KeyStone Assignment

Subject: ELA or Literacy across the curriculum.

Grade Level: 3^rd

Date: December 3^rd, 2017

Lesson Title: Using Book Creator to Create a Story

Lesson Overview:

In this lesson students will pick a topic to write about they reflects something in their school. The information they gather from walking around the school and previous knowledge would help them to create this book. This lesson would be taught in an ICT classroom for 3^rd grade. All students would have writing support from a writing teacher (Mrs. N) and with both classroom teachers (Mrs. Wise & Mrs. Postinelli) in the room. I would push into this lesson as well.

Purpose of the lesson:

Students will be able to explore and create a digital book creator on a topic of their choice.

Common Core Standards addressed:

CCSS.ELA-LITERACY.W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

CCSS.ELA-LITERACY.W.3.1.B

Provide reasons that support the opinion.

CCSS.ELA-LITERACY.W.3.1.C

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

CCSS.ELA-LITERACY.W.3.1.D

Provide a concluding statement or section.

CCSS.ELA-LITERACY.W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

CCSS.ELA-LITERACY.W.3.2.A

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.3.2.B

Develop the topic with facts, definitions, and details.

CCSS.ELA-LITERACY.W.3.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)

CCSS.ELA-LITERACY.W.3.6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

CCSS.ELA-LITERACY.W.3.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.3.1.A

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-LITERACY.L.3.2.E

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

ISTE Standards:

1.     Creative Communicator- Students will create original work or responsibility in constructing knowledge while creative thinking when writing their book.

-       Students will various tools and knowledge around the school to state in their books.

2.     Creative communicator- Students publish or present content that customizes the message and medium for their intended audiences.

-       Students will use Google Docs on their chrome books and book creator to work independently and collaboratively.

3.     Digital Citizen- Students engage in positive, safe and ethical behavior when using technology including social interactions online or when use networked devices.

4.     Knowledge Constructor- Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursing answers and solutions.

-       Students will research and manage the information gathered to create a digital book on book creator.

Objectives:

1.     Students will choose a topic and answer by writing 3 supporting detail an intro and closing.  With 100% accuracy.

2.     Given the rubric, students will revise their worn with 100% accuracy.

3.     With the information they have wrote students will complete a digital book on book builder with 100% accuracy.

Materials:

-Internet Access

-Chrome Books

-Password & Username to use chrome books

-Google Docs

- Book Creator

- Worksheet to collect data

-Smart board

Anticipatory Set:

Mrs. Wise and Mrs. Postinelli would present an example of book creator to the entire class on the smart board. They will show how to write a book, go through text features and how to edit the work once they are completely done. After both teachers will tell the students they will create a book just like this on the topic they choose.

Procedure:

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1.     Students have to take a walk tour around the school and think of a topic that they can write about. In reference to whatever they pick they have to write why they chose this topic, how does this topic make our school better for the moment and the future.  In addition how can we improve on it and make it better

.

2.     After writing a draft with plenty of revisions. Students will use Book creator to write and publish their story.  This will also get chosen to read in front of classes to see how the schools together can make a difference.

3.     Prior to using book creator both teachers will present to the class on the smart board how to use the program.

4.     Writing teacher Mr. N would go over the rubric and remind students of writing prompts and grammar to look out for.

5.     Once students are completely done they must meet with their buddy for final revisions. After final revisions students are able to add illustrations to their book as needed.

6.     Once illustrations are added and the book has had its final revision, a teacher would revise if necessary, make sure it is saved to google docs and print.

Closure:

After each student has created their book, they will be printed and publish on the bulletin board. In addition the teacher will play each students book for the class when it’s their turn to present. 

Differentiated Instruction:

Students will be paired up based on level of writing. For an interactive and productive lesson a lower student will be paired with a higher students for proper assistance and guidance. Each student has to create the requirements for the book. The amount of pages is not specific as long as the topic has an intro page, three supporting detail pages and a closing page. Any other pages are up to the student.  

Check for Understanding:

Throughout the lesson all teachers will be checking in with each students and monitoring their writing and what is being done. Teachers will redirect if necessary and correct any information.

Independent Work:

The students will need to complete a book on their own on book builder.

Evaluation Plan:

 Students will have a rubric to refer to, the way to manipulate Book creator and their writing, grammar, spelling in addition if the question is being answered. Students will also have a rubric on presenting in order to be able to publish.

