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Lighting Up The Lightning Thief With Technology

Lighting Up The Lightning Thief With Technology

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Lighting Up The Lightning Thief With Technology

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  1. Lighting Up The Lightning Thief With Technology Great Oak Middle School Oxford, CT 2009-2010 E2T2 Grant Robin Metaj Debbie Lynch Sue Gibbons Sondra Angelucci Kara Ryan

  2. Description The Lightning Thief, by Rick Riordan,provides a high-interest, humorous introduction to the Greek myths. It encourages young readers to explore elements of the classical hero’s quest rendered in a modern day setting, and to discuss such relevant issues as learning disabilities, the nature of family, and themes of loyalty, friendship and faith in oneself.

  3. Objectives Students will: Discuss the impact of literary conventions on meaning Identify and analyze the differences between the structures of fiction and nonfiction Discuss what makes a text engaging and appealing to a reader Identify literary techniques an author uses that contribute to meaning and appeal of texts Develop and defend multiple responses to literature using individual connections and relevant text references Develop a critical stance and cite evidence to support the stance

  4. Connecticut Language Arts Curriculum Standards 1.4 Students communicate with others to create interpretations of written, oral and visual texts. 2.1 Students recognize how literary devices engage the reader. 2.2 Students explore multiple responses to literature. 2.3 Students appreciate that contemporary and classical literature has shaped human thought. 2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts. 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.

  5. 1a Students apply existing knowledge to generate new ideas, products or processes. 1b Students create original works as a means of personal or group expression. 2a Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 2b Students communicate information and ideas effectively to multiple audiences using a variety of digital environments. 3c Students evaluate and select information sources and digital tools based on the appropriateness to specific tasks 5b Students exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. 6b Students select and use applications effectively and productively. National Education Technology Standards

  6. Technology Focus In this unit, teachers plan to use a wide variety of software applications to reach project goals. These include a combination of purchased, State-provided and free Web 2.0 applications. The technologies were carefully chosen to meet the goals outlined in the unit, and will be engaging methods of presentation, while fostering content mobility that help to create 21st Century learning environments. The project will include the following technologies and applications: • Thinkquest • Wordle • Podcasts • Wikispaces • Google Earth Lit Trip • “Flip Video” digital cameras • Discovery Education Streaming • Word processing and Presentation productivity software

  7. Assessment Plan It is the goal that all teachers involved in this project undergo a paradigm shift with respect to the teaching of curricular objectives via technology. Lessons will be planned and developed using an approach that is integrated into other content areas, developed using a team-approach, is systematic and ongoing for all students, and is formally aligned with standards from content areas. Students will be assessed as follows: • Participation in a discussion forum via Wikispaces or similar, focusing on their knowledge of chapter assignments and readings through developed connections to text • A persuasive writing prompt will be assessed using an analytical rubric • A portfolio assessment of assignments throughout the unit • Technology applications assessments via technology rubrics • Open ended responses will be assessed via rubrics