Alisha+Warth's+Wiki

=Welcome to Alisha Warth's Wiki=



This is my first wiki experience and I am excited to be here! [|Alisha's Blog]


 * = Daily Lesson GAME Plan (DST) = ||
 * Lesson Title: Intro to designing an advertisement through digital storytelling |||| Related Lessons: Analyzing and evaluating advertisements, bias, and stereotyping. ||
 * Grade Level: 7th grade |||| Unit: Advertising and the Media --Ad Campaign Project ||
 * ==GOALS== ||
 * **Content Standards:**

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes.


 * California Content Standards:**

//Reading Comprehension 2.4: Structural Features of Information Materials////-//Identify and trace the development of an author's argument, point of view, or perspective in text.

//Reading Comprehension 2.6: Structural Features of Information Materials////-//Assess the adequacy, accuracy, and appropriateness of an author's evidence to support claims and assertions, noting instances of bias and stereotyping.

//Writing Strategies 1.1 Organization and Focus-//Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas. ||
 * ISTE NETS-S:

Creativity and Innovation Communication and Collaboration Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts Instructional Objectives: Given a product and audience, students will develop an advertising campaign including an ad spot scoring a minimum of 3 out of 4 on the provided rubric. ||
 * ==ACTION== ||
 * Before-Class Preparation: Create product and audience slips, create ad campaign checklist and rubric, make sample storyboard and digital ad campaign, put together instructions sheet, design student grouping (10 groups of 3), and reserve laptop cart. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 mins

20 mins

10 mins

10 mins

7 mins

Day 2

Days 3-5

Days 6 -8 |||| The essential question will be posed, standards will be reviewed, daily objectives read, and essential question will be discussed.


 * Essential Question:** What makes an advertisement adequate, appropriate, and accurate for selling a product?

Students will be given an instructions sheet with ad campaign checklist and scoring rubric. We will discuss the process of the project as a class and I will display my sample storyboard and show my digital ad campaign. We will review the rubric and discuss why this ad campaign would receive a 4. Then I will post up group assignments, product, and audience. Students will write their information in the box at the top of their handout.

//Example:// Steve W., Group 1, cell phone, teenagers Each member of the group will be the leader of one part of the project (see extension).

Students will break-out into their groups and each member will take out a piece of paper. Students will create a bubble map on their paper to begin brainstorming ideas, which will then develop into a sequence, and eventually a storyboard (Laureate Education Inc., 2009). Students will write their product and audience in the center bubble and start thinking of things they want to include in their digital advertisement to appeal to the audience. For example, bright colors, cool music, smiling faces. I will create a bubble map for my digital ad, while students are working, to model the process for students.

Students will take out a second sheet of paper and fold it into six squares to represent their storyboard in six acts. I will model for students how to create a storyboard, while I make one for the digital ad I showed earlier, while students work on creating their own. Each group member (3 members) will basically have the same bubble map and storyboard as the group works together to come up with ideas. (This part of the lesson will continue for another class period).

Students will begin to clean-up to continue the next day. They will place their bubble map, storyboard, and instructions sheet into the writing section of their notebooks. Students will take out a piece of paper to answer the essential question for the lesson. This question is a wrap-up of previous lessons as well. Students will place paper in the basket on their way out.

Students will get into their groups to continue their storyboard. When finished students will begin thinking of visuals that go with their script and sketch them on their storyboard so that they have a direction for their searches.

Each group of 3 will get a laptop to begin their search for images. They will save them on a flash drive that will be issued to each group. In addition, students will search for their music choice and video images (if applicable). I will demonstrate for students how to customize their images for their story with Windows Movie Maker software and students will begin working. I will be walking around the entire time to aide students and provide assistance.

Students will ask for input from their peers, reflect and revise if needed, and publish their digital advertisements/commercials (Laureate Education Inc., 2009). If time, students will also develop their billboard and magazine ad (see extension). || ELMO, projector, dry erase board

Instructions handout, grading rubric, checklist, ELMO, laptop, projector, group assignments with info, extra pencils

ELMO, projector, laptop, pencils, paper, group list

Pencils, clock, ELMO, laptop, projector, paper, group list

Paper, essential question, student notebooks, baskets

Student papers, student notebooks, group list pencils, ELMO, projector

Laptops, student papers, student notebooks, Windows Media Maker software, group list

Laptops, student papers, student notebooks, Windows Media Maker software, group list, paper ||
 * Note student groupings, environmental modifications needed, etc:

Each group will have 3 to 4 students pre-chosen based on personalities, interests, and ability. Each member of the group will work together to create the digital ad, but one student will be the leader of the group whom is responsible for keeping the group on task and reporting any problems. That leader will be decided by the group and will be held responsible for group actions. Students will move to sit with their group during the entire unit in a manner that each student has somewhere to write and can see/use the laptop.

