EDTC645 Global Classroom Module

Global Classroom Module: The “Flat Stanley Project”

Rachel NachmanEDTC645 - Integration of Technology: Global Perspectives

October 29, 2014Dr. Blesh

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Introduction

The “Flat Stanley Project” is a global collaborative unit designed for first grade students. This unit involves three main components: learning about one’s own culture, learning about the culture of a student from another country, and comparing the two cultures.

For the first two weeks of the unit, students will engage in activities in which they learn about culture and describe aspects of their own culture. They will take photos of “Flat Stanley” taking part in daily activities such as eating meals, playing games, and going to school. Students will write descriptions of their photos, in which they describe the activity taking place or situation depicted.

For the following three weeks, students will use the ePals global network to communicate with other first graders from another country. Students will be paired up with a student in the partnering classroom. They will use the ePals project student forum to share their “Flat Stanley” photos with their partner, as well as ask their partner questions and answer their partner’s questions. Through these activities, students will learn more about their partner’s culture.

Throughout the next two weeks, students will use what they have learned to write an informative writing piece in which they compare their culture to their partner’s culture. These informative writing pieces, as well as all of the “Flat Stanley” photos and descriptions, will be compiled to create a digital book.

For the last week of the project, students will have an opportunity to videoconference with the partner class. Teachers will also share the digital book with students.

Henke (2007) states that as teachers, it is our responsibility to prepare our students for today’s workforce. She believes that while it is important that students learn academic skills, they need to also learn the skills needed to succeed in today’s society and economy. According to the International Society for Technology in Education (ISTE) standards, these skills include the ability to use technology for communication purposes, as well as the ability to communicate with people from around the world. This project aims to help students in both classrooms develop these critical skills while they are young. This project also aims to develop a sense of global awareness and cultural awareness among young students in both classrooms. Additionally, this project aligns with the Common Core State Standards as well as the Maryland State Education Standards for Social Studies.

Overall, this project serves to develop students’ social studies, writing, and technology skills. However, it is also hoped that as a result of this project, students will learn about different cultures that exist in the world around them.

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Global Classroom Module Pre-Planning Template

Note: Revisions are in red.

Global Classroom ModulePre-Planning Template

Designer: Rachel Nachman Summary: Throughout this project, students will be exposed to cultures and ways of life that are different than their own. As a result of this project, students will be able to compose an informative text that compares their culture with a different culture. Background concerning the school and the group you are working with:

17 first grade students Oakland Terrace Elementary School is located in Silver Spring, Maryland.

It is extremely diverse with regards to race, and socioeconomic status. o Demographics

32% White 27.4% Hispanic/Latino 21.4% African American 14.4% Asian <5.0% Two or more races <5.0% American Indian or Alaskan Native <5.0% Native Hawaiian or other Pacific Islander

o Students within Oakland Terrace come from predominantly middle to lower-middle class families

Oakland Terrace is a public school that operates within Montgomery County Public Schools

Time frame: Over an eight-week period divided into four different sections. Subject And Grade level: First Grade (Writing and Social Studies) Proposed Topic and Rationale: This project aims to expose students to different cultures and ways of life around the world. The timeline for this project is as follows:

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Weeks 1 & 2 – Teachers will introduce this unit to students. Students will learn about culture, as well as what comprises a culture, during these first two weeks of the unit. Students will document their daily lives through photographs and through written descriptions of these photographs. Additionally, “Flat Stanley” will also be found in each photograph. Through their photographs, writing, and the instructional lessons, students will learn that one’s culture includes aspects such as how people live, work, and play. Students will also learn that one’s culture includes components such as holidays, celebrations, food, and traditions.

Weeks 3, 4, & 5– Students will use ePals.com to communicate with their partner from the partnering classroom. They will share their photographs and descriptions with their partner. Additionally, students will also generate questions that they wish ask about their partner’s culture. Students will conduct “interviews” in which they can ask their partner questions about his or her photographs and culture. Students will also answer questions about their own culture.

Weeks 6 & 7 – Using what they have learned, students will write an informative writing piece that compares their culture to their partner’s culture.

Week 8 – Students will have an opportunity to communicate via a videoconference. Additionally, all “Flat Stanley” photos, as well as all informative writing pieces, will be compiled to create a digital book for both classrooms to save. This digital book will be shared with students during the final week of the unit.

Overall, as a result of this project, it is my hope that students will develop a sense of global and cultural awareness. This project also aims to develop students’ ability to use technology to communicate, as this is a critical skill needed to succeed in today’s workforce. Through this project, students will have the valuable opportunity of collaborating and communicating with others from around the world. They will also develop their social studies knowledge and writing skills. Global Network You Plan to Use: ePals Key Challenges: Challenge #1: Level of writing ability among students in each classSolution: Some students in first grade have a difficult time with composing legible, understandable written text. Thus, to solve this problem, I will provide

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extra guidance for these students when composing their descriptions of their photos, interview questions, as well as when composing their informative writing piece.

Challenge #2: Reading ability among students in each classSolution: At such a young age, many students struggle with reading. As a solution, I will provide extra support to those students who struggle reading their partner’s written description of the photo. Because a reading strategy is to use the illustrations to determine unknown words, I will encourage students to use the photographs to help foster comprehension. Additionally, it may be a good idea to partner “higher” readers with other “higher” readers, as well as “lower” readers with other “lower” readers. I will also help students read their partner’s interview questions and answers.

Challenge #3: Potential Limited English Proficiency in partner classSolution: While this issue is not definite, there could be a challenge with regards to English proficiency in the partner class. Because my students struggle with reading English, they may struggle even more if they are reading “imperfect” English. This needs to be considered when choosing a partner class.

Challenge #4: Level of analysis needed to compose informative texts with a comparison structureSolution: Some students struggle with the skill of comparison. To solve this issue, I will first need to review how we compare and contrast. By reviewing this skill on a basic level, I am hoping to set the foundation for when students compare their lives to the lives of others around the world.

Challenge #5: Level of technological proficiency among studentsSolution: Some students may have difficulty with using the computers or with typing (especially if they do not have access to a computer at home). Thus, extra support and extra time may need to be provided to these students.

Challenge #6: The partnering classrooms are not on the same schedule/same step of the unitSolution: As highlighted in the module timeline, it is critical that both classrooms engage in the same lesson on the same day (or around the same day). This is due to the communication aspect of this project. Thus, both teachers must be in constant communication in order to ensure that both classes stay on schedule in the completion of this unit.

Prior Knowledge: Basic reading and writing skills Basic computer and typing skills

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Knowledge and understanding of the word culture

To succeed in this unit, students must possess basic reading and writing skills. I will use formal assessment data, as well as informal and observational assessment data, to determine my students’ current reading and writing skills.

Students must also possess basic computer and typing skills. I will use previous observational/anecdotal data to determine my students’ level of technological proficiency.

Furthermore, students must have a general, basic understanding of the word culture. While we will discuss what this word means and what makes one’s culture, students should understand that culture refers to a way of life. To assess this, I will conduct a preliminary lesson on culture to gauge my students’ understandings. Content Standards:

Common Core State StandardsCCSS.ELA-LITERACY.RI.1.7 – Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-LITERACY.W.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

CCSS.ELA-LITERACY.W.1.5 – With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.6 - With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

CCSS.ELA-LITERACY.W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

CCSS.ELA-LITERACY.SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-LITERACY.SL.1.5 - Add drawings or other visual displays to

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descriptions when appropriate to clarify ideas, thoughts, and feelings.

Maryland State Education Standards (Social Studies)2.A.1.a - Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories

2.A.1.b - Discuss and respect traditions and customs of families in the community

International Society for Technology in Education (ISTE) Standards:Communication and Collaboration:2.a – Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

2.b – Communicate information and ideas to multiple audiences using a variety of media and formats.

2.c – Develop cultural understanding and global awareness by engaging with learners of other cultures.

2.d – Contribute to project teams to produce original works or solve problems.

Digital Citizenship:5.a – Advocate and practice safe, legal, and responsible use of information and technology.

5.b – Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Global Theme: This project relates to the “Race and Ethnicity: Human Commonality and Diversity” category. Throughout this project, students will learn about a culture that is different than their own. However, they will also explore the similarities between both cultures. Students will develop an understanding that while cultures may be different, they are similar as well. Overall, this project aims to develop global and cultural awareness among students.

Pre-Lesson Steps: There are various steps that must be taken prior to introducing this lesson to students. Both teachers involved in this project should collaborate in the pre-lesson process:

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Develop an idea for the project Identify educational standards that align to the project Brainstorm ways that technology will be used to promote student learning

and develop global technology, awareness, and collaboration skills Identify educational objectives and an essential question for the project Create lesson plans and activities to be used throughout the project Develop a summative assessment of student learning

Technology Use: Students will watch a video as an introduction to culture. Students will take digital photographs of their “Flat Stanley” taking part in

various daily activities (such as going to school, eating dinner, and playing a game or sport).

Students will type their written descriptions of their photos. Teachers will attach each description to its corresponding photograph using Microsoft Word. These will then be sent to the partnering classroom. These pages will also be combined to form a digital book.

Students will use ePals to communicate with partnering students and to conduct interviews.

Students will use technology to compose their informative writing piece. These will also be combined to form a digital book.

If possible, students will communicate via Skype or an alternative videoconferencing software.

Essential Question (s): What are some characteristics of my culture?

How is my culture different than my partner’s culture?

How is my culture similar to my partner’s culture? Starting Activity For Module: To introduce this module, I will explain to students that we will be learning about culture. I will tell students that in a few weeks, we will use computers to communicate with students from another country. I will also explain that not only will we be learning about our culture, but we will also be learning about the culture of students from this country.

We will begin by learning about culture, as well as identifying the different ways that people live, work, and play. This will help students think about their prior experiences relating to their own culture, and will serve as the foundation for this project.

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Lesson Plans: Summary of Two Lesson Plans:

Lesson #1: This will be the introductory lesson of the unit. Students will learn about culture by reading an informational text and watching a video. We will discuss the culture of the Inuit people who live in the Arctic. Students will also identify and describe the ways that people in their own community live, work, and play.

Lesson #2: This lesson will entail global communication between both classrooms. Students will generate questions that they want to ask about their partner’s culture. They will then have the opportunity to ask these questions, as well as respond to their partners’ questions.

Summative Assessment: As a summative assessment for this project, students will write an informative writing piece that describes the similarities and differences between their culture and their partner’s culture.

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Statement of Revisions

After receiving the instructor’s feedback, I revised some ideas for this global classroom module. First, the instructor recommended that I extend the timeline of this unit due to the extensive amount of activities included. Therefore, rather than this unit taking place for six weeks, it will take place over eight weeks. The revised timeframe for this unit can be found in the pre-planning template.

Additionally, the instructor recommended that I include “Flat Stanley Project” to the global network used. However, there is no existing “Flat Stanley Project” for first grade students on ePals.com. Thus, a new project on this global network will need to be created for this unit. I did try and create a new project on ePals.com; however, the global network is currently not accepting new projects due to the revamping of its collaborative project space.

Furthermore, while I was designing this module, I identified two additional challenges that were not on my original pre-planning template. These challenges were added to the pre-planning template. One of the challenges relates to technological proficiency, and this was added to the “prior knowledge” section of the revised pre-planning template as well.

As I was creating the lesson plans, I realized that I did not include Maryland State Education Standards for Social Studies on the pre-planning template. These standards were added to the pre-planning template. I also added an additional example of technology use.

In addition, my original plan for my starting activity for this unit is different than the starting activity I am using for my lesson plans. The revised introduction activity is included in the pre-planning template.

Lastly, the two lesson plans included in this global module are different than the two lesson plans I originally intended to include. A brief summary of each of these lessons is included within the revised pre-planning template.

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Module Timeline

The following is a timeline for the implementation of this unit.

Each lesson is designed to be implemented during either a 30-minute or 45-minute block.

For homework on the night that lesson #4 is implemented, students should take one photo of their Flat Stanley. They should bring this photo in (or this photo should be e-mailed to the teacher) on the day that lesson #5 is implemented. This same routine should be followed for the next two lessons.

During weeks 3-5, it is critical that the lessons are implemented on the same day in both classrooms. If the lessons are not implemented on the same day, the partnering teacher must be informed.

Week 8 must begin on the same day for both classrooms (the videoconference should not be conducted until all students finish their informative writing pieces).

Unless otherwise indicated, lessons will be conducted in the classroom.

The teachers will create the digital book once week 7 is completed. Because students will not be involved in the creation of this book, it is not referenced in the timeline below.

