Keystone Project

Lesson

The students used UDL Book Builder to show their understanding of elements in a story. Elements of a story and story structure were taught using the Smatboard. The online interactive (see link below) lesson was used to teach/review the elements of a story. The students then worked collaboratively in groups of two to write a story and present it using UDL Book Builder. The lesson was supposed to take place over four 40 minute periods, but it took five.

Story Elements Interactive

http://www.learner.org/interactives/story/

Grade level 4^th grade resources room

Student learning outcomes

·         The student will understand and be able to locate the elements of a story.

·         The student will create a digital book using UDL Book Builder.

·         The students will include all the elements of a story in their book.

Common Core Standards

Reading: Craft and Structure

·         Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area.

·         Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Writing: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

·         Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

·         Use dialogue and description to develop experiences and events or show the responses of characters to situations.

ISTE NETS Standards

1. 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

c. Use models and simulations to explore complex systems and issues

Assessment/Rubric:

The following rubric was taken from Intel’s assessments and was modified to meet the lesson’s criteria.  This rubric was used to assess the UDL Book Builder projects.  Students were assessed individually even though they created books together. 

Title: Presentation Rubric

	1	2	3	4
The student used graphics, fonts, and backgrounds to add to the presentation.
The student used at least 2 coaches in their book.
At least one of the coaches a student’s voice.
The cover page has all of the group member’s names and includes the job title.
spelling, grammar, and accuracy
The student discussed all story elements (characters, plot, setting…)
The student clearly defined all story elements.

Adjustments made to accommodate students with special needs

The lesson was implemented in a colleague’s resource room.  The resource room only had four students.  All of the students had Individual Education Plans that were followed.  They all received resource room for having low reading comprehension and fluency.  All of the students received the accommodations as per their IEPs.  Some examples of these accommodations are extended time, use of a graphic organizer, directions read and repeated, and check for understanding.  These accommodations were made throughout the lesson for all the students. 

Effectiveness of Classroom Management

There was no need to make adjustments to prevent classroom management issues.  There were only four students.  My colleague and I were both helping during the creation of their projects.  This eliminated any issues and they were engaged and excited to use the technology. 

Questions Asked by the Students

Can I make the book read to me?

Why are the coaches talking funny?

How do I add the coaches?

What are the buttons on the side for? - referring to the buttons in the top left of the books

How do I add a picture?

How do I change my writing (text)?

How do I spell…?

Problems Students Encountered

The students needed all procedural steps on how to create the books clarified.  In order to help this process, I used a Voicethread lesson I had created for another lesson using UDL Book Builder.  This Voicethread worked great in this lesson because the students were able to visually see and learn how to create the books.  The added perk to this was that they were then able to see the use of Voicethread in this lesson.  I did not require these students to comment or participate in the Voicethread as I did when I used it in my own classroom because of the lack of time.  The need for clarification and the use of this Voicethread added an additional day to the implementation.  The lesson then took five days when it was meant to only take four.  See below for the link to the Voicethread.

 http://voicethread.com/share/3003401/

Decisions made on the Spot

The decision to bring in the Voicethread was made on the spot.  I did not plan to use it as it was created for a different project.  It suited this lesson as well and helped the students.  The only other decisions made on the spot were using the Smartboard randomly to show different aspects of UDL Book Builder that presented an issue for the students.  The teacher student ratio was ideal being 4 students and two teachers.  This definitely helped to eliminate many on the spot decisions.

Feedback from the Students

The students really enjoyed this lesson.  They were engaged and asked numerous times if I would come back again and teach them.  They were not very used to using a lot of technology and this really excited them. 

Timeframe

As I mentioned earlier, I did needed an extra day.  I would have loved to have an additional day but that was not feasible with state test prep going on.  I taught the lesson for one week on my lunch and wished I had more time to allow the students to explore more features of UDL Book Builder. 

Interview with ELA Teacher

I interviewed a resource room teacher. She teaches ELA in a small setting where instruction is very individualized. The maximum amount of students she has at one time is five. She does her best to incorporate technology in the classroom but felt there were many challenges she faced. There is a Smartboard in the room but it is not working properly. She has two computers in the room. She uses E Books which are provided by the school. She expressed that the problem with the E books is that only one person can be logged into the book at a time. The district uses AIMSweb which is a progress monitoring system that provides assessment tools which are given to the students in a frequent manner. The data is then graphed and used to show the students progress and where they stand in comparison to other students in the district. She also utilizes a variety of internet resources to provide practice of specific grammar or phonics skills. One of her students uses an AlphaSmart. An AlphaSmart is a small word processing device. This is often used for student who has difficultly writing. She felt one of her largest concerns surrounding technology in her classroom was that she lacked the resources to incorporate it in her instruction. In our discussion, she provided me with at least three examples of tools that she would love to use but has no means of doing so. Overall, I felt she has done a nice job of using the technology that she is provided with.

Reflection:

I really enjoyed teaching this lesson.  I felt the overall implementation went well.  The students were engaged and worked diligently throughout the entire lesson.  The students were working together in their groups and sharing a computer.  There are only two computers in the room and only four students.  So the use of the technology worked perfectly. When I approached my colleague to discuss the use of New Literacies and assessed her technology, she had a Smartboard in the room that was not working.  I was able to help her to find the correct cables and hook up the Smartboard.  She is now able to use it on her own and has used many of the websites I referred her to.  This alone felt good before I even began implementing this lesson.  Then we worked together with the student to create the books and that was a wonderful experience, as well.      

There aren’t many changes I would make to this lesson.  I do think I should have found a more simplistic way to build their understanding of UDL Book Builder.  When I look back at the lesson, I feel that the student needed more time playing and navigating through the site.  If this lesson was implemented in a larger class it would have needed to be done over 6 or 7 days and in a computer lab.  The interactive website on story elements was great and the students loved it.  I used it on the Smartboard and all four students were able to stand at the board and interact with the sites during the question sets.  Again, if this was done in a larger class the students would need to have use of their own computers or not every student would be interacting directly with the website.  Overall, I loved teaching this lesson and felt the cooperating teacher and the students were very happy with it. 

New Literacies Reflection

                Our education system has mainly focused on reading instruction that is rich in print for many years.  With the development of technology came a change in society.  This change has taken longer than expected to finally reach the classroom.  The change is bringing technology into the classroom.  This change has made many people uncomfortable and is still something many teachers are getting used to.  Technology has changed the classroom environment profoundly.  English language arts and reading instruction is not what it once was.

            I have taught in an environment where New Literacies have and have not been incorporated in instruction.  I have found that the integration of New Literacies makes a dramatic increase in student’s engagement and motivation.  My student’s hands fly for a chance to interact with technology in a lesson.  When we are reading from a traditional reading textbook, I find my students slumped in their chairs and myself trying to keep them on task and focused.

            New Literacies have brought about a way to reach our students in a manner they fully appreciate and learn.  Our students know technology better than most of us do.  They are being brought up in a world where technology is familiar and in many ways natural to them.  On the other hand, most educators were not raised in this type of environment.  I believe this is one of the main reasons we do not see New Literacy techniques integrated in every classroom.  Many teachers are unfamiliar with it and lack the comfort and knowledge in order to implement it.   

            New Literacies have dramatically changed ELA instruction for the better.  Reaching the generations we are teaching is dependent upon incorporating technology in the classrooms.  I believe that student are not only motivated and engaged in this learning style, but they are also learning skills that will better equip them for future careers.