Name: Kristen Schell

Directions: Using the template below, describe how students could use a blog, wiki, or other websitecreation tool to learn required learning standards in your content area: For an A grade provide an idea that
LESSON IDEA: WEBSITE-CREATION TOOLS
reaches a Level of Technology Implementation of 4 or above. Remember higher levels (4-6) require that
students assume adult/professional roles; engage in higher-order thinking; and use technology
create/publish original content for their classmates and/or others beyond their school/classroom. The
learning activities and products should be engaging and meaningful to the students and to others who will
view/use/benefit from students work. Review your handouts on Engaged Learning, Authenticity, and LoTi.
Grade Level: 3rd grade
Content Area: English Language Arts/ Writing
Technology Used (check all that apply): Blog Wiki Other Website Creation Tool (list):
Content Area/Grade/Standards/Topics Addressed:
ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or
show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure
Brief Description of Learning Experience: What learning standards will be addressed? What will
students and teachers do? What products will students create? How will the project be introduced? How
long will it take to complete? What audience will use/care about the product(s) students are creating? How
broad is this audience?
Students will be informed that they will be creating a story that they are going to get to share with all of
their families. There will then be a contest, which the outside audience will judge, to determine the most
creative story, best grammar, and which story is best overall. This lesson will take several weeks to develop
students writing and gather feedback from an outside audience.
After developing a rough draft of a creative writing story, the students will collaborate together to edit and
revise their work. The teacher will be available as a resource for questions students are unable to answer on
their own. After revision and a final draft are developed, students will type and finalized their story.
After gaining parent permission, the teacher will post the student work on the classroom blog using student
pseudonyms. In the comment section, the outside audience will be invited to leave their feedback. The
teacher will then gather the feedback, and determine the winner of each category. Students will have the
opportunity to read the feedback provided, and use this information to improve on their future writing.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Student Engagement: Which indicators of Engaged Learning area strong and why? (See Engaged
Learning and Authenticity handouts distributed earlier this semester.)
I believe that students will be very engaged in this lesson because of the competitive nature of young
learners. The content is both standard-based and challenging for the students. The learning is authentic and
student-directed. Collaborative social interactions are established throughout the lesson.
Level of Technology Implementation (LoTi): What LoTi would this lesson be and Why?(See Engaged
Learning handout distributed earlier this semester.)
This lesson would reach a LoTi Level 5 because students are creating and publishing their work for an
outside audience.
Importance of technology: Why is using a website-creation tool critical to the project? Could the project