Weeks 1 & 2

Lesson #1:

Unit Introduction

What Is Culture?

How do people in our community live, work, and play?

45 minutes

Lesson #2:

Review Culture

What are traditions?

What are some traditions that your family has?

45 minutes

Lesson #3:

Review Culture

What are holidays?

What are some holidays that your family celebrates?

45 minutes

Lesson #4:

Introduction To “Flat Stanley” Photographs

“Flat Stanley” In Our School (Modeling how to take a “Flat Stanley” photo).

45 minutesLesson #5:

Writing A Description Of Our First Photograph

45 minutes

Lesson #6:

Writing A Description Of Our Second Photograph

30 minutes

Lesson #7:

Writing A Description Of Our Third Photograph

30 minutes

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Weeks 3, 4, & 5

Lesson #8:

Introduction Of Partnering Classroom

Where Are Our ePals From?

Assigning Partners

30 minutes

Lesson #9(Computer Lab):

Introduce ePals.com

“Netequitte”

Sharing Our First Photo

45 minutes


Responding To Our Partner’s First Photo

Sharing Our Second Photo

45 minutes


Responding To Our Partner’s Second Photo

Sharing Our Third Photo

45 minutesLesson #12

(Computer Lab):

Responding To Our Partner’s Third Photo

30 minutes

Lesson #13:

Generating Questions (What else do we want to know about our partner’s culture?)

30 minutes


Asking Our Partner Questions

30 minutes


Responding To Our Partner’s Questions

30 minutes

Weeks 6 & 7

Lesson #16:

Planning Our Informative Writing (Topic #1)

30 minutes

Lesson #17:


30 minutes

Lesson #18:


30 minutes


Composing Our Informative Writing Piece & Adding Illustrations (Topic #1)

45 minutesLesson #20

(Computer Lab):


45 minutes



45 minutes

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Week 8

Lesson #22:

Videoconference

30 minutes

Lesson #23:

Unit Closure

Reading Our Digital Book

30 minutes

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Lesson Plan #1

The following lesson plan is designed for lesson #1 (see above timeline).

Lesson Title: Introduction To CultureGrade Level/Subject Area: 1st Grade (Social Studies and Writing)Concept/Topic and Essential Questions:

What is culture? What are ways that people in our community live, work, and play?

Length of Lesson: 45 minutesStandards Addressed:Maryland State Education Standards (Social Studies)Standard 2.0 – Peoples of the Nation and World

2.A.1.a - Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories

Mastery Objectives: Students will be able to identify one way in which people in our community live. Students will be able to identify one way in which people in our community work. Students will be able to identify one way in which people in our community play. Students will be able to describe one way in which people in our community live, work,

or play.Lesson Materials:

Computer with projection capabilities “What Is Culture?” Video (https://www.youtube.com/watch?v=o32l-_U6nGY) Life In The Arctic by Betsy Herbert White poster paper (6 pieces) Crayons “Ways That People In Our Community Live, Work, and Play” Assessment (Appendix A)

Introduction:This is the first lesson of the unit, and thus, it serves as a unit introduction. The teacher will explain to students that we will be learning about culture. The teacher will tell students that in a few weeks, we will use computers to communicate with students from another country. The teacher will also explain that not only will we be learning about our culture, but we will also be learning about the culture of students from this country.Lesson Procedure (to be completed after the introduction):

Have students sit on the carpet. Ask students if they have heard of the word culture before. Provide time for students to think about this word. After students have had some time to think, ask for volunteers to share if they have heard this word, and if so, what it means.

Explain to students that culture is “how people live and what people believe”. Remind students that for the next eight weeks, we will be learning about culture. Remind students that we will be learning about our culture, as well as the culture of students from another country.

Introduce the video “What Is Culture?” by explaining to students that this video shows the different things that make up a culture. For example, what we eat, the holidays we

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https://www.youtube.com/watch?v=o32l-_U6nGY

celebrate, and the clothes we wear are all part of our culture. o Pause the video after each section (beliefs, food, clothes, etc.) to discuss the

different images that students saw in that section of the video. After the video is finished, explain to students that what we eat may be different than the

food that students from another country eat. Explain that the games we play may be different than the games students from other countries play, and that the holidays we celebrate may be different than the holidays that students from around the world celebrate. Explain that these differences are okay; it’s what makes us who we are and it’s important to have so many different cultures around the world.

Introduce the informational text Life In The Arctic by Betsy Herbert. Explain to students that this text describes the way that the Inuit people in the Arctic live.

Read the informational text out loud to students:o After reading the title and showing the cover to students, ask students to identify

which aspect of culture we can see on the cover (we can see the clothes that people wear). Ask students to describe this aspect of the Inuit people’s culture (they wear heavy coats and what looks like Native American clothing).

o After reading page 5, ask students to identify which aspect of culture we can see in the photograph (we can see where people live). Ask students to describe these houses (they look like tents, they’re shaped like triangles, they’re covered with fur).

o After reading page 6, ask students to identify which aspect of culture we can see in the photograph (we can see how people work). Ask students to describe how the Inuit people work (they get ready for winter by preparing food).

o After reading page 7, ask students to identify which aspect of culture we can see in the photograph (we can see the food that the Inuit people eat). Ask students to describe the food that the Inuit people eat (they eat lots of fish from the ocean and then save the fish for the winter). Ask students why they think the fish needs to be saved for the winter (because in the winter, the ocean freezes and the Inuit people may not be able to get fish).

o After reading page 8, ask students to identify which aspect of culture we can see in the photograph (we can see where people live). Ask students to describe another place in which the Inuit people live (the house is a lot bigger than the tent, it keeps the Inuit people a lot warmer than the tent).

o After reading page 9, ask students to identify which aspect of culture we can see in the photograph (we can see the clothes that the Inuit people wear). Ask students to describe the clothes that the Inuit people are wearing in this photograph (they are wearing big shirts made of fur). Explain to students that these big shirts are called “parkas”. Ask students to think about why the Inuit people need to wear these parkas and to share their answer (the parkas keep the Inuit people warm).

o After reading page 10, ask students to identify which aspect of culture we can see in the photograph (we can see the clothes that people wear). Ask students to describe the shoes that the Inuit people are wearing (they are boots, they look soft). Ask students to describe why the Inuit people need to wear these boots (to keep themselves warm).

o After reading page 11, ask students to identify which aspect of culture we can see

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in the photograph (we can see how the Inuit people travel). Ask students to describe how the Inuit people travel (they use sleds and snowmobiles).

After reading the book, ask students to think about some ways that we can describe the Inuit people’s culture. Have students share their answers with a partner. After about a minute, ask for students to share their answers with the whole class.

Explain to students that a culture includes the way that people live, work, and play. Today, students will be brainstorming the way that people in our community live, work, and play.

o How We Live can include where we live, the foods we eat, and the clothes we wear

o How We Work can include the jobs people have, the chores people have, and the school work children do

o How We Play can include the different games and sports people play. Divide students up into six groups (5 groups of three students and 1 group of two

students).o Assign two groups the topic of “how people in our community live”o Assign two groups the topic of “how people in our community work”o Assign two groups the topic of “how people in our community play”

Explain that with their group, students will be creating a poster that highlights different ways in which people live, work, or play.

Provide time for students to collaborate with their group members to come up with ways that people either live, work, or play. After about three minutes, provide each group with a piece of white poster paper. Explain to students that on their poster paper, they will draw different ways that people either live, work, or play (depending on their assigned topic). Students can also write captions or labels on their poster as well. Allow students to work on their poster for 10-12 minutes.

After groups have finished working on their posters, call all students back to the carpet. Provide time for each group to share their poster with the class.

Direct students to go back to their seat to complete the assessment for this lesson (see below).

Assessment: Explain the “Ways That People In Our Community Live, Work, and Play” assessment to

students. o Students will be drawing one way in which people in our community live, one

way in which people in our community work, and one way in which people in our community play.

