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Lesson Plan Template Lesson Plan Template .

Lesson AuthorFirst and Last Name Andrea Parish and Holly BourgetSchool Name Stockbridge School DistrictClass/Grade Level 6-8Unit of Study Digital Literature Circles.Lesson OverviewLesson TitleWhere the Red Fern Grows Discussed DigitallyUnit SummaryStudents will read in class chapters fifteen through seventeen in the novel Where the Red Fern Grows and will apply concepts learned through Digital Literature Circles.Subject AreaSixth Grade Literature21st Century Skill(s) Organizing and planning literature circles in a new way using digital technologyProcessing the novel through a new approach Approximate Time Needed 7 – 45 minute class periods From a Unit Plan or Curriculum AreaTargeted Content Standards and Benchmarks

ISTE Technology Foundation Standards for All Students 2.2 Students practice responsible use of technology systems, information, and software. 2.3 Students develop positive attitudes toward technology uses that support lifelong learning,

collaboration, personal pursuits, and productivity. 3.2 Students use productivity tools to collaborate in constructing technology-enhanced

models, prepare publications, and produce other creative works. 4.1 Students use telecommunications to collaborate, publish, and interact with peers, experts,

and other audiences.

Wisconsin Reading State Standards

A.8.2 Read, interpret, and critically analyze literature A.8.3 Read and discuss literary texts in order to understand human experience. B.8.1 Create or produce writing to communicate with different audiences for a variety of

purposes. B.8.2 Plan, revise, edit, and publish clear and effective writing C.8.1 Orally communicate information, opinions, and ideas effectively to different audiences

for a variety of purposes. C.8.2 Listen to and comprehend oral communication C.8.3 Participate effectively in discussion

21st Century Student Objectives/Learning Outcomes

© 2008 Intel Corporation. All Rights Reserved. of 19


Students will demonstrate that they have an adequate understanding of the material by completing role sheets for a literature circle discussion.

Students control their own learning as they share thoughts, concerns, and their understanding of the concepts, events, and material presented in what is being read through digital communication. (Cavanaugh)

Curriculum-Framing QuestionsEssential Question What personal connections do you have with the book?

Unit Questions

How did the different styles of role sheets (traditional vs. digital) affect your learning and understanding of the book?

Lesson Content Questions

What predictions can you make about the story using clues and character traits?

What would the setting look like from the author’s perspective? What time period did this story take place and what evidence supports your answer?

What message is the author presenting in the chapters you read? How would you summarize the chapters you read?

Assessment PlanAssessment Timeline

Before project work begins Students work on projects and complete tasks

After project work is completed

Predictions about what is going to happen next in the story.

Pre-survey on role sheets and comprehension

Individual Role Sheets (See attachments)

Informal Evaluations through individual student conferences

Students will complete a self-evaluation that assesses their work completion, their role in the group discussion, and their use of technology.

Literature Circles: Journal Scoring Rubric

Literature Circles: Role Sheet Scoring Rubric.

Post Survey as a follow-up to the

pre-survey

Assessment SummaryStudents were assigned individual role sheets with instructions for each of the tasks they were responsible for completing for the group meeting. Rubrics were developed to assess student role sheets, journals, and participation in the group meeting.Lesson DetailsPrerequisite Skills



Basic understanding of technology skills including: web browsing, word processing, image and sound uploading, and saving documents.

Comprehension of the story

Instructional ProceduresStudents popcorn read chapters fifteen through seventeen in class. After completing the reading role sheet tasks were introduced to the students. Each role sheet focuses on a specific literary element found in the reading selection. These were the following roles we used…

Comic Creator: As the Comic Creator it is your role to create a digital comic strip that shows what you think is going to happen next in the novel. Try to use clues from the story and character traits to help you in your prediction. Include both pictures and dialogue in your comic strip.

Animoto Animator: As the Animoto animator it is your job to create a movie using pictures, video, music, and animation. Your movie should depict the setting of your reading selection. The setting should capture both the location of the story and the time period that the story takes place. You will be using Animoto to help put your movie together.

Mapper/Tracker: Your role as Mapper/tracker concerns the book’s characters, content, and location. You will create some form of map representation of the reading content. The map can be a tracking map, a comparison map, or collage or series of location maps. The question you are trying to answer is where is the content from the reading occurring? A tracking map is one that provides a visual display that follows or shows in order where events took place. A comparison map is one that shows your actual location relative to the material in the reading. The map collage contains a collection of various maps of locations presented in the reading. In each case, you should edit the maps, such as adding marks onto the map image to specify location. Start by finding location information from the reading, noting where it occurs in the text and the locations that the text is describing. Now make your map. One way this can be done is to copy the map into a drawing or paint program, use the tools to add marks, or waypoints, trackways, and character or event names onto the map to identify the reading location or locations. Make sure to save your map so we can bring it up using the mimio.

