Tech Tasks Module 6

Tech Task #1

My Voki

I could not get my voice to work so I typed out what I wanted to say and chose a voice. I tried over ten times to get my audio to work, but it wouldn’t. At least I completed this task, even though its not my voice that is heard.

Tech Task #2

I watched a video of a grade 8 science class and they get to use Sim city software to create a futuristic city. I think this is a really cool and very engaging for students. Sims was a big game growing up and I would not have thought to use it in the classroom. Using this type of technology allows students to be creative and work independently or in a group. This is a great assignment that would  be fun to do as a student and if I had to teach a higher level grade, I would do an assignment like this. Great idea!

I watched a video of a grade 7 ELA class and they made a movie of a book they made in class. In school, I hated videos and always chose to write an essay, but lots of my classmates would rather act out their interpretations of the book. Making a video is a great way for students to work collaboratively and express themselves. It takes a lot of time an effort, but the final product is worth it. Also, students like watching each other’s videos and it is a great way to spend a class. I would allow my students to make a movie if they wanted to. This assignment is great for students who may not be great writers or those who do better speaking their thoughts.

The last video I watched was a video of a grade 2 math class. The students took pictures with a digital camera of something in their school environment and made a word problem about the picture they took on a WORD document. This activity is very engaging and interactive. This assignment also allows students freedom and an opportunity to use their creativity. I would have never thought to do an assignment like this and I think it would be great to do in a classroom.

This matrix is very helpful with giving ideas to teachers of how to incorporate technology easily into the classroom. Just from the three videos I watched, I was inspired to use the ideas in my future classroom. I have been dreading the idea of using technology in my classroom, but now I see that it could be lots of fun for the students. I am looking forward to watching more videos and being inspired by them.

Tech Task #3

Outcome: CC6.7

Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.

Indicator:

Create narratives about an incident as follows:

• establish a plot and setting and present a point of view that is appropriate to the stories
• include sensory details
• develop plot and character
• use a range of narrative devices (e.g., dialogue, suspense, tension).
  

  Story Writing : Narrative Writing Teacher Name: Ms. Wesnoski Student Name:     ________________________________________

  CATEGORY	EU	FM	MM	NY
  Organization	The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. Follows a plot diagram and a graphic organizer was used.	The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. Mostly follows a plot diagram. Some evidence of a graphic organizer used.	The story is a little hard to follow. The transitions are sometimes not clear. Sometimes follows a plot diagram. Graphic organizer was not used.	Ideas and scenes seem to be randomly arranged. Does not follow a plot diagram. What is a graphic organizer?
  Setting	Many vivid, descriptive words are used to tell when and where the story took place. Clear understanding of the contents that are included in a setting.	Some vivid, descriptive words are used to tell the audience when and where the story took place. Understands the contents that are included in a setting.	The reader can figure out when and where the story took place, but the author didn\’t supply much detail. Somewhat understands the contents that are included in a setting.	The reader has trouble figuring out when and where the story took place. What is a setting?
  Problem/Conflict	It is very easy for the reader to understand the problem the main characters face and why it is a problem. Created a well-developed conflict.	It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. Created a good conflict.	It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. Created a conflict.	It is not clear what problem the main characters face. What is conflict?
  Characters	The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. Characters are very interesting and lots of description was provided.	The main characters are named and described. Most readers would have some idea of what the characters looked like. Characters developed and description is given.	The main characters are named. The reader knows very little about the characters. Characters are created, but lack description.	It is hard to tell who the main characters are. Characters were not fully developed.
  Creativity	The story contains many creative details and/or descriptions that contribute to the reader\’s enjoyment. The author has really used his imagination. The story is very original and well developed.	The story contains a few creative details and/or descriptions that contribute to the reader\’s enjoyment. The author has used his imagination. The story is good and is developed properly.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. The story is very generic and does not contain all of the elements needed.	There is little evidence of creativity in the story. The author does not seem to have used much imagination. The story was not well developed.
  Spelling and Punctuation	There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout. Strong evidence of editing .	There is one spelling or punctuation error in the final draft. Evidence of editing.	There are 2-3 spelling and punctuation errors in the final draft. Some evidence of editing.	The final draft has more than 3 spelling and punctuation errors. No evidence of editing.