INDEPENDENT READING PINTEREST PROJECT
Lesson Background
Subject: English/Language Arts
Grade Level: Eight
Differentiation Narrative (rationale how you are differentiating and why):
Content Standard(s):
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
National or State Technology Standard(s):
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Content/Instructional Objective(s):
1. Students will be able to locate and explain the connection of an image to represent the protagonist of their independent reading novels.
2. Students will be able to locate and explain the connection of an image that represents the setting of their independent reading novels.
3. Students will be able to locate and explain the connection of an image that represents the historical element of their independent reading novels.
4. Students will be able to locate and explain the connection of an image that represents the historical element of their independent reading novels.
5. Students will be able to successfully use Pinterest as a presentation tool to promote 21st Century Skills.
Language Objective(s):
1. Students will be able to read for information, in regards to their independent reading novels via use of Pinterest and the Internet.
2. Students will be able to use public speaking skills, using appropriate volume, eye contact, and pace
Materials, Media, Resources:
1. iPad cart
2. Pinterest.com
3. Pinterest login: [email protected] and Pinterest password: smithstudent
4. ELMO cart with projector and internet
5. Screen
6. Teacher rubric
7. Parent sign off sheet with Pinterest Terms of Use
Lesson Procedure:
Instructions: When creating a bulletin board for students, use an email address and password for all students to use. This will allow for you, the teacher, to monitor work in progress. And it will allow for students to easily remember their logins. Once they have logged into Pinterest.com, students need to create a bulletin board that has both their first and last names. This bulletin board will belong to that student.
Before giving the assignment, it is best to create a model bulletin board for students to view as an example. I did so for a class novel we had read earlier in the year, and went through each photograph separately, explaining what I did and what I searched for on the site.
Initiation:
Begin by passing out the rubric for the project, so that students have clear guidelines and can see my expectations. Then show students www.Pinterest.com. Show students example bulletin board that I previously created for the novel The Fault in our Stars, which we read earlier in the year. By doing this, they understand the content of the book. Go through the bulletin board photograph by photograph, making sure to parallel the rubric. Explain that this will take the place of the typical oral presentation. Show students how to navigate the site, using the overhead projector.
Timing:
10 minutes
Performance Tasks:
As I teach the lesson, I will use teacher modeling, clear expectations, visual differentiation, and one to one teacher/student check ins.
Timing:
Development of Lesson:
60 minutes- 90 minutes, plus work time at home if needed
Closure:
The closure of the lesson (and assessment) is the students’ presentations. Each student will present his/her bulletin board to the class, explaining why each picture was chosen for his/her novel. The bulletin boards will be put in front of the room via use of the LCD projector, and one by one, students will come up to share their work.
I, as the teacher, will sit in the back of the class and grade them as they go, referencing the rubric that was created for the assignment and writing notes on it as the students present. This was I can give them fast, effective feedback of their work and I won’t forget their work, as I may if I graded the projects at a later time. I will keep my commentary to writing, so that students are not embarrassed, as public speaking is difficult for a lot of them.
Timing:
45 minutes
Assessment Strategies:
After students have completed their Pinterest projects, they will individually present to the class, which doubles as both a book talk and an assessment to evaluate for understanding of the reading comprehension. Because this was my first experience with this assignment and my students’ first experience with this assignment, I kept the rubric extremely simple. (See attached.) For each category, I just wanted to see that students could find an image and then relate that image to their independent reading novels. I had no idea what kind of output I would see, so it was hard to create a detailed rubric. This was experimental. Excitingly, though, the students completed fantastic work! I will most definitely use this assignment in the future, and looking ahead, I will revamp the rubric to something more detailed and expository. I was very lucky with this assignment, as technology projects are sort of touch and go. This time, though, there were no glitches, each student understood the assignment, and I was actually shocked by the creativity of some of my more quiet students. Overall, an extremely successful tool for assessment!
RUBRIC:
Historical Fiction Independent Reading
Pinterest Presentation
Objective: Students will create a bulletin board, using Pinterest.com, a curation website, to gather and organize visuals that apply to their respective Historical Fiction novels.
Students will have two days in class to create their bulletin boards, with teacher guidance and facilitation. They will then present their bulletin board to the class. This will be a quiz grade.
Student Guidelines/ Grading Rubric
Project completed with six slides and captions- _________/30pts
Teacher Notes/Commentary:
Lesson Background
Subject: English/Language Arts
Grade Level: Eight
Differentiation Narrative (rationale how you are differentiating and why):
- Student 1 (Austin) Austin is a wonderful, hard working student who struggles when it comes to reading. He burns the candle at both ends, when it comes to working on his reading. Unfortunately, he just doesn’t always get it. He is identified as a Tier-3 level student for reading comprehension, specifically inferencing. He meets with a Reading specialist every other day to gain reading strategies that can then be used in the classroom. Visual differentiation is extremely helpful for Austin. If he can see a picture or a diagram, he usually gets it. He can not always visualize images in his head, so having him draw pictures, for example with vocabulary, benefits his learning in the classroom. For Austin, to make sure that he completed the assignment correctly, it was important that he understood the material in the book before he set to work. II made sure that he used sticky notes to locate the material in the book before he set to work so that he had strong organization and continued to use his comprehension strategies.
- Student 2 (Matthew) Matthew is an identified student. He has been identified with a learning disability in Language Arts and receives 30 minutes daily for services. Because Matt needs preferential seating and one to one chunking with the teacher, I sat him next to me and guided him as he worked. We worked on on photograph at a time, moving at a much slower pace than the other students. Because of this, he was also given time in Resource to continue working on his project, which was more one to one instruction than was given to his peers. However, by using this program, it actually benefited Matt, in regards to his disabilities. Per his Student Modification Chart, it reads that Matt is to use visuals to enhance understanding. The Pinterest project allows for him to do this without standing out in class as “different”.
- Student 3 (Kimmy) Kimmy is one of my highest achieving students; however, she has a horrible fear of public speaking, and getting up in front of the classroom is extremely difficult for her. In the past, I have assessed independent reading assignments through oral presentations. They have been graded by eye contact, volume, pace, and length of time (about two minutes). At the beginning of the year, Kimmy received a 19/25, on her assignment, purely because of low volume and a too short project. This grade did not reflect Kimmy’s ability, so I was frustrated for her. With the Pinterest project, however, I made sure to take her aside and reassure that she could read off of her slides when she presented. This would give her comfort and confidence, and it also allowed for her to focus more upon the reading than the memorization. )She received a perfect score on this project.)
Content Standard(s):
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RL.8.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.SL.8.1.D
Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.L.8.2.C
Spell correctly.
CCSS.ELA-LITERACY.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
National or State Technology Standard(s):
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Content/Instructional Objective(s):
1. Students will be able to locate and explain the connection of an image to represent the protagonist of their independent reading novels.
2. Students will be able to locate and explain the connection of an image that represents the setting of their independent reading novels.
3. Students will be able to locate and explain the connection of an image that represents the historical element of their independent reading novels.
4. Students will be able to locate and explain the connection of an image that represents the historical element of their independent reading novels.
5. Students will be able to successfully use Pinterest as a presentation tool to promote 21st Century Skills.
Language Objective(s):
1. Students will be able to read for information, in regards to their independent reading novels via use of Pinterest and the Internet.
2. Students will be able to use public speaking skills, using appropriate volume, eye contact, and pace
Materials, Media, Resources:
1. iPad cart
2. Pinterest.com
3. Pinterest login: [email protected] and Pinterest password: smithstudent
4. ELMO cart with projector and internet
5. Screen
6. Teacher rubric
7. Parent sign off sheet with Pinterest Terms of Use
Lesson Procedure:
Instructions: When creating a bulletin board for students, use an email address and password for all students to use. This will allow for you, the teacher, to monitor work in progress. And it will allow for students to easily remember their logins. Once they have logged into Pinterest.com, students need to create a bulletin board that has both their first and last names. This bulletin board will belong to that student.
Before giving the assignment, it is best to create a model bulletin board for students to view as an example. I did so for a class novel we had read earlier in the year, and went through each photograph separately, explaining what I did and what I searched for on the site.
