TechPlan

Grade Level: 5th
Teacher Name:
Coach Krystal Charles:
P.E./Language Arts

 

School Newspaper

Overview: Pupils will run a school newspaper on the school website. They will use different literary forms to present the news of the school.

Key vocabulary: Fact; Opinion

Goal(s): 1. Pupils will create a school newspaper containing three aspects: Latest News, Editorial, and Sports.

2. Pupils will post the school newspaper on the school website.

Standards: Standards:

Learning Standards: English Language Arts

Standard 1: Students will read, write, speak, and listen for information and understanding. Intermediate.

Students will:

-compare and synthesize information from different sources.

-use a wide variety of strategies for selecting, organizing, and categorizing information.

-distinguish between relevant and irrelevant information and between fact and opinion.

-relate new information to prior knowledge and experience.

-understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details.

-establish an authoritative stance on the subject and provide references to establish the validity and verifiability of the information presented.

-develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous materials.

-use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts.

Standard 2: Students will read, write, speak, and listen for literary response and expression. Intermediate

Students will:

-use Standard English effectively.

Standard 3: Students will read, write, speak, and listen for critical analysis and evaluation. Intermediate.

Students will:

-analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, book and movie reviews, and editorials.

-evaluate their own and others' work based on a variety of criteria and recognize the varying effectiveness of different approaches.

Standard 4: Students will read, write, listen, and speak for social interaction. Intermediate.

Students will:

-listen attentively to others and build on others' ideas in conversations with peers and adults.

-express ideas and concerns clearly and respectfully in conversations and group discussions.

-use verbal and nonverbal skills to improve communications with others.

-use appropriate language and style for the situation and the audience and take into account the ideas and interests expressed by the person receiving the message.

-read and discuss social communications and electronic communications and electronic communications of other writers and use some of the techniques of those writers in their own writing.

4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

12. Students use spoken, written, and visual language to accomplish their own purpose.

 

Technology Standards

1. Basic operations and concepts.

-Students demonstrate a sound understanding of the nature and operation of technology systems.

-Students are proficient in the use of technology.

2. Social, ethical, and human issues.

-Students practice responsible use of technology systems, information, and software.

3. Technology productivity tools

-Students use technology tools to enhance learning, increase productivity, and promote creativity.

-Students use productivity tools to collaborate in construction technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools

-Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

-Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

Objectives:

 

1. Pupils will write three different types of articles- editorial, sports, and latest news.

2. Pupil will write Latest News articles as fact based articles, excluding all opinion. The article will be at least two paragraphs in length and will not exceed five paragraphs.

3. Pupil will write the Sports article as a mixture of fact and opinion. The article will be at least three paragraphs and not exceed five. The first paragraph will present facts only. The second paragraph will be a mixture of fact and opinion. The remaining paragraph(s) will be either a mix of fact and opinion or soley opinion.

4. Pupil will write editorial article as an opinion based article at least three paragraphs in length, not exceeding five paragraphs. The editorial will be an overview of events that have happened within the school or community within the past two weeks.

5. Pupil will write at least two rough drafts of their article and one final copy. All copies will be typed.

6. Pupils will organize the articles in a newspaper format, presenting first the latest news articles, second the editorial, and third the sports articles.

7. Pupils will post the newspaper on the school website monthly. It will be posted on the first Friday of each month. These students will also be responsible for updating website illustrations.

8. Pupils will work cooperatively in groups of two. Each month the group will rotate to a different responsibility.

 

Materials and Resources:

 

Overhead projector (for computer)

School website that posts a school newspaper

Our school website programmed for our school newspaper

List of pre-determined partners

List of pre-determined topics

Computers (2 classrooms)

Word perfect

Internet access

Adaptive keyboard

Computer paper

 

Procedures:

A. Introduction-

 1. Use an overhead projector to read a school newspaper from a different school.

2. Have the pupils read the different types of articles.

3. Explore the newspaper.

B. Development-

1. Use newspaper for development.

2. Demonstrate that articles are written in different formats.

-Editorial-opinion

-Sports-facts/opinion

-Latest News- facts

3. Explain that the class will be creating a school newspaper.

4. Explain the newspaper will contain the three aspects the example contained: Latest News, Editorial, and Sports. Inform the class that the articles will appear in this order in the paper.

5. Tell the students they will be working in pairs to create the paper. Each pair will be responsible for a different aspect. These responsibilities will be changed monthly.

6. The paper will be posted on the first Friday of every month.

7. Explain the five different responsibilities in creating the paper.

8. Assign partners (pre-arranged)

 

C. Practice-

1. Assign a topic for each of the following: Latest News, Editiorial and Sports (use current events from the school)

2. Allow students ten minutes to come up with "articles".

3. Circulate during the activity

4. Have a few groups share their ideas. Work through them together as a class.

D. Independent Practice-

1. Divide the pairs into three groups.

2. Assign each group a section (Latest News, Editorial, or Sports)

3. Give each pair a pre-determined topic.

4. Pupils will write a rough draft of an article.

E. Accommodations (Differentiated Instruction)-

1. Pre-arranged partners according to ability level.

2. Word perfect: spell check

Grammar check

Word prediction software

3. Adaptive keyboard with sticky keys.

4. Oversized displays

F. Checking for understanding-

1. During guided practice, circulate and read the materials the pupils are writing.

2. Have pupils read their practice articles aloud.

3. During closure, review the criteria for each section by asking different pupils in the class.
 

G. Closure-

1. Assign independent practice.

2. Review the criteria for each section of the newspaper.

3. Explain class tomorrow will be spent preparing these articles for a newspaper- determining which order to place them on the website and how they will link articles to each other.

Evaluation: The pupils will have met the criteria for their determined topic. (The correct number of paragraphs, opinion or fact based, and will remain on the assigned topic.) They will not be graded at this point.

Teacher Reflection:  I plan to spend a week of class teaching the students how to create a school newspaper. I will consider giving the students more time on task if they cannot complete this activity in allotted time frames.

*Observe the partners and team work to make sure everyone in on task and working cooperatively. Intervene when necessary.

* Did students enjoy this activity?

Educational Philosophy (Revised)

Reflective Blog #7

During the era of the 19th Century of the well-educated America manifest itself during those times with advances in medicine which speared population growth in the western world. The addition of the railroad, and other machines for work, home, and entertainment (film was also developed then which gave birth to television) developed in this era we are products of. Mathematics, physics, chemistry, biology, electricity, and metallurgy were the foundation of these advancements which are hard to grasp for a lot of the short attention span persons nowadays. Because the emphasis put on education isn't close to the emphasis of the need for economic stability now. Because times have changed since then and we’re literally in a New Age, we have to develop an educational system that is better, or more up to date with the times.

I recognize the interactions between learners, teachers, education and technology and the rethinking of these interactions as dictated by innovations in educational technology. The field of both education and technology are constantly changing and as such, so is my philosophy of educational technology. However, a fundamental component of my changing philosophy is the belief that educational technology has great potential for shaping the way we learn, think and communicate; without being limited to any particular demographics. Given the prevalence of mainstream, accessible, media based educational technologies; I believe that the purpose of educational technology is to facilitate greater understanding of the world and greater communication between its students, revolutionizing the traditional way we view teaching and learning.

For me, educational technology is best defined as comprising of the media based tools through which we teach and learn. Educational technology must be approached not as a novelty but rather as a tool possessing great potential; potential that must be needs to be realized in order to be effective. Educational technology is much more than a superficial tool; it can have biases, limitations and extensions that must be considered before using it in the classroom. I believe that educational technology should be woven into the “multi literacies” of the classroom rather than being treated as a foreign object and paraded out from time to time. Educational technology reaches its potential in the classroom by being integrated into everyday teaching and learning. The manner in which educational technology is used is greater than the tools themselves, and I thrust that as teachers gain more knowledge about how to use these tools, they will be able to enhance the classroom experience for all learners.

