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Riddell tech unit_outline_final
Riddell tech unit_outline_final
Riddell tech unit_outline_final
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Riddell tech unit_outline_final

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  • 1. Technology Integration Unit OutlineName: Ronnie RiddellProject Title: Properly using the simple and perfect tenses of verbs the fun way!Project Subject: Sixth grade tutorial language arts classGrade Level(s): middle school-sixthEssential Question: How does knowing the tenses of verbs help people understand what you write?Assignment Summary: Students will be exposed to the different tenses of verbsSummary: through direct teaching. Then students will be divided into groups for practice.one -third of the class will work with the teacher on related materials, one-third on individual work, while one-third practice with verb tenses using interactive computer lessons. The students will apply what they have learned by creating a video cartoon on Goanimate.com and share it with the class.Approximate Length of Unit (days, weeks)Eight to 10 class sessions (5 block days)Goals:That the students master the essential standard and demonstrate mastery using technology.Objectives:To know and apply the essential standards 6 WC 1.2Students will be able to: Identify simple and perfect tenses of verbs, regular or irregular Use the tenses of verbs correctly and match the subject in number Pass an assessment with 85% or better Use tenses, 3 simple/3 perfect, in meaningful sentences within the context of a video cartoonScaffolding questions 1. What is the difference between regular and irregular verbs 2. What is “tense” ? 3. What are the simple tenses? 4. What are the perfect tenses? 5. How does changing a tense, change an action?Lesson Plan Sequence of Events – give day-to-day details:Day one- block sessions 1 and 2Begin with a discussion of the essential question. Students will then be introduced to verb tensesthrough a Power Point Presentation with accompanying Cornell notes. After the Power Point,students will discuss why knowing about tenses is important in helping others understand whatwe write. During the second block sessions students will receive a packet of writing/editing/andassessment practice to be used when computer rotations begin. The teacher will then explain thepacket assignments and have the entire class complete the first part with teacher guidance.Day two: block sessions 3 and 4Students will be directed in the use of computer lessons using the Level-Up Tutorials from theHolt curriculum used in sixth grade after a teacher directed lesson on the LCD projector. The
  • 2. students will then be counted off in threes and the twos will go to the six computers in the back tocomplete the lesson on verb tenses and the corresponding, teacher-created Cornell notes. The restof the class will continue to work on the practice work in their packets with teacher guidance.When the twos have finished, the ones will rotate to the computers while student groups two andthree continue the writing and editing in their packets.The packets will include a writingassignment that requires students to respond to a prompt in the present, past, and future tense.This writing will be another type of student assessment. The last 5 minutes of class will be usedto come together and assess student progress.Short Wednesday: Since Wednesday is a short day, and periods are only 36 minutes long, I willuse this day to teach the students how to used Quizlet so they can complete the practice flashcards on irregular verbs. I will also review regular and irregular verbs during this time.Day 3: Block sessions 5 and 6Today students will finish up rotations, including the irregular verb practice, and complete theassessments to measure current understand. During the last half of the block, the teacher willteach students how to use Goanimate.com. The student project hand out: Six Tenses of Verbs:Create Your Own Goanimate Video Cartoon will be distributed. The teacher will explain theproject and the rubric for assessing the project. She will then show her prototype to the students.Day 4: Block sessions 7 and 8The students will receive a teacher created template to help them write the dialogue for theircartoon. Before beginning, the teacher will fill in a template with the verbs she used in her videocartoon and then show the prototype. Again. Students will then fill in their template to take withthem to the computer lab. The last half of class, the students will go to the computer lab, and bedirected in how to create an account in Go animate.Day 5: Blocks 9 and 10Students will go to the computer lab to create videos. The teacher will assess their progress asthey work and give corrective feedback if needed.Day 6: Blocks 11 and 12Students will present video cartoons to the class and the teacher will assess using the originalrubric. Students will also assemble packets to turn in.Key Websites Used: Quizlet.com, Think Central.com, Goanimate.com
  • 3. Accommodations for Differentiated InstructionResource Student: Resource students often work best when allowed to process their thoughts and work on the computer. I would place my resource students next to a reliable student that he/she could rely upon for support if neededGifted Student: Gifted students could go beyond the scope of this assignment to work at home and include some advanced technology on Goanimate. However, this particular group of students is in this tutorial class because of scores that are less than proficient, so while it is not impossible to have gifted students amongst them, it is improbable.

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