Alicia+Anderson's+Page

Daily Lesson GAME Plan
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace, and for personal fulfillment. Among these texts are fiction and non-fiction, classic and contemporary works. (Cennamo, Ross, & Ertmer, 2009) || 0201.3.3: Brainstorm ideas with teachers and peers, use graphic organizers independently and/or in group, and use a variety of resources to gather information 0201.3.7: Arrange events in a logical and sequential order when writing 0201.4.1: Narrow a research question so that the research process is manageable 0201.4.5: Recognize and identify a variety of print and electronic resources available for information 0201.5.5: Apply sequential reasoning to a variety of written and oral contexts. 0201.7.4: Begin to utilize technology to create publications and presentations 0201.8.5: Begin to create and utilize graphic organizers ||
 * **Lesson Title/ Skill:** || **Grade Level/Subject:** ||
 * Creating a time line || 2nd grade ||
 * Main Idea and Details || Reading/Language Arts ||
 * **GOALS** ||
 * **Content Standards:**
 * 1) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.
 * 2) Students use spoken, written, and visual language to accomplish their own purposes.
 * **Tennessee State Performance Indicators:**
 * **Instructional Objective:** Students create a time line to illustrate their comprehension of the main characteristics of an inventor of their choice. The time line will include the inventor’s name, date of birth, invention, and how it contributes to the American society. ||
 * **Problem:** Students will be given a list of inventions and inventors. The students will choose an inventor to research. The students must create a time line about the inventor and state main events of the inventor’s life and how the American society benefitted from their invention. The problem statement is as follows: What would the American society be like without _? (insert name of invention)


 * Relevancy to students:** Students will understand how an individual can contribute to society in a positive way. The inventors from which the students will choose from will be a reflection of their own race(s). As students read about the background of some of the inventors they will realize that some started with very little, yet their hard work and dedication helped them to achieve great things. Students may see the life of the inventor as an inspiration to work hard and apply themselves in order to achieve their goals. ||

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 * **ACTION** ||
 * **Before Class Preparation:** Students read the story A Weed is a Flower (The life of George Washington Carver) from their classroom reading series, during whole group instruction. The teacher will apply use of comprehension strategies before, during, and after reading, by using a KWHL chart. The KWHL chart will facilitate goal-setting during the lesson (Canter, 2009) The teacher will give explicit instruction on how to create a time line and effectively present the desired elements (inventor’s name, date of birth, main events of the inventor’s life, and the contributions he/she made to the American society). The teacher will model how to correctly complete a time line of this nature by creating a time line of the life of George Washington Carver, the inventor in the story that students read about in their reading series.

-A set of Encyclopedias -Story Books about inventors || -Time line graphic organizer || -Presentation software -Concept-mapping (time line) software or web site time line templates || -Presentation software -Concept-mapping (time line) software or web site time line templates ||
 * **Time** || **Instructional Activities** || **Materials and Resources** ||
 * 30-45 minutes || One of the characteristics of problem-based learning is that students work in groups (Canter, 2009). In small groups of 4 students will be given a list of inventors. Once students in each group have chose an inventor they will begin to research information about that inventor. Students will use various materials listed to conduct their research. || -Laptop computer with internet access
 * 30-45 minutes || Once each group has conducted the research on their inventor they will use a time line template to map out the information to be presented in their time line. The teacher will act a a facilitator throughout this process (Canter, 2009). ||
 * 30-45 minutes || Using presentation or concept-mapping software, students create a time line that describes the life of the inventor they chose. The time line will include the inventors name, date of birth, their invention, main events of the inventor’s life, and how they contributed to the American society. Students will use graphics and text to create their time lines. This portion of the problem-based learning activity involves turning over the control of the classroom to the students, which is a challenge of problem-based learning (Canter, 2009). || -Time line graphic organizer
 * 15-20 minutes || Students share their time lines with each other, identifying the contributions their inventor made to the American society. Students will also note similarities and differences among each other’s time lines. This portion allows students to demonstrate their knowledge and understanding of the problem (Canter, 2009). || -Time line graphic organizer

 ||
 * **MONITOR** ||
 * **Ongoing Assessment**: Students who are struggling readers (strategic) will be paired with stronger readers (advanced) to help guide them throughout the research process. These students (strategic) will be closely monitored as they help to create the group time line. The teacher will use probing questions and encourage students to collaborate if they encounter difficulty (Cennamo, Ross & Ertmer, 2009). Completed time lines will be graded using a teacher-created rubric and stored in student portfolios. ||
 * **Accommodations and Extensions:** This activity will be conducted in small groups, however those who need additional assistance will be provided with one-on-one instruction from the teacher. Each group will be provided with time line templates which will vary according to skill levels within the group. Depending on the reading level of the student the following number of main events from their inventor’s life must be stated: Advanced students= 8 events, On Level students= 5 events, Strategic students= 3 events ||
 * **Back-up Plan:** This activity can be completed using a time line template worksheet created in a word document. The time line project can also be completed using a poster board in which students can write in the information and draw pictures.