It is imperative for all teachers to learn how to implement educational technology beyond basic mechanics, by learning the pedagogical foundations that should guide its use. Educational technology has the potential to increase accessibility for students with disabilities as well as provide a greater variety of formats by which students can present and learn information. This enhanced accessibility and appeal is not only at the core of my philosophy of educational technology, but also a fundamental component of my teaching philosophy. In working with students with learning disabilities, I have seen firsthand how educational technology has been the great equalizer for these students and their ability to learn as integrated members of the classroom.

In conclusion, educational technology represents a cultural shift in our society and its increasing presence is indicative of a shift in teaching and learning practices. For better or for worse, educational technology is presenting teachers and students alike with unique opportunities to transcend the boundaries of space and time in order to access knowledge and supplement their understandings. Similarly, educational technology affords increased forums in which to communicate and receive feedback as well as present information in multimodal ways that appeal to various senses. Like a supernova, the Internet caused an explosion of a myriad of technological opportunities and in turn, forced the definitions of teaching, learning, technology and education to be redefined within these new parameters. However, unlike a supernova, these technological opportunities did not fade with time, but rather have increased in prevalence and have proven to be flexible and dynamic, making “traditional” teaching methods appear rigid and inflexible in their offerings. My approach is to facilitate a wide variety of computer-based technology for both professional and instructional use in hopes to gain a sense of all that is possible using technology in teaching and concrete ideas about how to infuse technology into teaching.

 

 

 

 

Can You Hear Me Now?

Blog Reflection # 6

After reading the article, Teaching with Technology Podcasting, and creating my own podcast I do believe that online learning does take away the face-to-face interaction that a lot of people need. Some people enjoy virtual learning; I am among the people who do. When taking an online class and actually hearing my instructor’s voice I do feel more connected. The use of podcast can help create a piece of the connection that is missing within online courses. I am a visual and auditory learner, therefore podcasts can help assist me to understand and process what I need to do successfully.

The purpose of my podcast was to share how easy it is to create a podcast using instructional guide methods. I researched podcasting tips and I read how creating a podcast can be very effective in the classroom. The website I used to create the podcast is http://www.buzzsprout.com. I think there are many ways that using a podcast can enhance learning in life and in the classroom. Podcasting can also be created and used to help a struggling student to have a better understanding. Another amazing fact about podcasts is that they can be used over again for years to come, or until other technologies take its place.

The technology I used to create my podcast were simply sound recorder, downloaded on my personal laptop, to capture the video/audio because it was very easy to use. Then, I signed up for BuzzSprout to store and share my podcast.  It was not difficult to create a podcast, but mentally it was overwhelming at first because I knew that my voice would be on the internet. It took quite a few sessions to get the podcast right but in the end I was happy with the outcome. I do plan to use podcast in the future. I feel there are many ways to integrate podcasting in the classroom to teach effective learning. I am looking forward to coming up with fun and creative podcasts for my classroom.

 Here is my first Podcast

http://www.buzzsprout.com/7640

 

 

MaPping Activity

Blog Reflection #5

I found the MAPping activity to be interesting. I will admit, I have always assumed that if the site’s content came from a credible source, such as an educational institution, that the information was reliable.  I analyzed the information on the Pacific Northwest Tree Octopus website. This website appears to be a hoax because it has a gift shop and also fine print at the bottom that states the website is not associated with any educational organization; however, a student might not register these as red flags concerning credibility of information. I learned how understanding the different parts of the URL help determine the type of site and furthermore, its reliability. Then, I used AltaVista to analyze links embedded in the website and external links. This further supported my intuition that this website was a hoax. I utilized www.archive.org to see how the site looked throughout the years. This tool shows the website’s past information and who is behind the website; this helps gain a better understanding of the site’s objectives. Going forward, I will definitely validate websites I am acquiring information from in my own research by utilizing sites like www.easywhois.com  to gather more information about who is behind the sites I am referring to. I will also continue to rely on databases such as EBSCO in teaching my students how to find reliable sources when researching.

If we fail to teach our students the proper way to search the internet they are likely to find inaccurate information and will be lead to believe it is correct. Students may then use this information for important educational purposes and be misled when they learn their background knowledge is inaccurate. Even though some schools may block access to certain sites, many students complete projects, papers, and assignments on their personal computers at home, which can enable students to seek inaccurate information. 

