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Tech + CCSS = Engaging Lessons
Tuesday - 12:15pm - 1:45 pm Oak
presented by Valerie Burton, West Jefferson High School
Description: What does it look like when you integrate
technology into your Common Core classroom?
~Google Forms to activate background knowledge or
serve as an exit ticket.
~Piclits and Images to identify tone and provide a
~Wikis to examine author’s style or collect student
~Blogs to analyze and reflect upon text
(written or visual).
~Padlet to post questions about nonfiction
In order for students to become
college and career ready, they must
learn to read and comprehend
complex texts independently and
To develop these skills, students must
be presented with many opportunities
to read and re-read complex,
layered texts and be provided with
numerous strategies and activities.
Why just write with pen on
paper when you can post to
your own website?
Tech + CCSS
into your classes can
help to cover Common
Core State Standards.
Many tech tools can
aid students in reading
and connecting with
written and visual text.
ELA » Anchor Standards » College and Career Readiness
Anchor Standards for Reading
Key Ideas and Details
R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the visual or written text.
R.2 Determine central ideas or themes of a visual or written text and analyze their development; summarize the
key supporting details and ideas.
R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a visual or written
Craft and Structure
R.4 Interpret words and phrases as they are used in a visual or written text, including determining technical,
connotative, and figurative meanings, and analyze how specific word or image choices shape meaning or tone.
R.5 Analyze the structure of visual or written texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
R.6 Assess how point of view or purpose shapes the content and style of a visual or written text.
Integration of Knowledge and Ideas
R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.
R.8 Delineate and evaluate the argument and specific claims in a visual or written text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
R.9 Analyze how two or more visual or written texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
R.10 Read and comprehend complex literary and informational texts independently and proficiently.
ELA » Anchor Standards » College and Career Readiness
Anchor Standards for Writing
Text Types and Purposes
W.1 Write arguments to support claims in an analysis of substantive topics using valid reasoning and relevant and
W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details and well-structured event sequences.
Production and Distribution of Writing
W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
Research to Build and Present Knowledge
W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of
each source, and integrate the information while avoiding plagiarism.
W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
ELA » Anchor Standards » College and Career Readiness
Anchor Standards for Speaking and Listening
Comprehension and Collaboration
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
SL.5 Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Name the different ways you
use technology daily.
I used this form to gather
information about my students
It is easy to create
forms to get
surveys, exit or
the images as the segue, introduce
tone (the author’s attitude—stated or
implied— toward a subject). The details in
the images assist the viewer/audience in
understanding how the artist sees the
• Tone works the same way in a piece of
writing: it is the author’s word choice
and details that assist the reader
/audience in understanding how
the writer sees the subject.
Essential Question: How does an
author use diction and detail to
communicate tone to the reader?
Show students two ‘Got Milk’ ads and
ask them to
How does an author use diction and
detail to communicate tone to the
reader? After examining two ads, write
a paragraph that compares the two
images. Support your discussion with
evidence from the text. Give examples
from past or current events or issues to
illustrate and clarify your position.
If this image is a
‘symbol’ for our
next play, what
do you think
that the play is
How does this
image relate to
“To Kill a
Use this picture to begin study of
Original image URL: http://www.flickr.com/photos/wili/360658396/
Title: Streets of Manila
Were the achievements and growth of the
Industrial Revolution Era worth the cost to
society? After reading secondary and primary
sources pertaining to the British Industrial
Revolution, write an argumentation essay that
addresses the question and support your position
with evidence from the texts. Be sure to
acknowledge competing views.
Original image URL: http://www.flickr.com/photos/gsfc/6965217647/
Title: X Class Solar Flare Sends ‘Shockwaves’ on The Sun
In a time when radioactivity was an unknown, how
did Marie Curie use her discoveries to prove
radioactivity can be used as a new method for
searching for elements? After reading her Nobel
Prize Lecture, write a report in which you analyze
Curie’s claim to have proved her own hypothesis
that radioactivity is an atomic property, providing
examples to clarify your analysis.
