Raft Task Card

Row 1

ROLE (student)
A waiter in a
restaurant

AUDIENCE
Your classmates
as customers

FORMAT
A spread sheet

A travel agent

Your classmates
as clients

A spread sheet

A news journalist

The general public A report

(teacher and
(paragraph)
classmates)

Row 2
Row 3

TOPIC
How much money
did the restaurant
make today?
How much money
do I need to take a
road trip?
How do to write
and report a
current event?

RAFT Row 1
Objective: You will be able to identify and count coins and dollar bills while understanding how
much they are worth in real-life scenarios.
AZ STATE STANDARD Grade 2: Concept One: Creativity and Innovation
PO 2. Use digital collaborative tools to synthesize information, produce original works, and
express ideas.
ISTE STANDARD 1.Creativity & Innovation (a, d); 2.Communication & Collaboration (a, b,
c); 3. Research & Information 9 (a, b, c, d): 4. Critical Thinking, Problem Solving, and
Decision Making (a, b, c).
Student Role: A waiter in a restaurant
Audience: Your classmates as customers
Format: A spreadsheet
Topic: Have much money did the restaurant make today?

Directions:
1. Go to Microsoft Word and create a menu with prices.
2.

Distribute the menus and fake coins with dollar bills to the classmates (customers).

3. Group the customers evenly at each table (station).

4. Encourage role-play as if the waiter is serving them.
5. After services have been rendered, create a Spreadsheet to tally the money.
6. Read and record your results with a digital calculator on the computer or mobile device.
Resources:
Websites to visit:
Digital calculator
http://translateye.com/download/calculator.php
Spreadsheet
https://www.smartsheet.com/s/smarter-spreadsheets?s=1&c=61&m=3001&a=24571554907&k=
%2Bspreadsheet&mtp=b&adp=1t4&net=s&dev=c&devm=&mkwid=sZPGmTdQ6|
dc&plc=&gclid=CLqnjtqjxsICFceVfgodYl4ACw
Assessment:
Prepare a restaurant menu with a name, photos, and realistic items and prices. Create a
Spreadsheet to track of the prices and calculate the correct amount of money made on your shift.
Subtract your tips from the total, if any.
You will receive up to 50 points for: menu, spreadsheet, and correct calculations.

RAFT Row 2
Objective: You will be able to research and collaborate with peers on the realistic cost expenses
required to take a trip.
AZ State Standard- Grade 4: Concept Five: Economics
PO 1: Explain the decision for a personal spending choice.
ISTE STANDARD: - 1. Creativity & Innovation (a, b, c, d); 2. Communication & Collaboration
(a, b, c, d); 3. Research & Information Fluency (a, b, c, d); 4. Critical Thinking, Problem
Solving, and Decision Making (a, b, c, d)
Student Role: A travel agent
Audience:

Your classmates as clients

Format:

A spread sheet

Topic: How much money do I need to take a trip?

Directions:
1.

Section the class into groups.

2.

Collaborate with classmates on an interesting place to travel and a budget.

3.

Research the location and create an interesting brochure to advertise.

4.

Develop a spreadsheet with realistic expenses for the cost of the trip and items needed
to travel.

5.

Communicate with your group to determine if the trip is within their projected
budget.

6.

If not, make adjustments to make the trip affordable for each group.

Resources:
Digital Calculator
http://translateye.com/download/calculator.php
Spreadsheet
https://www.smartsheet.com/s/smarter-spreadsheets?s=1&c=61&m=3001&a=24571554907&k=
%2Bspreadsheet&mtp=b&adp=1t4&net=s&dev=c&devm=&mkwid=sZPGmTdQ6|
dc&plc=&gclid=CLqnjtqjxsICFceVfgodYl4ACw
Research location and expenses
www.google.com
Images for brochure
www.googleimages.com
Create brochure (Microsoft)
www.microsoftword.com
Assessment:
Prepare a presentation with a realistic location and total of expenses. Prepare a budget and
analyze if the trip lies within projected budget. You will receive 50 points for: spread sheet and
brochure.

RAFT Row 3
Objective: You will be able to read news stories for information about the 5 Ws and 1 H
and write a simple paragraph.
AZ State Standard-Grade 3: Concept One: American History
PO 3: Use primary source materials and secondary source materials to study people and events
from the past or present.
ISTE STANDARD 1. Creativity & Innovation (a, b, c); 2. Communication & Collaboration
(a,
b, c, d); 3. Research & Information Fluency (a, b, c, d); 4. Critical Thinking, Problem Solving,
and Decision Making (a, b, c, d).
Student Role: A news journalist
Audience:

The general public (teacher and classmates)

Format:

A report (paragraph)

Topic: How to write and report a current event?

Directions:
1.

Visit Purdue Owl: Online Writing Lab at

https://owl.english.purdue.edu/owl/resource/552/01/.

2.

Visit www.latimes.com to select a teacher approved article under direct supervision.

3.

Section the students into groups of two, three, or six.

4.

Designate one news journalist and assign each member to answer the 5 Ws and 1 H.

5.

Collaborate results to write and type a paragraph.

6.

Present your findings to the general public (teacher and classmates).

Resources:
Purdue Owl: Online Writing Lab
https://owl.english.purdue.edu/owl/resource/552/01/
L.A. Times
www.latimes.com
Microsoft Word Document
www.microsoftword.com
Assessment:
Prepare a brief presentation of your event using the 5 Ws and 1 H. You will receive up to 50
points for presentation and paragraph.

Section Four: Differentiating Instruction through Technology

Introduction
Differentiating instruction through technology means to use an array of digital tools in
several different ways to make lesson plans interesting, which is different from the traditional
style of teaching and learning (Gunter, G. & Gunter, R., 2012). Creating different lesson plans
with assistance from technology is a good way to gain the attention of our young scholars in
order to educate them. Educators must take into consideration every students age, ability,
learning style, and assessment results before selecting the technology tools for them. Every
student is not a visual, audio, or kinesthetic learner. Educational research builds the foundation
for the development of sound instructional strategies. Moving the theory into practice creates the
bridge that evolves into technology integration (Gunter & Gunter, 2012, p. 257). Teachers must
be know how to operate the digital equipment, properly assess each student, and adjust lessons to
accommodate each learning style.
Technology to Differentiate Instruction (300-400 words)
Computer: My target area is Special Education, grades Kindergarten through fourth. The digital
tools used in the classroom will be designated according to the students assessment results, upon
discovering their individual learning styles, and academic potential. Their digital tools can range
from Leap Frogs, Internet, and beyond. The Internet can differentiate my instruction by allowing
students to research accurate and scholarly information. Researching information via the
Internet is good practice for these young scholars as they progress through school, and life.
Computer technology, mobile, and other handheld devices impact how people live, work, play,
and learn (Gunter, et al., 2012). I was educated with the traditional style of teaching and learning

before integrated technology in the classroom was implemented. There were only typewriting
classes available when I graduated, and I was unfamiliar with integrated technology until I began
working at a high school for the Los Angeles Unified School District. I have the advantage of
having experience with how technology creates a new and better classroom environment and
learning experience.
The traditional style of learning would not benefit these digital natives
as much as differentiating instruction through technology. The computer give student the
opportunity to use technology to create Powerpoints, Spreadsheets, documents on Microsoft
Word, use the Internet to explore options for their presentations. The demonstration in RAFT
card 1 will teach and increase student knowledge in budgeting, adding, subtracting, responsible
Internet usage and safety rules, while displaying their innovation and creativity. This is
supported by the International Society for Technology in Education (ISTE) Student Standard 1.
Creativity and Innovation a, b, &c. These skills will impact student achievement by keeping
them exposed to vital information and digital equipment they must use throughout their lives.
This lesson plan is student centered because technology usage in the classroom is effective
towards obtaining and maintaining the interest, participation, and overall grades of these new
technology students (Prensky, 2001).
Technology has advanced tremendously over the past twenty years, so todays student
were digital natives from birth, due to their generation. This particular assignment provides
students with the opportunity to communicate and collaborate, while thinking critically to solve
problems and make decisions (ISTE 2. Communication and Collaboration & ISTE 4. Critical
Thinking, Problem Solving, and Decision Making: a, b, c, d).

