2010+Language+Arts


 * Scenario #1**
 * Lego Videos- Number the Stars (1-2 weeks)**

This assignment was given as a culminating project, after students had read the novel, Number the Stars. For this assignment, I divided the class into groups of 3 to 4 students. Each group was given 2 to 3 chapters from the novel, Number the Stars. The students had to make a short video (2-4 minutes) summarizing the events in each chapter. Students were shown sample videos, from the Internet, of other Lego videos that other students had created. First, students wrote a script for the chapter, and listed the materials or props that they would be using to create their video. For example, each video had to include props to represent the people in the video. They were encouraged to use Lego people, dolls, toys, or real people. Students would also list what technology they had access to at home and what they would need to use at school. Students were given access to a video camcorder or laptop camera to record either still shots or moving video. They used iMovie at school or Microsoft Movie Maker at home to create their videos. Students were given the option of using captions or voice recordings to tell the story along with music, if they chose to. Using the software, students combined their video or still shots with music and/ or voice recordings. Materials used: camcorder or laptop webcam, voice recorder, iMovie or Microsoft Movie Maker software. Full Lesson Plan Student Sample


 * Scenario #2 **
 * Keynote- Persuasive Essays **

Using KEYNOTE, my seventh grade Language Arts students collaborated with peers in order to present and showcase information for their persuasive essays. Students were given one of six persuasive prompts to research, (examples include: mandatory school uniforms, video game violence, etc.), and collected information for their persuasive essay and Keynote presentation. Students individually worked through the writing process in order to write an essay that presented all sides of an argument, but eventually persuaded the reader to take a side on the matter. Once they compiled their research and wrote their essays, students then worked in groups of four to create a Keynote presentation that showed their combined research. These groups then had to present their persuasive topics to the class, and were to use their Keynote presentation as a guide to persuading the audience.

 This scenario allowed students to:  • Create a presentation that informed and persuaded the audience.  • Analyze information from the Internet in order to distinguish  between reliable and unreliable information.  • Write, edit, revise, and present a persuasive essay and Keynote presentation . [|Full Lesson Plan] [|Student Sample] **Scenario #3 ****Comic Life- Create a cover page for biography research paper **  Using COMIC LIFE, my seventh grade Language Arts students created a Comic Life title page for their biography research paper. Using Nettrecker and other search engines, students researched the early life, education, and major accomplishments of a person that has impacted society in a meaningful way. Once students completed their research and wrote their essays, they designed a Comic Life title page with pictures, quotes, and facts about the person they were researching. This allowed students to include graphics and illustrative material that effectively supported research ideas in the text.

 This scenario allowed students to:  • Create and design a Comic Life title page that supports the key ideas  of the research paper.  • Analyze information from the Internet in order to distinguish between reliable and unreliable information. [|Full Lesson Plan]  [|Student Sample] **Scenario #4** **World Currency- APEX Multi-diciplinary project** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> This technology unit is designed to provide a series of integrated content-based lessons which not only provide a tiered instructional base for technology skills, but also present a focused instructional sequence which moves students from a mere recalling of facts to strategic reasoning and to extending knowledge into real world application, requiring the learner to interconnect concepts within varied curriculum areas. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Overview: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Students will use real world currency as a primary source for social studies, language arts, art, and math lessons.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Initial instruction began in the social studies classroom. Students researched assigned countries, gathering/organizing relevant information for presentations. Data collected via the Internet and organized using Inspiration. Keynote and GarageBand podcasting was used to create multi media presentations.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> The topic “World Currency” provided the thread drawn through to the language arts sequence that focused on locating/collecting images of selected currency, then researching to identify/label the symbols and images used on the front and obverse sides of their country’s banknotes. After printing out their labeled banknotes, students wrote descriptive paragraphs further explaining common themes and importance of the images used on the currency. Lastly, students created postcards from images collected via Internet sites and composed a brief summary of their travel to their country, published as postcards written to the teacher. Letter writing and address formatting were addressed as instructional “need to know”. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Students used search engines and relevant Internet sites to research and collect data. Students compiled a hyperlinked bibliography of sites used in Word. Banknote images and labeling as well as postcards was created using Pages. <span style="font-family: Arial,Helvetica,sans-serif;"> An opportunity to create an original and or personal banknote was offered as an enrichment component. Students used Photobooth to capture their personal image to use on a banknote created in Pages. They were expected to create a bill that contained pertinent, necessary information appropriate to useable currency (i.e. value. symbols, layout, size). A front and obverse side was required. [|Full Lesson Plan] [|Related Sites.docx] [|Student Sample #1] [|Student Sample #2] [|Student Sample #3] **Scenario #5** **//The Cay//** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Prior to reading the novel The Cay, students were paired according to mixed ability. They were given a topic for research, about which, they would create a powerpoint presentation. The topics focused on different aspects from the novel. Students had two days to complete the assignment  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">.[|Full Lesson Plan]  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">[|Rubric][|Student Sample] <span style="display: block; font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden; text-align: left;">﻿ **<span style="font-family: Arial,Helvetica,sans-serif; line-height: 0px; overflow: hidden;">Scenario #6 ** **Indefinite Pronouns** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Using Inspiration 8, my sixth grade Language Arts students created a concept map to organize the various indefinite pronouns into the proper groups. This lesson showed the students a technical way that they can organize information graphically for better retention of content. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> This lesson enabled students: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> · To learn how to use specific software that helps organizes concepts <span style="font-family: Arial,Helvetica,sans-serif;"> · To follow technical directions in the development a specific product [|Concept Map Rules] [|Indefinite Pronoun Sort] **Scenario #7** **Enriched Language Arts-Propaganda** Day 1-The students viewed a propaganda power point and took notes on the different types of propaganda. For homework, the students had to go to the “Don’t Buy It” website and complete an activity sheet that required that they navigate to find information about the propaganda techniques used in various ads. Day 2- the students were given magazine ads. They were responsible for identifying and analyze the propaganda technique(s) used in the ads. Day 3- the students were responsible for creating their own ads on paper. Day 4- the students used ComicLife.com to recreate their ads for a presentation Day 5- the students presented their ads to the class.

