Overview

Master Technology Teacher

Outside the Box

Facilities and Tools

Examples

Links

THE CHILDREN'S E-STORY
Grade 10

Rationale

It is important for students to write for "real world" audiences (those other than the teacher) because they see more purpose for writing, and consequently, their personal investment in the writing project increases. Students are much more likely to revise and edit a piece if they believe that someone is going to read it for authentic purposes and not simply for the grade. The writing of children's stories gives the teen writer a specific purpose, audience and genre. The electronic story, however, enables the student author the opportunity to use technology for communication purposes. By writing the story in the form of PowerPoint presentation, students will learn the entire gamut of PowerPoint options and possibilities. Illustrations will be required, so that could involve clip art, photographs or even scanned drawings or paintings. All PowerPoint stories could easily be compiled on a class website of "Collected Children's Stories." This project will make use of student creativity, imagination and thinking skills. It will also require understanding and ability to use PowerPoint, scanners, and/or digital cameras. In addition, the story will call for appropriate use of story elements, grammar and syntax, and process writing skills. Each of these skills and concepts is relevant to the student in that they are required of most jobs and professions.

Unit Objectives

Students will be able to:

  • write creatively in the form of a children's story
  • read and analyze a variety of children's stories
  • design a PowerPoint presentation
  • use technology tools such as the Internet, scanners and digital cameras for the purpose of illustrating and supporting the story
  • read aloud and/or present their story to an elementary classroom
  • reflect on their use of technology and their own writing process
  • engage in process writing (prewriting, revising, editing, etc.), including appropriate use of grammar and convention
  • work collaboratively with others to produce a product (the E-story)
  • solve potential problems like technology mishaps and missing story pieces (e.g. not enough conflict in the plot or weak character development)

Goals and Curriculum Standards Addressed

(Alabama Course of Study, NCTE, NETS, ISTE, Holmes Partnership, et.al.)From the Alabama Course of Study, English Language Arts, grade 10:

  • Apply appropriate strategies to interpret various types of reading materials (textual, functional and recreational).
  • Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instruction levels.
  • Read for a variety of purposes (e.g. "pleasure").
  • Recognize characterization as a means of expressing various ideas and ways of interacting.
  • Determine how authors use imagery, symbolism, dialogue, and plot to express meaning.
  • Recognize elements of plot in print form as well as in movies and plays.
  • Read and view nonprint and print media critically and selectively (e.g viewing Internet sites for potential graphics)
  • Write in response to literature.
  • Demonstrate listening skills.
  • Interact effectively in group situations.
  • Apply personal study skills.
  • Apply the principles of standard English by adjusting vocabulary and style to suit the occasion.
  • Produce thoughtful compositions through improved use of phases in the writing process.
  • Demonstrate knowledge of language terminology and application of the concepts.
  • Conduct individual research using all aspects of the research process.
  • Use available technology related to English language arts.
  • Write in a variety of modes for many purposes and audiences.
  • Speak successfully in a variety of situations.
  • Use audiovisual aids in presentations.

From the ISTE National Education Technology Standards (NETS) and Performance Indicators For Teachers

I. TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

A. demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students).

B. demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.

II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

A. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.

B. apply current research on teaching and learning with technology when planning learning environments and experiences.

C. identify and locate technology resources and evaluate them for accuracy and suitability.

D. plan for the management of technology resources within the context of learning activities.

E. plan strategies to manage student learning in a technology-enhanced environment.

III. TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning.

Teachers:

A. facilitate technology-enhanced experiences that address content standards and student technology standards.

B. use technology to support learner-centered strategies that address the diverse needs of students.

C. apply technology to develop students' higher order skills and creativity.

D. manage student learning activities in a technology-enhanced environment.

IV. ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

A. apply technology in assessing student learning of subject matter using a variety of assessment techniques.

B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

C. apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning,communication,and productivity.

V. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice.

Teachers:

A. use technology resources to engage in ongoing professional development and lifelong learning.

B. continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.

C. apply technology to increase productivity.

D. use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social,ethical,legal,and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:

A. model and teach legal and ethical practice related to technology use.

B. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

D. promote safe and healthy use of technology resources.

E. facilitate equitable access to technology resources for all students.

What ESSENTIAL UNDERSTANDINGS will the students have as a result of this unit?

  • Their own writing process: Students will have a better understanding of how they write, from the beginning stages to the end.
  • The purpose of PowerPoint: Students will understand how and why a PowerPoint presentation is an effective tool of technology and communication.
  • The expectations of a children's story: Students will understand the importance of knowing an audience and what a "readership" expects from the written work.
  • The connection between art and literature: Students will understand the significance between a story and its illustrations.

