DeBoer

PROJECT NARRATIVE: My initial thought about this project was that it was going to be very tough and time consuming. However when I actually started it I did not find it to be that difficult. I simply put together the things I have been learning throughout the semester. To create this project the first thing I did was brainstorm what I would do it on. First I thought about what I was doing for my lesson plan in 010. I took some of what I did for that class and translated it to this project. I used the story and lesson plan from my 010 class; however, I tweaked the lesson plan a bit. The next thing I did was find the standard I wanted to use. I went on the DPI website for this. The next thing I did was come up with what form of technology I was going to have my students use. I figured out that I wanted to have them make a brochure to demonstrate their knowledge of setting, characters, conflict and resolution while using Microsoft Publisher. To do this I actually had to test it out. First I had to figure out what template I wanted my students to use and put that on their directions. Following this I then actually created the brochure as if I was a student. Then I went on to create my rubric using the Rubistar website. I found some helpful things on the website, however I had to make most of the criteria myself. I came up with five things that I thought were important to use when grading my student’s brochures. Next I graded my “students” brochure using my rubric. After all of this I created my directions and guidelines for my students. This was fairly easy considering I knew exactly what I wanted them to do and how I wanted them to do it because I had already made one of the brochures. To give a bit more feedback to my students I created a spot on the back of the brochures to give them some feedback and see if they met the objectives. Then next step was to finalize what NETS I was going to use for both the teachers and students. I found these on the front cover of the text. I then explained what and why I chose the ones I did. The next thing to do was my bibliography and then I was just about done. I would use my lesson plan that I created to actually teach this to a class, if I had to. Then the last thing to do in finalizing my project was to write this narrative. After writing this I made sure I had all of my work compiled and in order. Then I double-checked everything again and finally I submitted it via marianonline2. This project was definitely time consuming, however, I thoroughly enjoyed doing it. It was fun to put into perspective what I have learned all throughout the semester and finally put it to work. GRADED RUBRIC:


 * ** Literature Circle - Listening and Sharing : Berenstain Bears Brochure ** ||
 * Teacher Name: **Alex DeBoer** ||  ||   ||   ||
 * Student Name: _________________Landon Miller _______________________ ||  ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Comprehension || Student seems to understand entire story and accurately fills out brochure. || Student seems to understand most of the story and accurately fills out most of the brochure. || Student understands some parts of the story and accurately fills out some of the brochure. || Student has trouble understanding or remembering most parts of the story and does not accruately fill out the brochure. ||
 * Stays on task || Student is focused while working on the project. Does not spend time socializing with others. || Student spends most of their time focused and working on project || Student spends some time working on project but more time socializing. || Student spends almost no time working on brochure. ||
 * Presentation || The brochure is very aesthetically pleasing. || The brochure is put together well but could be more aesthetically pleasing. || The brochure is not aesthetically pleasing. || The brochure is a mess, hard to follow along. ||
 * Setting, Characters, Conflict & Resolution || The student shows understanding of all four concepts with a good description in the brochure. || The student shows a fairly good understanding of the story with description in the brochure. Understands 3 of 4 concepts. || Student shows little understanding of the four concepts and it shows in the descriptions in the brochure. Understands 2 of 4 concepts. || Student does not understand any of the four concerts. ||
 * Time management || Student uses time given to work on the Brochure project wisely. || Student does not spend all the time given on the project. || Student spends little time on the project. || Student spends almost no time given on the project. ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||
 * Comprehension || Student seems to understand entire story and accurately fills out brochure. || Student seems to understand most of the story and accurately fills out most of the brochure. || Student understands some parts of the story and accurately fills out some of the brochure. || Student has trouble understanding or remembering most parts of the story and does not accruately fill out the brochure. ||
 * Stays on task || Student is focused while working on the project. Does not spend time socializing with others. || Student spends most of their time focused and working on project || Student spends some time working on project but more time socializing. || Student spends almost no time working on brochure. ||
 * Presentation || The brochure is very aesthetically pleasing. || The brochure is put together well but could be more aesthetically pleasing. || The brochure is not aesthetically pleasing. || The brochure is a mess, hard to follow along. ||
 * Setting, Characters, Conflict & Resolution || The student shows understanding of all four concepts with a good description in the brochure. || The student shows a fairly good understanding of the story with description in the brochure. Understands 3 of 4 concepts. || Student shows little understanding of the four concepts and it shows in the descriptions in the brochure. Understands 2 of 4 concepts. || Student does not understand any of the four concerts. ||
 * Time management || Student uses time given to work on the Brochure project wisely. || Student does not spend all the time given on the project. || Student spends little time on the project. || Student spends almost no time given on the project. ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||