After completing the information literacy quiz, I realized I am not as “savvy” as I thought. This activity gave me a lot of new valuable information to think about when using the internet for information. I will now check the URL for specific extensions and I will check to see if it is a “personal page”. After gaining this knowledge I am not very confident about the information I have used in the past. I know there had to be sites that were not reputable sources. Even though I am sad to admit this, I am glad that I now know a new way of searching the internet, which will better my chances for the future.    

Web 2.0 is a revised web 1.0. It is just like all the other facets of technology...always changing. Web 2.0 is the next step in the web. The new approach to the web that characterizes Web 2.0 is obviously something that our students need to understand, not because I think that they need to inherently be a part of global thinking, but because they are going to have to be competitive in the world which is become dominated by such technology. As long as it exists, we can use it to teach our students about how to manage information and how to be knowledgeable, responsible users and contributors to the world of information around them.

Net Generation (Living in a Virtual World)...

Blog Reflection #4

Several questions are posed in relation to technology not just being an age related phenomenon. Ask yourself and answer the following:

1.)  Are you more comfortable composing documents online than longhand?

I prefer composing online being that I can remarkably type faster than I can even write. However, I still believe that handwriting is a building block to learning. It can improve idea composition and expression, and may aid fine motor-skill development. Some physicians say handwriting could be a good cognitive exercise for baby boomers working to keep their minds sharp as they age. Even in the digital age, people remain enthralled by handwriting for myriad reasons—the intimacy implied by a loved one's script, or what the slant and shape of letters might reveal about personality. Other research highlights the hand's unique relationship with the brain when it comes to composing thoughts and ideas. Handwriting differs from typing because it requires executing sequential strokes to form a letter, whereas keyboarding involves selecting a whole letter by touching a key. But in an interesting twist, new software for touch-screen devices, such as the iPad, is starting to reinvigorate the practice.

2.)  Have you turned your “remembering” (phone numbers, meetings, and so on) over to a technology device

Absolutely, wouldn’t have it any other way, besides the use of purchasing address books and organizers has declined substantially in department stores. I definitely rely on the use of applications downloaded on my mobile to remember, store and note vital information.

 
3.)  Do you go to meetings with your laptop, iPad, or tablet?

Unfortunately no I do not. The use of jotting down information in a notebook still appeals to me. It seems there is something really important about manually handwriting notes. I tend to express more ideas when writing by hand. To me, writing by hand just seems to engage the brain in learning.

4.)  Are you constantly connected? Is the Internet always on whether you are at home or work? Is your cell phone always with you?

Yes, I am constantly connected via mobile due to meetings, deadlines and online activities. My PC is always on and connected even away from home. It may seem as though I am a technophile, however I do not engage in the use of social networking sites, it’s more so convenient for doing things like paying bills while you're getting your hair done.

5.)  How many different activities can you effectively engage in at one time?

Nickname: SuperWoman
I can multi-task my hinny off!!!  I am computer/internet savvy. I am able to work a full time online job in the presence of my own home, participate in two online courses, email and research accordingly via web, and conduct in daily household chores (cooking and cleaning).

6.)  Do you play video or computer games?

If I do it is very seldom, at times with family. Mainly Wii Nintendo or free downloaded games on my PC; Solitary, Sudoku, etc…

 
7.)  What generational category do you fall in or are you a mixture of a few?

I am known as the Net Generation, Millennials, Generation Y or the Digital Natives. I was born around computer devices via in school and home. I am visually literate and tend to focus on the activity, rather than the specific technology, that enables me to do it. I use digital media as a way to communicate, investigate, and live. I find myself coaching authoritarians basic technology skills.
 

The article 'Is it Age or IT: First Steps Toward Understanding the Net Generation' focused on implications primarily for higher education; however, the characteristics for the Net Generation remain true for students in K-12. What and how do we need to change?

