Japonica Morris CAT 531 Module 9: Technology Integration

Activity Title: Redesigning Book Reports Using Technology Grade Level Range: 6-8 Purpose: Promote reading comprehension Introduce the use of technology to communicate inferences, story elements, and character descriptions. Encourage collaboration through the use of technology. ISTE Standards addressed in this lesson plan 2. Communication and Collaboration. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. 5. Digital Citizenship c. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity 6. Technology Operations and Concepts a. Understand and use technology systems d. Transfer current knowledge to learning of new technologies Alabama Course of Study Standards addressed in this lesson plan 12. Communication and Collaboration Use digital tools to communicate and collaborate at all levels from interpersonal to global.

14. Creativity and Innovation Use digital tools to generate new ideas, products, or processes. Description: Students will choose and read an appropriate reading level book from the list of approved books. The student will create a blog to discuss their opinion of the book including inferences, story elements, and main characters. Activity Preparation: Students will choose an appropriate book. Students will create a blog during class with teacher assistance. Each student has been assigned a Google Chromebook and is familiar with how to access the internet. Activity Procedure: Students will read the chosen book. Students will create a blog using their assigned Google Chromebooks. Students will create blog on http://www.blogger.com/jome. The teacher will have access to each students blog space. Students will write an opinion of the book on the blog, including inferences, story elements, and main characters. Students will comment on a classmates blog. The comment will include a response the classmates posting and a follow-up question for the classmate. Tools and Resources: Each student has an assigned laptop (Google Chromebook. Website: http://www.blogger.com/home

Assessment: Rubric designed using Rubistar (http://rubistar.4teachers.org/

Redesigning Book Reports Using Technology

CATEGORY Chooses Appropriate Books 4
Student chooses a book which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher. Student uses blog to cite the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened.

3
Student chooses a book which s/he has never read before and which is slightly below his/her reading level.

2
Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher. Student uses blog to cite the names OR descriptions of the important characters in the story.

1
Student chooses a book that s/he has read many times before or which is more than one grade below student\\\'s reading level. Student has trouble naming and describing the characters in the story.

Understands story elements

Student uses blog to cite the names and descriptions of the important characters and where the story takes place.

Thinks about the Student describes how different characters

Student describes how different characters might characters might have felt at different have felt at different points in the story points in the story, and points out some but does not provide pictures or words to support for the support the interpretation unless interpretation without asked. being asked. Student participates actively in the blogging community by responding to a classmate\\\'s blog. The response includes a well synthesized comment and a follow-up question to the classmate. Student greatly enhances the blog space using more than two images. Student participates actively in the blogging community by responding to a classmate\\\'s blog. The response includes a comment of poor quality and a follow-up question to the classmate.

Student describes how different characters might have felt at different points in the story, but does NOT provide good support for the interpretation, even when asked Student participates actively in the blogging community by responding to a classmate\\\'s blog. The student did not include a follow-up question to the classmate.

Student cannot describe how different characters might have felt at different points in the story.

Communication

Student does not show any evidence of participation and does not comment on a classmate\\\'s blog.

Blog space

Student enhanced Student used one the blog space using image on the blog two images. space.

Student did not use an image on the blog space.

Comments: This lesson plan introduces the students to the use of blogs to communicate. It is a way to integrate technology into an existing curricular concept, such as reading comprehension.