1. Technology Training with Steve Gibbs
Technology Integration Unit Outline
Type only in the gray areas
Name: Angela Oster
Project Title: Learning About Folktales
Project Subject: 30 proficient to advanced readers
Grade Level(s): Third or Fourth Grade
Essential Question: What are folktales?
Scaffolding Why were they written? What are the elements of a folktale?
Questions:
Assignment After reading and viewing several Native American folktales,
Summary: students will be given instructions on writing their own
folktales. Once students have written their own folktales and
edited with the teacher, they will type up their story in the
computer lab on a program called PIXIE. They will have 3
slides for each of their three paragraphs; beginning, middle,
and end. After typing up the paragraphs they will use a
combination of the drawing tools and stamps offered by the
program to illustrate. Once the story is typed and the
illustrations are in place the students will record their own
voices reading their story. They can read, listen, and start over
if they don’t like how they read it the first or second time. Once
complete, the slides will be put together for a class
presentation.
Approximate Length of Unit (days, weeks) I have my reading group four times a
week for 30 minutes (this changes with holidays, assemblies, fieldtrips, etc…). This
assignment will take about 5 to 6 weeks to complete.
Goals: Students will be able to write and publish their own folktales
Objectives: For students to understand what folktales are and how to write their
own.
Lesson Plan Sequence of Events – give day-to-day details: Day 1, Review
information about Native Americans from social studies text and show a smart
lesson that ties in, but also adds information about folklore. Day 2 I read a Native
American folktale to the students and then each group reads one of their own. Day 3
Read another Native American Folktale to the students and show them folktales on
video. Day 4 Each group partner reads a folktale. Review and discuss as a class.
Start looking at why folktales were written. Day 5 Groups exchange folktales and
read, see another video about folktales (students are encouraged to bring in ones
that they find). Day 6 Discuss elements of a folktale, why were they written? Start
brainstorming ideas for their own folktale. Day 7 Begin the writing process. Days 8
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2. Technology Training with Steve Gibbs
and 9 finish up stories and begin editing (peer and teacher). Days 10 to 15 (as time
allows and openings in the computer lab) students begin typing their stories as a
slide show on the program Pixie. Students will then add their voice reading the
story. All stories will then be put together to share with parents at open house.
Key Websites Used: Discovery Education Streaming Native American folktales,
Smart Exchange Native American Unit, readwritethink.org,
http://teacher.scholastic.com/writewit/mff/folktalewshop_index.htm
Accommodations for Differentiated Instruction
Resource Student: More structured assistance writing the story and help with typing
Gifted Student: Higher expectation for the writing (less editing required by
teacher) more story details.
Save finished copy to Dropbox as LastName_Tech_Unit_Outline.docx or .rtf; save again
as a PDF. Upload both files to your wiki portfolio. Provide links to both files on Outline
wiki page. Upload the PDF version to Slideshare.net and post embed widget in wiki
outline page