10.0 Curriculum
11.0 Subject Specific Knowledge
12.0 Design and Management of Learning Environments/Resources
12.1 Develop Performance tasks that require students to
12.2 Use computers and other technologies as available to effectively and appropriately to collect information on student learning.
12.3 Use computers and other technologies as available to effectively and appropriately communicate information in a variety of formats on student learning to colleagues, parents, and others.
12.4 Create Physical settings that support active student involvement, inquiry, and collaboration.
12.5 Employ technology to organizational and management strategies that support active student involvement, inquiry, and collaboration.
12.6 Utilize available resources including satellite, cable, wireless, and ITFS (Instructional Television Fixed Service) to develop and deliver curriculum.
12.7  Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principals of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media using a variety of media communication tools.
13.0 Child Development, Learning and Diversity
14.0 Social, Legal, and Ethical Issues

12.0 Design and Management of Learning Environments/Resources

12.1 Develop performance tasks that require students to:

(a) locate and analyze information as well as draw conclusions and
(b) Use a variety of media to communicate results

• Utilize available and appropriate resources (databases, CD encyclopedias, atlases, dictionaries, spreadsheets, Internet, videodiscs) for classroom instruction and or staff development.

Databases:

Key record of Taxonomic Literature
http://www.rbgkew.org.uk/kr/KRHomeExt.html

Database of award winning Children's Literature
http://www2.wcoil.com/~ellerbee/childlit.html

Literature, Art, and Medicine Database
http://endeavor.med.nyu.edu/lit-med/lit-med-db/
http://endeavor.med.nyu.edu/lit-med/lit-med-db/webdocs/webauthors/williams90-au-.html

Literature and Science Syllabi Database
http://www2.humnet.ucla.edu/projects//sls/syllabi/

Chinese Poetry Database
http://www.geocities.com/Tokyo/Pagoda/1964/

CD Encyclopedias:

Encyclopedia of Science Fiction CD Rom
http://gi.grolier.com/gi/products/reference/esf/docs/esfmain.html

Encyclopedia Britanica Plus CD Rom
http://www.encyclopedia-britanica-plus.com.au/

Her Heritage: An Encyclopedia about famous american woman CD Rom
http://www.plgrm.com/Her_Heritage.HTM

Jones Telecommunications and Multimedia Encyclopedia CD Rom
http://www.digitalcentury.com/encyclo/update/

Atlases

Delorme:  Travel, Recreation and Reference
http://www.delorme.com/

Mercator's world:  a magazine of maps, exploration and discovery
http://www.mercatormag.com/

Galaxy maps:  Lots of maps and atlases
http://www.galaxymaps.com/

Old Historical Maps and Prints
http://www.raremaps.com/

University of Georgia Map collection
http://www.libs.uga.edu/maproom/ahtml/mchpi1.html

Dictionaries

allwords.com: English Dictionary with a multilingual search
http://www.allwords.com/

Mirriam-Webster Dictionary
http://www.m-w.com/dictionary.htm

Information Please: a source of a variety of information
http://www.infoplease.com/

Encarte word dictionary: has audio clips of the words pronounced
http://dictionary.msn.com/

Spreadsheets:

History of the term spreadsheet
http://www.j-walk.com/ss/history/spreadsh.htm

Videodiscs

Black History, Culture and Literature
http://www.sas.upenn.edu/African_Studies/Bibliography/Black_History.html

Japanese Literature
http://mockingbird.creighton.edu/english/worldlit/wldocs/japan.htm

Inventory of Literature on Educational Technology
http://accounting.rutgers.edu/raw/sources/nortex/literat1.htm

Bats Literature Resources
http://www.cccoe.k12.ca.us/bats/literate.html

• Develop appropriate activities illustrating student and/or teacher instructional demonstration or utilization of available technologies such as:  videodiscs, VCR, computer generated graphs, multimedia programs or presentations.

All lessons based on goals and objectives provided by the North Carolina Standard Course of Study.

• To see lesson plans students use to accomplish this goal go to Lesson Seven, Lesson Nine, Lesson Twelve, Lesson Thirteen, Lesson Fifteen, Lesson Sixteen, Lesson Seventeen, Lesson Eighteen, Lesson Twenty, Lesson Twenty One, Lesson Twenty Two, Lesson Twenty Three, Lesson Twenty Five, and Lesson Twenty Seven.

