Technology Integration

Unit Project
Cristina Perez

Description/Summary of Technology that is

incorporated:
PowToon is a Web-based animation software
that permits users to create animated
presentations. Their mission is: To address all
the frustrations that people have with
Powerpoint and Keynote and add animation and
killer design. The presentations that are
created are in the form of a presentation
combined with a cartoon. When creating a
PowToon, the users can manipulate pre-created
objects, import images, add music, and create
voice-overs. PowToon is free and can be used
by anyone! In addition, they do have a Pro
Plan, Business Plan, and Premium Plan available

Summary of Learning
Theories/Instructional Design
Model that is being used:
The Constructivism Approach is
where the learner builds on internal
personal experiences, and are
active and social in the learning
process. The teacher is a facilitator
and the environment is student
focused and learner centered. The
methods for this approach are as
follows: Discovery, Collaboration,
Scaffolding, Self-Guided Learning
based on Personal Experiences, and
Peer grading/review.

Instructional Objectives:
After students learn about The Research Process, Biographies,
and Plagiarism, they will choose an author of their choice,
research information about the author, and create a
presentation using PowToon and a rubric accurately. After
students are done with their biography presentations, they will
present it to the class and the students will use a rubric to
evaluate each presenter and presentation accurately.
Intended Audience:
7th Grade ELA Class
Length of Time:
Students should take approximately nine 55 minute class
periods to conduct their research and create their
presentations. Presentations should approximately take three
55 minute class periods.

TEKS:
(22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the
major research topic; and
(B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after
preliminary research in reference works and additional text searches.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources
addressing a research question and systematically record the information they gather. Students are expected to:
(A) follow the research plan to gather information from a range of relevant print and electronic sources using
advanced search strategies;
(B) categorize information thematically in order to see the larger constructs inherent in the information;
(C) record bibliographic information (e.g., author, title, page number) for all notes and sources according to a
standard format; and
(D) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable
sources.

(24) Research/Synthesizing Information. Students

clarify research questions and evaluate and synthesize
collected information. Students are expected to:
(A) narrow or broaden the major research question, if
necessary, based on further research and
investigation; and
(B) utilize elements that demonstrate the reliability
and validity of the sources used (e.g., publication
date, coverage, language, point of view) and explain
why one source is more useful than another.
25) Research/Organizing and Presenting Ideas.
Students organize and present their ideas and
information according to the purpose of the research
and their audience. Students are expected to
synthesize the research into a written or an oral
presentation that:((A) draws conclusions and
summarizes or paraphrases the findings in a
systematic way;
(B) marshals evidence to explain the topic and gives
relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating
quotations and citations into the written text to
maintain a flow of ideas.

(26) Listening and Speaking/Listening. Students

will use comprehension skills to listen attentively to
others in formal and informal settings. Students will
continue to apply earlier standards with greater
complexity. Students are expected to:
(A) listen to and interpret a speaker's purpose by
explaining the content, evaluating the delivery of
the presentation, and asking questions or making
comments about the evidence that supports a
speaker's claims;
(B) follow and give complex oral instructions to
perform specific tasks, answer questions, or solve
problems; and
(C) draw conclusions about the speaker's message
by considering verbal communication (e.g., word
choice, tone) and nonverbal cues (e.g., posture,
gestures, facial expressions).

Lesson Plan:
Students should already know
the research process and what
a Biography consists of prior to
doing this lesson. However,
students do need to be
reminded about Plagiarism.
Therefore, I included that into
the lesson plan.

DAY 1
Objectives:
The students will:
Create a Word Splash.
Brainstorm at least 5 words that come to mind when thinking of the word
Plagiarism.
Create 2-3 phrases with the words they brainstormed.
Create a definition with the phrases they have created and share out.
Conduct a search on the definition and consequences of plagiarism and
keep track of their findings.
Do a 3-2-1 Exit slip.