Environmental modifications consist of having students move to sit with their group during the entire unit in a manner that each student has somewhere to write and can see/use the laptop. Students also need to be situated so that the computers can be plugged in and not hazardous to the students around them. If I notice that the classroom arrangement or group arrangements are not working, then I will make adjustments. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

I will walk around while students are working to informally assess their progress, student bubble sheets and storyboards will be checked during day 1, and the exit ticket/essential question will give me insight into their understanding of the purpose for creating a digital ad and how it benefits their learning. Throughout the unit I will keep a student log to note any areas of concern, items I need to address, or praises to reward.

Accommodations and Extensions:

Computer aides will be used as needed for student difficulties (i.e. larger font, speech recognition software, text-to-speech software). After school hours will be available for students to work on their digital ads or to get additional assistance. If any student has a severe difficulty working in groups they may work on their own to provide a successful environment for all students.

An extension of the activity would be for students to create a billboard and magazine ad to accompany their digital advertisement/commercial. Then digital campaigns can be burned onto a DVD and students can share their entire ad campaign with their peers/teachers and will be rated on effectiveness (Laureate Education Inc., 2009). In addition, the digital ads can be published onto the Internet through Teacher Tube or YouTube.

Back-Up Plan:

If the laptop cart is not available or the computers are not cooperating, we will go to the computer lab or the library to use the computers. Worse case, students will spend more time developing their advertisement, billboard, and magazine ad on paper. ||
 * ==EVALUATE AND EXTEND== ||
 * Evaluation that will be used in this lesson is as follows:

The evaluation that I will use at the end of this lesson will be reviewing student progress and reading the exit ticket responses. If I noticed that many students had difficulty answering the question, then we will review it the next day and I will find a way to better tie it into their project. An evaluation of the actual project will take place at the end of the unit when students present their digital ad, billboard, and magazine ad using a rubric. Students will also turn in all of their process work to receive a process grade and will be evaluated on a three point scale for their ability to work cooperatively in a group.

LESSON REFLECTIONS AND NOTES:

This unit is one that I feel my students will really enjoy and I plan to use it with my 7th grade students during the first quarter of the school year as a mini-end of the quarter unit. This unit allows students to participate in authentic learning that requires them to use higher-level thinking, creativity, writing, designing, technology, and presentation skills. I believe that this unit will be very successful and my students will meet the objectives and master the standards because they are participating in hands-on, real-world learning. “Storytelling is a vital skill with seemingly unlimited applications” (New, 2005, p.1). ||


 * = Daily Lesson GAME Plan (OCL) = ||
 * Lesson Title: Intro to Reading Response through Blogging |||| Related Lessons: Analyzing fiction and non-fiction text, evaluating characterization, collaborating with peers. ||
 * Grade Level: 7th grade |||| Unit: A Reading Collaboration Blog ||
 * ==GOALS== ||
 * **Content Standards:**

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.


 * California Content Standards:**

Reading Comprehension 3.2-Identify events that advance the plot, and determine how each event explains past or present action or foreshadow future actions.

Reading Comprehension 3.3-Analyze characterization as delineated through a character’s thoughts, words, and actions of the characters.

Writing 1.3-Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts. ||
 * ISTE NETS-S:

Communication and Collaboration Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

Instructional Objectives: Students will learn how to use a blog to respond to a writing prompt about various fiction and non-fiction stories based on plot development and characterization. ||
 * ==ACTION== ||
 * Before-Class Preparation: Display essential question for students, set-up class blog through kidblog.org, add students to blog page, attach RSS Feed to blogs, create writing prompts, divide class into thirds for reading response (Green, Blue, or Red Group), create handout with blogging instructions, develop blogging rules and requirements, reserve laptop cart. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 5 mins

20 mins

20 mins

7 mins

1 week |||| Students will be divided into thirds and it will be explained that each group of approximately 11 students will respond to a specific writing prompt. In essence there will be three prompts in response to a chosen text and each group will respond to one prompt. Standards will be reviewed, daily objectives read, and essential question will be reviewed.


