ALEX Learning Activity

  

Untangling the Web

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Caitlin Plummer
System:Florence City
School:Florence City Board Of Education
  General Activity Information  
Activity ID: 254
Title:
Untangling the Web
Digital Tool/Resource:
Doodle Splash
Web Address – URL:
Overview:

Doodle Splash is an online interactive that allows students to incorporate their drawings with their writing.  This site allows them to visualize their ideas and prompts them to write about those ideas.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 4
3 ) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). [RL.4.3]


NAEP Framework
Anchor Standard::
Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Cognitive Target::
  • Identify textually explicit information within and across texts such as character traits, sequence of events or actions, setting, (identify) figurative language.
  • Consider text(s) critically to evaluate a character's motivations and decisions.

NAEP Descriptor::
Evaluate and explain which story character is most important and provide specific info. (Integrate and Interpret)

NAEP Descriptor::
Infer character trait from story details to provide a description. (Integrate and Interpret)

NAEP Descriptor::
Evaluate character development using text support from beginning and end of a story. (Integrate and Interpret)

NAEP Descriptor::
Identify and explain attitudes of two main characters. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about a character's behavior. (Critique and Evaluate)

NAEP Descriptor::
Describe how main character's feelings change over the course of the story. (Integrate and Interpret)

NAEP Descriptor::
Infer a story character's feelings to provide a description.

NAEP Descriptor::
Recognize reason for story character's action. (Integrate and Interpret)

NAEP Descriptor::
Use story events to support an opinion about story genre. (Critique and Evaluate)

NAEP Descriptor::
Evaluate and recognize primary importance of a character to the story. (Critique and Evaluate)

NAEP Descriptor::
Infer and recognize main problem faced by a story character. (Integrate and Interpret)

NAEP Descriptor::
Recognize the main way author presents information about a biographical character. (Critique and Evaluate)

NAEP Descriptor::
Recognize description of character's action explicitly stated in a story. (Locate and Recall)

NAEP Descriptor::
Interpret description to recognize how story character feels. (Integrate and Interpret)



Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.3- Describe and/or identify a character, a setting, or an event in a story.


English Language Arts
ELA2015 (2015)
Grade: 4
7 ) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. [RL.4.7]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.7- Use the text and/or an illustration to identify a character or setting in a story.


English Language Arts
ELA2015 (2015)
Grade: 4
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • how to use a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
  • using digital tools.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • use basic features of digital tools to communciate key ideas and details in a way that informs and/or persuades.
Teacher Vocabulary:
  • digital tools
  • communicate
  • key ideas
  • informs
  • persuades
Knowledge:
Students know:
  • digital tools are available that enable them to inform others.
  • digital tools are available that enable them to persuade others.
Skills:
Students are able to:
  • use basic features such as headings, text, and images to communicate key ideas that inform and/or persuade.
Understanding:
Students understand that:
  • digital tools can be used to communicate by informing and/or persuade others.
Learning Objectives:

  • The students will create a visual representation of a character of their choosing from Charlotte's Web.
  • The students will be evaluated on their ability to summarize a character in Charlotte's Web.

 

  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1. The students will choose a character from Charlotte's Web.  (Acceptable characters include: Fern, Wilbur, Charlotte, Templeton, or Homer Zuckerman.)
  2. Teacher will show the model of a Doodle Splash.
  3. The student will draw a doodle of that character or that represents that character.
  4. The students will formulate written responses to prompts concerning that character.
  5. The students will type the answers to prompt.
  6. The students will submit all work completed concerning their Doodle Splash. (Students should be reminded that this activity is to be submitted for evaluation.)
Assessment Strategies:

The students should print their Doodle Splash activity.  These printed materials and the drafts of their prompt responses should be handed in and graded by rubric. (Sample rubrics can be found at teAchnology.)


This rubric should include sections that check for understanding and appropriate use of grammar.


Advanced Preparation:

Shockwave software should be downloaded to all computers before the use of this interactive.

Students should be given a short tutorial of how to use Doodle Splash before this project is presented. (Teacher may want to walk through completing a model on Charlotte.)

 

Variation Tips (optional):

This learning asset can be used as part of a small group center.

This learning asset also allows the user to be flexible with the choice of literature, difficulty of the prompt and ultimately the grade level.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: