Jeni's+Online+Collaboration+Lesson

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= **  Digital Storytelling  ** = = Daily Lesson GAME Plan Template  = || ** Related Lessons  ** : Research, Persuasive Campaign, Essay writing, online collaboration. || English 9   ||  1. Deliver informational presentations demonstrate an understanding of the topic and present events or ideas in a logical sequence (Ohio Department of Education, 2009).  2. Use appropriate visual materials (e.g., diagrams, charts,   illustrations) and available technology to enhance presentation (Ohio Department of Education, 2009).  3. Deliver formal and informal descriptive presentations that convey  relevant information and descriptive details (Ohio Department of Education, 2009).  4. Deliver persuasive presentations that: use persuasive strategies, such as rhetorical devices, anecdotes and appeals to emotion, authority and reason (Ohio Department of Education, 2009). X Creativity and innovation X Communication and collaboration X Research and information fluency  || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts ||  ** Instructional objective(s  ** ): Students will be using digital story telling as part of the Do Something! Project. Up to this point, students have researched, created a persuasive campaign by using a Blog, Facebook, Podcast and written persuasive letters to the editor. It is now time to create a PSA of sorts to tell the story of homeless pets in the community. Students may take the story in any direct they wish, whether it is following a pet through the adoption process, an employee’s daily routine at a shelter, or homeless and abused pet pictures. Students may work in groups of three, pairs or individually, but will have different length requirements depending on the number of people creating the story, but each student will be responsible for an active part in the process. ** Before-class preparation  ** : Have students set up accounts at [] and sign out the flip video cameras and digital cameras for students who need. Students will groups will be the same as the groups from the online collaboration week, however if tow individual students wish to work in a pair they may, or and individual can join a pair as well. Ideally this will happen on a three for four day weekend so that students have the time to take pictures and video around the community before meeting as a class again. However, students will not need the actual footage until day three. ||  During class Day 1 || Entire class period 47 minutes ||    Students will be shown a digital story that I created of my weekend with my dogs. It will consist of them playing, swimming, sleeping, and hanging out with my son and I. The story will be roughly two minutes. Students will then be given the remainder of the time to practice making digital stories on the laptops. || Laptops charged with internet connection working. Projection screen with a digital story example of my dogs ready to go. ||  During class Day 2 || Entire class period 47 minutes || Students will be given another in class day to “play” wit digital storytelling. They will be responsible for creating a thirty second story, a minute story and a two- minute story. These stories can be anything, pictures from homecoming, a birthday part, school spirit, levy campaigning, etc. It is to give the students the opportunity to become familiar using the website before their final project. || Laptops charged with internet connection working. ||  During class Day 3 || Entire class period 47 minutes || As a class we will brainstorm five criteria to rate their digital stories’ on. I will compile the final list and pass out rating sheets on Friday. Students will begin creating their digital story today with their personal videos and/or pictures. Students will be uploading the media and brainstorming text that will appear with the images. ||    Dry easer makers for the white board. Laptops charged with internet connection working. ||  During class Day 4 || Entire class period 47 minutes ||    Students will complete their digital stories today and posting them to their Facebook page, Blog, or personal class portal. || Laptops charged with internet connection working. ||  During class Day 5 || Entire class period 47 minutes ||    Today is performance day when students will be sharing their digital stories’ with the class and rating each story. If possible, administration team members will be viewing the digital stories’ as well. ||    Projection screen with internet connection working Copies of the rating sheets. ||  ||  MONITOR  Formative assessment will occur throughout each class period as students work on their digital stories. I will be informally assessing the class by walking around, sitting with students troubleshooting computer issues and supporting students how they need it best. The class will also rate stories on performance day based on five criteria deemed by the class. ** Accommodations and extensions  ** : Helping students stay focused when it seems there is much free time can be challenging and groups were arranged with that knowledge. The ESL student is paired with her buddy and the extreme ADHD students will be working near the aid. Students that wish can also entire their digital story into a school wide video competition during the service learning campaign in December. ** Backup plan:  ** It is a concern that the network will crash or not be working on the days needed. If the network is down, then we will take a break from the digital stories and work on writing our research paper, which we can work on multiple days if needed.
 * ** Lesson Title:  ** DO SOMETHING!
 * ** Grade Level  ** – High School   ||  Unit:
 * GOAL   ||
 * Content Standards: **
 * ** ISTE NETS-S  **
 * ACTION  ||
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * Time ||  Instructional Activities  ||  Materials & Resources  ||
 * Ongoing assessment(s): **

Reference

 Ohio Department of Education. (2001). English Language Arts Academic Content Standards. Retrieved October 24, 2010, from [].

Do Something! Online Collaboration || Related Lessons: Research, Persuasive Campaign, Essay Writing, Presentation || English 9 ||
 * Lesson Title:
 * Grade Level – High School || Unit:

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).
 * Content Standards:**
 * **ISTE NETS-S**

X Creativity and innovation X Communication and collaboration X Research and information fluency || X Critical thinking, problem-solving, & decision-making X Digital citizenship X Technology operations and concepts ||

**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.
 * ACTION ||
 * **Before-class preparation**: 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. ||

During class Day 1 || 47 minutes || 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.
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class period

Students will also need to turn in permission slips. I will assign groups and partners today. || Laptops charged with internet connection working. Projection screen with the Google Group displayed.

Written instructions on how to join the group ||


 * During class Day 2 ||   ||
 * Time |||| Instructional Activities |||| Materials & Resources ||  ||
 * 5 – 10 minutes

Rest of class time - 30- 40 minutes |||| 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. |||| Laptops charged with internet connection working.

Projection screen with Google Reader displayed from teacher computer ||  || During class Day 3 ||
 * Time |||| Instructional Activities |||| Materials & Resources ||
 * Entire class period, 47 minutes |||| 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. |||| Laptops charged with internet connection working. ||


 * During class Day 4- 8 ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class periods, 47 minutes || 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”. || 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. ||

Each group has 5 minutes || Students will be presenting their publicity social networking sites to the class. || Projection screen connected to teacher computer where students can access their social network site.
 * During class Day 9 ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class periods 47 minutes

Rubrics for presentations ||

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. || Laptops charged and internet working.
 * During class Day 10 ||
 * Time || Instructional Activities || Materials & Resources ||
 * Entire class period || Students will update their

Extra headphones for students to listen to music while blogging.

Copies of the Blog Rubric used by the English department. ||

|| MONITOR 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.
 * Ongoing assessment(s):**
 * Ongoing assessment(s):**

**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.

Reference

Ohio Department of Education. (2001). English Language Arts Academic Content Standards. Retrieved October 15, 2010, from [].