Initiation:
Begin by passing out the rubric for the project, so that students have clear guidelines and can see my expectations. Then show students www.Pinterest.com. Show students example bulletin board that I previously created for the novel The Fault in our Stars, which we read earlier in the year. By doing this, they understand the content of the book. Go through the bulletin board photograph by photograph, making sure to parallel the rubric. Explain that this will take the place of the typical oral presentation. Show students how to navigate the site, using the overhead projector.
Timing:
10 minutes
Performance Tasks:
As I teach the lesson, I will use teacher modeling, clear expectations, visual differentiation, and one to one teacher/student check ins.
Timing:
Development of Lesson:
- After showing the example that was previously created, pass out iPads to students- each student receives an iPad for classroom use
- Students are to log in with same email and password
- Using the LCD projector in the front of the classroom, through teaching modeling, take students through bulletin board set up.
- Tell students to click on the addition sign in the upper right hand corner of the page
- Then click on “create a new board”
- Once students have done so, they are to type in their first and last names. Then click “create board”
- Again, using the LCD projector in the front of the classroom, through teacher modeling, take students through set up of first image, which is the book cover.
- Tell students to click “Add a pin”.
- Then, using the search box in the upper left hand corner of the screen, type in the title of the book
- Images of different book covers will appear. \Tell students to choose the cover they find most pleasing and then hit “pin”
- Once they click “pin”, students must highlight the current caption and create their own caption.
- After checking that each student was successful, give them class time to continue through independent practice with the next five images. This could take 45- 60 minutes (however, they can also work from home)
- As students work,teacher should roam the room, answering questions or technology snares.
60 minutes- 90 minutes, plus work time at home if needed
Closure:
The closure of the lesson (and assessment) is the students’ presentations. Each student will present his/her bulletin board to the class, explaining why each picture was chosen for his/her novel. The bulletin boards will be put in front of the room via use of the LCD projector, and one by one, students will come up to share their work.
I, as the teacher, will sit in the back of the class and grade them as they go, referencing the rubric that was created for the assignment and writing notes on it as the students present. This was I can give them fast, effective feedback of their work and I won’t forget their work, as I may if I graded the projects at a later time. I will keep my commentary to writing, so that students are not embarrassed, as public speaking is difficult for a lot of them.
Timing:
45 minutes
Assessment Strategies:
After students have completed their Pinterest projects, they will individually present to the class, which doubles as both a book talk and an assessment to evaluate for understanding of the reading comprehension. Because this was my first experience with this assignment and my students’ first experience with this assignment, I kept the rubric extremely simple. (See attached.) For each category, I just wanted to see that students could find an image and then relate that image to their independent reading novels. I had no idea what kind of output I would see, so it was hard to create a detailed rubric. This was experimental. Excitingly, though, the students completed fantastic work! I will most definitely use this assignment in the future, and looking ahead, I will revamp the rubric to something more detailed and expository. I was very lucky with this assignment, as technology projects are sort of touch and go. This time, though, there were no glitches, each student understood the assignment, and I was actually shocked by the creativity of some of my more quiet students. Overall, an extremely successful tool for assessment!
RUBRIC:
Historical Fiction Independent Reading
Pinterest Presentation
Objective: Students will create a bulletin board, using Pinterest.com, a curation website, to gather and organize visuals that apply to their respective Historical Fiction novels.
Students will have two days in class to create their bulletin boards, with teacher guidance and facilitation. They will then present their bulletin board to the class. This will be a quiz grade.
Student Guidelines/ Grading Rubric
- Visual 1- Book Cover and brief explanation- _________/5pts
- Visual 2- Historic Aspect of the Novel and brief explanation - _________/5pts
- Visual 3- Setting and brief explanation- _________/5pts
- Visual 4- Protagonist and brief explanation- _________/5pts
- Visual 5- Aspect of plot and brief explanation- _________/5pts
- Visual 6- Visual of your choice and brief explanation- _________/5pts
Project completed with six slides and captions- _________/30pts
Teacher Notes/Commentary: