Michelle+Andrews

Plan Your Own Field Trip

email address: Michelle.Andrews@k12.sd.us School District: Beresford District Inservice Plan

Read All About It Brochure

Expert on: Brainpop Achievement Series Exploravision || Senteo or CPS(Clickers) Formative and Summative Assessment; students answer in with remote multiple choice, T/F, number answers and teacher can make a report of data Brainpop-Short (5 minute or less) videos of information on endless topics. Funny and interesting. Includes a quiz after each video as well as related activities. Use as individual or whole class activity. (some free videos, pay for full use). Can search by South Dakota's standards, grade level. Achievement Series-Create online quizzes/tests that kids also take online and teacher can gain immediate feedback. Questions already written based on standards or you can write your own Exploravision-Total 21st Century Project Based Learning. Students work in teams to come up with an invention (think toilets that test urine, anti-bully robots etc.), reseach if that invention already exisits and in what forms, create a final product to sell the invention and create a model of it. A competition by grade level. Winners get a trip to DC, Toshiba computers, savings bonds, etc. I won it when I was a 5th grader for a milking machine invention and have been back to speak to more recent winners. || Senteo [|Quick Start Guide] [|www.brainpop.com] [|Ach. Series] [] || Lesson Plan:
 * Senteo or CPS(Clickers)

Subject area: Language Arts/Reading Grade level: 4 Time frame: Lesson title: Book Reports-Reading for Purpose || A list of ideas for students to use technology tools to report on what they have read individually or in groups. TO CREATE MOTIVATION AND A LOVE OF READING! || How do readers choose books that they will enjoy? Why should a reader share with others if they liked a book or not? How does a reader effectively share their book recommendations? || Example: Student can move document windows, access menus, and navigate toolbars. i.e. age, race, religion- Peers vs. Adults
 * ** Technology Integration Unit/Lesson Plan Template ** (modified from MTS Lesson Plan Template) ||
 * Name: Michelle Andrews
 * ** Brief lesson/unit Summary/Description ** ||
 * A way for students to free read/choice read, but to be accountable for their reading.
 * ** Essential Questions to guide this unit/lesson and focus teaching and learning: ** ||
 * Why is choice reading an important thing to do?
 * ** State Content Standard/Benchmark addressed [] ** ||
 * ** 4.W.1.1 Students can express ideas, personal thoughts, and observations in response to literature. **
 * 4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections. **
 * 4.LVS.1.3 Students can express ideas and convey information in an oral presentation. **
 * 4.R.2.1 Students can construct meaning from text by applying comprehension strategies. **
 * 4.R.2.2 Students can develop fluency by utilizing fluency strategies independently. **
 * 4.R.2.3 Students can utilize fluency strategies to comprehend literature and other materials. **
 * 4.R.4.1 Students can identify and distinguish the characteristics of multicultural texts, historical texts, **
 * and time period texts. **
 * 4.R.5.2 Students can research a topic by gathering information from at least two sources. ** ||
 * ** State Educational Technology Standard/Benchmark addressed [] ** ||
 * ** 4.CT.1.1 Demonstrate how to use parts of Application windows and menu options. ** Copy, Cut, Paste, Spell check, insert
 * 4.CT.1.3 Use input/output devices and other peripherals. **
 * Example: ** Students can take a digital photograph and transfer it to the computer and insert it into a document.
 * 4.CT.1.4 Manage and maintain files and folders independently application. **
 * Example: ** Create, save, retrieve, and organize files and folders using server technologies
 * Example: ** Delete old/unused files
 * Example: ** Identify multiple locations to save files and folders
 * 4.CT.2.1 Use presentation application to develop a product. **
 * Example: ** Including sound and multimedia in a presentation for class
 * Example: ** Writing 4.LVS.1.3
 * 4.CP.2.1 Select the best way to **** deliver information and ideas **** based on the audience **
 * Factors of the audience
 * Formal/informal audience
 * Presentation format
 * Media forms used in the presentation
 * Intended and unintended audiences
 * Example: ** Determine audience level (student or parent) and create a presentation geared at their interests ||
 * ** 21st Century Skill(s)/Theme(s) addressed (see excel spreadsheet) ** ||
 * || __ 2.CI.1 __ || Demonstrate originality and inventiveness in work ||
 * __ 2.CI.2 __ || Develop, implement and communicate new ideas to others ||