BLANK RUBRIC:
 * ** Literature Circle - Listening and Sharing : Bernstein Bears Brochure ** ||
 * Teacher Name: **Alex DeBoer** ||  ||   ||   ||
 * Student Name: ________________________________________ ||  ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Comprehension || Student seems to understand entire story and accurately fills out brochure. || Student seems to understand most of the story and accurately fills out most of the brochure. || Student understands some parts of the story and accurately fills out some of the brochure. || Student has trouble understanding or remembering most parts of the story and does not accurately fill out the brochure. ||
 * Stays on task || Student is focused while working on the project. Does not spend time socializing with others. || Student spends most of their time focused and working on project || Student spends some time working on project but more time socializing. || Student spends almost no time working on brochure. ||
 * Presentation || The brochure is very aesthetically pleasing. || The brochure is put together well but could be more aesthetically pleasing. || The brochure is not aesthetically pleasing. || The brochure is a mess, hard to follow along. ||
 * Setting, Characters, Conflict & Resolution || The student shows understanding of all four concepts with a good description in the brochure. || The student shows a fairly good understanding of the story with description in the brochure. Understands 3 of 4 concepts. || Student shows little understanding of the four concepts and it shows in the descriptions in the brochure. Understands 2 of 4 concepts. || Student does not understand any of the four concerts. ||
 * Time management || Student uses time given to work on the Brochure project wisely. || Student does not spend all the time given on the project. || Student spends little time on the project. || Student spends almost no time given on the project. ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||
 * Comprehension || Student seems to understand entire story and accurately fills out brochure. || Student seems to understand most of the story and accurately fills out most of the brochure. || Student understands some parts of the story and accurately fills out some of the brochure. || Student has trouble understanding or remembering most parts of the story and does not accurately fill out the brochure. ||
 * Stays on task || Student is focused while working on the project. Does not spend time socializing with others. || Student spends most of their time focused and working on project || Student spends some time working on project but more time socializing. || Student spends almost no time working on brochure. ||
 * Presentation || The brochure is very aesthetically pleasing. || The brochure is put together well but could be more aesthetically pleasing. || The brochure is not aesthetically pleasing. || The brochure is a mess, hard to follow along. ||
 * Setting, Characters, Conflict & Resolution || The student shows understanding of all four concepts with a good description in the brochure. || The student shows a fairly good understanding of the story with description in the brochure. Understands 3 of 4 concepts. || Student shows little understanding of the four concepts and it shows in the descriptions in the brochure. Understands 2 of 4 concepts. || Student does not understand any of the four concerts. ||
 * Time management || Student uses time given to work on the Brochure project wisely. || Student does not spend all the time given on the project. || Student spends little time on the project. || Student spends almost no time given on the project. ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||
 * Date Created: **Nov 28, 2011 07:51 pm (CST)** ||  ||   ||

NETS technology standards: (found in __Technology and Learning with Technology__) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
 * 1) 1. Creativity and Innovation
 * **Objective**: The students will be able to create a brochure using Microsoft publisher 2010 that exhibits creativity by making the brochure simply from a template; they must construct it and make the brochure aesthetically pleasing.
 * The students will be assessed based on the content of their brochure.
 * 1) 4. Critical Thinking, Problem Solving, and Decision Making
 * **Objective**: The students will be able to apply their critical thinking skills to form answers to the questions asked of them. They will also be able to use their managing skills to create the brochure with the required information while still assembling an aesthetically pleasing project.
 * The students will be assessed based on the content and presentation of their final project/brochure.

WISCONSIN CURRICULAR STANDARD: Media and Technology (found on the dpi website) · use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.
 * A.4.5 Use media and technology to create and present information**
 * //Objective//: The students will be able to create an aesthetically pleasing and accurate brochure using Microsoft publisher 2010.
 * //Assessment//: The students were assessed with this standard by examining their brochure created using Microsoft Publisher and then assessed by the teacher to look for an aesthetically pleasing final project. I wrote comments on each individual brochure and the final assessment was done using the grading rubric I created.

LESSON PLAN: ** MARIAN UNIVERSITY ** ** SCHOOL OF EDUCATION – DEPARTMENT OF TEACHER EDUCATION ** **__ LESSON PLAN FORMAT AND GUIDELINES __**


 * Grade Level: 3rd Grade ** **Subject:** Reading Comprehension


 * Concept ** : Demonstrate an understanding of the main setting, main characters and the conflict and resolution.

// (If applicable attach rubric, test or other assessment instrument // || Media and Technology (found on the dpi website)  · use draw, paint or graphics software to create simple signs, posters, banners, charts, visuals, etc.
 * // Alignment of standards, objectives and assessment(s)t for student learning //**// : //
 * // Model Academic Standard(s) or Early Learning Standard (EC majors) // ||  // Learner Outcomes/ Objective(s) //  ||  // Type of Assessment(s) //
 * A.4.5 Use media and technology to create and present information. **

Student Technology Standards (found in __Technology and Learning with Technology__) Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources || The students will be able to identify and present the setting, characters, conflict and resolution of the story.
 * 1) 1. Creativity and Innovation
 * 1) 4. Critical Thinking, Problem Solving, and Decision Making

The students will be able to create a brochure using Microsoft publisher 2010 that exhibits creativity by making the brochure simply from a template; they must construct it and make the brochure aesthetically pleasing.

The students will be able to apply their critical thinking skills to form answers to the questions asked of them. They will also be able to use their managing skills to create the brochure with the required information while still assembling an aesthetically pleasing project. || Students will be given a brochure template. They will have to demonstrate their understanding of setting, characters, conflict and resolution by filling in the brochure template and creating an aesthetically pleasing project. ||


 * Teacher background knowledge needed for the lesson: **
 * Must have read the book, “The Berenstain Bears and Too Much TV”.
 * Must understand the setting, characters and conflict and resolution.
 * 1) 1. Setting: The Berenstain Bear’s tree house.
 * 2) 2. Main Characters: Mama Bear, Papa Bear, Brother Bear & Sister Bear
 * 3) 3. Conflict: The Berenstain Bears are watching too much TV and not doing all the things they used to.
 * 4) 4. Resolution: Mama Bear makes a rule; no TV for a week. They don’t watch for a week and start doing the things they used to. They end up not watching as much TV and continue to do other things.
 * Must know how to explain setting, main characters, conflict and conflict resolution to the students.
 * Must have prior knowledge and understanding of how Microsoft Publisher 2010 works.


 * Student prior knowledge needed for this lesson and student’s possible misconceptions about what is going to be taught: **
 * Must know how to apply prior knowledge to reading.
 * Must understand and be able to identify:
 * 1) 1. Setting
 * 2) 2. Main characters
 * 3) 3. Conflict of the story
 * 4) 4. Resolution of the story
 * Must be able to take a point in the story, remember it and draw a picture from their memory.
 * Students must know how to create a picture in their brochure to help them in creating it to be aesthetically pleasing.
 * Must have a basic knowledge of Microsoft Publisher.
 * Must have knowledge of computers.


