Group 1 EDTE 282 Unit

Author(s) Information: Sharmaine Grove, Cindy Compean, Deborah Pulskamp, Loren Alldrin based on unit by: Cindy Compean 11/21/2002 08:50:00 PM PST		 TaskStream - Advancing Educational Excellence

VITAL INFORMATION
Instructor Name(s):  
 
Curriculum Framing Questions:
* How are we requiring that the curriculum extend beyond technical competency to skills such as problem solving, technical competency, and communications? (Oblinger, 20)
* Is the plan feasible, and sustainable? Can it be accomplished with existing technology?
* How does the use of technology increase opportunity for learning, especially for learners with differing needs, and interests? (NSDC, 2001)
* To what degree does content of program address all aspects of quality teaching including curriculum, assessment, and instruction? (NSDC, 2001)
* Does program encourage all educators to apply what they are learning within the context of their school? (NSDC, 2001)
* How does the programs' content encourage educators to apply what they are learning within the context of their school? (NSDC, 2001)
* Does the program assist teachers in diagnosing student learning needs and planning instruction to meet those needs? (NSDC, 2001)
* How well does programs' content address content-specific instructional processes that are developmentally appropriate for all students? (SDC, 2001)
 
Unit Summary:
I DeskTop Publishing
Students will write articles for a newsletter using Microsoft Publisher. Working in collaborative groups, students will present newsletter to the class via projector, and provide a printed version of newsletter. Students will evaluate effectiveness of oral presentation in the form of self-evaluation

II Web Page
Students will research William Shakespeare via the Internet, make connections between his life and his work, and develop a simple web page with the data.
 
Subject(s):
Technology
 
Topic or Unit of Study:
English Literature
 
Grade/Level:
9-12, College/University
 
Objective(s):
I The students will create projects such as a newsletter using Microsoft Publisher. Working in collaborative groups, students will present newsletter to the class via projector, and provide a printed version of newsletter.

II Students will also create a web page using Microsoft Word to share information with the class.
Students will evaluate effectiveness of oral presentation in the form of self-evaluation
Students will become computer literate by utilizing Microsoft Office Software Programs; Publisher and Word.
Project-based learning will be employed using multimedia technology to compile, synthesize, produce, and disseminate information
 
 
Standards addressed by unit:
CA- California English Language Development Standards
• Skill : Listening and Speaking
• Area : Strategies and Applications
• Proficiency Level : Intermediate
• Category : Organization & Delivery of Oral Communication
• Grade Level : Grades 9-12
 Benchmark : Identify a variety of media messages and give some supporting details (e.g., radio, television, movies).
 Benchmark : Prepare and deliver short presentations on ideas, premises, or images obtained from a variety of common sources.
 Benchmark : Prepare, ask, and respond to basic interview questions.
• Skill : Reading
• Area : Reading Comprehension
• Proficiency Level : Intermediate
• Category : Comprehension & Analysis of Grade-Level Appropriate Text
• Grade Level : Grades 9-12
 Benchmark : Use detailed sentences to orally identify two to three examples of how clarity of text is affected by repetition of key ideas and syntax.
 Benchmark : Present a brief report which verifies and clarifies facts presented in two to three forms of expository texts.
 Benchmark : Read and use detailed sentences to orally identify main ideas and use them to make predictions about informational, literary text, and text in content areas.
• Skill : Writing
• Area : Strategies and Applications
• Proficiency Level : Intermediate
• Category : Organization & Focus, Research and Technology
• Grade Level : Grades 9-12
 Benchmark : Use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be evident.)

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students) (old)
• Grade : Grades 9-12

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 2: Make informed choices among technology systems, resources, and services. (1, 2)
 Performance Objective 3: Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)
 Performance Objective 5: Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)
 Performance Objective 7: Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)
 Performance Objective 8: Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)
 Performance Objective 10: Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)
 
IMPLEMENTATION
Sequence of Lessons:
1. Newsletter Assignment*
 1. Divide students into groups of four.
2. Have students refer to their notes, quizzes, vocabulary, character lists, etc... from the play. (They have already written articles and been introduced to newsletters via projector)
3. Briefly review the contents of newsletters. (Have students recall components)
4. In groups, students review above links on Julius Caesar, and search the Internet for images, pictures, ideas, etc...
5. Next, students examine Publisher templates, reach consensus on their layout, and begin projects.
6. Each member of the group must turn in a written copy of his/her work in addition to the overall project.
7. Students may copy and paste their articles, pictures, symbols, images, etc..
8. All projects must include at least three links, and three images.
9. After completing project, each group will present newsletter using computer/projector, and by distributing hard copies to the class.
 
