Emily+Williams'+PBL+Page

1. The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of informational texts by recognizing and tracing the development of the author’s argument for and against an issue and can identify evidence used to support an argument. 2. The student participates in discussions related to curricular learning by evaluating the merits of texts and the author’s purpose in writing. 3. The student uses research and technology to support writing. 4. The student pa = = rticipates in student-to-teacher, student-to-student, and/or group verbal interactions. 5. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. || = = Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making,
 * = Daily Lesson GAME Plan- Problem Based Learning = ||
 * Lesson Title: What is the appropriate age for students to possess a cell phone? |||| Related Lessons: Persuasive writing, Debate ||
 * Grade Level: Seventh Grade |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S: 1.

Instructional Objectives: The student will form their own opinion on the age requirement for the possession of a cell phone. The student will create a written response based on the material from the article. The students will work collaboratively with a group of students to search and locate resources to back up their stance. || minutes = =
 * ==ACTION== ||
 * Before-Class Preparation: Visit the computer lab to boot up computers for less wait time. Log on to one computer and test the link to the article to make sure the school has not blocked the site. Create a Power point slide to give a visual representation on the key elements of persuasion. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10-15

1 class period

1 class period |||| The teacher would begin with a general definition of persuasion and discuss the elements: stating a clear statement or stance, support the stance with evidence, and anticipate reader’s concerns or counterarguments. Students would be required to take notes on these concepts in their Language Arts journal.

Using the computer lab, each student would access the article titled, “iWant one- Parents debate the proper age for a cell phone” using the link []. Students would be directed to read the article individually and watch the You Tube videos linked to the article. Then using word processing software, the students would type a two paragraph response explaining their opinion on the appropriate age of cell phone usage and the reasons that support their thinking. They are also asked to include the concerns or counterarguments the reader might express when hearing their views. Students will use the lab to print these responses and turn them in at the end of class.

Based on student responses from previous day, the teacher would group the students based on a general age they selected on the appropriate age for cell phones: elementary age, middle school age, high school age, or adulthood. Each group would work together to utilize the internet to locate and print credible resources to incorporate into their essay and debate that helps support their opinion. At the end of the class period, students would be asked to reflect on the resources that were found and brainstorm other ways to build and expand their research. || -LCD projector -Power point slide with elements of persuasion -journal

-Computer lab -Student internet access -word processing software -headphones -printer -paper

-Computer lab -paper || Each class period would include different groupings based on student opinion. Each group should consist of three to four people and if there are more, two groups can exist for one age group. || = =
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s)

Monitor student responses during class discussion of the elements of persuasion to ensure all students respond to and demonstrate understanding of important terms. Encourage participation and discussion of places students see persuasion and how it is used at home, school, and in society. Once students have been grouped by the teacher, each group member must have a role: researcher, outliner, bibliography writer, and team leader to keep the group on track. The teacher must monitor the groups making sure that each group member is performing their task.

Accommodations and Extensions:

During the individual writing process, poor performing students that are struggling with the assignment or technology could be paired with a higher student in order to help advance the learning. An interesting extension of this lesson would be to compare and contrast the appropriate age of cell phone usage in the United States versus another culture that fit into the Social Studies standards (Africa, Asia, and the Middle East). = = Back-Up Plan: If technology goes down, prepare by making copies of the article. Students can write their paragraphs in their Language Arts journal. Research would need to be delayed until a later date. || Students will be evaluated through formative assessments in the from of rubrics for participation in class discussion, note-taking, group participation, and their written responses. ||
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:**

= include component="comments" page="Emily Williams' PBL Page" limit="10" =

Persuasive Writing: What is the age requirement to possess a cell phone? |||| Related Lessons: Persuasive Writing, Online Debate || 1. The student uses research and technology to support writing. 2. The student participates in student-to-teacher, student-to-student, and group verbal interactions. 3. The student participates in discussions related to curricular learning in all subject areas. 4 . The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure. || 1. Creativity and innovation 2. Communication and collaboration 4. Critical thinking, problem solving, and decision making. 5. Digital Citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan- Online Collaboration = ||
 * Lesson Title: Online Collaboration with
 * Grade Level: Seventh Grade -Language Arts |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:

Instructional Objectives: The student will use the online collaborative tool, Moodle, to persuade other students to change their views on the age requirement to possess a cell phone. Students will produce a persuasive piece of writing. ||
 * ==ACTION== ||
 * Before-Class Preparation: Send a group email to all seventh grade teachers in the county, to see if they would be willing to conduct this project collaboratively. Write rules, rituals, and routines, dealing with online etiquette. Visit the computer lab to boot up computers for less wait time. Log on to one computer and test online collaborative tool to make sure the school has not blocked the site. ||
 * During Class ||
 * Time

5 minutes

5 minutes

1-2 class periods

1 class period

10 minutes |||| Instructional Activities

Students will enter the computer lab and access the online collaborative website, [|www.moodle.net]

Students have already set up their profiles in Moodle, so they will be asked to log in with their protected user name and password and will be directed to the discussion board.

Once in the discussion board, students will be asked to write a 300 word persuasive argument (including an introduction, argument, expected counterarguments, and conclusion) to persuade readers of the appropriate age to possess a cell phone. They must also include facts found from recent research to back up their argument.

Once students have completed their discussion post, they are asked to review at least 5 other student’s persuasive arguments, from different area schools, that are different from their own view. They must choose one student’s argument and debate, with the goal of changing that student’s view.

Finally, after debating has commenced, the student will write a reflection in their Language Arts journal discussing what they have learned from this assignment, were the able to learn the persuasive components, did their view change after the debate, and any other comments they want to share. || Materials and Resources

Computer lab time

Student notes- How to organize a persuasive essay?

Language Arts Journal || Since this is an individual assignment, some students may benefit from partnering, to aid in using Moodle correctly. ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): The teacher would monitor the computer lab while students are composing their persuasive arguments, using Moodle to collaborate with other students, and checking for correct online etiquette. Handouts would be available to help guide students through Moodle, the writing process, persuasive components, and online etiquette for students that need additional assistance.

Accommodations and Extensions: During the individual writing process, poor performing students that are struggling with the assignment or technology could be paired with a higher student in order to help advance the learning. To extend the lesson, students finishing their one debate early, could continue to debate with others.

Back-Up Plan: If technology goes down, students could hand write their persuasive arguments and pass to another group for debate. If no teachers respond to collaborate with my classroom, students could debate with other groups at our school. ||
 * ==EVALUATE AND EXTEND== ||
 * Evaluation that will be used in this lesson is as follows:

Students will be graded on their 300 word persuasive argument by use of a rubric for the summative grade. Students will also be evaluated for the responses made to other students by use of rubric for a formative grade. Students will also be evaluated based on their online etiquette and reflections at the end of the lesson.

LESSON REFLECTIONS AND NOTES: Extra time may be needed in the computer lab, while students are getting accustomed to working with Moodle. Based on the other classrooms collaboration, we may have to wait for responses from them, which may prolong this activity. ||

1. The student uses research and technology to support writing. 2. The student participates in student-to-teacher, student-to-student, and group verbal interactions. 3. The student participates in discussions related to curricular learning in all subject areas. 4. The student consistently uses the writing process to develop, revise, and evaluate writing. 5. The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. || 1. Creativity and innovation 2. Communication and collaboration 4. Critical thinking, problem solving, and decision making. 5. Digital Citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan- Digital Storytelling = ||
 * Lesson Title: Digital Interviews- What is the age requirement to possess a cell phone? |||| Related Lessons: Persuasive Writing, Online Debate ||
 * Grade Level: Seventh Grade -Language Arts |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:

Instructional Objectives: The groups of students will conduct interviews of people in the community about their views regarding the appropriate age for possession of cell phones. The groups of students will use the Windows software, Movie maker, to piece together video to create a digital story to back up their views. The groups of students will present their digital story to the class to demonstrate learned content knowledge. ||
 * ==ACTION== ||
 * Before-Class Preparation: The school video cameras need to be checked out from the school media center to record interviews. A handout with sample questions to ask in an interview, concept maps, and story boards would need to be copied ahead of time. ||
 * During Class ||
 * Time

1 class period

Homework

2 class periods

1-2 class periods

5 class periods (estimate)

1 class period

2 class periods |||| Instructional Activities

The teacher will conduct a lesson in which students will write notes on the important elements on digital story telling. The elements include: “starting with a great story, organizing ideas using a concept map, developing the sequence into a storyboard, and using interviews/visuals to present stories” (Laureate Education, 2009).

Students will film videos clips in the community of people that share their views regarding the age requirement for cell phone usage.

In the classroom, the groups of students will discuss their video footage and organize their ideas on a concept map. Next, students will sequence their events into a story board.

Groups of students will enter the computer lab, with their finished storyboards, to learn to use the Windows Movie maker software, using available tutorials and teacher instruction.

Groups of students will create a digital story using Windows Movie maker to project their view of the appropriate age of cell phones, their research conducted, and interview clips. They will also insert images, titles, captions, music, and narration.

Collaborate with another group to ask for input on finished digital story/ Revise if necessary

Present digital stories to class || Materials/Resources

Language Arts journal

Video camera, sample questions to aid in interviewing

Concept Map, Story boards

Computer lab time

Computer lab time

Computer lab time

LCD projector, Smart board || Students will use their group to complete the digital story performance task. Classroom collaboration will be important for student success with Movie maker, so groups may need to assist one another with the tools of the software. ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): The teacher would monitor the computer lab while students are working on their digital story. Handouts would be available to help guide students through Movie maker.

Accommodations and Extensions: To extend the lesson, students could upload their digital story to the Web to allow for collaboration of a wider audience.

Back-Up Plan: If interviews are unsuccessful, students could video tape themselves for their digital stories. If the technology goes down, the project would need to be postponed, since most aspects of this lesson are technology based. || Students will receive a group grade for their digital story and presentation by use of a rubric for the summative grade. Students will also be evaluated for the writing process, concept mapping and story board lay out, for a formative grade. LESSON REFLECTIONS AND NOTES: Extra time may be needed in the computer lab, while students are getting accustomed to working with Movie maker. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan: