Wilson's+Work+in+Progress

=UNIT:Who Am I? A Multi-Media Personal Narrative =

== =Lesson Segment 1: Problem-Based Learning- How to determine valid and reliable web resources. =
 * Subject Area :** Literacy Lab
 * Grade Level :** 8th


 * Lesson Description: ** Students will be learning how to and how important it is to identify valid and reliable web resources using spoof websites and student constructed surveys. This lesson is one that will weave into the production of their final product of a digital story surrounding a personal narrative based upon historical events that have occurred throughout their lifetimes infused with personal details provided through interviews of family, friends, and others.

**Content/ISTE NETS Standards:** LA8.2A-Students apply writing skills to plan, draft, revise, and publish writing for intended audiences. LA8.2B.3-Students produce expository essays, technical writing, and reports. LA8.2B.4-Students use strategies to write reports such as evaluating and synthesizing information for use in writing; incorporating visual aids; including facts, details, explanations, and examples; and using more than two sources. a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. process data and report results. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
 * 3.** **Research and Information Fluency**- Students apply digital tools to gather, evaluate, and use information. Students will:
 * 4.** **Critical Thinking, Problem Solving, and Decision Making-** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 * Objectives: **
 * Students will learn what valid and reliable mean in relation to web resources.
 * Students will be introduced to what to look for when identifying a valid and reliable web site.
 * Students will create a survey and discuss the outcomes of that survey in regards to the knowledge base of friends and family in relation to identifying a valid and reliable web site.
 * Students will reflect/discuss why it is important to know the validity/reliability of a web resource based upon what they have learned from their survey.

**Materials:** Student laptops, internet access, spoof website worksheets, exit slips, REAL quick reference index cards.

Lesson Day 1: STEP ONE: Students will be given index cards in which the words "RELIABLE" and "VALID" will be copied upon from the board. The students will be given example of each word in use and the students will use context clues and, as a class, will create a student constructed definition (with guidance from the teacher as needed).

STEP TWO: Students will then be asked the question, "What do the two words, valid and reliable, have to do with web sites and other web resources? The teacher will guide the students in the discussion if it gets off-base by throwing out other questions such as "What does a valid, or reliable, website look like?", "What should a reliable/valid web resource contain?". When the discussion has yielded no new ideas or thoughts then the teacher will hand out a worksheet that has the spoof websites addresses (http://www.dhmo.org/, http://zapatopi.net/treeoctopus/, http://www.rythospital.com/2008/) along with boxes for the students to write items that they think do, or do not, make the website look valid and reliable along with an explanation for their thought processes.

Modifications: Students will pull up one of the spoof web sites and be asked orally what looks good/professional on it and what does not. If written assistance is needed the teacher, or assistant, will write what the student points out. If time, the student will be led to the next web site. Enrichment: Students that need further engagement will be led to other spoof websites such as http://www.genochoice.com/, http://www.ovaprima.org/, and http://petsorfood.com/

DAY ONE ASSESSMENT: Students will turn in their spoof website worksheets along with an exit slip that they will write down the website they believe is not valid/reliable and why.

Lesson Day 2: STEP ONE: Students will be handed their exit slips from the previous day and will hold a discussion about which web sites were believed to be less valid/reliable and why. When the discussion/debate has ended the teacher will let the students know that they were all spoof, or fake, web sites.

STEP TWO: The students will pull up the first spoof website, http://www.dhmo.org/, and the teacher will ask the students to point out, according to what they wrote on the worksheet. After the first web site has been discussed the students will be given a quick reference card with Alan November's R.E.A.L. acronym. The students will fill in what each letter represents and will look for that step on the displayed website.

STEP THREE: After the students have walked through using the REAL acronym with the first spoof website, the students will partner up and will identify each step of the REAL process with each website.

Modifications : Students with disabilities, or work at a slower processing rate, will be teamed with an advanced partnership. The advanced students will teach and assist the student with needs what should be looked for after the first website has been modeled. The student will be placed in charge of one-two specific steps of the REAL process for each website covered. Enrichment : Students will come up with another acronym for the REAL process that might be more student friendly. DAY TWO ASSESSMENT: Students will turn in a personal KWL exit slip surrounding the REAL process in use with internet resources.

Lesson Day 3-4: STEP ONE: The students will have a reflective journal warm-up assignment regarding the two things that they learned or that stood out to them from the previous days assignment. Volunteers will be asked to present their reflections.

STEP TWO: After sharing, the students will be asked the question " Do you think your peers, friends, family, and others close to you know how to spot a valid and reliable web resource?" After discussing this with the class the students will be led to http://www.surveymonkey.com where the teacher has created a survey for the students to take surrounding what they have learned regarding the REAL process and valid/reliable resources.

