Context: 

This lesson was taught during my Student Teaching placement at Glenn C. Marlow Elementary School.  I taught this lesson in Mrs. Vaughn's fourth grade classroom.

This lesson culminated a pirate unit and allowed students to choose a pirate and create a wanted poster using biographical information that was researched on the internet.

Impact:

Students were able to meet the following NCSCOS Objectives for Fourth Grade:

S.S.:

3.02 Identify people, symbols, events, and documents associated with North Carolina's history.

English:

3.05 Analyze and integrate information from one or more sources to expand understanding of text including graphs, charts, and/or maps.

3.06 Conduct research for assigned projects or self-selected projects (with assistance) from a variety of sources through the use of technological and informal tools (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

4.09 Produce work that follows the conventions of particular genres (e.g.,
personal and imaginative narrative, research reports, learning logs, letters of
request, letters of complaint).

4.10 Use technology as a tool to gather, organize, and present information.

5.09 Create readable documents through legible handwriting (cursive) and/or word processing.

Alignment:

This artifact enables me to meet the following NCDPI Teacher Standards:

Standard 11, Indicator 1:  I am requiring students to take biographical information and communicate it to another audience.  Students need to include key points about each pirate such as when they were born, what country they were from, and where they were last seen.  Students will create their own poster, communicating this information to an audience that may not know anything about the pirate.

Standard 11, Indicator 5:  By having students research pirates online, I am incorporating technology skills into this lesson.  Students needed to be able to navigate the site and find answers to specific questions in order to complete the project.

This artifact also enabled me to meet the following NETS-T Standards:

IIIA- By completing this lesson, students used computers to gather data and complete research.

IIIB- This lesson allowed students to work at their own pace on the computer.  The laptops were reserved for three days.  Some students used them for one class period, while others used them for all three.  Students who did not have a computer at home were given the chance to use one at school, so they were not left behind.  I was also walking around the classroom the entire time assisting those who needed more help or support.

IIIC-  Using laptops in this lesson allowed students to see pictures, maps, and information on their pirate.  They then used that information to create a poster to present their information.  Many of the students were very creative with their posters, adding color and pictures.  According to Marzano's levels of thinking, gathering data and creating a wanted poster falls under the category of Integrating, one of the higher levels of thinking. 

IIID-  By modeling the steps, giving a direction sheet, and reading over the sheet as a class, I have managed student behavior in the technology enhanced environment.  I also walked around the class to ensure that all students were on task and were following the proper directions.