PART 1: SPREADSHEET/DATABASE LESSON IDEAS FOR THE ELA CLASSROOM
Exemplars for the English-Language Arts Classroom
ExCel Spreadsheet
1. Reading Tracker (from Fyrefly's Book Blog)
This spreadsheet could be readily adapted (pared down by removing number of pages and/or length of reading time, etc.) and used as a reading tracker for any ELA class. The example is pretty in-depth; therefore, a yearly comparison could be done if desired. A graph or chart (a visual representation of books read) is also possible. The exemplar includes types of readings (eg. audiobook, YA, graphic novels, etc.) which would be helpful to a teacher and/or school librarian when it comes to selecting readings based on student interests.
This spreadsheet could be readily adapted (pared down by removing number of pages and/or length of reading time, etc.) and used as a reading tracker for any ELA class. The example is pretty in-depth; therefore, a yearly comparison could be done if desired. A graph or chart (a visual representation of books read) is also possible. The exemplar includes types of readings (eg. audiobook, YA, graphic novels, etc.) which would be helpful to a teacher and/or school librarian when it comes to selecting readings based on student interests.
Google Form / Spreadsheet
2. Figurative Language Assessment / Self-Grading Quiz (from tech546 - Figurative Language)
This figurative language quiz was made by the teacher using Google forms. The quiz also imports the student's answers directly into a spreadsheet, which allows the teacher to assess what terms are not being comprehended as readily as others. This permits the teacher to see what concepts need more review. Because Google forms are so user-friendly, a student could easily generate his or her own literary terms quiz for study purposes. Students could design quizzes together too because of Google Docs' collaborative features.
Using a spreadsheet, students could also create a list of literary terms, complete with definitions on their own. Clicking the "data" button scrambles either the terms and/or definitions (depending on the column selected) allowing the students to create a quiz that involves unscrambling the items by matching the right to term to the right definition. (Exemplar of student generated quiz, available here.)
How to use Part 1: Google Form / Quiz; Part 2: Self Grading / Spreadsheet
This figurative language quiz was made by the teacher using Google forms. The quiz also imports the student's answers directly into a spreadsheet, which allows the teacher to assess what terms are not being comprehended as readily as others. This permits the teacher to see what concepts need more review. Because Google forms are so user-friendly, a student could easily generate his or her own literary terms quiz for study purposes. Students could design quizzes together too because of Google Docs' collaborative features.
Using a spreadsheet, students could also create a list of literary terms, complete with definitions on their own. Clicking the "data" button scrambles either the terms and/or definitions (depending on the column selected) allowing the students to create a quiz that involves unscrambling the items by matching the right to term to the right definition. (Exemplar of student generated quiz, available here.)
How to use Part 1: Google Form / Quiz; Part 2: Self Grading / Spreadsheet
Google Form / GRades Spreadsheet
3. Grade Student Papers Using Google Form
Using Google forms as a grading rubric, opens many doors for both teachers and students. These grading rubrics could be used by teachers and peers (it would even allow for self-grading). The papers are submitted electronically so the paper and rubric can be set side by side on a desktop. Because this method is very efficient and timely, the work could be graded and returned quickly. If used during the writing process or draft process, the rubric could be adapted to evaluate the following areas independently: introduction, conclusion, stylistic choices, argument and evidence. Who says the entire paper has to be evaluated at a given time! Used in this fashion, the rubric allows the student to improve the work before handing it in for a final evaluation. Of course, the rubric information can be imported into a spreadsheet and the student's grade could be calculated as well.
More Google Lesson Ideas from Andrew Cullison
Using Google forms as a grading rubric, opens many doors for both teachers and students. These grading rubrics could be used by teachers and peers (it would even allow for self-grading). The papers are submitted electronically so the paper and rubric can be set side by side on a desktop. Because this method is very efficient and timely, the work could be graded and returned quickly. If used during the writing process or draft process, the rubric could be adapted to evaluate the following areas independently: introduction, conclusion, stylistic choices, argument and evidence. Who says the entire paper has to be evaluated at a given time! Used in this fashion, the rubric allows the student to improve the work before handing it in for a final evaluation. Of course, the rubric information can be imported into a spreadsheet and the student's grade could be calculated as well.
