Running Head: 21ST CENTURY FLUENCIES

21ST CENTURY FLUENCIES

Module 4 Critical Thinking

Kari Woodman
OTL545- Technology and Innovation
Colorado State University Global Campus
Dr. Brenda Bagwell
January 29, 2016

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Common Core or Fluency
State Standard
CCSS.ELASolution Fluency: Solution Fluency
Literacy.RST.6-8.2 is the ability to think creatively to
Determine the
solve problems in real time by
central ideas or
clearly defining the problem,
conclusions of a text; designing an appropriate solution,
provide an accurate delivering the solution and then
summary of the text evaluating the process and the
distinct from prior outcome."
knowledge or
opinions.

Technological Pedagogical Content

Knowledge (TPACK) ideas
Students will choose a big idea issue, such
as:
The environment/global warming
Pollution
Poverty/homelessness
Bullying
Then narrow the question down to what can
we do? Students will work in pairs or small
groups to research global issues and identify
who and what and where are affected.
Students will develop solutions to the issues
on local or personal scale. Students will use
the internet to research and a presentation tool
to make and present their ideas.
CCSS.ELAInformation Fluency: Information
Students will use timeline creation software
Literacy.SL.4.4
Fluency is the ability to
such as the one readwritethink.org offers to
Report on a topic or unconsciously and intuitively
create a timeline to tell a story then will use
text, tell a story, or interpret information in all forms and the timeline to create a multimedia interactive
recount an
formats in order to extract the
presentation. The students will create a visual
experience in an
essential knowledge, authenticate it, time line to present on the topic of the Bracero
organized manner, and perceive its meaning and
Program and the journey that many workers
using appropriate
significance.
took for our Unit on Borders and Boundaries
facts and relevant,
using images, audio and video.
descriptive details to
support main ideas
http://www.readwritethink.org/files/resources/
or themes; speak
interactives/timeline_2/
clearly at an
understandable pace.
CCSS.ELACreativity Fluency: Creative Fluency http://www.zooburst.com/
Literacy.W.4.3
is the process by which artistic
ZooBurst is a digital storytelling tool that lets
Write narratives to proficiency adds meaning through anyone easily create his or her own 3D pop-up
develop real or
design, art, and storytelling. It is
books. Using ZooBurst, storytellers of any age
imagined
about using innovative design to add can create their own rich worlds in which their
experiences or
value to the function of a product
stories can come to life.
events using
though its form.
effective technique,
Depending on what unit we are on, this could
descriptive details,
be a great tool for students to tell a story
and clear event
creatively and digitally.
sequences.
CCSS.ELAMedia Fluency: " There are two
We will begin with reading level appropriate
Literacy.RI.4.1
components of Media Fluency.
articles from newsela.com and students will
Refer to details and Firstly, the ability to look
use the internet and library resources to
examples in a text analytically at any communication to research further details about the topic and
when explaining
interpret the real message, and
will use Microsoft Word to write a reflection
what the text says evaluate the efficacy of the chosen on the topic using evidence and research.
explicitly and when medium. Secondly, to create original Students will be expected to cite sources.
drawing inferences communications by aligning the
from the text.
message and audience though the
https://newsela.com/

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most appropriate and effective
medium."
CCSS.ELACollaboration Fluency:
Literacy.L.4.5
"Collaboration Fluency is team
Demonstrate
working proficiency that has reached
understanding of
the unconscious ability to work
figurative language, cooperatively with virtual and real
word relationships, partners in an online environment to
and nuances in word solve problems and create original
meanings.
products.

Students will be tasked with working together

to create advertisements for our unit on media
and marketing. The final product with be a
video made my small groups selling a specific
project. First students will need to create a
storyboard. Students will pair their scripts
with images to develop a paper-based
storyboard for their films. In this process, they
will also choose any music, sound effects,
titles, and transitions they wanted to
incorporate in their films. Once complete, they
will use the storyboards as the blueprint to
develop their advertisements using
Microsofts Moviemaker software.

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I was able to implement the timeline activity this past week with one student. We wont be doing
the unit until April, but this student kindly agreed to read the transcript of the interview with Juan
Loza about his experience as a Mexican working in the US Bracero program. Once she read the
transcript she wrote out a rough draft timeline of Juans experiences. I had shown her how to use
the ReadWriteThink timeline program and she essentialy did the below timeline all on her own. I
did help her with finding images, as google image search can be iffy. The ReadWriteThink
program is really user friendly and allows for a lot of flexibilty. Students can set up time lines
based on event, date or time. So they can be creative with how they tell the story.