Last Reflections on EDUC 518

I started out in this class thinking that I did not need it because I had already taken a Technology in Education course and it was not required for me. I am so glad I took this class! 

Some of my favorite technology tools discussed this semester were: Podcasts, Digital Storytelling, Mind Mapping, Google Forms and Prezi. I think this class really motivates me to use technology in a number of ways in my classroom when I start teaching.  

I also learned that as an educator continuing my learning in technology is important because new tools and new ways to use them are constantly being introduced.  

Integrated Technology Lesson Plan

Freckle Juice Character Connections

Grade Level: 2^nd Grade

Objectives:

·         Students will create an online mind map (graphic organizer) using Spicynodes to describe one of the main characters Andrew Marcus, Nicky, or Sharon from the book Freckle Juice.

·         Students will describe how one of the following characters Sharon, Nicky, or Andrew from Freckle Juice respond to a major event in the book using a podcast.

New Mexico Common Core Standards:

Reading Literature

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.2.7

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Key Ideas and Details:

CCSS.ELA-LITERACY.RL.2.3

Describe how characters in a story respond to major events and challenges.

Language-Comprehension and Collaboration

CCSS.ELA-LITERACY.CCRA.SL.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Technology Tools:

www.Spicynodes.org to create character mind maps

podcasts to be uploaded to teacher website

Procedures:

Day1:

After reading Freckle Juice by Judy Blume as a class students will create a mind map using spicy nodes to describe one of the following characters from the book Andrew Marcus, Nicky, Sharon.

Day 2:

Students will use podcasts to describe a major event that happened in the book (i.e. How did Andrew react when he found out Sharon tricked him?). Students will make self to text connections by explaining how they would react, feel, or if they have been in a similar situation or had a similar feeling.  The class will discuss their characters and their connections as a class after taking turns in groups listening to each other’s podcasts.

Assessment:

Students will be assessed by finished products of mind maps and podcasts. Mind maps should have at least five words describing the character. An informal assessment will be done during discussion to find out more on why students chose words for specific characters. Class will have prior practice of creating a mind map of a character in whole group discussion during reading of book.

Podcasts will serve as the ultimate assessment for students understanding of characters.  Assessment will show that students recall information from text, and how they understand characters response to the major events of the text.  Informal assessment will be given during discussion of students understanding of characters feelings and self-connections will give more information of this.