Tech Unit The Lightning Thief
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Tech Unit The Lightning Thief

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Tech Unit for Power Point Assignment for The Lightning Thief

Tech Unit for Power Point Assignment for The Lightning Thief

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Tech Unit The Lightning Thief Tech Unit The Lightning Thief Document Transcript

  • Touro University, Gibbs Technology Integration Unit Launch Page Type only in the gray areas Teacher Name: Erlyn Fukushima Project Title: The Lightning Thief Power Point Project Subject(s): English & History Grade Level(s): 6 Goals & Objectives: • Students will be introduced to (or review) Greek Mythology • Students will understand the relevance of the Greek Mythology found in the novel The Lightning Thief and can “compare and contrast the Greek Myths with the ways those myths are referenced, modernized and reinterpreted in the novel.” • Students will analyze the affect of the gods on the main characters Essential Question: Who were the gods? Scaffolding Questions: Why were the gods created? How did their personalities affect humans? Why did they hold such an impact on the people of Greece? Approximate Length of Unit (days, weeks) It would take about 5 weeks to read the novel and another 4 - 5 days to do the Power Point. Unit Summary and Sequence of Events – give details: After reading the Greek creation myth, students will read the novel. The reading of other myths will be interspersed between the chapters of the book. During the reading of the book, students will be given a particular god they must become experts on. Software and Hardware needed: Computers, Microsoft Power Point, Time in our Tech Town (computer lab) Accommodations for Differentiated Instruction Learning Challenged • Reading the book aloud or listening to it on cd. Student: • Students will be partnered for the project Gifted Student: • Students can create their own god/goddess and tell what qualities the possess. • Art assignments to go with the reading. ELD Student: • Students given an outline of the story’s events • Students can draw their rendition of a god. IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this document Specific Teacher Performance Expectations (TPEs):
  • Touro University, Gibbs TPE 1b: Subject - Specific Pedago gical Skills for Single Subject Teachin g Assign ments TPE2: Monito ring Student Learnin g During Learnin g TPE4: Makin g Content Accessi ble TPE5: Studen t Engage ment TPE9: Instruc tional Plannin g
  • Touro University, Gibbs Specific CA Content Standards: 3.0 Literary Response and Analysis Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict. 3.3 Analyze the influence of setting on the problem and its resolution. 3.6 Identify and analyze features of themes conveyed through characters, actions, and images. 1.0 Writing Strategies Organization and Focus 1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose. 1.2 Create multiple-paragraph expository compositions: a. Engage the interest of the reader and state a clear purpose. b. Develop the topic with supporting details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader. c. Conclude with a detailed summary linked to the purpose of the composition. 1.3 Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order. Research and Technology 1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information. 1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation). Evaluation and Revision 1.6 Revise writing to improve the organization and consistency of ideas within and between paragraphs. 2.0 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade six outlined in Writing Standard 1.0, students: 2.2 Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution): a. State the thesis or purpose. b. Explain the situation. c. Follow an organizational pattern appropriate to the type of composition. d. Offer persuasive evidence to validate arguments and conclusions as needed. 2.3 Write research reports: a. Pose relevant questions with a scope narrow enough to be thoroughly covered. b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).
  • Touro University, Gibbs c. Include a bibliography. 1.0 Written and Oral English Language Conventions 2.0 Speaking Applications (Genres and Their Characteristics) 2.2 Deliver informative presentations: 2.4 Deliver persuasive presentations: Specific ISTE Tech Standards for Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with
  • Touro University, Gibbs colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community Copyright © Specific ISTE Tech Standards for Students: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
  • Touro University, Gibbs informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Specific ISTE Tech Student Profile: 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6) Specific CA Technology Standard 16: 16(c) Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create
  • Touro University, Gibbs technologyenhanced lessons aligned with the adopted curriculum. 16(d) Each participating teacher designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning. 16(e) Each participating teacher uses technology in lessons to increase students’ ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs. 16(f) Each participating teacher uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents. REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit The Lightning Thief by Rick Riordan www.rickriordan.com www.mythweb.com