TIP

**Technology Instructional Planning**

This project will be worked on throughout the 8 week grading period. It will count as their final 8 week grade. Each students’ grade will be dependent upon their IEP goals. Each student will be expected to attain their IEP goals through the work of this project as adapted according to his/her individual expectations. || Goal: As per each student’s individual education plan, they will identify specific details about a passage. They will relate the passage to their own life experience and demonstrate this through an illustration and a written passage. ||  || Curriculum Standards ** || Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions). || 1.2.3.E. Read, understand, and respond to essential content of text in all academic areas. || Demonstrate comprehension understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and nonlinguistic representations. || 1.5.3.B. Develop content appropriate for the topic. Gather and organize information, incorporating details relevant to the topic. Write a series of related sentences or paragraphs with one central idea. ||
 * **Lesson Title: Lunch Box Surprise** || ** Teacher’s Name: Ms. Beerman ** ||  ||
 * ** Grade: LS 3-12 ** || =Content Area: Reading = ||  ||
 * Lesson Length (Total Time)
 * **
 * 1.4.3.B.
 * 1.1.3.D.
 * **Learning Objectives: ** ||
 * TLW be able to read, (which will require rereading when necessary, going back through the written material and/or listening over again) listen to, and/or follow along as a written passage is being read (according to his/her IEP goals) and answer knowledge level questions, illustrate what he/she would like to have in their lunch box, and write and/or communicate to a translator a 5 paragraph (or IEP appropriate) passage detailing what they would like to find in their lunch box.

TLW type and answer 4 comprehension level questions (if they do not know the answer they will read back through/or listen to the passage to find the answers to 4 comprehension questions. || TLW read, follow along and/or listen as a story is read according to his/her IEP goals. A video recording, an audio recording and the written passage will be used in this assignment.

TLW use word processing to type and answer 4 questions. Tux typing and tux tutorial will be utilized in this assignment. ||
 * TLW create a picture demonstrating that they understand the reading || TLW use tux paint program tutorial and the tux paint program (if unable to use a keyboard, then pencil and crayons will be used) to illustrate a picture of what they would like to find in their lunch box ||
 * TLW write a 5 sentence descriptive paragraph explaining what they would like to find in their lunch box. The paragraph will contain no less than 5 sentences, a title sentence, 3 detail sentences followed by a closing sentence. The sentences will be grammerically correct according to each student’s IEP goal. Sentences and proper nouns will start with a capital, sentences will end with a punctuation mark, sentences will have correct spelling, and the description will detail what they would like to find in their lunch box. || TLW will use grade level (IEP level) appropriate sentence structure to complete a minimum 5 sentence paragraph. They will use tux typing and tux typing tutorial to assist in this assignment. ||


 * ** Goals, Technology, Media, and Materials ** ||
 * TLW utilize a wikispace to complete an assignment from beginning to end. The wikispace will make the learning more interesting and therefore increase class participation. The use of technology in this lesson will allow the student to use a keyboard. Using the keyboard helps the students who have difficulities communicating, and has hindered motor skills. By exploring technology through the use of web sites and advanced software the student will be able to use these skills in areas of their educational career and everyday living skills. Improving communication skills through the use of typing on a keyboard, using web sites and software will help the student throughout their education and with their life experiences. By using a wikispace, the student will be manipulating a web site using online technology. The wink tutorial program will be used in addition to the teacher to help them learn new programs such as tux paint, tux typing, and a word processing program, as they expand their reading comprehension and written and verbal expression skills. Technology will provide an interesting alternative to paper and pencil assignments. ||
 * **<span style="font-family: Georgia,serif; font-size: 16pt;">Technology and Media ** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Wikispace.com || <span style="font-family: Georgia,serif; font-size: 16pt;">http://jeanebeerman.wikispaces.com <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">is where you will locate all assignments and instructions. All of the following likes will be used at various times throughout the 8 week lessson. ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">Intro || [[file:What's In Kate's Lunch Box.ppt]]<span style="font-family: Georgia,serif; font-size: 16pt;">We will first review an overall look at what will be expected of you over the course of the 8 week grading peirod ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Audacity || <span style="font-family: Georgia,serif; font-size: 16pt;">In order to listen to the passage click play: media type="file" key="What.mp3" width="240" height="20" ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Wink tutorial || <span style="font-family: Georgia,serif; font-size: 16pt;">Use the wink tutorial for tux typing to provide you with step by step instructions how to use the keyboard and use basic typing functions:

typing tutorial: **tux typing tutorial**

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Use the wink tutorial for tux word processing to provide you with step by step instructions how to type, save, and edit your typed responses. Wink tutorial link for word processing: word tutorial

Using the wink tutorial for tux paint will provide you with step by step instruction how to draw, save, and edit your drawing.

