Literacy and Technology

Technology can help students understand a lesson better. Technology enhanced an experience. When using technology students are more inclined to become intrigued in the lesson because of it. Videos, audio and pictures help convey a stronger concrete image for the student to base their understanding off of. For my lesson, I have chosen a lesson that I had previously used in a classroom as well as for another literacy class. This lesson is based off of a scholastic magazine. The magazine (with a district subscription) comes with an online resource with videos, pictures and audio to help enhance the article. The online quizzes too are a great formative assessment as well! Students love to read the article and view the pictures and videos. It is a conversation started and draws a lot of real world experiences which creates a more meaningful classroom environment for the students to learn in. The lesson is below. I have seen success with this simple lesson in todays classroom.

Candidate’s Name: Karla Robles                                                        

Grade Level: 5

Title of the lesson: Makoko

Length of the lesson: 1 hour

Central focus:   After reading the scholastic news article, students will write a pen-pal letter to a student in Makoko school. Students will write letters talking about American and Nigerian education and how they’re schools are similar or different. Students would also need to think of two questions they would like to ask their Nigerian student pen-pal. The letters must have a proper greeting and introduction. Students will also make sure their letter has coherent and proper writing with an appropriate ending (sincerely, hope to hear from you soon, your friend). Students will need a ven diagram for comparing and contrasting information a rough draft for their letter and their final letter A virtual issue of the scholastic news article will be accessed to enhance lesson with videos of a Makoko school and village

Knowledge of students to inform teaching: Students will understand how education around the world is different. Students will have insight to how students in Africa learn and where they go to schools and how it compares to their own American school.

Common Core State Standards:              2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Reading: Literature 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Speaking & Listening 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.          Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.                   Objective 2.06: Recall main ideas, facts and details from a text.          Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.                   Objective 3.04: Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs).          Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.                   Objective 4.07: Compose first drafts using an appropriate writing process:                                                               planning and drafting.                                                               rereading for meaning.                                                               revising to clarify and refine writing with guided discussion.                   Objective 4.09: Use media and technology to enhance the presentation of information to an audience for a specific purpose.

Support literacy development through language (academic language) Compare and contrast American and Nigerian Makoko schools. Do what is the same? What is different? What are something’s you've learned from writing this letter? Do you think schools in other countries are different from Nigeria? From American schools?

Learning objectives 1.     Learn new vocabulary words to enhance reading comprehension and daily vocabulary. 2.     Students will have prior knowledge of letter writing and appropriate grammar and punctuations. 3.     Students would have read the scholastic article in the previous days as well as had classroom discussions about the article

Instructional procedure: ·      Ask prompt question ·      Introduce lesson, recall scholastic article by rereading the article, using online experience to enhance the lesson by playing videos that accompany the article ·      Ask essential questions when needed ·      Have students complete a ven diagram as a class ·      Review letter writing (structure, greeting, body and closing) ·      Have students work on rough draft ·       Review and edit, then work on final draft

Instructional resources: •  Materials and resources: •  http://sni.scholastic.com/SN5/02_02_15_SN5/book#/6 •  Technology resources: •    IE Explorer

Reflection How does the online source enhance this lesson? Does using the online resource help students understand the article better?

Prezi Link

http://prezi.com/uvxhmngsvudc/?utm_campaign=share&utm_medium=copy&rc=ex0share

mini lessons

1)

Candidate’s Name: Karla Robles                                                        

Grade Level: 4

Title of the lesson: Describing characters

Length of the lesson: 1 hour

Central focus:   •   Brainstorm different genres, based on prior knowledge. •   Organize information in graphical format using CIRCLE MAPS (Thinking Maps). Exhibit good listening skills and use appropriate vocabulary to identify genres to the teacher.

Knowledge of students to inform teaching: An fundamental and basic understanding that books are categorized by writing styles and interest.

Common Core State Standards:              2.IN.1 Understand appropriate procedures when reading for enjoyment and information. 2.IN.1.1 Categorize books by their genre characteristics. 2.IN.1.2 Summarize appropriate reading strategies when reading for information. 3.IN.1 Apply strategies that are appropriate when reading for enjoyment and for information. 3.IN.1.1 Use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc). 3.IN.1.2 Compare the characteristics...          Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.                   Objective 1.06: Identify characteristics of various genres.          Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.                   Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.

Support literacy development through language (academic language) What is a genre? Can you name a few? Why do we categorize writing?

Learning objectives Sample: 1.     Will understand the word genre means. 2.     Students will know the different types of genres and how to categorize books based on their content 3.      Discover their favorite genre

Instructional procedure: •   The students will brainstorm types of genres. •   Selected students will write a genre in a circle already drawn on the wipe-off board. •   Students will volunteer key words to identify the genre by filling in the Circle Map for each genre on the wipe-off board. •   Students will be instructed to wait until the media specialist finishes reading the excerpt from the selected books before guessing the genre. •   The media coordinator / specialist will randomly draw from a stack of disguised books by to read aloud excerpts to the class. •   The students will volunteer to guess the genre. Upon guessing the correct genre, the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the “frame of reference” section of the map. The lesson will proceed as students continue to identify the genres of the books from the reading of the excerpts and as they add the titles to the circle maps matching the genre

Instructional resources: books representing genres of: Poetry, Fairy Tale, Biography, Fiction, Nonfiction. The books will be covered in paper to hide the titles from the students. Wipe Off Board with Circle Maps drawn for each genre

Reflection Why do book need genres? Can students find books that appeal to their reading style better? Do circle maps help organize information better for the students?