Notes:

• Lesson Two (2)- This is the first explorative exercise in a series of five.  Thirty minutes of this lesson is dedicated to students exploring the internet and look at and find information on the internet that they could later use in their web page.  Links that interest students can be then copied into a word document, and then later can be used to create links from their web page. Students will be copying text and graphics from the internet, which is one step in the preparation of their web page or multimedia presentation on the web.
  

• Lesson Seven (7),  Lesson Nine (9), Lesson Eleven (11), Lesson Thirteen (13), Lesson Fifteen (15), Lesson Sixteen (16), Lesson Eighteen (18), Lesson Twenty (20), Lesson Twenty One (21), Lesson Twenty Three (23),  and Lesson Twenty Five (25)- Students are learning to use email as a source of question making and response.  This is a way student can experiment with the concepts of email.  The main goal here is to set the stage for students being experts for each other.  If students feel empowered to learn they will learn more effectively.  This tells students that they are valuable resources of information and that this is one place that information can be located and used from. As students take on the role of experts they will be presenting their ideas to classmates, while learning the concept and practice of email.
  

• Lesson Twelve (12)- Students learn to use the Outliner in word to design their web page and save research as they travel through the web for resources. The Outliner is an excellent tool that teaches organization.  When information is organized effectively it can be analyzed more easily and more readily.  This is a learning tool that will help students organize their thoughts first and then draw conclusions.  This is just another step in the process of building their multimedia presentation or their web page.

• Lesson Seventeen (17)- Students use paint and draw programs, clip art, scanned and digital images to enhance their web page. Students learn to use the Outliner in word to design their web page and save research as they travel through the web for resources.  By using draw and paint applications as well as scanned and digital images, students can cross the boundaries of text only communication.  This provides an opportunity for students to integrate their work into a media form. This will be a wonderful experience for students to grow more comfortable with graphics, that will be applied to their multimedia presentation or web page.
  

• Lesson Twenty Two (22)- Students use word to input their essays in outline form.  They use the spell and grammar checker on word to assist in creating their polished essay. Desktop publishing is one of the many ways students can become successful communicators in the job market and in their future.  Since so much of their future lies in their ability to use and operate computers this exercise helps them integrate the two worlds of English I and desktop publishing.  Since media has been integrated into this page in a previous lesson this completes the integration of text and media. This helps students make the steps necessary to having a publishable and professional multimedia presentation or web page.
  

• Lesson Twenty Seven (27)- Students turn in the final draft of their polished web site, and as a class we publish it on the web.  This project was a way for students to experience telecommunications, draw, paint, Word, Netscape Communicator, and linking on the Internet.  This will be a skill that my students can take with them beyond high school into the business world. This is the final stage, and this will provide examples of web pages for future classes.

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12.2 Use computers and other technologies as available to effectively and appropriately to collect information on student learning using a variety of methods.     

Use data collection technology such as:

• Electronic Gradebook

• In all lessons of my unit plan, The Voyage Home , students grades will be recorded in a spreadsheet.  Below is an example of one I have created myself, as well as one I have purchased for myself to do grades.

• Grading Spreadsheet:
• Disk Name:  Technology
• Folder:  Danielle Earley's Unit Plan
• File Name: UnitGrades.xls
• Go to Unit Grades

• Grade Quick
  
• Averages Grades
• I can weight grades without having to duplicate entries in my grade book to accomplish weighting.
• I can print Attendance and Grade Reports at any point in the semester.
• This worked really well for me, and I enjoyed the graphs and charts as well.
  
• http://www.jacksoncorp.com/gquick.html

• Student Management System

• In all lessons in my unit plan, The Voyage Home, student information regarding behavioral problems, parent contacts, and student progress will be kept in a database.  I made a sample one with fake names to demonstrate this database, I will enclose a hard copy in my portfolio with my technology discs.

• Student Information Database:
• Disk Name:  Technology
• Folder:  Danielle Earley's Unit Plan
• File Name: My Class Database.mdb

• Student Behavioral Spreadsheet:
• Disk Name: Technology
• Folder: Danielle Earley's Unit Plan
• File Name: manage.html
  

• Student video projects and productions

• Each semester, I will keep examples electronically of student work on discs labeled The Voyage Home, this will be copied on separate zip disks by class, and can be used as examples of student portfolio multi media work.

• Student Multimedia Project 2002
• Disk Name: Technology I
• Folder: Mrs. Earley's English I First Period
• File name:  studentsname.html

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12.3 Use computers and other technologies effectively and appropriately to communicate information in a variety of formats on student learning to colleagues, parents, and others.

• Produce materials such as desktop publishing products (brochures, newsletters, flyers, school newspaper) mail merge form letters, electronically generated letters or electronic progress reports.

• In my desire to communicate with students and parents, I created a newsletter, so that students would have an introduction to the unit.

• Introductory parent/child newsletter:
• Disk Name:  Technology
• Folder: Danielle Earley's Unit Plan
• File Name:  Odyssey Newsletter.doc

• In my desire to communicate with students and parents, I created a mail merge letter, that connects to my database, so that parents get individualized progress reports.

• Parent Letter Mail Merge Document:
• Disk Name:  Technology
• Folder: Danielle Earley's Unit Plan
• File Name: Parent Grade Letter.doc
• Go to Mail Merge Parent Letter

• Develop Web Pages to Share Information

• In my desire to communicate with students and parents, I have posted my weekly planners on the web for easy access by parents, Week One Planner, Week Two Planner, Week Three Planner, Week Four Planner, Week Five Planner, Week Six Planner.

• In my desire to communicate with students and parents, I have posted my grading breakdown for the unit on my web site.

• Teacher Competencies I practiced in Computer in Education in order to teach technology.
  

• NC Basic Teacher Competencies I need to complete these lessons plans are:
• All lessons listed here require the use of the following teacher competencies listed below, Lesson Two, Lesson Seven, Lesson Twelve, Lesson 17, Lesson 22, and Lesson 27.
• 1.0 Computer Operation Skills
• 1.1  Start Up and shut down computer system and peripherals
• 1.2 Identify and use icons, windows, and menus
• 1.3  Start an application and create a document
• 1.4 Name, save, revise
• 1.5 Use printing Options
• 1.6 Insert and eject Floppy disk
• 1.7 Initialize/Format, name/rename floppy disk and hard disk
• 1.8 Copy document from hard disk to floppy disk and vice versa.
• 1.9 Create and name/rename sub directories/folders
• 1.10  Save, open, place documents inside sub directories/folders
• 1.11  Open and work with more than one  application at a time
• 1.12 Use special operating features for people with disabilities
• 1.13 Understand terms such as graphical user interface, document, application, K(kilobyte), hierarchical file system, directory, operating system, system software, RAM, and desktop
• 1.14 Storage capacity of floppy, hard disks and CD-ROMs
• 1.15  Similarities/differences and advantages and disadvantages of various operating systems
• 1.16 Make more memory available
• 1.17  Install/reinstall and update system software and printer drivers
• 1.18 Exchange disk and files among Macintosh, MS-DOS/Windows and AppleII computers.
• 2. Set up, Maintenance, and Trouble Shooting
• 2.1 Set up computer system and connect peripheral device
• 2.2 Protect and care for floppy disks
• 2.3 Clean computer components and printer
• 2.4 Make backup copies of key applications and documents
• 2.5 Use self help resources to diagnose and correct common hardware/printing problems
• 2.6 Install and upgrade an application
• 2.7 Proper operating environment for computer and peripherals
• 2.8 Protection against computer viruses
• 2.9 technical assistance resources available at local level
• 7. Telecommunications
• 7.1 connect to the Internet or an on-line service.
• 7.3 Access and use resources on Internet and World Wide Web
• 7.4 Terms such as telecommunications, direct access, dial in access, modem, baud rate, Internet, World wide web
• 7.5 Obtain/maintain an account on the Internet or an on-line service that provides Internet access
• 7.7 Use of telnet to connect to remote computer on the internet
• 7.8 connect a computer to a modem and telephone line for dial
• 7.9 install and configure telecommunications software
• 7.14 Use gopher to browse resources on the Internet
• 7.15 Use ftp to send or retrieve files from remote computers
• 7.16 Use effectively: distance learning, desktop video conferencing and tele teaching technologies
• NC Basic Teacher Competencies I needed to complete these lessons plans are:
• All lessons listed here require the use of the following teacher competencies listed below Lesson 1, Lesson 23, and Lesson 24, Lesson 27.
• 8.3 set up and operate a videocassette recorder/player and monitor/TV
• 8.7 characteristics, strengths, and weakness of different media
• 8.11 Use camcorder and edit video from a camcorder
• 8.12 Produce a video
• 8.13 Set up and operate a video disc player and TV receiver and monitor
• 9. Multimedia Integration
• 9.1 Use a linear multimedia presentation
• 9.4 plan/produce a linear multimedia presentation
• 9.7 input and digitize sound from microphone and audio

• • NC Teacher Competencies I needed to complete these lessons are:
  • All lessons listed here require the use of the following teacher competencies listed below Lesson 2, Lesson 7, Lesson 12, Lesson 17, and Lesson 22.
  • 3.1 Enter and edit text and copy and cut (move) a block of text.
  • 3.2 Copy and move blocks of text
  • 3.3 Change text format and style, set margins, line spacing, tabs
  • 3.4 Check spelling, grammar, word usage
  • 3.5 Create a header or footer
  • 3.6 Insert date, time, page number
  • 3.7 Add columns to a document
  • 3.8 Insert clip art into a document
  • 3.9 Demonstrate knowledge through practical application of terms such as cursor, format, font, style, header, footer, spelling checker
  
  
  • Listed below are the Teacher competencies required for the creation of the spreadsheet and database students will use during their independent study in the unit plan, The Voyage Home . During this time students are encouraged to take turns using the classroom computer in thirty minute slots to do individual learning.  On the hard drive of the computer students have access to a spreadsheet I created called Compare a web site to the Text.xls, and a unit plan database I created called Odysseus Journey.mdb.
  • 4.  Spreadsheet and Graphing
  • 4.1 Interpret and communicate information in an existing spreadsheet.
  • 4.2 Enter data in an existing spreadsheet
  • 4.3 Create a spreadsheet with rows, columns, headings
  • 4.4 Create/copy formulas and functions to perform calculations
  • 4.5 Create a graph from spreadsheet data.
  • 4.6 Insert spreadsheet into word processing document
  • 4.7 Terms such as spreadsheet, cell, data entry bar, formula, function
  • 5. Database
  • 5.1 Use information from an existing database
  • 5.2 Sort a database by specific fields add and delete records
  • 5.3 Create a database with multiple fields and records
  • 5.4 Create custom layouts including columnar reports
  • 5.5 Insert database fields into word processing document
  • 5.6 Terms such as database, field, record, layout, sort/arrange, search/select filter, mail merge
  
  
  • In Lesson plan 27, students will publish their final drafts of their web sites onto the web.  This requires the teacher to have the following Teacher competencies.
  • 6. Networking
  • 6.1 Use a file server
  • 6.2 Share files with others on a network
  • 6.3 Terms such as local area network, wide area network, access rights, security passwords, file server, zone
  • 6.4 select/deselect a network zone
  
  
  
  • Lesson Seven (7),  Lesson Nine (9), Lesson Eleven (11), Lesson Thirteen (13), Lesson Fifteen (15), Lesson Sixteen (16), Lesson Eighteen (18), Lesson Twenty (20), Lesson Twenty One (21), Lesson Twenty Three (23),  and Lesson Twenty Five (25) - Students are learning to use email as a source of question making and response. This requires the teacher to have the following Teacher competencies.
  • 7.2 Use electronic mail (compose, send, retrieve, read, respond)
  • 7.6 Online conferences relevant to professional information needs
  • 7.10 Upload a text file and send as electronic mail
  • 7.11 Use specialized e-mail lists relevant to professional information needs
  • 7.12 Create and use group addresses for electronic mail
  • 7.13 Read, save, print, reply to, forward electronic mail
  • In my unit I used overheads in every lesson to help students understand the materials they are using.  This requires the teacher to have the following competencies.
  • 8.2 Produce electronic slides and overheads
  
  
  • Draw, Paint program, and Photo editor- Students use these programs to insert original pictures into their web sites.  This skill was incorporated by students in Lesson Plan 17.   This requires the teacher to have the following competencies.
  • 8.5 Terms such as painting tool, drawing tool, compression
  • 8.6 Role of media in effective communication
  • 8.8 Consumer issues, including identification/evaluation of available media communication resources
  • 8.9 Use painting and drawing tools
  • 8.10 Use digital camera and scanner
  • 9.1 Use a non-linear hypermedia presentation
  • 9.3 Terms such as media, multimedia, hypermedia, clip media
  • 9.5 Plan/produce a non-linear, hypermedia presentation
  • 9.6 Use a file compression utility
  • 9.8 Create simple animation
  
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12.4 Physical settings that support active student involvement, inquiry, and collaboration.

• Provide input on planning of technology classroom utilization for new facilities and on remolding, and renovations of existing facilities as appropriate.

• Dream Classroom Spreadsheet
• Disk Name: Technology
• Folder:  Danielle Earley's Unit Plan
• File Name:  Dream Shopping List.xls

• Danielle Earley's Dream Classroom Supply List

• Grants are available for educators visit the web site below.
• http://www.schoolgrants.org/welcome.htm

• Establish classroom/areas with the physical atmosphere reflecting technology utilization.
  

• I have created a room design to incorporate my one computer into a more effective classroom arrangement.  I have created a spreadsheet of costs for technological resources, so that as grants or other resources become available some of this technology can be incorporated into the classroom.

• Classroom Design
• Disk Name: Technology
• Folder: Danielle Earley's Unit Plan
• File Name: classroom design.jpg
• Go to Classroom Design Page

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12.5 Organizational and management strategies that support active student involvement, inquiry, and collaboration.          

• Develop technology units or lesson plans integrating technology and databases of instructional materials. (Internet).

 

• The specific technology tools I was able to integrate into my unit plan, The Voyage Home ,  were Newsletter program, Word, Outliner, Netscape Communicator, A Spreadsheet comparing a web site and the text book, a database on the different chapters of The Odyssey, An introductory video, Draw program, Paint program, Photo editor, Scanner, Digital Camera,  a video camera, VCR, Television, Overhead, and Computer Lab.  These tools were set up with the intent in mind that lessons would become more project centered and technology driven.  These lessons provide motivation as well as incorporating new technology goals.  Students that are interested and have clear goals and objectives tend tobe well behaved and more manageable.  It is with this in mind that Ibegan this unit.

• In the computer lab students are working independently and collaboratively to create a class web site.  It is through peer editingthat students grow and expand their learning by evaluating and using rubrics.  Lessons that encourage peer influence and cooperative learning  in creation,understanding  and editing are Lesson 7, Lesson 8, Lesson 9, Lesson 12, Lesson 14, Lesson 17, Lesson 18, Lesson 21, Lesson 22, Lesson 23, and Lesson 24 .  These lessons are being guided by the use of a rubric this is a tool that can be used to help students know and understand the expectations of their teachers.

• One of the main processes of English I is journaling and exploring questions that arise from what we are reading.  In order to help my students gage their learning I created a rubric that they can use, this is an example of a management tool where students are able to manage their own progress.  This rubric is for the weekly reading logs that students turn in on friday.
  

• In communication with students, I created a video to introduce my unit plan to my students.  This video was created with the intent of gaining student interest and the desire to stimulate student inquiry.  This video is shown in Lesson One (1).

• Introductory video piece:
• Mrs. Earley's Introduction to the Unit the Voyage Home
• This is a two minutes and 15 second (2.15) videotape of Mrs. Earley stating to her students objectives and goals of the unit The Voyage Home as a preview to this unit and the web page they will be building
  

• As a tool for students to learn to ask more questions and to become more involved in each others projects I utilized ideas presented in Computers in Education class regarding Wonder Web and a Wonder Wall with post it notes.

• Lesson Seven (7),  Lesson Nine (9), Lesson Eleven (11), Lesson Thirteen (13), Lesson Fifteen (15), Lesson Sixteen (16), Lesson Eighteen (18), Lesson Twenty (20), Lesson Twenty One (21), Lesson Twenty Three (23),  and Lesson Twenty Five (25) - Students are learning to use email as a source of question making and response. This is a way to incorporate new technology even without having access to thirty computers in the classroom.

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• 12.6 Resources available including satellite, cable, wireless and ITFS (Instructional Television Fixed Service).

• Facilitate student learning utilizing available and appropriate satellite/cable, educational television or ITFS broadcast.

• Everyday at West McDowell Jr. High School, students watch the news via Satellite from 9:30-10:00.  This is a time that all students watch the television, where important issues like AIDS, Drugs, the Election are transmitted to students and provide for a school wide learning experience.

• In my unit plan, I have gathered Cable in the Classroom Resources, these could be incorporated in my lesson plans during different units in the year.

• Cable in the Classroom	http://www.ciconline.org/ This is an excellent resource for curriculum centered television.  If you are a Cable in the Classroom member you have copyright clearances of one year or longer.  Cable in the classroom programs may be taped by anyone, at home or at school, with or without a request.  There are no limits on frequency of their use, and they may be saved for the length of clearance.  Fair Use allows taping for educational purposes, as long as the tapes are shown only once within ten days of taping and are erased after 45 days.
  Odyssey channel	http://www.odysseychannel.com 1 year of rights for cable in the classroom users.  Others have restricted access. The Legend of Sleepy Hollow Shown:  May 26, 2000 Grades:  6-12 Curriculum for Language Arts:  Demonstrates competence in speaking and listening as tools for learning. How it fits:  It provides a wealth of information on the 1800's.  It is a good example of how literary works reflect the culture and time period. Video clip available on computer: http://www.odysseychannel.com/sleepyhollow/index.html
  Discovery channel	http://www.discovery.com/ 1 year of rights for cable in the classroom users.  Others have restricted access. The Red Badge of Courage Shown:  April 17, 2001 Grades:  9-12 Curriculum for Language Arts:  Investigate and report on ways in which a writer has been influenced by historical events.  Critique characters' motives. Pose alternative interpretations to literary and nonliterary texts.  Distinguish between primary and secondary source material. How it fits:  This video has interviews with war veterans and this is contrasted to the views of Henry Flemming the main character of the book.  It gives students and opportunity to evaluate and make their own decisions. Video for purchase: Price $99.00 Legacy of Ancient Civilization Videos Length of Video: 3 hours on six videocassettes This video allows the learner to use Homer's epic poetry as a guide to explore the Bronze Age Greece. Item Number:  181370 Video for purchase: price 39.95 The Odyssey http:www.hammett.com/discovery/view_detail.cfm?sku=99548 This video attempts to answer the question of why  The Odyssey, by homer has had such a timeless appeal. Lesson plan is available http:school.discovery.com/lessonplans/programs/odyssey/index.html Video clip is available: http://school.discovery.com/ontv/videoclips.html Product SKU:  99548
  A&E Classroom	http://www.aande.com/class/ 2 years of rights for cable in the classroom users.  Others have fair use guidelines. Pride and Prejudice Shown on the following dates April 13, 2001 April 16, 2001 April 17, 2001 April 18, 2001 April 19, 2001 April 20, 2001 A&E Classroom is an hour long, commercial free, copy-right cleared programming block that airs Monday through Friday in the U.S. from 7-8 am ET&PT/6-7 am CT. Lesson Plan is available to go with this video:  http://www.aande.com/class/admin/study_guide/archives/aetv_guide.0506.html This program gives you insight into the 19th century woman, and the struggles and problems being faced during that time.
  History channel	http://www.historychannel.com Video for Purchase:  price $19.95 Treasure!  The Ancient Gold of Troy Length of Video:  50 minutes This video provides background information visually through archival pictures, and it provides experts who are interviewed and explore the mysteries of this treasure that was lost twice. Item Number:  AAE-13065 Video for Purchase: price $24.95 Ancient Mysteries:  The Odyssey of Troy Length of Video:  50 minutes This an indepth study of the background of the city of troy by Archaeologists.  This tries to answer questions like, "Did the Trojan War really occur?", "Was the abduction of Helen its cause?", and "What do we know about Homer?". Item Number:  AAE-95064

                          
• Utilize wireless technology in classroom presentations (remote controls for videodisc and VCRs), wireless networking in computer labs as available.

• I will borrow palm computers and/or find a speaker that would like to present the concepts of palm computers to my classroom.  This is wireless technology that might replace the computer labs in the future.

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12.7 Select and create learning experiences that are appropriate for curriculum goals, relevant to learners, based upon principles of effective teaching and learning, incorporate the use of media and technology for teaching where appropriate, and support learner expression in a variety of media using a variety of media communication goals.

• Prepare and use integrated instructional units for the teaching of computer skills within specific subject areas as appropriate.

In this unit, The Voyage Home , my students are creating multimedia in the form of a web page.  This project fits into the standard course of study goals for the study of the epic poem, The Odyssey.

• Language Arts

All lessons based on goals and objectives provided by the North Carolina Standard Course of Study.

• Competency Goal 1: The learner will express reflections and reactions to print and non print text and personal experiences.
• Competency Goal 5:  The Learner will demonstrate understanding of various Literary genres, concepts, elements, and terms.
• Competency Goal 2:  The Learner will explain meaning, describe processes, and answer research questions to inform an audience.
  

• Computer Curriculum Goals
  

• Competency Goal 5:  The learner will communicate reading, listening, and viewing experiences.

• Students integrate Language Arts and Computer Competencies through the use of Netscape Communicator.   I had students edit pages, and cut, copy, paste from the internet into their web pages.  This work will then be published on the web with appropriate documentation.  Organizing research is an important part of the Language Arts Curriculum.  Information on how students used Netscape Communicator can be found in Lesson 2, Lesson 7, Lesson 12, Lesson 17, and Lesson 22.
  
  

• Students integrate Language Arts and Computer Competencies through the use of Draw, Paint program, and Photo editor. Students use these programs to insert original pictures into their web sites.  Since visual learning is such a powerful tool, this helps students translate what they are learning verbally and through the written word about the Odyssey into a new medium.  This skill was incorporated by students in Lesson Plan 17.

• Students integrate Language Arts and Computer Competencies through the use of a Scanner and Digital Camera. Students use these devices to capture original artwork and or models created by students to put on their web page. Through the creation of their art work and models students were able to integrate their learning of the epic poem, The Odyssey . The web site is one means of ownership, this ownership is important to the Language Arts Curriculum.  This skill was incorporated by students in Lesson Plan 17.

• Students integrate Language Arts and Computer Competencies through the use of a Video Camera. Students use video camera to be captured on tape when they recite the 12 lines they have memorized of the epic poem, The Odyssey. This is a speech skill and is important to the Language Arts Curriculum.  The information on this lesson can be found in Lesson Plan 27.

• Students integrate Language Arts and Computer Competencies through the use of a Television and VCR. Students use the television and VCR through the viewing of the movie version of the epic poem, The Odyssey .  Viewing literature is an alternative to reading and is a part of the Language Arts Curriculum.  The information on these lessons can be found in Lesson Plan 23 and Lesson Plan 24.

• Students integrate Language Arts and Computer Competencies through the use of an Overhead- Students get to see pictures of greece, help create Venn Diagram, take notes, and arepresented a variety of material almost every day on the Overhead.  Studentsget to present work that they have gathered collaboratively to the classwhen playing the role of presenter.  This is a piece of equipment that  can show cultural pictures, and be used to show graphic organizers to students.  Students being able to view information helps them process what they are learningin the Language Arts Curriculum. I use the overhead daily in my Unit Plan.

• Facilitate subject area student projects that use available media and technology through the creation and or presentation/publication stage.
  
  

• Students integrate the Language Arts and Computer Competency through work they do in the Computer Lab.  Students use the computer lab on tuesdaysevery week during this unit.  This provides students with access to informationon the internet as well as us to perform class lessons on various computerskills.  On the web their are many examples of media for students toexplore.  This resource houses most of the applications necessary for students to create their web site.  Creating projects using media fromthe internet enables students to practice citing sources, as well as a greaterunderstanding of using sources with fair use concerns in mind.  Thedemonstrate of mastery regarding a genre of literature is a part of the LanguageArts Curriculum, non print is one of the many genre's of literature availableto our students.  This can be found in Lesson Two, Lesson Seven, Lesson Twelve, Lesson Sixteen, and Lesson Twenty Two.

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Page Author:  Danielle Earley
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