1. Mrs. Nelson’s Third Grade Class
Spanish Oaks Elementary
Technology in the Classroom
By: Carisa Fawcett

2. The main purpose was
to teach the students
lessonobjective
how to use a story-
mapping chart to help
 Standard 8: Writing-Students write daily
to communicate effectively for a variety
them organize
of purposes and audiences.
information.
 Objective 1: Prepare to write by
gathering and organizing information
and ideas (pre-writing).
This specifically included
b. Select and narrow a topic from
generated ideas.
identifying the parts of
d. Use a variety of graphic organizers to
organize information.
a story.
 Objective 2: Compose a written draft.
a. Draft ideas on paper in an organized
The other objectives
manner utilizing words and
sentences (e.g., beginning, middle,
were accomplished in
end; main idea; details;
characterization; setting; plot).
the process and
c. Use strong verbs and vivid language.
helped to enhance the
 Objective 3: Revise by elaborating and
clarifying written draft.
lesson.
***This lesson took place
over two weeks.

3. Story-mapping is a way to organize ideas before writing.

6. Topics suggested by the class:
•adventure in the desert
After the topic was
•adventure in space
chosen, the class
•medieval times
came up with a
•adventure to disneyland
title:
•the baseball game
•love and chickens
After the powerpoint, we got together as a class to work
on the first step in the process: selecting a topic.
At this time, I also explained that the students would be
writing this as a class and everyone needed to agree on
the topic. I also told them we would be illustrating the story
and making it into a movie. This got them excited and
helped them begin brainstorming.
selecting a It was a challenge because all of the students had ideas
that they wanted to share and we had to narrow it down to
one. We voted and the most popular was “love and
topic chickens.”

7. assigning
sections
Each table was in charge of
a section.
After they were assigned,
they worked as a group to
fill in details for their
section.
writing details

8. rough drafts----final drafts
As groups, the students put
their ideas together and
wrote a rough draft of their
section.
Once everyone finished the
rough draft, the groups
lined up and read what they
had in order. At this stage,
students revised and fixed
parts of the story.
After they approved their
section with the rest of the
class, they split it up into
different parts so that each
person in the group could
write a section.

9. illustrating

10. recording
After I organized the illustrations and text on my
computer, I had the students come out in their
groups and record their sections on my laptop.
The students really enjoyed this part of the
project.

11. final product
The movie was the final product. The students were excited to see how their story turned
out.
The movie is a fun way for students to see how organizing information can lead to writing a
fun story. Even when you are working with a large group.

12. 4 principles of technology
 Student Use of Technology:  Focus on Learning Task:
In this lesson, I was the main user of technology The powerpoint specifically focused on the
because I taught the lesson using a powerpoint. graphic organizer. It taught them how to use it.
However, as I taught I invited student As I showed the powerpoint, I modeled by
participation by asking questions. giving an example topic, subtopic and
supporting details.
At the end when students recorded their section,
they had an opportunity to use the technology I think the powerpoint is much more interactive
and then listen to themselves. I thought this was than writing on the whiteboard and allows
very beneficial for them because they could hear students to have a visual stimulation in the
how fluent or jumbled their reading sounded. I lesson.
think its important for them to hear themselves
because it will motivate them to read more  Added Value:
fluently.
It was not hard to use the powerpoint to teach
 Technology Use is Essential: about story-mapping, it did require more time
to prepare though.
I don’t think it was absolutely essential, but I think
that it increased the amount of learning that took I think it added value by giving the students
place. They don’t interact with a lot of technology, specific information to focus on at one time.
so this unit was special for them. The lesson flowed more smoothly because the
students could read and watch the powerpoint,
Because they don’t have many opportunities to use as well as hear what I was saying to explain
technology, the technology did act as a the assignment.
motivational factor. But I think that it was a
success because the students enjoyed the I wouldn’t have been able to put a movie together
learning experience. without technology. I think the movie part of the
assignment was exciting and helped the
students look forward to writing the story.