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Running Head: eTELECOLLABORATIVE NOTEBOOK

eTelecollaborative Notebook
Elizabeth Romero Cadre 23
Azusa Pacific University
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Table of Content
o The Flat Stanley Project
Title Page
Lesson Plan
Website
Synopsis
o School of Ants
Title Page
Lesson Plan
Website
o Addendum
o Talking Kites Around the World
Title Page
Lesson Plan
Website
Synopsis
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eTELECOLLABORATIVE NOTEBOOK
The Flat Stanley
Project
Elizabeth Romero
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Lesson Plan
Curriculum: Reading Literature: Implementation: Fall 2014
o Comparing Stories
o Asking and Answering Questions
o Fiction vs. Non-Fiction
Telecollaborative Structure Sequential Creations
After reading the Stanley series along with the reading unit Me on the Map, I used the Flat
Stanley character to connect my 1
st
grade class from 118
th
Street Elementary with Mirasol
Whitmans 3
rd
grade class located in the Hemet District. By participating in this project the
students learned and made connections to them unit Me on the Map and learned that there are
places and school in other parts of the map. This will help the students make connections to the
theme unit Me on the Map. We studied the neighborhood, mapped our location, and sent the Flat
Stanley characters to the receiving school (Mirasols class).
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Date: September 2014 Subject: Writing, Reading, Social Studies.
Standard(s):
RL.2.1 Retell stories, including key details,
and demonstrate understanding of their central
message or lesson.
W.2.1 Write narratives in which they recount
two or more appropriately sequenced events,
include some details regarding what happened,
use temporal words to signal event order, and
provide some sense of closure.
Conceptual Objectives:
Compare and contrast fiction and non---
fiction books
Read and reply to several forms of text
(literature)
Ask questions & answer questions.
1. Establish Objectives/Engage Learner
2. Prompting
3. Learning Setting:
Struggle/Appreciation
4. Nonfiction Writing
5. Organizers/maps
Essential Question(s):
Why does a reader need to ask and answer
questions while they are reading literature?
What is a map?
Where are we on the Map?
Skills Objectives:
Express their findings orally and in
writing.
Identify the main event of the story & key
details.
Retelling the story
Process:
1. Gather materials.
2. K/W/L chart, formative & Summative
assessments
3. Collaboration: Implementing the Flat
Stanley project.
4. Locate our school location on a
neighborhood map, and a California Map.
Evidence
Complete a Venn Diagram to compare &
contrast stories.
Who, What, Where flip book. Share with
partner.
Pin the location of the school.
Homework Assignment:
Have a family member read the Flat Stanley
book assigned.
Closing:
o Summarizing lesson
o Check for Understanding
o Decorate the Flat Stanley character
o Mail character and location map to the
receiving school
Differentiation:
(Interventions, Modifications, Enrichment)
Technology needed:
Discovery Ed. Videos, eBooks, google maps.
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Website https://www.flatstanley.com/about?subpage=project
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Synopsis. The beginning stage of this
project was for my students to connect with
other students in other schools. I also used
this project to bring a sense of closure and
unity to my 1
st
grade students as the project
was started with them.
The observational assessment for the first
grade students was to give the children a
sense of other children attending schools in
other parts of the world. The fact that their
Stanleys will be sent to Ms. Romero
made some children react as confused since
I (Ms. Romero) am the teacher at their
class.
I took the opportunity to explain to them that I would
be moving to the new school and another teacher
would take my place with them. The children had a
moment of confusion and sadness but as I mentioned
that I would be in a new school returning their
Stanley helped them understand that I would be in
contact with them. Thus, the global outcome from
this
activity was that we live in a large world but
communication can still keep us together
regardless of the distance. Needless to say that
I will be working with my kinder students to
prepare them to write to the first grade
students and return their Flat Stanleys back at
some point in the spring.
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eTELECOLLABORATIVE NOTEBOOK
I also look forward to contacting Mirasols
3
rd
grade class with new Stanleys and
adventures from the kindergarten students.
We plan to keep doing this activity
throughout this year and the next one.
The pictures of the Flat Stanley all around
118
th
elementary was my original
evidence. Because of my departure within
the early period of the school year, I did
not have enough time to request for
parental consent pictures of the students.
However, I did include a picture of my
envelope sent to Mirasol as additional
evidence.
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School of Ants
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Lesson Plan
Curriculum Implementation: Fall 2014
o Reading Literature
o Asking and Answering Questions
Telecollaborative Structure - Expedition
The School of Ants is plotting ant species from around the world. Participants begin collecting
data at school. The information collected and sent help the project creators to understand local and
global diversity, file native species.
