending on extensions Analyze Learners General Characteristics: Participants are students in a fourth grade classroom of 12 students from an independent elementary school in St. Louis. Entry Characteristics: All students have an intermediate technology background. All but two of the students read at or above grade-level. Most all students identify themselves as visual learners, and about half of the class also identifies themselves as interpersonal learners. All students have computer and internet access at home. Learning Styles: Being a school based on the Theory of Multiple Intelligences, the teacher and students are well aware of their learning styles. This lesson caters strongly to linguistic and intrapersonal learners. Objectives Learner Outcomes: Students will create a three-minute video book talk based on their personal thoughts of a novel, to the standards of an assignment rubric, and share it digitally to their school community. MO Standards: CA 2 and/or 3 - reading and evaluating fiction, poetry and drama, and/or reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 4 - writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) CA 5 - comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions CA 6 - participating in formal and informal presentations and discussions of issues and idea 1.5 - comprehend and evaluate written, visual and oral presentations and works

1.8 - organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation 2.1 - plan and make written, oral and visual presentations for a variety of purposes and audiences 2.2 - review and revise communications to improve accuracy and clarity 2.3 - exchange information, questions and ideas while recognizing the perspectives of others 2.4 - present perceptions and ideas regarding works of the arts, humanities and science NETS for Students: 1b - create original works as a means of personal or group expression 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media 2b - communicate information and ideas effectively to multiple audiences using a variety of media and format Methods/Materials/Media Materials/Media o Set of cameras that record video, such as a Flip Cam. A whole set is not needed, as students can share. o Computers, one per pair of students o SMARTBoard or projector to display example book talks o Copies of project rubric, or a link to a digital copy o Copies of brainstorming guideline sheet for book talk o A website, wiki, or other electronic means to share the book talk videos (parental permission may be required) o Quiet area for recording, possibly a special office or classroom, or outside Utilize Media and Materials Introduce book talks by showing a video of a book talk as an icebreaker. Lead into discussion by asking them if this video makes them want to read the book, and if so, then why. Explain what a book talk is. One of the things that good readers do is that they talk about books with other people. They can do this face to face, or through different kinds of media, especially online. The can do this by reviewing a book, but also by creating something called a book talk. Continue explaining that a book talk is not a book review or a book report or a book analysis. The book talker gives the audience a glimpse of the setting, the characters, and/or the major conflict without providing the resolution book talks make listeners care enough about the content of the book to want to read it (Book talk). If necessary, show more examples of a book talks. Discuss the difference between a book trailer and a book talk. Explain to students that they will be making their own book talks and that a partner will help them film it. Show them the brainstorming

sheet, which has an organizer to help students plan for their book talk. Explain how to fill it out. Go over the rubric so that students know what is expected of them. Pair students off so they know whom theyll be working with for the filming aspect of the project. Once this is done, students can begin filling out their brainstorming organizer and writing their book talk script. Once the script is peer-reviewed by their partner, and reviewed and approved by the teacher, students begin recording in a quiet area. When finished, the students or teacher transfers the videos from the camera to the publishing area. Students are then able to watch their peers book talks and choose a book based on peer suggestion. Extension Ideas The key here isnt just the book talk itself, but its the extensions that can go from it. For example, after creating a book talk, students could then also create a playlist, or maybe a movie, of thematic track music to accompany their review. The lesson can be taken much further than just the creation of a book talk. Create a Smorie on smories.com (explained in Resources) Many writing prompts based on the story could be the idea generator for the writing Give the book talk from the point-of-view of a character Musical Connections - Students could research thematic production music for their book using FreePlayMusic, and include it in the background of their book talk, or make a sound track for the book Podcast the book talk make a Book Talk regular podcast Create book trailers to go with the book talk Edit and produce videos in iMovie or Movie Maker Upload the book talks to VoiceThread and have students comment on the book, as a review, and/or on the book talk itself Evaluate and Revise When all is complete, the teacher gives her students a Google Form survey. Questions asked will include: What did they like about the assignment? Any flaws? What could the teachers or students to make it better? Do you feel that watching a peers book talk encouraged you to become interested in a new book? Given her students feedback and the assessment of learner outcomes via the rubric, the teacher will revise and reteach the lesson as necessary. Resources Book Talks, as explained by Wikipedia - http://en.wikipedia.org/wiki/Book_talk Great tips for integration into the classroom. Smories www.smories.com A site where kids write and produce stories and post them online, directed toward kids.

