5+6M+iPad+plan

Year 5 and 6 Gifted and Talented Class. **ICT Negotiated Lesson focus - Literacy Reading Comprehension and Narrative Writing** //**Class and grade:**5/6M// //**Date:**Lesson 2 Term 3 Week 4// |||||||| **//Students will learn to://** //Use the ipad to practice reading comprehension strategies as well as look at the structure of a Narrative.// ||  || //*the structure of the text type Narratives// //*apply iPad technology and applications into demonstrating reading comprehension strategies.// |||| //Students to work on synthesise of creating a response to a Reading activity in the form of a Narrative.// |||||||| //Could possibly do a sharing of a Dream Time story to link this to the learing experiences.// //See Dream Time website.// || //**WS 3.9** Produces a wide range of well structured and well presented literary and factual text for a wide variety of purposes and audiences using increasingly challenging topics, ideas and written language features.// //**WS 3.12** Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.// ||  ||   ||
 * **Lesson focus - Class** |||||||||| **Learning Intention – Big Idea** ||
 * //**Context the lesson will be in:**Literacy Reading and Writing Narratives//
 * **What do I / we want the students to learn?** |||| **What do I /we want the students to do or produce?** |||||||| **Aboriginal Perspectives** ||
 * //This section addresses the Deep knowledge element of the quality teaching model.//
 * //The key concepts I want students to learn are://**
 * **Significance – what makes learning meaningful/ important to students** |||||||||||| **Syllabus outcomes** ||
 * //This learning is important because it correlates to the **Bench Mark Reading assessment** that the school is undertaking and will support the learning. Students will take a story and retell in their own words looking carefully at the structure and synthesising something different in response.// |||||||||||| //**RS 3.6** Uses a comprehensive range of skills and strategies appropriate to the type of text being read.//
 * **Literacy improvement target areas** || **Numeracy improvement target areas** |||||| **ICT target areas** || **Assessment Opportunities** |||| **Resources and Apps used for Lessons** ||
 * __Literacy__ - 95% of mainstream students performing above minimum standard in Years 3 and 5 NAPLAN results. ||  |||||| //Integrating technology into Literacy activities using Ipad2.// || //Vanessa suggested we use this hour to focus on Literacy. Students can be assessed on the presentation of their final product. Class observations or self-assessment// |||| * Storykit
 * Puppetshow
 * Dream Time website ||


 * **Evaluation of ICT integration** ||
 * **Teacher Evaluation** || **Comments/Variations** ||
 * **//How did the unit ‘rate’ in these areas ?//** ||  || VG || S || NI ||
 * Time allocated for topic || One hour each week was sufficient to complete this particular project and most students were able to complete their Narrative on Storykit during this time. || * ||  ||
 * Student understanding of content || This project built upon students' prior knowledge of narratives. Students had to synthesise this knowledge to create an interactive Narrative with sound and illustrations. Students used the app A Novel idea to build their plan. While this was aimed at older students, students were able too utilise it effectively and learnt some new vocabulary. || * ||  ||
 * Opportunities for student reflection on learning || Students were regularly asked to re-examine their learning against the success criteria. || * ||  ||
 * Suitability of resources || The iPads were very suitable for this project. The mobility and camera feature meant that students were able to incorporate photographs and Audio into their Narratives with ease. || * ||  ||
 * Variety of teaching strategies || Students were able to collaborate in small groups to brainstorm ideas. Within their small groups the students also got to fulfill a number of roles such as photographer, writer, illustrator. Students within one group were at times able to work on different iPads and apps simultaneously. || * ||  ||
 * Integration of Quality Teaching strategies || Students participated in substantive communication with their groups as they discussed the plot, script and other decisions that needed to be made. Students developed a deep knowledge of Narrative as they synthesised what they already knew about Narratives into this digital form. There was knowledge Integration as students integrated their knowledge of iPads, Narrative and Visual Arts to design their StoryKit Narrative. Students also used Higher Order Thinking as they had to modify a fairy tale in some way. || * ||  ||
 * Integration of ICTs || The iPads fully supported learning in Literacy. Students learnt new technology skills whilst furthering their deep knowledge about how Narratives are constructed. || * ||  ||
 * Literacy strategies used || Students developed their Narrative writing skills, in particular their ability to plan the setting, complication and characters. Students developed their talking and listening skills as they had to communicate their ideas effectively to their group members. || * ||  ||
 * Numeracy strategies used ||  ||   ||   ||
 * Literacy targets addressed || Targets, as specified the school management plan, were met as students were exposed to different teaching methods in Literacy, students developed their ICT skills, and the gifted and talented students were extended. || * ||  ||
 * Numeracy targets addressed ||  ||   ||   ||

‍__// Classroom teacher Evaluation //__
I now have greater knowledge of Apps that are suitable to develop writing skills for students in Stage 3. I have learnt about the difference between using the iPads to using laptops in that students need to use the same laptop each week to access their work. I have also learnt of the challenges of syncing iPads to add new Apps. I have also engaged in my own professional learning by establishing teacher pal on my own iPad to monitor student assessment. I have also used my iPad to take notes at professional learning and used some of the list apps with stage and exec administration. I can see the capacity for this as a resource and assessment tool for all teachers. This could be explored further. Students have been engaged and motivated to write. The students enjoyed learning in this different way. Students have 2 hours of access to the laptops weekly. These are used to support learning, predominantly in HSIE and English. Students have been able to access BlogEd and Mathletics this year as well. Most lessons use the IWB in some form. Computers in the classroom are used for research and small groupwork. Students were engaged by hands-on activities and the use of technology. The students also liked the long-term project and would benefit from other long term projects using moviemaker etc. ||
 * **What have I learned to do? (Hardware or ICT skills)**
 * How has this impacted on the classroom?**
 * How is the class using ICT?**
 * How can this be implemented in my classroom practices?**

Digital stories by 5/6M
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