When we create multimedia projects we might be tempted to simply
do a Google Images search and use the first images we see. But as
educators we have a responsibility to respect copyright holders'
rights. One of the ways that we can do that is to use Creative
Commons and Public Domain images.
Piclits - http://www.piclits.com/compose_dragdrop.aspx
Wikimedia.org - http://commons.wikimedia.org/wiki/Main_Page
Flickr - http://www.flickr.com/search/advanced/
Unrestricted Stock - http://unrestrictedstock.com/
Pixabay - http://www.freedigitalphotos.net/
USA.gov - http://www.usa.gov/Topics/Graphics.shtml
StockPhotosFree.com - http://www.stockphotosforfree.com/
Search.CreativeCommons.org - http://search.creativecommons.org/
Clker.com - http://www.clker.com/
Student / Teacher created
PBworks is an
web page that
can edit, it’s
based on wiki
Use PBworks to
Parents and Students
*Each week, a team of four students
works between meetings of class sessions
to update an enhanced e-book that
includes the notes, lexicon entries, and
mindmaps for that week, with graphics,
text, and live links.
* In addition, e-book teams develop a
webpage on best practices and
Why do you think…?
What is the main idea…?
What inference can you make…?
What is the purpose of….?
What is the relationship between…?
What do you see as other possible outcomes?
What ideas justify…?
What are some of the problems of…?
What evidence can you find…?
Can you distinguish between…?
How is…similar to…?
What was the turning point…why?
How would you categorize…?
What conclusions can you draw…?
What can you infer….?
• Teams of four take notes using a real-time
note-taking handing off to another team
every half hour, publishing their notes to
the class site after the end of the class
Students can use collaborative tools to
engage in parallel, relevant online
discussion in real time through the web,
Facebook, Twitter, or Facebook.
• to make regular updates
about assignments, events,
and anything going on in
• To engage students in their
learning and extend
classmates and even people
all over the world
*Students can be required to post a short (a few sentences
or a short paragraph) synopsis of each reading in the
student’s blog. Students can be requested to create
• a short dialog between the authors of each week’s texts
• list ways in which the subject of the texts could affect
the student’s life or society
• reflect on the implications of the texts for life online in
• answer their own key questions from their own
Description of community activities
Links to relevant websites
Plans for career development
Special skills / knowledge, technical skills, etc.
Decide what pages
you want included
I use this as a
template for my class.
I show them this
picture so that they
know how to set-up
New individual and
Weebly for Education is Perfect for
You and Your Students
• Use it for creating classroom websites, student e-portfolios,
and websites for assigned projects.
• Their drag & drop website editor is simple to use, and
appropriate for use with students of all ages.
• Weebly enables your students to express themselves
creatively using a variety of multimedia features, all within
a protected environment that you control.
• No HTML or technical skills required!
• Weebly was named one of TIME's 50 Best Websites of the
Referral code to use for 10 extra student accounts
• http://bit.ly/MsBWeebly - go here to create your account
My Weebly sites
• My ePortfolio - http://MsBisOnline.weebly.com
• My sample student site http://SampleEngSite.weebly.com
How can technology help me cover my literacy
Determine the author’s purpose and describe how it affects
the interpretation of a reading selection and publish to a blog.
• Analyze and synthesize information from multiple sources
using Google docs.
• Create Wikipages to house research results and show textual
• Organize, represent and interpret data using Google Forms.
• Describe and illustrate how common themes
are present with Padlets.
• Conduct a project that requires specifying a
problem, designing and conducting an
experiment, analyzing its data, and
reporting results/solutions onto their
Contact me if you need me
I am an English Language Arts teacher from New
Orleans, Louisiana who looks for all opportunities to
integrate technology into my classroom.
I blog. http://2blog2share2learn.edublogs.org/
I tweet. http://twitter.com/MsBisOnline
I share. http://msbisonline.weebly.com/
Need to contact me?
about.me/VRBurton – myself
about.me/BurtonsScholars – my class