Sandra+Otto

=I submitted 2 plans this week because I could not decide which lesson seems more like a PBL. I love the idioms lesson (#2), but I am not sure it fits the PBL criteria. The inquire and explore newspaper lesson (#1) seems to match PBL in more ways. Although I will complete both of them this week with my fifth graders (since I have to keep them busy or they will definitely check out), I will use your feedback to decide which one to submit as my final Application. Thank you!=

Lesson 3 in my GAME plan is below lesson 2. I need to add my reflection of lesson 1, as I did not have the time or technology to implement lessons 2 or 3.
Technology Integration for Meaningful Classroom Use Daily Lesson GAME Plan #1 **GOALS** 1. Creativity and innovation 5. Digital citizenship
 * Lesson Title:** “I’d Like to Know More About”
 * Related Lessons:** Exploratory Writing, writing to shape new thinking, diverse points of view
 * Grade Level:** 5th Grade
 * Unit:** Real-World Writing Purpose: Inquire and Explore
 * Content Standards:**
 * W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * W.5.8. Gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * W.5.9. Draw evidence from informational texts to support analysis, reflection, and research.
 * ISTE NETS-S**
 * 2. Communication and collaboration
 * 3. Research and information fluency
 * 4. Critical thinking, problem solving & decision making
 * 6. Technology operations and concepts

**ACTION** Computers or laptops/net books Graphic organizer on a shared Google document. || **MONITOR**
 * Instructional objective(s):** Students locate newspaper articles that spark their interest and inspire them to dig deeper and learn more behind the story. After choosing a topic of interest, the students predict what they will find, and then complete Internet research to locate factual information.
 * Before-class Preparation**: Collect daily newspapers, or use the USA Today online subscription via computers. Copy graphic organizers. Assign partners. Model the strategy, using a prepared graphic organizer, especially focusing on locating and correctly citing relevant Internet sources. This will serve as an example.
 * During Class**
 * Time || Instructional Activities || Materials & Resources ||
 * 30-45 minutes || The two partners open and name a shared Google document, and then insert the graphic organizer. Students work with a partner to read through/skim the daily newspaper, exploring topics of interest. Taking notes, the students jot down topics that they would like to know more about. Once they have taken notes on possible topics, the partners collaborate and narrow it down to one. They fill in the top portion of their graphic organizer on their Google document, where they identify the topic they will explore. || Copies of the daily newspapers.
 * 15 minutes || On the left-hand side of their graphic organizer, the partners brainstorm what they think they may find when they explore this topic, using the shared Google document. || Graphic organizer on the shared Google document, copy of the article containing their chosen topic ||
 * 30 minutes || The partners use the shared Google document to share all information they locate, using keywords from their topic, and applying effective search strategies. They will cite all sources on the bottom portion of their Google document. || They will use a previously-created Custom Search containing safe research sites. Also, they will need to either keep both windows open (Google Document and the search engine), or assign one students to display the web sites and the other to type information into the graphic organizer. They will choose what works best for them. ||
 * Notes:** This activity can also be done using online newspaper subscriptions
 * Ongoing Assessment(s):** For struggling readers, partner up with a stronger reader for the inquiry portion (reading through the newspaper to choose the topic) or work in a small group with the teacher.

**EVALUATION**
 * Accommodations and Extensions:** Using the ReadWriteGold program (installed on all school computers), struggling readers can highlight relevant information and have it read to them in a computerized voice at a pace they can understand. In addition, students can use netTrekker to locate sources at a level they can understand, helping them master the standards.
 * Back-up Plan:** This activity could be completed as a paper-pencil activity using a copy of the graphic organizer.
 * Lesson Reflections and Notes:**

