Miranda’s Technology Lesson 1

Lesson Title: Digital Language Experience Approach Grade: 3

Goals or Objectives:
Students will use technology to publish writing
Students will write a narrative using transition words.

Grade Level Guide: Content Standards

Content Curriculum Focal Points
http://www.ncte.org/standards/ncte-ira
NCTE & ILA standards
Standard 5
Students employ a wide range of strategies as they write
and use different writing process elements appropriately
to communicate with different audiences for a variety of
purposes.

1. This lesson can relate to science because using

ISTE standards (1 tech component)
http://www.iste.org/standards/standards
transition words are important when writing the steps for
an experiment. It will help students to be able to write
more clearly.
2. This lesson can also connect to history. When writing a
history paper students will be able to more clearly
sequence events by using transition words in their
writing.
Knowledge Constructor
Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for
themselves and others.

PreK-12 Profeciency standards Standard 2

http://www.tesol.org/docs/books/bk_prek- English language learners communicate information,
12elpstandards_framework_318.pdf?sfvrsn=2 ideas, and concepts necessary for academic success in the
area of language arts.

Common Core State Standards

CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences
or events using effective technique, descriptive details,
and clear event sequences.
 CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.

Academic Language:
After, before, finally, also, first, second, last, another

Students’ Needs:
English Language Learners Special Needs (can be a
group such as “struggling
readers” or individuals)
 The example for the  Students with
class will be in both special needs will
English and only be asked to
Spanish. complete four slides
 Important total and can use
vocabulary will be one picture per
inserted and slide.
explained in ELL’s  Students with
projects. special needs will
 ELLs will be asked be allowed to work
to complete only with a partner.
four slides total
rather than five.

Materials:
Laptop/iPad, Google slides, projector, example, form with checklist

Language Function:

Students will Analyze their interests to create a narrative.

Students will Argue for a certain topic or interest.
Students will Describe a personal interest or experience using a digital narrative.
Students will Evaluate their narrative according to a checklist.
Students will Explain their personal interests or experiences through Google slides.
Students will Interpret the narrative of a peer.
Students will Justify their use of vocabulary in their narrative.
Students will synthesize a digital narrative through the use of Google slides.
Before:
 Students will complete a survey to identify their interests.
 Students will use the survey to brainstorm ideas for their narrative.
 Students will save pictures they want to use to Google drive.
During:
 Students will create a Google slides.
 Students will have five slides total including a title page and four slides for each page of their
narrative. (ELLs and students with special needs will have 4 slides including the title page).
 Students will use pictures on each slide to help tell their narrative.
 Students will use the checklist as they complete the project to make sure they have completed all
the requirements.
After:
 Students read their stories to a partner.
 Students will share their Google slide narratives to the teacher’s email.

Assessment:
Type of assessment Description of Modifications to the Evaluation Criteria- What
(formal or informal) assessment assessment so that evidence of student learning
all students could (related to the learning objectives
demonstrate and central focus) does the
learning assessment provide?
Informal Observing as Students can share Observing as students read their
students read stories their stories with stories will allow the teacher to
to a peer. small groups or with determine their progress with
the class if they writing mechanics and use of
want too. vocabulary.

Resources:

Example Checklist:

 I inserted vocabulary words such as after, before, finally, and also.

 The pictures help tell the story.
 The story interests my selected audience.
 I used some descriptions such as location, dimensions, and characteristics.
 I read my story to a peer.