 

Teachers are faced with the challenge of adapting their teaching styles to accommodate a new generation of learners. The Net Generation or Millennials, who are now entering colleges and universities, have learning expectations, styles, and needs different from past students. As educators we must adapt in order to teach Net geners effectively. Since they don’t respond to lecture format, it is important to take advantage of their multi-tasking ability by posting course notes with relevant web links so that students can explore relevant resources and become engaged with the content. Also, the use of simulation technologies will help engage learners in a process that provides the interaction they desire with the feedback they need in real-time situations. Through the design of pertinent scenarios, faculty can direct learning in a way that facilitates student understanding of subtle changes that occur in patient care. This may help prepare Net Generation students for the transition to the work force. Blogging is another method that allows students to interact and become engaged in the course. In short, a blog is a web-log which allows students to contribute to and comment on the blog entries. Learners can research their information and provide their reflections on their learning through the blog. Another example is that of an interactive, engaging web environment that allows learners to interact with the instructor, other learners, or with the content.

Encouraging AFL (Assessment For Learning)

Reflective Blog #3

Helen's article about Electronic Portfolios as Digital Stories of Deep Learning focused on the importance of formative learning. In her article, the study of Paul Black and Dylan Wiliam of Kings College, London demonstrated that improving formative assessment raises student achievement. They also included that the most significant learning gains occur when teachers and students work collaboratively to address learning needs. This is true being that students become active learners only when they assume ownership and control of their learning. It is critical that assessment for learning be used with students so that they may understand and have a sense of ownership of their learning to maximize achievement. Therefore, how do I engage myself into this very own concept of learning? Simply put, by encouraging the use of e-Portfolios. Although the disadvantages are that some students might not have the technical know-how and consequently feel overchallenged. Moreover, students might have a lack of motivation, when the teacher does not give enough information about the topic and the task.
 
My goal as an educator is to:
 

• understand how e-Portfolios can be an alternated into the form of assessment
• understand the stages involved in the design of e-Portfolios
• understand that the artifacts, reflections, and evaluations contained in student e-portfolios can be assess students’ skills and accomplishments
• feel competent to implement e-Portfolios.

 
Also keeping in mind, if the priority is to use them to support reflection and encourage deep learning, they should not be used for summative assessment or accreditation. Students must feel comfortable displaying honest reflections and imperfect work if they are to have a true sense of their progress. The e-portfolio should not, therefore, be a mandatory requirement. To encourage students to use them they need to be given a sense of ownership of their learning and development. They also need regular feedback, to be made aware of what is expected from them in terms of contributing to these portfolios, and how their performance will be reviewed.
 
In conclusion, technology must be simple for students and teachers to use while allowing some customization of structure, navigation and appearance to give students a sense of ownership of their portfolio. Training and support are essential to overcoming technical difficulties and explicit guidelines and benefits will help to give e-portfolios a sense of context and relevance within the program of study. If these challenges are addressed and the objectives of introducing the e-portfolios are remembered and used to drive key decisions, the resulting portfolios should prevail and help students to create a useful picture of their learning journey.

Digital Concept Map [2]

My Digital Concept Map

 

 

Reflective Blog #2

 

Looking over the years on how I interpreted information using technology has undeniably changed. I am more patient in careful filtering, and diligently evaluating information when using technology, with a critical and skeptical mindset that separates drivel from useful content. Past development via college experience has given me assurance in advancing through technology.

There are many consequences for the future of our students if we fail to teach them the skills on how to accurately use informational technology in the schools. The key is to develop strategies to make sure that students do not get distracted by some of the more enticing but less substantive features of technology is what it’s all about. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.

 

NOTE: Social bookmarking is a way for internet users to store, classify, share and search Internet bookmarks. On a social bookmarking system or network, users store lists of Internet resources that they find useful. These lists can be accessible to the public by users of a specific network or website. Other users with similar interests can view the links by topic, category, tags, or even randomly. Other than web page bookmarks, services specialized to a specific subject or format - feeds, books, videos, shopping items, map locations, wineries, etc. - can be found.

From en.wikipedia.org/wiki/Social_bookmarking

 

The advantages of organizing information as a social bookmarking tool are highly great. Google, Yahoo, Bing, and Ask are a few of my list of preferred selections. When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Social bookmarking allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress

When using technology, we the teacher must consider that we are no longer the center of attention as the dispenser of information.  But rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student improvement.