Technology Integration for Meaningful Classroom Use Daily Lesson GAME Plan #2 **GOALS** 5. Digital citizenship
 * Lesson Title:** Idiom Exploration
 * Related Lessons**: Writing multiple-choice questions to discover correct etymology of idioms
 * Grade Level**: 5th Grade
 * Unit:** Word Origins
 * Content Standards:**
 * L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Recognize and explain the meaning of common idioms, adages, and proverbs.
 * L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
 * W.5.8. Gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
 * W.5.9. Draw evidence from informational texts to support analysis, reflection, and research.
 * ISTE NETS-S**
 * 1. Creativity and innovation
 * 2. Communication and collaboration
 * 3. Research and information fluency
 * 4. Critical thinking, problem solving & decision making
 * 6. Technology operations and concepts
 * Instructional objective(s):** Students will work with partners, using Internet sites, to explore the word origin (etymology) of idioms found in a shared class novel. They will use the word origins and their own creativity to create multiple-choice questions that will be traded with other pairs of students for the purpose of fooling them.
 * Instructional objective(s):** Students will work with partners, using Internet sites, to explore the word origin (etymology) of idioms found in a shared class novel. They will use the word origins and their own creativity to create multiple-choice questions that will be traded with other pairs of students for the purpose of fooling them.

**ACTION**
 * Before-class Preparation:** Students finished a class reading of The Phantom Tollbooth by Norton Juster. They have generated a wealth of idioms, as this book is full of them and uses the idioms in creative ways. Before the students start exploring the etymology of their chosen idioms, a sample multiple-choice question is shared. Students guess the correct theory for the origin of the phrase //kick the bucket.// The class will review the idioms found in our story, and get an introduction to the following word origin websites:
 * []
 * []
 * []

Idioms Copy of The Phantom tollbooth || Shared Google document || Shared Google documents || **MONITOR**
 * During Class**
 * Time || Instructional Activities || Materials & Resources ||
 * 10 minutes || Students work in partners to pore over the list of idioms from our class novel, and choose two of them to explore. || List of idioms from our story, and copies of The Phantom Tollbooth for reference. ||
 * 15-20 minutes || The students open and name a shared Google document. Partners explore their chosen idioms, using the Web sites listed above, and take notes on the information they find about their etymology. They will collect the information on their Google document and identify their source. || Computers or laptops/net books
 * 30 minutes || Partners use the information from their Internet exploration to create a multiple choice question for each of their idioms. One answer must be correct, and the other three must be plausible. Students use their creativity to write these other origins. These will be shared with the teacher via Google docs. || Computer
 * 20 minutes || The teacher randomly shares a set of multiple choice questions with pairs of students (making sure the students who wrote them do not get their own). Then, the partners work together to guess which one is the correct word origin. Once all have guessed, the creators share the correct origin, and identify their source. || Computers
 * Notes:** The students could complete their multiple choice questions on paper.
 * Ongoing Assessment(s):** Pair students of similar abilities, working closely with students who need extra support. Possibly work with struggling readers as a small group, helping them identify the meanings behind the idioms. This may be more difficult for ELLs, but also more important as they will encounter numerous idioms in their reading and in conversations.
 * Accommodations and Extensions:** Creating visuals of the implied meaning and the actual meaning behind the idioms may help ELLs understand them. In addition, the teacher can select basic idioms for struggling readers and guide them through the process, providing a scaffold and additional modeling.
 * Back-up Plan:** The activity could be done using paper/pencil. In addition, if computers are not available, the students could explore print copies of the Scholastic Dictionary of Idioms or American Heritage Dictionary of Idioms, among others.

**EVALUATION** Sandra, I am not an expert on PBL's so this is just my opinion. I think that the first lesson with the newspaper articles may fit into what Walden is expecting from us in this lesson. However, the second lesson on idioms looks super fun! I think you could get away with using that lesson as well. Have you thought about which lesson can be extended to add a social networking lesson and a digital storytelling lesson? -Chelsea
 * Lesson Reflections and Notes:**

Sandra,

I agree with Chelsea. I think the first lesson is more PBL. I like how you will accomodate students using text-to-speech software. I feel like that can be an extremely valuable tool for students, especially for those struggling. I also think it's a good idea to have the students read the newspapers to get their stories. They can use real current events and learn more about what is happening in their neighboring community or the world. Both look like great lessons overall. Good luck with the remaining couple weeks in the course.