**Scenario #8** **Author Display**

Scenario: The students selected an author from a list of authors provided by the teacher. They were responsible for reading 3 books by the author. Using a tri-fold board the students had to create a display that included a Venn diagram comparing 2 or more characters from the books they read, a personally designed book mark, a personally designed book jacket for one of the books, a timeline of the author's life, a photograph of the author and a depiction of the setting from one of the books. The students were also responsible for corresponding with the author by mail or email. [|Lesson Plan and Sample] <span style="color: black; display: block; line-height: 0px; overflow-x: hidden; overflow-y: hidden; text-align: left;"> **Scenario #9** **Student Blog** The students and I will blog online through a blog site. I will ask journal questions based off of the current novel we are reading in class. The students may also be asked to comment on each other’s comments or make recommendations for classmates. The students each came up with a unique nickname in order to protect their privacy. The class link is []


 * Scenario #10**

**Character Page** The students created a MyLitSpace for a character in a book of their choosing. The student completed the components on a computer using the template I placed on each student’s flashdrive. When they were finished, the completed the assignment by printing out the page and coloring a background that complimented his/her book. Attached is the template used for this assignment. [|mylitspace-template.ppt] **Scenario #11** **Persuasive Essay Ad** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">I have my 7th grade standard language arts students work on a persuasive essay during the second quarter of the school year. During this time they are to research their topic and decide which side they are trying to persuade their reader to take. Students in the past have usually incorporated elements of topics that they are studying in either World Geography or Science (examples: deforestation, rain forest conservation, how global warming is effecting polar bears). After the students have written their essays they are to create a 1-page ad using Pages to help illustrate their point further. Once they have created their ads during the following days the students will present their ads and their papers with classmates voting by secret ballot to determine who had the strongest persuasive point. [|Student Sample.pdf] **Scenario #12** **Student Novel Discussion Blog** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> While completing a novel study my 7th grade enriched students are required to not only participate in our classroom discussions of the novel, but to also participate via our class blog. At the beginning of the year students create their own unique user name that only I know, so they can respond to classmates postings anonymously. Students are required to respond to set discussion questions a minimum of five times per week (3 discussion topics and 2 responses to others). Due to anonymity many students seem to share more information than they do in class. Students are graded on this portion of our novel study as a participation grade. It is very interesting to see how often our class discussions spill over onto our blog as well as our blog thoughts surface in our classroom discussions.

<span style="font-family: Arial,Helvetica,sans-serif;">[] <span style="font-family: Arial,Helvetica,sans-serif;">**Scenario #13** <span style="font-family: Arial,Helvetica,sans-serif;">**Student Created Fairy Tale** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Using PowerPoint, my seventh grade students created a fairy tale using specific rules related to teamwork and organization. The first step was to get the students into groups of two. Then the students were instructed on how to “properly” use PP before starting or creating a show. When doing this have them write down and also visualize all commands. The directions stated they must have at least 7 slides, set-up in plot sequence (first slide must be the title page (Names, Title, and related picture)). In order to show their knowledge of the topic, along with creative skills they first came up with a title. The title must be creative and have to deal with the story in which they were writing. From this, they had to actual write the story, on paper and then place it on the slides. Each slide, excluding the first slide, will contain at least three complete sentences and one, on topic, picture. The slide must also create action buttons to go forward and back to the first slide. Upon conclusion the students will present and/or act out their presentation. [|Full Lesson Plan] [|Student Sample]


 * Scenario #14**
 * Favorite Activities Outline**

<span style="font-family: Arial,Helvetica,sans-serif;">Using Word, my seventh grade students created an outline of their favorite activities. They first were taught how to operate Word. This took most of the time considering many had never used or used the application correctly. I showed them how to use the standard and formatting toolbars, which came as a total surprise to most of them. Then we moved to the tools and informed them of the spell check option which they also enjoyed. Finally, I showed them how to save and edit their paper. When we moved to the outline format it came very easy. Once we switched to the outline application the only thing I really had to explain is how to use the bullets with the tab and delete keys. Once completed I had them print a copy and write a paper using their outline. <span style="font-family: Arial,Helvetica,sans-serif;"> [|Full Lesson Plan] <span style="font-family: Arial,Helvetica,sans-serif;">[|Student Sample] <span style="font-family: Arial,Helvetica,sans-serif;">Using Comic Life my sixth grade language arts students demonstrate their understanding in the use of figurative language including simile, metaphor, personification, and hyperbole. [|Student Sample]
 * Scenario #15**
 * Figurative Language**


 * Scenario #16**
 * Letter Writing**

Using WORD, my seventh grade language arts students used their knowledge of letter writing to communicate with pen pals in Pennsylavnia. Students were guided through the lesson to build on their previous knowledge of Microsoft Word. Students were directed in how to add borders to their documents, how to change fonts (color and sizes), and how to make changes using the ‘select all’ option. Students also utilized the toolbox to make changes to spacing and margins. Students were given a list of changes to make to the letter for their pen pals. I think this lesson enabled students to use their creativity to add to a technology skill with which they are already familiar. I had to reiterate to the students several times not to rely on the spell check and to check over their work. I can’t identify any drawbacks with this lesson because it was an application that the students were familiar with and it was fairly simple to teach. They did like all of the “cool” things that they could change and manipulate with Word. [|Full Lesson Plan] [|Student Sample 1] [|Student Sample 2]


 * Scenario #17 **
 * Inspiration - Concept Mapping **

Using INSPIRATION, my seventh grade language arts students began the prewriting process by creating a bubble map. Students were guided through the lesson using the generic terms of main idea, topic, and subtopic to develop the prewriting skill. Students then worked alone using a simple topic (e.g. pets) and guided through subtopics. With the introduction to Inspiration, students were taught how to connect main idea to topic and topic to subtopics. Students were shown how to change shapes, colors, font, and how to add clipart. The introduction took an entire class period, so students were given the topic of “eight parts of speech” for homework. Since students have been covering the parts of speech all year they did not need guidance on this assignment. The homework assignment required students to create notes focusing on the eight parts of speech. The notes were to include : the part of speech, definition, and an example of the part of speech used in a sentence. Students used the homework assignment as a prewriting process. Students were given a list of skills that were covered on the first day of the Inspiration lesson and directed to implement with the homework. (See attached) o I think this lesson enabled students to take concepts that have already been covered and refine their study skills. It gave them another way to look at what they already know and aided in retention of the information. The project took 2 days to complete. The only drawback was that it took some students much longer than others to create the final product. [|Full Lesson Plan] [|Student Sample 1] [|Student Sample 2] [|Quiz Directions]


 * Scenario #18**
 * PowerPoint**

I had originally intended to have the students create Powerpoints for incorporation in to a larger project involving multiple applications. I started out by assigning the students vocabulary words that are all assessed on the 7th grade and Reading/ Language Arts TCAP. After the students opened Powerpoint, it became apparent that the majority of the students did not possess basic font manipulation skills. At that point I decided to focus on Technology Operations and Concepts. I asked students to create a slide for each word. They were to change and create colorful fonts and animate the words. They would then use search engines to find definitions for the selected literary terms and find examples in their textbooks. This was a good opportunity for me to instruct students in animating slides, slide management, (most of them had to be shown how to add a new slide for instance,) and how to save their work into files. I used flash drives and taught many of the students how to properly use and eject external hard drives as well as how to save their work on to the drives. I also used this opportunity to show the students how to display and use the formatting palette. The end result was that the learners were excited about creating the slide shows and many displayed the student’s unique creative abilities. [|Full Lesson Plan] [|Student Sample]


 * Scenario #18 **

Project addresses the following ISTE standard: and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
 * 2. Communication and Collaboration:** Students use digital media and environments to communicate

This project also addresses the following language arts standards:


 * SPI 0701.2.4** Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).