Wink tutorial for tux paint: **tuxpainttutorial** ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Tux paint || <span style="font-family: Georgia,serif; font-size: 16pt;">Use this tux paint link to illustrate what you would like to find in your lunch box:

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 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Word processing program || <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Use the word processing program program that is on our school computer, you will type the questions and answers to the following 4 responses:

<span style="font-family: Georgia,serif; font-size: 16pt;">1.What was in Kate’s lunch box?

2.Who had tomato soup and a banana for lunch?

3.Where does this story take place?

4.What surprise did Will find in his lunch box? ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Word processing program || <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Use this word processing link to type a paragraph answering the following question:

<span style="font-family: Georgia,serif; font-size: 16pt;">5.Write about what you would like to find in your lunch box. ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 16pt;">Video recording || <span style="font-family: Georgia,serif; font-size: 16pt;">Use this link to locate the video recording of me reading the story to you as you follow along: video recording: media type="file" key="Movie.wmv" ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">Sample answers and paragraph || **sample paragraph and answers** ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">Assessment || <span style="font-family: Georgia,serif; font-size: 16pt;">When complete this is where you find the final test: Click here to see assessment ||


 * ** Activities and Technology ** ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;"> **What activities will engage students and form knowledge:**

Hardware:

Promethean board

Computer

Keyboard

Speakers

Headphones

Voice recorder

Adapted Keyboard

Software:

Microsoft Power Point

Jeanebeerman.wikispaces.com

Audacity

Wink tutorial word processing

Wink tutorial tux painting

Wink tutorial tux typing

Tux paint || **<span style="font-family: Georgia,serif; font-size: 16pt;">Identification of instructional resources and materials: **

<span style="font-family: Georgia,serif; font-size: 16pt;">Computer to access wikispace.com internet capability

Promethean board to visually display a keyboard

adapted keyboard as per IEP accommodations

audio instructions as per IEP accommodations ||
 * ^  || <span style="font-family: Georgia,serif; font-size: 16pt;">The promethean board will be used as a large display board. A power point will be displayed to introduce the project. We will display the keyboard, and display software screens as we explain and go through step by step how to use a program. Expectations will be adapted according to each individual IEP goal, the student will work individually, with a teacher, with a partner, with the assistance of a classroom aid, or with a 1:1 aid.
 * ^  || <span style="font-family: Georgia,serif; font-size: 16pt;">The promethean board will be used as a large display board. A power point will be displayed to introduce the project. We will display the keyboard, and display software screens as we explain and go through step by step how to use a program. Expectations will be adapted according to each individual IEP goal, the student will work individually, with a teacher, with a partner, with the assistance of a classroom aid, or with a 1:1 aid.

This will be a teacher/aid assisted project to be done together

Visuals and instructions will be displayed on the promethean board, through using the wink tutorial program, by providing examples, and by using a power point.

Students will be monitored, assisted, and accessed through the process as per each individual IEP goal allowances ||


 * <span style="font-family: Georgia,serif; font-size: 16pt;">**How, and to whom, will students publish, present or share their learning:**

The learning will be shared with the classroom

The learning will be displayed in the school The learning will be used for IEP documentation

The learning will be provided for parent/guardian observation

The learning will be used to teach the student how to comprehend material that they read

The learning will be used for evaluation purposes || <span style="font-family: Georgia,serif; font-size: 16pt;"> Click here for calendar
 * Calendar of student activities:**

TLW introduced to an overall preview of the project by viewing a power point of the entire assignment

TLW be introduced to activity, and a run through of each software program, and hardware device that they will be exposed to and expected to use according to his/her individual IEP level.

TLW use the tux typing program in order to be able to identify where typing keys and function keys are located on the keyboard.