Note : See “Accommodations and Differentiation” section of this lesson plan for a note on how this assessment can be differentiated.

o Students will choose one picture to write a sentence about.o A set of criteria for determining students’ proficiency level is included on the

back of this assessmento Per the school system’s curriculum, the following grading scale will be used:

P – Proficient I – In Progress N – Not Yet In Progress ES – Exceeds Standard

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Closure:Explain to students that the next day, we will be talking about traditions that our families have. Traditions make up a person’s culture as well, and everyone has different traditions. Technology Requirements:

Computer with the ability to project onto a screen (such as a Promethean or Smart Board) Internet connection (for YouTube video)

Related URLs: https://www.youtube.com/watch?v=o32l-_U6nGY (“What Is Culture” Video)

Follow-Up:The follow-up lessons during weeks 1 and 2 will focus on:

Traditions Holidays The introduction of “Flat Stanley” and photographing “Flat Stanley” around our school. Photographing “Flat Stanley” outside of school Writing descriptions of three “Flat Stanley” photographs

These follow-up lessons aim to help students learn more about different aspects of their own culture. Classroom Management:

Students will be given verbal reminders of remaining time throughout the different instructional activities within the lesson. This will better help students pace their work.

Students will be engaged in whole-group, small-group, and independent activities. Thus, they will not just be sitting listening to the teacher talk throughout the entire duration of the lesson.

Students of all races, genders, and ability levels will be asked to share their thoughts and ideas throughout the lesson.

Accommodations and Differentiated Instruction: When working in small groups, students will be grouped heterogeneously. Students who require extra prompting to stay on task will be provided with these

reminders. Students will have the option to include captions and labels on their posters (catering to

those students who enjoy writing or who are better able to write). Students who have difficulty with spelling and writing will be asked to try to write their

sentences on the assessment; however, will also have the opportunity to dictate their sentences to the teacher.

Rather than drawing three pictures on the assessment, students with fine motor difficulties will be provided with three pre-cut pictures (one picture for each category). They will sort the three pictures and glue them into the correct box on the assessment. They will then write a sentence about one of the pictures.

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https://www.youtube.com/watch?v=o32l-_U6nGY

Lesson Plan #2

The following lesson plan is designed for lessons #13, #14, and #15 (see timeline above). These three lessons are all related to each other and thus, are being combined for the purpose of this lesson plan.

Lesson Title: Learning About My Partner’s Culture & Describing My Own CultureGrade Level/Subject Area: 1st Grade (Social Studies and Writing)Concept/Topic and Essential Questions:

What do I still want to learn about my partner’s culture? How can I describe my culture?

Length of Lesson: 3 30-minute sessionsStandards Addressed:Common Core State StandardsCCSS.ELA-LITERACY.W.1.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

CCSS.ELA-LITERACY.SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Maryland State Education Standards (Social Studies)Standard 2.0 – Peoples of the Nation and World

2.A.1.a - Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories

ISTE Standards for StudentsCommunication and Collaboration

2.a – Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

2.c – Develop cultural understanding and global awareness by engaging with learners of other cultures.

Mastery Objectives: Students will be able to generate at least three questions to ask about their partner’s

culture Students will be able to use details to answer at least one of their partner’s questions Students will be able to use technology to communicate with their partner

Lesson Materials:

Lesson #13: Promethean Board, Smart Board, or overheard projector Indonesian wedding photograph

(http://a.abcnews.com/images/WN/ht_indowedding1_080625_ssh.jpg) 6 stacks of Post-It notes 6 pieces of poster paper (with topics pre-written)

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“Questions About My Partner’s Culture” (Appendix B)

Lesson #14: Computer lab with 1 teacher computer (hooked up to a projection screen or board) and 17

student computers (both with Internet connection) “Using Technology To Communicate – Observational Checklist” (Appendix C)


student computers (both with Internet connection) “Using Technology To Communicate – Observational Checklist” (Appendix C) “Student Response Grading Form” (Appendix D)

Introduction:To introduce this lesson, the teacher will explain to students that now that we have seen our partner’s “Flat Stanley” photos, we have a better idea of our partner’s culture. However, we may still have questions that we want to ask in order to learn more about our partner’s culture. The teacher will also explain that over the next few days, we will be asking our partner questions about his or her culture. We will also be answering questions that our partner has about our culture. Lesson Procedure (to be completed after the introduction):

Lesson #13: Remind students that throughout the year, we have been practicing asking questions

about stories that we read. Ask students to share the different “question words” (who, what, where, when, why, and how).

Explain to students that today, we will be thinking about questions that we want to ask our partner about his or her culture.

Using either the Promethean Board, Smart Board, or overhead projector, show students a photograph of an Indonesian wedding. Have student think of a question that they can ask about this photograph, and have students share their question with the person sitting next to them. Remind students that questions start with the question words that were just discussed. Encourage pairs of students to brainstorm more questions. After one or two minutes, ask students to share the questions that they and their classmate were discussing.

Explain to students that they will be divided into groups, and each group will be given a different topic. Groups need to think of as many questions that relate to that topic about their partner’s culture. Model this activity by saying, “For example, if I were in the “sports” group, one question I can ask my partner is: What sports do people play in your country? Students will write each question on a Post-It note.

Divide students into six groups (5 groups of three students and 1 group of two students). Assign each group a different topic.

o Foodo Sportso Jobso Gameso School

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o Holidays Give each group a stack of Post-Its and a piece of poster paper with their topic written on

the top. Give students 10 minutes to collaborate with their partners to think of questions, write them on the Post-It notes, and stick them to the paper.

After 10 minutes, ask each group to share two or three questions that they have written. Direct students to return to their seats and explain the assessment for this lesson

(“Questions About My Partner’s Culture”). For this assessment, direct students to independently write three questions that they can ask about their partner’s culture.

Lesson #14: Remind students that yesterday, they wrote three questions that they wanted to ask their

partner. Today, they will be using ePals to ask their partner these questions. Using the computer that is hooked up to a projection device, review how students access

the unit’s “Project Space” and access the project’s student forum. Remind students that they will be using this forum to communicate with their partner.

o Note: This is not the first time that students will be accessing the project’s student forum.

Model/review how students can start a new thread in the student forum. Create a new thread using the topic name “[Teacher’s Name]’s Questions For [Partnering Teacher’s Name]” and model how to type and post three questions.

o For example: Ms. Nachman’s Questions For Ms. __________ Distribute students’ written questions from the day prior. Explain to students that they

will be typing these questions and posting them in a new topic within the ePals student forum for their partner to read. The topic name of their thread should be “[Student’s First Name]’s Questions For [Partner’s First Name]”. Remind students to look at any changes or corrections made to their questions (spelling, grammar, etc.).

o Note: If the partnering class has already posted their questions, tell students to not focus on these questions. They will have an opportunity to answer their partner’s questions tomorrow. Rather, the focus of today’s lesson is to solely ask their questions.

Provide time (about 10-15 minutes) for students to type their questions into the ePal’s project student forum. Remind students that they are creating a new thread (and remind students of the thread’s title) for their questions.

As students are working, monitor their use of technology to communicate with their partner. Additionally, provide any support on an as needed basis.

o Use the “Using Technology To Communicate – Observational Checklist” to collect anecdotal assessment data.

Lesson #15: Remind students that yesterday, they asked their partner three questions about his or her

culture. Their partner also posted questions for them to answer. Today, we will be answering those questions.

Using the computer that is hooked up to a projection device, review how students access the project’s “Project Space” and access the project’s student forum. Remind students that they will be using this forum to communicate with their partner.

Model how students can access their partner’s questions. Look for the thread that

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contains the questions written by the partnering teacher (it should be under the name “[Partner Teacher’s Name]’s Questions For [Teacher’s Name]”.

o For example, the model thread should be called “Ms. ____________’s Questions For Ms. Nachman”.

Model how to read the questions written by the partnering teacher and how to type and post a response.

o Provide an example of a response that lacks detail (a 1-sentence response) and a response that includes detail. Ask students to describe the difference between these two responses.

o Explain that when we respond to our partner’s questions, we need to include detail in our response.

Provide time (about 10-15 minutes) for students to type their answers to their partner’s questions into the thread.

As students are working, monitor their use of technology to communicate with their partner. Additionally, provide any support on an as needed basis.

o Students may need support with reading their partner’s questions, formulating a response, and typing a response.

o Use the “Using Technology To Communicate – Observational Checklist” to collect anecdotal assessment data.

Assessment: The “Questions About My Partner’s Culture” assessment will be given to determine if

students are able to generate at least three questions to ask about their partner’s culture.o A set of criteria for determining students’ proficiency level is included on the

bottom of this assessmento Per the school system’s curriculum, the following grading scale will be used:

P – Proficient I – In Progress N – Not Yet In Progress ES – Exceeds Standard

While students are using the ePals student forum to type their questions and their responses to their partner’s questions, use the “Using Technology To Communicate – Observational Checklist” to note their comfort level and ability level regarding the use of technology to communicate with their partner.

