- Lesson Two (2)- Students learn to cite sources by copying links into a word document. Citing sources is an important part of research and is required for students to learn good documentation abilities. Copying links is just one way, students are able to store this information, and can provide a trail for students to return to when they want to write up the research they have obtained from this web site.
2.04 Form and refine a question for investigation, using a topic of personal choice, and answer that question by:
report (in written and/or presentational form) the research in an appropriate form for a specified audience
- 1.02 Respond reflectively (individually and in groups) to a variety of expressive texts (e.g., memoirs, vignettes, narratives, diaries, monologues, personal responses) in a way that offers an audience:
- an understanding of the student’s personal reaction to the text.
- a sense of how the reaction results from a careful consideration of the text.
- an awareness of how personal and cultural influences affect the response.
- an understanding of the student’s personal reaction to the text.
- Lesson Twelve (12)- Studentsare exploring internet links of the Odyssey to solve a question that theycame up with. This is a vital form of student driven research. Students learn to use the Outliner in word to design their web page and saveresearch as they travel through the web for resources.
- 3.03 Support that informed opinion by providing relevant and convincing reasons.
- using various types of evidence, such as experience or facts.
- using appropriate and effective language, reasons, and organizational structure for the audience and purpose.
- demonstrating awareness of the possible questions, concerns, or counter arguments of the audience.
- Lesson Seventeen (17)- In this lesson students are learning to apply predetermined standards to create a web page. One of those standards is that students use media in order to enhance understanding of their product. This is a strategy in creating a successful projects. As projects are becoming more a part of the educational landscape this lesson provides English students a way to meet project goals. 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.
- 4.01 Evaluate the effectiveness of communication by:
- examining the use of strategies in a presentation/product.
- applying a set of predetermined standards.
- creating an additional set of standards and applying them to the presentation/product.
- comparing effective strategies used in different presentations/products.
- making logical inferences by using criteria to critique communication.
- Lesson Twenty Two (22)- Students use word to input their essays in outline form. Students mastering writing is an important part of English I. The main goal of the teacher is to facilitate the student into having a greater mastery and ability to write with the English language. Students will use the spell and grammar checker on word to assist in creating their polished essay.
- 6.01 Demonstrate an understanding of conventional written and spoken expression that:
- uses varying sentence types (e.g., simple, compound, complex, compound complex) purposefully, correctly, and for specific effect.
- selects verb tense to show an appropriate sense of time.
- applies parts of speech to clarify and edit language.
- addresses clarity and style through such strategies as parallelism; appropriate coordination and subordination; variety and details; appropriate and exact words; and conciseness.
- Lesson Twenty Seven (27)- English I students, students are learning how to instruct audiences. One of the greatest teaching tools is the web. Their web site gives them the opportunity to connect media and visual into the otherwise written presentation. In this lesson, students turn in the final draft of their polished web site, and as a class we publish it on the web.
- 2.03 Instruct an audience in how to perform specific operations or procedures by:
- considering the audience’s degree of knowledge or understanding.
- providing complete and accurate information.
- using visual and media to make presentations/products effective.
- using layout and design elements to enhance presentation/product.
- Design and deliver a lesson using presentation software
Introductory electronic slide show
Disk Name: Technology II
Folder: ppt Folder
Filename: The Voyage Home Slide Show.ppt
This Power Point presentation is not on the web. Hard Copy included with Portfolio Discs.
Return to the Top of the Page
In communication with students and parents, I createda newsletter, so that students would have an introduction to the unit. It is my goal as their teacher to increase student comprehension throughincreasing parental understanding. This ties into English I becauseunderstanding and comprehending what they are doing is a vital part of thisinstruction. A copy of the Newsletter hard copy is included with the Portfolio discs since the newsletter is not available on this web site.
5.02 Demonstrating increasing comprehension and ability to respond personally to texts by selecting and exploring a wide range of genres.
- Introductory parent/child newsletter:
- Disk Name: Technology
- Folder: Danielle Earley's Unit Plan
- File Name: Odyssey Newsletter.doc
- 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.
- 2.01 Demonstrate the ability to read and listen to explanatory texts by: using appropriate preparation, engagement, and reflection strategies.
- demonstrating comprehension of main ideas.
- summarizing major steps.
- determining clarity and accuracy of the text.
Return to the Top of the Page
- Competency Goal One
- The learner will express reflections and reactions to print and non print text and personal experiences.
- 1.01 Narrate personal experiences that offer an audience:
- scenes and incidents located effectively in time and place.
- vivid impressions of being in a setting and a sense of engagement in the events occurring.
- appreciation for the significance of the account.
- a sense of the narrator’s personal voice
All lessons based on goals and objectives provided by the North Carolina Standard Course of Study.
| The Newsletter Program |
I used to create a parent
newsletter that went out the day before the unit started so that students
and parents would be aware of what was going to be going on in our Language
Arts Classroom. Information on the Newsletter can be found in Lesson 1. |
| Word and Outliner |
I had students use word
to document research, brainstorm ideas in designing their web page, saving
links to research, as storage device for their images and clip art, a place
to compose before copying their information into their web page, a place to
edit their document before copying it into their web page. This was
also a place they drafted their essay so that it could be prepared for publishing
on the web. Writing and editing are an important part of the Language Arts
Curriculum. Information on how students used Word can be found in Lesson 2, Lesson 7, Lesson 12, Lesson 17, and Lesson 22. |
| Netscape Communicator |
I had students
edit pages,and cut, copy, paste links and original products of students to
a web page. This work will then be published on the web. Organizing
research isan important part of the Language Arts Curriculum. Information
on howstudents used Netscape Communicator can be found in Lesson 2, Lesson 7, Lesson 12, Lesson 17, and Lesson 22. |
| A spreadsheet comparing a web site to a textbook |
comparing a web site to a textbook
(Compare a web site to the Text.xls)- I had students access this during independent
learning time as a tool for research. This spreadsheet broke down one
of the main web sites I used in this unit, see web site listed below.