YouTube www.youtube.com Search the site for booktalk or book talk to see examples of elementary book talks. Scholastic Book Talks - http://tinyurl.com/d6jfgy Though not done by students, these book talks are great examples for students. There are also book trailers, so this site is helpful when explaining the difference between the two.

References Book talk. Wikipedia. Retrieved June 21, 2011, from http://en.wikipedia.org/wiki/Book_talk

Digital Book Talks Student Assessment Rubric

4 Title and Author
All of these parts are in the book talk: -Title Mentioned Author Mentioned -Author\'s name pronounced correctly Title and author\'s name understandable when spoken -Book cover is shown

3
One of these parts is missing: -Title Mentioned -Author Mentioned -Author\'s name pronounced correctly -Title and author\'s name understandable when spoken -Book cover is shown

2
Two of these parts is missing: -Title Mentioned -Author Mentioned -Author\'s name pronounced correctly -Title and author\'s name understandable when spoken -Book cover is shown The summary is about half correct and somewhat highlights interesting points, events, and characters. The book talk hints to the ending of the book. Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

1
Three or more of these parts is missing: -Title Mentioned Author Mentioned -Author\'s name pronounced correctly Title and author\'s name understandable when spoken Book cover is shown The summary has a lot of faults and doesnt highlight interesting points, events, and characters. Shares the ending of the book.

Summary of Book The summary is correct and excellently highlights (Script)

The summary is mostly correct and highlights interesting points, events, and interesting points, events, and characters are shared without characters without sharing the giving away the ending of the end of the book. book. Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. 2-4 minutes in length Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. 4-5 minutes in length (slightly long) or 1-2 minutes in length (slightly short) Two presentation expectations are met: - Pacing of Voice - Voice Level - Eye Contact

Word Choice

Writer uses a limited vocabulary that does not communicate strongly or capture the readers interest. Jargon or cliches may be present and detract from the meaning. Book talk is excessively long or excessively short and fails to meet time expectations. No presentation expectations are met: - Pacing of Voice - Voice Level - Eye Contact

Length of Book Talk Presentation Skills

5+ minutes in length (too long) or 30 seconds-1 minute in length (too short) One presentation expectation is met: - Pacing of Voice - Voice Level - Eye Contact

All presentation expectations are met: - Pacing of Voice - Voice Level - Eye Contact

(Using what Id like to have) Title: Google Docs to Create a Graphic Organizer Subject: Literature Mapping for Comprehension Grade Level: 6 (adaptable to meet other ages) Purpose: To evaluate student reading comprehension and understanding of text. Time: 2-3 One-hour class periods, possible homework outside of class Analyze Learners General Characteristics: Participants are students in a sixth grade classroom of 12 students from an independent elementary school in St. Louis. Part of this assignment is to collaborate with another classroom across the country (ePals). That classroom is similar in general characteristics, as it is also a sixth grade class at an independent elementary school. Entry Characteristics: All students have an intermediate technology background. All but two of the students read at or above grade-level. Most all students identify themselves as visual learners, and about half of the class also identifies themselves as interpersonal learners. All students have computer and internet access at home. Learning Styles: Being a school based on the Theory of Multiple Intelligences, the teacher and students are well aware of their learning styles. This lesson caters strongly to the spatial, interpersonal, and linguistic learners. Objectives Learner Outcomes: After reading a classroom book, students will evaluate literary elements of the book by creating one concept map using Google Docs (character, concept, plot, or setting), with one topic, at least three sub topics, and at least 10 details. After creating their concept map, students will digitally share their concept map with an ePal peer, becoming co-editors of each document, using Google Docs. With their partner and by using Google Docs, students will collaboratively evaluate, analyze, compare, and make appropriate changes to their concepts maps, by chatting in Google Docs and making notes on the concept maps, to the teachers satisfaction. After collaborating with their ePals, students will present their revised concept map to a teacher-created reading group for further discussion, sharing at least three concepts from their map.

Lesson 2

Liz Gaydos EDTC 5638 Lesson Plan 2 June 20, 2011

 MO Standards: CA 2 - reading and evaluating fiction, poetry and drama 1.8 - organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentations) 2.7 - use technological tools to exchange information and ideas NETS for Students: 1c - use models and simulations to explore complex systems and issues 2b - communicate information and ideas effectively to multiple audiences using a variety of media and format Methods/Materials/Media Materials/Media: o An ePal class to collaborate with, similar grade, reading the same classroom text List of student-pairings between classrooms, prepared ahead by teachers o 1:1 Classroom or lab with internet access and printing capabilities o SMARTBoard o Google Docs accounts, one per student o Posters/Classroom examples of concept maps, displayed Could be displayed on SMARTBoard as well o Pens/paper, if students would like to draft and brainstorm on paper o Copies of the rubric to give students Utilize Media and Materials Together as a class and teacher, students will read an assigned text, or part of it. Teacher and students will follow typical classroom literary circle procedures, strategies, and discussions while reading. While still in a group setting, the teacher will check for understanding of concept maps by quickly going over the four types of concept maps, showing examples on the SMARTBoard. The teacher also goes over the assignment procedure, making sure to 2emphasize constructive criticism, justification of opinion using examples, and proper netiquette, as part of the assignment. Teacher goes over rubric and expectations with students. Teacher emphasizes that the assignment purpose is to show your understanding of the text and its literary elements, while collaborating. Once understanding of concept maps and procedures is met, students will individually move to their computers (1:1 classroom) and log in to Google Docs. Using the SmartBoard, the teacher will revisit how to use Google Docs for creating concept maps, model creation of a sample concept map, chat within the document, and also how to share documents. With the ePal teacher, the teacher will have already prepared a list of student ePal pairings so that students know whom they will be communicating with for the collaboration part of the assignment. Students will individually create their concept maps. As students work, the teacher will walk

around with a completing checklist, making sure student meet her criteria as listed in the objectives. She may also use lab classroom management software to view student screens from her computer, checking on her students progress. Once their map is approved by the teacher and meets rubric criteria, collaboration begins students share their maps to their ePals, as well as the teachers so the teachers can track their progress and evaluate their assignments when complete. They can then begin looking over their ePals map as well commenting and suggesting additions and changes, justifying their suggestions with understanding of the text. If not finished in class, students can continue this work at home. The next day, to share their maps with their literary groups, students print their maps or share them on the SMARTBoard, according to the criteria of the objective. The teacher takes anecdotal notes and uses a checklist for sharing and participation. Evaluate and Revise When all is complete, the teacher gives her students a Google Form survey. Questions asked will include: What did they like about the assignment? Any flaws? What could the teachers or students to make it better? Do you feel that using a concept map helped you better understand the text? Given her students feedback and the assessment of learner outcomes, the teacher will revise and reteach the lesson as necessary. Resources Websites: Google Docs www.docs.google.com An alternative site for concept mapping would be a site like this: http://www.readwritethink.org/files/resources/interactives/lit-elements/, but it is not collaborative and cant easily be shared. MO Standards: http://dese.mo.gov/standards/documents/Show_Me_Standards_Placemat.pdf NETS Standards for Students: http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx

Using Google Docs to Create a Graphic Organizer Student Checklist

Student Main Topic Creation of Concept Map Three Sub- Topics Ten Details Notes Map Reviewed by Teacher Map Shared with ePal Collaboration Map Shared with Teachers Used Peer Feedback, Gave Appropriate Feedback Notes Shared Revised Map with Lit Group Sharing with Class Notes

Using Google Docs to Create a Graphic Organizer Student Assessment Rubric

4
Identifies important information Identifies details Title
Student lists all the main points of the article without having the article in front of him/her.