 * Type of lesson (__introduces__ a concept/skill/strategy, continues __development__ of a concept/skill/strategy, __completes__ instruction of a concept/skill/strategy): Rationale for the lesson: **

I will be teaching a lesson on reading comprehension. This lesson will be a continuation of their learning of setting, plot, characters, conflict and conflict resolution. It will also be a continuation of their prior lesson of visualizing a story without pictures. The prior class period’s students will be learning about these things. This lesson will be a continuation from the previous lessons. I am teaching the students this lesson to help them gain more experience and become better at evaluating their readings. This lesson will also help them with their visualization. I am teaching this because being able to identify these things in a book is very helpful and will be needed in the future. By doing this students will gain a better understanding and be able to identify more easily the plot, setting, characters, conflict and resolution. This lesson will also be used to help students become more familiar with computers and specifically with Microsoft Publisher and creating a brochure. It is important for students to be able to use a computer to create different things. It is also important for them to understand that technology can be used on many different levels for numerous things in education.

I will be using a lecture approach. I will first lecture a bit about the basics of what we will be doing. I will then ask the class to help me remember what setting, main characters, the problem and resolution all mean. Then I will be giving the students time to create their brochures in the computer lab using Microsoft Publisher 2010.
 * Teaching Strategies/approaches: **

Students will start sitting in their carpet spots. They will sit pretzel style in their spots while maintaining eye contact with me. I will go over the main points of my lesson with them, by only calling on those students who are sitting quietly. I will keep the students engaged by asking them questions about the story and maintaining an interesting tone. After the story is over I will then have the students go to the computer lab and create their brochures.
 * Classroom management considerations: **
 * Because we will be in the computer lab, it may get a little crowded.
 * I will have to maintain a quiet on task class to make sure they finish their brochures on time.
 * I will walk around the lab to answer questions and make sure my students are staying on task.
 * Some students may not want to, or know how to work the computers.


 * Materials: **
 * Book
 * Computers
 * Direction sheets
 * Brochure templates
 * Microsoft Publisher 2010
 * Rubrics

I will start by asking the students who likes the Bernstein Bear’s books; we will discuss that for a few minutes. Then I will ask them to teach me what the setting of a story is along with the main characters, conflict and resolution. For the students who have more trouble staying on task I will sit those by students who are better at staying on task and that can keep them on track. I will also sit them on the ends so they are only by one other student. I will walk around and focus on helping them a bit more than the others. Also if some of the students finish quickly I can have them go around and help those students who do not quite understand it as well.
 * Procedures: (__Detailed__ list of steps) **
 * //Engagement://
 * //Development of lesson://
 * 1) 1. Ask the students to explain to me the main points I will be covering: main characters, conflict, resolution, setting
 * 2) 2. Call on the students who are sitting in a good form set, facing me and arms and legs to themselves, eyes on me.
 * 3) 3. I will then ask them to sit quietly and pay close attention to the story so they are ready to do a work sheet on it after.
 * 4) 4. After the story is over I will ask them to call groups to line up at the door.
 * 5) 5. We will walk quietly down to the computer lab.
 * 6) 6. They will each take a seat at one of the computers but will not touch anything.
 * 7) 7. Once sitting quietly at their computers I will explain the project and give them the worksheet explaining the project.
 * 8) 8. I will ask students to raise their hands if they have questions; I want them to work on it alone.
 * 9) 9. Once their brochures are completed I will ask them to raise their hands.
 * 10) 10. I will come by and check them, if they are complete I will let them print.
 * 11) 11. All the while they are working I will be walking around to make sure they are on task and answering any questions they may have.
 * //Accommodations to support student learning://
 * Must know which students will need extra help and which ones will excel:
 * 1) 1. Gavin needs to sit in the front of the class next to me so I can help him stay focused and on task.
 * 2) 2. Lauren and Henry may finish early and will need an extra task: I will have them walk around the classroom and help the other students who are having more trouble.

