Final+Technology+Plan

Final Technology Language Arts Plan for Eighth Grade 2006-2007, Mariner Middle School Diane Saienni Albanese, NBCT July 9, 2006 This plan is definetly an action plan. I will present it to the District Curriculum Director to get his support. The plan is different in many ways from the one I presented to the class. I reformatted it to easily go to my wiki and expanded the ideas to include my plan for collaboration and evaluation.

Intention: To revise current curricular lessons and project to embrace the philosophies of
 * Student centered learning
 * Constructivism
 * Project based
 * Collaboration
 * Problem-solving
 * NETS

Freewrites – Students write – self selected topics, ideas 5 Traits of Writing Personal Narratives/Stories Reflecting on learning Word Study Technology – · Word Processing · Internet navigation · evaluation of web source information · exploration of available tech tools Group work concepts · community of learners · role of teams · collaborative structures Reading · evaluation (STAR) · journaling/blogging Assessment · peer and teacher assessment for projects and procedures student-created rubric for writing and reading Post it Project- using computer generated language/visuals to define self Personal narrative Reading logs Setting up email, blogs, listserves, wikis Care and maintenance of laptops, cameras, printer Listserv – student need driven Email Blogs · Whole class questions – internal · Journaling as reflection of learning, reading log Semantic networks · Concept maps · Student driven maps perhaps on friendships Class Wiki- student directed topics which may include · Web sources and web safety · Word study – etymology of words, purpose · Authors we love to read What good writers do
 * Grading Period:** 1 Sept – mid Oct
 * Essential Questions**:
 * Why we write? How does it matter to you?**
 * Why we read? How does it matter to you?**
 * What is the source of language?**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**
 * Projects/Procedures:**
 * Technology:** Class Website – defining purpose

Essential Questions: What can authors teach us about writing? Freewrites Poetry Biography/Short Story Technical Texts/writing Research Authors News – multi-source · web using an aggregator · print - News Journal Group Work · research Poe, Milton · word studies Assessment · tests, peer driven reviews of research, portfolio assessment from self and teacher according to a rubric referring to the nature of research Reading · independent, students choose books, downloads of free audio files · reading circles based on genre and interest
 * Grading Period:** 2 Mid Oct- Nov
 * How can words move us?**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**


 * Projects/Procedures:** Milton Poetry – who was John Milton and why should we care (//I teach in the town of Milton and the students write about him for the Milton Poetry Festival. Their writing wins awards, recognition//)

Authors Research Edgar Allan Poe – whole class research of his life and readings of his short stories

John Milton – whole class research of his life – related to · town of Milton · his poetry · Use of language – how it changes thru time Listserv – driven by students needs and ideas Email Blogs · Value of student/teacher feedback (comments) · Reflection of learning, reading log Wikis – · Word studies · Authors we love · Author bio info Poe and Milton · Student-directed info Graphics · Copyrights · Clip art/graphics · Cameras/video Aggregator - News on Net
 * Technology:** Class Website – defining purpose

Authors Research News – multi-source Group Work · Students meet in groups to discuss their author research, revise drafts, and gather information about sources Assessment · On-going research revisions in teacher/student writing conferences, group conferences and peer editing processes · Self- evaluation – use of a checklist to compare revisions with agreed upon best practices · Rubric scoring of the final research paper, project and presentation by self, peer and teacher. Reading Reflection in the blog Author Research Students choose an author of historical significance, research biographical information on-line, create notes with understanding of copyrights, organize notes into a suitable order, write a draft, revise in group, edit and publish. Publication of the research paper is electronic with opportunity for class review and input. Their culminating project will grow from this – the format will come from the students and be based on their interests. The project will have a class presentation in some form Class Website – partial student control of content and purpose Listserv – driven by students needs and ideas Email Blogs · Internal used to for controversial, current topics · Evaluation will be for completion, not content · External –reflection of learning, reading log Wikis – · Word studies · Authors we love · MLA research methods · Collecting of bios of significant authors · Student-directed info Aggregator - News on Net
 * Grading Period:** 3 Dec-mid Jan
 * Essential Questions:**
 * How can writers best convey a person’s life?**
 * What do we learn from reading and writing biographies?**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**
 * Reading a book or excerpt of from their author of choice
 * Projects/Procedures:**
 * Technology:**

