Victoria

=**Learning and Teaching with Web 2.0 Tools Lesson-Unit Plan**=

As a final product, participants will complete this outline as to how they can integrate the Read/Write Web tools into a lesson or unit they currently teach. In addition, participants will maintain a blog throughout the course in which they will reflect on what they are learning. Participants will be expected to view the blogs of their fellow participants periodically and leave comments several times during the course. Course Facilitators will also monitor and comment on all participant blogs throughout the course.

==== **PLEASE USE THIS SPACE THROUGHOUT THE WORKSHOP TO CREATE YOUR FINAL PRODUCT (THIS IS YOUR FINAL PRODUCT). THIS WILL KEEP YOU WELL PACED TO EASILY COMPLETE THE WORKSHOP IN GREAT FASHION. THE WORK OBSERVED HERE WILL BE YOUR GRADED FINAL PRODUCT. NOTE THAT ALL WORKSHOP PARTICPANTS CAN SEE YOUR EFFORTS WHICH IS CONSISTENT WITH 21ST CENTURY LEARNING AND COLLABORATING- PUBLISHING TO A WORDWIDE (LARGER) AUDIENCE).** ====

**Basic Information**
1. Your Name: Vickie Sutton

2. Lesson/Unit Title: Using Web 2.0 Tools to Improve Writing Instruction, to Share Writer’s Workshop Ideas, and to plan lessons

3. Grade Level: Teachers for grades K-2, students K-2 (writing lessons), and students grade 2 (Wordle, blogs, etc.).

*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:


 * Part I.**

4. Standards __** NETS_T **__ __** ELA SCOS grade 2 **__ Competency Goal 3 The learner will make connections through the use of oral language, written language, and media and technology. Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts.
 * 1) 2. Design and Develop Digital-Age Learning Experiences and Assessments
 * 2) 3. Model Digital-Age Work and Learning

5. List the content and technology standards you want to address with this unit.

NETS_T Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
 * 1) 2. Design and Develop Digital-Age Learning Experiences and Assessments
 * 1) 3. Model Digital-Age Work and Learning

__**ELA SCOS grade 2**__ Competency Goal 3 The learner will make connections through the use of oral language, written language, and media and technology. Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts. 4.07 Compose first drafts using an appropriate writing process: planning and drafting. rereading for meaning. revising to clarify and refine writing with guided discussion.

6. Lesson Goals and Overview or Description Teachers will use digital age learning experiences and contemporary tools (Wordle, blogs, etc.) to learn from each other regarding the writing process and how to implement strategies in Writer’s Workshop. They will engage in discussions about topic choice, book selection and what strategy/trait to teach from using that book, how to implement conferencing during workshop, and various strategies for management of the Writer’s Workshop. ||
 * (Include information on your goals, topic, and how the lesson/unit fits into your overall curriculum)

7. Information on your goals, topic, and how the lesson/unit fits into your overall curriculum As Literacy Facilitator, these tools will help me network information out to teachers and get teachers collaborating more about their writing instruction and their students’ writing. Our end result, of course, is improved writing instruction and improved writing by our students.


 * Part II.- Blogs**

8. Blog (Your URL with a link to it here) **http://vickiesutton.edublogs.org/**

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. My blog will be more for teachers, and I will provide feedback, along with other colleagues that post comments, I am sure. I would check daily for new posts and comment accordingly, with new postings from me at least weekly or bi-weekly. If I were using blogs for students, I would use the one class blog that kids would post to. After reading a book like __Before I Was Your Mother__, students could post comments and reflections about their own memories (“I wasn’t always a second grader, I used to be a kindergartner who took a nap every day). They could even ask their own parents for stories from their childhood (as in the book) and share those on the blog. This would give them practice with researching and asking questions and reporting back answers to share. It would also be a neat connection with their parents. Students could see if their parents had common experiences, having grown up around the same time.


