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Jan 24, 2016
Intel Teach Program
Intel Teach ProgramModule 1 and 2Presented byBecky Clarke & Amy MooreSpecial thanks to Robin McConaheyDirections:*Log onto your computer/get on Internet*Click the homepage and click Instructional Technology tab*Click CCPS Intel Teach tab
Program OverviewParticipating teachers will develop a unit of instruction based upon their content SOLs.Purpose Help teachers use the power of technology to spark student imagination and move students to greater learning
Module 1 Focus QuestionsHow can units help my students meet standards and develop 21st Century Skills?
How can I use units to enhance student learning?Characteristics of Project-Based Learning (unit)Student centeredObjectives aligned with standardsDriven by Curriculum Framing Questions (CFQs)Ongoing, varying types of assessmentUnit activities will be connected and take place over a period of timeReal world connectionsStudents demonstrate mastery through products/performances that are published, presented, or displayedEnhances and supports student learningThinking skills are integral to unit/project workVaried instructional strategiesModule 1- Activity 2View Sample Unit PlansManual p. 1.20From the CCPS Intel Teach Site click Intel Design Projects (under map)Click Designing Effective ProjectsClick Unit Plan IndexChoose 1 unit plan to browse from your desired content and grade level
Download Unit Plan Template
Module 2 Focus Questions
How can Curriculum Framing Questions support my students learning?
How can I plan ongoing student centered assessment?Fill Out Standards and ObjectivesOn your unit plan list the SOLs you will be teachingYou can easily cut and paste from the VDOE website http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
Dont forget to add some 21st Century Skills (refer to print out or CD)Curriculum Framing Questions - Essential QuestionsPurpose is to connect learning and promote higher order thinking skills
Essential QuestionsBroad, open endedHow are numbers important?Why is storytelling an important part of our lives?CFQs Unit QuestionsUnit QuestionsTied directly to a unit and support investigationOpen endedWhat can imagery teach us about writing?How does narrative structure make a story more interesting?
CFQs Content QuestionsContent QuestionsFact-basedConcreteIdentify imagery and explain how it effects text.What are the narrative elements of a story?AssessmentActivity 3 (p. 2.10)Browse through sample assessment plans and timelines (from Intel CCPS Teach)On your unit plan (paper copy) write down some assessment strategies for each part of the assessment timeline.p. 2.13 has some great suggestions and explanations
BlogGo to CCPS Intel Teach pageUnder Links, click Intel Module BlogClick on the module you want to answerScroll down and add a comment at the bottomEnter the module and number for your titleFill in body with the answer to the questionFor November 1Complete the following sections of your unit plan:Unit Author Unit OverviewUnit FoundationAssessment Timeline and SummaryAnswer blog questions for Module 1 and Module 2Unit Plan Template Click on any descriptive text, then type your own.
First and Last Name Amy Moore
School DistrictCharlotte County
School NameCentral Middle
School City, StateCharlotte Court House, VA
Who Wants to Live Forever?
Students will read the novel Tuck Everlasting by Natalie Babbitt. They will explore the elements of a narrative and the impact imagery has on a text. Students will participate in journals throughout the reading of the novel and group discussions. Through collaboration, students will use imagery to produce a collection of illustrations for the novel.
Approximate Time Needed
About 8 reading class periods of 90 minutes each
Targeted Content Standards and Benchmarks
6.4 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.b) Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes.c) Describe the images created by language.d) Describe how word choice and imagery contribute to the meaning of a text
Student Objectives/Learning Outcomes
1. Students will be able to read narrative text and identify: *setting (time, place, duration) *describe the plot *identify and analyze character traits *identify internal and external conflicts *state the theme of a text2. The student will demonstrate the ability to predict outcomes based on clues in the text.3. The student will identify and describe imagery that appeals to the senses.4. The student will explain and analyze the effects of imagery on the text.5. Exercise sound reasoning and understanding.6. Framing, analyzing, synthesizing information in order to solve problems and answer questions.
Essential Question Why is storytelling important?
Unit QuestionsHow does a narrative structure make a story more interesting?What can imagery teach us about writing?
Content QuestionsWhat are the narrative elements?Identify imagery and how it affects text.
Before project work beginsStudents work on projects and complete tasksAfter project work is completed
Journals Discussion questions Quizzes Observation of groups Test Student-led conference Product journals/illustrations
*rubrics will be used for the students to self assess*rubrics will be used by the teacher to assess the students*the anticipation guide will be used to assess prior knowledge*tests and quizzes will be administered throughout and at the end of the unit*group and individual observation by teacher/anecdotal notes
Students must be able to:*read and comprehend fiction*write a paragraph and respond to discussion questions*time management and organizational skills*use PowerPoint*work collaboratively in a group
Day 1:*explain that students will be reading Tuck Everlasting by Natalie Babbitt *students will review the objectives and CFQs*complete author study on Natalie Babbitt*introduce narrative elements/practice*introduce imagery/practice
Day 2:*review/discuss vocabulary for prologue-chapter5*anticipation guide students complete and discuss*teacher reads prologue aloud students look for example of imagery and describe its effect on the passage*students write 5 questions they would like to be answered as they read the novel*students read chapters 1-5 (may be in pairs, groups, individually, or aloud as a class)*students will answer discussion questions
Day 3: *students will preview chapters 6-11 and write down any vocabulary words they dont know*students will share answers to discussion questions*students will read chapters 6-11*students complete a graphic organizer with setting (time, place, duration), characters and their traits, and conflicts from the novel*students record examples of imagery from chapters 6-11 describe effect on passage
Day 4: *students will complete the self assessment*feeling-saying activity (use magazines/newspapers to cut out pictures in which students can add comments about how the person may be feeling or what they may be saying)Students complete discussion questions on chapters 6-11*classwork on elements of fiction and imagery
Day 5: *read chapters 12-18 and answer discussion questions*complete the Poetic Thoughts activity students read two lines from the poem by Nancy Wood and write what comes to mind as they read this will be repeated as each pair of lines from the poems are read groups will get together and share their responses
*context clue activity students find the words listed by page number from chapters 19-25 and use the context to write a definition for each word*students will read chapters 19-25 and answer discussion questions*PowerPoint project will be explained and assigned- students will be given time to begin the project in class
Day 7:*read epilogue*complete graphic organizer (plot, theme)*complete PowerPoint presentation
Day 8:*test on predicting outcomes, imagery, and narrative elements
Accommodations for Differentiated Instruction
Special Needs Students
*extra time if effort shown*reduced number of problems*peer buddy*take novel home and reread sections*graphic organizers
*speak/read slower*shorter sentences*no slang*check for understanding frequently
Gifted/Talented Students*adjust projects*enrichment activities*flexible grouping
Materials and Resources Required For Unit
Technology Hardware (Click boxes of all equipment needed)
Intel Teach ProgramEssentials Course
2008 Intel Corporation. All Rights Reserved.Page 1 of 5|_| Camera x|_| Computer(s) |_| Digital Camera |_| DVD Playerx|_| Internet Connection |_| Laser Disk|_| Printer |_| Projection System |_| Scanner |_| Television |_| VCR |_| Video Camera |_| Video Conferencing Equip.x|_| Other Promethean Bd.
Technology Software (Click boxes of all software needed.)
|_| Database/Spreadsheet x|_| Desktop Publishing |_| E-mail Software|_| Encyclopedia on CD-ROM |_| Image Processing x|_| Internet Web Browser x|_| Multimedia
|_| Web Page Development |_| Word Processing |_| O