Berenberg+Melissa

__ Proposal for Blog Implementation __ The purpose of this proposal is to implement a new technology into my everyday instruction. Educational tools are constantly improving and changing and through professional development opportunities I have been updating my knowledge base. This new form of technology is research-based and will benefit today’s students and prepare them to be active citizens in our ever changing society. The name of this new technology is called a Blog. A Blog is easily accessible from any computer that has internet access. A Blog is similar to a personal web page however, it can be monitored and personalized for a variety of purposes. A Blog is a website that is maintained and updated by an individual and includes a means for communication through regular postings and comments. Blogs also can contain visual and audio aspects such as uploaded pictures, graphics, audio, and video. Hyperlinks can also be uploaded to Blogs in order to expose more information on a specific topic. Overall, Blogs create an online educational community which promotes a collaboration of learning between students and staff. There are many different tools to use to organize blogs and help to maintain appropriate use and material. I would encourage the use of Blogger.com because it will not use any of the school’s money and contains many components that support different learning styles and ways to monitor the web page. Another Blog service I recommend is sponsored by Google and uses many different graphic organizers in addition to providing a step-by-step process that makes it easy to set up and maintain. Through these tools, I would like to create a Blog in order to support students with PLP’s. My classroom Blog will be individualized to the needs of my students and I will use it as another tool to monitor progress of each child. I will include valuable hyperlinks for each literacy area and the students will have access after school in order to continue instruction after the school day ends. In addition, I will use a multi-sensory approach by utilizing visuals, audio, and text. This new technology will be a valuable tool for our school setting and will support the needs of our school improvement plan. As a school, we need to improve on writing, differentiated instruction, as well as instruct the students on PLP’s and provide them with the tools to meet grade level benchmarks. Blogs will promote an online community with the appropriate resources to meet our school’s needs. It will show evidence of individual progress and appeal to the needs of all learners. There are many research-based benefits that support the use of this tool. For example, the Center for Children and Technology Report demonstrates the positive effect of television on student achievement. This report discusses the impact of videos on student learning and Blogs are designed to show visuals such as videos and graphics. Also, research has shown that Gardner’s Theory of Multiple Intelligence and the theory of Differentiated Instruction helps student’s with their academic growth and has shown proven success. In addition, research has also shown that Early Childhood computer experience helps to develop cognitive and motor development. In conclusion, this research-based tool will individualize instruction, support critical thinking skills, and meet the needs of different ability levels and learning styles. With any new tool, there are always questions that will arise on what are the negative effects. For one, there is a security issue on who can access this blog. Will the World Wide Web be able to access student information and published work? The second concern is who will ensure the appropriateness of the use and material posted. In addition, many teachers will have concerns on time management and up-keeping of the Blog. The third concern will include professional development and money from the school budget. Teachers will ask how will I receive training and support with this new tool. Well, I have a few answers to those concerns. Many blogging services have ways to monitor the comments and materials on the Blog. Inappropriate postings can be reviewed and retracted before being added to the Blog. Google’s service is set up as a chat room where you can invite users to join and exclude all others. In regards to professional development, many teachers in our school have already taken courses on how to implement Blogs. We could have mentor teachers set up for each grade level and provide in-house support. Once a Blog is set up appropriately, then time management and up-keep won’t be a problem. Instead of filing papers in a portfolio for each student, the information can be easily accessed and tracked on the Blog. Instead of carrying a ten pound school bag filled with student work, teachers can access work from the Blog. Also, our school budget will not be affected monetarily for professional development or program use. Teaching learning with technology has a positive outcome on a child’s academic and social growth. If our school begins to use this tool for the upcoming school year, then our technology base will be updated and the desire for professional development in this area will be accessed. The long-term use and benefits of this tool will positively affect our students, staff, and community as a whole. We can work towards sharing a common vision and preparing our student’s for today’s world. A new and improved learning environment can be created with the use of this new tool and will open up many different doors to meet the needs of our staff, students, and community. We can even create a technology area into our school improvement plan and keep our school up to date with new and improved practices. To show you how easy and essential this tool can be we are going to access a blog that I have already created at [|www.melissaberenberg.blogspot.com]. I will show you the beneficial features I have already discussed in my proposal and we will view three testimonials of teachers who have already implemented this tool. __FURTHER__ __READINGS__ [|“Blogs and Community – launching a new paradigm for online] [|community?”] This article discusses how to utlize blogs and create an online community that benefits academic and social growth. http://kt.flexiblelearning.net.au/tkt2006/edition-11-editorial/blogs-and-community-%E2%80%93-launching-a-new-paradigm-for-online-community/ This article discusses today’s society and what it is to be globally literate. http://k12online.wm.edu/Classroom2.0.mp3 Effects of Using Instructional Technology in Elementary and Secondary Schools: What Controlled Evaluation Studies Say A research based article presenting the positive effects of instructional practices concerning technology at an elementary and secondary level.

http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=1044

FINAL PROJECT

Melissa Berenberg Reading Teacher EDC 921

Unit: Persuasive Writing Informational Technology Tools: Wiki, Blog, Videoblog, Internet Grade 3

This unit will be taught over a two week span and consists of 6 lessons. Several lessons will be taught in two 45 minute sessions due to computer use and complexity of information literacy skills.

Introduction to Unit

This year in the District, a writing committee has developed writing benchmark assessments. The assessments include grade level prompts and rubrics. Our individual school also has a main focus on writing for this year and the upcoming school year. We have had several professional development opportunities in order to develop a more effective writing curriculum and have gathered many resources to add to our tool box. The basis for this persuasive writing unit is to provide an additional support for the teachers to improve in this area of need. By integrating technology tools with this genre study, students will be able to improve on their written expression in new ways. These tools will provide them with positive motivation as well as the necessary skills to be successful.

Unit Standards

Rhode Island GLE’s

W-3-10 Students will use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products

W-3-11 Sharing thoughts, observations, or impressions

W-3.8 In informational writing students demonstrate use of a range of elaboration strategies 8.1 Details/Information relating to topic 8.2 Details/Information relevant to focus

OC-4.1 In oral communication students demonstrate interactive listening

R-3-15 Gathering information and using a graphic organizer

Lesson 1:

Objectives Students will listen and respond to a persuasive text Students will write I wonder questions about blogging Students will analyze and interpret informational text and cite evidence

Pre-Activities Students will listen to The True Story Of The 3 Little Pigs! as told by Jon Scieszka. A class discussion will be held discussing the story, citing evidence, and relating the text to aspects of persuasion. We will create a chart on what we already know on persuasive writing and add additional information from the text.

Lesson Activities As a class, we will write a persuasive writing piece told by one of the three little pigs. Students will use a graphic organizer that states the opinion, three reasons, supporting details and a concluding re-stated opinion. Students will then individually write the wolf’s response to the pig’s persuasive speech. The class blog on persuasive writing will be used to publish pieces from this unit. Students will be shown how to access the class blog and upload the persuasive speech created by the whole class.

Conclusion Students will share their writing with a partner. Then students will create a list of I wonder questions about persuasive writing and our class blog. Comments and questions will be posted to the blog.

Assessment Informal observations and anecdotal notes will be taken for assessment. A checklist will be used to identify student learning and understanding during this unit.

Adaptions/Accomodations Students will listen to the story for the second time. Students can listen to the story on tape and/or read on their own. . For different learning abilities, students will be encouraged to use pictures, sound, voice, and written language. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word to complete their assignment.

Extension Activities Students can act out the persuasive speech within a small group. Students will be encouraged to work on fluency and pay attention to punctuation.

Students can practice using the blog and exploring its components. Students can write another persuasive speech from the perspective of another pig.

Lesson 2:

Objectives Students will complete a graphic organizer with ideas for persuasive writing Students will compose a different ending to a text Students will write in response to text

Pre-Activities Students will listen to The Gingerbread Man told by Rita Rose. The ending of the story will be left out. Students will orally brainstorm ideas for why the fox should not eat the gingerbread man. Students will turn to a partner to discuss possible reasons and supporting details that the gingerbread man would use for his persuasive argument. These reasons will be added to a chart that displays the graphic organizer that they will be expected to use.

Lesson Activities Students will turn and talk with a different partner discussing possible reasons that they will use for their persuasive piece. Students will work independently to fill out their graphic organizer. After their work is completed, they will add their graphic organizer to the class blog. Students will also post comments predicting how the fox might react to their argument.

Conclusion As a class, we will add to the chart of ideas from the student’s work. We will comment on what we like about the reasons, and how we can improve on supporting details.

Assessment Informal observations and anecdotal notes will be taken for assessment. Graphic organizers will be collected and checked for understanding.

Adaptions/Accomodations Students can act out their reasons, create visuals, and/or record their ideas on tape. Students will listen to the story for the second time. Students can listen to the story on tape and/or read on their own. . For different learning abilities, students will be encouraged to use pictures, sound, voice, and written language. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word to complete their assignment.

Extension Activities Students can create ideas from the fox’s perspective

Students can compose visuals from the The Gingerbread Man

Students can compare and contrast The Gingerbread Man to The True Story Of The 3 Little Pigs.

Lesson 3:

Objectives Students will compose a rough draft with the use of a graphic organizer Students will add details relating to their main focus Students will create effective lead statements

Pre-Activities Students will write effective leads geared for the fox and appropriate to the text. They will write a rough draft based on the information gathered from the text and their graphic organizer. Students will add transition words and details to their rough draft. Students will peer review their leads and provide constructive criticism.

Conclusion Student volunteers will share their leads and the types of transition words and details that were added to their rough draft. We will have a whole class discussion on how transition words and details added clarity to the writing piece. Comments and work samples will be added to class blog.

Assessment Informal observations and anecdotal notes will be taken for assessment. Rough Drafts will be analyzed and checked for understanding during one- on -one conferences.

Adaptions/Accomodations Extra examples of leads will be displayed and orally read for students. A chart of transition words will be provided for extra support. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word or a Neo to complete their rough draft. The Gingerbread man story will be displayed with text and visuals.