 * 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. - [] - [] - [] - []

I keep up with them at Bloglines http://www.bloglines.com/sub/http://vickiesutton.edublogs.org/feed/

Sites I bookmarked: Everyday Readers/Writers Workshop;// __http://readerswritersworkshop.blogspot.com/__ //Jennifer Myers • Readers and Writers Workshop;// __http://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopapproach.htm__ //Jennifer Myers • Rituals and Routines;// __http://quest.carnegiefoundation.org/~dpointer/jennifermyers/settingnorms.htm__ //MandyGregoryWritingSite;// __http://www.mandygregory.com/WritersWorkshop.htm__ //proteacher.com/070038.shtml.webloc;// __http://proteacher.com/070038.shtml__ //Writer's Workshop - Introduction;// __http://www.teachersfirst.com/lessons/writers/index.html__ //www.teachersfirst.com/getsource.cfm?id=4122;// __http://www.teachersfirst.com/getsource.cfm?id=4122__//


 * 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?

Teachers will use the resources on the shpliteracy wiki to improve their own reading and writing instruction. They will share resources and use the guiding documents about Writer's Workshop and Guided Reading found on the wiki to improve reading and writing instruction. Using the wiki will help teachers with the stated ELA goals/objectives. NC Standard Course of Study ([|North Carolina Standard Course of Study], Please include the objective and goal number as well as a written explanation): Current **ELA** **SCOS __4.07 Compose first drafts using an appropriate writing process: planning and drafting. rereading for meaning. revising to clarify and refine writing with guided discussion.__** **__1.04 Apply knowledge of all sources of information (meaning, language, graphophonics) to read a new text silently and independently.__**

(These are the goals teachers would be working with students to meet, and their purpose in using the wiki and its resources). Link: __http://shpliteracy.pbworks.com/__


 * 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?

-@http://t2.com/waterbuffalo/ (great example of digital storytelling for our students as they follow the story of this family and how important a water buffalo can be, depending on where you live, etc. I can see doing some kind of digital storytelling follow up like the CBS news spot used to do, highlighting someone's real life story, or a story from their own family). -Room 208 Podcasts (great example of kids doing the podcasting for authentic purposes--making a "news" spot or the "question and answer" segment. I love them explaining the "master objective." It was also a great example of how podcasts don't have to be perfect to be effective. They sound like real kids talking to other real kids. I would love to get students to use podcasts like these examples and also to publish their stories or nonfiction writing for a 21st century twist on publishing (versus rewriting or typing).

These skills will be particularly important if the draft of the New Essential Standards for ELA is accepted. It has an objective for prosody and oral presentation: C.2.1 Use appropriate rate, prosody and volume when orally presenting.


 * Part VI****- Assessment**

13. What procedures will you follow and/or what resources will you use to assess student understanding throughout this unit. For students: I will use conferencing (recorded in conferencing notebook) to assess student understanding of the writing process and of their own development as a writer (strengths/weaknesses). I will also use student work products (finished pieces) to see how they are doing with revising, editing, and the six traits of writing. We have a checklist /rubric that we use at Snow Hill Primary to assess writing at different grade levels. It incorporates the six traits and use of writing process. For teachers: I will use conferencing/personal contact with teachers to assess their understanding of writing (process and traits). I will also use my blog (posts/comments) to assess informally how my teachers are coming along and to determine where I need to focus more attention in my litbits (staff development) sessions or where I may need to do a little coaching.


 * 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. I will continue to use resources like NC WiseOwl, Nettrekker, and Enchanted Learning to access information for our nonfiction writing research. This means my students won’t be doing a general “Google” search where anything with certain key words could come up. I also will continue to put my sites, activities, etc. for a lesson in a folder on the desktop so that my kids can just open the folder and click on the resource sometimes (and for younger kids). I will also be very diligent with monitoring, using proximity to make sure that kids stay on task and keeping their monitors in sight so I notice when something “strange” pops up. I will also talk to my students about what to do if something strange comes up or something that isn’t what we’re working on (raise your hand, close your computer, turn your screen away, etc.). I am glad that I have learned about VoiceThread, wikis, blogs, podcasts, RSS feeds, etc. and will continue to use them in my role as Literacy Facilitator to provide information to my teachers and also receive information from them regarding their literacy instruction.