ELA lesson

Learning Task # 3 Hands-on Helping ELA teachers practice new literacies in their classrooms

Grade level: 8

Topic: electronic communication with a keypal

Standards:

RI.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

W.8.1. Write arguments to support claims with clear reasons and relevant evidence.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Learning outcomes: Students will be able to write an email using informal style with less then 2 spelling and grammatical errors.

Technologies needed: Internet access, web browser, and email software

Timeline for implementation: Class time depends upon the group the lesson is intended for. The time frame is between 4-5 days  The activity will be useful to use after the students are introduced to a technical writing unit where they write formal and informal letters. Targeting format as well as writing techniques. Students should know how to write letters properly. The teacher can provide students with a list of possible students who are looking for keypals then the students can search and find someone they would like to start an email contact with. Students can use the provided link http://www.sabine.k12.la.us/vrschool/keypals.htm and research people of similar age they would like to write to. Some of the site includes name, age, area they live, and likes as well as dislike. Students will use word possessor first to write the letter then after proofreading transfer the information into email software. When finished the student will send the message and wait for a reply.

The lesson can be implemented by having the students hand write the letter for homework first then hand type the letter in class.

Assessment: The best method for evaluating what students have accomplished would be by using a rubric. The rubric should be designed with the state standards in minds. The ELA teacher can take a printed copy of the email and evaluate the work using a rubric

video related questions

Learning Task #2 Minds-on “New Literacies Definition and Components”

Which ideas from the video reflect what the ELA teachers you interviewed are currently doing to integrate technology with their literacy instruction?

Currently the ELA teachers I interviewed are curriculum mapping and they are trying to enforce more writing. One of the topics they are trying to include is using quotes from the internet and allowing students to evaluate its meaning.

Can you help change their instructional practices to include the use of technology and the Internet in their literacy and content-area curriculum?

Yes I can in fact I didn’t realize that a few teachers in the English department didn’t know how to use a smart board. I recently helped two teachers use a smart board. I showed them how to recalibrate and tools used for writing. I just recently got a smart board in my electronics lab. The smart board wasn’t working correctly but after working with the IT worker in my building I understood how to use the tool much better

What professional development and/or resources will they need in order to make these changes?

Our school offers professional development for the use of smart boards but I also showed them a website with links. http://www.teacherslovesmartboards.com/games_for_smart_boards/

What ideas do you have for grouping students so they will have equal access to technology in the classroom?

 Students can share a laptop so less technology is needed and research as a team to develop ideas.

new literacies

Assignment#1 Write a brief summary of the above three articles (one paragraph) to demonstrate your understanding of the concept and the importance of new literacies

At first while reading the three articles informing me on how and why we need to teach reading and writing on computers I felt very heated almost as though I needed classroom to debate the topics discussed in the three articles. The first article gave me the impression that all forms of literacies need to be done using computers. I feel that using paper and pen is still just as if not more important. The internet is an amazing tool and being able to email information as if it is instantaneous makes the internet even better yet. When email was invented in the early 70s many thought that it would make mailing letters none existent. The fact of the matter is that it has done the complete opposite only creating more mail. As important as being able to us a computer is students still need to draw and write using pencils and paper. In two of the course I teach students have to draw plans out in order to turn materials into three dimensional products. When plans are using a computer students do not understand the actuality of the project as well as they would have if they draw out plans using hand drawing skills. I know a few architects and industrial designers who can draw faster using drafting tools then things can be done using a computer. When you are faster than a computer you are a real value in the social work forces of today. I recognize the importance of 21^st century technology tools but every article I read seems to always push in only one direction and take no consideration of the importance of both. I liked the third article the best out of the three articles provided in task 1. I thought the article looked at technology and the use of them for literacy purposes very effectively.

ELA standards assignment 1

Reflection: ELA is without a question the most important field to understand in NYS public education. I know that without a good foundation of how to read, write, listen, and speak then students cannot visualize projects as well as those students who can. Most districts are asking for even more reading and writing in all areas. Two ways that I have incorporated writing into my class room over the past few years is by using an engineering note book which students use as a journal to write thoughts and opinion in. Another way was by creating a technical writing assignment in which students write to a company asking for a sample product or material to display in the classroom. As language is continuing to shift and change almost from year to year it is still extremely important for students to realize the importance of ELA even if students have to remember less, write less, and read less because of advances in technology.

Technology tool: reading writing listening and speaking, and language… A technology tool that could help to assist the five components reading, writing, listening, speaking, and language is an interactive white board. Also known as a smart board the interactive whiteboard can be used to enhance learning for all types off students creating a better acknowledgment to language arts. Students can easily write examples on the board when asked, teacher can easily access the internet to enhance student appreciation of ELA by using quality examples of literature that the class may be more interested in.

Teacher Interview: Lack of training and use of the devices such as smart boards in the classroom. Too often items such as a smart board are put into classrooms without training teachers how to use them.