Embedded Files
Texas State Standard:
Texas State Standard:
RULE §110.5 English Language Arts and Reading, Grade 3, Adopted 2017
(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(A) describe personal connections to a variety of sources, including self-selected texts;
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;
(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(B) develop and follow a research plan with adult assistance;
(C) identify and gather relevant information from a variety of sources;
Learning Objective:
By the end of this lesson, students will have developed a plan for an informational essay by using information from multiple sources to gather information utilizing Google Slides, as a brainstorming technique, to organize their information. Students will use their Google Slides assignment to develop an essay in response the prompt “Choose a country and research their traditions, then write about how you might celebrate your birthday if you lived in that country.” Students’ essays will be graded by use of Standard Based Grading, with scores of 1 (Developing), 2 (Approaching), 3 (proficient), and 4 (mastery). Students showing competency in showing awareness of differences in society, will receive a score of 3 (proficient), or 4 (mastered).
Use of Technology in the Anticipatory Set:
The teacher will begin the lesson by telling the students that they will be conducting research to gather information about different traditions in society.
The teacher will then share this video: https://www.youtube.com/watch?v=RwSYrsjTiW4
The teacher will then discuss some examples of different societies and cultures as shown in the video.
Use of Technology to Model:
The teacher will introduce the prompt to the students and show the following video:
https://www.youtube.com/watch?v=IWLGvaeDAlU
The teacher will introduce the research engines (link below) and the virtual tools that will be used and explain how to properly use them to research and gather facts about the country that they choose as part of prewriting for their essay.
Use of Technology in Guided Practice:
The teacher will then ask students to get their Chromebook out and log in. The teacher will ask students to open each of the websites below. She will have her screen projected on the board so that students can follow along and show students what each website looks like.
https://www.factmonster.com/
kids.get.epic.com/students
https://www.pebblego.com/
The teacher will give the students 3-4 minutes to quickly familiarize themselves with the websites. While students are doing this, the teacher will walk around the room and assist students as needed.
Use of Technology in Formative Assessment:
The teacher will monitor the progress of each student when walking around the classroom. During the check-in with students, the teacher will ask leading questions to check for conceptual understanding and make notes on the class list via Google Sheets to rate and note student understanding.
Use of Technology in Independent Practice:
The teacher will introduce the assignment and show students that they will be recording their research on the Google Slides that she has assigned. The teacher will show students a list of possible countries to research. She will give students 3-4 minutes to choose a country. Once the timer goes off, the teacher will walk around the room, giving out spider maps and asking the student which country they chose to research. The teacher will write each students’ choice on the class list via Google Sheets. Students will utilize their Chromebook and virtual tools to begin research.
Use of Technology in Summative Assessment:
The teacher will use the Standard Based Grading Scale below to assess the students progress using the Google Slides that students have completed.
Use of Technology to Differentiate for GT Students:
Students will be challenged to create a graphic organizer on Google Slides. They will also be asked to include 2 more societal differences in their research by extending their graphic organizer.
Use of Technology to Differentiate for EL Students:
These students will be given a list of the vocabulary needed to understand the prompt, vocabulary will be simplified, and students will receive extra check-ins to ensure that they understand the task. Students will be given extra time to process when asked questions and extra time to complete the assignment. These students will also be given a choice to use Speech-to-Text and Read Aloud Extensions.
Use of Technology to Differentiate for Students with Other Special Needs:
Students with other special needs will receive accommodations per their IEP, as well as extra time to process and complete the assignment. Students will receive a vocabulary list with simplified vocabulary, extra check-ins, and a choice to use Speech-to-Text and Read Aloud Extensions.
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