Web+2.0+Century+Skills+and+Tools

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 * Artifacts: ISTC 541 **

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 * Final Project:Poetry With The Use Of Technology **

 This lesson is to provide information about poetry’s inferential poetic elements such as expression, mood, and tone in order for third graders to be able to understand and comprehend while reading literary texts. Through this lesson, students will be motivated by engaging in a variety of technology activities to encourage the different learning styles of a third grader. This lesson aligns with the Maryland Voluntary State Curriculum. The lessons’ objectives and activities will provide the students with the opportunity to actively learn and apply their knowledge of poetry through comprehension, interpretation, analysis, and evaluating literary texts.
 * Purpose: **

Link to VSC [] Students will be able to determine the tone and mood of a poem by practicing expression through Audacity as well as identifying text details that also support the tone and mood of a poem.
 * Objectives: **

**Lesson**:Technology will be integrated in this lesson in order for students to identify the tone and mood of each individual poem. Students will be introduced to this lesson by an engaging brainpop video. The video will be used in order to help teach what mood and tone is and how it can help students comprehend literary texts. [] Teacher will show a digital movie using Movie Maker developed by the teacher to visually demonstrate the mood and tone of the poem “[|Ancient]” by Kenn Nesbitt. This will lead to a student/teacher discussion about the teacher’s expression of the poem and the images used in the digital movie in order to illustrate text details which can determine what the narrator’s mood and tone is. Students will then view and hear another poem demonstrated through Audacity called “I Found a Tiny Starfish” by Dayle Ann Dodds. Students will briefly work with a partner to practice reading the poem using expression and then discuss the tone and mood of the poem. After practicing with partners, the teacher will work with students to underline details from the text that determine the narrator’s tone and mood in the poem. By doing this, students will have a better understanding of what the poem is about in order to help the teacher model how to answer questions and a BCR based on the poem using whole class instruction. Students will receive several short poems to practice reading with expression using Audacity. Before students begin, teacher will quickly discuss the appropriate way to use Audacity on their computers. Using the podcasts their partner created, students will listen to the podcast to identify details that support the narrator’s mood and tone in the poem.

**Assessments**: **Formative** (**ongoing**): Students will show their understanding of tone and mood through a quick online quiz based on the brainpop video. The teacher will also be assessing student’s ability to use audacity to show the mood and tone of the poem they are reading, while working with a partner to identify details that support the mood and tone. The podcasts will help the teacher work with students to accurately express the tone and mood before going onto their final assessment. By students collaborating with partners, the teacher can gauge students understanding of picking out details and discussing how the details can support the mood and tone.

**Summative** (**final**): Students will be assessed on their knowledge of mood and tone by creating a podcast of a poem. Students will use their partner’s podcast in order to answer questions based on the poem and answer a BCR.

**Extension Activity**: For students who are either finished early or as an extra activity to reinforce skills from the whole poetry unit, students may use this website to practice poetry and literary elements. They can also use this website to create their own poem to convey a certain mood or tone. []

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 * Resources and Tools: **
 * [[file:Final Project Lesson Template.pdf.doc|Lesson]]
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">[[file:I Found a Tiny Starfish.doc|"I Saw a Tiny Starfish" Poem]]
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">[[file:podcast.mp3|Podcast For "I Saw a Tiny Starfish"]]
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">[|Video "Ancient"]

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 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Artifacts: ISTC 633 **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Non-Original Project Video media type="custom" key="25803398" <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;"> Original Final Project Video media type="custom" key="25803396"


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Symbaloo Artifacts **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">PD Symbaloo <span style="font-family: 'Comic Sans MS',cursive;">media type="custom" key="25795596" <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Reading Symbaloo <span style="font-family: 'Comic Sans MS',cursive;">media type="custom" key="25795602" <span style="font-family: 'Comic Sans MS',cursive; font-size: 14pt;">Math Symbaloo media type="custom" key="25795606"

Technology Integration Back ePortflio

__**<span style="font-family: 'Comic Sans MS',cursive;">References **__

Dodds, D.A. (1998). //I found a Tiny Starfish//. Reprinted by Chicken Soup for the Soul Publishing, LCC Copyright 2012.

<span style="font-family: 'Comic Sans MS',cursive;">Duffy T. M. & Jonassen, D. (Eds.). (1992). //Constructivism and the technology of instruction: A conversation.// Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Kenn Nesbitt, K. (2012). //Ancient.// Retrieved from [|http://www.poetry4kids.com/m/?pid=128#.U2U3jvldWSo]

Kadijevich, Dj. (2006). //Achieving educational technology standards: the relationship between student teacher’s interest and institutional support offered//. Journal of Computer Assisted Learning, 22(6), 437-443. Retrieved from EBSCOhost.

Mishra, P., & Koehler, M. (November 20, 2008). //Technology integration in teaching: The TPACK framework.// Retrieved August 23, 2010 from []

Papert, S. (1993). //The children's machine//. New York: Basic Books.

Prensky, M. (2001a, September/October). //Digital natives, digital immigrants//. On the Horizon, 9(5), 1-6.

Prensky, M. (2001b, November/December). //Digital natives, digital immigrants, part 2: Do they really think differently?// On the Horizon, 9(6), 1-6.

Retrieved from [|http://www.mdk12.org]

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Retrieved from [|http://library.thinkquest.org/J0112392]