This independent time was available in thirty minute time slots on a rotating
bases. Organizing and compiling research is a strong part of the Language
Arts Curriculum. |
|
A database (Odysseus Journey.mdb) |
I had students access this during independent
learning time as a tool for research. This Database broke down the
unit into chapters, and provided research information by chapter that students
could search through to assist them with their project. Organizing
and compiling research is a strong part of the Language Arts Curriculum. |
| An Introductory Video (Mrs. Earley's Introduction
to the Unit the Voyage Home) |
I used to introduce the unit, and hopefully to get students excited about the unit. Students knowing the objectives of the unit, and having motivation to complete that unit is an important part of the Language Arts Curriculum. This was seen by students in Lesson Plan 1. |
| 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. |
| 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. |
| 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. |
| Television, 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. |
| Overhead |
Students get to see pictures of
greece, help create Venn Diagram, take notes, and are presented a variety
of material almost every day on the Overhead. 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 learning in the Language Arts Curriculum. I use the overhead
daily in my Unit Plan. |
| Computer Lab |
Students use the computer
lab on tuesdays every week during this unit. This provides students
with access to information on the internet as well as us to perform class
lessons on various computer skills. This resource houses most of the
applications necessary for students to create their web site. Creating
projects to demonstrate knowledge of subject is a part of the Language Arts
Curriculum. This can be found in Lesson Two, Lesson Seven, Lesson Twelve, Lesson Sixteen, and Lesson Twenty Two. |
In the computer lab students are working independently and collaboratively to create a class web site. It is through peer editing that 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.
Notes:
Lesson Seven (7)- Students are working collaboratively to come up with themes for their unit, as they explore web sites they will bounce off of each others ideas and this will change their learning experience, they are working in groups to create a story board of their web page. This is the beginning of an effort for students to use each other as experts as they start the design process of their web site. I will know this has been successful, if students change their designs based on peer influence, and if the environment is conducive to exploration and learning.
Lesson Eight (8)- Students are working collaboratively to come up with a sequence of events that has happened in part one of The Odyssey . Students will present their findings using the Overhead. I will know this has been successful, if all students play an active role in the creation of the Sequence of Events Chart. This should be an explorative learning experience where students feel good about their work through presenting it to the class.
Lesson Nine (9)- Students are working collaboratively to come up with a cause and effect chart for what happened in part one of The Odyssey . Students will present their findings using the Overhead. I will know this has been successful, if all students play an active role in the creation of the Cause and Effect Chart. This should be an explorative learning experience where students feel good about their work through presenting it to the class.
Lesson Twelve (12)- Students are working collaboratively as they cut and paste from the outliner into Netscape Communicator. This is the continuing process of students using each other as experts as they start the design process of their web site. I will know this has been successful, if students change their designs based on peer influence, and if the environment is conducive to exploration and learning.
Lesson Fourteen (14)- Students work collaboratively to find imagery used in this Section of the Odyssey. Students will present their findings using the Overhead. I will know this has been successful, if all students play an active role in finding imagery used in The Odyssey. This should be an explorative learning experience where students feel good about their work through presenting it to the class.
Lesson Seventeen (17)- Students work collaboratively as they complete the rough draft of their web page. This is the continuing process of students using each other as experts as they start the design process of their web site. I will know this has been successful, if students change their designs based on peer influence, and if the environment is conducive to exploration and learning.
Lesson Eighteen (18)- Students work collaboratively as they examine each others web sites presented in print form. Students present their research to a group of students, and students evaluate each others progress. Through peer editing with a rubric, students have an evaluation from which to work from so they can improve their work before the final copy is due. This is the continuing process of students using each other as experts as they start the design process of their web site. I will know this has been successful, if students change their designs based on peer influence, and if the environment is conducive to exploration and learning.
Lesson Twenty One (21)- Students work collaboratively to edit the rough draftsof each others essays. This will be done with the assistance of a rubric. This will help students by enabling them to have a better draft to enter into Word on the following day. This is the continuing process of studentsusing each other as experts as they start the design process of their website. I will know this has been successful, if students change theirdesigns based on peer influence, and if the environment is conducive to explorationand learning.
Lesson Twenty Two (22)- Students work together as they input their drafts into Word in the computer. This is the continuing process of students using each other as experts as they start the design process of their web site. I will know this has been successful, if students change their designs based on peer influence, and if the environment is conducive to exploration and learning.
Lesson Twenty Three (23) and Lesson Twenty Four- Students work together to compare the movie and the epic poem, The Odyssey. Students will present their findings using the Overhead. I will know this has been successful, if all students play an active role in finding comparisons between the movie and the epic poem, The Odyssey. This should be an explorative learning experience where students feel good about their work through presenting it to the class.
Return to the Top of the Page
Page Author: Danielle Earley
Return to Home Page
Return to Competency 10.0