Name: Marisa Fiori

Grade Level: 6th Grade

Content Area: Language Arts
BEYOND-THE-BASIC PRODUCTIVITY TOOLS
Beyond-the-Basic Productivity Tool Used: (Timeliner, Inspiration, or a Web-based
productivity tool. If Web-based, provide URL) Timeliner
Standards Addressed: (Example: MCCK.CC.1 Count to 100 by ones and tens
See https://www.georgiastandards.org/Pages/Default.aspx)
ELAGSE6RL3: Describe how a particular storys or dramas plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves towards a resolution.
ELAGSE6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively)
as well as in words to develop a coherent understanding of a topic or issue.

Blooms Level of Critical Thinking:

Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class: Describe what students will be
doing with the BBPT and how the learning activity will help them learn. Overview
should be a minimum of 2 paragraphs.
After reading Out of Darkness by Ashley Hope Perez, students will use the software
Timeliner to create a timeline detailing the major events of the story. Students will
conduct a text analysis after reading the story to determine which events
characterized a plot twist, defined a character, or represented an important lesson to
the story. We will brainstorm these ideas on the board with a brief explanation of why
this event is important. After conducting this text analysis and class discussion,
students will use the software to create an independent software.

Students will consult a computer with the downloaded software to compose their
timeline. The timeline should include the title of the text, dates outlining the events,
an image that accurately represents the event, and a clear label of the event.
Students must have at least 10 events on their timeline. After students have created
their own timeline, they will write a brief explanation (at least one paragraph) as to
why they think this event is significant to the text. Students will then present their
timeline to the class and provide a verbal explanation of their product.

Level of Technology Implementation (LoTi): What LoTi best describes this

learning experience and Why.

This activity would be categorized as a Level 3: Infusion activity. Students have the
ability to create a unique product with unpredictable results, which makes the
teacher a co-learner in this circumstance. Students assume a professional role in
determining which events are significant to the text, and the product will be
meaningful to them as they provide explanations as to why they chose the events
they included in their timeline. This experience mimics what students will need to do
in the real-world, filtering through content to figure out what is important to an
overall meaning, or lesson. Students need to be equipped with the skills to question
an author, and sources of information, this activity prepares students to do so.
Students also share their final product with the class.

All levels of Blooms Taxonomy are also used in completing this assignment. Students
must remember, or recall events from the text, and understand why these events
were significant. Students then apply this knowledge to evaluate and analyze the 1
overall theme of the text. Students finally create a timeline that integrates this
knowledge.
BEYOND-THE-BASIC PRODUCTIVITY TOOLS