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Interview With ELA teacher- Mrs. N

I sat with Mrs. N before the lesson while I was in the planning phase. She gave me great advise and some pointers. At first I had a very board and hard assignment. She was able to let me know that was not going to work and to do things in chunks. As well that lessons take longer than expected. My worry was doing a lesson for special need and ELL students, she said I was in the right track and there was nothing to worry about. I was glad that she was reassuring and told me using new literacies like the smart board, book creator and the chrome books were going to keep the students engaged.  After the lesson she couldn’t stop saying how great of a lesson this was and couldn’t wait to do it again with her other students in a different class. I was able to be guided and learn from all three teachers during this process.

_________________________________________________________________________________

 Erika Garcia

EDLA 615                                                                                          

Implementation Report                                                                                          

1. The outcomes of the implementation: student learning outcomes and technical procedure outcomes.

All students were able to complete a book on book creator. Few students had some technical difficulties logging in and getting started. However with some assistance it went well. A few ELL students and Special Education students had difficulty stay focus and writing proper sentences and grammar. Assistance from their partner and teacher was given. All students were able to fill out the rubric.

2. The adjustments you had made to accommodate students with special needs.

There were adjustments made as to partnership. Higher-level students in writing were partnered up with ELL students who have a difficult time with sentence structure and grammar. Special need students were partnered in a small group of three with a teacher over seeing and assisting. This was to help sign on, make sure are on tasks and for instructional and grammar.

3. The adjustments you had made for the effectiveness of classroom management.

This is an ICT class with two teachers, so the classes is managed very well. They are used to being in groups and in partnerships. They work well independently and are good at helping each other out. One teacher needed to be with the special needs group during the entire lesson to over see and continue to keep them on task.

4. The questions asked by the students.

Most students ask questions on how to draw pictures and how to put features in the book like another student. None of the questions were related to having difficulty in completing the book or their writing. The walk around the school to gather ideas cleared every students question in the beginning when they ask “ What to write about?”

5. The problems students had encountered during the implementation process.

There were really no problems at all during the lesson. Technology for the most part went fine, a few chrome books died but we had enough extra for students to continue working. On the chrome books everything automatically saves so that wasn’t an issue either.

6. The decision(s) you had to make on the spot to make the implementation easier and smooth.

I think the hardest decision was putting students into groups. The teacher wanted me to have full control of that being that I knew the students and she would help a little. My main issue was partnering up a student with my ELL students. I did not want it to become a partnership where they are spoon feeding and giving the other student the answers or doing the work for them. Once I made some adjustments and ran it by the teacher, it worked out well.

7. The feedback from the students.

The overall feedback from students was extremely positive. They all loved the assignment, none of them complained about their hands hurting for writing for once. They really expressed that they loved creating pictures along with writing their own book and of course that they were able to publish it.

8. The timeframe (was there enough time as you planned for).

This lesson took much longer than expected. Just to pick a topic, write about it and draft it took almost 3 days. After it was perfect and set to type on book builder that took about 2 days. The teacher stated that a writing lesson like this takes about a week so it was not a worry. It helped that it took that long because I did not expect it and nothing was rushed.

9. What you learned from the implementation including proposed changes for future lessons?

I learned on how to partner students up together and to break out the lesson in advance. I was lucky enough that the lesson went longer but it worked out very well. I did plan to work with the ELL student more than expected but that was not the case. Partnering really made a difference during this lesson.

________________________________________________________________________________

Erika Garcia

EDLA 615

New Literacies           

As we are in the 2st century many can agree that advance technology has taken over the world. To the point that people can communicate like they never had in the past.  This is called Information and Communication Technologies (ICT’s).  As continue to move forward printed literacies have also emerged with the advanced technology. Where reading printed books and new papers is no longer. This is called new literacies, where print is now digital. Everyone around the world uses this form of technology, amongst many educators as well. Learning has evolved in many advanced ways and society is now an era of ICT’s.

There are many ways to prepare students in this era, life skills is not the only things students have to worry about. They must learn how to prepare for college and the real world using several ICT’s. For starters students in elementary schools are using programs such as, UDL book builder, book creator, Edmodo, Raz-Kids, buncee, PowerPoint, and Microsoft word. All of these programs are effective for the classroom and prepare students for a more advance savvy world. In addition in college sitting the classroom is not the only option, we now have school online, through Skype and in person, but one must do assignment on programs like Blackboard. Just about all of these programs are worldwide where students can communicate with each other even in China.

In order for students in today’s society to become successful they must learn new literacies and everything about technology. It is important for students to know how to read different text, comprehend the text and write in various ways. Not only reading and writing but learning how to search the web and play games that are instructional. Keeping students engaged through learning makes a difference in their life and who they become. A opportunity we should always give to students so they can become more in life.