Essays with emphasis on the 5 traits Evaluation · self and peer for drafts and revisions with teacher conferences Text-based writing Reading · Novels – Anne Frank? News Race to the Finish · Series of essays written to a prompt with emphasis on the 5 traits and voice · DSTP tips for scoring high on text based and stand alone Class Website – student teacher collaboration Listserv – student need driven Email Blogs · Reading- reflection of learning, reading log Semantic networks · Upgrade - ideas to include writing concepts – 5 traits Class Wiki- student directed topics · What works to increase reading and writing score · Authors we love to read Science and SS wiki info
 * Grading Period: 4** mid Jan-Feb
 * Essential Questions:**
 * What role do journals and diaries have in history? In personal life?**
 * What qualities are the best to portray as a writer on the state writing test?**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**
 * Projects/Procedures:**
 * ·** Evaluation according to models
 * Technology:**



Why is the essence of a poem? Is that important to the human condition? Freewrites News – multi-source · web using an aggregator · print - News Journal Group Work · teams of students collaborate to revise and edit poems · create poetry projects to share Assessment · discussion of evaluation of poetry Reading · independent, students choose books, downloads of free audio files Poetry Portfolio · S read and listen to poetry, rap, music lyrics · Study elements of poetry · S create poems based on some structured activities at first · S write poetry S determine good ways to convey poetry – possible podcast or video/audio combination, poetry slam, posting on the website Podcasting Class Website – repository of published class work, podcasts, links, news Listserv – student need driven Email Blogs · Postings of self selected poems, responses to questions raised about poetry/rap/words · Journaling for self discovery Semantic networks · Relationship of poetry to self/world Class Wiki- student directed topics which may include · Nature of poetry · Poets we love · Poems we love · Word study – etymology of words, purpose Poets we love to read
 * Grading Period:** 5 Mar- mid Apr
 * Essential Questions:**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**
 * ·** reading circles based on genre and interest
 * Projects/Procedures:**
 * Technology:**

Technical writing News – multi-source Group Work · Students meet in groups or pairs to brainstorm, discuss their lifestory, revise drafts, and create final presentation
 * Grading Period:** 6 Mid Apr- May/June
 * Essential Questions:**
 * Why we write? How does it matter to you?**
 * Why we read? How does it matter to you?**
 * How will you represent yourself?**
 * Writing/Reading/Technology Skills**
 * Collaboration and Evaluation:**

Assessment · Tests, peer reviews of technical writing, portfolio assessment from self and teacher according to a rubric · Rubric scoring each piece of technical writing, project and presentation Reading · Books of interests Summary of year’s reading with reflection and consideration given to the big questions posed in September Lifestory Project “You are the Author of your own Lifestory.” Using this quote we proceed with the final project – students view themselves as authors - create documents that best represent self - resume, biographical sketch, friendship map, thank you letter, brochure, certificate, cartoons, pictures, any other suggestions. Review of their own portfolio and creation of CDs to represent the year’s work, also discernment of what to place on website
 * Projects/Procedures:**

This includes new technical writing and other forms that are review. Outcome can take on many forms of presentation, including, display, multimedia, performance. Class Website – how to finish off the part that holds students work? What should stay and what should go? podcasts, links, news Listserv – student need driven Email Blogs · Postings of self selected pieces, responses to issues about what to use on for Lifestory · Journaling for self discovery, projections to the future, high school choices, plans · Postings that grapple with the big questions, why do we read? Why do we write? Semantic networks · Relationship of self to people and ideas Class Wiki- student directed topics which may include · Nature of job seeking · The nature of technical writing (resumes) · Word study – etymology of words, purpose
 * Technology:**