Technology Integration Unit Plan

Hallie Fleck
EDUC 4210
Fall 2016
Standards
1. RI.9-10.9 Analyze documents of historical and literary significance,

including U.S. documents when appropriate, noting how they address related
themes and concepts
2. W.9-10.6 Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of technology's
capacity to link to other information and to display information flexibly and
dynamically
3. SL.9-10.1.B Work with peers to set rules for collegial discussions and
decision-making (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and individual roles
as needed
4. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical,
auditory, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest
Pre Assessment
Poll Everywhere: What problem would you like to see solved at our school, and
how can we work to solve it?
Post Assessment

Student Self-Assessment
Individual Reflection
Group Project: The project-based assessment I have chosen for a unit on

informational texts (RI.9-10.9) is for students to work together to create a

campaign that solves a problem at their school. Technological activities such as
campaign videos and songs, digital and print posters, and presentation speeches
will be used in conjunction as the set of project-based assessment tasks to
determine the level of student learning (W.9-10.6). The choice of who they work
with and the problem they solve would be totally left up to students (SL.9-10.1.B).
Project examples might include raising awareness to stop bullying, planning and
building a school garden, or finding donations for a new set of desktop computers
in the library. Students will then collectively assemble a campaign video, rally
song, posters to hang around the school, digital advertisements, and a final
presentation (SL.9-10.5). Students would be assessed on their level of

participation in the group, quality of work displayed in each activity, individual

reflections, and the final presentation of their groups project. The teacher should
monitor student groups by holding biweekly meetings in which students would
present a schedule of their work, report on their progress, and address any
issues they encounter with understanding or completion. Students will not be
assessed on whether or not their plan actually comes to fruition, but rather on the
aforementioned tasks.

Expert
(25 points)

Accomplished
(25 points)

Novice
(25 points)

Beginner
(25 points)

Level of
Participation

Each student
contributes
equitably and
demonstrates a
high level of
sustained
productivity,
responsibility,
and
manageability.

Each student
contributes and
demonstrates
an appropriate
level of
productivity,
responsibility,
and
manageability.

Most students
contribute and
demonstrate a
moderate level
of productivity,
responsibility,
and
manageability.

Most students
have a difficulty
contributing
and
demonstrate a
low level of
productivity,
responsibility,
and
manageability.

Quality of Work

All project
components
are on time,
fully developed,
and display a
high level of
understanding
and
investment. All
written
components
contain less
than 5 errors.

Most project
components
are on time,
reasonably
developed, and
display an
appropriate
level of
understanding
and
investment. All
written
components
contain less
than 10 errors.

Some project
components
are late,
underdevelope
d, and/or
display a
moderate level
of
understanding
and
investment. All
written
components
contain less
than 15 errors.

Some project
components
are more than 3
days late or
never
completed,
undeveloped,
and/or display
a low level of
understanding
and
investment. All
written
components
contain 15
errors or more.

Individual
Reflections

Written
reflection
thoroughly
describes
project intent,
questions are
answered
insightfully, and

Written
reflection
adequately
describes
project intent,
questions are
answered with
an appropriate

Written
reflection
generally
describes
project intent,
questions are
answered with
a moderate

Written
reflection does
not describe
project intent,
questions are
answered with
a low level of
insight, and

Final
Presentation

analysis shows
a high level of
understanding.
Writing
contains less
than 5 errors.

level of insight
and analysis.
Writing
contains less
than 10 errors.

level of insight
and analysis.
Writing
contains less
than 15 errors.

analysis is
limited. Writing
contains 15 or
more errors.

Each student
contributes
equitably

Each student
contributes

Most students
contribute

Most students
have a difficulty
contributing

Slides include
pictures of the
entire projects
process

Slides include
some pictures
of the projects
process

Description of
the project and
its importance
are
appropriately
developed

Description of
the project and
its importance
are moderately
developed

Slides include
pictures of the
projects entire
process
Description of
the project and
its importance
are fully
developed

Slides does not

include
pictures of the
projects
process or
never
completed
Description of
the project and
its importance
are
undeveloped

***Lessons should be spread out over a semester. Additional lessons and in class time
may be required to accommodate all learners. Teacher should hold biweekly meetings
with students to monitor progress and provide scaffolding.
Lesson One
Objectives:
Students will receive directions for the project and choose their groups.
Students will work collaboratively to find a problem at school they want to
solve.
Students will begin to develop their work schedule in order to achieve their
projects goal.
Activities:
Guidelines for Groups- Students should choose partners that they think they will work well
with. Groups should have no more than 4 people.
Brainstorm a problem to solve at school. Students must show their thinking by
using some sort of graphic organizer for their ideas.
Begin to assign roles and form a work schedule that describes what steps will
be taken and when the step should be completed.
Homework: Compile a list of items you might need to complete your project.
Stay on track with the schedule your group has developed. You will have biweekly
meetings with your teacher to check in on the progress of your project.