3
The student lists all the main points, but uses the article for reference.

The student lists all but one of The student cannot the main points, using the important information with article for reference. S/he does accuracy. not highlight any unimportant points. Student is able to locate most of the details when looking at the article. Student cannot locate details with accuracy.

Student recalls several details for each main point without referring to the article.

Student recalls several details for each main point, but needs to refer to the article, occasionally.

Title tells the purpose/content of Title tells the purpose/content of Title tells the purpose/content Purpose/content of the map the map, is clearly the map and is printed at the top of the map, but is not located at is not clear from the title. distinguishable as the title (e.g. of the map. the top of the map. larger letters, underlined, etc), and is printed at the top of the map. 80-89% of the items are labeled 79-70% of the items are and located correctly. labeled and located correctly. 94-85% of the words on the 84-75% of the words on the map are spelled and capitalized map are spelled and correctly. capitalized correctly. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Focuses on the task and what needs to be done most of the time. Other group members can count on this person. Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Less than 70% of the items are labeled and located correctly. Less than 75% of the words on the map are spelled and/or capitalized correct Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

At least 90% of the items are Labels and Organization of labeled and located correctly. Map

Spelling/ Capitalization

95-100% of words on the map are spelled and capitalized correctly.

Contributions Routinely provides useful ideas when participating in the group When Collaborating and in classroom discussion. A
definite leader who contributes a lot of effort. Consistently stays focused on the task and what needs to be done. Very self-directed.

Focus on the task

Focuses on the task and what Rarely focuses on the task needs to be done some of the and what needs to be done. time. Other group members Lets others do the work. must sometimes nag, prod, and remind to keep this person on-task.

Liz Gaydos EDTC 5638 Lesson Plan 3 June 20, 2011

(New tool) Title: Introducing Captions - Picture Clues and Inferences Using VoiceThread Grade: 4 Purpose: To combine literary strategies and writing to learn to read and write captions. Time: Two hours Analyze Learners General Characteristics: Participants are students in a fourth grade classroom of 12 students from an independent elementary school in St. Louis. The classroom has a laptop for each student. Entry Characteristics: All students have an intermediate technology background. All but two of the students read at or above grade-level. Most all students identify themselves as visual learners, and about half of the class also identifies themselves as interpersonal learners. Students have used VoiceThread with other projects and are familiar with the website. Learning Styles: Being a school based on the Theory of Multiple Intelligences, the teacher and students are well aware of their learning styles. This lesson caters strongly to the spatial, interpersonal, and linguistic learners. Objectives Learner Outcomes: Students will identify the uses of captions in a literary context as a reading strategy by participating in a class discussion about captions. Participation is defined as sitting quietly, waiting to be called on when offering and idea to the discussion, and being respectful when others speak. Students compose three captions when prompted with three provided pictures in a VoiceThread album. Each caption will include at least three points of information, inferred from the picture. Students will share their captions on VoiceThread by recording their reading of their caption, following teacher directions. When sharing, they will demonstrate at least two of the 5 Ws and an H within their caption. MO Standards: CA 1 speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 3 reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals)