 * __ 2.CC.1 __ || Articulate thoughts and ideas clearly and effectively through speaking and writing ||
 * __ 2.CC.2 __ || Demonstrate ability to work effectively with diverse teams ||
 * __ 2.CC.3 __ || Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal ||
 * __ 2.CC.4 __ || Assume shared responsibility for collaborative work ||


 * __ 3.ICT.1 __ || Use digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy ||
 * __ 3.ICT.2 __ || Use technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information ||


 * __ 4.IS.5 __ || Utilize time efficiently and managing workload ||


 * __ 4.PA.1 __ || Set and met high standards and goals for delivering quality work on time ||


 * __ 4.LR.1 __ || Use interpersonal and problem-solving skills to influence and guide others toward a goal ||

-Discuss with students how they choose a book to read. Students write their ideas on the smartboard in text or picture Representation. Have a specific discussion about when you choose a book because a peer or website recommends it. -Show students “Reading Rainbow Video, [|reading rainbow website]’s book reviews, PhotoStory book report movie trailer, and Amazon.com [|book review examples]. -Preview with students what their final projects will look like and what their audience will be (others interested in reading book). -show students what a sample written document and rubric for grading will look like. After completing a choice read book, students complete a “Read All About It” document that will contain: Students will choose what their final project will be from the following. Show students the rubric for grading before they begin. Students will be required to do each of these four at some point during the school year, and then can choose from the additional ideas: o **Thumbs Up, Thumbs Down!** (movie review style) o **Sell It!** Each student pretends to be a publicist for the book o **Interview a Character from the story.** o **Ten Facts.** Each student creates a "Ten Facts About [book title]" o **Script It!** Each student writes a movie script for a favorite scene in a book just read. o **In the News!** Each student creates the front page of a newspaper that tells about the book. o **Create a Comic Book.** Turn book into a comic book, complete with comic-style illustrations and dialogue bubbles. o **Characters Come to Life!** Each student creates life-size "portraits" of one of the characters from a book just read. o **Picture Books.** Each student creates a picture book version of the story that would appeal to younger students. o **Resume Writing.** Create a resume for a character in the story (applicant's goals, experience and outside interests). o **"Dear Diary."** Write at least five entries that might have been written by a character in a book. || technology, visual aids, writing || Mini-lessons will need to be done on as needed. An example of this mini-lesson schedule could be: Mini-lesson Schedule:
 * ** Students will understand (lesson/unit objectives): ** ||
 * Working either individually or in a literature circle group:
 * Students will understand how to summarize the book they have read into one or two paragraphs.
 * Students will write their paragraph(s) using a topic sentence, supporting details and a concluding sentence.
 * Students will communicate their feelings/connections to the book they have chosen.
 * Students will create a final project to communicate their summary and feelings/connections/recommendation. ||
 * ** Technology & Web 2.0 resources needed (hardware and software, websites) ** ||
 * * Computer access and internet access for each child
 * Cameras (as needed)
 * Microsoft Photo Story 3 (free download)
 * [|Voicethread] (Web-based). Platform for comments and peer editing
 * [|Movie Maker] Movie Maker is a free tool from Microsoft. Create movies, upload to websites or burn on CD.
 * [|iMovie] an Apple product. Create movies to email, upload to the internet, burn to CD or DVD
 * [|Animoto] Educator accounts available ||
 * ** Procedure (learning activities)/ lessons of unit ** ||
 * ** Time Period 1 **
 * Time Period 2 **
 * Title and author of book they completed
 * Summary of book in one or two paragraphs
 * Connections they had to the book (text to self, text to world, text to text)
 * Would they recommend the book to others? Prove it!
 * Time Period 3 **
 * author interview (via in person, email or skype) or letter to the author
 * video display of summary and recommendation of book (reading rainbow book review style)
 * [|Microsoft Photo Story 3] (free download)
 * [|Voicethread] (Web-based). Platform for comments and peer editing
 * [|Movie Maker] Movie Maker is a free tool from Microsoft. Create movies, upload to websites or burn on CD.
 * [|iMovie] an Apple product. Create movies to email, upload to the internet, burn to CD or DVD
 * [|Animoto] Educator accounts available
 * ** post a recommendation/rating on amazon.com **
 * ** Book Jacket ** (be a book marketer for a day)
 * Other [|ideas] from Education World website: **
 * ** Book Report Sandwich **
 * ** Book Report In a ** (bag, box, etc.)
 * ** Strategies that can teach any student ** ||
 * Depending on final project chosen: Discussion, music, project-based, real-world appeal, role play, storytelling,
 * ** Describe application of above strategy or strategies below ** ||
 * * Discussion-students pair-share or group share (when using lit circle books)
 * Music-used in video making
 * Project-Based-creating a project at the end of each book
 * Real-World Appeal-being a book marketer, posting reviews to amazon.com
 * Role Play-can choose to pretend they are a character from a book
 * Storytelling-summarizing and sharing book content
 * Technology-typing of “Read All About It” document;
 * Visual Aids-through paper content or video
 * Writing-all students will complete the writing portion after they read a book ||
 * ** Assessment Method/s and description ** ||
 * ** Rubric for: **
 * “Read All About It” writing rubric **
 * Final Project Grading Rubric **
 * 21st Century Skills Rubric ** ||
 * ** Resource List ** ||
 * ** Follow hyperlink to online source: **
 * Reading Rainbow Video
 * [|reading rainbow website]’s book reviews
 * Amazon.com [|book review examples].
 * [|Microsoft Photo Story 3] (free download)
 * [|Voicethread] (Web-based). Platform for comments and peer editing
 * [|iMovie] an Apple product. Create movies to email, upload to the internet, burn to CD or DVD
 * [|Animoto] Educator accounts available
 * ** Book Report [|ideas] from Education World website ** ||
 * ** Notes: //(this area may list accommodations, differentiation, as well as other key information that may not fit into the categories above)// ** ||
 * See additional documents below.
 * -how to set goals and finish a book
 * -how to fill out the “Read All About It” document
 * -how to write a great sentence
 * -what a book summary looks like
 * -how to use Photo Story, Voicethread, iMovie, Animoto
 * -how to post finished products on the web/wiki ||
 * ** Peer Reviewer: _ ** ||

= To create a digital movie using iMovie or Movie Maker: = 1. Capture video or images 2. Import video into video editing program (we will be using Movie Maker) 3. Edit the Video (cut and sort clips, add sound or music, add transitions & title clips) 4. Save and export (CD or movie file) *5. Upload video to streaming video service (optional)

Upload to these sites to create streaming video [|YouTube] [|TeacherTube] [|SchoolTube] [|Vimeo]

Sounds and Sound Effects [|Audio Files for Movies] [|free wav files (background noises, doorbells, etc.)]

Royalty Free Music [|Jamendo]

File Format Changes [|Zamzar]

Images [|www.flickr.com]

[|Microsoft Movie Maker Tutorial]

** Read All About It Brochure **
 * Rubric for Grading **

Name Number __Date__ _


 * ** . ** || ** Beginning **
 * 1 ** || ** Developing **
 * 2 ** || ** Accomplished **
 * 3 ** || ** Excellent **
 * 4 ** || ** Score ** ||
 * ** Title and Author ** || Title and/or author is missing || Title and Author are shown, but spelled incorrectly or not complete || Title and Author are shown || Title and Author are shown in full, spelled correctly, and book title is underlined || .  ||
 * ** Part 1 (describe the book's setting, major and minor characters) ** || Does not cover all appropriate topics || Covers some of the appropriate topics. || Covers most of the appropriate topics. || All appropriate topics covered well. Also includes interesting facts. || .  ||
 * ** Part 2 (describe the book's beginning, middle and end, the problem in the story and how it was solved, etc.) ** || Does not cover all appropriate topics || Covers some of the appropriate topics. || Covers most of the appropriate topics. || All appropriate topics covered well. Also includes interesting facts. || .  ||
 * ** Spelling/Grammar ** || Many spelling and grammatical errors || A few errors || Only one or two errors || Spelling and grammar perfect || .  ||
 * ** Connections ** || One connection that is not well explained || Two connections that are well explained || Three connections (including text to self, text to world, or text to text) that are explained. || At least three connections, (including text to self, text to world, **and** text to text) that are well explained. ||  ||
 * ** Student Recommendation ** || No recommendation || No justification for recommendation || Adequate justification for recommendation || Convincing, reasonable justification for recommendation ||  ||
 * ** Timeliness ** || Over a week late || A week late || A day or two late || Handed in on time || .  ||
 * ** Finished Product ** || Sloppy job, not a lot of work or effort evident. || Sloppy work, but shows effort. || Neatly done. Shows care and effort. || Neatly done. Shows high level of effort. Color and pictures added. || . ||


