TIM Culminating Project

Available Technology Resources

Evaluation of Three Available Tools

Lesson Description

After completing Sustained Silent Reading (SSR) for 20 minutes, students will complete the following tasks using

their SSR novel. Students will work independently to complete the tasks using a Word Online document and submit their completed work by uploading it to the "Grammar Reader Response" assignment on Canvas.

The Task

Students will locate the following in their SSR novel:

• A fact that contains a subjective pronoun.
• An opinion that contains an objective pronoun.
• Dialogue that contains a possessive pronoun.
• A sentence that contains correlative conjunctions.
• A sentence that contains a coordinating conjunction that names a place in the setting.
• A sentence that contains a subordinating conjunction.

Then, students will write a summary of the book so far.

Instructional Goal

Students will practice identifying pronouns and conjunctions in various texts.

Standards

LAFS.6.L.1.1

Demonstrate the command of the conventions of standard English grammar and usage.

• Ensure that pronouns are in the proper case (subjective, objective, possessive).
• Use intensive pronouns (e.g. myself, ourselves)
• Recognize and correct inappropriate pronoun shifts in pronoun number and person.
• Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
• Recognize variations from standard English in their own and others' writing and speaking, and
• identify and use strategies to improve expression in conventional language.

Current Level

in the TIM

Active Adaptation

Possible Resources:

• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides
• Kidblog
• ToonDoo
• Animoto

Before: Active Adoption

Now: Active Adaptation

Before the lesson. students were only using the technology as a tool to produce their writing in a conventional way by using Word Online. To modify this, students will be able to choose a technology tool to create a product that they feel will best represent their work.

Collaborative Adoption

Resources with the capability of shared documents:

• Sway
• Powerpoint
• Word Online
• Google Slides

Before: Collaborative Entry

Now: Collaborative Adoption

Before, students were working independently using their individual SSR novel. To modify this, students will work with a partner to choose a story from Collection 2 in the Collections textbook to use for their assignment. Additionally, in certain presentations, students have the ability to share the document with each other and work simultaneously and collaboratively on the same product.

Constructive Adaptation

Possible Resources:

• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides
• Kidblog
• ToonDoo
• Animoto

Before: Constructive Adoption

Now: Constructive Adaptation

Before the lesson. students were only using Word Online. To modify this, students will be able to choose a technology tool to create a product that they feel will best represent their work.

Authentic Adoption

Before: Authentic Entry

Now: Authentic Adoption

Before, students were not really connecting this assignment to the outside world. To modify this, students will be presenting their final product to the class using

communication and speaking skills that will be useful in all aspects of their lives.

Possible Resources:

• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides
• Kidblog
• ToonDoo
• Animoto

Goal-Directed Adoption

Possible Resources:

• Online Calendar (shared)
• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides

Before: Goal-Directed Entry

Now: Goal-Directed Adoption

Before the lesson. students were very limited in their use of technology and given step-by-step task monitoring. To modify this, students will use a shared calendar to set deadlines and complete a reflection at the end of the

assignment.

Modifications

To modify my lesson two more levels in the TIM, I decided to focus on

Collaborative Learning and Authentic Learning because I felt that these would

be the best fit for this assignment and the needs of my gifted students. Collaborative Learning will help my students work cooperatively with each other, which can sometimes be extrememly challenging for a gifted student. I chose Authentic Learning because gifted students always want to know the "why" in an activity. They are looking at the most efficient and effective way to complete a task, so they want to know why it will be important to them for future use.

Collaborative Learning

Students will work with a partner to choose a story from Collection 2 in the Collections textbook to use for their assignment.

Collaborative Adoption

Collaborative Adaptation

Students will work collaboratively with another student using a shared document to work simultaneously on the same product.

Students will work collaboratively with another student using an application or website of their choice to work simultaneously on the same product.

Possible Resources:

• Powerpoint Online
• Sway
• Google Slides

Authentic Learning

Students will be presenting their final product to the class using communication and speaking skills that will be useful in all aspects of their lives.

Authentic Adaptation

Authentic Infusion

Students will create a sales pitch, incorporating objective and subjective pronouns and conjunctions, to convince teachers from another class why they (the teacher) should or should not teach this story.

Students will choose which tool to utilize to best meet the purpose of their sales pitch. Students will be enouraged to continue using this tool to help process important ideas throughout the rest of the school year.

• Possible Resources:
• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides

Possible Resources:

• Sway
• Prezi
• Microsoft Powerpoint
• Google Slides

• Kidblog
• ToonDoo
• Animoto

• Kidblog
• ToonDoo
• Animoto

Reflection