1. Topic-
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| Students will be developing a timeline of events that took place
in The Lightning Thief. |
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2. Content-
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Massachusetts Curriculum Frameworks- Technology
Grades 6-8
1.6 Demonstrate use of intermediate features in word processing applications
(e.g., tabs, indents,
headers and footers, end notes, bullet and numbering, tables)
1.23 Use e-mail functions and features (e.g., replying, forwarding,
attachments, subject lines,
signature, and address book.
3.4 Independently use appropriate technology tools (e.g., graphic
organizer) to define problems
and propose hypotheses
3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion
groups, Web pages, blogs,
Web conferences) to collaborate and communicate with peers, experts,
and other audiences
(at district's discretion)
ELA
Grades 5-6
5.14 Identify correct mechanics (apostrophes, quotation marks, comma
use
in compound sentences, paragraph indentations) and correct sentence
structure (elimination of sentence fragments and run-ons).
8.21 Recognize organizational structures (chronological order, logical
order, cause and effect, classification schemes).
8.22 Identify and analyze main ideas, supporting ideas, and supporting
details
12.3 Identify and analyze the elements of setting, characterization,
and plot
(including conflict)
13.15 Identify and use knowledge of common organizational structures
(chronological order, logical order, cause and effect, classification
schemes).
13.17 Identify and analyze main ideas, supporting ideas, and supporting
details |
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3. Goals: Aims/Outcomes-
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1. to successfully use concept maps to create a timeline
2. to be able to collect necessary information about The Lightning
Thief
3. to be able to communicate with the teacher and other students through
the use of electronic sources |
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4. Objectives-
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1. Students will be able to develop a concept map/timeline.
2. Students will review details about The Lightning Thief.
3. Students will communicate with the teacher and other students using
electronic sources. |
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5. Materials and Aids-
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Students will be using computers or i-Pad in the teacher's computer
lab, along with the Smart Board for information.
Students will be utilizing materials from ELA classes about the book.
Students will be using the Inspiration program.
Students will be emailing information to the teacher through Microsoft
Outlook and using Twiducate to reflect.
Students will have access to the Share Drive to view information that's
provided to them by the teacher, including the rubric. |
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6. Procedures/Methods-
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A. Introduction-
1. Students should have read the book in their ELA classes prior
to the start of the assignment.
2. Students need to identify the main characters of the book by writing
them down in Microsoft Word.
3. Students will develop a brief summary of what happened in the book
using Microsoft Word.
4. As a class, we'd discuss the book.
5. I'd open Inspiration and review Inspiration. |
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B. Development-
1. Based on the summary they developed and our class discussion,
students would identify 5-7 events that happened throughout the story.
2. These events would be recorded in Microsoft Word.
3. While I'm helping students identify events, students will also
be helping other students if they need help. |
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C. Practice-
1. Working independently, but being able to get and offer assistance
to others, students will elaborate on the events.
2. These event descriptions have to be at least 3 detailed sentences
each.
3. Once this is complete, students need to choose the 5 best events,
defined by what events they can provide the most detail for. |
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D. Independent Practice-
1. Students construct their template timeline on Inspiration (a
main idea box, 5 event boxes, and 5 event description boxes).
2. Next they'll fill in the event boxes using the event descriptions
they developed.
3. Students will link the events to an event title for all 5 event
descriptions.
4. They'll develop a proper title for their timeline, located in the
main idea box.
5. Lastly, pictures from the Inspiration Library need to be linked
to each event. |
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E. Accommodations (Differentiated Instruction)-
1. Students on IEPs will have accommodations.
2.Students will be given assistance from aids if available.
3. Allow students to develop 1-2 less events or description details
if needed. |
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F. Checking for understanding-
1. Students will have the opportunity to present their timelines
if they'd like to. Additional points would be given.
2. All students would email me their timelines and I'd post them to
the Share Drive for all to see.
3. Students will access themselves and students will be able to ask
questions after viewing others' timelines on the Share Drive. |
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G. Closure-
1. Students will Twiducate something that they either learned, recognized,
or wanted to reflect on.
2. Students will give a final reflection through email to me.
3. We'll have a class discussion about the assignment and book, in
hopes that this will clear up any remaining confusion. |
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7. Evaluation-
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1. Students will be evaluated using a rubric.
2. A graded rubric with necessary comments would be provided to them
through email after the project is completed. |
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8. Teacher Reflection-
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| A graded rubric with necessary comments and feedback would be provided
to them through email after the project is completed. |
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