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Google Tools by Mind Map: Google Tools

1. Learning Goals

1.1. Google Sites

1.1.1. Through the use of Google Sites, students will be able to “initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others' ideas and expressing their own clearly and persuasively" (CCSS.ELA-LITERACY.SL.11-12.1).

1.1.2. Through the use of Google Sites, students will be able to "develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience" (CCSS.ELA-LITERACY.W.11-12.5).

1.2. Google Keep

1.2.1. Through the use of Google Keep, students will take notes to “Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic” (CCSS.ELA-Literacy.W.11-12.2.b).

1.2.2. Through the use of Google Keep, students will “gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation” (CCSS.ELA-Literacy.W.11-12.8)

1.2.3. Through the use of Google Keep, students will “Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information” (CCSS.ELA-Literacy.W.11-12.6).

1.3. Google Apps in Google Drive

1.3.1. Through using the different apps in Google drive (docs, slides and forms), students will "introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension." Most notably, with these three domains, students will engage multimedia and graphics within the writing process (CCSS.ELA-LITERACY.W.11-12.2.A).

1.3.2. Through the use of the feedback in the comments on Google docs, the feedback and answers on the Google forms (based on the presentation on Google slides), students will "use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information" (CCSS.ELA-LITERACY.W.11-12.6).

1.4. Google Calendar

1.4.1. Through the use of Google Calendar to stay organized students will "write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience" (CCSS.ELA-Literacy.W.11-12.10).

1.5. Google Bookmarks

2. Learning Activities

2.1. Google Sites

2.1.1. Students will upload their writing assignments in order to engage in peer collaboration.

2.1.2. Students will engage in peer reviews that promote editing, revising, and publishing.

2.1.3. Not only will students be required to edit and revise their own writing, they will work to provide their classmates with constructive feedback to improve their piece of writing.

2.2. Google Keep

2.2.1. The teacher will discuss the students' notes and give specific feedback so the students are focused on the important details.

2.2.2. Students will use their notes to decide upon a research topic that interests them based on the general novel themes noted in Google Keep.

2.2.3. Students will research a topic of interest using the internet and library. Students will take notes in Google Keep as a way to organize information to write a research paper.

2.3. Google Apps in Google Drive

2.3.1. Students will collaborate with other students in the class during their writing process by giving feedback through the comments feature in Google docs and subsequently use their classmates' advice to revise their writing.

2.3.2. Students will synthesize the information that they have learned from their research about their topic by writing their research paper in Google docs.

2.3.3. Students will summarize their research paper by making a presentation of their findings with visual aids using Google slides.

2.4. Google Calendar

2.4.1. Students will use Google Calendar to collaborate tasks and due dates with their peers.

2.5. Google Bookmarks

2.5.1. Students can use Google Bookmarks to save online resources they found either at school or at home and be able to access them from any computer with Internet access.

3. Teacher Roles

3.1. Google Sites

3.1.1. As a student-centered learning activity, the teacher will act more as a guide when students get off task or if the feedback being provided needs that little extra push.

3.1.2. The teacher will arrange to have face-to-face conferences with each student during the writing process to discuss what they are doing well as well as how they can improve.

3.2. Google Keep

3.2.1. The teacher will introduce the features of Google Keep.

3.2.2. The teacher will meet with students to discuss their note taking and give specific feedback to ensure that the students are focused on important details.

3.2.3. The teacher will provide sample passages for the students to practice determining what information is relevant and needed to inform the reader.

3.3. Google Apps in Google Drive

3.3.1. The teacher will use the comments feature of Google docs to give the students feedback during the writing process.

3.3.2. The teacher will comment on students' comments as they are giving other students feedback to guide them in the proofreading process. He/she will do so by asking thought-provoking questions that encourages students to use a deeper level of their critiquing skills.

3.4. Google Calendar

3.4.1. The teacher will use the calendar to set due dates and progress checks for student writing projects.

3.4.2. The teacher can use Google Calendar to send SMS messages to students to remind them of upcoming important dates.

3.4.3. By using Google Calendar to record all assignments and due dates, teachers will assist students in staying organized. Student can choose to have their daily agenda e-mailed to them at the beginning of each day.

3.4.4. A to-do-list can be uploaded to Google Calendar. This would enable teachers to remind students of important steps to completing their projects before a due date.

3.4.5. Google Calendar can be made available offline. This would allow those students who may not have Internet to have access at home so that they can still see the school calendar and due dates.

3.5. Google Bookmarks

3.5.1. Teachers can create a list of bookmarks to use for research and share them with students to use at home or at school.

4. Learning Assessments

4.1. Google Sites

4.1.1. Students are required to upload their writing assignments to the class site in order to share and work collaboratively with their classmates.

4.1.2. After students upload their assignments, they are then required to read and provide feedback to at least three other students' assignments.

4.1.3. After all edits and revisions have been made based on the feedback that the students have received from their peers, they are required to post one final draft to share with the entire class.

4.2. Google Keep

4.2.1. Teacher will assess the effectiveness the student’s note taking in the final research project.

4.3. Google Apps in Google Drive

4.3.1. Students will create a survey quiz using Google Forms based on the presentation that they created (which was based on the original research paper), which will show the student's ability to articulate and assess the most important aspects of their topic. In this survey, students will also give them feedback on their presentation.

4.3.2. The teacher will assess the students through the final draft of the paper in Google docs as well as the students' ability to present the information in their presentation in Google slides. The teacher will leave comments on both after the students submit the final draft.

4.3.3. Using the feedback and answers to the questions that the students give from the Google forms as well as the feedback that the teacher gives from the paper and presentation, students will write a reflective essay about their process throughout the writing assignment.

4.4. Google Calendar

4.4.1. Teachers can share Google Calendars among themselves and students. This will ensure that student assessments are spread out and not concentrated on a single day or week.