I will close the lesson by having each student print their brochure. Then I will ask them each to briefly present theirs to the class. Then I will take them and after grading them I will put them up around the classroom. There will be no extension activity for this lesson. When I take down their brochures I will let them take them home to show their families. STUDENT REFERENCES AND DIRECTIONS: Bearnstain Bears Plot Brochure Project Overview: Create a brochure using Microsoft publisher 2010 that includes: Directions:
 * //Closure of lesson://
 * //Extension Activity://
 * 1) 1. At least 1 picture
 * 2) 2. Name
 * 3) 3. Explanation of:
 * § Setting
 * § Character
 * § Conflict
 * § Resolution
 * 1) 1. Create a brochure using the template found on Microsoft Publisher 2010.
 * 2) 2. Create brochure individually, without copying someone else’s work.
 * 3) 3. Open Microsoft Publisher and save work on the desktop. Save it as your name.
 * 4) 4. Get approved by me when done, and print.
 * 5) 5. Save one last time before closing Publisher.

BIBLIOGRAPHY: Used to find standard: [] Used to create Rubric to assess technology and comprehension objectives: [] Used to find picture used on the brochure: [|http://www.google.com/imgres?q=berenstain+bears&um=1&hl=en&biw=1280&bih=878&tbm=isch&tbnid=i7g6uGI7JmL0WM:&imgrefurl=http://www.jewornotjew.com/profile.jsp%3FID%3D234&docid=PSEITKr0w-xddM&imgurl=http://www.jewornotjew.com/img/people/b/berenstain_bears.jpg&w=150&h=200&ei=OFHUToyKEYrhggfZsLGxAQ&zoom=1&iact=rc&dur=298&sig=114642414063888468857&page=2&tbnh=155&tbnw=116&start=24&ndsp=24&ved=1t:429,r:23,s:24&tx=62&ty=87] Used for other picture on brochure: [|http://www.google.com/imgres?q=tv&um=1&hl=en&biw=1280&bih=878&tbm=isch&tbnid=t1h53AUlVxqduM:&imgrefurl=http://allthingsd.com/20100505/google-ups-its-tv-bet-invests-in-invidi/&docid=0BF6h8FJiNDiDM&imgurl=http://mediamemo.allthingsd.com/files/2010/05/google-tv-ads.png&w=274&h=268&ei=lFHUTpKrD9TDgAeqmuyqAQ&zoom=1] Lever-Duffy, Judy and McDonald, Jean B. __Teaching and Learning With Technology__, Fourth Edition, 2011. Pearson, Boston. NETS STANDARDS (FOR TEACHERS):
 * Teacher NETS standards were found on the inside cover of the text.
 * Student NETS standards were found on the inside cover of the text.
 * The table on page 177 had a table (7.3) on Word Processing in Teaching and Learning, I used this to help me check and make sure I did everything that needed to be done. For example, formatting, grammar checking, spell-checking, and document preparation.
 * o Facilitate and inspire Student Learning and Creativity
 * 1) a. Promote, support, and model creative and innovative thinking and inventiveness.
 * § I provided the students an opportunity to design a brochure using Microsoft Publisher. They can use their creativity and inventiveness to make it appealing and aesthetically pleasing.
 * o Design and Develop Digital-Age Learning Experiences and Assessments
 * 1) a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning.
 * § I provide the students with an opportunity to incorporate digital tools in normally their standard reading comprehension tasks.
 * o Model Digital-Age Work and Learning
 * 1) a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
 * § I helped the students access the brochure template on Microsoft Publisher 2010. I then helped them with filling out the brochure.
 * o Promote and Model Digital Citizenship and Responsibility
 * 1) b. Address the diverse needs of all learners by using learner-centered strategies and providing equitable access o appropriate digital tools and resources.
 * § I provide time in class for the students to complete their brochure, considering some may not have the opportunity to complete their project at home if they do not have access to a computer.
 * o Engage in Professional Growth and Leadership
 * 1) a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
 * § I learned how to use the Microsoft Publisher 2010 to create a brochure using the template.