Technology Integration Unit Project Multimedia Presentation Lesson Plan

Title of Unit:  Using the Dictionary

Reading Developmental Level - Advanced

Lesson Length: Session 1: 45 minutes. After motivation, groups must have time to sit together, receive their word, guess a definition and write it on the card, confirm the definition in the dictionary and write it on the card. Session 2: 45 minutes. After motivation, groups will find five more definitions as well as parts of speech and pronunciation. Session 3: 45 minutes. Librarian will show an Animoto video that she created and give students a brief tour of Animoto and its main features. Students will then create their own videos.

Lesson Location: Session 1: Classroom - Students will need space to work in their table groups, as well as access to student dictionaries. (If dictionaries are not available in the classroom, the librarian will provide dictionaries.) Session 2: Library - Students will need access to library computers for online dictionaries. Session 3: Library - Students will need access to library computers to create Animoto final product.

Students have already learned some of the basics of using a dictionary, such as the use of guide words to find the desired word on the page. The purpose of this lesson is to give students the opportunity to practice using the dictionary (once in a fun way and once in an academic way) and to share their experiences with the class using Animoto ,a Web 2.0 tool. The first session will require attentive listening, and all sessions will require teamwork. Since students are defining new, unknown words, the second session will also be an opportunity to increase vocabulary. The third session allows for students to be introduced to and interact with a Web 2.0 tool.

Purpose/Objectives/Materials/Resources/Equipment 1. Working in groups of 3-4, students will predict the meaning of one "cat" word, locate the correct meaning in the dictionary, and revise their prediction if necessary. 2. In the same groups, students will use the dictionary to identify the pronunciation, part of speech, and meaning of 5 unknown words. 3. Students will create an Animoto video demonstrating the pronunciation, part of speech, and definition of their unknown words and present the video to the class.

Chart paper Index cards List of "cat" words from What Kind of Cat Are You? by Billy Jonas Dictionaries - at least one per group Streamed Version of What Kind of Cat Are You? by Billy Jonas Classroom Computer for playing song Document camera and projector or SMART Board List of unknown words - 5 per group (each group receives different words) Library computers (for online dictionary and Animoto product) Summative Assessment Rubric (for final product)

Design Model/ADDIE Model Preparation - The teacher and librarian will collaborate to determine objectives/outcomes. The teacher and librarian will create and agree upon a grading rubric. Implementation - During session 1, the teacher will facilitate the lesson in the classroom. The librarian will offer additional assistance and help the teacher conduct informal observations on students' learning behaviors. Together, they will make a list of what groups had problems with and what groups did well. This list will serve as an informal assessment of students' dictionary skills and inform Session 2 instruction. During session 2, the librarian will model using guide words to find a specific word on a page. The librarian will also use the combined observations from the previous session to review dictionary skills with which students struggled. The teacher will assign groups 5 difficult, unknown words. The teacher and librarian will interact with small groups while they work, making observations of how individual students are participating in their group, as well as how well individual students can find a word in the dictionary. Using a SMART board or projector, the librarian will show students how to access and use an online dictionary. The teacher and librarian will circulate, engaging each group in a discussion of the differences (if any) of the online definition versus the print definition, as well as the differences in the process of using each. In session 3, the librarian will show students an Animoto video she created and give students a basic overview of how Animoto works. The teacher and librarian will circulate, providing assistance when necessary. Assessment - At the close of session 3, each group will present their finished product to the class, while the teacher and librarian use the collaborative rubric to assess each group.

The teacher will give each group a dictionary and make informal observations as the groups look up the word in the dictionary and correct their own definitions if necessary. The teacher will make a list of dictionary skills groups had problems with and dictionary skills groups did well with. This list will serve as an informal assessment of students' dictionary skills (prior knowledge) and inform Session 2 instruction. This assessment aligns with the first objective. The formal summative assessment of the group product will take place at the end of the third session after students have become more comfortable using the dictionary and the Web 2.0 tool. This assessment focuses on the second and third objectives. Using Animoto and a teacher-created rubric, students will create a short video using their 5 words and the definitions. When student products are complete, each group will present their finished product to the class, while the teacher and librarian use a teacher/librarian-created rubric to assess each group.