2)

Candidate’s Name: Karla Robles                                                        

Grade Level: 4

Title of the lesson: Different types of soil

Length of the lesson: 2 hours

Central focus:   •   Identify three types of soil: clay, sand and humus. •   Know some characteristics of each types of soil. Create a simile poem about one type of soil that they have investigated.

Knowledge of students to inform teaching: A basic understanding that there are different types of soil that have different properties. Some soils are used for different things like potting for plants or surfaces for sports to be played on.

Common core standards:                                     3.L.2 Understand how plants survive in their environments. 3.L.2.1 Remember the function of the following structures as it relates to the survival of plants in their environments: Roots – absorb nutrients Stems – provide support Leaves – synthesize food... Goal 2: The learner will conduct investigations to build an understanding of soil properties. Objective 2.01: Observe and describe the properties of soil:                                                               Color.                                                               Texture.                                                               Capacity to hold water. Objective 2.02: Investigate and observe that different soils absorb water at different rates. Objective 2.04: Identify the basic components of soil:                                                               Sand.                                                               Clay.                                                           Humus.

Support literacy development through language (academic language) What Is soil? What can soil be used for? What are different types of soil and what uses do they have?

Learning objectives: Students will understand that there are different types of soil and they all have different uses, textures. Certain soils can be found at certain locations.

Instructional procedure: The teacher will to ask the children to write everything they know about kinds of soil in five minutes. The class shares and makes a class chart. •   After the class has brainstormed what they know about types of soil, put them in cooperative groups of four. Explain that they will be investigating characteristics of three types of soil: clay, sand and humus. Pass out trays with cups of each type of soil, balance scales, magnifying glasses, hand microscopes, eyedroppers, and cups of water. •   Ask the children what they can find out about the soil by just using their senses. Make a class list. Ask the children to brainstorm ways they can use the equipment to explore characteristics of the soil. Make a list of these ways. Add to the class list. •   Ask the children to use the list to explore the characteristics of each type of soil. Make sure that the children talk about how to weigh the same amounts of soil with the gram weights so that they can make good comparisons. When they use the eye dropper and water, make sure they know to put the same amount of water on the same amount of soil to get a good idea of what happens with each type of soil. Give each group of children time to explore and write about the characteristics of each type of soil. Their observations could be recorded on a Tree Thinking Map. At the end of the investigation time, children may wish to share their findings with the group.

Instructional resources: •   three small cups •   clay, sand and humus to put in each cup hand microscopes or magnifying glasses for each student bubble map

Reflection Do students understand how soils can be different? Do bubble maps help organize information better for the students?

3)

Candidate’s Name: Karla Robles                                                        

Grade Level: 4

Title of the lesson: Night before xmas

Length of the lesson: 1 hour

Central focus:   •   be able to discuss new vocabulary words. •   be able to sequence the events of a story. be able to retell a story from their graphic organizer.

Knowledge of students to inform teaching: All knowledge needed from this lesson could be found in the reading “T’was the night before Christmas”  Students may use their books to refer back to for information if needed.

Common Core State Standards:              2.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Reading: Literature 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.RL.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Speaking & Listening 2.SL.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.          Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.                   Objective 2.06: Recall main ideas, facts and details from a text.          Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.                   Objective 3.04: Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (e.g., read aloud by teacher, literature circles, interest groups, book clubs).          Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.                   Objective 4.07: Compose first drafts using an appropriate writing process:                                                               planning and drafting.                                                               rereading for meaning.                                                               revising to clarify and refine writing with guided discussion.                   Objective 4.09: Use media and technology to enhance the presentation of information to an audience for a specific purpose.

Support literacy development through language (academic language) What are some words from the story “Twas the night before Christmas that were new to you but have different names today or have different meanings? vocabulary terms to obtain the student’s prior knowledge: nestled, ‘kerchief, lustre, coursers, dash, tarnished, soot, peddler, droll, encircled, broad, and obstacle.

Learning objectives 1.     Learn new vocabulary words to enhance reading comprehension and daily vocabulary. 2.     Learn how to sequence a book in proper order (beginning, middle and end) 3.     Be able to confidently retell a story.

Instructional procedure: •   Pass out a copy of “Twas the Night Before Christmas” to each student. Discuss the meaning of the following vocabulary terms to obtain the student’s prior knowledge: nestled, ‘kerchief, lustre, coursers, dash, tarnished, soot, peddler, droll, encircled, broad, and obstacle. •   On the computer, go to the Christmas Tree Farm Network website and read aloud “Twas the Night Before Christmas.” •   Discuss the read aloud with the students to ensure they understood what was read. •   Pair the students and allow them to retell the story aloud to each other. •   Have each of the students complete the “Twas the Night Before Christmas” Flow Map •   Have the students take their own copy of the completed Flow Map to their seats and retell their story on a sheet of paper, working independently. Have each student illustrate their story.

Instructional resources: •   copy of “Twas the Night Before Christmas” •   pencil •   writing paper •   copy of Thinking Map: Flow chart •   drawing paper •   crayons, markers or colored pencils