Terri+Devlin

Lesson 1 ** Characterization Setting Conflict Vocabulary || Reading/Language Arts ||
 * Problem-Based Learning
 * Daily Lesson GAME Plan **
 * ** Lesson Title/ Skill: ** || ** Grade Level/Subject: ** ||
 * Immigration Unit || 8th Grade  ||
 * KWL

__Illinois Language Arts Learning Standards__ Goal 1: Read with understanding and fluency.
 * **GOALS ** ||
 * ** Learning Standards **

Learning Standard A: Apply word analysis and vocabulary skills to comprehend selections.

Learning Standard C: Comprehend broad range of reading materials.

Goal 2: Read and understand literature representative of various societies, eras, and ideas.

Learning Standard A: Understand how literary elements and techniques are used to convey meaning.

Learning Standard B: Read and interpret a variety of literary works.

Goal 4: Listen and speak effectively in a variety of situations.

Learning Standard B: Speak effectively using language appropriate to the situation and audience.

Goal 5: Use the language arts to acquire, assess, and communicate information.

Learning Standard B: Apply acquired information, concepts, and ideas to communicate in a variety of formats.

__ISTE National Educational Standards for Students__  Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  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.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. || ** Problem: ** Students will learn about immigration. The problem statement is as follows: What was life like for immigrants in the 1800’s? How is life different for immigrants today?
 * Relevancy to students: ** Students will understand what is like to be new to a country. They will compare this to being new to a city or a school. ||
 * **ACTION** ||
 * ** Before Class Preparation: ** Eighth grade students will learn about immigration in language arts and social studies. Students will use a variety of sources to build background information about immigration before beginning the novel unit. Throughout the reading of the novel, // Beyond the Western Sea //, students will respond to text in a variety of ways through the use of technology. Upon completion of the novel, students will be given a choice of four different types of technology projects.

||
 * **Time** || **Instructional Activities** || **Materials and Resources** ||
 * 75 minutes || Students will complete the K and W sections of the KWL chart. After completing those sections they will watch a video about Ellis Island. They will then complete the L section of the chart and write a summary statement at the bottom of the chart.

http://www.history.com/video.do?name=Ellis_Island&bcpid=18011351001&bclid=19170580001&bctid=1473707246 || -Laptop computer hooked up to projector, copy of KWL chart for each student || minutes || Students will use their laptops to visit the Avi website. They will complete the author study worksheet as they learn about the author of the novel. [] / || -Laptop computer -Author study worksheet for each student || ||
 * 30
 * 4 weeks || It will take approximately four weeks for students to read this novel. All of the reading will be done in class. || -Class set of novels “Beyond the Western Sea”
 * || ||  ||


 * ** MONITOR ** ||
 * **Ongoing Assessment** : Daily class discussions will take place to ensure students understand the reading. The teacher will use probing questions and encourage students to collaborate if they encounter difficulty (Cennamo, Ross & Ertmer, 2009). There will be an ongoing story map on the chalkboard listing a description of each character (15 in the novel) and the various settings where the story takes place. ||
 * Accommodations and Extensions:** The two lower-level classes will listen to this book on tape each day in class. It has 74 chapters, which tends to discourage those who read more slowly. The tape does a great job of modeling enunciation and expression for students. The two higher-level classes prefer to read independently. These students like to read at their own pace and many of them will read ahead of the assigned chapters. Some students will read the sequel after they finish book one. ||
 * ** Back-up Plan: ** This is a lengthy unit. Since the reading is being done in class using a class set of novels, there will be extra novels available for check out for students who have been absent and students who wish to read outside of class. ||
 * ** Back-up Plan: ** This is a lengthy unit. Since the reading is being done in class using a class set of novels, there will be extra novels available for check out for students who have been absent and students who wish to read outside of class. ||
 * ** EVALUATION ** ||
 * ** Class Discussions: ** This part of the unit will be performance-based evaluation. Students will be evaluated during the class discussions based on their responses and understanding of the novel. ||

References Canter, L. (Director). (2009). Integrating Technology across the Content Areas [Motion picture]. In Laureate Education, Inc. (Producer), Skills for the future. Los Angeles: Solution Tree.

Cennamo, K., Ross, J., & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach//. Belmont, CA: Wadsworth, Cengage Learning

Lesson 2**
 * Problem-Based Learning
 * Daily Lesson GAME Plan - 2 **
 * ** Lesson Title/ Skill: ** || ** Grade Level/Subject: ** ||
 * Immigration Unit || 8th Grade  ||
 * Online Group Discussion of Nove l || Reading/Language Arts ||

__Illinois Language Arts Learning Standards__ Goal 1: Read with understanding and fluency. Learning Standard C: Comprehend broad range of reading materials.
 * ** GOALS ** ||
 * ** Learning Standards **

Goal 2: Read and understand literature representative of various societies, eras, and ideas. Learning Standard A: Understand how literary elements and techniques are used to convey meaning Learning Standard B: Read and interpret a variety of literary works.

Goal 4: Listen and speak effectively in a variety of situations. Learning Standard B: Speak effectively using language appropriate to the situation and audience.