Wordle Wizard: Using the information from the given reading selection, your job is to create two word clouds using Wordle, Tagul, or Wordsift. The first cloud needs to represent the theme found in the given reading selection, and the second word cloud needs to represent a character from the reading selection. Each word cloud needs to include at least ten words. The size of the words should represent their importance in the readings.

PhotoStory Teller: As the PhotoStory teller, it is your role to retell the story from your selected reading using photos, music, and your voice. Your PhotoStory should include the main events (plot) in the selected reading. Try to put the story into your own words. Remember that good story tellers use expressions and enthusiasm when telling a story.

Glogster Guru: As the Glogster Guru, your role is to create a Glogster Poster mixing your own images, videos, and sounds. Your poster should represent the main theme that was developed in your reading selection. The theme of a story is the message or the lesson that is being taught in the story. Try to figure out what the author wants us to learn from this reading selection.

Voki Vocalist: As the Voki Vocalist, it is your role to create a Voki Character for one of the characters in the selected reading. Try to recreate them using what you know about their physical and personality traits. Once you have created your Voki Character, you will report about something that happened to you in the reading selection. Your Voki Character should be talking in the point of view of your chosen character. Try to use a voice that you think the character would have. Use words and language that they use in the story.

Students present their finished project to the class using the projector and Mimio board during their group meeting. After each presentation students are allowed time to ask questions and discuss topics further.



Accommodations for Differentiated Instruction

Special Needs Students

We have an aide that is available during class to assist in reading for students with lower level reading. A Building accommodation plan could be implemented for other students that are struggling. Using a book on tape or CD could also aid in reading comprehension. We used team teaching strategies to meet individual needs. Extra time was allotted. Role sheets were designed for all levels of learners.

Nonnative Speakers

At our school we do not currently have an ELL program, but we could use our English/Spanish teacher or French teacher to help translate information. Computer software could also be purchased for individual needs.

Gifted/Talented Students

Role sheets were designed to meet all levels of learners. Advanced students used higher level thinking skills when completing their roles. They went above what was assigned and put extra time into their projects.

Materials and Resources Required For LessonTechnology – Hardware (Click boxes of all equipment needed)

Camera Computer(s) Digital Camera DVD Player Internet Connection

Laser Disk Printer Projection System Scanner Television

VCR Video Camera Video Conferencing Equip. Cell Phone

Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM

Image Processing Internet Web Browser Multimedia

Web Page Development Word Processing Other

Printed Materials Classroom set of Where the Red Fern GrowsLiterature Circles through Technology by Terence Cavanaugh

Supplies Projector, Mimio Board, Computers, Speakers, Flip Cameras, Cell Phone, Summary Sheets, Self-Evaluation Forms, Role Sheets with directions

Internet Resources Voki, Comic Strip Program, Google Maps, Glogster, Animoto, Wordle, PhotoStory3, Google Docs or Wiki Space

Other Resources Technology Coordinator, Help from other teachers

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Pre-Survey - Questions about Literature Circles – Where the Red Fern GrowsTraditional Literature Role Sheets not using technology

1. What are your thoughts about our Literature Circles?



Going Awesome Everyone has something to say Everyone participates There are two people that could participate more Very fun to share your part I want to do one where you can draw a new book cover Everyone does their part Cool to compare how you completed a role sheet as to how someone else did it Do them less often

2. What do you think about the different role sheets? They are great and awesome Some roles are better than others They are ok I like only a few roles – some I don’t like and some I don’t understand Some roles could be done differently, like the plot person – the questions could be harder They are fun, easy, and help us understand the story more

3. How do the role sheets help you? They open my eyes to the deep story They make it better to understand and they make me like it better They help me understand it in more depth It reminds me of reading last year I don’t think they help me at all – I understand the book very well

4. What was your favorite role sheet? Why? Read Aloud Master – you get to pick any passage from the chapters Story Tree Teller – I like to describe and I want that role next Map Master – I want to do that one. I liked Advice Columnist because I get to be creative

in both of those. Map Master or Story Tree Teller – I like the Story Tree Teller because it was easy and I

would like the map role because I like to draw Read Aloud Master – you could express yourself in it

5. What was your least favorite role and why? Story Tree Teller – seems very boring Map Matters – I hate drawing Story Tree Teller – too easy and odd Advice Columnist Story Tree Teller – you don’t get to put yourself into it



Post Survey - Questions about Literature Circles – Where the Red Fern GrowsDigital Role Sheets were used

1. What are your thoughts about our literature circles? I thought that it was fun, but I also think that since it is with technology people have been

slacking, just a little tiny bit I sort of like them because you can catch up with the stuff you forgot about the story. You can go at it any way you want I guess ok I thought last time we did them they went bad because not everyone got to show theirs and

that makes it less fun and now we have to listen to ones that aren’t up to date. But it’s fun to make them when they are not frustrating

I really liked doing the technology roles and then sharing them with the whole group I really don’t like the comic creator. I think it would be more fun if we had to find a comic

that is an example of the book. Everyone is opening up and being more descriptive. We are getting to know each other more because there are two students we need to get to know more.