Lesson 3

 2.7 - use technological tools to exchange information and ideas NETS for Students: 2a - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Materials/Methods/Media Materials/Media: o Newspaper articles or other nonfiction work that has examples of captions o A collection of interesting pictures for caption writing, to be put on VoiceThread in an album o SMARTBoard o SMART Notebook file with sample pictures for caption writing, different than the ones on the VoiceThread album o 1:1 Classroom or lab with internet access o VoiceThread classroom account, one login per student o Copies of rubric to give students, or a link to a digital copy o Paper and pencils for each student Utilize Media and Materials As a hook and introduction, the teacher will check for prior knowledge by saying, What is something that smart readers do to learn about pictures when you read nonfiction works, like newspapers or magazines? Let them brainstorm, leading them to the topic of captions. Suggest looking at a student magazine and ask, How do we learn about pictures when we read Time for Kids? Combining their answers, say, Those are all great ideas. We use captions in nonfiction to tell us about pictures. Captions are also used to get people to want to read an article. Sometimes we look at the pictures first, right? And, if the pictures look interesting, then it makes us want to read the article so we can learn more about the picture. Captions are a strategy that we use while reading! They help us make inferences about a picture. Bring up the 5 Ws and an H as qualities of captions but make sure they understand that captions often do not have all of the 5 Ws and an H. Once they get the idea that captions are means to give a little blurb about the picture and lead the reader to the article, and then we can move to the group activity. Use the SMARTBoard to display a picture. Say, If we were going to write a caption about this picture, what things could we say? What elements would you want to include? They will probably say the name, date, and place. Write their ideas in list on the SMARTBoard near the picture. Then say, So, how can we combine these to form a caption for this picture? Receiving a myriad of responses, try to combine their responses into a two-sentence caption. Type the caption under the picture. Check for understanding by asking, How might this attract readers? What information did you give the reader in your caption? How do captions help readers? Repeat classroom exercise on SMARTBoard if necessary. Go over the assignment and rubric.

When it is time to move to independent work, students will log in to their computers and then also into VoiceThread. They will already be familiar with commenting using VoiceThread, but have not yet looked at the pictures in this album. Explain that they will be looking and studying the pictures on VoiceThread and then commenting on them with their captions. They can use a piece of paper and pencil to brainstorm their captions. Students who need extra help brainstorming would likely benefit from a teacher-created organizer to help them gather the 5 Ws and an H of a picture. Before they start, remind them to include some of the things that we talked about that good captions have. They do not need to include all of the good things, but three of them would be sufficient. Tell them to be creative! Remind them that captions are a strategy that readers use! When students have finished writing captions and commenting on the pictures, they may listen to their peers captions in the VoiceThread album. Evaluate and Revise When student have completed their caption-comments on the VoiceThread album, the teacher will use the attached rubric to assess student understanding. Along with student assessment, the teacher will ask her students: After completing this assignment, do you feel you better understand captions, a strategy that good readers use? What did you like best about this lesson? How can the teacher make it better? The teacher will use the assessment and student responses to revise the lesson, or reteach it if necessary. Resources Websites: VoiceThreads Education Site: www.ed.voicethread.com VoiceThread Tutorials and How-Tos: http://voicethread.com/#u314 VoiceThread Tech Integration Resource: http://beyondpenguins.nsdl.org/issue/column.php?date=February2010&de partmentid=professional&columnid=professional!technology VoiceThread Elementary Examples: http://elementaryvoicethreads.wikispaces.com/home MO Standards: http://dese.mo.gov/standards/documents/Show_Me_Standards_Placemat.p df NETS Standards for Students: http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx

Introducing Captions - Picture Clues and Inferences Using VoiceThread Student Assessment Rubric
4 Who, What, When, Where, Why, & How
All or some captions adequately address at least three or more of the 5 W's (who, what, when, where, why, and how). The captions contain facts, figures, and/or word choices that make the articles exceptionally interesting to readers.

3
All or some captions adequately address two of the 5 W's (who, what, when, where, why, and how).

2
All or some captions adequately address one of the 5 W's (who, what, when, where, why, and how).

1
No captions adequately address one of the 5 W's (who, what, when, where, why, and how).

Captions - Interest

The captions contain facts, figures, and/or word choices that make the articles interesting to readers.

The caption contains some facts or figures but is marginally interesting to read.

The caption does not contain facts or figures that might make it interesting to read.

Summarization

Student uses 1-3 sentences Student uses 1-2 sentences Student uses one sentence Student has great difficulty to describe clearly what the to accurately describe what or an incomplete sentence to summarizing the picture, or picture is about. the picture is about. describe what the picture is does not describe it at all. about. 95-100% of words on the map are spelled and capitalized correctly. 94-85% of the words on the map are spelled and capitalized correctly. 84-75% of the words on the map are spelled and capitalized correctly. Less than 75% of the words on the map are spelled and/or capitalized correct

Spelling/ Capitalization