2. Web Page Building*
 1. Students work in pairs to preview listed websites and choose a topic for their web page.
2. They research their topic and synthesize appropriate materials.
3. The teacher makes contact with each group to make sure they are on track and to answer any questions.
4. Connections are made between the research and prior knowledge of Shakespeare's work.
5. Information should be organized into three subtopics: introductory, details, conclusive.
6. The final draft of the project is reviewed by the teacher.
5. The students import the content into a simple web page using a template as a guide (see tutorial).
6. The web page is personalized with text options and listed graphics options.
7. The web pages are shared with the class.
 
Time Required:
I. Desk Top Publishing
• 4 days class time working in groups (discussing layout, writing articles, etc...)
• 3 days in computer lab using Publisher

II. Web Page
• 7 class periods. 50 Min. per class.
 
Prerequisite Skills:
Students should read the play "Julius Caesar" prior to creating newsletters or web pages.
 
Author's Comments & Reflections:
Closure:
• Ask students if they enjoyed completing project. Inform students that they might want to make a conscious effort to utilize Publisher, and the Internet for projects. Ask students if they would like more opportunities to tinker with technology. Have them think of other types of technology-based projects/presentations they could have done.
 
MATERIALS AND RESOURCES
Instructional Materials:
• Microsoft Publisher, Microsoft Word
• Internet Access
• Microsoft Publisher Tutorial Powerpoint
• Web Page Tutorial Powerpoint
• Web page template
Attachments
  1. Publisher Tutorial How to use Publisher in a Powerpoint presentation.
  2. Web Page Tutorial How to create a web page.
  3. Julius Caesar Lesson Plan Lesson plan to create newsletter about Julius Caesar
  4. Shakespeare Lesson Lesson plan to create web page.
Links
  1. Shakespeare Sites (DOC) Useful Shakespeare links and resources (DOC, 44 KB)
  2. Shakespeare Pictures (DOC) A few pictures suitable for Shakespeare newsletters or web sites (DOC, 215 KB).
 
Resources:
  • Materials and resources:
    Computer
    Internet Access
    Scanner
    Microsoft Publisher
    Microsoft Word
    Text of Julius Caesar
    Color printer
    Optional: FTP software
  • Technology resources:
    Digital Cameras, Scanning, Word
  • The number of computers required is 1 per 4 students.
  • Students Familiarity with Software Tool:
    Students are familar with word processing using Microsoft Word.
 
ACCOMODATIONS FOR DIFFERENTIATED INSTRUCTION
Resource Students:
The collaborative nature of the projects allows students with differing skills to participate to the best of their abilities.
Lesson plans may be modified based on recommendations of IEP and 504 plans.
 
Culturally and Linguistically Diverse Students:
The collaborative nature of the projects allows students with differing skills to participate to the best of their abilities.
Tutorials and scaffolding support these students.
 
Gifted Students:
The collaborative nature of the projects allows students with differing skills to participate to the best of their abilities. Students may also complete lesson independently.
 
ASSESSMENT & STANDARDS
Assessment Plan:
I Desk Top Publishing
• Students will receive individual grades for overall participation in class time group discussions (teacher observation), and for articles.
• Each group will receive a group grade for finished product.
• Students will evaluate projects via self-reflection and critique. (Projects will be videotaped)

II. Web Page Building
• Students will be assesed using the web page rubric
 
Unit Rubrics:
Rubrics
  1. Web Page Rubric**
Links
  1. Julius Caesar Oral Presentation Rubric (PDF) Newsletter/oral presentation rubric (pdf format, 94 KB)
  2. Julius Caesar Oral Presentation Rubric (DOC) Newsletter/oral presentation rubric (doc format, 30 KB)