Content Standard(s):
Digital Literacy and Computer Science R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.
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Evidence Of Student Attainment:
Students:
will create and edit multi-media projects with digital tools. Teacher Vocabulary:
video audio record text digital multi-media Knowledge:
Students know:
devices can record pictures, drawings, videos, audio and text.
programs and applications can organize and help you edit pictures, drawings, videos, audio, and/or text. Skills:
Students are able to:
type, record audio and video, and draw in a digital environment.
organize text, audio, video, and or drawings in a digital environment.
record their learning into a digital device using video, text, and/or pictures/drawings. Understanding:
Students understand that:
they can show what they have learned using a digital resource such as video, audio, text, and or pictures/drawings.
because the work has been done in a digital environment, it can be easier to edit.
Digital Literacy and Computer Science 6) Demonstrate appropriate behaviors for communicating in a digital environment.
Example: netiquette.
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Evidence Of Student Attainment:
Students:
will be kind in a digital environment.
will take turns in a digital environment.
will respect other's work in a digital environment. Teacher Vocabulary:
Knowledge:
Students know:
how to take turns in a digital environment.
that respectful behavior in a digital environment means acting kindly and respectfully and respecting other's work. Skills:
Students are able to:
transfer their knowledge of polite behavior to the digital environment.
take turns, speak/type respectfully, respect others work. Understanding:
Students understand that:
being kind and respectful online is just as important as it is offline.
their online behavior is recorded.
English Language Arts 26. Compare and contrast important details presented by two texts on the same topic or theme.
a. Compare and contrast different versions of the same story by different authors, from different cultures, or from different points of view.
Examples: The Three Little Pigs and The True Story of the Three Little Pigs; Cinderella and The Rough-Face Girl
b. Compare and contrast story elements of literary texts.
Examples: characters, settings, sequence of events, plots
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Teacher Vocabulary:
26.
Compare
Contrast
Topic
Theme
26a.
Compare
Contrast
Authors
Cultures
Points of view
26b.
Compare
Contrast
Story elements
Literary texts Knowledge:
26. Students know:
Compare means tell how things are alike or similar.
Contrast means tell how things are different.
26a.
Compare means tell how things are alike or similar.
Contrast means tell how things are different.
The same story can be told by different authors, can exist in different cultures, or can be told by different narrators.
26b.
Compare means tell how things are alike or similar.
Contrast means tell how things are different.
Literary texts include common story elements. Skills:
26. Students are able to:
Compare and contrast important details after reading two texts that have a common theme or topic.
26a.
Compare and contrast two or more versions of the same story by different authors, from different cultures, or from different points of view.
For example, The Three Little Pigs and The True Story of the Three Little Pigs or Cinderella and The Rough-Face Girl .
26b.
Compare and contrast story elements in literary texts, such as characters, settings, sequence of events, and plots. Understanding:
26. Students understand that:
Texts about the same topic or theme will have similarities and differences.
Comparing and contrasting texts with the same topic or theme will improve their overall comprehension of the texts.
26a.
Similarities and differences between the same stories can teach the reader about different cultures and explain different points of view.
26b.
Comparing and contrasting story elements of literary texts can improve their comprehension, or understanding, of the texts.
