Wordle

​​​=​Example Entry=

**Basic Information**
1. Your Name: Nora Begona

2. Lesson/Unit Title: Charlotte's Web

3. Grade Level: 3rd Grade

====*LINKS TO OUTSIDE RESOURCES SUCH AS YOUR PERSONAL WIKI FOR THIS WORKSHOP AND THE TOOLS-STRATEGIES YOU ARE LEARNING*====

PROVIDE ANY LINK TO A RESOURCE(S) (IF YOU HAVE ONE/ANY- FOR EXAMPLE YOU MAY CHOOSE TO CREATE A WIKI THAT DEMONSTRATES THE INTEGRATION OF THE TOOL OF THE WEEK AS WELL AS BLOGS, WIKIS, SOCIAL NETWORKING, PODCASTING/STREAMING, ASSESSMENT, AND INTERNET SAFETY.

LINK URL: [] Link to my blog: []


 * Part I.**

4. Standards State Goals: 1. Read with understanding and fluency 5. List the content and technology standards you want to address with this unit.

6. Lesson Goals and Overview or Description 2. Read and understand literature representative of various societies, eras, and ideas 3. Write to communicate for a variety of purposes

7. Information on your goals, topic, and how the lesson/unit fits into your overall curriculum Students will pretend that they are spiders and write astory about them, their webs, their victims, etc.


 * Part II.- Blogs**

8. Blog (Your URL with a link to it here)

9. Describe how you could use a teacher blog to engage students in this lesson or unit. Explain how you could manage student blogs and how you might involve others in providing feedback for your students on their writing.


 * Part III. -** **RSS/Social Bookmarking**

10. List some of the URL’s that you found that will be helpful for either teacher preparation or student research for this unit. Keep a record of where you have included your bookmarks or subscribed to your RSS feeds.

-[]

[|http://www.timrylands.com]

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 * Part IV. - Wikis**

11. How might you use a wiki to enhance this unit or how could you have your students contribute to another wiki site to share their knowledge of content you are studying with the global learning community? Simple, I will tell parents about their cildren wikis and make them participate sharing with them the reading the materials presented


 * Part V.** **Podcasting/Streaming**

12. Share the titles and links to podcasts and/or videos that you found related to your lesson topic. How do you plan to integrate them? How might you create a podcast or video with students to enhance this unit?

I always integrate videos in my classes and I think that the children can do it in their wikis, most of them are visual and things are better understood.

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 * Part VI****- Assessment**

13. What procedures will you follow and/or what resources will you use to assess student understanding throughout this unit. We can work on a topic related to what they have designed in their wikis. If We are dealing with American Black History we can have an assessment on that.


 * Part VII** **- Internet Safety**

14. What strategies will you take to ensure student safety as you integrate these new tools. Also use this space to post any additional notes regarding integrating Read/Write Web tools into your curriculum. Using only sites that my shcool has, if they have to look for videos they can work with United streaming, if they need information for their wikis, they can research in net trekker or Brain Pop.


 * TEMPLATE FOR ALL PAGES IS BELOW BETWEEN THE GRAY LINES. JUST COPY AND PASTE AND THEN COMPLETE YOUR ENTRY. ** **PLEASE ENTER YOUR ENTRY AND THEN CHANGE THE COLOR TO "RED" USING THE TOOL BAR (ALWAYS IN EDIT MODE).**

Name: Amy Fraboni NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): From the Guidance K-5 SCOS Competency Goal 1 - The learner will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. (National Standard 1) Link: [] Explanation (ELABORATE): For integration with our Leader in Me implementation and in accordance with the above goal, students will be given scenarios in which they must decide which of the 7 Habits (Stephen Covey) they think applies. They will add each of their habits to the wordle. Discussion can follow about which habits may stand out more than others and why. Peer Comments:

Name: Terri Carpenter

NC Standard Course of Study (North Carolina Standard Course of Study, Please include the objective and goal number as well as a written explanation): The learner will acquire the attitudes, knowledge and interpersonal skills to help understand and respect self and others. (National Standard 7) 7.01 Develop a positive attitude toward self as a unique and worthy person. 7.03 Manage feelings. 7.09 Consider individual differences The learner will make decisions, set goals, and take appropriate action to achieve goals. (National Standard 8) 8.04 Develop effective coping skills for dealing with problems. This activity and discussion will help the students to understand their feelings, have empathy for the feelings of others and how to make goals and cope with struggles.

Link: http://www.wordle.net/show/wrdl/1669543/%22The_Climb%22_by_Miley_Cyrus

Explanation: I have a counseling group called “Surviving Sisterhood” in order to help girls develop healthy female relationships. After listening to “The Climb” by Miley Cyrus, I would use this Wordle to use keywords for discussion points to help them understand and manage their own feelings and have empathy for others. Then I would have the students journal their thoughts on their private “climbs” (goals, struggles, challenges, etc.) Then they can use these journal entries to create wordless illustrating their personal climbs.

Peer Comments:

Name: Paula Brown

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): BU 01.01 Understand the purpose & functions of business. Link: []

Explanation (ELABORATE): Students will explore, distinguish and define the different functions of business. Upon completion, students will create a wordle that showcases their information with the name of the six functions highlighted.

Peer Comments: Nice wordle, full of terms. Gave me an idea for Accounting. Elsbeth Johnson Paula, I like your idea. I may use this in my Career Management class. It would be great to use with the parts of a resume or parts of a business letter for DCS. Yvonne Cockerham Paula, I will definitely use this idea in my 6th grade exploring business technology classes--Joyce Roberts.

** Activity using Wordle **: By Elsbeth Johnson

Standard Course of Study : [|http://www.ncpublicschools.org/cte/business/curriculum/programs/] [|Objective] : Unit I - Internet Objective 1.01-Internet Search Tools and Methods Objective 1.02 URL Anatomy, Authenticating Content, Copyright Objective 2.01 Electronic Communication Objective 2.02 Online Safety Link: []

Elaborate: As a warm up students are asked to use Wordle to develop a cover page for their Internet Unit in their Portfolios. They will type as many words as they can remember, but there must be a minimum of 25 words, that are associated with the Internet objective and design their page. They will be allowed to print the page in color. In addition, they are to send to me via their student email account the URL where their Wordle can be found. Since I haven't gotten the class Wiki set up for student access yet, I will post the URLs. Hope to get the Class Wiki up real soon.

I could use this for my internet safety activity for my students. Nice Job!-Kim Speight I like your idea of using the Wordle as a cover page for a unit. I just finished this unit in Computer Apps I. but I could use it with my middle schoolers. Yvonne Cockerham Elsbeth, Your idea of using Wordle to create a cover page came just in time for me to use it with my 6th grade exploring business technology students. We start our internet safety unit this Wednesday. I have an internet safety snowman recipe that you might like to use with your students. The recipe comes from the "Use Your Netsmartz" site. Each part of the snowman represents one rule about internet safety--Joyce Roberts Joyce--Sound great. Thanks.
 * Peer Comments:** I like your wordle. This would be a good activity for my 2nd grade students when we start our computer classes at the beginning of school. Dawn Roberson

Name: Dawn Roberson NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Goals:
 * 2.01** Read and comprehend text (fiction, nonfiction, poetry, and drama) appropriate for grade two by:

**3.03** Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts, text features ).
 * locating information for specific reasons/purposes.

Link: [] Idea for teaching features of NF text (2.01 & 3.03)
 * Explanation (ELABORATE):**
 * 1) Identify features of NF text by reading and discussing NF materials
 * 2) Students will take pictures of these NF features from various sources using a digital camera. They will print a contact sheet of their photos. Next, they will cut, glue, and label the photos in their writing notebook. Lastly, using their own words, they will write a description of each feature beside the picture.
 * 3) Students use Wordle to type the NF features, and in their own words, they will write the meanings. They will print this page to put into their writing notebook to reinforce these features.

Peer Comment: I will have to remember to have my students do a similar exercise when they learn how to format Table of Contents in Computer Apps. Elsbeth Johnson

I will remember this when my students start on their Career Projects hopefully all the ink want be out by then. Nice job! Kim Speight

Neat idea--you could even get the students to brainstorm the list in a circle map and then type the words/phrases into Wordle (this would be a way to scaffold students who can't come up with all those phrases themselves). I love that this is a way to get them to put their ideas into a new and interesting format. by Vickie Sutton

Dawn, I think this is an effective way to get students to remember what the elements of Non-FIction are.....they will remember that cool word picture they created in Wordle. -Leigh