Projector: According to the ISTE Standards for Teachers (2008), effective teachers should
model and apply the ISTE Student Standards, while creating lesson plan that promotes
socialization, interesting learning environments and experiences, as well as positive character, on
a personal and professional level (Standard*T, 2008). I would use the projector to differentiate
instruction by providing my students with a digital way to view and record information for
comprehension. I will teach and allow the responsible students to use this, and other digital tools
to advance their projects, presentations, academic reports, etc., Allowing students to use
technology themselves to educate others is an exciting and different method to retain
information. It may seem like a simple switch of student versus teacher roles, but it can be
effective towards higher learning, and better understanding from both perspectives
(Communication and Collaboration ISTE 2: a, b, c).
RAFT card two requires research and information fluency to broadcast informative facts,
images, photos, Powerpoints, as travel agents. Each student will create an attractive brochure or
PowerPoint to promote his or her ideal vacation place. They will also display and explain item
calculated into the total projected expenses for three to seven days. They must communicate and
collaborate with the teacher to confirm accuracy and approval. This lesson plans increases
students critical thinking, problem solving, and decision making skills, because they must think
the same way as the general public in order to make a profit (ISTE 4. Critical Thinking, Problem
solving, and Decision Making: a, b, c, d). This information is vital towards student achievement
through higher learning. The projector is student centered because its goal is to let students use
technology to enhance their lessons, while educating their classmates.
I will use the projector to differentiate instruction in the classroom by providing
information to my students in a different and technical method other than the normal whiteboard.

Handwriting does not require technology until the projector or Smart board is incorporated. The
instructions do not need to change, but the way information is presented and perceived does.
Powerpoints can be displayed on the projector as well, as an effort to instruct my students in a
variety of digital forms.
Laptop: The laptop is another effective digital tool I would use to differentiate my instructions.
It will allow me to utilize other digital tools such as the Smart board, projector, and printer. The
laptop is a mobile computer, which is easier than being confined to a desk and chair all of the
time. This is one of the selection of technology tools that can be used for lessons that are
instructed outdoors. Tablets, iPods, and iPads are some other smaller handheld devices that can
be used to differentiate instruction inside and outside of the classroom. Laptops can impact
student achievement by allowing them to move around from one area to the next in efforts to
collaborate with classmates and/or the teacher regarding academic activities. These mobile
computers can do the same thing a desktop computer does, just with mobility. They are capable
of being connected with printers in order to print documents. The convenience and new
exploration of using this tool is what makes it student centered. It is one thing for instructors to
use digital tools, but it is just as important to expose students to the experience of operating
technology tools in preparation for college, and life.
RAFT card three focuses on reading comprehension, which is important for the student
within my target grade levels. Kindergarten through fourth grade gives me the opportunity to
instill the basic math and reading skills into students at a young age to assure mastery. I want to
make sure they are able to think creatively, develop, and construct knowledge and innovation
through technology (ISTE 1. Creativity and Innovation: a, b, c). They must use critical thinking,
and problem solving when creating their current events, and problem solving to input the correct

