Fall+2015+Team+11

You will use the PBI process to develop your project.
====Be sure to design toward your rubrics for your 5 minute video and 8-10 page paper.====


 * I. PBI Planning Draft of your INITIAL PBI plans. Collaboratively with your partner, complete the following questions by September 29. Write your answers here on the wikispace under each question below. If you don't some of the answers yet, share what you can at this point.**

How can I incorporate multiple technology components to increase understanding of the literary analysis and review process through collaboration both inside and outside of of my classroom?
 * What is your compelling question?**

We would like to set up a Weebly account for each grade we teach: Amanda (grades 6-8) and Kayla (grade 5). Then, we would like students to design a research method and present it through a student selected technology facet. Students will be required to research, create, and present their findings to the class on how to write a response to literature through the use of various short stories in the class. We would also like to be able to set up a twitter feed(Amanda) and Edmodo group(Kayla) where they could post their analysis of the various readings. Finally, students would use a blog to discuss various aspects of the literature they have reviewed and analyzed.
 * What initial ideas do you have for your PBI?**

Our target age group includes middle school students 6-8 grades for Amanda and upper elementary school students 5th grade students for Kayla
 * What is your target age group?**

We will be focusing on the English Language Arts content area specifically on reading fictional short stories and writing responses and analyses to the stories they read within small groups. Initially, we will begin with whole group instruction and modeling to provide background on the tools students will be using as well as background information on elements of fiction, distinguishing science fiction from fantasy, and the literary response process. Then, we will turn over responsibility to small groups. They will initially create a technology based "protocol" for how to write a response to literature. Each group will then upload this to the Weebly/Edmodo site assigned to them and present the information to the class. They will then begin the small group or partner reading process and use the texts to write literary reviews. We will be using laptops, iPads, Smart board, Weebly or Edmodo, Twitter, and any other technology based tool students choose to use to present their projects.
 * Think about TPACK. What content will you focus on? What pedagogical approaches will you use? What technologies will you use?**

[|CCSS.ELA-LITERACY.RL.5.2] Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. [|CCSS.ELA-LITERACY.RL.5.5] Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. [|CCSS.ELA-LITERACY.W.5.2.B] Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [|CCSS.ELA-LITERACY.W.5.6] With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
 * What specific Common Core or Essential Standards learning objectives will your PBI address?**
 * __5th Grade CCSS__**

__** 6th Grade CCSS **__
[|CCSS.ELA-LITERACY.RL.6.2] Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [|CCSS.ELA-LITERACY.RL.6.5] Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. [|CCSS.ELA-LITERACY.W.6.2.B] Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [|CCSS.ELA-LITERACY.W.6.6] Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

__**7th Grade CCSS**__
[|CCSS.ELA-LITERACY.RL.7.2] Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. [|CCSS.ELA-LITERACY.RL.7.3] Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [|CCSS.ELA-LITERACY.W.7.2.B] Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [|CCSS.ELA-LITERACY.W.7.2.C] Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.7.4] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.7.5] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.7.6] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

__**8th Grade CCSS**__
<span style="color: #108ebc; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.RL.8.2] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.RL.8.3] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.RL.8.6] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.1.B] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.2.A] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">ntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.2.B] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.4] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.5] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. <span style="color: #373737; font-family: 'Lato Light',serif; font-size: 9pt;">[|CCSS.ELA-LITERACY.W.8.6] <span style="color: #202020; font-family: 'Lato Light',serif; font-size: 12.5pt;">Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

We will begin implementing the PBI project the week of October 12th. We will need at least 6-8 weeks to be able to complete the PBI project fully.
 * What is your timeline for implementing and completing your PBI?**

In addition to the technologies and tools mentioned above, we will need grade level appropriate texts, writing materials, annotating materials, graphic organizers, reader response journals, and potential parent volunteers to help coordinate, assist with, and schedule activities.
 * What materials and resources do you need to be successful?**

The most difficult part of PBI will be convincing students they are able to complete these types of activities. They are so used to receiving direct instruction followed by few activities that actually challenge their thinking. I feel they may become extremely frustrated with such a challenging activity. Planning time and having the support to make the PBI project successful will be the biggest challenge. It is also anticipated that we receive pushback from our administration and from parents as we am working toward something very much out of the norm for our students and staff. Planning time to teach and model each step of PBI may pose a challenge to us on top of the required curriculum and other school events that are occurring throughout the school day.
 * What part of the PBI do you find or anticipate will be most difficult to plan?**

We will look for support with each other and through the experiences of others who have used PBI or PBL before for direction. Additionally, we will maintain in contact with our fellow cohort members for support and encouragement during this experience that we are all going through. We will continue to reflect on the activities in class daily, in order to readjust my plans as necessary to meet the needs of our students.
 * How do you plan to prepare to overcome these anticipated difficulties?**

What do you do when students refuse to participate or cause problems for the group they are assigned to? How do you make sure all students are participating in a meaningful manner without disrupting the learning of others? What if major technology glitches occur that "lose" student work or information? What are the steps we can take to prepare ourself and our students in the event something like this happens?
 * What other questions to you have about the PBI project?**

Hi, I like your question. Don't feel like you have to use so many different technologies unless it makes sense. Think about your TPACK. I like that the students will tweet out information about their literary analysis. Yes, being flexible is key. When something goes wrong with the technology you have to find a work around so that you can still meet your instructional goals. To answer your questions: Hiller, October, 2, 2015
 * From my experience students like to participate in these types of projects, so I assume yours will as well. If they are engaged they will strive to be leaders in the process. I think you use whatever discipline system you have in place if students are being disruptive. I still find "redirecting" to be a powerful disciplinary tool. Also giving students that you anticipate having difficulties with important responsibilities to help with the project. Some of these same kids may be the ones who know the most about technology.
 * I don't think you will lost student work with Weebly, Edmodo, and twitter.
 * Ahead of time, talk about the need to be problem solvers and finding alternative solutions when you are working on a collaborative project with technology. If you don't have a lot of experience with technology, find your student techies in the class and put them in charge. They will make sure that things run smoothly.
 * This is going to be a great project!

===II. Design space for paper planning===

===III. Design space for video documentary development===