Notes to Teachers
1. Inquiry Based Lesson (IBL) Driving Question
Why is advancing your literacy level important?
2. Subject matter area(s)
English
3. Grade level
9th Grade (high school)
4. Planned length in days (It should be no more than 1 month)
5 days.
5. List technology tools integrated into each section of your Inquiry-Based Lesson (IBL) and describe how they are integrated. Refer to Digital Bloom's Taxonomy
Canva will be used by students in groups to create a timeline of the literacy skills they have acquired in school thus far and when new skills were introduced to them. They will also individually use Microsoft Powerpoints to create an slideshow of the reasons advancing their literacy skills is important to their success. Google Classroom will be used for all submissions.
6. Context of the Inquiry-Based Lesson (IBL) within your curriculum (what topics would come before and after this Inquiry-Based Lesson (IBL); are there any prerequisite knowledge or skills students need in order to accomplish the Inquiry-Based Lesson (IBL)?)
This IBL lesson would ideally be completed at the beginning of the school year. It will set the tone for why the proceeded texts we analyze are important for students to understand. It will also serve as a reminder for students throughout the school year that increasing literacy is of importance and the class as a whole has meaning and benefit. The following unit would involve reading and analyzing a novel that is at or above the average grade level of literacy of the students.
7. Standards addressed -- include at least one ISTE-S standards appropriate for your subject and grade level. You also can add academic standards for your subject area if you already know about it.
ISTE-S Standards addressed will include 1.3 (Knowledge Constructor) and 1.7 (Global Collaborator):
1.3.a Effective Research Strategies
Students use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits.
1.3.d Explore Real-World Issues
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
1.7.b Multiple Viewpoints
Students use collaborative technologies to work with others, including peers, experts and community members, to examine issues and problems from multiple viewpoints.
1.7.c Project Teams
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
1.7.d Local and Global Issues
Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
8. The Inquiry Based Lesson (IBL)'s specific thinking skills or objectives ( see Bloom's Taxonomy Pyramid) that constitute your inquiry goals
This IBL lesson leans heavily on the Knowledge, Comprehension, Analysis, and Synthesis aspects of Bloom's Taxonomy Pyramid. Students are made to reflect on their present and past understanding of literacy and dissect their previous and current reading abilities. In doing this, the goal is for the students to gain a true comprehension of what literacy skills are and why it is important for them to continue improving their literacy rates.
9. Describe how technologies are used to create an inclusive classroom.
Technologies can be used to close the gap between students' differing funds of knowledge. For example, if a project assigned is visual or art-based, online creative sites can help students who are not artistically inclined or trained submit a visually pleasing project. Additionally, there are digital assistive technologies that can help students with disabilities reach their potential. This can include visual or hearing aids such as closed captioning devices and audio books, spelling and grammar checks for students with reading and writing disabilities, and online information resources to access additional aid. With the use of technology in classrooms, students are given the opportunity to have an inclusive class environment where their needs are metand they have equal access to curriculum.
10. Ideas for adapting this Inquiry-Based Lesson (IBL) to other grade levels or subjects:
For lower grade levels (elementary, 4th-5th grade), students could use posters and markers to create their timelines of how they learned to read. This would maintain the group work aspect while giving younger students a physical art project. Students could also be tasked with physically drawing or digitally drawing a cover for their favorite book and show it to the class instead of giving individual powerpoint presentations. Additionally, instead of writing a few paragraphs in reflection of the unit, students can have a class discussion about what they retained from the IBL lesson.
11. Acknowledgments (for use of images, other copyrighted material, or ideas adapted from specific sources like Web sites)
Google Docs
Canva
Google Slides
Google Images
Pear Deck
Symbaloo