Lacue presentation 2013 ccss and tech

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  • 1. Tech + CCSS = Engaging Lessons Our BackChannel: http://bit.ly/TechNCCSS Valerie R. Burton, M.Ed LACUE 2013
  • 2. 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 deeper meaning ~Wikis to examine author’s style or collect student made materials ~Blogs to analyze and reflect upon text (written or visual). ~Padlet to post questions about nonfiction or fiction ~Publishing ePortfolios.
  • 3. In order for students to become college and career ready, they must learn to read and comprehend complex texts independently and proficiently. 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.
  • 4. Why just write with pen on paper when you can post to your own website?
  • 5. Tech + CCSS Integrating technology 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.
  • 6. 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 text. 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.
  • 7. 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 sufficient evidence. 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 others. 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
  • 8. 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 audience. 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.
  • 9. Name the different ways you use technology daily.
  • 10. Survey Says….
  • 11. Verbs (what we DO Online) browse comment create download link message navigate organize pin play post publish read receive recommend record search send shop tag tweet upload view
  • 12. Nouns (CONTENT we use Online) comment game greeting image message opinion photo url video website
  • 13. Tools/Applications (tools we USE) avatar blogs cellphone chatrooms computer digitalcamera email FaceTime Google Instagram ipad laptop mp3player online~games Pinterest Skype Twitter videogame~technology
  • 14. Have you finished posting to your site?
  • 15. Using Google Forms
  • 16. Use Google Docs
  • 17. I used this form to gather information about my students It is easy to create forms to get information about prior knowledge for upcoming projects, conduct surveys, exit or entrance tickets, quizzes, etc.
  • 18. Generate interest in the theme or plot
  • 19. Discuss the results
  • 20. Check for prior knowledge (pretest) Check for acquired knowledge (posttest)
  • 21. The results are populated into a spreadsheet
  • 22. It is easy to
  • 23. Select a Title and Theme now or later
  • 24. • Name and describe your document • Type in your questions
  • 25. What type of question do you want to add?
  • 26. • Add an item for each question you want • Or duplicate the last question
  • 27. Looking for a quick easy way to quiz? Let Google forms and Flubaroo, a script in the script gallery, come to the rescue.
  • 28. Tests are graded and students are given grades by email
  • 29. How can you use this • Entrance/Exit tickets resource? • Quick quiz • Anticipation guide • Gather information for class records • Attendance • SWPBIS / Discipline • ????????
  • 30. Goal is to increase engagement &
  • 31. Piclits and Images
  • 32. • Using 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 subject. • 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.
  • 33. 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 write a journal entry describing the images.
  • 34. Image 1 Image 2
  • 35. 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.
  • 36. If this image is a ‘symbol’ for our next play, what do you think that the play is about?
  • 37. How does this image relate to “To Kill a Mockingbird?”
  • 38. http://www.flickr.com/photos/theo_reth/8117003042/
  • 39. Use this picture to begin study of Industrialism Original image URL: http://www.flickr.com/photos/wili/360658396/ Title: Streets of Manila
  • 40.  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.
  • 41. Natural Radioactivity Original image URL: http://www.flickr.com/photos/gsfc/6965217647/ Title: X Class Solar Flare Sends ‘Shockwaves’ on The Sun
  • 42. 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.
  • 43. It is easy to
  • 44. 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
  • 45. Why not teach them here…..?!?!?!?!?
  • 46. Using Wikis
  • 47. https://plans.pbworks.com/signup/edubasic20
  • 48. PBworks is an easy-to-use free web page that multiple people can edit, it’s based on wiki technology. WYSIWYG
  • 49. Use PBworks to communicate with Administrators, Faculty, Parents and Students
  • 50. E-book teams *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 procedures.
  • 51. Posting to Padlet
  • 52. 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…? Compare…to…? Contrast…to…? What conclusions can you draw…? What can you infer….?
  • 53. Real-time note-taking and backchannel • 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 session. Students can use collaborative tools to engage in parallel, relevant online discussion in real time through the web, Facebook, Twitter, or Facebook.
  • 54. It is easy to
  • 55. Blog Posts
  • 56. • to make regular updates about assignments, events, and anything going on in class • To engage students in their learning and extend collaboration with classmates and even people all over the world
  • 57. Blog Reflections *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 the future • answer their own key questions from their own perspective
  • 58. ePortfolios
  • 59. http://bit.ly/MsBWeebly
  • 60. Sample pages • • • • • • • • • • Awards/Scholarships Coursework Digital stories Description of community activities Goals Links to relevant websites Plans for career development Resume Videos Special skills / knowledge, technical skills, etc.
  • 61. Navigational tabs
  • 62. 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 their ePortfolio pages.
  • 63. New individual and collaborative skills are emerging.
  • 64. 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 year.
  • 65. VIP links Referral code to use for 10 extra student accounts • http://bit.ly/MsBWeebly - go here to create your account Weebly's resources • http://www.weebly.com/features.php My Weebly sites • My ePortfolio - http://MsBisOnline.weebly.com • My sample student site http://SampleEngSite.weebly.com
  • 66. It is easy to
  • 67. How can technology help me cover my literacy standards? 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 evidence. • 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 ePortfolio •
  • 68. 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? MsVRBurton@gmail.com or (504) 298-9764 about.me/VRBurton – myself about.me/BurtonsScholars – my class
  • 69. Any Questions ? ? ?