Standards: AASL: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. AASL: 1.3.4 Contribute to the exchange of ideas within the learning community. AASL: 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. TEKS: §110.16. English Language Arts and Reading, Grade 5, (2) Reading/Vocabulary Development: Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words. TEKS: §126.7. Technology Applications, Grades 3-5, (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to: (A) create original products using a variety of resources; (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to: (A) draft, edit, and publish products in different media individually and collaboratively; (C) collaborate effectively through personal learning communities and social environments; (3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to: (D) acquire information appropriate to specific tasks.

Motivation: Session 1: Students will listen to What Kind of Cat are You? by Billy Jonas. The first listening session is to get students interested and excited about the lesson. Session 2: Using a SMART board or document camera, the teacher will remind students about using guide words to find the word they are looking for on the dictionary page. The teacher will also use her observations from the previous session to review dictionary skills with which students struggled. Session 3: The librarian will show students an Animoto video she created and give students a basic overview of how Animoto works.

Student-Friendly Objectives 1. Guess the meaning of one "cat" word. 2. Use the dictionary to check the guess. 3. In small groups, locate the definition, pronunciation, and part of speech of 5 unknown words. 4. Present findings to the class using an Animoto video created by your group.

Presentation Session 1:In the classroom, students will listen to What Kind of Cat are You? by Billy Jonas. The first listening session is to get students interested and excited about the lesson. The teacher will provide student groups with a word on an index card that contains a "cat" sound. Each group will guess the definition of their assigned word and write it on the back of the card. The teacher will give each group a dictionary, both teacher and librarian will make observations as the groups look up the word in the dictionary and correct their definition if necessary. Together, they will make a list of what groups had problems with and what groups did well. This list will serve as an informal assessment of students' dictionary skills and inform Session 2 instruction. Students will again listen to What Kind of Cat are You? by Billy Jonas and raise their word when they hear it. If students have difficulty, this can be repeated. Session 2:Using a SMART board or document camera, the librarian will remind students about using guide words to find the word they are looking for on the dictionary page. The librarian will also use the combined observations from the previous session to review dictionary skills with which students struggled. The teacher will assign groups 5 difficult, unknown words. Together, groups will use the dictionary to determine the pronunciation, part of speech, and definition of these words. The teacher and librarian will interact with small groups while they work, making observations of how individual students are participating in their group, as well as how well individual students can find a word in the dictionary. Using a SMART board or projector, the librarian will show students how to access and use an online dictionary. In groups, students will use an online dictionary to find the definitions of their 5 words. The teacher and librarian will circulate, engaging each group in a discussion of the differences (if any) of the online definition versus the print definition, as well as the differences in the process of using each. Session 3: The librarian will show students an Animoto video she created and give students a basic overview of how Animoto works. Using Animoto and a rubric, students will create a short video using their 5 words and the definitions. The teacher and librarian will circulate, providing assistance when necessary. When student products are complete, each group will present their finished product to the class, while the teacher and librarian use the rubric to assess each group.

Student Participation/Procedures/Guided Practice During Session 1, students will actively listen to What Kind of Cat are You? After receiving their "cat" word, each group will work cooperatively to guess a meaning for their word, look up the word in the dictionary, and make corrections if necessary. All group members will be actively participating during group work. Students will actively listen to What Kind of Cat are You? again. During Session 2, students should actively listen as the librarian gives her demonstration. Students will work in cooperative learning groups to look up their 5 assigned words in the dictionary. All students will participate in the group learning task. Students will actively listen to the librarian as she models how to use an online dictionary. Students will rejoin their cooperative learning groups to find the definitions of their 5 words in an online dictionary. Again, all students are expected to fully participate. During Session 3, students will pay close attention as the librarian models how to use Animoto. In their cooperative learning groups, students will create a short video using their 5 words and definitions. All students are expected to participate in making the Animoto video. Students should use the rubric to self-assess their work. At the close of session 3, students will be actively engaged while other groups present their final products.

Closure: Students will sit together in their assigned groups. Each student will have a dictionary. The teacher and librarian will take turns calling out words for students to look up. The first person to find the word and give the correct definition will earn their team a point. Students will play several rounds until a winner is determined. This closure activity will be an engaging activity for students. Since each student will have his/her own dictionary, the teacher and librarian can take turns observing the groups to watch for students who are still struggling so that intervention lessons can be completed at a later time.