Once students have finished posting their responses to their partner’s questions, grade students’ responses using the “Student Response Grading Form”.

o Note : Due to the lack of control over the questions that students are answering, students should be graded on at least one of their responses (students have no control over whether they are asked a question that they cannot answer).

Closure:Explain to students that next week, they will use their partner’s photos, written descriptions of the photos, and “interview responses” to begin planning their informative writing piece. Technology Requirements:

Lesson #13: Promethean Board, Smart Board, or overheard projector

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student computers Internet connection


student computers Internet connection

Related URLs: http://www.epals.com

o This project is not an existing ePals project. Thus, for the purpose of this lesson plan, the related URL is the main ePals homepage.

Follow-Up:The follow-up lessons during weeks 6 and 7 will focus on:

Using the information collected through global communication to plan and write an informative writing piece

Including illustrations within writing to clarify ideasClassroom Management:

Support will be provided to students on an as-needed basis in order to limit behavior problems and confusion (which can lead to behavior issues).

Students will be given verbal reminders of remaining time throughout the different instructional activities within the lesson. This will better help students pace their work.

Throughout the sequence of these three lessons, students will be engaged in whole-group, small-group, and independent activities. Thus, they will not just be sitting listening to the teacher talk throughout the entire duration of the lesson.

Students of all races, genders, and ability levels will be asked to share their thoughts and ideas throughout the lesson.

Accommodations and Differentiated Instruction: When working in small groups (during lesson #13), students will be grouped

heterogeneously. Students who require extra prompting to stay on task will be provided with these

reminders. Students who have difficulty with spelling and writing will be asked to try to write their

questions; however, they will also have the option to dictate their sentences to the teacher.

Students with fine motor difficulties will be able to use “text-to-speech” software to help during the typing process.

Students who struggle with reading will be encouraged to read their partner’s questions and responses; however, support in reading will be provided.

Students who struggle with writing will be encouraged to draft a response to their partner; however, teacher support will be provided on an as-needed basis.

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http://www.epals.com/

Appendix A – “Ways That People In Our Community Live, Work, and Play”

Name: Date:

Ways That People In Our Community Live, Work, and Play

Draw one way in which people in our community live, work, and play.

How People In Our Community Live

How People In Our Community Work

How People In Our Community Play

Write a sentence about one of the pictures that you drew above.

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Proficiency will be determined by…

_____ Can students identify one way in which people live, work, and play?

_____ Can students describe one way in which people live, work, or play?

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P I N ES


Pictures For Differentiated Assessment:

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Appendix B – “Questions About My Partner’s Culture”

Name: Date:

Questions About My Partner’s Culture

Write three questions that you can ask your partner about his or her culture.

1.

2.

3.

Proficiency will be determined by…

_____ Are students’ questions relevant to their partner’s culture?

_____ Do students’ questions make sense?

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_____ Do students’ questions begin with a question word?

Appendix C - “Using Technology To Communicate – Observational Checklist”

Student’s Name:

Date:

When using technology, can the student…

____ Navigate through the student forum successfully?

____ Convey messages and ideas through typing?

____ Read his or her partner’s questions and responses?

On a scale from 1-5, rate the student’s comfort level with using technology to communicate with others:

1 3 5Uncomfortable Comfortable Very Comfortable

Comments:

P I N ES

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Appendix D – “Student Response Grading Form”

Student’s Name:

Date:

Note: Each response should be graded separately.

Student’s Response #1:

____ Does the student’s response answer his or her partner’s question?

____ Does the student’s response include relevant details?







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References

Henke, K. G. (2007) Measuring up in a flat world. Technology & Learning. Retrieved from

http://www.techlearning.com/showArticle.php?articleID=196604144

International Society for Technology in Education. (2007). ISTE Standards for Students.

Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Maryland State Department of Education. (2006). Maryland State Education Standards (Social

Studies). Retrieved from

http://mdk12.org/instruction/curriculum/social_studies/standard1/grade1.html

National Governors Association Center for Best Practices & Council of Chief State School

Officers. (2010). Common Core State Standards. Retrieved from

http://www.corestandards.org

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Documents

EDTC645 Global Classroom Module