Assessments:
Pre assessment- Poll Everywhere- What problem would you like to see solved at our school,
and how can we work to solve it?
Technologies:
Poll Everywhere
Inspiration Maps, Notes, Paperless Lite
Internet Access
Google Sheets (schedule)

Lesson Two
Objectives:
Students will be introduced to the campaign video technologies available for
them to use (Recap App, iMovie, Voki)
Students will create any accounts they need in order to access the various
applications.
Students will become familiarized with their chosen program or application
through hands-on activity and play.
Activities:
Guidelines for Hands-on Activity- Videos should observe schools rules by containing no vulgar
language, crude gestures, or promiscuous acts.
Evaluate the technology by choosing the program or application that best fits
your groups style and project.
Create a one minute video that introduces your project to the rest of the class.
Homework: Film and edit a five minute video clip that could be displayed on
social media. This video should introduce your group and its members, articulate your
goal, describe the importance/significance, and explain how you plan to achieve your
goal.
Assessments:
Formative- The teacher should assess group progress, ability to make decisions as a team,
and amount of sustained productivity on an academic goal. The teacher should assess
students by examining their choice of technology and rationale for using it. Student videos
should show a thorough understanding of the chosen application and all group members
should be introduced. The teacher will know students are understanding new content if the
rationale is sensible, project components are in the planning stages, and all students are
participating equitably.
Technologies:

Recap App
iMovie
Voki
Internet access

Lesson Three
Objectives:
Students will choose a rally song/music video that best represents their groups
project.
Students will be introduced to GarageBand and YouTube to create or locate a
rally video.
Students will become familiarized with Canva and Adobe SparkPost to create
digital and print advertisements and posters.
Activities:
Guidelines for Rally Song: Songs should observe school rules by containing no vulgar
language, crude gestures, or promiscuous acts.
Generate at least one digital and one print advertisement or poster for your
group project. Your creation should contain text and at least one image.
Homework: Decide on a rally song for your project via YouTube or create one
using GarageBand.
Assessments:
Formative- Teacher should assess group progress, ability to make decisions as a team, and
amount of sustained productivity on an academic goal. The teacher should assess students
by examining their choice of technology and rationale for using it. The teacher will know
students are understanding new content if their rationale is sensible, project components are
nearing completion, and all students are participating equitably.
Technologies:
GarageBand
YouTube
Canva
Adobe SparkPost
Internet access

Lesson Four
Objectives:
Students will receive directions for their final presentations.
Students will become familiarized with Google Slides and Adobe Spark Video.
Students will work to finish any components of their projects that are
incomplete and begin developing their final presentations.
Activities:
Guidelines for Final Presentations- Google Slides or Adobe Spark Video should be used for
your final presentations. This is your opportunity to showcase your project, the process, and
all of your hard work. Time limit is ten minutes or less.
Create a Google Slide that describes three interesting things you learned while
developing your project.
Homework: Finish any components of your project that are incomplete and
begin developing your final presentation using one of the technologies from class.
Assessments:
Formative- Teacher should assess group progress, ability to make decisions as a team, and
amount of sustained productivity on an academic goal. The teacher should assess students
by examining their choice of technology and rationale for using it. The teacher will know
students are understanding new content if their work is almost complete, mostly error free,
and students are working collaboratively to gather information for their final presentations.
Technologies:
Google Slides
Adobe Spark Video
Internet access

Lesson Five
Objectives:
Students will present their projects to the class.
Students will self-assess and also assess the projects of all other groups by
answering a set of ten questions on a scale of one to ten. (Not scorable, but required
for participation points)

Activities:
Assess how your project developed, the ability of your team to collaborate, and
the connections you made while learning.
Present your projects. (Volunteers first, then random drawing)
Assess presentations by scoring the Google Form set of questions one to ten.
One being the lowest and ten being the highest.
For example: This project addresses a need or problem at our school. 9
Assessments:
Post Assessment- Group Presentation Self-Assessments (Participation Points)
and Individual Reflections
Summative- Teacher should assess presentation using the above rubric and
aforementioned assessment questions
Homework: Complete a typed two page individual reflection using MLA format.
Technologies:
Google Forms
Internet access
Word Processing Software