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Verizon Thinkfinity Integration Plan

General Information Name: Andrew Carroll Subject Area/Topic: Social Studies

District/School or Organization: Davis & Elkins College Grade Level(s): 6


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Part 1 List the appropriate standards (State or National Standards for Content, Technology or 21 Century Skills) and one or more related Verizon Thinkfinity learning object(s) aligned to the standards. st State or National Standards; 21 Century Skills Title and URL for Learning Object Listen to History RH.6-8.6. Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). http://edsitement.neh.gov/lesson-plan/listening-history

Part 2 Determine instructional elements - Integration A. Which type of learning object is this? B. Where will I use this learning object in the instructional cycle? Learning Object for Teacher Use Opening Motivational Activity Online (requires a computer) Central Focus of Lesson Plan Offline (no computer required) Research Tool for Students Closure Activity Learning Object for Student Use Assessment Tool Remediation Tool Online (requires a computer) Enrichment Tool Offline (no computer required)

C. Which instructional strategies will I employ? Direct instruction Indirect instruction Experiential learning Independent study Interactive instruction Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed. Notes: Much of this lesson can be done without computer but they are essential for the students to record the oral histories and to share their histories with others. They also increase the availability of resources for the students to gain perspective of the time period before the interview is conducted. Part 3 Plan for student success - Implementation A. How will I configure my classroom for the learning activity? Classroom Configuration: Computers not needed - printable resource Whole group instruction, using a projector and / or interactive white board Whole group activity, with small groups using mobile laptops simultaneously Small group, using classroom computers or mobile laptops as rotating stations One to one, using classroom computers or mobile laptops as rotating stations One to one, in a computer lab setting One to one, with individual student laptops Other Notes: Students will listen and then discuss a relevant oral history as class and fill out the handout on the history. Then after instruction on how to conduct oral histories students will then employ the use of laptops and microphones to conduct their interviews.

B. How will I manage implementation? Classroom Management: General computer rules / procedures Specific directions for activity Helping Hands Notes: Students will follow established classroom producers while learning new rules about how to behave and conduct interviews in a professional manner.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10

Verizon Thinkfinity Integration Plan


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C. What additional considerations will support successful implementation? Software Hardware Supplemental Materials Other Notes: Software: Audacity, internet access, word processing Hardware: microphones, speakers

Part 4 Develop the student learning activity A. Learning Activity Description - What will my students do with the learning object(s)? They will use them to create a meaningful oral history to share with classmate and in doing so teach them how to dissimate messages and understand the historiographers intent. How will this learning activity support students development of 21st Century Learning and Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration)? It will teach students the critical thinking skills needed to properly evaluate messages in history while allowing them to work on interpersonal communication skills while still allowing students the freedom creatively investigate topics the suit their interests. How will this learning activity support students acquisition of current, accurate, and up -to-date information or reinforce concepts in core content areas? The lessons forces students to become the writers of history and be makers of history today. Teaching students to use primary sources is the easiest way to help students learn to evaluate information and learn what is a credible source or not. In doing so is reinforces concepts from past history lessons and enables students with a tools for learning more about a topic.

B. Differentiation - How will I modify the activity to meet the diverse needs of my students? This lesson allows each student to produce an individual learning product that can be evaluated on a rubric. However, beyond that there exists room for the teacher to guide, aid, and challenge students who need that extra attention.

C. Effectiveness What indicators do I expect to see / hear from students, which will inform me about the effectiveness of the learning activity? Student engagement, discussion, and excitement, would be key indicators of student interest. If the activity isnt achieving that it must be reframed to engage students better or a harder line of instruction must be taken to generate interest and meaning for the students.

Part 5 Consider the bigger picture How does this learning activity fit within my lesson or unit plan? NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. This serves as an extra activity to accent any history lesson, or any lesson on information literacy. It could also be blended into the lessons throughout the year allowing students to select what time period they have a family member who could be interviewed about and then at the end of the year compile an oral history timeline that the students could include in a portfolio.

http://www.thinkfinity.org Copyright 2010 Verizon Foundation. All Rights Reserved. This document may be reproduced and distributed solely for uses that are both (a) educational and (b) non-commercial. Any reproduction or distribution of this document for any other purpose, including commercial gain, is strictly prohibited. Revised 10/19/10