ELA Grade 1Around the World with a Glass Slipper

Technology Integration Unit

Teachers’ Name(s): Anne Coogan
Grade Level(s): 1
Content Area(s): English Language Arts, Unit # 4Around the World with a Glass Slipper
Technology Overview / Organizer:
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
Essential Question:
What can versions of the same story teach us about different cultures?
Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technologyconcepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:

Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning

Ways of working. Communication and collaboration

Tools for working. Information and communications technology (ICT) and information literacy

Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories

Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.

ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Common Core English Language Arts Standards

W.1. 2 Write informative/explanatory texts

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from
peers, and add details to strengthen writing as needed

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books
on a given topic and use them to write a sequence of instructions).
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Technology Expectation - What technology skills do you expect students to master?
Students will produce a presentation (ie: poster) demonstrating their understanding of the elements of a fairy tale.
Students will be able to (LEARNING TARGETS)….
  • Typing
  • Make a table
  • Insert picture
  • Highlight words
  • Changing font,
  • B, I, U

Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title:Fairy Tales, students will
  • practice open and close documents
  • find documents in M drive
  • use Web 2.0 tools to present the final product

Evidence: Final project
Criteria: Checklist
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
Students will use Microsoft Word to create a poster to demonstrate their understanding of elements of fairy tales. Students will print and present their posters.
Resources/Materials– What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research,print resources, etc.)?
  • Hardware: Laptops
  • Software:Microsoft Word
  • Web-based resources & technology tools (possible resources that could be incorporated)

Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Basic file management
  • Mouse manipulation
  • Terms: font, insert, save, highlight, bold, table, shift

Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students will be able to work in the classroom utilizing the lap top carts.

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
  • Properly access and use laptops including care and management
  • Save their work to their m drive
  • Open saved work from their m drive
  • Print

Outline and Timeline for Instruction and Activities – List the learning activities youwill use and provide a timeline that indicates what students must complete and by when.
Scheduling (Describe the approximate length of the project):
Trimester One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Log-in, key board skills, mouse manipulation, log- out

Trimester Two: / e.g., Online resource activity and begin developing product.
  • Opening Word, type a sentence, shift for capital letter, save in M drive
  • Retrieve document from M drive, edit sentence, change font

Trimester
Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Retrieve document from M drive, edit sentence, bold, italics, highlight,

Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Show students a final product for fairy tales. Demonstrate how to insert a table in word. Students open word and insert a 2x2 table.

Day Two: / e.g., Online resource activity and begin developing product.
  • Students retrieve document add text and/or insert pictures to match their fairy tale elements. Save document

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Students retrieve documents, add text and/or pictures to each part of the table. Print poster

Day Four: / e.g., Present and Reflect
  • Student will present hard copy of posters.

HOLD
Instructional Strategies – Select and describe how you will use any of the strategies listed below.
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation
Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend theirlearning.
3. Grouping will be designed to meet students’ interests, abilities, and learningstyles.
4. Student choice on project
Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
Students Will Self & Peer Assess Their Presentations.After the rubric assessments,students will write a reflection on the process of creating and sharing their interactivemultimedia presentation.

6/2/2016Middletown Public Schools1