 * Essential Question:** How can blogging help us to analyze characterization and plot?

The blogging rules and requirements handout will be passed out to students and we will review it as a class. In addition, I will open the site kidblog.org for students to see and I will guide them through the instructions sheet of how to post their blog response. We will discuss expectations, digital citizenship, and the grading rubric.

Students will be given a strip of paper with their group color, username and password, and writing prompt to place in the box on the bottom of their handout. There will be three colors (red, blue, and green) and each group will have a different prompt to answer. Each prompt will meet the same standards, but be a little different. Students will then receive a laptop at their desk and as a class we will go through the process again on how to post a blog. Students will post a response to the practice question I have set-up for each group. In addition, I will show students how to comment on their peers’ blogs in their group. Students will practice commenting as well and I will be walking around and assisting students as needed.

After questions are answered and all students have posted and commented, student computers will be collected, students will place their instructions sheet into the homework section of their notebooks, and a post-it will be handed out to each student. Students will respond to the essential question and stick their post-it on the door on their way out.


 * Students will post their blog and respond to two of their peers || ELMO, projector, group assignments, dry erase board

Instructions handout, ELMO, laptop, projector, grading rubric

ELMO, projector, laptop, student information strips, glue sticks, student laptops/cart, pencils

Pencils, clock, post-it notes, laptop cart, student notebooks

Internet Access || The class will be divided into thirds to denote which prompt they will respond to on their blog. The only consideration that will be used when choosing groups is to make sure that there are no students that are related in the same group in order to showcase the different writing prompts.
 * Note student groupings, environmental modifications needed, etc:

Environmental modifications consist of having students facing the front of the room, with their supplies, and a laptop for each student. Students who may have poor eyesight will sit near the front so that they can see the screen and the lights will be dimed to minimize the shine on the board. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

I will walk around while students are working to informally assess their progress, student introduction posts and comments will be reviewed, and the exit ticket/essential question will give me insight into their understanding of the purpose for blogging and how it benefits their learning.

Accommodations and Extensions:

If students are having a difficult time seeing the board they will be moved to the front of the room and/or if students are having difficulty seeing their laptop screen then the font size can be enhanced and OCR software can be used as well. Students can also partner up when learning how to navigate and use the blog site to assist one another. In addition, if a student does not have access to a computer at home, they will be able to use the school computers before school, at lunch, or after school to post their blog and comments.

An extension of the activity would be to connect with another middle school Language Arts class that has read or would be willing to read the same text. Then the other class could participate in the blog as well and the students could collaborate with each other. In addition, students could create projects about the text through collaboration with the other class of students through a Wiki or online presentation software.

Back-Up Plan:

If the laptop cart is not available or the computers are not cooperating, we will go to the computer lab or the library to use the computers. Worse case, students will watch as I navigate the site and model for them. They will be able to ask question and I will have some students come to the front and post a blog and comment. If all technology goes haywire, then the lesson will be rescheduled for the next day and we will further analyze the text in class. ||
 * ==EVALUATE AND EXTEND== ||
 * Evaluation that will be used in this lesson is as follows:

The evaluation that I will use at the end of this lesson will be reviewing student intro posts and reading the exit ticket responses. If I noticed that many students struggled with the steps for posting a blog or if students do not show understanding of the purpose, then the process will be reviewed again the next day. An evaluation of the actual assignment will take place at the end of the week as I score their blog posts using the rubric and give a score for participation based on their comments to their peers.

LESSON REFLECTIONS AND NOTES:

This unit integrates reading, writing, technology, and collaborating for students to analyze characterization and plot development of grade level texts that surround the idea of whether or not it is our differences or similarities that matters the most. I feel that this lesson gives students a chance to not only use new technology to enhance their learning, but extends their learning outside of the classroom walls and provides students with an opportunity to collaborate with their peers. ||


 * = Daily Lesson GAME Plan (PBL) = ||
 * Lesson Title: Gathering Problem-Solving Data |||| Related Lessons: Reading and analyzing technical directions and career documents ||
 * Grade Level: 8th grade |||| Unit: Using Career documents to make a decision and solve a problem ||
 * ==GOALS== ||
 * **Content Standards:**

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.