The teacher will:

Have the class set up upon students arrival with one big sheet of different colored butcher paper
on tables with a set of markers and pencils for students.
Make sure students are in groups of 3-4.
Display the word PLAGIARISM from the projector and within the group they will think and write
down all over their piece of butcher paper at least 5 words that come to mind when they hear
the term PLAGIARISM.
Have the students create and write down on the butcher paper 2-3 phrases from the words they
have written down. Make sure students are collaborating with each other.
Ask the students to create their own definition with their group members using the words and
phrases they came up with.
Have each group present and share their work and display their piece of butcher paper.
After all groups have presented and all pieces of butcher paper are displayed, the students as a
class will create a definition for PLAGIARISM.
Once the final definition is created, the teacher will display it and show students the actual
definition from online dictionaries in order to compare/contrast the class definition.
Show students how to conduct a search for the consequences of plagiarizing. Then, have
students conduct their own search for consequences of plagiarizing using the IPads or laptops
in the classroom. Have students write down what websites they visited and what they found.
Before students leave the class give each student a post-it and have them do a 3-2-1.
Write down 3 things they learned, 2 interesting facts, and 1 question they have. Students
will put their Post-It to a what stuck
with you today poster as they leave the classroom.

DAY 2
Objectives:
The students will:
Identify and discuss solutions for plagiarized pieces of work.
Collaborate and Create solutions for each scenario on plagiarism.

Have the classroom set up upon students arrival with one big sheet of different colored butcher paper on tables with an IPad
or laptop displaying a scenario. There will be a total of 10 IPads/Laptops with different scenarios being displayed (total
of 10 stations).
Make sure to have an assortment of colored markers. Each group of students will be given one marker, make sure all groups
have a different color. Students can be in groups of 2-3.
Make sure to have a class set of white paddle boards with dry erase marker and eraser.
Have TEDEd Video on The Punishable Perils of Plagiarism ready for students to watch. The link is:
http://ed.ted.com/lessons/the-punishable-perils-of-plagiarism-melissa-huseman-d-annunzio
Show students the TEDEd video upon arrival.
After the video, give each student a white paddle board, and as a class, work on the THINK section that consists of 7 multiple
choice questions dealing with the video content. The Think section is on the left hand side of the video. As a class the
students will write their answer to the question on their paddle board and hold it up. Then the teacher will call on a
student to explain WHY they chose that particular answer and ask if anyone wants to challenge the answer. If a student
wants to challenge let him/her explain why they think their answer is correct. Then display and go over the correct
answer. Continue this process for the remainder of the questions.
As a class, go over the Dig Deeper section which is also found on the left hand side of the video.
Then put students in groups of 2-3 and give them a colored marker. Make sure every group gets a different color of marker.
Explain to them that they will be the detective and will need to come up with a solution with their partner. Show them
how to do the activity before they start.
Each group will start at a station, read the scenario, collaborate with their group, and write down their solution on the
colored piece of butcher paper. The teacher should have a timer displayed and give students 5 minutes for each
station. When the time is up a solution needs to be written down and students will move to the next station. The
students CANT write the same thing that is already written on the butcher paper. They will need to come up with a
different solution and add it to the piece of butcher paper. At the very end of the activity, once all stations have been
visited by all groups, the initial group will display and discuss the scenarios and solutions identified by all groups.
Before students leave the classroom give each a post-it and have them do a 3-2-1. Write down 3 things they learned, 2

Day 3-7
Objectives:
The students will:
Choose an author of their choice, research information about the author, and create a
presentation using PowToon and a rubric accurately.
The teacher will:
Go with students to the library, monitor and assist students with finding sources.
Guide and facilitate through the research process.
Day 8-9
Objectives:
The students will:
Present their presentations to the class and the students will use a rubric to evaluate each
presenter and presentation accurately.

Biography Writing Rubric:

Use the appropriate rubric below to assess students'
proficiency with the writing activity. Evaluate whether
students' skills are improving or where they may need
additional support or instruction.
Scoring:
5: Proficient: A high degree of competence
4: Capable: An above average degree of competence
3: Satisfactory: A satisfactory degree of competence
2: Emerging: A limited degree of competence
1: Beginning: No key elements are adequately
developed

Name: _________________________

Score

Presents a biographical sketch of the

author.

1-2-3-4-5

Provides an analysis of the author's major

works.

1-2-3-4-5

Provides the authors contributions to the

field.

1-2-3-4-5

Information is not plagiarized & References

are APA style.

1-2-3-4-5

Project includes a clear organizational

structure.

1-2-3-4-5

Total of all line items...

_________

Overall Score: divide subtotal by 5

_________

Comments:

PowToon:
https://www.powtoon.com/

Example of PowToon
Presentation
<iframe width="480" height="311" src="http://www.p
owtoon.com/embed/gbz1GqjMDsc/" frameborder="0"></i
frame>