ELA Grade 3 Creative and Inventive Notable People Technology Integration Unit

Teachers’ Name(s): Kristen Hughes and Cathy Palkovic
Grade Level(s): Grade 3
Content Area(s): Grade 3 English Language Arts: Unit 2: Creative and Inventive Notable People
Technology Overview / Organizer: Ron Dumais, Kristen Hughes, and Cathy Palkovic
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)
How was your notable person creative or inventive?
What did your notable person do to make an impression on our history?
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 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 Standard
  • W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  • Develop the topic with facts, definitions, and details.
  • Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  • Provide a concluding statement or section.
  • W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W3.5 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 on page 29.)
  • W3.6 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.
  • W3.7 Conduct short research projects that build knowledge about a topic
  • W3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • SL3.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings………

Technology Expectation - What technology skills do you expect students to master?
Students will be able to present their notable person through a presentation on Microsoft OfficeMix™ or web equivalent tools. Students will be able to showcase why their person was creative and/or inventive as a part of our history.
The students will produce a presentation using Microsoft OfficeMix™or web equivalent tools that includes the
: Research information using
  • Animations
  • Slide Transitions
  • Saving images and video files
  • Inserting and manipulating images and videos
  • Screen recording in Microsoft OfficeMix™or web equivalent tools
  • Uploading and Sharing

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: Creative and Inventive Notable People
Performance Task: Using , research and disseminate information, images and videos (optional) of a past Notable Person of choice.
Evidence: Final Project - Microsoft OfficeMix™or web equivalent tools
Criteria: (include rubric and/or checklist criteria?)
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
Students will use Microsoft OfficeMix™to create a presentation to demonstrate their understanding of their notable person in history and his/her impact on our society today.
Students will present their final project Microsoft OfficeMix™or web equivalent tools at the end of this unit.
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 OfficeMix™
Web-based resources & technology tools (possible resources that could be incorporated):
  • (Some sites to include)
  • World Book for Kids
Past student presentations for examples
Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Basic file management
  • Mouse manipulation
  • Review Terms: font, insert, save, highlight, bold, shift, animation
  • Review keyboarding skills

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. The children will work independently on this project but will present to the whole class.

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
  • know how to save to the M drive - individual folder
  • know how to upload their final product as Microsoft Office Mix or web equivalent tools in order to make available for collaboration
  • present their final product in Microsoft OfficeMix™or web equivalent tools to other students and/or parents and/or teachers
  • use student checklist (provided)
Teachers will need to:
  • review use, care, and management of laptops
  • use rubric for assessment (provided)

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 1: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
  • Basic file management
  • Mouse manipulation
  • Review Terms: font, insert, save, highlight, bold, shift, animation
  • Review keyboarding skills

Trimester 2: / Continued review of all above skills as well as:
  • copy and paste techniques
  • introduce and teach how to use Microsoft OfficeMix™or web equivalent tools

Day One: / e.g., Share practice presentations followed by review using rubric and class discussion.
  • Introduce the topic of notable people
  • Introduce the Microsoft OfficeMix™ or web equivalent tools to the class
  • Show student example(s) of a final project of what they will be producing.

Day Two: / e.g., Review and Revise
  • Students will use (reference various web pages from above) to research different notable people to determined who they will research for the project.
  • Teacher will generate a class list/chart of chosen notable people

Day Three: / e.g., Present and Reflect
  • Students will continue to use to research their chosen person and begin to take notes on given topics (ie. Birth Date, Death Date, Childhood, Adult Life, Challenges, Achievements)

Day Four- Six: /
  • Student will continue to take notes on the person for their project using paper and/or online tools respect to teacher given topics.

Day Seven - Twelve: /
  • Students will use Microsoft OfficeMix™ or web equivalent tools to begin their presentation of their notable person.
  • Students will learn the various tools to teach them how Microsoft OfficeMix™ or web equivalent tools works and how they can add information they have researched into their individual projects.

Day Thirteen - Fifteen /
  • Students will use these three days to finalize their final project on their notable person.
  • Students will present their project either to each other, other classrooms, or to parents.

ON HOLD for further discussion
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