# TPACKing for a Wonderful Educational Trip/Group 9
### Overview

William Heights Elementary School opened in August of 1958. In addition to general education students, William Heights also serves students throughout the district with mental and physical disabilities. Special Education, Title I and ELL (English Language Learners) students are integrated in the general education classrooms through the inclusion program. The current organizational plan consists of a grant preschool class, two sections of Head Start (preschool), and four sections of K-5 classrooms. William Heights has a population of over 500 students comprised of diverse racial, religious, cultural and socio-economic back grounds. William Heights Elementary is part of the district William Heights Community Schools. Our schools comprise the largest district in the state of Iowa.

### Technology:

At William Heights we offer two full mac computer labs (32 computers/lab). Each classroom is also equipped with two student laptops, a teacher laptop, and a hub set up to the smart board. Each school in our district has a school librarian that also acts as our technology coach. We have one technology coordinator for the entire district. We also have a district help desk that assists with technology problems.

### Group Report

Curriculum: Literacy
We decided on literacy due to our belief in the importance of this subject matter. We also felt we each had a varied perspective, and use of literacy in the classroom that would make this an interesting subject choice.

### Grades: 3rd - 5th

Making the choice of grades proved to be more challenging than we originally thought. Originally we thought we would do an overarching view of grades K-5, but on further review of the assignment we realized we needed to identify specific grades. In this case majority was the decider, as two of our group members are upper elementary.

### Standards:

When choosing our standards we took a collaborative approach. We chose to meet in a google hangout and look at the 3rd-5th grade literacy standards together. We then each identified standards of interest that would also support each other, and decided from there. We decided on the following standards:
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL.3.1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (RL.3.2) Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2) Respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (RL.5.2) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (RL.3.3) Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (RL.4.3) Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (RL.5.3)

### Activities/Technologies:

When determining our activities we decided to do this individually by dividing the work. Each group member was asked to pick 3 standards, and then for each standard choose three activities and three technologies to align with each standard. This was beneficial because we were each allotted the freedom to select and create our own activities, while still building upon each others work due to the standards supporting one another. When creating these activities and determining the technologies each group member was expected to have reviewed the RWLD, and have read the articles so that each activity aligned with the conceptual ideas of TPACK.
1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL.3.1)
2. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1)
3. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1)
4. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (RL.3.2)
5. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)
6. Respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (RL.5.2)
7. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (RL.3.3)
8. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (RL.4.3)
9. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). (RL.5.3)

### Individual Lessons:

Amber’s Lesson Plan: You Say “Tomato”. I Say “Tahmahto”. You Say “Cinderella”. I Say “Sidney Rella”?
Mel’s Lesson Plan: Close Reading-Are you a text detective?
Ashley’s Lesson Plan: Mapping Out Fairytales