Week 4 Assignment #2

Assignment#2 Create a simple ELA lesson plan addressing the following components
Using an existing game.
Super Text Twist (http://www.shockwave.com)


Grade level: 5th grade

Common core standards and learning outcomes:

ELA: English Language Arts (NYS P-12 Common Core): Speaking and Listening

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
• Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
• Ask and answer questions in order to seek help, get information, or clarify something is not understood.
• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• Add drawings or other visual displays to descriptions as desired to provide additional detail.
• Speak audibly and express thoughts, feelings, and ideas clearly.

 Learning Outcomes:

• Students will be able to identify and create a variety of word from the different letters provided.

Nets:

1.     Creating and Innovation

·      Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

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.

d)    identify trends and forecast possibilities.

2.     Communication and Collaboration

·      Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a)     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b)   communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c)    develop cultural understanding and global awareness by engaging with learners of other cultures.

d)   contribute to project teams to produce original works or solve problems.

3.     Research and Information Fluency

·      Students apply digital tools to gather, evaluate, and use information. Students:

a)     plan strategies to guide inquiry.

b)   locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c)    evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d)   process data and report results.

      4. Critical Thinking, Problem Solving, and Decision Making

·      Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a)     identify and define authentic problems and significant questions for investigation.

b)   plan and manage activities to develop a solution or complete a project.

c)    collect and analyze data to identify solutions and/or make informed decisions.

d)   use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

·      Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a)     advocate and practice safe, legal, and responsible use of information and technology.

b)   exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c)    demonstrate personal responsibility for lifelong learning.

d)   exhibit leadership for digital citizenship.

6            6. Technology Operations and Concepts

·      Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a)     understand and use technology systems.

b)   select and use applications effectively and productively.

c)    troubleshoot systems and applications.

d)   transfer current knowledge to learning of new technologies.

Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?):

The students will be able to use letters given to create a word allowing the students to read, write, and say the word.

Assessment: A dialoged box appears on the screen allowing the student to know if they are on the right track or not. Once the time has run out the students are able to view the other possible words that could have been created out of those letters. These words in the game will be words use in a test where the students will correctly spell the word and use it in a sentence.

Debriefing (refer to the journal article page 8 to 12): The teacher can discuss with the students that one set of letters can create a variety of words.

What cognitive skills do this game help to cultivate?: This game allows the students to work on their spelling and writing.

What new literacies skills do this game help to cultivate (refer to the journal article page 2 and 3)?: The students are able to identify and question what letters can be made into words, locate correct letter to create a word, evaluate what letter can create a word or other letters need to complete to word, use their knowledge of spelling and vocabulary to complete the game, and communicate the answers to others.

Creating my own game and ELA Lesson plan. 

• Grade level: 1^st grade
• Common core standards and learning outcomes:

ELA: English Language Arts (NYS P-12 Common Core): Speaking and Listening

• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

• Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

• Ask and answer questions in order to seek help, get information, or clarify something is not understood.

• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

• Add drawings or other visual displays to descriptions as desired to provide additional detail. 

• Speak audibly and express thoughts, feelings, and ideas clearly.

 Learning outcomes:

• Students will be able to identify and build on their knowledge of geometric shapes.
• Students will learn to create a variety of animals using geometric shapes.
• Students will be able to work on their observational and motor skills.

Nets:

1.     Creating and Innovation

·      Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

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.

d)    identify trends and forecast possibilities.

2.     Communication and Collaboration

·      Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a)     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b)   communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c)    develop cultural understanding and global awareness by engaging with learners of other cultures.

d)   contribute to project teams to produce original works or solve problems.

3.     Research and Information Fluency

·      Students apply digital tools to gather, evaluate, and use information. Students:

a)     plan strategies to guide inquiry.

b)   locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c)    evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d)   process data and report results.

      4. Critical Thinking, Problem Solving, and Decision Making

·      Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a)     identify and define authentic problems and significant questions for investigation.

b)   plan and manage activities to develop a solution or complete a project.

c)    collect and analyze data to identify solutions and/or make informed decisions.

d)   use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship

·      Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a)     advocate and practice safe, legal, and responsible use of information and technology.

b)   exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c)    demonstrate personal responsibility for lifelong learning.

d)   exhibit leadership for digital citizenship.

6            6. Technology Operations and Concepts

·      Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a)     understand and use technology systems.

b)   select and use applications effectively and productively.

c)    troubleshoot systems and applications.

d)   transfer current knowledge to learning of new technologies.

• Instructional activities (how does this game help develop language acquisition and development, both oral and written, be creative?): This game will be an interactive game operated by computer where the students will have a scenario where they must identify the correct geometric shapes to create a specific animal. The student will drag the correct shape together building that specific animal. Each of the shape will be labeled and when the mouse is hovering over that shape the students are able to hear the shape aloud. The students will be able to identify how the shape is spelled and how it sounds.

• Assessment: The student will get instant feedback through the interactive game. Once the students have created their animal a prompt will appear stating whether the combination of shapes is correct or incorrect. The students can click on a button for help or hints to make corrections. There will also be an answer key at the end to check their animals.

• Debriefing (refer to the journal article page 8 to 12): The students are able to connect their knowledge from the game to real life through a number of different ways. For example, once the student has completed the animal a prompt will appear asking the students a series of questions to reflect on the game. The prompt will show an image and a question relating to the image such as an image of a bird and asking a question like what is the same of the body? The student will then click on the correct and answer where an audio will play and say the correct answer, highlight the correct button, and outline the shape on the bird. Connecting a real life bird to geometric shapes enabling the students to identify the correct shapes used to create that animal and use it in art making (creating a collage or a drawing).

• What cognitive skills do this game help to cultivate?: This game allows the students to identify their geometric shapes and allows them to use their knowledge of these shapes in art making.

• What new literacies skills do this game help to cultivate (refer to the journal article page 2 and 3)?: The new literacies skill used in this game enables students to use information and communication technology tools. Through the incorporation of interactive technology in this game the students are able to identify and questions on geometric shapes, locate correct shapes needed to create a specific animal, evaluate what other shapes are need to complete the animal, use their knowledge of geometric shapes to answer questions, and communicate the answers to others.