Name: Vickie Sutton

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): ** 3.05 ** Locate and discuss examples of an author's use of: kinds of sentences (declarative, interrogative, exclamatory). capitalization (titles, dates and days, names of countries). punctuation (exclamation marks, commas in dates, and to introduce dialogue and quotations). use of paragraphs in texts and their effects on the reader. genre(s) and specific word choice (s). 3.03 Explain and describe new concepts and information in own words (e.g., plot, setting, major events, characters, author's message, connections, topic, key vocabulary, key concepts , text features). 3.06 Discuss the effect of an author's choices for nouns, verbs, modifiers and specific vocabulary which help the reader comprehend a narrative or expository text.
 * 3.04** Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard . (e.g., read aloud by teacher, literature circles, interest groups, book clubs).

Link: []

Explanation (ELABORATE): After reading a book like __Sing, Sophie!__ by Dayle Ann Dodds I would have students type in key words from the story (possibly about the character), to make a visual character description or response to the story to share with their group. This would be obj. 3.05 which is “Locate and discuss example of author’s use of …specific word choice.” We would use the Wordles to discuss the impact of the author’s choice for modifiers, specific vocabulary, etc. (obj. 3.06), as the more memorable ones would be the ones that showed up in the Wordle because they stood out to the reader (caterwauling, “song in my heart”). We could also incorporate obj. 3.03 as students uses their own words to describe the characters, too. They would share their Wordles and discuss in groups. I would introduce this whole group with an interactive read-aloud and the Promethean Board/projector, then do another read aloud and let kids do their own.

Peer Comments: Looked at your wordle, nice job--Elsbeth Johnson

Vickie, I will definitely use this idea with my students. I love __Sing, Sophie!

I am just glad you did this so I could remember where I got the word "caterwauling" - Great Job! ~ Tina Rorer__

Vickie, excellent way to get students to notice descriptive writing. This sounds like my kind of picture book! -Leigh

Vickie, the language in this book makes for a great wordle and class discussion about the author's word choice and why that specific character is associated with those words -- nice choice! If you had multiple characters, could you leave the characters' names out of the wordles and have the students guess or infer who the wordle is referring to and why? by. K. Garcia

Name: Leigh Bright

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Information Skills (6-8) 1.09 Recognize ideas produced in a variety of formats 4.07 Organize and use information 4.09 Produce and present findings in various formats

Link: [] Explanation (ELABORATE): My Battle of the Books students are reading from a list of state-selected books in order to compete in a competition in March. I would like to use wordle as a tool to help them understand important concepts in each of the books. All of the students are NOT reading the same books because there are 27 in all. Wordle would be a good way for students to see quick concepts of books that they may or may not get to read in preparation for the competition. This would also be a good way to promote a book to another student. Students could incorporate characters names, details about the setting, names of events, etc. into their Wordle. I have also thought about using Wordle as a game--maybe flashing a Wordle onto a Prometheum Board for 15 seconds to see if students could guess to which book I was referring.

Peer Comment: From Elsbeth, I thought the layout and font selection was really cool.

Peer Comment: I love this book, by the way! This would be a great way to also check for student knowledge of Title and Author information that is necessary for the kids to know before they go to the BOB competition. I know I always used to struggle with ways to get the kids EXCITED about memorizing the titles and authors, which just has to be done! Maybe the kids could make a wordle where they demonstrate knowledge of titles and authors by matching them up in the text box using the ~ to link them. Great activity! Emily Myers

Peer Comment: I think this a neat idea, and maybe even a way to lead into book talks by your students. By identifying key words/phrases, even characters, etc., you are getting kids thinking about what they could tell others about this book. Maybe they could use this as a starting point for a book talk to a small group or even a whole class in addition to promoting the book to another student. You are very good at engaging middle school readers!--by Vickie Sutton

Leigh, I think using this educational tool to play an educational game to prepare your Battle of the Books students for their educational battle is a great idea!--Joyce Roberts.

Peer Comment: I like this Wordle because it creates interest in the content of the book! I want to read this one. - Terri Carpenter

Name: Nancy West

NC Standard Course of Study: 1.02 Respond reflectively through class discussion to written and visual texts by demonstrating an understanding of media's impact on personal responses and cultural analyses

Explanation: I would like my students in English II to create Wordles based on student-selected phrases from the Edith Hamilton's story of Perseus along with a given number of their own descriptive words and phrases which exemplify their concepts about both the hero and his story. I would like them to be able to post their Wordles online, along with a written explanation about why they chose the phrases they did and what the believe the cultural values to be of the ancient Greeks. I'd also like them to compare or contrast those values with the cultural values of American teenagers today. (Note: I don't know if all of this is possible, but it's a goal.) Link: []

Comment: You have really taken this assignment to a higher level by asking the students to explain why they chose the phrases. I will have to remember that next time.--Elsbeth Johnson

Name: Tina Rorer

NC Standard Course of Study ( [|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation):
 * English/Lang Arts**
 * 2.06** Recall main idea, facts and details from a text.
 * 2.07** Discuss similarities and differences in events, characters and concepts within and across texts.
 * 1.01** Use phonics knowledge and structural analysis
 * Information** **Skills**
 * 1.01.11** Read, view and listen to selected picture books in preparation for a discussion of the elements of the story–character, plot, cause and effect, and type of ending.
 * 1.05** Demonstrate sense of story (e.g., beginning, middle, end, characters, details).

Link: []

Explanation (ELABORATE): After reading various Dr. Seuss books with different 2nd grade classes, we would make a list of the main characters in each book within a Flipchart on the Promethean board. Each class would add to the list reading a different book. Each class would then copy and paste the list (as a group) to make a wordle of the characters in the Seuss books. This way, characters such as Horton, who are in more than one book, are listed each time they appear in a book. Once we were finished with this activity, we would print out the class wordle and the students could get into groups to do their own wordle on the laptops. This wordle would be using words that rhyme with cat to go with the Cat in the Hat.

Peer Comments: NIce way to work on phonics using technology (using rhyming words in their own wordle). I love the way you are using the wordle to work on characters, too. It's a neat way to work on on the elements that students need to know when they are doing retelling for K-2 Assessment--by Vickie Sutton I love it! Could the students be given other words besides cat so each group is working on different rhymes??? Great connection to showcase at Read Across America Day if you are using Dr. Seuss or celebrating this. by K. Garcia

Name: Emily Myers

NC Standard Course of Study Objective, Language Arts Grade 8 1.02 Analyze expressive materials that are read, heard or viewed

I would like my students to create a wordle upon completion of our class novel, To Kill a Mockingbird. To begin, I will have them create a list of important characters, themes and ideas. They will then 'rank' these characters and themes in their list by repeating the most important more times, so that it appears larger on their completed wordle. By viewing each student's wordle, I will know immediately which ideas and characters they think are the most important in the novel. I will then ask then to justify their color choice for their wordle and how it is linked to the story. Students will then be asked to present their wordle to the class and provide justification for the largest or most important character/idea on their finished product. This wordle will then be used as the cover page for their final paper about character development and theme in To Kill a Mockingbird.

[|http://www.wordle.net/show/wrdl/1666463/TKM]

Peer Comments: Emily, I like the idea of ranking the importance of the characters so they are more prominently displayed in the Wordle. Great idea!! Yvonne Cockerham Me too -- I showed my students how they could emphasize the words today by making them larger and they really enjoyed this feature. I am so glad we were given this tip -- it has opened so many more interpretative elements that students have to then justify when they are creating. What a great way to get at theme and promote higher level thinking. K. Garcia

I like the ranking because it encourages students to engage in critical thinking!-Terri Carpenter

Competency Goal 2 The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.

2.04 Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

I would like that my students use Worldle to post information about a previous investigation about Black History Month in North Carolina. It must include main apparts in Spanish and comments they want to add. They have to use simple past tense verbs.

MERLY VILORIA

Comment: Good idea. Do you have the URL where we can see your product? Elsbeth Johnson

Name: Kim Speight

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Competency 3.00 Apply proofreading skills in keyed documents. Objective 3.01 Interpret proofreader marks

Link: http://www.wordle.net/show/wrdl/1666195/Kim_Speight%27s_Wordle_for_Keyboarding

Explanation (ELABORATE): Have students complete the Identifying Proofreader Marks Gallery Walk Activity. This activity will have the words from Wordle displayed on LCD projector and students’ will have a copy. Students are to match the definitions with the words. The definitions will be displayed all over the room and the students will need to take a gallery walk in order for them to complete activity. Answers will be read aloud.

Peer Comments: This is a great way to incorporate a gallery walk and technology. Have you thought about using this activity as an assessment or as a way to check for understanding? Emily Myers (Emily I do use this as an assessment just forgot to mention this, this is the purpose of the activity)Kim That proofreading marks section is my least favorite. What a cool way to cover it. Great idea!! Yvonne Cockerham

Name: Kelly Garcia

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): ELA Goal 1.02 Explore expressive materials that are read, heard, and/or viewed by creating an artistic interpretation that connects self to the work.

Link: <a href="http://www.wordle.net/show/wrdl/1666474/Roy%27s_Montana"

Explanation (ELABORATE): We are reading the novel Hoot to cover many objectives for our ELA goals 1 and 5. We have spent some time studying Carl Hiaasen's use of word choice and voice to help us visualize what we are reading. After re-reading some passages where Hiaasen does an excellent job creating pictures for us with his words, I will have students use sensory language to describe a favorite place or a disgusting meal they vividly remember (both topics are also used in the novel). The students will focus on selecting words that helps us see, hear, taste, smell, and feel their topic. We will type our ideas in a Pages document and then paste into wordle.net to create our artistic interpretations that connect ourselves to the author's style and ideas in the text. I am still trying to think a great way to showcase our work and allow for peer review. Any suggestions?

Peer Comments: Your idea gave me the beginning of an idea to have my AP Seniors work with poetry in somewhat the same way... They could be working on individually-selected poems and select words in them that illustrate given literary terms (imagery, connotation, etc.). Perhaps we could post the poems in the hallway, the students' wordles underneath, along with an explanation by the students, and then do a gallery walk where students would read and comment on each other's work. I am just starting to work with this concept using sticky notes, but if there were a way to do it online, that would be even better. Could any of this work for y ou? Nancy Nancy -- right now I am toying with the idea of having their peers evaluate their wordles for sensory language using a rubric and then putting the students' work into a slideshow to showcase during class. I love the idea of using the wordles with poetry because word choice and symbolism is so key!!! Thanks! K. Garcia

Peer Comment: This is a great idea! I would love to 'borrow' this idea and use it with my 6th grade enrichment writing group. We have worked a great deal this nine weeks on the idea of 'showing' not 'telling' when it comes to providing descriptions in our writing. The kids were writing things like, "it was cold' instead of, 'I had goosebumps and could see my breath in the air'. This activity would be a great way to showcase their new skill! Have you thought of creating wordles using any of HIaasen's other works? He is a great subject for an author study, as he has a very easily identifiable voice. Great work!

Kelly, this is a wonderful idea to incorporate any kind of literary terms into a language arts class. I am sure the kids will have fun with it--before long they will be embedding these into keynote presentations! Leigh

<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Name: Yvonne Cockerham

NC Standard Course of Study for Computer Applications 2.
 * <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Objective 3:03 Exploring Virtual Reality Design and Use **<span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">

Link: [] <span style="color: red; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Explanation : Have students research on http:// [|www.webopedia.com] the types of Virtual Reality, Interface Devices and Interface Systems of Virtual Reality. Using their results students then create a Wordle to display the terms they researched and display them. This will be a great way to introduce key vocabulary at the beginning of this unit.

Peer Comments:

Name: Joyce Roberts

NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Unit B 4.00 Utilize word processing software. 4.01 Identify advantages and uses of word processing. 4.02 Identify and explain word processing terminology.

Link: http://www.wordle.net/show/wrdl/1668737/Word_Process_Business_Computer_Technology Explanation (ELABORATE): I will divide my students into small groups and have them "turn and talk" about word processing software--How is it better than writing a paper? How can they use it in class, at home, on a job, in college? Then, each group will present their thoughts and comments to the whole class. As each group is presenting, students will create a list of word processing terms mentioned by each group. Then, after discussing these terms, I will demonstrate how to put the terms into a Wordle, then each student will create their own word processing Wordle.

Next, students will use word processing software to type a poem, entitled, SnowFlakes. The class will discuss the meaning of this poem, and how it relates to them. How are we all alike? How are we all different. After students type, proofread, edit, and print their poems, they will put their own names and words into their Wordles that describe how they, themselves, are unique. What makes them special? We will use the digital camera to take individual pictures, and place each students' picture into a student-created polygon snowflake. Each student's typed poem, Wordle, and picture in a snowflake will be displayed for all to see.

Peer Comments: