奇妙的教育旅行的 TPACK/第 9 組
威廉高地小學於 1958 年 8 月開學。除了普通教育學生外，威廉高地還為全區有智力和身體殘疾的學生提供服務。特殊教育、第一類和 ELL（英語學習者）學生透過融合專案融入普通教育課堂。目前的組織計劃包括一堂贈款學前班，兩節學前班 (Head Start) 和四節 K-5 課堂。威廉高地有 500 多名學生，來自不同的種族、宗教、文化和社會經濟背景。威廉高地小學是威廉高地社群學校區的一部分。我們的學校是愛荷華州最大的學區。
在威廉高地，我們提供兩個完整的 Mac 電腦實驗室（每個實驗室 32 臺電腦）。每個教室還配備兩臺學生筆記型電腦、一臺教師筆記型電腦和一個連線到智慧白板的集線器。我們學區中的每所學校都有一名學校圖書館員，他們也擔任我們的技術教練。我們為整個學區配備了一名技術協調員。我們還有一個學區幫助臺，協助解決技術問題。
課程：識字
我們選擇識字是因為我們相信這門學科的重要性。我們還認為，我們每個人都有不同的觀點，以及在課堂上使用識字的方法，這將使這個主題選擇變得有趣。
選擇年級比我們最初想象的更具挑戰性。最初我們以為我們會做 K-5 年級的一個概覽，但在進一步審查了任務之後，我們意識到我們需要確定具體的年級。在這種情況下，多數人做出了決定，因為我們小組中有兩位成員是高年級小學生。
在選擇標準時，我們採取了協作的方法。我們決定在 Google Hangout 上見面，一起檢視 3-5 年級識字標準。然後，我們分別確定了感興趣的標準，這些標準也有利於彼此支援，並從那裡決定。我們決定以下標準
提出並回答問題以證明對文字的理解，明確參考文字作為答案的基礎。（RL.3.1）在解釋文字明確說明的內容以及從文字中推斷的內容時，引用文字中的細節和示例。（RL.4.1）在解釋文字明確說明的內容以及從文字中推斷的內容時，從文字中準確引用。（RL.5.1）講述故事，包括來自不同文化的神話、民間故事和神話；確定中心資訊、教訓或道德，並解釋它是如何透過文字中的關鍵細節傳達的。（RL.3.2）從文字中的細節確定故事、戲劇或詩歌的主題；總結文字。（RL.4.2）回應挑戰或詩歌中的說話者如何反思一個主題；總結文字。（RL.5.2）描述故事中的角色（例如，他們的特徵、動機或感受），並解釋他們的行為如何促成事件的順序。（RL.3.3）深入描述故事或戲劇中的角色、場景或事件，借鑑文字中的具體細節（例如，角色的思想、言語或行為）。（RL.4.3）比較和對比故事或戲劇中的兩個或多個角色、場景或事件，借鑑文字中的具體細節（例如，角色如何互動）。（RL.5.3）
在確定活動時，我們決定透過分配工作來單獨完成。每個小組成員都被要求選擇 3 個標準，然後為每個標準選擇三個活動和三個技術以與每個標準保持一致。這很有益，因為我們每個人都被允許自由選擇和建立自己的活動，同時仍然由於標準彼此支援而建立在彼此的工作基礎上。在建立這些活動和確定技術時，每個小組成員都應該已經審查了 RWLD，並且已經閱讀了文章，以便每個活動都與 TPACK 的概念理念相一致。
1. 提出並回答問題以證明對文字的理解，明確參考文字作為答案的基礎。（RL.3.1）
Activity/Technology #1 - Login to newsela.com and choose an article with “Anchor 1” (located at the top near the article title). Read the article and take the quiz, using the text as a reference to answer the questions.
Activity/Technology #2 - Write a friendly letter to an author of your choice (may be teacher chosen) using readwritethink letter generator, asking questions about a given story. You must include the 5 W’s and an H in your letter, and you should refer to the text in your letters to create your questions.
Activity/Technology #3 - Work with your group to become ‘text detectives’. Create a bubbl.us mind map of the story using the 5 W’s and and H as your guide. Be sure to include bubbles referring to the problem and solution in your story. Use the text while creating your map.
2. 在解釋文字明確說明的內容以及從文字中推斷的內容時，引用文字中的細節和示例。（RL.4.1）
Activity/Technology #1 - Work with your group. Create a commercial for your novel using imovie. You will need to use the storyboard app on your ipad to create your detailed plan of how you will present your book and it’s main theme. Your commercial needs to include the 5 w’s and an h, and should also refer directly to the text. Your commercial should be no more than 3 minutes long.
Activity/Technology #2 -Create a voicethread ‘quiz’ for your classmates with your partner about the book your group is reading.. Use the text to help you create your quiz. Try to ‘stump’ your classmates by writing questions that make them think about what the author is trying to tell you. These questions might start with, ‘Why do you think...’ or ‘When the author says...’.
Activity/Technology #3 - Pretend you are one of the characters in the story. Using blabberize or voki, tell the story from your point of view. Use google docs to plan your 2 minute audio clip. Use details from the story in your summary, and be sure to include how ‘you’ are feeling in the story.
3. 在解釋文字明確說明的內容以及從文字中推斷的內容時，從文字中準確引用。（RL.5.1）
Activity/Technology #1 - Work with your group. Pretend you are characters in a fictional story of your choice (may be teacher chosen). Create a dialogue between the characters that refers to the central theme of the story, and create a comic strip using toonlet.com. Your comic strip needs to quote directly from the text, and must convey the theme through the character dialogue.
