Unit Plan "My Favorite Author" for IT 6515 Leadership for Tech Integration

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Unit Author

First and last name: Katharine Tucker-Peterson

Authors email: katetucker@comcast.net

Unit Overview

Unit Title:"My Favorite Author"

Unit Summary: Students in either Language Arts or Technology class will each create an individual Wiki-space page for their favorite literary author and they will share information with each other through this page over the course of one week for 3 part, individual grade. I will demonstrate how to create a Wikispace site using the classroom computer and a projector.

Subject Area: Secondary English Language Arts

Grade Level: 8th gradeMay be adapted for 6th-12th grade students.

Approx. time needed: Five 90 minute class periods.  Preferably one week of Language Arts or Technology class at South Middle School.

Unit Foundation

Pre-Assessment: Students need to be able to competently use technology as it pertains to literacy skills in order to function in a media literate society. On the first day during my demonstration and the whole class activity I will informally observe and assess how competent the students are at using the Wikispace platform. I will make adjustments and offer explanations concerning any comprehension problems on that first day before we enter the computer lab as a class. I will remind students that this is relatively new to me as well in order to put them at ease. At the end of this unit, students will be able to create a Wikispace website for their use and the use of their peers and maybe the entire school in order to learn about different authors. As a substitute teacher I can only use this unit with the proper amount of time, with an adequate amount of technology resources available and with the permission of the permanent classroom teacher. This unit could be taught in a Language Arts classroom or a technology education classroom.  Both are offered at South Middle School in Aurora where I did my student teaching and have close connections.  It is plausible that I will be able to implement this unit plan in the fall in a long term substitute position if I talk my former Clinical teacher into taking off a week.

Framework model: In this unit I used Bloom's Digital Taxonomy; Creating, Evaluating and Understanding levels to help me create the framework. The creating stage in this case is the creation of a Wikispace website. When the students collaborate and review each other's Wikispace sites this follows Bloom's evaluation stage. Finally, Understanding comes from students commenting on each other's Wikispace sites. The TPCK Venn diagram supports the unit by combining literacy pedagogy, my content knowledge in Language Arts with the use of technology through creating websites about writers. The students will not only build upon their reading and writing skills, they will be able to do so in a format that is innovative. Furthermore, it is important to this unit's framework to create a transformative learning experience for the students in a

very short amount of time. This is a lofty goal. I will create an environment where students find they can do something they never considered before. The major goal for this short unit plan is to create a lasting, memorable experience for students. This will be difficult because substitute teachers are easily forgettable. I will use this unit to not only teach technology based literacy skills but to empower learners so they can see the results of their efforts, their Wikispace site. I also want to create a positive shift in the attitudes toward Reading and Writing with this unit. Making the use of technology primary to Language Arts class in this unit facilitates this goal. The students will remember that Ms. Peterson taught Language Arts without ever having them write anything down. This builds a strong feeling of connection between me and the class even though the unit is only five days long. Lastly, this unit will increase the capacity for students to understand alternative points of view, a transforming experience, through commenting and reviewing each other's work and finally sharing their work with the world.These frameworks support my instruction by bringing me out of the shadows as a babysitter (substitute) and making me a real live teacher. Sometimes students don't even know that I am a licensed teacher because of the lousy substitutes they've had in the past. Given a week's time at South Middle School, I will change that notion in the minds of the students. This unit presents many challenges approaching effective Literacy and Technology instruction. As a substitute however, creating a transformative experiences in students is still my primary objective. I can't succeed as a substitute and contract more jobs in order to obtain a full time position if I don't strike a point with kids. When I make their day different from what they are used to while still delivering effective instruction I enable myself professionally as well as teaching the students something new. It is difficult to change the opinions and attitudes of modern American students but I strive, even in a short lived capacity to do so and this unit reflects that.

Targeted content standards/benchmarks: The target is to include all six Colorado Language Arts State Standards in this unit plan as well as ISTE Technology Standards 1,2 and 6. 

% Standard 1. Students will be able to read and understand a variety of materials. % Standard 2. Students will be able to write and speak for a variety of purposes and audiences. % Standard 3. Students will be able to write and speak using conventional grammar, usage, sentence structure,

punctuation, capitalization, and spelling.

% Standard 4. Students will be able to apply thinking skills to their reading, writing, speaking,listening, and viewing.% Standard 5. Students will be able to read, to locate, select, and make use of relevant information from a variety of

media, reference,and technological resources. % Standard 6. Students will be able to read and recognize literature as a record of human experience.

 Technology Standards: Standard 1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will:

% apply existing knowledge to generate new ideas, products, or processes.% create original works as a means of personal or group expression.% use models and simulations to explore complex systems and issues.