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** ||
 * Lesson Reflection and Notes:** This activity can be completed each time students read a story in their reading series about a famous person. The students can highlight the significant events in the person’s life which will help them to grasp the concept of main idea and details. ||
 * Lesson Reflection and Notes:** This activity can be completed each time students read a story in their reading series about a famous person. The students can highlight the significant events in the person’s life which will help them to grasp the concept of main idea and details. ||

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

**Online Collaboration Lesson**
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features. 4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and or for different purposes. 8. Students use a variety of technological and information resources to gather and synthesize information to create and communicate knowledge. 12. Students use spoken, written, and visual language to accomplish their own purposes
 * Daily Lesson Plan Template**
 * TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE**
 * A Standards-Based Approach**
 * Daily Lesson GAME Plan Template**
 * Lesson Title: An Inventor's Life || Related Lessons: Creating a time line ||
 * Grade Level/ Subject: 2nd grade/ Reading Language Arts || Skill: Main Ideas and Details ||
 * **GOALS** ||
 * Content Standards:**
 * **ISTE NETS-S**

X Creativity and innovation X Communication and collaboration  Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship  Technology operations and concepts || Students will post the time line they created about an inventor from the previous lesson to the class blog. Along with the posting of the time line to the class blog each student will also post a brief summary of the inventor's life based on the time line.
 * Instructional objective(s):**
 * **ACTION** ||
 * **Before-class preparation:** ||
 * I**n the previous lesson students worked in groups to create a time line about an inventor. Students from each group will upload their time lines into the class blog. Each student has a page on the class blog that their time line will be posted to. Once each time line has been posted to the class blog the students will complete the actions in this lesson.
 * < During class ||
 * < Time || Instructional Activities || Materials & Resources ||
 * < 30-45 minutes
 * < 30-45 minutes

30-45 minutes (per group) (Students will complete this portion of the assignment in groups of 7)

30 minutes (per group) (Students will complete this portion of the assignment in groups of 7)

30 minutes || Each student will write a brief summary of the events shown in their group time line about the inventor the group chose in the previous lesson. Students will be provided with a concept map for the summary. Students can use concept maps to access prior knowledge, organize and represent current knowledge (Cennamo, Ross & Ertmer, 2009). In this concept map they will list the events in the following order: first, next, then, soon, after, last. Since each student will write their own summary based upon the information stated on the time line, each summary will be different.

Once each student has completed their sequencing (summary) concept map they will type the information into a word document. Students will be provided with a laptop in order to type their information. After students have typed the information into the word document they will run a spell/grammar check on the document to correct any mistakes made. According to Cennamo, Ross & Ertmer (2009) students who use computers when learning to write are not only more engaged and motivated in their writing, but they produce written work that is of greater length and higher quality.

Students will upload the word document of their summary into their page on the class blog. The teacher will facilitate as each student completes this action. Each laptop will have previously been set up on the class blog web site posting page in order for students to complete this portion of the lesson.

Students will share blog with other classmates and students among their grade level. || Time line (created using concept-mapping software) Sequencing template

Sequencing template 7 Laptop computers with microsoft word

7 laptop computers with internet access

7 laptop computers with internet access ||

Each student will continue to add content to the student blog after they have read various stories in the classroom. These blogs will be graded by a teacher- created rubric which will assess each step of completion throughout the time line and blog page creation. The students may complete the time line portion of the activity for stories that they have read in class in addition to submitting a summary to the class blog (if time permits). Students who have difficulty typing the summary into the word document will be allowed additional help by peers and/or the teacher. If available these students may also use speech to text devices which will allow them to speak into the device to create typed text. Backup plan: If laptops are not available for checkout students will write up their summaries using the concept map provided, and the information will be typed by the teacher. The teacher will save the typed document on a flash drive. Each student will come to the class computer to learn how to copy and paste their information into the class blog. Lesson reflections and notes: Students are evaluated at the end of the project through the teacher-created rubric. This lesson will be relevant to students because it allows them the opportunity to share their work with others through online communication. Students are familiar with using the class blog through other projects they have created so they enjoy using this form of communication which is a part of their everyday world. When students use online collaboration tools they are able to publish a variety of content (Canter, 2009) in unique and creative ways that are meaningful to them.
 * **MONITOR** ||
 * Ongoing assessment(s):**
 * Accommodations and extensions:**
 * **EVALUATE AND EXTEND** ||

 **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

Digital Storytelling Lesson
Creating a Digital Timeline of an Inventor's life || Related Lessons: Creating a Timeline An Inventor's Life || 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features.
 * Daily Lesson Plan Template**
 * TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE**
 * A Standards-Based Approach**
 * Daily Lesson GAME Plan Template**
 * Lesson Title:
 * || Skills: Main Idea and details, Sequencing ||
 * **GOALS** ||
 * Content Standards:**

4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and or for different purposes.

8. Students use a variety of technological and information resources to gather and synthesize information to create and communicate knowledge.

12. Students use spoken, written, and visual language to accomplish their own purposes


 * **ISTE NETS-S**

X Creativity and innovation X Communication and collaboration  Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts ||
 * Instructional objective(s):** Students will create a digital time line on the website ourstory.com about the life of the inventor they chose in the previous lesson. The time line that the students create on this website will be embedded into their blog page on the classroom blog.


 * **ACTION** ||
 * Before-class preparation:** Before this lesson each student will have created a time line using a concept map format which has been posted to the class blog. The teacher will print out each students' blog page so they may use it for the creation of their digital time lines. The teacher will also have created an account on the web site http://www.ourstory.com/ where each student will create a time line on the life of their inventor.
 * Before-class preparation:** Before this lesson each student will have created a time line using a concept map format which has been posted to the class blog. The teacher will print out each students' blog page so they may use it for the creation of their digital time lines. The teacher will also have created an account on the web site http://www.ourstory.com/ where each student will create a time line on the life of their inventor.

(Students will complete this portion of the assignment in groups of 7)
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * 30-45 minutes (per group)
 * 30-45 minutes (per group)

30-45 minutes (per group) (Students will complete this portion of the assignment in groups of 7)

30-45 minutes (per group) (Students will complete this portion of the assignment in groups of 7)

|| Each student will be provided with a laptop computer in which they will type the information from their blog page time line into the web site http://www.ourstory.com/. On this web site each student will choose a story design for their time line and input the text information stated on the class blog page into the ourstory.com template.

Each student will find clip art pictures and photos of their inventor during this portion of the lesson. These pictures and photos will be embedded into their ourstory.com time line.

Each student will add the pictures and photos to their ourstory time line. The student will also add any graphics or special effects they choose to enhance their time lines. Once each time line is created on the ourstory.com site the teacher will save the time line creation to the site and upload it to each student's blog page. || 7 laptop computers with internet access A printout of each student's blog page

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7 laptop computers with internet access

7 laptop computers with internet access ||


 * **MONITOR** ||
 * Ongoing assessment(s):** Each student will collaborate with classmates about their time lines through ourstory.com which provides an area for collaboration. Each student will be required to give feedback to at least one student's time line created on the ourstory.com site.
 * Accommodations and extensions:** The students may complete a time line of their own life in the same way they created the time line about the life of their inventor. Students who have difficulty typing their information into the ourstory.com template will be allowed additional help by peers and/or the teacher. The students can share this time line with classmates, parents, and friends.


 * Backup plan:** If the laptops are not available the teacher will use classroom computers and students will work in groups of three to complete their time lines. Students may also work in groups of four to complete one time line per group on the ourstory.com web site if time is limited.
 * **EVALUATE AND EXTEND** ||
 * Lesson reflections and notes:** By having students create a digital storytelling time line they are able to build important skills. Those skills include, but are not limited to, research skills, creative thinking skills, problem-solving skills, interpersonal skills, and communication skills (Canter, 2009). It is imperative for students to have these skills leading into the 21st century.This time line activity also helps students develop the sequence of their inventor's life into a script and storyboard (Canter, 2009). The digital time line provides students with a fun and engaging way to enrich their content area learning.

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.