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Tech Project.


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Tech Project.

  1. 1. Mrs. Nelson’s Third Grade Class Spanish Oaks Elementary Technology in the Classroom By: Carisa Fawcett
  2. 2. The main purpose was to teach the students lessonobjective how to use a story- mapping chart to help  Standard 8: Writing-Students write daily to communicate effectively for a variety them organize of purposes and audiences. information.  Objective 1: Prepare to write by gathering and organizing information and ideas (pre-writing). This specifically included b. Select and narrow a topic from generated ideas. identifying the parts of d. Use a variety of graphic organizers to organize information. a story.  Objective 2: Compose a written draft. a. Draft ideas on paper in an organized The other objectives manner utilizing words and sentences (e.g., beginning, middle, were accomplished in end; main idea; details; characterization; setting; plot). the process and c. Use strong verbs and vivid language. helped to enhance the  Objective 3: Revise by elaborating and clarifying written draft. lesson. ***This lesson took place over two weeks.
  3. 3. Story-mapping is a way to organize ideas before writing.
  4. 4. Topics suggested by the class: •adventure in the desert After the topic was •adventure in space chosen, the class •medieval times came up with a •adventure to disneyland title: •the baseball game •love and chickens After the powerpoint, we got together as a class to work on the first step in the process: selecting a topic. At this time, I also explained that the students would be writing this as a class and everyone needed to agree on the topic. I also told them we would be illustrating the story and making it into a movie. This got them excited and helped them begin brainstorming. selecting a It was a challenge because all of the students had ideas that they wanted to share and we had to narrow it down to one. We voted and the most popular was “love and topic chickens.”
  5. 5. assigning sections Each table was in charge of a section. After they were assigned, they worked as a group to fill in details for their section. writing details
  6. 6. rough drafts----final drafts As groups, the students put their ideas together and wrote a rough draft of their section. Once everyone finished the rough draft, the groups lined up and read what they had in order. At this stage, students revised and fixed parts of the story. After they approved their section with the rest of the class, they split it up into different parts so that each person in the group could write a section.
  7. 7. illustrating
  8. 8. recording After I organized the illustrations and text on my computer, I had the students come out in their groups and record their sections on my laptop. The students really enjoyed this part of the project.
  9. 9. final product The movie was the final product. The students were excited to see how their story turned out. The movie is a fun way for students to see how organizing information can lead to writing a fun story. Even when you are working with a large group.
  10. 10. 4 principles of technology  Student Use of Technology:  Focus on Learning Task: In this lesson, I was the main user of technology The powerpoint specifically focused on the because I taught the lesson using a powerpoint. graphic organizer. It taught them how to use it. However, as I taught I invited student As I showed the powerpoint, I modeled by participation by asking questions. giving an example topic, subtopic and supporting details. At the end when students recorded their section, they had an opportunity to use the technology I think the powerpoint is much more interactive and then listen to themselves. I thought this was than writing on the whiteboard and allows very beneficial for them because they could hear students to have a visual stimulation in the how fluent or jumbled their reading sounded. I lesson. think its important for them to hear themselves because it will motivate them to read more  Added Value: fluently. It was not hard to use the powerpoint to teach  Technology Use is Essential: about story-mapping, it did require more time to prepare though. I don’t think it was absolutely essential, but I think that it increased the amount of learning that took I think it added value by giving the students place. They don’t interact with a lot of technology, specific information to focus on at one time. so this unit was special for them. The lesson flowed more smoothly because the students could read and watch the powerpoint, Because they don’t have many opportunities to use as well as hear what I was saying to explain technology, the technology did act as a the assignment. motivational factor. But I think that it was a success because the students enjoyed the I wouldn’t have been able to put a movie together learning experience. without technology. I think the movie part of the assignment was exciting and helped the students look forward to writing the story.