Tiffini

Technology Integration for Meaningful Classroom Use

Daily Lesson GAME Plan #2


 * Lesson Title:** “What Did You Find Out?”


 * Related Lessons:** I’d Like to Know More About


 * Grade Level:** 5th Grade


 * Unit:** Real-World Writing Purpose: Inquire and Explore

**GOALS**


 * Content Standards:**


 * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly.
 * Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
 * RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
 * RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.


 * ISTE NETS-S**

1. Creativity and innovation


 * 2. Communication and collaboration
 * 3. Research and information fluency
 * 4. Critical thinking, problem solving & decision making
 * 5. Digital citizenship
 * 6. Technology operations and concepts


 * Instructional objective(s):** After pairs of students scanned the newspapers for topics of interest and conducted research to learn more about that topic, they added information to a graphic organizer housed on a shared Google document. The next step is to summarize, consolidate, and share what they discovered with their classmates by creating and maintaining a page on a class wiki titled “What Did You Find Out?”

**ACTION**


 * Before-class Preparation**: Create the class wiki, and invite all of the students to join our group. All of the students need to have accepted the invitation prior to class time.


 * During Class**

Previously-created graphic organizer, saved on the shared Google document. || Original article Wiki page || Access to the shared wiki || Access to the shared wiki ||
 * Time || Instructional Activities || Materials & Resources ||
 * Day 1: 30 minutes || The partners review the information from their previously-created graphic organizer. They look for similar information and work together to clarify any inconsistent information they found. Information that will be used on their wiki page is highlighted on the graphic organizer. || Computers or laptops
 * Day 2: 30-45 minutes || The partners integrate the information they highlighted to create a summary of their topic investigation, including mention of the original article and citing any Internet sources. This summary is added to their wiki page. || Highlighted graphic organizer
 * Day 3: 30 minutes || Partners take time to read the summaries of their classmates’ topics of interests, noting connections to their article and findings, and adding possible questions or comments. These are then added to the other wiki pages. || Computers or laptops
 * Day 4: 20 minutes || Partners return to their original wiki page to read the comments of others. They may decide to add additional comments or answer any questions posted on their page. || Computers or laptops


 * Notes:** This activity can also be done using a shared paper that is passed around to generate handwritten comments. It could also work as blog posts, but I chose the wiki since we are using it for this course. I am more familiar with blogs, but I like the layout of the wiki pages.

**MONITOR**


 * Ongoing Assessment(s):** Monitor the engagement of struggling readers, in addition to keeping all partnerships on task. Since they have worked together over the course of a few days, sometimes personalities can clash.


 * Accommodations and Extensions:** Struggling students can use the ReadWriteGold program to assist them as they write. If they enable the feature that speaks as they type, it will assist with spelling and grammatical issues. In addition, by highlighting the information they originally located through research, they can have the ReadWriteGold repeat the information back to them. Even students who do not struggle as much with reading, or ELL students who may need help with word choice, this program (installed on all of our school’s computers) can help them as they write. When the partners are reading their classmates’ wikis, they can highlight the text and have it read to them. They would all need headphones in order to use this feature.


 * Back-up Plan:** Students could present their information in another format, by sharing on the document camera, creating a poster, or giving a speech.

**EVALUATION**


 * Lesson Reflections and Notes:**


 * Sandra,**
 * I like the idea of using ReadWriteGold. I had never heard of this program and did a little research. What a wonderful application to assist struggling students. Scholastic has some wonderful printables for idioms. Sometime ago they published a book that was illustrated by a group of students. You could have your students create artwork for their idiom and see if anyone can guess what it means. I would love to use your lesson.**

Technology Integration for Meaningful Classroom Use Daily Lesson GAME Plan #3 **GOALS ** ü 1. Creativity and innovation ü 2. Communication and collaboration ü 3. Research and information fluency ü 4. Critical thinking, problem solving & decision making ü 5. Digital citizenship ü 6. Technology operations and concepts **ACTION ** access to shared wiki paper/pencil for notes || Storyboard or other graphic organizer Laptop/ netbook or pencil and paper ||
 * Lesson Title: ** “How We Did That”
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Related Lessons: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> I’d Like to Know More About, What Did You Find Out?
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Grade Level: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> 5th Grade
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Unit: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Real-World Writing Purpose: Inquire and Explore
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Literacy objective: **
 * <span style="font-family: "Times New Roman","serif";">Visually represent information using graphical images
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Content Standards: **
 * __<span style="color: #3b3b3a; font-family: "Helvetica","sans-serif"; font-size: 13.33px;">Presentation of Knowledge and Ideas __**
 * <span style="color: #8a2003; font-family: "Helvetica","sans-serif"; font-size: 13.33px;">SL.5.4. <span style="color: #3b3b3a; font-family: "Helvetica","sans-serif"; font-size: 13.33px;"> Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * <span style="color: #3b3b3a; font-family: "Helvetica","sans-serif"; font-size: 13.33px;"> Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * <span style="color: #3b3b3a; font-family: "Helvetica","sans-serif"; font-size: 13.33px;"> Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">ISTE NETS-S **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Instructional objective(s): **<span style="font-family: "Times New Roman","serif"; font-size: 16px;"> Once partners have researched information about their topic of interest and have shared that information on the class wiki, it is time to create a digital story explaining the process. Since this inquire and explore lesson is one I would like to replicate with future groups of students, partners will team up in groups of four to create digital stories explaining the process from beginning to end. The final stories will be shown to new groups of students before they begin their search for a topic of interest from the newspaper.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Before-class Preparation **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">: Check out the flip camera cart and check out the school’s 2 digital cameras, sign up for the computer lab or netbook cart, determine groups of four and plan out the approximate length of time needed for completion. If possible, create a simple digital story to show the students, or find one on the Internet.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">During Class **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Time  ||  <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Instructional Activities   ||  <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Materials & Resources   ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 1: 30 minutes || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Partners are matched with another set of partners. They review their respective topics and then peruse the information they each gathered. Newly formed foursomes will take notes as they recall the steps in the process, making special mention of challenges or “ahas.” || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Computers,
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 2: 30-45 minutes || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Partners look back over their notes from day 1 and decide on the sequence for their digital story by roughing it out on a storyboard or other graphic organizer. They will decide who will take the videos, which steps to recreate in photographs, and who will read the narration. Then, the group works together to write and edit the narrative. || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Notes from day 1
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 3: 45 minutes || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Groups read and rehearse their narratives, recreate and take photographs, and videotape the narrative segments || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Flip cameras and digital cameras ||
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Day 4: 60-75 minutes || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Using either Voicethread or iMovie, groups create their digital stories. They need to edit and then add transitions and sound/music if time allows (making sure the content is there before the extras are added). || <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Computer lab or netbook cart, technology teacher assistance ||

**<span style="font-family: "Times New Roman","serif"; font-size: 16px;">MONITOR **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Notes: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">My last day includes assistance from our school’s technology teacher. The creation of the actual digital story, especially the inclusion of transitions and music**,** is one of the reasons my school maintains this technology position.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Ongoing Assessment(s): **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">I am still assessing collaboration. However, the creation of digital stories allows me to assess writing, editing, oral reading, oral presentation (speaking), and media literacy skills.

**<span style="font-family: "Times New Roman","serif"; font-size: 16px;">EVALUATION **
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Accommodations and Extensions: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">Obviously, I would assist struggling readers and writers through creative pairings, extra tutorials, or personal assistance. With groups of four, other students in the group often have effective ways to explain the technology procedures to the members with questions. Repeatedly practicing reading the narratives, as well as listening to their own voices helps students see and hear their mistakes and work to correct them. Natural extensions would be the creativity involved in adding transitions, music, green screens, and other effects. However, the focus is on communicating the steps in this newspaper exploration process, as well as speaking and presentation skills.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Back-up Plan: **<span style="font-family: "Times New Roman","serif"; font-size: 16px;">I need to revisit this plan as new technologies arise, and prepare myself for the possibility that one of the tools I planned to use would not be as effective as another.
 * <span style="font-family: "Times New Roman","serif"; font-size: 16px;">Lesson Reflections and Notes: **