Amy+Marzka-Ward

**Content Standards: **1. Write persuasive compositions that: support arguments with detailed evidence; exclude irrelevant information; and cite sources of information (Ohio Department of Education, 2009). 2. Produce informal writings (e.g., journals, notes and poems) for various purposes (Ohio Department of Education, 2009). 3. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas (Ohio Department of Education, 2009). 4. Deliver persuasive presentations that: establish and develop a logical and controlled argument; include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener bias; use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason; use common organizational structures as appropriate (e.g.cause-effect, compare-contrast, problem-solution); (Ohio Department of Education, 2009). **Instructional Objective(s): ** Students have researched the last week and are now ready to compile the information and begin the publicity and persuasive campaign aspects of the Do Something! Project. Students are responsible for raising awareness in the community by creating a Blog, Facebook page, Podcast, Public Service Announcement and compiling persuasive letters to the editor of two local papers. Students may chose to work in groups, pairs or individually, but will be responsible for using Google Groups to create an online calendar, discussions, check points and Google Reader to keep up on current articles dealing with homeless pets. || MONITOR || **Ongoing assessment(s): **Formative assessment will occur throughout each class period as students work on their social network sites. I will be informally assessing the class by walking around, sitting with students troubleshooting computer issues and supporting students how they need it best. Persuasion letters will be assessed by the GLHS rubric for persuasion writing before the letters are sent to the papers, students are required to turn in a rough draft as well as a final copy. Final copies of the letters will be posted online or mailed to the editors. Students will be assessed on their presentations using the mini rubric developed by the Speech department at GLHS Personal Blogs will be assessed at the end of the ten days following the rubric set forth by the English department at GLHS. **Accommodations and extensions **: Helping students stay focused when it seems there is much free time can be challenging. I will pair or groups students who have a difficult time focusing with students who are driven and well organized. The thought behind this is that it will benefit both types of students. The student who is well organized and driven will develop leadership skills by helping the unfocused students stay on task. The unfocused students will then have a peer they will have to answer to as well as learn to manage their time, which will also help build their group skills as well as time management. **Backup plan: ** As always, it is a concern that the network will crash or not be working the day needed. If the network is done, then students can use their cell phones to access their social networks or use that day as a writing day for their persuasion papers. If the network is done on multiple days, then we will take a break from the project and hold class discussions that revolve around student reflections.
 * Lesson Title: Do Something! Online Collaboration || Related Lessons: Research, Persuasive Campaign, Essay Writing, Presentation  ||
 * Grade Level – High School || Unit: English 9  ||
 * **ISTE NETS-S **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;"> X Creativity and innovation X Communication and collaboration X Research and information fluency || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">ACTION ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Before-class preparation **<span style="font-family: 'Arial','sans-serif'; font-size: 13px;">: Have class select one “computer” person who will be responsible to setting up the Google Group and getting the discussion threads going. The Google group will need to be set up and ready to go for class on Monday. Students will also need to decide by Monday if they will be working in groups of 3, pairs or individually. Once they let me know how they prefer to work, I will assign the groups members to ensure that groups or pairs are a good mix. Students will also need to have permission slips signed by parents allowing the use of Facebook and a class Blog. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 1 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class period 47 minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will be joining the Google Group today in class. “Computer” student will be in charge of walking the class through how to join the group. Students will use the laptops to join in class so that we may troubleshoot if there are any problems. Students will also need to turn in permission slips. I will assign groups and partners today.  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged with internet connection working. Projection screen with the Google Group displayed. Written instructions on how to join the group  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 2 ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">5 – 10 minutes Rest of class time - 30- 40 minutes |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Group or pair assignments given today, along with requirements for each and rubrics. Go over what each member is responsible for to ensure that work is distributive equally. Introduce Google Reader to students and sign up for feeds. Students will have the rest of the period to search for sites they would like to subscribe to that are relevant to homeless pets, shelters, laws regarding pets, etc.  |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged with internet connection working. Projection screen with Google Reader displayed from teacher computer  ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 3 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class period, 47 minutes |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will be using the class period to create their online calendar in Google Apps. This is not entirely new process to them, as I have used the calendar with other units, however this will be the first time they create their own checkpoints. Students will only be given the final due date from me; they will be responsible for having five checkpoints throughout the next two weeks. These checkpoints will be assessment days. Students will also need to include daily “to-do” list.  |||| <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged with internet connection working.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 4- 8 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class periods, 47 minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will spend the next five days working on creating their publicity aspect of the project and their persuasion letters to the local editor of two papers. Students will need to inform me beginning of day 3 which social networking they will be using for their public awareness and which tow papers they will be writing to and if they will be posting the letters online or mailing them “snail mail”.  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged with internet connection working. Persuasion letter templates Students’ paper portfolios need to be in the classroom so that students can use their own papers as reference when it comes to editing their letters.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 9 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class periods 47 minutes Each group has 5 minutes || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will be presenting their publicity social networking sites to the class.  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Projection screen connected to teacher computer where students can access their social network site. Rubrics for presentations  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">During class Day 10 ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Time || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Instructional Activities  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Materials & Resources  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class period || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will update their Blogs today on the process of creating a social networking site, the persuasion letters to the editors and other thoughts and feeling so far into the project. They will need to reflect on their strengths and weaknesses throughout the past 9 days, things they would change and how well they worked with their partner or group.  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged and internet working. Extra headphones for students to listen to music while blogging. Copies of the Blog Rubric used by the English department.  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Entire class period || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Students will update their Blogs today on the process of creating a social networking site, the persuasion letters to the editors and other thoughts and feeling so far into the project. They will need to reflect on their strengths and weaknesses throughout the past 9 days, things they would change and how well they worked with their partner or group.  || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Laptops charged and internet working. Extra headphones for students to listen to music while blogging. Copies of the Blog Rubric used by the English department.  ||