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Global Producers
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Contents
BYOD Lesson 8:
My Map of the Titanic
Outcomes
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Subject
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SCO
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Language
Arts
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1.1
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describe, share, and discuss thoughts, feelings, and
experiences and consider others’ ideas
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1.4
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listen critically to others’ ideas and opinions
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2.1
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participate in conversation, small-group and
whole-group discussion, understanding when to speak and when to listen
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2.4
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engage
in and respond to a variety of oral presentations and other texts
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4.3
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use pictorial, typographical, and organizational
features of written text to determine content, locate topics, and obtain
information.
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4.12
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identify main idea and supporting details of a text
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4.13
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identify principles of order in text (time, cause and
effect, space)
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4.17
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recognize the elements of a story or plot
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9.1
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create written and media texts using a variety of forms
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Social
Studies
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2.1.2
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demonstrate an understanding of how individuals and
groups have contributed to change
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2.1.3
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explain how decisions made by individuals and diverse
groups result in change (local, national, global)
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Tech
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BOC 3.1
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safely
use school media, computer equipment, and software to support their learning,
with direct teacher assistance when required
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BOC 3.3
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operate
a classroom computer, log on and off the school network, launch and close
software, save, edit, and print their work, with teacher assistance
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SEHI 3.1
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share books, media, electronic information resources,
and computer equipment
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PTS 3.1
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present their learning by selecting media and software
appropriate to the content and purpose, with teacher assistance
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Lesson 8: My Map of the
Titanic
Purpose:
Students are to use their PT to create a concept map of
ideas. The students will use this concept map to begin the organization for
writing about the tragic events of the Titanic.
A concept map of ideas is helpful to develop and organize their thoughts
into a logical order. Furthermore the
student can return to the map and add more details, facts or ideas as they
develop additional content. Concept map strategy
is an essential step in the development of writing in my classroom. We will be creating a book of fictional
writing based on facts of the sinking of the Titanic. This book project is meaningful as it is the 100th
anniversary of the sinking of the Titanic.
Preparation:
The teacher will have to communicate to the parents/students
that their Pocket Device will be used to create a concept map in preparation of
a piece of writing. In order to be ready
for this activity, integrating their device requires the device to have certain
capabilities. Furthermore the teacher
will ask the students/parents to install a free app that allows creating and
sharing concept maps called Idea Sketch it
is free from the Apple App store.
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Find the books Children of the Titanic by Christine Welldon, read the story and have the book accessible to the students
·
Find a picture of the Titanic and write a
sentence below the picture similar to a caption that evokes emotion about the
tragic event
Materials:
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wifi
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Pocket Technology-with wifi capability
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Apple IPod 4th generation or other
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Photo editing app installed
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Concept mapping app named Idea Sketch installed
·
Blackberry playbook as an example of the PT has
a similar app
·
Student access to their own email
·
6+1 Traits
of Writing by Ruth Culham teachers resource kit
·
Classroom provides access to tablet technology
and pocket technology as well as computers which have similar programs such
as Kidspiration
Lesson:
Begin the lesson by reviewing the techniques that our
authors have used to achieve organization of ideas in their own writing. The teacher will read one of the following
stories: (have students vote on the book
of their choice)
1. Duck on a Bike by David Shannon
2. Grandpa's Teeth by Rod Clement
3. Alexander and the Terrible, Horrible, No
Good, Very Bad Day by Judith Viorst
4. Tuesday by David Wiesner
Discuss how these books are great examples of organization
which is an essential part of writing, as well as sentence fluency. Review how the authors use organization to
structure their stories achieving fluency and awesome writing. Using full sentences making the text easy to
listen to and read is another technique as well as the use of rhyme for
musicality to create fluent text. To
achieve this fluency it is important to have similar ideas organized in a
logical order. Following this discussion
the students will begin to create a concept map. This map will help students develop a first
person narrative story describing those final moments as a passenger on the
Titanic.
I do:
1.
I discuss and review that good writing uses a combination
of strategies such as ideas, organization and sentence fluency trait
2.
I remind how sentence fluency is achieved by
incorporating the strategies such as: indicating
how sentences are smooth, varying in length and style, both a subject and action,
sound like music and rhyme, are in a logical order, have a bold beginning,
mighty middle and an excellent ending, are grouped together discussing similar
ideas using new paragraphs to differentiate between ideas
3.
I demonstrate how to create a concept map using
the PT
4.
I show a concept map on the LCD projector
5.
I monitor and observe students developing their
concept maps
You do:
1.
Students are to use their PT and an app such as
Idea sketch to discover how the app works by playing and exploring developing ideas
for the writing topic
2.
Students are asked to develop an idea using the
concept map synthesizing the attributes of the 3 focus traits of ideas,
organization and sentence fluency
3.
Students will develop a concept map of the
different ideas they wish to incorporate into their story
4.
Students will share their ideas for feedback,
and make necessary revisions
5.
Students will then email their concept map to
themselves so that they can use it to write a story on the computer
We do:
1.
Students will use the app to make a concept map
2.
Students will create the concept maps together
sharing the technology
3.
Students will collaborate together to create the
concept map
4.
Students will share their technology
5.
Students will share their concept maps with the
class to further edit their ideas before writing the story
6.
Students will email the pictures and the
sentences to themselves to have access to them when they log in to the school
computer to have access to their work to save on the school hard drive
We share:
1.
Students will publish and present their concept
map
2.
We offer critical analysis of the concept map
3.
We discuss how the ideas are organized and if
there any ideas that need to be added through group discussions
Assessment: Anecdotal
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Teacher will have students save their work on
the student access shared drive by emailing themselves the concept map, as an
image file
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See sentence fluency, and ideas assessment piece from book 6+1 Traits of
Writing by Ruth Culham
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Did the student successfully work with other students
in a group?
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Did the student succeed at developing a useful
concept map with ideas about the Titanic writing
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Did the student succeed at developing a useful
concept map with good sentences about
the Titanic
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Did the student discover new skills integrating
technology?
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Was it a meaningful and purposeful assignment?
·
Did the students make a personal connection to
the lesson and activity?
·
Did the student meet the outcomes covered for
this activity?
Differentiation:
Strategies
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EPA support available
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Teacher
can scribe for the student
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Teacher can provide additional time
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Teacher can provide a picture for the student to
use
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Activities can be scaffolded to meet the
individual needs
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Teacher can assist with the use of PT to develop
their concept map
·
Teacher can provide additional books, websites,
story clips found online, to assist ideas development
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Teacher can minimize the amount of concept map
ideas to an attainable and manageable amount for the student
·
Use co-writer on computer to assist students with writing their
sentences if they are having problems
spelling the words, then copy word/sentences into Kidspiration
·
Use Kidspiration on computer to make a an idea
web (concept map) to structure and organize their ideas into a sentence
·
Teacher can assist with using a text to speech
program if the student is not able to hit the letters on the keyboard
Assessment: Rubric: My Map of the Titanic
Name:
__________________________________________
|
Subject
|
SCO
|
|
1 Point -Achieved some |
2
Points-Achieved most
|
3
Points-Achieved all
|
|
Language
Arts
|
1.1
|
describe,
share, and discuss thoughts, feelings, and experiences and consider others’
ideas
|
1
|
2
|
3
|
|
|
1.4
|
listen
critically to others’ ideas and opinions
|
1
|
2
|
3
|
|
|
2.1
|
participate
in conversation, small-group and whole-group discussion, understanding when
to speak and when to listen
|
1
|
2
|
3
|
|
|
2.4
|
engage
in and respond to a variety of oral presentations and other texts
|
1
|
2
|
3
|
|
|
4.3
|
use
pictorial, typographical, and organizational features of written text to
determine content, locate topics, and obtain information.
|
1
|
2
|
3
|
|
|
4.12
|
identify
main idea and supporting details of a text
|
1
|
2
|
3
|
|
|
4.13
|
identify
principles of order in text (time, cause and effect, space)
|
1
|
2
|
3
|
|
|
4.17
|
recognize
the elements of a story or plot
|
1
|
2
|
3
|
|
|
9.1
|
create
written and media texts using a variety of forms
|
1
|
2
|
3
|
|
Social
Studies
|
2.1.2
|
demonstrate
an understanding of how individuals and groups have contributed to change
|
1
|
2
|
3
|
|
|
2.1.3
|
explain
how decisions made by individuals and diverse groups result in change (local,
national, global)
|
1
|
2
|
3
|
|
Tech
|
SEHI 3.1
|
share
books, media, electronic information resources, and computer equipment
|
1
|
2
|
3
|
|
|
PTS 3.1
|
present
their learning by selecting media and software appropriate to the content and
purpose, with teacher assistance
|
1
|
2
|
3
|
|
|
BOC 3.1
|
safely use school media, computer equipment, and
software to support their learning, with direct teacher assistance when
required
|
1
|
2
|
3
|
|
|
BOC 3.3
|
operate a classroom computer, log on and off the
school network, launch and close software, save, edit, and print their work,
with teacher assistance
|
1
|
2
|
3
|
|
Comment
|
Total=
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Lesson
8: Handout My Idea Map of the Titanic
Use your PT to create a concept map of
ideas. You can always use Kidspiration. The students will use this concept map
to begin the organization for writing about the tragic events of the
Titanic. A concept map of ideas is helpful to
develop and organize their thoughts into a logical order. Furthermore the student can return to
the map and add more details, facts or ideas as they develop additional
content. 
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