Cheryl

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**Timeline for Project Completion**

**Unit 1** Get into the Project Wiki space. Complete Section 1 of your Final Project Template. **Unit 2** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. **Unit 3** Develop one idea for incorporating the use of a wiki or blog in your unit. **Unit 4** Develop one idea for incorporating the use of podcasting in your unit. **Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using one or more Google Apps into your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.

Name: Cheryl Taylor Title: Special Education Teacher SAU: 82 Grade Level: 3 District: Chester Content Area: all School: Chester Academy Content Domain:
 * Section 1: General Information **

Course Unit: Reading Comprehension Source of Standards: new hampshire frameworks <span style="font-family: Arial,Helvetica,sans-serif;">. <span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit? Include the entire standard, not just a reference number.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: Standards and Learning Goals **

<span style="font-family: Arial,Helvetica,sans-serif;">R:LT:3:1:1 Identifying and describing characters, setting, problem/solution, major events, or plot according to the text <span style="font-family: Arial,Helvetica,sans-serif;">R:LT:3:1:2 Paraphasing or summarizing key ideas/plot, with events sequenced, as appropriate to text. <span style="font-family: Arial,Helvetica,sans-serif;">R:LT:3:1:3 Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. <span style="font-family: Arial,Helvetica,sans-serif;">R:LT:3:1:4 Identify the charteristics of a variety of types of text

<span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard. <span style="font-family: Arial,Helvetica,sans-serif;">1. After reading a story individual students could fill in a story map of the elements (character, setting, problem, solution, major events.) <span style="font-family: Arial,Helvetica,sans-serif;">2. Put six to ten written events from a story in sequence. <span style="font-family: Arial,Helvetica,sans-serif;">3. While reading a story individual students will generate 2 questions about the story before they begin reading, while they are reading and after they read the story. <span style="font-family: Arial,Helvetica,sans-serif;">4. Create a power point quiz with story chacteristics and have the students tell which genre or text the characterisitcs go with. <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2 (optional): Assessment Criteria and Measurement <span style="font-family: Arial,Helvetica,sans-serif;">Design a draft of the assessment you will use to determine students have achieved the standards.

<span style="font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance.

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? Can use as a resurce for practiceing skills learned within reading class. Use of a blog for a question and answer forum. . After a book is read in class students can create pictures related to the story elements and pictures can be put into the blog to show parents. After reading story in class students will complete How will this activity connect to the performance or product you need to see students demonstrate? After sending a book home for the students to read, they will read the story and then answer questions related to the story elements using a blog. While reading a story students can develop questions related to the story. These questions will be put on the blog and other students can jump on the blog and answer the questions. Develop a "quiz" on characteristics of different genre.

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? The first podcast will be - after reading "Prudy's Problem and How She Solved It" the students will work in groups and draw pictures to depicit the characters, setting, problem, solution and the 3 events. After the pictures have been drawn the students will write a couple of sentences about their pictures. For the podcast students will show their pictures and then rea the students that they wrote. This podcast will be put on our blog. Another podcast could be an audio of the different characteristics that make up a genre. The podcast will focus on the difference between a fairy tale and a fable. How will this activity connect to the performance or product you need to see students demonstrate? This podcast will be the result of an in class activity. The students have been working on the story elements during this unit in third grade. This podcast will be a reinforcement of those story elements. The audio podcast will be the jumping off place for the students to learn about what makes a fairy tale a fairy tale of a fable a fable. //**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia in this unit? Develop a you tube on different characteristics that make up a fairy tale and/or fable, folk tale and how a fairy tale is different and similair to a fable or folk tale story. How will this activity connect to the performance or product you need to see students demonstrate? Students will need to know the characteristics of different genre. In order to be able to make a video about the simmilarities and differences between a fairy tale and a folk tale or fable.

//Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">//Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.//

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will students use the Google App in this unit? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">I would like to try to take one of the anthology stories in the third grade curriculum and develop a lit. trip. Of course I do not know what this involves but I would like to give it a try. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will this activity connect to the performance or product you need to see students demonstrate? <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">The lit trip would include data on the story elements. This would link a story to real places and real events.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague.//

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would you and your colleagues use the Google App? ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? **

//**Unit 7:**// **Instructional Design: Digital Citizenship** //**Develop an idea for a learning activity that teaches some aspects of digital citizen ship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.**// //**Develop a podcast called "What's Private", to help the students understand what information should and should not be given out over the internet. The students will learn an important safety rule. Before sharing information on the internet, they must receive permission from an adult they trust - teacher or parent. A home connection piece will also be included in an dowmloadable sheet related to the Podcast that will be read and completed by the student and their parent and signed.**//

How will this activity give them a better learning experience using the Web 2.0 tools?

The students will begin to develop and practice safe, legal and responsible use of techonology.

How will this activity relate to the internet policies already in place at your school?

it will help to develop and understanding for the students as to what the school's policies are and what they mean.