Learning+Space


 * Title: ** Extra, Extra, Write All About It!


 * Grade Level:** 10


 * Content Area: ** English Language Arts


 * Goals: ** To create an online newspaper that demonstrates: knowledge of expository writing as a genre, the ability to be a reflective thinker/writer, and the ability to use online tools effectively.

The main activity within this unit is the creation of an online school newspaper. It can be delivered as a specific unit lasting 3-4 weeks or across larger amounts of time, even spanning the entire year. It is really up to the teacher how to best implement this in their specific classroom. Click on the links below to view my learning spaces: [|http://missrivasclassblog.blogspot.com] [|www.protopage.com/missrivasclass]
 * Activities and timeline: **

** Learning Model: ** To create my learning space I used two constructivist learning models: project-based learning and the authoring cycle. (Click on the "Learning Model Comparison" link on the left-hand side of this page to view a graphic of each theory and to read more about them.) The theory of project-based learning was used to design the product portion of the unit and is reflective of this method in several ways. First, it focuses on a student artifact for assessment purposes. Second, it emphasizes working collaboratively. Finally, the unit project creates work that is authentic (real-world application) and engaging for students in that they have a lot of freedom to choose content and get to have their work “published” online.

The authoring cycle is secondary to project-based learning but is also an important element of my learning space. Because each group will decide on what to write about (content), I created a blog to facilitate discussion about authoring choices. The authoring cycle emphasizes a process of coming up with a topic, asking questions about it, sharing with others to receive feedback, modifying it, and then sharing what they have learned. The class blog provides students with a place to comment on each others’ ideas and give feedback to improve writing. It also is a place for me to communicate important aspects of the curriculum with students to reinforce information presented in class. Curriculum Map: ** **Blog:** · Purpose: To increase teacher-student-teacher communication that enhances in-class materials and discussion, as well as to create a place where students can access important links to aid them in project completion. · Teacher-Student communication o Teacher posts/prompts o Student comments/questions/feedback · Teacher-Parent communication o Teacher posts/messages o Parent comments/questions/feedback · Important Links o Miss Rivas’ Wikispace § Project Design Theories o Protopage § Sample Site § Tutorial **Protopage:** · Purpose: To be used as a student tool in creating an online school newspaper. · Place for each group to: o publish finalized news articles written in class o design an online school newspaper · Facilitates collaborative learning as students work in groups to create their space and write articles for it. ** Evaluation:  ** Given the nature of project-based learning, several ways of evaluating will be implemented. First, the final product (online newspaper) will be assessed by a rubric provided to students at the beginning of the project. Second, each of the articles that individual students write will also be given a separate evaluation. Third, student groups as a whole will receive a collaborative evaluation from the teacher who will take in to account the peer evaluations student will complete at the end of the project. All of these components will be compiled at the end to give an overall final evaluation for each student and student group.

** Content Standards Addressed: ** (California State Writing Standards for Grades 9/10)

· 1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice. · 1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources. · 1.5 Synthesize information from multiple sources and identify complexities and discrepan-cies in the information and the different perspectives found in each medium · 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. · 1.8 Design and publish documents by using advanced publishing software and graphic programs. · 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. · 2.3 Write expository compositions o a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives. o b. Convey information and ideas from primary and secondary sources accurately and coherently. o c. Make distinctions between the relative value and significance of specific data, facts, and ideas. o d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs. o e. Anticipate and address readers’ potential misunderstandings, biases, and expectations. o f. Use technical terms and notations accurately. Written and Oral Language Conventions · 1.3 Demonstrate an understanding of proper English usage and control of grammar, para-graph and sentence structure, diction, and syntax. · 1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.

(Link to standards: [] )

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively.
 * National Educational Technology Standards for Students Addressed: **

(Link to standards: [] )