2. What do you think about the different role sheets? I know I said this before, but I think the comic creator could use some work. Animoto

Animator could also use some work to make it run faster. Maybe if we had the flash players installed we could get this done a lot faster

The ones I had, I really liked. They are different and it is fun to try different roles out, but I think I will like all of the other ones because I like working with technology

I would like them more if they WORKED!!! I like Wordle, Voki, and Glogster, but I was praying not to have Comic Creator, and Mapper Tracker.

I think that they are somewhat hard, but easy, and they are fun They all seem exciting, but the technology doesn’t work at this school I mainly only like a couple of them and some I hate I like these role sheets a lot better. They are fun, new, creative, and also a lot more

interesting than the last writing ones. I like these way better

3. How do the role sheets help you? They help me understand the book better and also help me with technology

problems/learning Mainly only the ones I like help because I would like to really put a lot of detail and effort,

but the ones I hate I can’t really put a lot into it because THEY DON’T WORK They make me more technology smart (I think that’s how you say it) and I can talk to my

cousin on Glogster so that is good.



The role sheets helped me further understand the chapters and get different perspectives off of it than what you normally would because you get to see everyone else present their role.

The technology role sheets help me by bringing all of us closer together. I feel we help each other more in this project. They also kind of help us to explore the World Wide Web! We also get to see what’s all out there.

The role sheets helped me remember how the book went like the main theme and the main ideas that happened in the book.

I think they help me a lot because they tell you what to do in detailed info instructions

4. What is your favorite role and why? Wordle and Glogster – I really like them and I can really get into them Glogster – you can go all out and put anything in it such as videos and sound. Wordle – because I got to make word clouds and make different styles Glogster – I liked designing my own background and I liked doing it because it was

different Voki – It helped us express ourselves more in this project. You get to say and dress your

Voki to whatever you want. Voki and Wordle – They were the most interesting Voki – I would like to do Voki, but I am glad I got to do Wordle

5. What was your least favorite role and why? Comic Creator – I don’t know why but it does not appeal to me Comic Creator – It seems hard and frustrating Comic Creator – Because of how we don’t have the right flash player. It doesn’t give you

the best variety. I think we could make it better by finding a comic that looks like the book. Voki – it is kinda hard to use the role, but I might like it because I never did the role yet Mapper Tracker – I’m bad at making things PhotoStory – We already did that in a different project this year. Animoto Animator – It doesn’t work on our computers. It takes forever to load, and I

really hate it.

6. How did technology change the way you think or learn? Made me hate some of them more, and I didn’t learn much I actually wanted to learn. The teachers are becoming more technology cool It changed the way I learn because I learned new and different things that are exciting.

And the way I think I can now have higher percents and much better grades The technology made me learn different technology on the computer and it really helped

me by what we learned in the book. Technology helped me learn more but now I hate and frustrated at it I thought the technology would make it super fun but not really. I get very frustrated with

school computers!!! It has taught me a lot of more websites.



Technology makes me mad a lot. It doesn’t ever want to cooperate, but it did teach me valuable lessons. Because every time something went wrong, I had to figure out how to work around it. It did help me with my computer skills.

Role Sheets:

Comic Creator

As the Comic Creator it is your role to create a digital comic strip that shows what you think is going to happen next. Try to use clues from the story and character traits to help in your prediction. Include both pictures and dialogue in your comic strip.

Comic Strip Programs for this Role:Comics:

Pixton-http://pixton.com/ ToonaDoo- http://www.toondo.com/Home.toon Here is a little video that shows

ToonaDoo-http://www.teachertrainingvideos.com/toon/index Kerpoof-http://www.kerpoof.com/ Stripgenerator-http://dig.com/d11Cj9 Comic Creator- http://www.readwritethink.org/MATERIALS/COMIC/ Strip Creator-http://www.stripcreator.com/ Make Beliefs Comixs- http://makebeliefscomix.com/ BitStrips- http:/www.bitstrips.com/


http://makebeliefscomix.com/

http://www.readwritethink.org/MATERIALS/COMIC/

http://www.toondo.com/Home.toon


Animoto Animator

As the Animoto Animator it is your job to create a movie using pictures, videos, music, and animation. Your movie should depict the setting of your reading selection. The setting should capture both the location of the story and the time period that it takes place. You will be using Animoto to help put your movie together.

