FRIT 8530 Applications of Instructional Technology Technology Integration Plan & Podcasts

Tammy M. Stratton

Georgia Southern University Fall 2011

Title of Unit Curriculum Area

Folktales, Tall Tales, and Fables, Oh My! English Language Arts

Grade Level Time-Frame

4 One Week

Stage 1 Desired Results

Content Standard(s): Georgia Performance Standards Reading Focus Standard ELA4R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and information texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables. *Note: Though this standard covers other evidence of comprehension, for this particular lesson we will focus on fables.

Writing Focus Standard: ELA4W2: The student demonstrates competence in a variety of genres. The student produces a response to literature that: b. Advances a judgment that is interpretive, evaluative or reflective. Understanding (s)/Goals:
Students will understand that:

Essential Question(s):

Traditional Literature helps us to understand the world and identify with universal human struggles. Kindness is more important than strength; little friends may prove to be great friends.

How would life be different if we didnt have fables? What is unique about fables? How do I relate the themes and lessons from fables to my everyday world? What can I actually learn from fables? Can technology help me to better understand and demonstrate my

knowledge of literature? Students will know:

The themes and lessons inherent in fables. Technology as an appropriate, engaging tool to access, analyze and present information in a creative, engaging format.

Students will be able to:

Identify the themes and lessons particular to fables. Analyze and respond in writing to the themes and lessons of a fable in their E-portfolio. Dissect a given fable using the Fable Dissection Chart. Create an original fable utilizing the Storybird collaborative storytelling website.

Stage 2 Assessment Evidence

Performance Task(s): Facet 1: Explanation: sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. Facet 2: Interpretation: interpretations, narratives and translations that provide meaning. Facet 3: Application: ability to use knowledge effectively in new situations and diverse, realistic contexts. Standard ELA4R1: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and information texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: h. Identifies themes and lessons in folktales, tall tales, and fables. Other Evidence: Academic Prompt(s): Facet 1: Explanation: sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. Facet 3: Application: ability to use knowledge effectively in new situations and diverse, realistic contexts. Facet 4: Perspective: critical and insightful points of view
How are fables different from other forms of literature? How do the themes and lessons of fables relate to your everyday world?

Students respond to academic prompt in writing. Facet 1: Explanation: sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. Facet 4: Perspective: critical and insightful points of view Facet 6: Self-Knowledge: the wisdom to know

Standard: ELA4W2: The student demonstrates competence in a variety of genres. The student produces a response to literature that: b. Advances a judgment that is interpretive, evaluative or reflective.

ones ignorance and how ones patterns of thought and action inform as well as prejudice understanding.

Literature Response Journal Students respond to readings of multicultural fables by listing the following information and completing their reflection:

#2 Storybird a Fable Goal: You are a freelance author/illustrator recently hired by a small book publishing company to write and illustrate traditional childrens literature. Your first assignment is to create an original fable that appeals to todays children. Role: You are a freelance author/illustrator recently hired by a small book publishing company to create traditional childrens literature. Audience: Initially, the in-house book project manager, editors, and copy editors, is your audience, with children and their parents as your culminating audience. Situation: You are a freelance author/illustrator recently hired by a small publishing company to write and illustrate traditional childrens literature. Your first assignment is to create original fables utilizing the Storybird website (sister company to the publishing house). The publishing companys goal is to combine traditional literature elements with the latest technological tools, sites, and software to interest todays children. Product Performance and Purpose: A completed, original fable created with Storybird collaborative storytelling tools.

Title: Author/Illustrator: Format: (E-book, Text, Audio) Characters: Award (if any): Reflection:

Within their reflection, students must identify the lessons and themes of the fable, how they may relate to their own lives, and identify their favorite character(s). Quiz and Test Items: KWL Chart Pre-assessment Fable Dissection Chart Informal, ongoing observation of students

Self-Assessment: Facet 1: Explanation: sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and ideas. Facet 3: Application: ability to use knowledge effectively in new situations and diverse, realistic contexts. Facet 4: Perspective: critical and insightful points of view Facet 6: Self-Knowledge: the wisdom to know ones ignorance and how ones patterns of thought and action inform as well as prejudice understanding.

Standards and Criteria for Success: The original fable must include: Characters Setting Problem/Conflict Moral Creative details and descriptions Appropriate dialogue Proper grammar, punctuation, sentence fluency and spelling Successful use of Storybird tools Adherence to rubric guidelines for successful completion of project *See attached rubric for Performance Task #1

Assessment #1 - In a guided discussion, students describe their experiences/difficulties in recognizing the themes and lessons of fables. Teacher asks, How difficult was it to recognize and understand the elements of a fable? What are your strengths and weaknesses in recognizing the elements of fables? Based on results of the discussion, the teacher will make modifications to instruction. Assessment #2 Students will review their graded rubrics and self-assessments from Performance Tasks #1, reflect on their performance, and recognize their strengths and weaknesses with fables. Teacher will also review the graded rubrics for further evidence of students understanding of the elements of fables. Reflection #1 Reflect on your misunderstandings of the elements of fables before and during this unit. How could you improve on your understandings of fables? Reflection #2 Reflect on the influence fables have on your everyday life. Would life be any different without them? How does what youve learned connect to other learnings?

Stage 3 Learning Plan

Learning Activities: *The schedule of daily lesson activities are approximate and may change according to students needs, learning and misconceptions. Teacher will adjust as necessary. Monday

1. As a pre-assessment, students interact with teacher in a whole group to complete a large KWL Chart focusing on the themes and lessons of fables. A physical KWL Chart will be posted in classroom, plus students may access the KWL Fables Chart at Creatly. Once the students have identified What they want to know, these prompts can help guide the unit. We will also utilize the KWL Chart midway through unit and at end point in order to adjust for students learning or misconceptions. W, H 2. Begin by presenting the YouTube video Little Fables to hook students with a visual example of a fable. (http://www.youtube.com/watch?v=yAma4fFC0gI) H 3. After completion of video ask the question, What makes a fable a fable? to hook students into considering the different elements of a fable and to activate prior knowledge of story elements. H, 4. Introduce the Essential Questions and discuss the activities (Literature Response Journal that students began in previous unit and Dissection Charts) and culminating unit performance task (Storybird a Fable). W, E 5. Discuss key vocabulary terms, with students supplying definitions for characters, setting, moral, problem/conflict, and dialogue. E 6. Explain avenues for accessing fables: text, audio and/or E-book. Show examples of each on SmartBoard. E 7. Introduce the Fables Video Podcast series. E, T, O Tuesday 8. Begin class by discussing content on Fables Video Podcast and Podcasts. Teacher observes and addresses understandings and questions as needed. E, H 9. Students access and complete Cinderella and the Elements of a Story at computers. When complete, with whole group discuss the specific elements to assess for prior knowledge activation and misunderstandings. E, T 10. Divide students in groups according to learning styles and preferences to access multiple fables. (See Resources) H,E, T 11. Hand-out Fables Dissection Chart. Teacher chooses one fable and displays completed Dissection Chart and partial examples for students to study, modeling how to use organizer, using a think-aloud process to reveal her thinking. (See Resources) E 12. Students continue reading several fables in various formats, completing their own graphic organizers or concept maps to reveal the extent to which students understand the relationships among the elements. Assign two fables as homework to be completed in E-portfolio according to guidelines. E, R

13. Working in cooperative groups, students analyze individual fables to identify the specific elements then share their findings with the class. Teacher observes and listens, addressing misconceptions when needed. E, E-2 Wednesday 14. Students work independently to complete the Web Quest Having Fun with Fables. E, T 15. Give quiz on elements of fables (short answer). E 16. Re-address the KWL Chart, as this is midway through week, in order to adjust for students learning or misconceptions. Students rethink big ideas and reflect on progress. W, E-2, R 17. Introduce Performance Task - Storybird a Fable: focusing on using their knowledge of fable elements to create an original fable. E 18. Teacher describes following scenario for students: You are a freelance author/illustrator recently hired by a small publishing company to write and illustrate traditional childrens literature. Your first assignment is to create original fables utilizing the Storybird website (sister company to the publishing house). The publishing companys goal is to combine traditional literature elements with the latest technological tools, sites, and software to interest todays children. H, E 19. Hand out assignment scenario and rubric. Teacher leads in-depth discussion regarding requirements, expectations and questions. W, E 20. Have the inclusion teacher work with the special needs students, letting them know (discretely) that they will be given extra time and may work on the assignment at home, if necessary. T Thursday 21. Remind students of Video Podcast and Podcasts that contain class information and resources. H, E, O 22. Allow students entire class period to work on/complete Storybird a Fable project and to ensure students without internet access have in-class resources and tools to complete project. E, T Friday 23. At the conclusion of the unit/week, students review their completed Storybird original fables and utilize self-assessment rubric to assess their fable. E-2, R, T 24. Teacher utilizes rubric to assess Storybird a Fable and discusses results independently with students. In their Literature Response Journal, students self-reflect on teachers findings and compare their own perspective. E, R

