In my new lesson plan, students use glogster in order to make an online poster, instead of making a more traditional poster-board poster (Question #2). I chose glogster (Questions #3 and #4) because it levels the playing field. If you're a student who doesn't print neatly or who can't draw very well, using glogster enables you to make a visual product that is just as appealing as your more artistically inclined peers'. In addition, using this type of technology transports this project from the past to the present.
The glog has the same requirements as the poster:
some biographical information on William Steig
a short summary (without giving the ending away) that "sells" the book
a character trait describing the main character using text evidence
interesting vocabulary featured in the book
appealing visuals
Below I have provided a sample glog that I made for William Steig's Brave Irene.
The Common Core standards I used to guide my lesson planning are (Question #5):
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
The NETS standards I used to guide my lesson planning are (Question #5):
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
Communication and Collaboration
Students 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.
a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectivelyto multiple audiences using a variety of mediaand formats
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
I feel that incorporating Web 2.0 tools into this author study will improve my teaching (Question #6). Having the screencast available for students throughout their reading gives them a new level of independence as learners. Instead of circulating the room answering questions about how to complete the strategy forms, I can direct students to the screencast instead. This frees me and the classroom teacher up to work with those students who are really having trouble understanding a book's content, instead of those having trouble remembering the teacher's directions!
I also feel that using Web 2.0 tools in this unit will enhance student learning (Question #7). Creating my first glog, I learned so much about ways students can now communicate information. I really enjoyed thinking up different methods of presenting the requirements: Did I want to write out important information about William Steig's life, or link my viewers to a website containing his biography? Did I simply want to list his interesting vocabulary in Brave Irene, or present these words using a recording tool that let others hear these words and their meanings? The options are endless using technology, and I think these exciting options will not only increase students' motivation and learning, but the pride they take in their work as well.
In my new lesson plan, students use glogster in order to make an online poster, instead of making a more traditional poster-board poster (Question #2). I chose glogster (Questions #3 and #4) because it levels the playing field. If you're a student who doesn't print neatly or who can't draw very well, using glogster enables you to make a visual product that is just as appealing as your more artistically inclined peers'. In addition, using this type of technology transports this project from the past to the present.
The glog has the same requirements as the poster:
some biographical information on William Steig
a short summary (without giving the ending away) that "sells" the book
a character trait describing the main character using text evidence
interesting vocabulary featured in the book
appealing visuals
Below I have provided a sample glog that I made for William Steig's Brave Irene.
Sample glog for Brave Irene
The Common Core standards I used to guide my lesson planning are (Question #5):
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
The NETS standards I used to guide my lesson planning are (Question #5):
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
Communication and Collaboration
Students 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.
a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectivelyto multiple audiences using a variety of mediaand formats
Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
I feel that incorporating Web 2.0 tools into this author study will improve my teaching (Question #6). Having the screencast available for students throughout their reading gives them a new level of independence as learners. Instead of circulating the room answering questions about how to complete the strategy forms, I can direct students to the screencast instead. This frees me and the classroom teacher up to work with those students who are really having trouble understanding a book's content, instead of those having trouble remembering the teacher's directions!
I also feel that using Web 2.0 tools in this unit will enhance student learning (Question #7). Creating my first glog, I learned so much about ways students can now communicate information. I really enjoyed thinking up different methods of presenting the requirements: Did I want to write out important information about William Steig's life, or link my viewers to a website containing his biography? Did I simply want to list his interesting vocabulary in Brave Irene, or present these words using a recording tool that let others hear these words and their meanings? The options are endless using technology, and I think these exciting options will not only increase students' motivation and learning, but the pride they take in their work as well.