TLW will use the audacity program to listen and/or follow along as the teacher reads the passage to the student

TLW view and/or listen to the wink tutorial programs explaining how to use the keyboard, how to type, how to use tux paint, and/or how to communicate verbally or non verbally, and answer comprehension questions

TLW view and/or listen to a wink tutorial explaining how to use the tux paint drawing program

TLW read, reread, and/or listen to the story and answer 4 comprehension questions (verbally or nonverbally according to his/her IEP goals)

TLW reread the story and use the tux paint program to either draw a picture or to communicate to an adult an illustration that shows what they would like to find in their lunch box

TLW write, dictate or communicate according to his/her IEP goals, a 5 sentence descriptive paragraph detailing what they would like to find in their lunch box ||


 * <span style="font-family: Georgia,serif; font-size: 16pt;">**<span style="font-family: Georgia,serif; font-size: 16pt;">Formative Assessment ** ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">TLW be assessed formatively by the use of a checklist made by the teacher and checked off by the classroom aid, the one-on-one aid, the teacher, and/or their partners. TLW be observed and monitored daily by the teacher who will be looking for participation, individual effort, and individual improvements made according to his/her IEP goals. TLW be assessed by answering, verbally or non-verbally, 4 comprehension questions. TLW will be assessed by drawing, either by hand or by using a tux paint program, a picture that shows what they would like to find in their lunch box. TLW be formatively assessed by writing, dictating and/or communicating (according to his/her IEP goals) the equivalent of a 5 sentence descriptive paragraph detailing what they would like to find in their lunch box. A correct/incorrect answer rubric will be used to assess comprehension . <span style="font-family: Georgia,serif; font-size: 16pt;"> A drawing rubric will be used to assess their illustration of what they want to find in their lunch box. A holistic writing rubric will be used to assess their writing and/or communication of what they would like to find in their lunch box. ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">**Summative Assessment:**

The Birthday Party Assessment || <span style="font-family: Georgia,serif; font-size: 16pt;"> 4 Advanced Writing is on topic and interesting. There is a beginning, middle, and end. Writing creates emotion in the reader. Sentences begin with a capital and end with an ending mark. Proper nouns are capitalized. The words demonstrates knowledge of sound-letter correspondence; errors do not interfere with understanding.
 * <span style="font-family: Georgia,serif; font-size: 16pt;">comprehension of grade level passages. ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;">**Rubrics:** ||
 * ||  ||   || Correct Answer || Incorrect Answer || <span style="color: #0000ff; font-family: Georgia,serif; font-size: 16pt;">Explanation ||
 * What was in Kate’s lunch box? ||  ||   ||   ||
 * Who had tomato soup and a banana for lunch? ||  ||   ||   ||
 * Where does the story take place? ||  ||   ||   ||
 * What surprise does Will find in his lunchbox? ||  ||   ||   ||

Writing is on topic. There is an attempt to sequence or development of thought. The writing holds the reader's attention. Sentences being with a capital and end with an ending mark. May have surface errors but doesn't interfere with understanding. ||
 * ||  || <span style="font-family: Georgia,serif; font-size: 16pt;"> 3 Proficient

Writing is generally on topic. There is an attempt to get sentences on paper. Sentences may be simple or incomplete with limited vocabulary. Surface feature errors may make understanding difficult. ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;"> 2 Basic

Writing may show little or no development of topic, but may contain meaningful vocabulary. There is an attempt to get words on paper. Written vocabulary is limited. Writing shows no use of writing conventions. ||
 * <span style="font-family: Georgia,serif; font-size: 16pt;"> 1 Below Basic


 * <span style="font-family: Georgia,serif; font-size: 16pt;">** Drawing Evaluation Rubric **
 * Draw a picture to go along with this story. ** ||


 * =<span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">Neatness = || <span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">Paper is clean and flat, no smudges or dirt, no unnecessary folds, no torn corners, and no tape left on corners. ||


 * ==<span style="font-family: Georgia,serif; font-size: 16pt;">Following Directions == || <span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">The picture goes along with the story. The picture shows a lunchbox, lunch, and/or items that could be found in a lunchbox. ||


 * **<span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">Accuracy ** ||  || <span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">Pictures, and characters can be identified. ||


 * **<span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">Eye Appealing ** ||  || <span style="color: #000000; font-family: Georgia,serif; font-size: 16pt;">The picture shows neatness. Effort and time was put into the illustration. ||


 * <span style="font-family: Georgia,serif; font-size: 16pt;">** Additional Notes: ** ||  ||   ||