25. Re-address KWL Chart, as this is the end of the unit/week, in order to address students learning and misconceptions. Students rethink big ideas and reflect on progress. W, E-2 Resources *All fables available in-class or library, with the majority available on the internet in various formats to meet the needs of individual learning styles. Fables:

Howitt, M. & DiTerlizzi, T. (2002). The spider and the fly. New York, NY: Simon & Schuster. HARD-COPY TEXT, AUDIO, CD in-class access The Little Red Hen AUDIO; VISUAL, CC (http://pbskids.org/lions/stories/) The Country Mouse and the Town Mouse TEXT (http://www.childrenslibrary.org/icdl/BookPage?
bookid=cooanar_01070025 &pnum1=44&pnum2=45&twoPage=true&route=advanced_0_0_f ables_English_0_all&size=14&fullscreen=false=English&ilang=English) The Lion and the Mouse TEXT (http://www.childrenslibrary.org/icdl/BookPage?bookid=cooanar _01070025&pnum1=48&pnum2=49&twoPage=true&route=advanced _0_0_fables_English_0_all&size=14&fullscreen=false=English&ilang=English)

The Lion and the Mouse TEXT - 35 Translations Available

(http://www.aesopfables.com/cgi/aesop1.cgi?3&TheLionandtheMouse&lionmouse.jpg)

The Lion and the Mouse AUDIO, VISUAL, CC

http://pbskids.org/lions/stories/

The Hare and the Tortoise TEXT

(http://www.childrenslibrary.org/icdl/BookPage?bookid= cooanar_01070025&pnum1=50&pnum2=51&twoPage=true&route =advanced_0_0_fables_English_0_all&size=14&fullscreen=false(=English&ilang=English)

The Hare and the Tortoise TEXT

http://www.aesopfables.com/cgi/aesop1.cgi?sel&TheHareandtheTortoise2&&haretort.ram)

The Crow and the Pitcher TEXT

(http://bygosh.com/aesop/crowandpitcher.htm)

The Crow and the Pitcher TEXT - 35 Translations Available

http://www.aesopfables.com/cgi/aesop1.cgi?sel&TheCrowandthePitcher2

The Hunter and the Woodman TEXT - 35 Translations Available; AUDIO

(http://www.aesopfables.com/cgi/aesop1.cgi?2&TheHunterandtheWoodman&&hunterwo2.ram)

The Frog and the Hen TEXT

(http://www.childrenslibrary.org/icdl/BookPage?bookid= cooanar_01070025&pnum1=456&pnum2=457&twoPage =true&route=advanced_0_0_fables_English_0_ all&size=14&fullscreen=false=English&ilang=English)

The Rat and the Toad TEXT

(http://www.childrenslibrary.org/icdl/BookPage?bookid =cooanar_01070025&pnum1=536&pnum2=537&twoPage =true&route=advanced_0_0_fables_English_0_all&size =12&fullscreen=false=English&ilang=English)

The Crow and the Peacock TEXT

(http://www.childrenslibrary.org/icdl/BookPage?bookid= cooanar_01070025&pnum1=320&pnum2=321&twoPage =true&route=advanced_0_0_fables_English_0_all&size =14&fullscreen=false=English&ilang=English)

The Thirty-Two Teeth TEXT

(http://www.childrenslibrary.org/icdl/BookPage?bookid =cooanar_01070025&pnum1=336&pnum2=337&twoPage =true&route=advanced_0_0_fables_English_0_all&size =14&fullscreen=false=English&ilang=English)

Websites:

http://pbworks.com/ (Students E-portfolio they began in previous unit) http://www.learner.org/interactives/story/index.html http://creately.com/diagram/gv12xqo81/xYb39pBOqii6V0BJJeSWyjoJ3JM%3D (http://www.youtube.com/watch?v=yAma4fFC0gI Little Fables http://questgarden.com/63/50/0/080406154715/index.htm Having Fun with Fables Web Quest http://storybird.com/

Assessment Resources

Performance Task #1 Rubric

Original Fable Rubric
Category Characters 1 It is hard to tell who the main characters are. 2 The main characters are named. The reader knows very little about the characters. 3 The main characters are named and described. Most readers would have some idea of what the characters looked like. Some vivid, descriptive words are used to tell the audience when and where the story took place. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. The moral is easy to understand is somewhat related to the events of the fable. There is one spelling or punctuation error 4 The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. Many vivid, descriptive words are used to tell when and where the story took place. Total

Setting

The reader has trouble figuring out when and where the story took place.

Problem/Conflict

It is not clear what problem the main characters face.

Moral

No moral is attempted or it is impossible to understand.

The reader can figure out when and where the story took place, but the author didn\'t supply much detail. It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. The moral and its relationship to the fable is a little hard to understand. There are 2-3 spelling and punctuation errors in

It is very easy for the reader to understand the problem the main characters face and why it is a problem. The moral is clearly stated and relates directly to the events of the fable. There are no spelling or punctuation errors in

Spelling and Punctuation

The final draft has more than 3 spelling

and punctuation errors.

the final draft.

in the final draft.

Creativity

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. There is not quite enough dialogue in this story, but it is always clear which character is speaking.

Dialogue

It is not clear which character is speaking

The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination. There is too much dialogue in this story, but it is always clear which character is speaking.

the final draft. Character and place names that the author invented are spelled consistently throughout. The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination. There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking.

Total________

Original Fable Self-Assessment Rubric

Student Self-Assessment Rubric: Original Fable Development Name___________________
Categories Characters 4
I named the main characters and

3
I named and described the

2
I named the main characters, but

1
It is hard to tell who

Score

Setting

Problem/Conflict

Moral

clearly described them in my writing as well as created pictures. Most readers could describe my characters accurately. I used many vivid, descriptive words to tell the audience when and where the story took place. It is very easy for the reader to understand the problem the main characters face and why it is a problem. The moral is clearly stated and relates directly to the events of the fable. There are no spelling or punctuation errors in the final draft. Character and place names that I invented are used consistently throughout. The story contains many creative details and/or descriptions that contribute to the readers enjoyment. I really used my imagination.

main characters, but used no pictures. Most readers would have some idea of What my characters looked like. I used some vivid, descriptive words to tell the audience when and where the story took place. It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. The moral is easy to understand and is somewhat related to the events of the fable. There is one spelling or punctuation error in the final draft.

used no pictures or detailed descriptions. The reader knows very little about my characters.

my main characters are.

I used little to no descriptive words to tell the audience when and where the story took place.

I used no descriptive words to tell the audience when and where the story took place.

It is fairly easy for the reader to understand the problem the main characters face, but it is not clear why it is a problem. The moral and its relationship to the fable is a little hard to understand.

It is not clear what problem the main characters face.

No moral is attempted or it is impossible to understand.

Spelling/Punctuation

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Creativity

The story contains a few creative details and/or descriptions that contribute to the readers enjoyment. I used some imagination.

The story contains little to no creative details and/or descriptions. I used very little imagination.

There is no evidence of creativity in the story. I did not use my imagination.

Dialogue

Delivery Format

There is an appropriate amount of dialogue to bring the characters to life and it is always clear which character is speaking. I used my eportfolio or storyboard to present fable.

There is too much dialogue in this story, but it is always clear which character is speaking.

There is not quite enough dialogue in this story, but it is always clear which character is speaking.

It is not clear which character is speaking.

I did not use my e-portfolio or storyboard to present fable.

Total __________