 Standard 2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will:

% interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. % communicate information and ideas effectively to multiple audiences using a variety of media and formats.% contribute to project teams to produce original works or solve problems.

 Standard 6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students will:         

% understand and use technology systems. % select and use applications effectively and productively. % troubleshoot systems and applications. % transfer current knowledge to learning of new technologies.

Student objectives / Learning outcomes: 

Students will be technologically literate as it pertains to Language Arts class as an outcome of this unit plan.

Curriculum Framing Questions: How can using technology promote learning about literature and specific authors?Essential Question: How can specific websites about authors and literature help me learn?

Unit Question: How can my Wiki-space site about an favorite author help me and other students learn?

Content Questions: 

% Who might I recommend this author to and why? % Why it is important to read this author? % Under what context does this author fall and why? % How can you compare your author's Wikispace site with other Wikispace sites in class?% How does the use of technology (pictures and video and audio clips) help you think differently about your author and

your friend's authors? % Do the Wikispace sites change your perspective about learning Language Arts?% Does your opinion of your chosen author differ from before you created your Wikispace site?

 

Design Story: This unit requires me to be flexible. It is unknown when or where this unit plan will apply and be a sound and worthy teaching tool. I must be ready to change and modify my unit plan to fit within any particular school's curriculum.  However, I am planning on using this week long plan in reality at South Middle School in Aurora, Fall 2010.

 My unit is differentiated because it takes place primarily online thus reaching out to a diverse student base. There is also extra time built into the unit to ensure sensitivity for all student needs. I view this unit as being especially targeted at diverse students because it changes the routine of a traditional Language Arts class. It offers more visual and hands on approaches to learning. This visual and kinesthetic model will reach more students than the traditional reading and writing in notebooks that the kids are used to. The students who are less adept at literacy skills will experience a new way of writing using their already competent technology skills. Students who are more adept at manual writing will be challenged by this plan resulting in all students learning something new. I will give lots of examples of similar authors for students who fight over using the same author. For example, several students will want to use Stephanie Meyer. I will be prepared to show them Anne Rice and other authors who write about vampires so they can still use the subject matter they desire. My Favorite Author Design Story

Alejandro is an 8th grade Latino student at South Middle School. He just walked into Language Arts class to find a substitute, Ms. Peterson. He is apprehensive because Ms. Peterson tells the class that instead of traditional reading and writing, they are going to build their own websites about their favorite authors. Alejandro already hates Language Arts class and usually uses this time to pretend to read while he sleeps. Ms. Peterson insists that all students must choose an author and Alejandro does not like any authors. He tries to hide in the back of the classroom but Ms. Peterson finds him. She asks him what he likes to read. He says “nothing”. Ms. Peterson asks him what his favorite sport is. He answers “football”. Ms. Peterson walks over to the book case and chooses a book. She hands Alejandro Football Nightmare by Matt Christopher. She tells Alejandro that Matt Christopher writes lot of books about football and if he wants to find out more, he could use Matt Christopher as his author. Alejandro actually feels relieved because now he has an author to use and can be a part of class when they visit the computer lab the next day. Plus, he has time in class now to look at all Matt Christopher’s books on the teacher’s computer. Mostly, Alejandro is pleased because he does not have to pretend today.

Student Assessment Plan

Assessment Summary: Students will be graded on the content of their Wiki-space site in accordance with the rubric, the

2 comments they leave for other students and their final presentation. Rubrics: Wikispace site content, 2 Thoughtful Comments, Final Presentation of another student's work. Students will be provided with all 3 rubrics on the first day of the unit. The Wikispace site must include: 

% Introduction/Rationale: 1.Give a brief description of the author and 2.Give 3 valid reasons why you love this author. For example: literary devices he uses, themes he addresses, personal connections etc...

% Picture/Photograph with citation and explanation of context: What’s going on in this picture? Why is it important? How does it help present the author?

% Quotation (audio or video clip preferred) and explanation of context: Why is this quotation important? How does it help us understand the author better?

% Conclusion: Why is this author important? For example, who might I recommend this author to and why? Why it is important to read this author? In what context does this author fall and why? Maybe compare your author to another author you've read.

 Each competed Wiki-space site should be visually appealing, easy to understand, free of spelling and grammar mistakes and should include either audio or video clips or links to other pertinent information for part of your grade. The 2 Student comments must:

% Use complete sentences and ask thoughtful questions% Students will comment on at lease 2 things they like about their peer's site. % Students will comment on 1 thing they might change on their peer's site.% Students should do this for 2 other students in their class for a grade.

 The Final Presentations must include:

% A brief description of their peer's Wikispace site, author they choose, why... % You should have something to say about each of the 5 pages on your peer's site.

The student should tell the class:

% Why their peer choose this author.% Who the author is.% Something thoughtful about the author's writing.% Why they might recommend this author to others.

 Students will present on other Wikispace sites than their own because it ensures that they collaborate on each other's work thus promoting comprehension of the purpose of this unit plan. The content of the Wikispace site will count for 50% of the student's grade. Their 2 comments will be worth 25% of their grade and the final presentation will count for the last 25% of their grade. At the end of the unit, I will ask students how this project changed how they feel about writers and doing research online. 

% What connections can they make between themselves as writer and the authors they've chosen? % What connections did they make using Wikispace pages? % Was it more effective to create websites than to do traditional reading and writing?

When the students first go into the computer lab I will have them join my "My Favorite Author" Wikispace site. This will allow me to monitor their work because the will be required to invite me to join their site. This way, I can keep track of all the student's sites in all the classes this unit is taught. Students will use their first and last names and I will do a head count on the first day to make sure everyone has joined and can therefore receive a grade at the end of the unit.

This unit plan includes both whole class and individual instruction.I will read and grade each student's site and leave comments during the creation process so they may continually revise their work. Students who may not finish during the five days I will teach this unit may still revise their work and share it with me. As a friend with the classroom teacher where I hope to teach this, I should be able to complete the work even if my week runs out and collaborate with the regular teacher to make sure all students achieve the goals and objectives of this unit plan.

Assessment Time-line

Before computer time begins, students will brain storm in groups to decide on authors. Each student must choose a

different author. Students will watch me demo how to create a Wiki-space site. Students will look through books and other written pieces to choose their author before going to the computer lab. Possible library visits will be granted depending on time and availability. Students must have their author chosen by the end of class. (One day)

Students will work on projects and complete tasks. All in the computer lab, students will, using their rubrics, create Wiki-space sites about their favorite authors. Students will also comment on at least 2 other student's Wikispace sites. They may do this at home if they have access to a computer. They may also do this in class during the course of the week. (3-4 days) 

After unit plan project work is completed, students will have commented on at least two of their peer's sites online. Last, students will each present another student's site and give a brief description of the content within as a final assessment. (1-2 days) Sequence of Events: Day One: I will introduce the unit by describing what the students are creating, why it is important and what will be required of them. Each student will get a rubric for their Wikispace site, the 2 comments they need to make and their final presentation. I will show students my complete Wikispace site and especially how I fulfilled the rubric. Next, students will participate in a whole class exercise where I will show them how to make a Wikispace site using their ideas using the class computer and a projector. This way, I can walk the students through the steps they will take to create their sites in the computer lab. Lastly, students will look through books and other written material to decide on an author. Students who already know which author they like may begin, using the rubric, to compile information using the classroom computer in preparation for computer lab time. All students must choose an author by the end of class. Day Two: In the computer lab students will begin to develop their Wikispace sites. They will first join Wikispace so they can use my example site as they begin to create their own sites. Myself and the para-educator will monitor their work asking questions and helping all students use the computer effectively. This includes creating the Wiki account, joining and using the platform and also using Word to make sure their spelling a grammar are correct. Students are usually competent at copy and pasting words, pictures and videos but we will guild and help them throughout class. Students who do have great technology background knowledge can also help students who are struggling.

 Day Three: Same as day 2. Students will use the computer lab to work on and complete their personal Wikispace sites. Students can also use their time in the Lab to look at each other pages and comment on their progress. The 2 required comments may also be completed at home for students who have access to the Internet. South Middle doesn't advocate homework therefore I will allow time in the lab for students to complete their comments. Students can also use the classroom computer during lunch and after school. I will constantly remind them of the requirements. During this time, students will be able to look at their peers sites as examples as well. Day Four: Same as day 3. Students will use the computer lab to compete their Wikispace sites. Students should also be completing their second comment on a different peer's Wikispace site. Students who are done may present their peer's sites that are also done in order to facilitate the process of making sure every student gets to present and that the class sees all the Wikispace sites that were created. Day Five: Finish up comments and finalize all Wikispace sites. Complete presentations so that each student not only has a Wikispace site they have presented one of their peer's sites. Make the information available on the library computers so the whole school can use these sites. 

Peer Feedback: Students will complete peer feedback through commenting on each other's individually created Wiki-space pages.

Unit Details

Prerequisite Skills: 

% Students should be able to follow directions in a technological format. % Students should be able to access the Internet and use different applications effectively, like Facebook, Twitter or

Myspace for example.% Students should be able to research on the Internet effectively. (Avoiding non-reputable websites)

 (Most kids over the age of 9 are very adept at using the Internet therefore these prerequisite skills will be present.) 

Instructional Procedures:% Demonstration% Scaffolding% Differentiation for a diverse student base% Direct and Indirect instruction% Collaboration

 

Accommodations for Differentiated Instruction: The South Middle School classroom where I hope to teach this unit has a para educator who acts as a second instructor in the classes that have students with special needs. She will help to differentiate and explain the information for those students. Students may also be given a small amount of extra time to complete their Wikispace site a the end of the week. If the unit goes longer than 5 days, the para-educator can help students complete the project even in my absence. During presentations, students who are learning English may have their peers translate when necessary. Presentations can start earlier then scheduled if students finish quickly thus allowing extra time for other students to complete their sites without feeling pressure to all present on the last day. Also, watching other presentations will help students see what is expected of them again lowering the pressure and differentiating instruction. There is also a link in my demo Wikispace site to an article written in Spanish specifically chosen for students learning English as a second language differentiated for Latino and Latina students. Students who are gifted will not be required to do any extra work but will be asked to help support other students during the implementation of this unit plan. I will assign an author (on the first day) to those students who are not readers in order to help them get started. I will not

accept "I don't' like any authors" as a response from any student. This unit includes visual, auditory and kinesthetic components therefore reaching out to the different learning styles of all students.

Unit Teaser: On the first day I will begin by saying, "We are going to do something totally different today! Rather than reading and writing in your notebooks using that tired old pencil, everyone is going to create their own website!" Next, I will ask the students who wrote their text book? When they can't figure it out, I will ask:

% Why is knowing important? % Who is the author of the novel you're reading? % Why is knowing who they are important? % What kind of connection do you feel towards this person? % What do you know about them? % What do you want to know about them?% How can we find out more about any author?% How can we use the Internet effectively to find out about an author?

 Last, I will show the students my complete website and walk them through how I built it using the rubric. This first day is meant to begin empowering students so they can gain pride through ownership of their work. Link to my example Wikispace site: http://myfavoriteauthor.wikispaces.com/ 

Materials and Resources Required for Unit

Technology Hardware: In the perfect classroom setting: (check all needed equipment)

_Camera

_Clickers

X Computers X Connections cables

_Document cameras

_DVD Player 

Technology: Use of the Internet for research; Cool resources used are Wikispace, YouTube, Google Images, links to several author websites. http://www.jkrowling.com/en/http://www.stepheniemeyer.com/http://literati.net/Sedaris/http://www.kathyreichs.com/http://www.chriscrutcher.com/http://www.writerlady.com/http://www.pammunozryan.com/http://www.randomhouse.com/features/garypaulsen/http://www.louissachar.com/http://www.loislowry.com/ 

I can show the students these websites as learner support materials to illustrate how important authors are to people and thus, why it's important that we create Wikispace sites for our favorite authors. This promotes the use of technology concerning literacy skills.

Printed Materials: Books and some other written learner support materials will be used only at the very beginning of the unit in order to decide which author to use.

Supplies: Computers for each student is preferable (South Middle School has a computer lab and a Technology class with a lab) or net-books.  I will, if I know the exacts dates, make sure I have access to the lab for at least 4 days. Students may share computers if necessary.

Internet Resources: www.Wikispaces.comMy Wikispace site: http://myfavoriteauthor.wikispaces.com/ Other Internet resources are the specific author sites listed under Technology. These Internet links in addition to the printed materials will comprise my learner support materials. They will act as mentor texts for the students as they complete their Wikispace sites. Students will also be provided with all three Rubrics (listed under Assessment Summary) as well as the Sequence of Events as support materials so they know what we will be doing and why each day.

? Unit self assessment / and or Peer assessment

Student self reflection will occur when they comment on each other's sites and at the end of the unit when students present their peer's Wikispace site. The peer assessment students will encounter is presenting their peer's site rather than their own. This also involves Bloom's digital taxonomy because the students will be asked to critically evaluate their work and each other's work making them think about why they are doing what they are doing and why it's important.

Students will reflect in a "So What?" format through comments and presentations. This fulfills the curriculum framing questions. At the end of this unit:

% Students will be able to competently find valid information online concerning any given topic. % Students will be able to contribute feedback to their peers in a constructive way.% Students will feel empowered because the Wikispace site they create is a permanent thing; a published piece that

anyone can read. % Thus, the students will change roles from readers and writers to authors, just like the famous authors they wrote about.

 My personal unit assessment will be at the end of the week; were the students able to complete the tasks and more importantly, do they understand what they did. I will not only look at the completed Wikispace sites at the end of the week but I will also talk to the students to see how well they understood what we did, if they would go home and make a page again for themselves and do they feel capable of doing so on their own. If time permits, I would like to meet with each student and have a brief conversation about what they learned and how they might use that information in the future.