Extension Activities

Students will create different types of leads

Students will view videoblogs from youtube.com relating to writing

Students will read edublogs on persuasive writing

Lesson 4:

Objectives Students will edit their rough drafts with the use of a wiki Students will add details to improve their writing Students will critique written products

Pre-Activities As a whole class, we will edit, add details and critique an example of a persuasive piece. Students will share the pen to make corrections, re-read for clarity, and use transitional words. Students will turn to a partner to discuss the importance of editing, revising, and adding details in order to enhance a written product. Students will be introduced to a new tool known as a wiki. We will cut and paste the original persuasive piece of writing used during the pre-activities. Then student volunteers will edit the writing with the tool bar on the wiki.

Lesson Activities Students will add their persuasive writing piece to the wiki. Then they will make additions to the written piece and practice using the wiki as a tool for improving writing. Students will use their graphic organizer, rough draft, transitional word list, and editing checklist to help them with editing their piece. Students will also practice saving their new additions and how to find them.

Conclusion As a class, we will add a hyperlink to our persuasive class blog of the wiki. We will use a student’s example of the work on a wiki and students will share on what they liked about the wiki and what areas they needed more help with.

Assessment Informal observations and anecdotal notes will be taken for assessment. Rough drafts will be analyzed and checked for understanding during one- on -one conferences.

Adaptions/Accomodations Extra examples of how to edit a writing piece will be displayed and orally read for students. A chart of transition words will be provided for extra support. An editing checklist with text and visuals will be displayed for extra guidance. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word or a Neo to complete their editions. Peer students will assist with the use of the wiki.

Extension Activities

Students will practice writing and editing with the wiki

Students will view videoblogs from youtube.com

Students will read and view wikis on writing

Lesson 5:

Objectives Students will peer edit their rough draft on the wiki Students will publish their persuasive writing piece on the class blog Students will share thoughts, impressions, and observations on the Unit

Pre-Activities With the use of a rubric, we will evaluate a sample of the final product. We will create a list of evidence that correlates with the rubric and assign a score. We will also discuss how the product could have been improved.

Lesson Activities Students will finish writing their rough draft and publish their final product. Students will use the rubric to guide them through the publishing process. With the use of the class blog, students will upload their final product. They will also add graphic features and audio if desired. Students will also write a paragraph on what they learned and enjoyed from the Unit on blogs, wikis, and persuasive writing.

Conclusion In small groups, students will show their published pieces and use the rubric to assess each other’s work. Student volunteers will show their work with the whole class and will comment on ways to improve and provide positive comments on the individual work. Students will also respond with I wonder questions for each non-fiction piece. These comments and questions will be posted on the class blog.

Assessment for Final Product

Students will be assessed with a 4 point rubric

4- The task is completed with an extraordinary lead statement, more than 3 reasons with supporting details, concluding statement, and that contains additional, unexpected, or outstanding features.

3- The task is completed correctly and there is a lead, 3 reasons with supporting details, concluding statement

2- The task is partially complete and there is some missing information.

1- The student did not complete the task or gives an assignment that has nothing to do with what was asked.

Adaptions/Accomodations Extra examples of how to edit a writing piece will be displayed and orally read for students. A chart of transition words will be provided for extra support. An editing checklist with text and visuals will be displayed for extra guidance. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word or a Neo to complete their editions. Peer students will assist with the use of the wiki.

Extension Activities

Students will practice writing and editing with the wiki

Students will view videoblogs from youtube.com

Students will read and view wikis on writing

Lesson 6:

Objectives Students will edit a peer’s persuasive writing piece Students will use the rubric to assess writing Students will self-reflect on a final writing product

Pre-Activities We will review the list of evidence that correlates with the rubric from the previous lesson’s writing. We will also discuss more thoroughly how the product could have been improved. We will make additional revisions and decide which writing piece we liked better and why.

Lesson Activities Students will be paired with a partner. Each group will work together in order to improve on one of their writing pieces. They will make several revisions and then decide upon which one they liked the most. Students will use the rubric to guide them with the expectations. Revisions will be done on the wiki and the one they like most will be added to the class blog.

Conclusion Each group of students will share their favorite version and the steps they took to improve on their writing. Students will discuss different writing elements such as author’s voice, descriptive language, word choice etc. to cite evidence to their reasoning in their selection. As a whole class, we will come up with a chart on different ways to make improvements.

Assessment Students will be assessed on how well they collaborated together and explained their reasoning. A checklist will be provided for student’s to self-reflect on their collaboration as well. Informal observations and anecdotal records will be made throughout the lesson.

Adaptions/Accomodations Extra examples of how to edit a writing piece will be displayed and orally read for students. A chart of transition words will be provided for extra support. An editing checklist with text and visuals will be displayed for extra guidance. ELL students will be paired with a partner for extra support. Students experiencing difficulties will be paired with other students and/or receive extra instruction in a small group or as an individual. Students who have difficulties with written language will use Microsoft word or a Neo to complete their editions. Peer students will assist with the use of the wiki.

Extension Activities

Students will revise other children’s writing on the wiki

Students will view videoblogs from youtube.com

Students will write additional persuasive writing pieces