Brief Description

Students read a factual story about one of today’s real issues/problems.  The students will evaluate the story-rating and judging a number of factors, including content, intent, worth, truthfulness, persuasion and author’s purpose.  Following the interpretation of the reading, the students present their views, judgments and findings in the form of a visual/verbal/multi-media presentation.

Standards and Frameworks

Technology Standards

1T-F3: The students use developmentally appropriate technology resources to access information and communicate electronically.

Standard 1-Reading;R-F4-Identify facts and the main idea, sequence events, define and differentiate characters and determine an author's purpose in a range of traditional and contemporary literature. R-F5-Analyze selections of fiction, nonfiction or poetry for their literary elements such as character, setting plot, sequence of events and organization of text. R-E4 Identify the author's purpose, position, bias and strategies in a persuasive selection.
Standard 3-Listening and Speaking-LS-E1-Prepare and deliver an orgainzed speech and effectively convey the message through verbal and nonverbal communications with a specific audience. LS-E3-Interpret and respond to questions and evaluate responses both as interviewer and interviewee.
Standard 4-Viewing and Presenting-VP-F2-Plan and present a report using one or more visual media. VP-F4-Interpret visual clues in cartoons, graphs, tables and charts that enhance the comprehension of text. VP-E3-Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness

Academic

• Students will identify the main idea and relevant facts in the reading selection.
• Students will sequence a series of events from the reading selection.
• Students will compare characters in the reading selection (traits, roles, similarities, differences, etc).
• Students will identify the author's main purpose in a reading selection.
• Students will determine and explain whether the events in the reading selection are real or fantasy.
• Students will identify the author's purpose and use of details to support the purpose.
• Students will categorize their feelings about the events in the story (happy, sad, surprising, most like what reader had hoped for, etc).
• Students will generate an alternative outcome by supplying at least one solution to this particular problem.
• Students will judge the value of the story by listing pros and cons.
• Students will create an opinion regarding the outcome of the story.
• Students will prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience.
• Students will plan and present a report using at least one form of visual media.
• Students will interpret visual clues in the spreadsheet graphs that enhance the comprehension of text.

• Students will use basic vocabulary related to technology and the systems.
• Students will use touch-typing strategies to reach a minimum of 20 words per minute.
• Students will save and retrieve information remotely.
• Students will demonstrate functional operation of technology devices (digital camera, scanner, etc).
• Students will begin to use troubleshooting strategies to solve applications problems.
• Students will accurately input the information into the spreadsheet formula.

Students have been exposed to the computer lab and have been practicing simple keyboarding skills, inputting information as needed, saving and/or retrieving information have been demonstrated.  The students are becoming more comfortable with the correct jargon for a variety  of technological tools and procedures.  Students can state what a spreadsheet can depict.

Materials

Hard copy of Brainstorming Chart
Hard copy of chosen story.  Part I, Part II, Part III, Part IV
Computer with Excel access.
Variety of media tools to choose from in order to complete presentation.

Accommodations for Special Needs

Students with special needs are generally in my group sessions.  The students are encouraged to read and discuss lesson PRIOR to our actual date in the lab, in order to address specific questions and ease their anxiety.  The students are grouped in order to balance strengths and weaknesses.  Extra time is always allotted and generally needed for this population to complete lesson adequately. Parts of story can be read and re-read to students and to each other as needed for optimum comprehension.

Procedures

• Students are provided with a copy of the “Wendy Burns” article (or any other article discussing a controversial issue).
• Students review the vocabulary words listed on the article and highlight or write down any additional words that are “new” to them.
• Students read the article first as a whole class activity-taking turns with oral reading and then individually for increased comprehension.
• Students are grouped appropriately and are asked to discuss the article amongst themselves-assisting each other with inferences and subtleties as necessary.
• The class reviews the brainstorming chart being sure to demonstrate comprehension of specific categories.
• Students again go back into their groups and work on completing the brainstorming chart—each student must place his initials next to each of his contributions.  All students fill out the chart-either a hard copy or online even if they are working as a group.
• Students must “pull-up” the comparison web to scaffold requirements for the character similarities/differences/qualities worksheet.
• Students group up for think-pair-share on how best to portray the results of the brainstorming activity.
• Students are provided time in the lab to complete the necessary work.
• Students are required to produce a visual multimedia production/product to present their findings-minimum acceptable work for this particular group is a spreadsheet depicting a number of judgments/contrasts/etc.

• Was the student able to successfully complete the character comparison worksheet?
• Did the student demonstrate adequate comprehension of vocabulary words, author intent and stated outcome?
• Did the student provide at least one alternative outcome/solution to problem, situation/issue?
• Was the author’s voice accurately represented in the presentation and gathering of information?
• Is their evidence that the student did, indeed follow the brainstorming chart, the scaffolding web and the think-pair-share opportunities to their fullest.
• Was the student able to justify his decision on the most effective way to portray the information gathered and does his/her media presentation depict that information?