 * ||
 * Name Number __Date__ _ ||
 * ** Points ** || ** 1 ** || ** 2 ** || ** 3 ** || ** 4 ** || ** Total ** ||
 * ** Followed Directions ** || Most directions were not followed or project was incomplete || One or two directions were not followed, but mostly they were || All directions for project chosen were followed || All directions for project chosen were carefully followed ||  ||
 * ** Title and Author ** || Title and/or author is missing || Title and Author are shown, but spelled incorrectly or not complete || Title and Author are shown || Title and Author are shown in full, spelled correctly, and book title is underlined ||  ||
 * ** Main Characters ** || No description of main characters || Incomplete or inadequate description of main characters || Adequate descriptions and character sketches of main characters including a few comparisons || Complete description of main characters including comparisons, contrasts, and important details ||  ||
 * ** Setting ** || No description of setting || Incomplete or inaccurate description of setting || Adequate description of setting including a few pictures || Complete description of setting. Includes drawings, maps, and background information ||  ||
 * ** Brief Summary ** || Inadequate plot summary || Incomplete plot summary and incomplete or inaccurate story board || Adequate plot summary including some important events || Complete plot summary including story details that tell about major events ||  ||
 * ** Originality/Creativity ** || The work is a minimal plot summary. There is no evidence of new thought. || The work is merely a basic summary of the story. There is no evidence of new thought, inventiveness, or insight. || The product shows some evidence of originality and inventiveness. || Shows significant evidence of originality and creativity. The majority of the content and many of the ideas are fresh, original, and inventive. ||  ||
 * ** Student Recommendation ** || No recommendation || No justification for recommendation || Adequate justification for recommendation || Convincing, reasonable justification for recommendation ||  ||
 * ** Design ** || Confusing, irrelevant, distracting use of graphics, sound, and/or text || Graphics and/or text are somewhat purposeful, but many are unrelated to content || Graphics, sounds, and/or text are purposeful and most are logically related to content || Purposeful, logical flow of graphics, sound, and/or text to convey relevant content ||  ||
 * ** Group Work **
 * (as applies) ** || No teamwork, poor classroom behavior, failed to meet deadlines and project requirements || Poor teamwork, some misbehavior, sometimes late for deadlines and project requirements || Some teamwork, little misbehavior, met most deadlines and project requirements || Excellent teamwork, good behavior, worked together to meet all deadlines and project requirements ||  ||
 * ** Grading Scale ** || ** A= **
 * B= ** || ** C= **
 * D= ** ||  || ** Total Points: ** ||   ||


 * 4.W.1.1 Students can express ideas, personal thoughts, and observations in response to literature. **
 * 4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections. **
 * 4.W.1.3 Students can compose a paragraph with a topic sentence, supporting details, and a conclusion. **
 * 4.LVS.1.3 Students can express ideas and convey information in an oral presentation. **


 * 4.R.2.1 Students can construct meaning from text by applying comprehension strategies. **
 * 4.R.2.2 Students can develop fluency by utilizing fluency strategies independently. **
 * 4.R.2.3 Students can utilize fluency strategies to comprehend literature and other materials. **
 * 4.R.4.1 Students can identify and distinguish the characteristics of multicultural texts, historical texts, and time period texts. **
 * 4.R.5.2 Students can research a topic by gathering information from at least two sources. **

Include a 21st Century Rubric/Checklist too