STEP THREE: After submitting their surveys, the students will be placed in teams of 2 and instructed that their next task is to create a survey that is meant for at least three of their friends, family, and others not in the class, to take regarding what they have learned about valid/reliable websites and the REAL process. The survey must contain at least 5 questions surrounding what makes a valid/reliable web resource and incorporate the use of at least one spoof website. The students will be asked to present the findings of their surveys in the form of a written report with a visual aid of their results at the end of day five.

Modifications: Students will be allowed to use up to three of the questions used in the teacher generated survey and will be given the opportunity to submit their survey, if they choose, to a pre-designated classroom in the building. Enrichment: Students will be given the opportunity to create another acronym for the REAL process and will create a document that compares and contrasts spoof websites and scam websites. DAY THREE-FOUR ASSESSMENT: Students will create and administer a team created survey surrounding what others know about valid/reliable web sources and will display their findings through a report and visual aid such as a graph, chart, or other media element.

Lesson Day 5-6: Student teams will present their findings to the class. The students will read their report indicating their findings of their surveys and will display their data in the form of a visual aid.

DAY FIVE-SIX ASSESSMENT: Each student will submit an exit slip that contains a question that they would like to further investigate based upon what they learned through the survey.

=UNIT:Who Am I? A Multi-Media Personal Narrative =

Lesson Segment 2: A Story with a Thousand Voices: Using Social Collaboration to Guide the Personal Narrative ** Content Standards: ** Use the features of electronic information to communicate, gain information, or research a topic (A) **8.1.III.D** Compare and contrast information from multiple sources to gain a broader understanding of a topic **8.1.I.C** Provide a response to text that expresses an insight **8.1.2.C** ** __Instructional objective(s): STUDENTS WILL__ :** 1. Create a brainstorming visual to share with an audience and retain feedback 2. Collaborate with peers using blogging to collect feedback about personal narrative ideas 3. Lend feedback to every member of their assigned group surrounding their brainstorming visual/personal narrative ideas
 * = GOALS ||
 * ** ISTE NETS-S **
 * Creativity and innovation
 * Communication and collaboration || * Digital citizenship
 * Technology operations and concepts ||

Students will need laptops and their lap top chargers. Teacher will need Promethean board on with inspiration visual on display, blogging site ready for use ||
 * ACTION ||
 * **__Before-class preparation__** ** : **
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||
 * Day one:

Day two:

Day three: || Completion of Inspiration web loaded with ideas of life experiences to use for personal narrative.

Grouping of students will be created using high, medium, and low achieving students. Each member will create a blog prompt using their brainstorm web and each member will lend insights, ask, questions, and give constructive feedback about the ideas presented.

Students will take three ideas and support them with life lessons learned from those experiences. Then the students will use blogging to post their ideas and lessons learned and interact with a 9th grade class member, whom has already completed a personal narrative, and will gain suggestions from them about what their personal narrative ideas. || laptops with Inspiration software

laptops logged into the wordpress.com blogging site.

Laptops, blogging site, 9th grade partner, personal narratives with lessons learned. ||
 * MONITOR ||

Entry slips about the life lessons learned with each of the ideas expressed in their previous exit slips.
 * __Ongoing assessment(s): __** Exit slips about 2-4 ideas they wish to use for their personal narratives.

**__Accommodations and extensions:__** Students needing more assistance with ideas for a personal narrative will be given a theme to create their personal narrative around. Excelling students in this area will be given another step of connecting their personal life experience with a happening in history. Students will make a connection between the choices they made and how they relate to the historical event and whether this gives them insight in the future decisions they might make.

Backup plan: If the blogging does not work as intended, students will use the inter-school emailing system that is available. If that proves unsuccessful then we will have to revert to doing a partner diary that lists the ideas and the suggestions given between group members and partners. Lesson reflections and notes: Students will be given the opportunity to share their insights and final personal narrative ideas and lessons learned with the class via discussion forum available through the classroom website. The teacher will comment on each students posting and each member of the class is required to post a response to one member of their group and one member outside of their group.
 * EVALUATE AND EXTEND ||

