Catherine Holthaus EdTech 541 Week 7

Part 1: Create a Video Library or a Screencast on your curriculum topic The following is a video library of websites, which will be helpful in integrating technology into language arts lessons for the fourth grade. Whether writing a narrative or conducting research, using proper writing conventions is a necessary skill for all students. This library contains a variety of websites ranging from writing prompts to identifying the subject and predicate. 1.

http://www.teachingideas.co.uk/videos/index.htm Teaching Ideas provides outstanding short videos that can easily be incorporated into language arts lessons along with math, science, and social studies. The video gallery at this website presents videos without dialogue. Using these videos as a writing prompt will captivate students and allow them to insert their voice into the story.

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http://www.neok12.com/video/Writing-Skills/zX6d0d776767645a7f5f5467.htm This video from engVid is a short lesson on properly using capitalization in writing. Although it is very basic, the presentation is concise and complete. Many students need to be reminded about the rules of capitalization throughout the school year. 3.

http://www.neok12.com/video/Writing-Skills/zX595d6c455d05685c7b725d.htm Learning how to use commas in writing can be challenging. Using this video in the classroom gives the students a brief lesson in how to properly use commas in writing. Learning where to place commas in writing is a necessary skill in written language. Students must be able to recognize where to place a comma in written work.

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http://www.brainpop.com/english/writing/moodandtone/preview.weml Setting the mood and tone in any type of writing takes practice. Students will discover the difference between mood and tone. They will also learn how mood and tone work together to help create the setting of the story. 5.

http://www.teachertube.com/viewVideo.php?video_id=135798 Learning from ones peers can be a powerful lesson. This podcast, created by 4 th grade students, demonstrates the proper use of punctuation is a very creative way. Students in the fourth grade must be able to demonstrate knowledge and use of proper punctuation.

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http://www.teachertube.com/viewVideo.php?video_id=130981 Grammar Rock makes learning about nouns fun. Although the School House Rock videos date way back to when I was young, I still remember the songs and the lessons. Watching cartoons on Saturday mornings was a privilege but catching a School House Rock video was even better. 7.

http://www.teachertube.com/viewVideo.php?video_id=145880 Dialogue in writing can be a tricky skill to learn. During this video, students are shown how to properly use dialogue in writing. Students in the fourth grad must demonstrate how to add quotation marks to common text containing dialogue.

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http://www.teachertube.com/viewVideo.php?video_id=320568 Being able to identify the subject and predicate of a sentence is a necessary skill in writing. This video helps students identify the subject and predicate of simple sentences. 9.

http://www.teachertube.com/viewVideo.php?video_id=320649 Constructing coherent sentences takes practice. Quite often, children write similarly to how they talk which at times runs together. Learning how to avoid and correct run-on sentences is a valuable skill.

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http://www.watchknowlearn.org/Video.aspx?VideoID=50689&CategoryID=76 Using adjectives paints a picture for the reader. Adjectives add depth to all writing but must be correctly placed within the context of the sentence. Students must also be able to recognize the order in which adjectives are used within sentences using conventional pattern headings determiner, size, shape, age, color, and noun.

Part 2: Video Enhanced Lesson Plan Prepared by: Catherine Holthaus Lesson Title: Wordless Writing Prompt Introduction: Teachers often use wordless book to activate prior knowledge in students of all ages. In this lesson, students will watch a short video that does not have any dialogue. Students will use details from the video and draw upon prior knowledge to write a narrative, detailing their perspective of what they have just watched. Content Area and Grade or Age Level of Students: Language Arts/Grade 4 Objectives: Students will be able to write a comprehensive narrative story using a video prompt. Students will publish the narrative to a broader audience.

Standards Addressed:

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3.c Use a variety of transitional words and phrases to manage the sequence of events. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Relative Advantage: Using videos without dialogue as the writing prompt is similar to having students retell a story from a wordless book. It provides the student with a visual but leaves enough to the imagination for creative writing. When students are given a written prompt, they are just reading the words and depending on their schema or reading level, they may have no background knowledge to draw upon. This 7

makes it difficult for some students to complete writing assignments based upon writing prompts. The videos bring the prompt to life and allow the student to put the voice to the story. Timeline: The lesson will be completed in 3 30-minute lessons. Materials: 1. 2. 3. 4. Computers with Internet access Audio headsets Sequence Map The following videos: a. Bottle Video http://www.teachingideas.co.uk/videos/video/bottle.htm b. Little Boat http://www.teachingideas.co.uk/videos/video/littleboat.htm c. The Flight http://www.teachingideas.co.uk/videos/video/lenvol.htm 5. Composition notebooks Grouping Strategies: Currently there are four working computers in the classroom for students to use. The library has fifteen computers which may be used as long as there is not another class using the equipment. 1. Each student will have access to a computer to watch the video they have selected. 2. If it is necessary to watch the video a second time, arrangements will be made for the individual student. Learning Activities: 1. As a whole class, a brief review of the writing process will be conducted. 2. Students will then randomly draw a slip of paper containing the title of a video from the hat to see which video they will watch. 3. The students will then be given sufficient time to watch the video selected. 4. While they are watching the video, they will take notes using a sequence map.

5. A rubric will be provided to the students so they understand what is expected of them for this writing project. 6. Using the sequence map, students will write a rough draft of the narrative in their composition notebooks. 7. Students will proofread their writing making sure to use proper spelling, punctuation, and capitalization. 8. Upon completion of the rough draft, the students will type the story into Google Docs and share it with the teacher. 9. The teacher will assess the narrative using the 4-point rubric and return the graded paper to the students. Assessment: Students will be assessed using a 4-point rubric. Adaptations for Learners with Special Needs:

1. Less advanced ELL students will be allowed to write the first draft in their native language and then they will translate the story into English. 2. ELL students will be assigned a bilingual or English-speaking buddy. 3. Additional time will be given to ELL students. 4. Students with physical disabilities will have supported seating and positioning. 5. Computers will be positioned to allow proper positioning for keyboarding. 6. A substitute keyboard will be available. 7. Alternate input methods will be available including a switch, electronic pointing device, substitute mouse, touch screens, and voice recognition. 8. Students with learning disabilities will be provided additional support as needed. 9. Assignment will be shortened depending upon student abilities. 10. Instructions/directions will be given using different channels, written, spoken, demonstration. References: Roblyer, M.D. and Doering, A.H. (2013). Integrating Educational Technology Into Teaching, (6th ed.). Upper Saddle River: Pearson Education, Inc. Teaching Ideas. (n.d.). Retrieved from http://www.teachingideas.co.uk/videos/index.htm