OUR GOOGLE DOC FOR TEACHER COLLABORATION ASSIGNMENT


Our LiveBinders Link



Integrating Technology into Real ELA Classrooms


Talk to your host teacher from this semester* and ask him or her for one assignment that they regularly do with students that features a culminating project in traditional print literacy (e.g., an essay, a research project, a Regents essay, etc.). This could be something you observed your teacher teach or it might be something that they haven’t yet done or have been wanting to do.

Explain to your host that this project will not mean more work for them (or additional "hours" for you), but instead is a service that you have been required to provide for them in one of your classes.

Once you have had a conversation with your teacher, your job will be to translate his or her print-based (expressive) literacy project into a correlate assignment that results in an expressive non-print medium. Your goals will be to
  • a) Introduces students to some of the tech tools we have been learning this semester and thereby facilitate digital literacy skills; while
  • b) Either scaffolds or extends the NYS ELA learning goals for traditional print-based assignment;
  • c) Supports diverse learners (abilities, interests, and multiple intelligences);
  • d) Integrates multiple literacies in the classroom;
  • e) helps students build, recognize, and transfer skills and understandings; and
  • f) Fosters lifelong learning.

Final Product
  1. You goal will be to develop a schedule or brief outline of the sequence of lessons and the supporting materials for this unit, and present these materials to the teacher in the format you see on ReadWriteThink.
  2. Create your lesson plan sequence in LiveBinders. Follow these directions in setting up and titling your LiveBinder.
  3. Once you have set up your LiveBinder for this assignment (and have sent me your url and posted it to your Student Wiki page, as specified in the directions in step 2), set up the binder's tabs as follows (and generally following the model of the ReadWriteThink lessons).
  • Preview tab
    • Adaptthe Preview section of the ReadWrite think template to include these new categories:
      • Original Assignment
        • Description and Goal: Here you briefly describe the assignment and identify the goal of the original assignment/lesson(s)/unit
          • Example: Using the novel they were reading in class, students were asked produce will produce a Critical Lens essay for the NYS Regents.
        • Highest level of cognition: Identify the highest level of cognition that is focused upon in the original assignment (according to Bloom's Taxonomy)
      • Technology Integration
        • Overview: Describe the sequence of lessons that you are creating that will integrate technology into the original assignment (or adapt the original assignment using technology). See the Overview section on ReadWriteThink for models.
        • Extension/Integration/Scaffolding: Indicate where in the teachers' original unit or sequence of lessons your "add on" could be integrated. Or, if yours is a completely new unit, simply indicate the relationship of your unit to the teachers.' Include in your language here whether your contribution extends the original assignment, scaffolds the original learning goals, or offers a parallel assignment that integrates technology instead of using traditional print literacies.
        • Long-term objectives:
          • Explain here how your unit/assignment/sequence of instruction:
            • a) Introduces students to some of the tech tools we have been learning this semester and thereby facilitate digital literacy skills; while
            • b) Either scaffolds or extends the NYS ELA learning goals for traditional print-based assignment;
            • c) Supports diverse learners (abilities, interests, and multiple intelligences);
            • d) Integrates multiple literacies in the classroom;
            • e) helps students build, recognize, and transfer skills and understandings; and
            • f) Fosters lifelong learning.
        • From Theory to Practice: Briefly summarize the theory that influences your instructional decision-making and planning. Include Works Cited as modeled on ReadWriteThink. The resources you use will likely be readings we have done for ENG 307; I can help you find other relevant research to support your project, if necessary.
      • OMIT from the Preview tab/section "Featured Resources."

  • Standards tab/page
    • See the Standards tabon ReadWriteThink for an example. In addition to including the NCTE/IRA standards that are included in all ReadWriteThink lessons, we will also be including the ISTE NETS-S and the NYS Common Core ELA standards.
      • New York State P-12 Common Core Learning Standards for English Language Arts & Literacy
        • Specify which single NYS ELA standard the final/culminating activity (expressive literacy/media production) of your lesson sequence most closely correlates with (will likely be a writing or speaking standard). Also provide a link to the standards document. [Note: you may find it helpful to review this NYS-ISTE Crosswalk that we reviewed earlier this semester).
      • ISTE NETS-S
        • Specify which ISTE NETS-S standards your unit/assignment/sequence of instruction fulfills. Also provide a link to the standards document.
      • NCTE/IRA Standards
        • Specify which of the NCTE/IRA Standards your unit/assignment/sequence of instruction fulfills. Also provide a link to the standards document.

  • Resources and Preparation tab/page
    • Materials and Technology: Required. See example.
    • Preparation: Required. See example
    • Printouts: NOT required.

  • Instructional Plan tab/page
    • Student Objectives: List here the principal (main) long-term objectives that will be demonstrated in this unit/assignment/sequence of instruction. See ReadWriteThink for example.
    • Session Overview: Briefly list the procedures to be followed each day during the unit/assignment/sequence of instruction. Use the format found on ReadWriteThink: a) titling separate classes Session One, Session Two, etc; and b) separating each session with a horizontal line.
    • Assessment: Here you will link a rubric that you have keyed to the NYS Regents (even for middle school assignments), using the rubric that we designed for the Radio Show assignment as a model. If you like, you may also include other assessment tools (such as student reflection and self-assessment tools). Consult this sample rubricand template if you like.

  • Related Resources tab/page

  • Comments tab/page
    • Not required.

Assignment from host teacher due Tu April 3
Final draft due April Tu April 17

Presenting these assignments to teachers: We will discuss in class and decide together how to present these units to teachers.


*If you are not currently observing classes in the field, we will try to find you another teacher to work with (or you may have ideas of your own).


This assignment fulfills NCATE/NCTE standards:

Candidates will...
2.5: Make meaningful connections between the ELA curriculum and developments in culture, society, and education

3.6.1: Understand how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students' composing processes, communication, and learning;

3.2.1 Use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching;

3.6.2: Show an ability to construct meaning from media and nonprint texts, and to assist students in learning these processes;

3.6.3: Incorporate technology and print/nonprint media into their own work and instruction; and

4.6: Engage students in critical analysis of different media and communications technologies.