ELA Grade 2 A Long Journey to Freedom

Technology Integration Unit

Teachers’ Name(s): Shannon Dugan
Grade Level(s): 2nd Grade
Content Area(s): Grade 2 English LanguageArts
Unit 2: A Long Journey to Freedom
Technology Overview / Organizer: Shannon Dugan and Ron Dumais
Stage 1: Desired Results
Essential Question(s) – What essential question(s) or learning are you addressing?
(Hint: Overarching, High Level, Involves Multiple Concepts and possible answers, Promotes Inquiry and Discovery)
EQ: Who do you think is the greatest hero in this long journey to freedom?
Technology Standards – What technology standard(s) will this unit cover?
Technology Standard 1: Creativity and Innovation – Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
Technology Standard 2: Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Technology Standard 3: Research andInformation Fluency – Students apply digital tools to gather, evaluate, and use information.
Technology Standard 4: Critical Thinking, Problem-Solving & Decision-Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Technology Standard 5: Digital Citizenship - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
Technology Standard 6: Technology Operations and Concepts – Students demonstrate a sound understanding of technologyconcepts, systems and operations.
21st-Century Skills - Four Broad Conceptual Categories:

Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning

Ways of working. Communication and collaboration

Tools for working. Information and communications technology (ICT) and information literacy

Skills for living in the world. Citizenship, life and career, and personal and social responsibility
Conceptual To Practical Span All Four Categories

Collaborative problem-solving. Working together to solve a common challenge, which involves the contribution and exchange of ideas, knowledge or resources to achieve the goal.

ICT literacy — learning in digital networks. Learning through digital means, such as social networking, ICT literacy, technological awareness and simulation. Each of these elements enables individuals to function in social networks and contribute to the development of social and intellectual capital.
Common Core English Language Arts Standards
W.2.1 Write opinion
W.2.5 With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
W.2.7 Participate in shared research and writing projects
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual
Displaysto stories or recounts of experiences when appropriate
to clarify Ideas, thoughts,and feelings.
Technology Expectation - What technology skills do you expect students to master?
Students will be able to (LEARNING TARGETS)….
  • The students will create an editorial in Microsoft Publisher™or equivalent based on who they feel is the greatest hero in the Long Journey to Freedom Unit.

Stage 2 - Assessment Evidence
Assessment – What will students be able to do or produce to illustrate their learning? How will you assess what they do or produce?
Project Title: Opinion Piece (Greatest hero)
Performance Task:
  • open and save documents
  • use Microsoft Publisher™to create editorial
  • use bolded words, italicized tools to emphasize the character traits of the hero
  • download pictures necessary for the greatest hero
  • type in text boxes
  • insert and manipulate pictures in the document

Evidence:
  • Use Microsoft Publisher™or equivalent for final product

Criteria: See attached
Stage 3 - Learning Plan
Overview – This is a short summary of the lesson or activitiesincluding assignments or possible products.
  • Student will use word to create an opinion piece based on who they think is the greatest hero in this long journey to freedom unit. They will give 2 or 3 reasons for choosing the person using character traits.

Resources/Materials– What resources will you use in your project (e.g., Computer Lab, Publisher, Web access for research,print resources, etc.)?
  • Hardware: Laptops
  • Software: Use of Microsoft Publisher™ to write opinion piece
  • Web-based resources and technology tools (possible resources that could be incorporated)

Preparation – What technology skills are necessary for students as a prerequisite to beginning this activity?
  • Basic file management
  • mouse manipulation
  • Terms: save, bold, italicized, text box

Management – How and where will your students work (classroom, lab, groups, etc.)?
e.g., lab, library… In groups
  • Students will be able to work in the classroom utilizing the lap top carts. The children will work independently but will present to the whole class.

What logistic protocols need to be followed? Where to save? How to submit? What directions / Graphic organizers need to be provided to students in advance?
Students will need to:
  • Learn how to properly access and use laptops, including care and management
  • How to save their work to their M drive
  • Their final product will be presented

Outline and Timeline for Instruction and Activities – List the learning activities youwill use and provide a timeline that indicates what students must complete and by when.
  • Scheduling (Describe the approximate length of the project):

Day One: / e.g., Teacher exemplar presentation/product and group critique of effective criteria.
Teacher will:
  • introduce the tool we will be using in class
  • show the children the final project of what they will be producing

Day Two: / e.g., Online resource activity and begin developing product.
Students will:
  • Fill in graphic organizer by paper pencil activity
  • learn how to access their word document on the laptop
  • practice opening and closing their document

Day Three: / e.g., Share practice presentations followed by review using rubric and class discussion.
Students will:
  • open the documents and be able to access their document and begin typing more

Day Four: / e.g., Review and Revise
Students will:
  • open the documents and be able to access their document and begin typing more

Day Five / e.g., Present and Reflect
Students will :
  • open the documents and be able to access their document and begin typing more

Day Six / Students will :
  • open the documents and be able to access their document and begin typing more
  • bolded words, italicized words

Instructional Strategies – Select and describe how you will use any of the strategies listed below. HOLD
Problem-Based Learning: e.g., Students will be given a problem and create a technology based solution
Project-Based Learning: e.g., Students will create and evaluate an interactive multimedia presentation
Differentiated Instruction:
e.g.,1. Multimedia presentation examples reach multiple intelligences.
2. Rubric evaluation & contribution allows students of varying abilities to extend theirlearning.
3. Grouping will be designed to meet students’ interests, abilities, and learningstyles.
4. Student choice on project
Inquiry-Based Learning: Online Resource Inquiry activity; project development and research
Collaborative Groups: Group practice presentation, group rubric criteria analysis
Closure and Reflection:How will you wrap up the unit? How will students reflect upon their work?
Students Will Self & Peer Assess Their Presentations.After the rubric assessments,students will write a reflection on the process of creating and sharing their interactivemultimedia presentation.

6/2/2016Middletown Public Schools1