Goal 5: Use the language arts to acquire, assess, and communicate information. Learning Standard B: Apply acquired information, concepts, and ideas to communicate in a variety of formats. __ISTE National Educational Standards for Students__ 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. ||

** Creative Thinking Component: ** All questions will be higher-level questions. They will include questions such as What would you do if…… || || -Laptop computer for each student || || References Canter, L. (Director). (2009). Integrating Technology across the Content Areas [Motion picture]. In Laureate Education, Inc. (Producer), Skills for the future. Los Angeles: Solution Tree.
 * ** ACTION ** ||
 * ** Online Collaboration : **Once a week throughout the novel unit, students will hold a discussion of the assigned chapters. Students will be put into chat groups prior to the start of the unit. They will be given a list of higher -level questions from the assigned chapters for the week. They will use Gaggle to discuss the questions online with their group.
 * ** Time ** || ** Instructional Activities ** || ** Materials and Resources ** ||
 * 30 minutes || Online discussion using Gaggle
 * ** MONITOR ** ||
 * ** Managing the Activity: **Chat groups will be set up prior to beginning the novel unit. Students will only be allowed to chat with students in their hat group. The teacher will use the computer to pop in and out of different chat rooms throughout the discussion. Students will know ahead of time that all discussion will be printed and read by the teacher. ||
 * Accommodations and Extensions: ** Students who are struggling to respond may be paired up with a partner.
 * Accommodations and Extensions: ** Students who are struggling to respond may be paired up with a partner.
 * ** Back-up Plan: **Students who do not have a computer due to technical problems or technology referrals may work with a partner throughout the discussion. ||
 * ** EVALUATION ** ||
 * ** Class Discussions: **Discussions will be printed and evaluated. Students will be evaluated based on their responses and understanding of the novel. ||

Cennamo, K., Ross, J., & Ertmer, P. (2009). // Technology integration for meaningful classroom use: A standards-based approach //. Belmont, CA: Wadsworth, Cengage Learning

Lesson 3 **
 * Problem-Based Learning


 * Daily Lesson GAME Plan 3**


 * **Lesson Title/ Skill:** || **Grade Level/Subject:** ||
 * Immigration Unit || 8th Grade ||
 * Technology Projects || Reading/Language Arts ||


 * **GOALS** ||
 * **Learning Standards**

__Illinois Language Arts Learning Standards__

Goal 1: Read with understanding and fluency.

Learning Standard A: Apply word analysis and vocabulary skills to comprehend selections.

Learning Standard C: Comprehend broad range of reading materials.

Goal 2: Read and understand literature representative of various societies, eras, and ideas.

Learning Standard A: Understand how literary elements and techniques are used to convey meaning.

Learning Standard B: Read and interpret a variety of literary works.

Goal 4: Listen and speak effectively in a variety of situations.

Learning Standard B: Speak effectively using language appropriate to the situation and audience.

Goal 5: Use the language arts to acquire, assess, and communicate information.

Learning Standard B: Apply acquired information, concepts, and ideas to communicate in a variety of formats.

__ISTE National Educational Standards for Students__ <span style="font-family: 'Comic Sans MS'; font-size: 13pt; font: normal normal normal 7pt/normal 'Times New Roman';"> 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

<span style="font-family: 'Comic Sans MS'; font-size: 13pt; font: normal normal normal 7pt/normal 'Times New Roman';"> 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.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. ||


 * **ACTION** ||
 * **Creative Thinking Component:** Students will be posed with this question: If the novel were made into a movie, what would you include in a movie trailer or a movie poster? What actors and actresses would play the roles of the main characters? Why would others want to see this movie?


 * Technology Project:** Students will have four technology projects to choose from – iMovie movie trailer, Comic Life or Pages movie poster, book review podcast with previews for a sequel, or children’s version of the book created in iPhoto.


 * Project Steps:** After students have chosen their project and completed their proposal they will begin their project. They will have four class periods to complete the project and we will use two class periods to present the projects. ||


 * **TIME** ||  || **MATERIALS AND RESOURCES** ||
 * 60 minutes

180 minutes

120 minutes || Students will work with a partner to decide which project they want to do. They will complete a project proposal and turn it in for approval.

Students will spend at least three class periods working with their partner to create their project.

Students will use two class periods to present their project to the class and to watch everyone else’s presentations. || -Laptop computer for each student

-Projector and speakers ||


 * **MONITOR** ||
 * **Managing the Activity:** The teacher will circulate around the room as students are working on their technology projects. This will help to ensure that students are staying on track and to answer any questions students may have. ||
 * **Accommodations and Extensions:** Student experts may help others who are having difficulty with their projects. Students who finish their project early may help others or do an additional project for extra credit. ||
 * **Back-up Plan:** Students who do not have a computer due to technical problems or technology referrals may work with a partner throughout the project. ||

References Canter, L. (Director). (2009). Integrating Technology across the Content Areas [Motion picture]. In Laureate Education, Inc. (Producer), Skills for the future. Los Angeles: Solution Tree.
 * **EVALUATION** ||
 * **Technology Project:** Students will be given the rubric for their specific type of project before they begin the project. The projects will be graded as they are being presented. ||

Cennamo, K., Ross, J., & Ertmer, P. (2009). //Technology integration for meaningful classroom use: A standards-based approach//. Belmont, CA: Wadsworth, Cengage Learning