Website for this Role:Animoto- http://animoto.comSign in using the following information:Email: [email protected]: middleschool123

Mapper/Tracker

Your role as a mapper/tracker concerns the book characters or content and the location. You will create some form of map representation of the reading


mailto:[email protected]

http://animoto.com/


content. The map can be a tracking map, a comparison map, or collage or series of location maps. The question you are trying to answer is where is the content from the reading occurring? A tracking map is one that provides a visual display that follows or shows in order where events took place. A comparison map is one that shows your actual location relative to the material in the reading. In each case, you should edit the maps, such as adding marks onto the map image to specify location. Start by finding location information from the reading, noting where it occurs in the text and the locations that the text is describing. Now make a map. One way this can be done is to copy the map into a drawing or paint program, use the tools to add marks, or waypoints, track ways, and character or event names onto the map to identify the reading location or locations. Make sure to save your map so we can bring it up using the mimio.

What type of map are you creating? □tracking □Comparison □Collage

Websites:CIA World Fact book: http://www.cia.gov/cia/publications/factbook/index.htmlYahoo Maps: http://maps.yahoo.com/Google Maps: http://maps.google.comMapquest: http://mapquest.com/Microsoft TerraServer http://terraserver.microsoft.com

Wordle Wizard

Using the information from the given reading selection, your job is to create two word clouds using Wordle, Tagul, or Wordsift. The first cloud needs to represent the theme found in the given reading selection, and the second word cloud needs to represent a character from the reading selection. Each word cloud needs to include at least 10 words. The sixe of the words should represent their importance in the readings.


http://terraserver.microsoft.com/

http://mapquest.com/

http://maps.google.com/

http://maps.yahoo.com/

http://www.cia.gov/cia/publications/factbook/index.html


Websites:

http://tagul.comhttp://www.wordle.net/http://wordsift.com/

Photo Story Teller

As the Photo Story Teller, it is your role to retell the story from your selected reading using photos, music, and your voice. Your Photo Story should include the main events (plot) in the selected reading. Try to put the story into your own words, Remember that good story tellers use expressions and enthusiasm when telling a story.

Programs for this Role: Photo Story 3

Music: Soundzbound (F Drive) http://freeplaymusic.com/ http://simplythebest.net/sounds/

Free Photography http://www.morguefile.com


http://www.morguefile.com/

http://simplythebest.net/sounds/

http://freeplaymusic.com/

http://wordsift.com/

http://www.wordle.net/

http://tagul.com/


http://geekphilosopher.com http://www.bigfoot.com http://freeimages.co.uk/ http://www.sxc.hu/

Glogster Guru

As the Glogster Guru, your role is to create a Glogster Poster mixing your own images, videos, and sounds. Your poster should represent the main theme that was developed in your reading selection. The theme of a story is the message or the lesson that is being taught in the story. Try to figure out what the author wants us to learn from this reading selection.

Website:www.glogster.com

Voki Vocalist


http://www.glogster.com/

http://www.sxc.hu/

http://freeimages.co.uk/

http://www.bigfoot.com/

http://geekphilosopher.com/


As the Voki Vocalist it is your role to create a Voki Character for one of the characters in the selected reading. Try to recreate them using what you know about their physical and personality traits. Once you have created your Voki, Character, you will report about something that happened to you in the reading selection. Your Voki Character should be talking in the point of view of your chosen character. Try to use a voice that you think the character would have. Use words and language that they use in the story.

Program for this Role:www.voki.com

Evaluation of roles:

Section 5

Chapter ReviewsName. Book

After every chapter, stop and fill out a chapter review. You shouldcreate the title of the chapter based on the main idea of the chapter.Your summary should have the main events in order. Remember to include the following:Who? (character names), Did What? (actions), When? and Where? (setting).


http://www.voki.com/


Chapter: Pages: Title (Main Idea):

Summary:.

Chapter: Pages: Title (Main Idea):

Summary:.

#3280 Literature Circles© Teacher Created Resources, Inc.



Table A.I

Literature Circle: Self-Evaluation

Name: Book: Circle/Group:

____I brought my book to class.

___ I read the section that I was supposed to before each discussion.

_____I participated by sharing about the book with my circle or group.

_____I actively listened to other members of my circle or group about the book.

_____I worked on my roles or tasks in my group.

_____I marked places I didn't understand or wanted to discuss with my group.

_____I used technology to assist in my reading and understanding of the book.

_____I participated and completed my assignments on time.

My overall rating of myself:

The person who I think should get the best grade within my group is

__________________________________I think so because he or she did the following:



116 Literature Circles through Technology


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