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1. Researchers plan, present, and evaluate projects that define a point of view. 2. Before researchers begin a research project, they always have materials ready to take notes and highlight key ideas so that they can refer to them later. || Research and information fluency Critically thinking, problem solving, & decision making Technology operations and concepts Instructional Objectives: Students will be involved in completing a KWL chart, watch a short video clip on flooding, and become involved in researching and reading a leveled text on how floods can affect people’s lives. || • I will make a KWL chart, download the video clip to my computer so we are able to watch it in the Promethean Board, and ensure all students have the same book to read. • I will have a checklist and rubric developed for this activity, to help students stay on-task and focused as they work. || Accommodations and Extensions: For students who many need accommodations, I will supply the students with websites they can look at for information on flooding. For students who may need extensions, they will be asked to further their knowledge by searching not only the general topic of the effects and prevention of floods, but also current events based on flooding. Back-up Plan: If students are not able to come up with several W’s on the KWL chart to guide their Internet research, I will ask students to partner up and conduct the reading lesson with a larger group to allow for a solid base of knowledge before being allowed to research on their own. ||
 * **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE** ||
 * **Daily Lesson GAME Plan** ||
 * Lesson Title: Flood Effects and Prevention ||
 * Grade Level: 4th Grade Reading Group ||
 * **GOALS** ||
 * Content Standards:
 * ISTE NETS-S
 * **ACTION** ||
 * Before Class Preparation:
 * **During Class** ||
 * **Time** ||  **Instructional Activities**  ||  **Materials and Resources**  ||
 * • 20 Minutes || • I will begin the class by having a discussion with students about the idea of flooding. We will begin with the K on the KWL chart. I will ask students what they know about flooding, the effects it has on people (both positive and negative), and prevention. We, then, will start to discuss the W’s. What the students want to know about the effects of floods and flood prevention. This chart will be displayed and written on the Promethean Board. ||  • Promethean Board with KWL chart previously made. ||
 * • 7 Minutes || • Using the Promethean Board, we will view the Discovery Education video clip on floods to enable students to gain a more solid grasp on the effects of flooding. ||  • Discovery Education Video Clip and Promethean Board ||
 * • Two 20 Minute Groups || • Students will break up into two groups. One group will be doing independent research on the laptops on the effects of floods and flood prevention. They will be taking notes based on the W’s on the KWL chart to guide their research. The other group of students will be working with me in a small group setting on reading the book “Boundaries Washed Away.” ||  • Laptops, paper, and “Boundaries Washed Away” books ||
 * Technology Use: During this lesson, students will primarily be using the Promethean Board and their laptops. ||
 * **MONITOR** ||
 * Ongoing Assessment: I will be taking anecdotal records of what my students prior knowledge is based on flooding. I will also be monitoring their understanding during our small group reading time.
 * **EVALUATION** ||
 * Lesson Reflections and Notes: I will be using the checklist and rubric that were given to the students to evaluate their understanding. I will be looking for students’ basic understanding of the effects and prevention of flooding. ||

1. Read and comprehend informational texts, including history/social studies, science, and technical texts, in grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. || Research and information fluency Communication and collaboration Instructional Objectives: Students will be involved in taking their research information and their newly developed ePals Global Community account to discuss what we know about floods and how it effects our lives. We will also be discussing ways to prevent floods from occurring as well as steps we need to take when we know a flood can occur. || • I will have created ePals accounts for my students, along with parent permission forms completed by all parents. • I will have a checklist and rubric developed for this activity, to guide students. The rubric is one created by my district on expository texts to assess students on their ability to pick out major points and details. || • || Accommodations and Extensions: For students who many need accommodations, I will supply the students with additional time to adequately gather information to enable them to respond appropriately to others on ePals. || 1. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. || Creativity and innovation Communication and collaboration Technology operations and concepts Instructional Objectives: Students will be taking the information they have collected to enable them to create a realistic interview presentation about a flood. They will be working with a partner to create questions. One partner will be the TV reporter while the other plays the person who was affected by the food. || • I will have downloaded Storyrobe onto the iPod Touch. • I will ensure all students are knowledgeable enough to be interviewed. • I will have a checklist and rubric developed for this activity, to guide students. The rubric is one created by myself. || Accommodations and Extensions: For students who many need accommodations, I will supply the students with additional time to create the interview. ||
 * **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE** ||
 * **Daily Lesson GAME Plan** ||
 * Lesson Title: Online Collaboration: Flood Effects and Prevention ||
 * Grade Level: 4th Grade Reading Group ||
 * **GOALS** ||
 * Content Standards:
 * ISTE NETS-S
 * **ACTION** ||
 * Before Class Preparation:
 * **During Class** ||
 * **Time** ||  **Instructional Activities**  ||  **Materials and Resources**  ||
 * • 20 Minutes || • I will begin the class by reviewing the facts students collected from the previous lesson. We will share out their information and I will be using the rubric to assess student learning ||  • Student notes and rubric for each student. ||
 * • Two 10 Minute Groups || • Students will break up into two groups. One group will be refining and completing their research based on the FEMA webpage. The other group of students will be working with me in a small group setting on reading the story on the FEMA webpage “The River Raises; The Disaster Twins’ Flood Story…” ||  • Laptops, Internet, and []
 * • 10 Minutes || • Students will use the information they have collected to reply to two comments on their ePals page based on “What do you know about floods?” || • ePals information, laptops, Internet, and research ||
 * Technology Use: During this lesson, students will need to be using their laptops, Internet, and their ePals accounts. ||
 * **MONITOR** ||
 * Ongoing Assessment: My ongoing assessment will involve students’ ability to work together in their groups to gather information and respond appropriately to others on ePals. Students will be assessed on their performance in demonstrating and in-depth analysis of the text related to a major point and supporting details by making inferences and connections to the information gathered.
 * **EVALUATION** ||
 * Lesson Reflections and Notes: I will be using the checklist and rubric that was given to the students to evaluate their understanding. I will be looking for students’ ability to understand the importance of online collaboration. Their response on ePals will also be assessed based on their ability to answer the other students’ questions based on the effects and prevention of flooding and their facts they collected while researching. ||
 *  **TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE** ||
 *  **Daily Lesson GAME Plan** ||
 * Lesson Title: Digital Storytelling Lesson: Flood Effects and Prevention ||
 * Grade Level: 4th Grade Reading Group ||
 *  **GOALS** ||
 * Content Standards:
 * ISTE NETS-S
 *  **ACTION** ||
 * Before Class Preparation:
 *  **During Class** ||
 *  **Time** ||  **Instructional Activities**  ||  **Materials and Resources**  ||
 * • 20 Minutes || • I will begin the class by reviewing the facts students received from the previous lesson on ePals. We will share out the information and I will be using the rubric to assess student learning ||  • Student notes laptops with ePals information and rubric for each student. ||
 * • 40 Minutes || • Students will get with their partner and begin working on their news interview. Once they are ready, they will be using Storyrobe on the iPod Touch to create their Digital Storytelling about how the flood affected their lives and what they will be doing in the future if it happens again. They can take the assignment a bit further if they would like and insert pictures taken from the Internet to make their interview more personable and realistic. || • iPod Touch with Storyrobe, checklist and rubric ||
 * Technology Use: During this lesson, students will need to be using the iPod Touch and possibly the laptops and Internet. ||
 *  **MONITOR** ||
 * Ongoing Assessment: My ongoing assessment will involve students’ ability to work together in their groups to create a digital news interview about how a flood affected their lives. Students will be assessed on their performance in demonstrating a detailed analysis of how a flood could affect their lives and what they would do in the future if it happens again.
 *  **EVALUATION** ||
 * Lesson Reflections and Notes: I will be using the checklist and rubric that was given to the students to evaluate their understanding. I will also be watching for students’ abilities to collaborate with one another at a high level to create a digital interview based on the information they have learned. ||