information for the who, what, when, where, why and how questions (ISTE 4. Critical Thinking,
Problem Solvi8ng, and Decision Making: a, b, c, d). The Internet, projector, and laptop were
included in all three of my task cards. These, and other digital tools and software will help
differentiate my instructions because integrated technology is the modern style of teaching and
learning. Technology is much more interesting than traditional education, which consisted of
copying of notes from the chalkboard, reading each chapter, and answering the questions at the
end. Modern students require modern techniques in order to achieve higher learning.
Pros and Cons (150-250 words)
Technology has many advantages and disadvantages in an educational setting, especially for the
students within my target area. The good aspects are student engagement, participation,
interesting lessons, and they allow teachers and students to control a variety of digital tools,
while educating others (Gunter, G. & Gunter, R., 2012). The Internet can provide advanced
interactive classroom experiences to teach students with multimedia content (Gunter, et al.,
2012). Students can also operate each digital device used in the classroom, under teacher
supervision. Teachers must assess their students in order to dictate the appropriate tools for each
individual. Some students are not responsible enough to handle certain technology, such as the
Internet. This is one of the downfalls of utilizing integrated technology in the classroom.
Educators are responsible for properly informing students, families, and the global
community about Internet safety rules. These guidelines are imperative, and will prevent
children and their families from being cyber victims and/or suspects. There are many criminals
lurking on worldwide websites

looking for young and nave victims (children) to take

advantage of. It is our job as adults, and educators, to inform students of the importance of
navigating the Internet with caution. They must be well informed on the dangers and

consequences regarding Internet safety. Some student will take advantage of this privilege and
log onto non-academic websites
Another issue is for educators to incorporate enough technology into their differentiated
instructions, without allowing technology to teach students. Some teachers may become too
comfortable with using technology as a teaching mechanism, such as websites and software.
Every student does not learn in the exact same manner (audio, visual, kinesthetic), and particular
websites and software may supplement the lesson for some of the students. My target area is
Special Education, and some of my students will have strengths and weaknesses in several areas.
I must design effective plans that allow children to use their strengths to increase their
weaknesses. It is best to incorporate group and individual projects that require students to have
access to a selection of digital tools. They grew up being exposed to technology, so it is a good
idea to teach them with digital tools to spark their interest and participation.
Concluding Paragraph (4-6 sentences)
Overall, differentiating instruction through technology is the best way, so far, to assure
student achievement and involvement. Children of today are born and raised in the digital era, so
they expect to be taught with electronic devices to attain higher learning. Educators must
differentiate instructions with a variety of digital tools to bring variety and excitement to any
lesson plan. Technology is all these young scholars know, so it is important they are aware of the
responsibility required to operate digital equipment. The technology tools designated to each
student will be based on their cognitive and physical abilities. There are digital tools, such as the
Sip and Puff device, that can be used for the mentally and physically disabled students.
Differentiating instruction through technology cannot be successful without the knowledge of

operating digital tools, proper assessment, and adjusting lesson plans to accommodate all
learning styles and special needs.

References:
Gunter, G. & Gunter, R. (2012). Technology, digital media, and curriculum integration.
Teachers Discovering Computers: Integrating Technology in a Connected World, Seventh
Edition. Received on March 29, 2015 from:
http://gcumedia.com/digital-resources/cengage/2010/teachers-discovering-computersintegrating-technology-and-digital-media-in-the-classroom_ebook_7e.php
Gunter, G. & Gunter, R. (2012). Integrating educational technology into the curriculum.
Teachers Discovering Computers: Integrating Technology in a Connected World, Seventh
Edition. Received on March 29, 2015 from:
http://gcumedia.com/digital-resources/cengage/2010/teachers-discovering-computersintegrating-technology-and-digital-media-in-the-classroom_ebook_7e.php
Gunter, G. & Gunter, R. (2012). The changing face of education-Teaching online.
Teachers Discovering Computers: Integrating Technology in a Connected World, Seventh
Edition. Received on March 29, 2015 from:
http://gcumedia.com/digital-resources/cengage/2010/teachers-discovering-computersintegrating-technology-and-digital-media-in-the-classroom_ebook_7e.php

Prensky, M. (2001). Digital natives, digital immigrants, part 1. On The Horizon, Volume 9,
Number 5). Retrieved on March 29, 2015.
International Society for Technology Education. (2007). Standard*S. Retrieved on March 29,
2015 from: www.iste.org/standards.
International Society for Technology Education. (2008). Standard*T. Retrieved on March 29,
2015 from: www.iste.org/standards