What DECLARATIVE KNOWLEDGE (facts, concepts, generalizations) will students be acquiring during this unit?

  • Story elements (plot, setting, theme, characters, etc.)
  • Grammar usage and conventions (tense, punctuation, etc.)
  • Definitions of purpose, audience, genre, idea development, organization, sentence structure, and vocabulary as criteria for story assessment.

Technology Specific:

  • The definitions, parts and pieces of the PowerPoint program. (e.g. slides, inserting, colors and textures, etc.)
  • The uses of scanners and digital cameras.

What PROCEDURAL KNOWLEDGE (skills, processes) will students be acquiring during this unit?

  • The writing process (prewriting, drafting, revising, publishing)
  • The reading process (analyzing and interpreting children's stories)
  • Reflecting and Problem Solving
  • Presenting projects/stories

Technology Specific

  • Surfing the web for potential graphics
  • Creating and Designing a PowerPoint
  • Using a scanner and/or a digital cameraTechnology Planning in order to implement this activity in the classroom (hardware/software/connectivity/lab usage, etc.)

In order to plan effectively for this unit, the teacher must:

  • Ensure that all students have access to the PowerPoint software, either in a lab at school or at home. Appropriate lab reservations must be made for student use.
  • Prepare lessons and instruction for use of PowerPoint, downloading graphics from the Internet, the use of a scanner and the use of a digital camera.
  • Make available to the student for check-out purposes and/or appropriate use: the camera and the scanner.
  • Prepare instruction for appropriate copyright laws and plagiarism infractions.
  • Arrange for appropriate equipment for story presentations in the elementary classroom (projector, computer or notebook, screen, etc.)

Activities

To introduce the unit:

The teacher will read a "traditional" children's story aloud to the class. Some discussion about general purpose, audience and form of the piece will follow. Next, the teacher will read an E-Story that she has created in advance, using the projector and screen to demonstrate the use of PowerPoint. Discussion will follow, as will brainstorming about potential story ideas.

To help students understand the declarative knowledge (facts, concepts, generalizations):

1. Lecture and modeling by the teacher.

2. Reading of various hand-outs and instructions.

3. Reading of various children's stories.To help students understand the procedural knowledge (skills, processes):

1. Design of the E-Story (Writing Process, PowerPoint, camera, scanner, etc.)

2. Reading Process (Reading of stories)

3. Peer Conferences and Group Talk

4. Reflective Letter Writing and Self Evaluation

5. Navigating the Internet

To involve students in applying what they are learning to real-world contexts (application of concepts and skills):

The final outcome of the project itself is a "real-world" context. Students will present their stories to elementary children. They may also post it on a class website of collected stories.

Assessment Strategies

(Describe assessment strategies selected for this unit--their alignments with desired learning outcomes and when/how they will be used.)

1. In-Class Questioning and Answering: Ongoing/Used during all stages of the E-story. Students will be reading children's stories and will be questioned about their elements.

2. PowerPoint E-Story: End of Project/Specific rubric will be designed by students and teachers and will include the following criteria: purpose/audience awareness, idea development (details, pictures, etc.), organization (PowerPoint pieces fit correctly), sentence structure, vocabulary or wording, correct use of mechanics and conventions, and appropriate and effective use of other technology sources (Internet, scanners, digital cameras, etc.).

3. Reflective Letter and Self Evaluation: End of Project/Students will write a letter that describes their process of writing the story, designing the PowerPoint and then presenting the final product. The reflective letter will be assessed according the same criteria above, minus the technology use. Questions will be offered for them to consider such as:

  • What did you learn from this project?
  • What did you learn about writing? About how you write?
  • How did you begin?
  • How did you choose your story idea?
  • How did you decide on your illustrations?
  • What was frustrating about the project?
  • What was the most fun?
  • What did you learn about story writing? About children's stories?
  • Who helped you the most and how and why?
  • Which stories that you read first helped with your writing? Why and How?

Accommodations for Students with Special Needs

(Instruction and Assessment)

Students with IEPs or with other needs may be given extra time for additional assistance. Also, heterogeneous grouping will allow for collaboration and support. The same rubric will be used for the E-Story, but the evaluation of the reflective letter may require less development according to the writing fluency of the student. An oral reflection may be substituted or added to the assessment for the student who has extreme deficits in writing. Resources

  • (Textbook, Supplementary Materials, Media, Speakers, etc.)
  • Computer Lab with PowerPoint Software and Internet Connection
  • Digital Camera
  • Scanner
  • Projector/Screen
  • Zip diskettes preferred
  • Collection of Children's Books
  • Grammar and/or Writing Text for resource purposes and/or mini-lessons