Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Journey North Bird Writing

Content Area: writing
Grade Level(s): 2nd
Content Standard Addressed: ELAGSE2W3: Write narratives in which they recount a well elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to
signal event order, and provide a sense of closure.

Technology Standard Addressed: Knowledge Constructor

Selected Online Project/Collaboration Site/Publishing Opportunity: Journey North

URL(s) to support the lesson: https://journeynorth.org/robin/spring2017/journal030117.html

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom:
I would incorporate a publishing opportunity onto my classroom site by giving students their own page on the
website. Each page will be passcode protected and each parent will be given a passcode to their child’s page.
Assignments such as this one will be uploaded to each students portfolio. This will include online projects as
well and if a student has a project that is connected to another site the link to get there will be posted instead
rather then the entire project. By passcode protecting each page it keeps students identities safe from
strangers and also keeps parents from posting unwanted comments on others children’s work.
There will be a separate page for my students to collaborate with. This page will also be passcode
protected and used as a type of homework page. This page will be where students type out their responses to
posts I have made. These posts may include “what was something you learned about in class today”, “what
questions or concerns do you have about this topic”, and will also include generalized questions about the
content we are going over. Any night that the students are asked to respond to one of these prompts they
will be given the new passcode so that they can go on and type their thoughts. By giving them a passcode
each time it prevents strangers from seeing what topic we are on and what we are doing in class and also
gives the students a safe space online.
What technologies would be required to implement this proposed learning activity in a classroom? A
computer with an enter net browser and Microsoft Word

Describe how the following features are addressed in this learning experience (note: all of them may not be
addressed in the project, but most should be if you are reaching a high LoTi Level).
a. Collaboration with peers, near-peers, mentors outside their classroom and often beyond their school:
N/a

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): Students will be creating their own text piece by writing
about a Robin and it’s adventure. They will come up with their own ideas/events and create their
narrative while making sure that it has a beginning, middle, and end.

c. Higher-order thinking: Students will be using higher order thinking by learning about a robins life and
coming up with events for the robin to go through. They will also have to understand how to use
Microsoft Word such as typing, editing and printing.

d. Students publishing their original work to others who will use/care about their product: The students
will be printing out their stories and hanging them on the wall outside the classroom. They will also be

Spring 2018_SJB
 Online Projects, Collaboration Sites and Publishing Opportunities
posted on the class website for parents to view but the students will be using made up online names to
protect their identity.

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):

☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This activity pulls in parts of all three stages of UDL. Th first stage,
engagement, is represented by
optimizing the students individual choice. This is done by allowing the students to choose how they want their
narrative to go and what activities they want the robin to go through. The second stage, representation, is
implemented when the students start to decode the text and analyze how there needs to be a beginning,
middle and end to their story. The final stage, action and expression, is expressed when the students build
fluency with using Microsoft Word. By using this tool to create their text it begins to become more common
to them. If student needed this assignment to be differentiated due to the inability to type they would be able
to use the voice recognition tool to record their voice and change it over to text. This would allow the student
to still be involved in the technology portion of the assignment.
Lesson idea implementation and Internet Safety Policies: While completing this project I can still implement
Internet Safety and Student Privacy policies by using a controlled browser which will allow students to only go
to certain websites and by also giving students fun and creative online names to use while posting their
stories on the class website. This keeps students from going elsewhere on the web and also keep their
identity safe from unwanted visitors on the class website.

Reflective Practice: I feel that the activity created will positively impact student learning because it invokes
creativity and gives them a chance to use their own voice. It also allows children to begin to understand what
a narrative truly is and allows them to enhance their technology skills by using Microsoft Word and a printer.
This activity will close out our lesson on narratives. Before the lesson the children will have learned the
different characteristics of narratives and will then be implementing them into their own work.

Spring 2018_SJB