=UNIT:Who Am I? A Multi-Media Personal Narrative = ==

Lesson 3: The Story Heard Around the World: Using Digital Storytelling with the Personal Narrative.
__Lesson Title__: Using Digital Storytelling with the Personal Narrative || __Related Lessons:__ Using Social Collaboration to Guide the Personal Narrative and How to Determine Valid and Reliable Resources || __Unit:__ Who Am I? A Multi-Media Personal Narrative || GOALS  || ** Content Standards: ** ** ISTE NETS-S ** o Creativity and innovation o Communication and collaboration || o Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || **Instructional objective(s): Students will:** 1. Convert their paper/pencil personal narrative into a digital version of their story using a digital storytelling tool of their choice. 2. Incorporate visual and audio enhancements into their digital story that adhere to the story line and captivate their intended audience. 3. Be able to read and record their story with fewer than 3 errors to ensure audience attention is maintained. 4. Present their digital personal narrative to their peers. 5. Assess each presenter using the assigned rubric. ACTION || ** Before-class preparation: ** __Teacher will:__ __Students will__: During class || Time || Instructional Activities || Materials & Resources || Day one
 * Use the features of electronic information to communicate, gain information, or research a topic (A) **8.1.III.D**
 * Students use strategies such as setting a purpose, predicting, cause/effect, comparing/contrasting, drawing conclusions, visualizing, and inferring to interpret and analyze text. ** LA8.1A.3 **
 * Students read and interpret a variety of literary texts. ** LA8.1B **
 * Students apply writing skills to plan, draft, revise, and publish writing for intended audiences. ** LA8.2A **
 * Student writing is appropriate for intended audience and purposes; voice is apparent. ** LA8.2A.4 **
 * Students write and share literary texts (poetry, journals, letters, short stories, plays, essays, personal narratives, short stories, literary responses) using appropriate strategies. ** LA8.2B.1 **
 * Students use word processing in the writing process. ** LA8.2A.10 **
 * Students write and share literary analyses using grade-level-appropriate strategies by: a. Stating an interpretive, analytic, evaluative, or reflective position; b. Supporting inferences or conclusions with examples from the text, personal experience, or other works. ** LA8.2B.2 **
 * Students speak on a focused topic with clear organization, substantial content, and audience awareness. ** LA8.3.1 **
 * Students take notes and give relevant, appropriate feedback to speakers in formal and informal settings. ** LA8.3.6 **
 * Students use multi-media to support presentations when appropriate. ** LA8.3.3 **
 * Have list of digital storytelling sites that can be chosen by the students for use.
 * Create example of use and expectations of digital storytelling final products
 * Have final rubric available for student use
 * Bring laptops and batteries
 * Have final, refined version of personal narrative in class ||

Day two

Day three

Day four

Day five || # Present different digital storytelling sites available for student use.
 * 1) Display teacher example of digital personal narrative for students and explain why teacher chose that specific site.
 * 2) Students will choose digital storytelling site that best meets their needs and start working
 * 3) Exit passes will be completed regarding any questions, comments, suggestions, or concerns


 * 1) As a warm-up students exit slips will be discussed and answered.
 * 2) Students will be given the day to continue working on digital storytelling assignments.
 * 3) Exit slips will be administered for insights and lingering concerns surrounding the assignment and students will blog reflections on classroom website.


 * 1) As a warm-up student exit slips will be addressed and reply to two peers' blog posts.
 * 2) Students will complete and save their digital storytelling personal narratives and send a copy to the teacher.


 * 1) Students will present their digital personal narratives and peers will grade each story using the rubric given.

Teacher laptop loaded with digital storytelling sites bookmarked. Example of teacher made personal narrative using one of the sites displayed on Promethean board. Student laptops, rubrics, and finalized personal narratives.
 * 1) Students will continue presenting their digital personal narratives and peers will grade each story using the rubric given. ||

Exit slips, students laptops, finalized personal narratives, rubrics.

Exit slips, students laptops, finalized personal narratives, rubrics.

Student laptops, finalized digital personal narratives, rubrics, Promethean board.

Student laptops, finalized digital personal narratives, rubrics, Promethean board. || MONITOR || __Ongoing assessment(s__) :Exit slips, Final digital personal narrative __Accommodations and extensions__: Classroom assistant will be available for added support and students needing an extending activity will be asked to publish their digital story to the school website. __Backup plan:__ If the digital storytelling activity cannot take place, the students will present their finalized personal narrative essays verbally. Students will still be asked to create a soundtrack and provide visuals in the form of family photos and other items to enhance their essay. EVALUATE AND EXTEND || __Lesson reflections and notes__: Teacher will give an average of peer evaluations and instructor score as the students' final grade. Students will be privy to the comments left by peer evaluators without displaying the name along with a teacher's copy of rubric. Students will be given the chance to reflect upon what worked and what needs to be revised if this lesson were to be involved in the classroom again. They will use the classroom blog to enter ideas and feelings during each day of the lesson. Throughout the unit the students will be requested to reply to at least two peers' postings each week. Teacher will also keep a daily journal, which she will blog on the classroom website, that itemizes the activities, questions, and insights gained throughout each step of the unit. Students will be invited to respond to the blog if they choose.