 * SPI 0701.2.5** Organize ideas in the most effective order for an oral presentation.


 * SPI 0701.2.7** Select the most appropriate strategies for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority).
 * SPI 0701.2.8** Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper.

Using PowerPoint or Keynote, my students had to prepare a group presentation correcting missed questions from a ThinkLink test. The presentation had to include the following: the missed ThinkLink question, the S.P.I. that was being tested, the answers each group member put, the correct answer, and an explanation of why that particular answer was correct. The group was encouraged to create a new question testing the same S.P.I., but that was optional. The students were able to use the laptops in a classroom setting to create the presentation. The students were able to correct language arts deficiancies while learning to work together successfully. The entire class gained new perspectives on test questions as the presenters carefully explained their reasoning for determining an answer.


 * [|Full Lesson Plan]**
 * [|Student Sample]**


 * Scenario #19**
 * Research Lesson**

Students were given instructions on how to generate quality results on a specific topic related to Oklahoma history to prepare for a field trip to see //Okahoma//, the musical. This research instruction was necessary to help them generate more quality search results on any given topic. The lesson included more search topics than could possibly be researched during a class period. The students were engaged during the entire class period which was held in the computer lab. The students had varying degrees of experience with quality researching as well as standard computer skills like copy and pasting and saving a document in a specific location. The students enjoyed learning various shortcuts and were able to learn a little bit of information that made the musical more meaningful.

[|Full Lesson Plan] [|Student Sample]

====This lesson was part of an ongoing vocabulary building study. Students used Inspiration to define vocabulary words, use them in sentences and choose appropriate illustrations for each word. The purpose of the lesson was to give students a new, engaging method of studying and learning new vocabulary words. They were definitely more excited about using technology while learning vocabulary. Completing the assignment made a great study help for the test! ==== [|Full Lesson Plan] [|Student Sample]
 * Scenario #20**


 * Scenario #21**


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; font-weight: normal; line-height: 19px;"> The unit plan included poetry and how figurative language played such an important part in this type of writing. Students studied different poems, identifying different types of figurative language. S ** tudents were asked to show mastery of specified figures of speech by creating sentences and illustrations of each using Comic Life and a given web site for clip art. Creating their own examples was a culminating activity to show mastery of this SPI. The students created wonderful projects. All finished in the time period.

<span style="font-family: 'Times New Roman'; font-size: 16px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">﻿[|Full Lesson Plan] <span style="font-family: 'Times New Roman'; font-size: 16px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">[|Student Sample]


 * Scenario #22**
 * Book Report/Inspiration**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students read historical fiction novels written in the form of diary entries. As they read, students identified significant events in the life of their character. As part of a book report, students used Inspirations to create a timeline of the most significant events. Students determined starting and ending dates, details which explained each event and why it was significant to the character’s life, and an illustration to support the event. Students created an appropriate title for timelines and incorporated a variety of tools from the Inspirations program such as directional arrows, geometric shapes and other graphic designs, colors, fonts, and so forth, to make their timeline unique, creative, and interesting, as well as providing important chronologically-ordered events in their character’s life. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">SPI’s 0701.3.9, 0701.3.10, 0701.3.12, 0701.4.10 [|Student_Sample]


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Scenario #23 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Students created a Keynote of 12 slides, one introductory slide, and 11 slides each providing information about figurative language terms and sound devices. Each slide (from a created template) listed one key term, and students created a background ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">one for all slides or per slide), defined the term, and provided an example of the term with its source information. Students were then required to include their choice of slide transitions, build-in’s, and build-out’s. I required a minimum number for each, but students could add as many as they wanted. Some students even made voice recordings on slides which focused on sound devices, emphasizing the sound aspects of the term. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">SPI’s 0701.8.8 and 0701.8.10

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|Student_Sample]


 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Scenario #24 **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Inspiration

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">For this 2nd technology class, my students needed to know the six ways an author defines a character. I decided to use the Inspiration program because of the several different graphic organizers that can be made.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">First students had to read two short stories: “A Day’s Wait” by Ernest Hemingway and “Stolen Day” by Sherwood Anderson. Next they had to give examples from the stories of how the author defined the main character of each story. For example, one character, even though he was ill, went and closed his parents windows. This showed that the character was caring and thoughtful. Once the student found all six ways, then they could transfer all this information on the graphic organizer.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This was a pretty easy activity and it only took two days. After the students finished their graphic organizer, I had them present their project to the class using the whiteboard in the computer lab.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">This class went extremely well and I think the students will more likely remember this SPI, because it forced them to look beyond the direct characterization or words of the author and find indirect characterization, which is how most stories are now written. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">[|Student_Sample]

<span style="font-family: 'Times New Roman',Times,serif;">