More Google Lesson Ideas from Andrew Cullison
google form / gradebook spreadsheet
4. Have Your Students Create Your GradeBook Spreadsheet
Talk about efficiency! By posting (on your blog/website) a web link to the "information gathering" Google form, you could have your students create your Grade Book spreadsheet for you. This not only lessens your paperwork it allows you, if you used the form posted, track your students' blogs as well.
Talk about efficiency! By posting (on your blog/website) a web link to the "information gathering" Google form, you could have your students create your Grade Book spreadsheet for you. This not only lessens your paperwork it allows you, if you used the form posted, track your students' blogs as well.
PART 2: Spreadsheet lesson plan
Lesson: iVocab Tracking Assignment
Content Area & Level: English-Language Arts 30-1 (Grade 12)
Purpose: To strengthen vocabulary (reading) and stylistic choices (writing)
It is a challenge to strengthen a student's vocabulary these days. However, user-friendly applications like Google Docs will encourage students to complete the assignment more readily. The spreadsheet will allow students to easily track new vocabulary from print and non-print readings (in class and out), viewings (films, television, etc.) and lectures. Furthermore, by constructing original sentences and locating visual representations of words, the students' thought and understanding should be deepened thereby increasing the likelihood of word adoption. Utilizing the Internet's on-line dictionaries and thesauri as well as "visual examples" will also encourage students to follow through on the assignment (while meeting curriculum outcomes).
The assignment could also be expanded by exploring parts of a word like prefixes, suffixes, and roots (or base). Standardized reading comprehension exams often include unfamiliar vocabulary requiring students to interpret meaning or determine context. Knowing how the parts of word work to form a word could help them make sense of unfamiliar words as well. Because Google Docs are meant to be shared, students could -- before exams -- share words. For example, they could adopt one new word from each student in the class.
Objectives:
ELA 30-1 Curriculum Outcomes:
GO 2: Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically, and creatively
GO 4: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
Data Sources:
Visuwords
Cambridge Dictionaries Online
Dictionary Reference
Merriam-Webster Dictionary Online
Think Map: Visual Thesaurus
Assigned Column Headings: Word, Source (where the word came from), Type (noun, adjective, verb, etc.), Definition (from on-line dictionaries), Sentence (student generated), Visual Representation (find an image that reflects the word's meaning)
Content Area & Level: English-Language Arts 30-1 (Grade 12)
Purpose: To strengthen vocabulary (reading) and stylistic choices (writing)
It is a challenge to strengthen a student's vocabulary these days. However, user-friendly applications like Google Docs will encourage students to complete the assignment more readily. The spreadsheet will allow students to easily track new vocabulary from print and non-print readings (in class and out), viewings (films, television, etc.) and lectures. Furthermore, by constructing original sentences and locating visual representations of words, the students' thought and understanding should be deepened thereby increasing the likelihood of word adoption. Utilizing the Internet's on-line dictionaries and thesauri as well as "visual examples" will also encourage students to follow through on the assignment (while meeting curriculum outcomes).
The assignment could also be expanded by exploring parts of a word like prefixes, suffixes, and roots (or base). Standardized reading comprehension exams often include unfamiliar vocabulary requiring students to interpret meaning or determine context. Knowing how the parts of word work to form a word could help them make sense of unfamiliar words as well. Because Google Docs are meant to be shared, students could -- before exams -- share words. For example, they could adopt one new word from each student in the class.
Objectives:
- To reflect and expand on personal vocabulary and repertoire of
stylistic choices
- To evaluate vocabulary words (word meaning / context)
- To enhance thought and understanding (sentence construction / visual representation)
- To use resources to assist with text creation (dictionaries / thesauri)
- To develop presentation materials (Google Spreadsheet)
ELA 30-1 Curriculum Outcomes:
GO 2: Comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically, and creatively
- 2.1 Construct meaning from text and content
- 2.1.1 Discern and analyze context
- 2.1.2 Understand and interpret content
- 2.1.4 Use reference strategies and technologies
GO 4: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
- 4.1 Develop and present a variety of print and nonprint texts
- 4.1.3 Develop content
- 4.1.4 Use production, publication, and presentation strategies and technologies consistent with context
Data Sources:
Visuwords
Cambridge Dictionaries Online
Dictionary Reference
Merriam-Webster Dictionary Online
Think Map: Visual Thesaurus
Assigned Column Headings: Word, Source (where the word came from), Type (noun, adjective, verb, etc.), Definition (from on-line dictionaries), Sentence (student generated), Visual Representation (find an image that reflects the word's meaning)