lorihudson

Lori Hudson - Problem-Based Learning - PART 1
 * TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE**

GOALS **English Language Arts National Content Standards:** 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * Daily Lesson GAME Plan**
 * Lesson Title:** Solving a Problem **Related Lessons:** Internet Inquiry, Persuasion
 * Grade Level:** 9th grade English/Math **Unit:** Attention all Teens!

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 (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print 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 (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.


 * ISTE NETS-S**

__X__ 1. Creativity and Innovation __X__ 4. Critical thinking, problem solving, and decision making __X__ 2. Comunication and collaboration _ __5. Digital Citizenship__ X __3. Research and information fluency__ X __6. Technology operations and concepts


 * Instructional Objective(s):** Students work together to create a proposal. Students conduct research. Research is analyzed and synthesized to assist small groups in creating a persuasive presentation, or proposal.

**ACTION** **Before-Class Preparation:** Students are presented with the following hypothetical prompt: //The City Council members have decided they have a limited amount of funds to spend on improvements to the City. You and your friends would like to present a proposal that would add a permanent teen attraction of some kind. (Swimming Pool? Horse-Back Riding? Mini-Amusement Park? Putt-Putt Golf Course; Indoor Facility)// Students will need explicit instruction on how to create and participate in a wiki set up for their small group. In addition, students will need to have scheduled access to the internet. Students will need examples of proposals – what persuasive elements do they have? What is the format? **During Class** __ || INSTRUCTIONAL ACTIVITIES || MATERIALS/ RESOURCES ||
 * TIME
 * **Day 1** || **Students will be presented with prompt. Groups will be formed. Students have time to brainstorm.** || **None** ||
 * **Day 2** || **Students will devise a plan of action; which parts of the process will each student be responsible for? Set up wiki.** || **Spreadsheet**
 * Internet Access – research and wiki** ||
 * **Days 3, 4, 5** || **Students will conduct computer research on various parks that have features that are similar to their plan – where they are; who developed them; what do they consist of? Students will also conduct a limited search on the cost of the items needed. Each member of the team will conduct research on one part.** || **Internet Access; Wiki Collaborative for capturing various elements of research. Page on wiki consisting of organizer that will keep track of works cited.** ||
 * **Days 6, 7, 8** || **Students will use their wiki to analyze their information and prepare a persuasive presentation. Presentations will need to include visuals that enhance as well as a spreadsheet that includes an estimate of the cost.** || **Persuasive Graphic Organizer**
 * Presentation Software**
 * Spreadsheet** ||
 * **Days 9, 10** || **Student presentations – each member of the group present their part of the research.** || **Presentation Software** ||

**MONITOR** **Ongoing Assessment(s):** Readers will be grouped homogeneously in order that all students get an equal opportunity to participate. Students will be expected to create a timeline with goals and checkpoints. Students will be assessed as to their progress at each checkpoint. Students will participate in formative assessments in the form of entrance and exit cards that assess their knowledge of online search tools, works cited capabilities, and elements of persuasion. Students will journal and reflect upon their efforts and their learning on the Classroom Blog a minimum of three times during the Unit. **EVALUATION** **Lesson Reflections and Notes:** Students will be evaluated as to group participation in class discussions, in the planning process, and in their final persuasive presentation. Although most of this unit will take place within a Language Arts setting, the Math teacher may be called upon to reinforce vocabulary and math skills; collaboration will be essential. It should be noted that all members of the group will be expected to conduct their portion of the research and contribute collaboratively to the group wiki either from school or from home. Students who are absent for extended periods of time will be given an alternative assignment - especially if they do not have access to the internet at home. Feedback will be particularly important at each checkpoint.
 * Accommodations and Extensions:** Collaborative groups made up of struggling readers will have graphic organizers to support their research efforts. In addition, intervention or core teacher will oversee the creation of their wiki, assisting them if they get stuck. PowerPoint slides will be printed off so that they can be completed in pencil prior to using presentation software.
 * Back –up Plan:** Students can create poster presentations to accompany their oral persuasive proposal.

I am intrigued by the hypothetical prompt. I wonder why not make it a REAL proposal to city officials? Students are already assembling some basic cost information for their project. Perhaps after the groups have presented their proposal to their classmates, the class could select the most feasible presentation to promote at the next level. If the students were particularly motivated, they might even be inspired to raise the funds needed to make the proposal a reality even without city financial resources. I am optimistic, yes, but I know when they have the right encouragement, the students can work miracles! Your lesson may evolve into a real service project for future generations of young people to enjoy. I vote for the putt-putt course. Enjoy your vacation, Carrye DeCrane
 * Lori,

Carrye, Thanks! Actually, if I can make this work, I intend to do just what you suggested. We are moving into a new building this fall, and last year I had the students do a research project on an "inspirational person" of their choosing. They had specific criteria. This turned into a speech and three were chosen to present before the school board. We did NOT change the name of the school to Eminem High School, but it was a fun experience! Lori **

**TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE** Lori Hudson - Online Collaboration - PART 2


 * Daily Lesson GAME Plan**


 * Lesson Title:** Suggestions From Friends aFar **Related Lessons:** Internet Inquiry, Persuasion
 * Grade Level:** 9th grade English **Unit:** Attention all Teens!

GOALS
 * English Language Arts National Content Standards:**

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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 (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


 * ISTE NETS-S**

X __1. Creativity and Innovation__ X __4. Critical thinking, problem solving, and decision making__ X __2. Comunication and collaboration__ _ X 5. Digital Citizenship __X__ 3. Research and information fluency X __6. Technology operations and concepts


 * Instructional Objective(s):** Students work together to add something to their proposal that promotes cultural sensitivity. Students conduct research and make connections through ePals. Research is analyzed and synthesized to assist small groups in creating a persuasive presentation, or proposal.

Students are to consider including a “culturally sensitive theme” to their proposal. In order to do so, students will remain in their original wiki groups. Each group will be assigned a foreign country. Prior to this lesson, teacher will make contact with a collaborative teacher from five foreign countries via ePals. Note: this lesson will take place DURING the problem-based learning activity because the outcome will become part of their presentation.
 * ACTION**
 * Before-Class Preparation:** This lesson is in addition to the original prompt (//The City Council members have decided they have a limited amount of funds to spend on improvements to the City. You and your friends would like to present a proposal that would add a permanent teen attraction of some kind).//
 * During Class**__
 * TIME || INSTRUCTIONAL ACTIVITIES || MATERIALS/ RESOURCES ||
 * **Day**
 * 1, 2** || **Students will conduct a limited amount of research regarding popular and traditional games played within their assigned foreign country.** || **Internet Access for all students** ||
 * **Day**
 * 3** || **Information from research will be added to the groups’ wiki.** || **Access to Wiki for all groups** ||
 * **Day 4** || **Teacher will explain and model ePals – how to log on, what the purpose is, protocol, expectations.** || **Internet access and overhead projector for teacher** ||
 * **Part Days 5, 6, 7** || **Teacher will review expectations. Students will make contact with their ePal. Students will correspond. Students will introduce self, purpose, ask about specific games they found while researching, and ask about personal favorites. Students will request information regarding rules and equipment needed. Students will share some of their own country's most popular games. Student will add new information to wiki.** || **Student Access to Internet** ||
 * **Day 8.** || **Student groups will meet to discuss how they can add one or more of these games/activities from a foreign country to their proposal for a teen attraction. (a permanent part of the attraction? An annual festival? Part of a summer camp that might be offered to younger kids? Art activities?) Groups will make additions to their presentation which describes and shows visuals of their group’s cultural activity. In addition, students will include a slide that reflects upon their experience with ePals.** || **Presentation Software** ||

Students will be evaluated as to group participation in class discussions, in the planning process, and in their final persuasive presentation. In addition, students will be evaluated on their initial research as added to the wiki (including bibliography) and their reflection regarding their experience with ePals. Upon the completion of this portion of the Unit, students will begin journaling about ideas for future contact with their ePal.
 * MONITOR**
 * Ongoing Assessment(s):** Students will remain in their homogeneous groups. Students will be expected to include this lesson as part of their timeline with goals and checkpoints. Students will be assessed as to their progress at each checkpoint. Students will continue to journal and reflect upon their efforts and their learning on the Classroom Blog a minimum of three times during the Unit. Students will need to print out at least one piece of correspondence from their ePal and submit a reflective journal entry regarding the same (What did you find most interesting? Most surprising?)
 * Accommodations and Extensions:** Collaborative groups made up of struggling readers will have a checklist of what information to share and what information to request from their ePal. The intervention or core teacher will oversee the research and work added to wiki. PowerPoint slides will be printed off so that they can be completed in pencil prior to using presentation software.
 * Back –up Plan:** Students can create poster presentations to accompany their oral persuasive proposal.
 * EVALUATION**
 * Lesson Reflections and Notes:**

**TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE** Lori Hudson - Digital Storytelling - PART 3


 * Daily Lesson GAME Plan**


 * Lesson Title:** How I Spend My Free Time **Related Lessons:** Internet Inquiry, Persuasion
 * Grade Level:** 9th grade English **Unit:** Attention all Teens!

__GOALS
 * English Language Arts National Content Standards:**

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) 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 (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


 * ISTE NETS-S**__

X __1. Creativity and Innovation__ X __4. Critical thinking, problem solving, and decision making__ X __2. Comunication and collaboration ___ X 5. Digital Citizenship __X__ 3. Research and information fluency X__ 6. Technology operations and concepts


 * Instructional Objective(s) of the Unit:** Students work together to create a proposal. Students conduct research. Research is analyzed and synthesized to assist small groups in creating a persuasive presentation, or proposal.


 * Instructional Objective(s) of this Lesson:** Students work together to create a Digital Story that explains and illustrates their problem-based learning.

Once students have been given this assignment, one option they will have is to interview other teens about (a) how they currently spend their free time, and (b) if they like their group’s proposed idea. These interviews can become part of the digital story.
 * ACTION**
 * Before-Class Preparation:** This lesson modifies the lessons “Solving a Problem” and “Suggestions from Friends aFar” in the Unit called “Attention All Teens”. Prior to this lesson, students will be acclimated with digital storytelling. Students will have already created a digital story when they introduced themselves to their classmates at the beginning of school.

Note: the digital story will be embedded into students' Persuasive PowerPoint Presentation. The purpose of the digital story and overall PowerPoint is to help students present a proposal that will persuade city council members to add a teen attraction within the city limits.


 * During Class**
 * TIME || INSTRUCTIONAL ACTIVITIES || MATERIALS/ RESOURCES ||
 * **Days**
 * 1, 2** || **Collaborative groups will be given the assignment of adding a digital story to their PowerPoint presentation. Teacher will model how to begin writing a script. Students will meet to discuss and write a script that explains how a teen would spend their free time in the local city before and after the teen attraction was built. Students will be reminded to include their cultural attraction.** || **Paper and Pencil for scriptwriting.** ||
 * **Days**
 * 3, 4** || **Students will spend the class period reviewing their script and circling key words or phrases that could be illustrated. Students will begin pulling images from the internet.** || **Access to internet images.** ||
 * **Days 5,6** || **Teacher will review software; students will use software to create their digital story in order to depict how a student would spend their free time both before and after the attraction was built. Students have the option of including student interviews at this time.** || **Access to software and internet** ||
 * **Day 7** || **Students will finalize their digital story and embed it into their PowerPoint presentation.** || **Access to software and internet** ||
 * **Day 8** || **Teacher will copy all digital stories to a DVD. Students will be asked to bring in a DVD so that they can receive a copy of all digital stories to share with their families if desired.** ||  ||
 * MONITOR**
 * Ongoing Assessment(s):** Students will remain in their homogeneous groups. Students will be expected to include this lesson as part of their timeline with goals and checkpoints. Students will be assessed as to their progress at each checkpoint. Students will continue to journal and reflect upon their efforts and their learning on the Classroom Blog a minimum of three times during the Unit. Students will need to submit a reflective journal entry regarding their experience with creating a digital story.
 * Accommodations and Extensions:** Collaborative groups made up of struggling readers will have a checklist how to construct a digital story. These students will also plan using a storyboard to help them with organization. The intervention or core teacher will oversee the use of digital storytelling software.
 * Back –up Plan:** Students can create their digital stories with storyboards and printed pictures if technology is not available.

Students will be evaluated as to group participation in class discussions, in the planning process, and in their final persuasive presentation. In addition, students will be evaluated on their initial digital story with a rubric – is there a beginning, middle and end? Are key words/phrases highlighted with pictures? Does the digital story enhance the problem-based learning unit?
 * EVALUATION**
 * Lesson Reflections and Notes:**