奇妙的教育旅行的 TPACK/第 9 组
威廉高地小学于 1958 年 8 月开学。除了普通教育学生外，威廉高地还为全区有智力和身体残疾的学生提供服务。特殊教育、第一类和 ELL（英语学习者）学生通过融合项目融入普通教育课堂。目前的组织计划包括一堂赠款学前班，两节学前班 (Head Start) 和四节 K-5 课堂。威廉高地有 500 多名学生，来自不同的种族、宗教、文化和社会经济背景。威廉高地小学是威廉高地社区学校区的一部分。我们的学校是爱荷华州最大的学区。
在威廉高地，我们提供两个完整的 Mac 电脑实验室（每个实验室 32 台电脑）。每个教室还配备两台学生笔记本电脑、一台教师笔记本电脑和一个连接到智能白板的集线器。我们学区中的每所学校都有一名学校图书馆员，他们也担任我们的技术教练。我们为整个学区配备了一名技术协调员。我们还有一个学区帮助台，协助解决技术问题。
课程：识字
我们选择识字是因为我们相信这门学科的重要性。我们还认为，我们每个人都有不同的观点，以及在课堂上使用识字的方法，这将使这个主题选择变得有趣。
选择年级比我们最初想象的更具挑战性。最初我们以为我们会做 K-5 年级的一个概览，但在进一步审查了任务之后，我们意识到我们需要确定具体的年级。在这种情况下，多数人做出了决定，因为我们小组中有两位成员是高年级小学生。
在选择标准时，我们采取了协作的方法。我们决定在 Google Hangout 上见面，一起查看 3-5 年级识字标准。然后，我们分别确定了感兴趣的标准，这些标准也有利于彼此支持，并从那里决定。我们决定以下标准
提出并回答问题以证明对文本的理解，明确参考文本作为答案的基础。（RL.3.1）在解释文本明确说明的内容以及从文本中推断的内容时，引用文本中的细节和示例。（RL.4.1）在解释文本明确说明的内容以及从文本中推断的内容时，从文本中准确引用。（RL.5.1）讲述故事，包括来自不同文化的神话、民间故事和神话；确定中心信息、教训或道德，并解释它是如何通过文本中的关键细节传达的。（RL.3.2）从文本中的细节确定故事、戏剧或诗歌的主题；总结文本。（RL.4.2）回应挑战或诗歌中的说话者如何反思一个主题；总结文本。（RL.5.2）描述故事中的角色（例如，他们的特征、动机或感受），并解释他们的行为如何促成事件的顺序。（RL.3.3）深入描述故事或戏剧中的角色、场景或事件，借鉴文本中的具体细节（例如，角色的思想、言语或行为）。（RL.4.3）比较和对比故事或戏剧中的两个或多个角色、场景或事件，借鉴文本中的具体细节（例如，角色如何互动）。（RL.5.3）
在确定活动时，我们决定通过分配工作来单独完成。每个小组成员都被要求选择 3 个标准，然后为每个标准选择三个活动和三个技术以与每个标准保持一致。这很有益，因为我们每个人都被允许自由选择和创建自己的活动，同时仍然由于标准彼此支持而建立在彼此的工作基础上。在创建这些活动和确定技术时，每个小组成员都应该已经审查了 RWLD，并且已经阅读了文章，以便每个活动都与 TPACK 的概念理念相一致。
1. 提出并回答问题以证明对文本的理解，明确参考文本作为答案的基础。（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. 在解释文本明确说明的内容以及从文本中推断的内容时，引用文本中的细节和示例。（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. 在解释文本明确说明的内容以及从文本中推断的内容时，从文本中准确引用。（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. 讲述故事，包括来自不同文化的神话、民间故事和神话；确定中心信息、教训或道德，并解释它是如何通过文本中的关键细节传达的。（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. 从文本中的细节确定故事、戏剧或诗歌的主题；总结文本。（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. 回应挑战或诗歌中的说话者如何反思一个主题；总结文本。（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，他们的特征、动机或感受），并解释他们的行为如何促成事件的顺序。（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. 深入描述故事或戏剧中的角色、场景或事件，借鉴文本中的具体细节（例如，角色的思想、言语或行为）。（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. 比较和对比故事或戏剧中的两个或多个角色、场景或事件，借鉴文本中的具体细节（例如，角色如何互动）。（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.
Amber 的课程计划：你说“番茄”。我说“Tahmahto”。你说“灰姑娘”。我说“Sidney Rella”?
Mel 的课程计划：仔细阅读 - 你是文本侦探吗？
Ashley 的课程计划：绘制童话地图