12. Students use spoken, written, and visual language to accomplish their own purposes.


 * California Content Standards:**

Reading Comprehension 2.6-Use information from a variety of consumer, workplace, and public documents to explain a situation or a decision and to solve a problem.

Writing Strategies 1.6-Revise writing for word choice, appropriate organization, consistent point of view, and transitions between paragraphs, passages and ideas. ||
 * ISTE NETS-S:

Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making

Instructional Objectives: Students will use the website for Kelley Bluebook to find information about their car in terms of safety, reliability, price, and popularity. They will record their findings in a print-based organizer or by using an Excel spreadsheet. ||
 * ==ACTION== ||
 * Before-Class Preparation: Display problem scenario for students, form groups, choose twelve sedan models for students to choose from, research the website to guarantee needed information, and create chart. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 8 mins

15 mins

22 mins

7 mins |||| Students will be grouped together (12 groups of 3) and group management will be discussed and explained. Each group will have one researcher, one recorder, and one time keeper. Standards will be reviewed, daily objectives read, and the problem will be posed to the students.


 * Problem:** You have been hired on by a top car advertisement executive to showcase and persuade why you car is best for new teenage drivers based on safety, reliability, price, and popularity. You are to view specs, an expert review, consumer reports, ratings, incentives, and survey 30 of your peers to create a written and visual representation to present the reasons why your car should be showcased at the next Car of the Year Conference.

Students will pull a car out of a hat/bag to choose the car they will be representing. The organizational data chart will be passed out and explained. Students will watch a mock example of using the data website of Kelley Blue Book to find their needed information. Note: students will not be able to complete the survey section of their chart until they have completed their survey of their peers for popularity of the car.

Chart components: highlights, safety items, gas mileage, ratings, consumer quotes, expert information, cost, resale value, survey results, etc...

Students will work with their group members around a computer to find their information using career documents found on Kelley Blue Book. I will act as a guide and/or mentor and provide assistance as needed while walking around and surveying student progress.

Students will log-off of the computers, clean-up and reorganize the room, answer their exit ticket (reflection), we will quickly debrief on the process, and students will turn-in their charts and exit tickets to the basket as they walk out of the classroom. || ELMO, projector, group assignments, and dry erase board

ELMO, projector, laptop, student copies of chart, hat/bag of car choices (12 total)

Computers, extra pencils, chairs, Internet, extra charts, a clock

Basket, paper, pencils/pens, computers, clock ||
 * Note student groupings, environmental modifications needed, etc:

Student groups will contain 3 pre-selected students based on interest, personality, and are heterogeneous because each member of the group will have a specific job to do.

Environmental modifications consist of having each group of students working around the same table so that they are facing one another and can better collaborate. Students will use the computer lab or if possible we can reserve the laptop cart and will each of a chair and a place to write for recording and researching data. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

I will walk around while students are working to informally assess their progress, students will be keeping track of information found on their charts and I will check each chart after class, and the exit ticket/reflection question will give me insight into their understanding of how to use career documents to find information.

Accommodations and Extensions:

If any student is having trouble using the computer I will assist them or your OCR software, enlarge the font, use text-to-speech software, and the group collaboration will help students to work together and help one another. A completed mock chart will be displayed while students are working to help ELLs and visual learners to see examples of the types of data they should be collecting. An extension of the activity would be for students to use an Excel document to record their data instead of the paper chart. Also, the next step for this lesson is for students to begin planning their written and visual presentations. Students will be able to choose to use word-processing software for their written component and will also choose which type of presentation software they want to work with as well.

Back-Up Plan:

If the computer lab and cart is not available, then students can work on the computers located in the library. If the unthinkable happens and there are not any computers available then I will jump to explanation and examples of the written component and visual presentations before students collect data. ||
 * ==EVALUATE AND EXTEND== ||
 * Evaluation that will be used in this lesson is as follows:

The evaluation that I will use at the end of this lesson will be reviewing the chart and reading/scoring student exit tickets on a three point scale. At the end of the unit students will be scored on their written component using a rubric, their visual presentation using a rubric, the score they earn from the mock “car advertisement executive”, and a group work score based on a rating scale.

LESSON REFLECTIONS AND NOTES:

This unit incorporates an authentic situation for students as they research data, write to explain their learning, and use a multimedia presentation to solve a problem based on essential content standards. I feel that this lesson is engaging, supports the standards, is accessible to all learners, and is realistic of real-life situations. ||

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