Below is a description of my experience using the digital tool google docs. Google Docs is part of the Google Suite for education core services and is located in google drive. It is comparable to Microsoft Word; however, it has collaborative features that benefit student use in the classroom.
An artifact I chose to use is a collaborative lesson plan written on a google doc. Google Docs is a platform students use to write and submit written assignments. It enables teachers to assign tasks to meet students' ability levels. Google Docs is comparable to Microsoft Word. Google docs contains many of the same tools found in Microsoft Word; however, the tools are found under different menus and titled differently. I would highly recommend familiarizing yourself with menu items and their location within google docs prior to using it. While Word does not require the internet, google docs does; therefore, internet access or WIFI is required. Most features are similar; such as line spacing, page layout, type of font, size, and adding bullets. Some of the features are challenging to maneuver. Take for instance inserting a text box. You need to select insert, then the drawing box, then select the text box icon and type. An additional challenge is in editing the text within the text box. To make changes, you must navigate back to the drawing box to edit. Once you have the text box inserted, it is difficult to change the size and placement of the box. On a positive note, google docs offers features such as linking a google doc or a website onto a word using the link icon. Also, there are other features that can be utilized by selecting the “add-ons” menu. When using APA format and citing work, you can select the add-ons, from there you can choose to add “easy bibliography” to properly cite websites, articles, and journals in your research. Microsoft word only allows one user to work on the document at a time, whereas google docs allows more than one user enabling the document to be completed collaboratively. Overall, I recommend using google docs and find the technology and collaborative features to be very useful.
An artifact I chose to use is a collaborative lesson plan written on a google doc. Google Docs is a platform students use to write and submit written assignments. It enables teachers to assign tasks to meet students' ability levels. Google Docs is comparable to Microsoft Word. Google docs contains many of the same tools found in Microsoft Word; however, the tools are found under different menus and titled differently. I would highly recommend familiarizing yourself with menu items and their location within google docs prior to using it. While Word does not require the internet, google docs does; therefore, internet access or WIFI is required. Most features are similar; such as line spacing, page layout, type of font, size, and adding bullets. Some of the features are challenging to maneuver. Take for instance inserting a text box. You need to select insert, then the drawing box, then select the text box icon and type. An additional challenge is in editing the text within the text box. To make changes, you must navigate back to the drawing box to edit. Once you have the text box inserted, it is difficult to change the size and placement of the box. On a positive note, google docs offers features such as linking a google doc or a website onto a word using the link icon. Also, there are other features that can be utilized by selecting the “add-ons” menu. When using APA format and citing work, you can select the add-ons, from there you can choose to add “easy bibliography” to properly cite websites, articles, and journals in your research. Microsoft word only allows one user to work on the document at a time, whereas google docs allows more than one user enabling the document to be completed collaboratively. Overall, I recommend using google docs and find the technology and collaborative features to be very useful.
Narrative Storytelling Lesson Plan - intercurricular collaborative lesson with reading, creative writing, and social studies.
To be use with grades 5 & 6
Duration: 10 - 45 minute periods (Students can work outside of the classroom using their chromebooks and collaborative sites)
Purpose:
The students will use previous knowledge about plots, characters, setting, and themes to construct an original fable of their own.
Lesson Objectives:
- The student will be able to describe characters, setting, or events in a story.
- The student will be able to demonstrate and understand fables by writing a fable of their own
- The student will establish characters and a setting in the fable they write
- The student will use descriptive details and a clear sequence of events in the fable they write.
- The student will use dialogue in their fables to help the reader understand the characters and events in the fable
- The student will include a conclusion as part of the fable.
- The student will work collaboratively with their group members.
Common Core Standards Reading:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure:
CCSS.ELA-LITERACY.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Common Core Standards Writing:
CCSS.ELA-LITERACY.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.W.5.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.5.3.B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
CCSS.ELA-LITERACY.W.5.3.C Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
CCSS.ELA-LITERACY.W.5.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCSS.ELA-LITERACY.W.5.3.E Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5 here.)
CCSS.ELA-LITERACY.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
CCSS.ELA-LITERACY.W.5.9.A Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Range of Writing:
CCSS.ELA-LITERACY.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.W.6.4 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.)
CCSS.ELA-LITERACY.W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 here.)
CCSS.ELA-LITERACY.W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
ISTE Standards:
Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Materials:
LMS - Google Classroom (One student within each group will receive the assignment on google classroom, that student will be responsible for sharing the assignment with his/her group)
- Days 1 - 2 collaboratively working on google slides lesson in Google Classroom
- Days 3 - 10 Working collaboratively using Google Docs assigned in Google Classroom
Venn Diagrams assigned through google classroom on a google doc
Chromebooks
Accounts for twiddla
Guiding questions for student inquiry:
What are the characters of a fable?
What are the characteristics of fables?
What is the narrative element in the fable?
How to determine the moral of a story?
Days 1 and 2: Background on fables:
Fables came about a very long time ago. They were a form a storytelling. Aesop is the name of a man who wrote many of the fables we know today.
The teacher will ask students what they know about fables (pointing out that a fable usually includes animals who talk and it typically ends with a moral or lesson to be learned). Using the smartboard, the students will share popular fables they know (list of popular fable and fairy tales).
First we are going to read and review two popular fables.
Students will read/listen to “The Ant and the Grasshopper” within their groups collaboratively. The class will listen to and participate in going over the fable “The Grasshopper and the Ant.”
The students will use split screen on their chromebooks to view the story on ½ the the screen. On the other ½ they will list character traits about the ants and the grasshopper. After view the story; we will discuss the traits of each character. We will discuss the moral of the fable.
The class will listen to and participate in going over the fable “The Little Red Hen.” in their groups collaboratively. The students will use split screen on their chromebooks to view the story on ½ the the screen. On the other ½ they will list character traits about the ants and the grasshopper. After view the story; we will discuss the traits of each character. We will discuss the moral of the fable.
The students creating/opening a Venn Diagram in their groups shared on google docs, to work collaboratively, will compare the two fables listing what the fables share and how they are different.
The students will work to answer in complete sentences using the graphic organizers
- How are the two fables similar and how are they different?
- How are the events within both fables similar and how are they different?
- How are the themes of the fables similar and different?
- What is the moral of the “Grasshopper and the Ants?”
- What is the moral of “The Little Red Hen?”
- How is the message of the morals in both fables similar?
Days 3 - 10:
*The teacher will monitor student progress through observation and GoGuardian
The students will work collaboratively to create their own fable and lesson to be learned.
The students will be working in groups of 2-3 students.
Each student will be working using a concept map to write out what they think - sharing it with each other using google docs so they are able to contribute at the same time.
The graphic organizer will allow the students to create a moral for their fable, a setting, creative characters, and devise their story.
The students will be able to use a concept map to identify the plot, setting, moral, and story characters. They are encouraged to be creative and are able to use funky characters.
The students will have time to work together to brainstorm their ideas using google docs. They will be able to create a character, setting, and plot brainstorm.
Assessment:
The teacher will be circulating the room to offer assistance and guidance if needed.
The teacher will review the elements of the fable and assist students throughout the writing and illustration process.
The students will be graded based on the rubric provided.
After the story is created, they will be able to illustrate their fables and present it using google slides. They are encouraged to use either Twidilla or to scan their own drawings to display their story. The students have shared their presentations with the teacher so she/he is able to view the progress within each group.
Accommodations:
Students can use Read, Write, Google
Students can use text to speech
Students are able to use dictation / scribe
Closure:
The end product will be shared with the class.
The class will try to figure out what the moral is.
We will have discussions after each group presents their fables.
References
(n.d.). Retrieved July 06, 2017, from http://www.hypnocenter.com/list-fairy-tales-fables-and-other-stories-for-children-the-adult-child
Featured. (n.d.). Retrieved July 06, 2017, from https://www.teacherspayteachers.com/FreeDownload/Create-Your-Own-Fable-Worksheet-937737
The Little Red Hen Story for kids - Bedtime Stories - Aesop's Fable - My Pingu Tv. (2016, May 16). Retrieved July 06, 2017, from https://www.youtube.com/watch?v=Od6R3a33bro
I. (2011, June 24). Disney's (1934) The Grasshopper and the Ants. Retrieved July 06, 2017, from https://www.youtube.com/watch?v=3V9uL_ruafU
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