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Date: May September 2014 Subject: Writing, Reading, Life Science
Standard(s):
RL.2.1 Retell stories, including key details,
and demonstrate understanding of their central
message or lesson.
W.2.1 Write informative/explanatory texts in
which
they name a topic, supply some facts about
the topic, and provide some sense of closure
Essential Question(s):
Why does a reader need to ask and answer
questions while they are reading literature?
Conceptual Objectives:
Compare and contrast fiction and non---
fiction books
Read and reply to several forms of text
(literature)
Ask questions & answer questions.
1. Establish Objectives/Engage
Learner
2. Prompting
3. Learning Setting:
Struggle/Appreciation
4. Nonfiction Writing
5. Organizers
Skills Objectives:
Express their findings orally and in
writing.
Identify the main event of the story & key
details.
Process:
1. Gather materials.
2. K/W/L chart, formative & Summative
assessments
3. Collaboration: Implementing the School
of Ants
Evidence
Complete a Venn Diagram to compare &
contrast local to global information.
Who, What, Where flip book. Share with
partner.
Continuous process:
o Comparing/Contrasting
o Classifying
o Questioning
o Cooperative Learning
o Explicit Instruction
Closing:
o Summarizing lesson
o Homework
o Check for Understanding
Differentiation:
(Interventions, Modifications, Enrichment)
Technology needed:
Discovery Ed. Videos, eBooks
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Website: SchoolofAnts.org
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Addendum
I did not participate in the School of Ants project because the site coordinator responded to
my request to join on the ending of May. By that time, my school year was 2 weeks away from
ending. I had to conduct final assessments on my students, finish the district curriculum, and begin
report cards. However, my students did participate in an earlier project called Talking Kites from
Around the World found in the iEarn.org site.
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Talking Kites
Around the World
Elizabeth Romero
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Lesson Plan
Curriculum Implementation: Spring 2014
o Reading Literature
o Comparing Stories
o Asking and Answering Questions
o Science
Telecollaborative Structure- Social Action
The purpose of this project was to have students make a kite and add a personal image of their
dreams and cultural background and fly the kites on the first day of spring. I requested to
participate in the web project. While I waited for a response from the site coordinator, I prepared
the materials in my class and invited my grade level colleagues to have their students be part of the
kite adventure. We flew the kites on Thursday, March 20, 2014.
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Date: March 2014 Subject: Social Studies, Science
Standards:
RL.2.1 Retell stories, including key details,
and demonstrate understanding of their central
message or lesson.
W.2.1 Write narratives in which they recount
two or more appropriately sequenced events,
include some details regarding what happened,
use temporal words to signal event order, and
provide some sense of closure.
Essential Question(s):
Are we all the same?
What are seasons?
What is wind?
What will make the Kite fly?
Expected Outcomes
Express their findings orally and in
writing.
Enhancement of values, tolerance, and
acceptance of other cultures.
Season awareness.
Process:
1. Gather materials to make kite including
instructions on how to make the kite.
2. Parent Agreement for pictures.
3. Discuss what makes all of us different.
Discuss weather.
4. Read from Unit 4
The Kite (from Days with Frog and Toad)
5. Students will take home the materials and
instructions to make a kite for homework.
6. Make a time/date to fly kite out in the yards
with all grade level.
Evidence
Pictures of field activity
Kites
Closing:
o Summarizing lesson
o Check for Understanding
o Students fly kites and take them home.
o Draw and write their experiences of
flying the kite.
Technology needed:
eBooks/audio of story Kite, iearn.org.
Reflection/Next Steps:
In the future, I see the possibility of
implementing with grade level and inviting
other grades. My colleges were happy to add a
fresh approach to the unit planning. I already
signed up for the next Spring Project; this will
help me add our pictures to the websites.
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Website http://collaborate.iearn.org/space-2/group-95/about
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Synopsis. My students
loved the opportunity
to make, decorated,
and fly their own
kite with their
dreams of a better
world. They
learned that children
from all over the world
celebrate their cultures and
accept others through building and decorating colorful kites
in many different shapes and sizes. The project of flying kites on
the Spring equinox was also a perfect closure to a unit related to trying hard and not giving up on
flying kites was a great success. It was so rewarding to walk through the hallways and have
children from the other classrooms thanked me for sharing the experience of flying the kites.
Unfortunately for me, all the kids joyfully took their kites home before I had a chance to take a
picture of their work.
In the future, I plan on implementing this project with my new grade level and invite other grades.
My colleges were happy to add a fresh approach to the unit planning. I already signed up for the
next Spring Project; this will help me add our pictures to the web.
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