Activity/Technology #2 - Write a review of the story using your google docs account. Your job is to convince your classmates why you would or would not recommend this book. You must use the text directly in your argument, and quote directly from the text.
Activity/Technology #3 - Work with your partner to create a powtoon or moovly presentation that will challenge your classmates to answer questions about the story. Use the text to write your questions, and you must quote the text directly when writing your questions. For example, you might start a question by saying ‘On page 45 of the story Charlotte’s Web, Wilbur refuses to eat...’ Use the 5 W’s and and H to be sure you are hitting all parts of the story in your questions.
4. 講述故事，包括來自不同文化的神話、民間故事和神話；確定中心資訊、教訓或道德，並解釋它是如何透過文字中的關鍵細節傳達的。（RL.3.2）
Activity/Technology #1 - Read one of the three texts offerings provided by the teacher. Once you have finished the text create a concept map using mindmeister that at it’s central location discusses the central message/lesson/moral, then support this with key details and ideas from the text.
Activity/Technology #2 - To complete this activity you must first have completed the mindmeister activity. Once your concept map is completed meet with your assigned groups to compare your Maps. Then create a group concept map using Inspiration that joins your ideas and thoughts into one centralized location.
Activity/Technology #3 - Now that you have created your individual concept map and group map it is time to teach the class. Using animoto create a presentation that tells the class what the lesson of your story was and how you came to this conclusion. Use your Maps to guide this process.
5. 從文字中的細節確定故事、戲劇或詩歌的主題；總結文字。（RL.4.2）
Activity/Technology #1 - First access your poem of choice (from pre-approved teacher list) on adobe reader. First go through and read the poem a few times getting an idea of its rhythm and expression. Once you have read the text a few times use adobe reader to highlight and take notes on the main ideas.
Activity/Technology #2 - Now that you are familiar with your poem share what you think the theme of the text is and why. To share your thoughts I want you to use voicethread, beyond that it is up to you.
Activity/Technology #3 - Once you have completed your voicethread go through and listen to all of your peers. Once you have completed this pick five threads to comment on. Get a discussion going, respond to questions and ask them. This process should be meaningful and reflective.
6. 回應挑戰或詩歌中的說話者如何反思一個主題；總結文字。（RL.5.2）
Activity/Technology #1 - Using the same poem you chose for your voicethread activity I want you to reflect on the idea of where the author’s voice came from. Put yourself in the writer’s chair for a moment and create an idea of what the author’s idea or history behind the poem was, and what their emotions were when writing this poem. Once you feel like you have a good idea, create an outline using freemind to guide your discussion.
Activity/Technology #2 - Using the outline you just created, write a blogpost that goes in depth into the ideas posted in your outline.
Activity/Technology #3 - Review 3 of your classmates poems and blogs. Once you have completed this, choose 1. After you have chosen a blog, determine whether you agree or disagree with your classmates view. Create a podcast using podomatic that discusses why.
7. 描述故事中的角色（例如，他們的特徵、動機或感受），並解釋他們的行為如何促成事件的順序。（RL.3.3）
Activity/Technology #1 - Choose a fictional story (may be teacher’s choice) and create a video diary of the main character. Using Voki, create your character’s avatar and be sure to included the character’s feelings about events and other characters.
Activity/Technology #2 - Create a Character Scrapbook for at least two characters from a fictional story (may be teacher’s choice). On one side create a visual image of the characters and on the other side include important character traits.
Activity/Technology #3 - Create a character map using bubbl for at least two characters from a fictional story (may be teacher’s choice). The following elements must be included: Character’s name; What the character says and does; How the character looks and feels; What others think about the character; Also, include a place to give your feelings about the character.
8. 深入描述故事或戲劇中的角色、場景或事件，借鑑文字中的具體細節（例如，角色的思想、言語或行為）。（RL.4.3）
Activity/Technology #1 - Using a Google Doc, you and a classmate should collaborative create an alternate ending to a story. Be sure to use base your choices on changes to the ending on details from the story and inferences and/or predictions you made as you read.
Activity/Technology #2 - Create a series of at least 4 comic scenes using Pixton to illustrate the climaxing moment from your story. Be sure to draw details about setting from the text, as well as character’s feelings. Also include direct character quotes from the text.
Activity/Technology #3 - Create a 3D popup book using ZooBurst to highlight the main character from your book. Be sure to include important character traits, events involving your character, your character’s feelings and relationships with other characters.
9. 比較和對比故事或戲劇中的兩個或多個角色、場景或事件，借鑑文字中的具體細節（例如，角色如何互動）。（RL.5.3）
Activity/Technology #1 - You and a classmate should collaborate to produce a VoiceThread that both compares and contrasts two characters from your story. One partner should contribute by voicing the comparisons, the other should voice the contrasts.
Activity/Technology #2 - Compare and Contrast two different versions of the same fairy tale. You may choose to compare/contrast characters, setting, or events. You do not have to do all three. Create two Blabberize photos to illustrate your comparisons and contrasts. The photos you chose should be relevant to your story.
Activity/Technology #3 - Use the online Venn Diagram tool from ReadWriteThink to compare and contrast the character, settings, or events from two of the stories we have read in class. You should indicate in your title which element you are comparing/contrasting. When you finish, email your diagram to your teacher.
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