week 7 using hypermedia

8/12/2019 Week 7 Using Hypermedia

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Catherine HolthausEdTech 541Week 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 integratingtechnology into language arts lessons for the fourth grade. Whether writing anarrative or conducting research, using proper writing conventions is a necessaryskill for all students. This library contains a variety of websites ranging fromwriting 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 incorporatedinto language arts lessons along with math, science, and social studies. Thevideo gallery at this website presents videos without dialogue. Using thesevideos as a writing prompt will captivate students and allow them to insert theirvoice into the story.
http://www.teachingideas.co.uk/videos/index.htmhttp://www.teachingideas.co.uk/videos/index.htmhttp://www.teachingideas.co.uk/videos/index.htm


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2.

http://www.neok12.com/video/Writing-Skills/zX6d0d776767645a7f5f5467.htm

This video from engVid is a short lesson on properly using capitalization inwriting. Although it is very basic, the presentation is concise and complete.

Many students need to be reminded about the rules of capitalization throughoutthe 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 inthe classroom gives the students a brief lesson in how to properly use commas inwriting. Learning where to place commas in writing is a necessary skill in writtenlanguage. Students must be able to recognize where to place a comma in

written work.
http://www.neok12.com/video/Writing-Skills/zX6d0d776767645a7f5f5467.htmhttp://www.neok12.com/video/Writing-Skills/zX6d0d776767645a7f5f5467.htmhttp://www.neok12.com/video/Writing-Skills/zX595d6c455d05685c7b725d.htmhttp://www.neok12.com/video/Writing-Skills/zX595d6c455d05685c7b725d.htmhttp://www.neok12.com/video/Writing-Skills/zX595d6c455d05685c7b725d.htmhttp://www.neok12.com/video/Writing-Skills/zX6d0d776767645a7f5f5467.htm


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4.

http://www.brainpop.com/english/writing/moodandtone/preview.weml

Setting the mood and tone in any type of writing takes practice. Students willdiscover the difference between mood and tone. They will also learn how moodand 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 4thgrade students, demonstrates the proper use of punctuation is a very creative

way. Students in the fourth grade must be able to demonstrate knowledge anduse of proper punctuation.
http://www.brainpop.com/english/writing/moodandtone/preview.wemlhttp://www.brainpop.com/english/writing/moodandtone/preview.wemlhttp://www.teachertube.com/viewVideo.php?video_id=135798http://www.teachertube.com/viewVideo.php?video_id=135798http://www.teachertube.com/viewVideo.php?video_id=135798http://www.brainpop.com/english/writing/moodandtone/preview.weml


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6.


Grammar Rock makes learning about nouns fun. Although the School HouseRock videos date way back to when I was young, I still remember the songs andthe lessons. Watching cartoons on Saturday mornings was a privilege butcatching a School House Rock video was even better.

7.


Dialogue in writing can be a tricky skill to learn. During this video, students areshown how to properly use dialogue in writing. Students in the fourth grad mustdemonstrate how to add quotation marks to common text containing dialogue.
http://www.teachertube.com/viewVideo.php?video_id=130981http://www.teachertube.com/viewVideo.php?video_id=130981http://www.teachertube.com/viewVideo.php?video_id=145880http://www.teachertube.com/viewVideo.php?video_id=145880http://www.teachertube.com/viewVideo.php?video_id=145880http://www.teachertube.com/viewVideo.php?video_id=130981


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Being able to identify the subject and predicate of a sentence is a necessary skillin writing. This video helps students identify the subject and predicate of simplesentences.

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Constructing coherent sentences takes practice. Quite often, children writesimilarly to how they talk which at times runs together. Learning how to avoidand correct run-on sentences is a valuable skill.
http://www.teachertube.com/viewVideo.php?video_id=320568http://www.teachertube.com/viewVideo.php?video_id=320568http://www.teachertube.com/viewVideo.php?video_id=320649http://www.teachertube.com/viewVideo.php?video_id=320649http://www.teachertube.com/viewVideo.php?video_id=320649http://www.teachertube.com/viewVideo.php?video_id=320568


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10.

http://www.watchknowlearn.org/Video.aspx?VideoID=50689&CategoryID=76

Using adjectives paints a picture for the reader. Adjectives add depth to allwriting 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 withinsentences using conventional pattern headings determiner, size, shape, age,color, and noun.
http://www.watchknowlearn.org/Video.aspx?VideoID=50689&CategoryID=76http://www.watchknowlearn.org/Video.aspx?VideoID=50689&CategoryID=76http://www.watchknowlearn.org/Video.aspx?VideoID=50689&CategoryID=76


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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 allages. In this lesson, students will watch a short video that does not have anydialogue. Students will use details from the video and draw upon prior knowledgeto 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 avideo prompt.

Students will publish the narrative to a broader audience.

Standards Addressed:

W.4.3 Write narratives to develop real or imagined experiences orevents using effective technique, descriptive details, and clear eventsequences.

W.4.3.a Orient the reader by establishing a situation and introducing anarrator 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.4.5With 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 interactand collaborate with others; demonstrate sufficient command ofkeyboarding skills to type a minimum of one page in a single setting.

L.4.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.

Relative Advantage:

Using videos without dialogue as the writing prompt is similar to having studentsretell a story from a wordless book. It provides the student with a visual butleaves enough to the imagination for creative writing. When students are given awritten prompt, they are just reading the words and depending on their schemaor reading level, they may have no background knowledge to draw upon. This


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makes it difficult for some students to complete writing assignments based uponwriting prompts. The videos bring the prompt to life and allow the student to putthe voice to the story.

Timeline:

The lesson will be completed in 3 30-minute lessons.

Materials:

1. Computers with Internet access2. Audio headsets3. Sequence Map4. The following videos:

a. Bottle Video

http://www.teachingideas.co.uk/videos/video/bottle.htm b. Little Boathttp://www.teachingideas.co.uk/videos/video/littleboat.htm c. The Flighthttp://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 notanother class using the equipment.

1. Each student will have access to a computer to watch the video theyhave selected.

2. If it is necessary to watch the video a second time, arrangements willbe made for the individual student.

Learning Activities:

1. As a whole class, a brief review of the writing process will beconducted.

2. Students will then randomly draw a slip of paper containing the title ofa video from the hat to see which video they will watch.

3. The students will then be given sufficient time to watch the videoselected.

4. While they are watching the video, they will take notes using asequence map.
http://www.eduplace.com/graphicorganizer/pdf/sequence.pdfhttp://www.eduplace.com/graphicorganizer/pdf/sequence.pdfhttp://www.teachingideas.co.uk/videos/video/bottle.htmhttp://www.teachingideas.co.uk/videos/video/bottle.htmhttp://www.teachingideas.co.uk/videos/video/littleboat.htmhttp://www.teachingideas.co.uk/videos/video/littleboat.htmhttp://www.teachingideas.co.uk/videos/video/lenvol.htmhttp://www.teachingideas.co.uk/videos/video/lenvol.htmhttp://www.teachingideas.co.uk/videos/video/lenvol.htmhttp://www.teachingideas.co.uk/videos/video/littleboat.htmhttp://www.teachingideas.co.uk/videos/video/bottle.htmhttp://www.eduplace.com/graphicorganizer/pdf/sequence.pdf


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5. A rubric will be provided to the students so they understand what isexpected of them for this writing project.

6. Using the sequence map, students will write a rough draft of thenarrative 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 intoGoogle Docs and share it with the teacher.

9. The teacher will assess the narrative using the 4-point rubric andreturn the graded paper to the students.

Assessment:

Students will be assessed using a4-point rubric.

Adaptations for Learners with Special Needs:

1. Less advanced ELL students will be allowed to write the first draft in theirnative 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, (6thed.). Upper Saddle River: Pearson Education, Inc.

Teaching Ideas. (n.d.). Retrieved fromhttp://www.teachingideas.co.uk/videos/index.htm
https://docs.google.com/spreadsheet/pub?key=0AnB82eJfyUdedHJ1ODE4c0pmZy1iN2NubTFtdkdJZkE&output=htmlhttps://docs.google.com/spreadsheet/pub?key=0AnB82eJfyUdedHJ1ODE4c0pmZy1iN2NubTFtdkdJZkE&output=htmlhttps://docs.google.com/spreadsheet/pub?key=0AnB82eJfyUdedHJ1ODE4c0pmZy1iN2NubTFtdkdJZkE&output=htmlhttp://www.teachingideas.co.uk/videos/index.htmhttp://www.teachingideas.co.uk/videos/index.htmhttp://www.teachingideas.co.uk/videos/index.htmhttps://docs.google.com/spreadsheet/pub?key=0AnB82eJfyUdedHJ1ODE4c0pmZy1iN2NubTFtdkdJZkE&output=html

week 7 using hypermedia

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