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Online Projects, Collaboration Sites and Publishing Opportunities

Lesson Idea Name: Oh the Places We’ve Went!

Content Area: Writing/ Language Art
Grade Level(s): 2nd Grade
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: 2 – Digital Citizen

Selected Online Project/Collaboration Site/Publishing Opportunity:

URL(s) to support the lesson:

Describe how you would incorporate an Online Project/Collaboration Site/Publishing Opportunity in your
classroom: For Dr. Seuss’s birthday, as a class, we will read “Oh The Places You’ll Go”. Once we’ve finished the
class will discuss places that they have been. Using a Smart Board, we will mark on a map where everyone has
gone to get a visual of all the places the class has been. Then the class will be given a graphic organizer to help
them outline a story about something that has happened on a trip.
Once they have completed the graphic organizer and have all their thoughts down they will begin to write out
a rough draft. Once the rough draft of their short story is done, we will practice our typing and type our
stories into a word document and publish them on to share with the Kidpub community. The
teacher will be looking for details and the ability to recount all of their stories.

What technologies would be required to implement this proposed learning activity in a classroom? The
technology required would be internet/Wi-Fi, computers to type their papers on, and a smart board or
promethean board.

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: They are collaborating with peers when sharing where they have been with the class and their

b. Student-centered learning and knowledge creation (creating original data and or producing original
products as a result of engaging in a project): They are creating their own work by writing the story

c. Higher-order thinking: Making them recount events that may have occurred a very long time ago and
being about to describe it in detail requires a higher-order thinking.

d. Students are publishing their original work to others who will use/care about their product: Posting
to Kidpub will address the publishing aspect of a higher level of thinking.

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

Spring 2018_SJB
Online Projects, Collaboration Sites and Publishing Opportunities
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Having more one on one time with a student who has trouble describing
events that have happened in the past would be possible. If a student didn’t have the ability to type, I could
partner them with someone who has exceptional typing skills or if the school has a program that could
convert talking to text, I could take advantage of that technology.

Lesson idea implementation and Internet Safety Policies: Make sure that all students do not put any
personal information when publishing their story and using a fake name when signing up.

Reflective Practice: In order to improve this lesson, I could possibly have a statement announced on the
school morning news about the classes published works and invite anyone in the school to read them.

Spring 2018_SJB