Frederick

Daily Lesson GAME Plan

 * Lesson Title:** Convince the Community to Sponsor the 8th Grade Field Trip
 * Related Lessons:** Research (internet), Persuasion, Writing Process
 * Grade Level:** 8th Grade English
 * Unit:** Persuasive Writing


 * GOALS **
 * English Language Arts National Content Standards:**
 * 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.


 * 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.


 * 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.
 * ISTE NETS-S** **Incorporated in Lesson**

1. Creativity and Innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital Citizenship 6. Technology operations and concepts

**Instructional Objective(s):** Students will learn to conduct internet research, persuade their audience, and communicate and work collaboratively with other students using technology.

**ACTION**
 * Before-Class Preparation:** Students will be presented with the following problem: due to budget cuts and financial hardships at our school, the principal has cut the long-standing 8th grade field trip. Convince local business owners to donate their money so that each member of the 8th grade class may go on the field trip with no expense to their family or the school district. My students live in an area that is divided - half of the city is wealthy, while the other half is poor. My students come from the poor area (with a few wealthy students). The other schools in the area have been able to attend the field trip in previous years and our students could not afford to go so the new principal has canceled it. If the students could find sponsorship for the entire class they would be allowed to go.

Before class begins I will schedule a time for our media specialist to visit with each of my classes, secure a mobile computer lab for student use, and speak to local business owners about visiting the school to judge the student proposals.

**During Class**   **MONITOR** **EVALUATION** Although students may work collaboratively, this lesson allows me to assess each of them separately. The methods for collaboration in this lesson allow students to take only the benefits from working with people and none of the drawbacks. Since the problem is authentic it allows students to see the real benefits of learning to write well - it truly is an authentic assessment. Most students enjoy using technology, however the ones that do not enjoy it can still conduct their work with little interruption as the technology in the project is easy to use.
 * ** TIME ** || ** INSTRUCTIONAL ACTIVITIES ** || ** MATERIALS/ RESOURCES ** ||
 * **Day 1** || Students will be visited by the media specialist and will learn how to use the various online databases that the school subscribes to. Students will also be taught the research process. || Media Specialist (schedule her to come) and student laptops to use while learning the databases. ||
 * **Day 2-3 (partial day)** || Students will be given their problem to solve. As I discuss the problem I will allow students to option of working in pairs or working alone. I will also teach students to use a wiki. || Internet access to the wiki ||
 * **Days 3,** || Students will brainstorm possible ways to convince local business owners to sponsor the trip. Students will think about what is important to local businesses and how they can "hook" their audience. For homework students will be asked to contribute to a list on the wiki of reasons to sponsor the trip that might be appealing to business owners. || Internet access to the wiki ||
 * **Days 4,5,6** || Students will conduct research including viable statistics, tax write-offs, and benefits of hands-on education. As students conduct research they will compile information on a graphic organizer on the wiki. || <span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif;">Internet access for research and the wiki ||
 * <span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif;">**Days 7,8,9** || <span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif;">Students will begin writing a paper that convinces local business owners to sponsor their trip. The paper will include the research that they found, but the paper will be persuasive, not a research paper. || <span style="background-color: #ffffff; color: #008000; font-family: Arial,Helvetica,sans-serif;">Internet access to the wiki (for their research) and access to a word processor ||
 * Ongoing Assessment(s):** Student contributions to the wiki will be monitored. Students will also be assessed daily using a ticket out the door (What is the best thing you found while conducting research today? What's the most convincing thing you found?).
 * Accommodations and Extensions:** Students that are tech savvy will be paired with students that have less experience with technology, some students will use assistive technology to collect their data (voice recognition, WordQ, etc.), some students will be given extended time.
 * Back –up Plan:** Students can use local newspapers to conduct their research, hand-write their papers and communicate with their peers via a bulletin board in the classroom.
 * Lesson Reflections and Notes:**

** GOALS **

 * Lesson Title:** Convince the Community to Sponsor the 8th Grade Field Trip
 * Related Lessons:** Research (internet), Persuasion, Summarizing
 * Grade Level:** 8th Grade English
 * Unit:** Persuasive Writing


 * English Language Arts National Content Standards:**
 * 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.


 * 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.


 * 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.
 * ISTE NETS-S** **Incorporated in Lesson**

1. Creativity and Innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital Citizenship 6. Technology operations and concepts


 * Instructional Objective(s):** Students will conduct internet research, learn how to persuade their audience, and communicate and work collaboratively with other students using technology. Students will also learn how to read, synthesize, and colate data according to topic and importance via summarizing and rating.

**ACTION**
 * Before-Class Preparation:** Teacher will need to secure a computer lab with a Smart Board for interactive instruction.

**During Class** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> **MONITOR**
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** TIME ** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** INSTRUCTIONAL ACTIVITIES ** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** MATERIALS/ RESOURCES ** ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 1** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Interactive re-instruction on how to use a wiki site, including how to add pages, and how to conduct meaningful research. Students will also learn how to write a concise summary of each resource that is used. Students will learn about persuasive techniques including slogans. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Computer lab with internet access and Smart Board. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 2** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students and teacher will brainstorm ideas that they think will persuade local business owners to finance the 8th grade field trip. After brainstorming, students will be broken into groups to brainstorm the multitude of topics and ideas; students will also be assigned a sister topic in another class to work collaboratively with. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Smart Board, Paper, Pencils. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Days 3** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will set up their wiki pages. Each group will set up three pages: 1 page for research summaries and links, 1 page for discussion, and 1 page for brainstorming slogans, pictures, and storyboard ideas for the next step (digital movie). || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Internet access to the wiki ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Days 4,5,6** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will conduct their research. Each student will be responsible for no less than 3 resources (summarized and linked to the wiki) and they must rate each of the resources (5 starts is excellent, whereas 1 star is poor), 5 discussion posts (to members of a sister group in another class), and 1 slogan for the impending movie. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Internet access for research and the wiki ||
 * Ongoing Assessment(s):** Student contributions to the wiki will be monitored both in quantity and quality. Students will also be assessed via their contribution to the discussion boards with their sister groups in other classes, as well as their creative contributions to the planning stages of the digital movie (ideas, slogans, etc.).


 * Accommodations and Extensions:** Some students will use assistive technology to collect their data (voice recognition, WordQ, etc.), some students will be given extended time, and others will receive a reduced assignment (groups with these students will receive extra classmates to help make up for the loss). Advanced students may work in smaller groups on higher level ideas (such as tax benefits to the business owner).


 * Back –up Plan:** In the event that technology can not be used, students can collect information and leave written summaries on a student-made message board in the classroom for students in other groups to look at, read, and reply to.

**EVALUATION**
 * Lesson Reflections and Notes:** I like this lesson because it allows students to use the researching skills and knowledge they gained in the first lesson. Students tend to enjoy passing judgment on things, so I think rating each of the resources they look at will be fun for them. Creating the slogan and planning for the digital movie are the creative components - students can collaborate and go all out to make something truly unique. Because this unit is so heavily focused on technology it really speaks to the diverse needs of students - the technology not only allows them to work at their own pace, but it also allows their peers to leave them feedback in a non-threatening way.

** GOALS **

 * Lesson Title:** Convince the Community to Sponsor the 8th Grade Field Trip
 * Related Lessons:** Utilize Research (internet), Persuasion, Summarizing, Writing for an Audience
 * Grade Level:** 8th Grade English
 * Unit:** Persuasive Writing


 * English Language Arts National Content Standards:**
 * 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.


 * 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.


 * 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.
 * ISTE NETS-S** **Incorporated in Lesson**

1. Creativity and Innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital Citizenship 6. Technology operations and concepts


 * Instructional Objective(s):** Students will synthesize their research and create a digital movie that incorporates their original slogan to persuade local business owners to sponsor the 8th grade field trip. Movies will include voice-overs read from a student created script.

**ACTION**
 * Before-Class Preparation:** Teacher will need to secure a computer lab for an extended period of time with a Smart Board for interactive instruction.

**During Class** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"> **MONITOR**
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** TIME ** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** INSTRUCTIONAL ACTIVITIES ** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">** MATERIALS/ RESOURCES ** ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 1** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will be given a refresher course on how to use Microsoft Movie Maker and Soundzabound (a sounds website paid for by the school district). Students will be broken into groups. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Computer lab with internet access and Smart Board. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 2** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will plan a storyboard for their digital movie including transitions, voice-overs, pictures and sounds/music with their group. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Internet access to the wiki, access to Microsoft Movie Maker and their student created storyboard. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Days 3** ,4,5,6 || Students will work on their digital movies with their group members. || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Internet access to the wiki, access to Microsoft Movie Maker and their student created storyboard. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 7** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will present their finished movies to their peers as well as members of the business community for judging. Local media will be invited to attend as well. || Auditorium will be booked and use of movie screen will be utilized. ||
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">**Day 7** || <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Students will present their finished movies to their peers as well as members of the business community for judging. Local media will be invited to attend as well. || Auditorium will be booked and use of movie screen will be utilized. ||
 * Ongoing Assessment(s):** Student contributions to the story board will be monitored as well as the integration of research into the movie.


 * Accommodations and Extensions:** Some students will use assistive technology to collect their data (voice recognition, WordQ, etc.) and others will receive a reduced assignment (groups with these students will receive extra classmates to help make up for the loss).


 * Back –up Plan:** Students can utilize computers in other teacher classrooms or in the media center if there are problems in the computer lab.

**EVALUATION**
 * Lesson Reflections and Notes:** This lesson allows students to see a polished finished product and receive real world feedback as to their accomplishments. It is my hope that students will work harder on the project knowing that they will be presenting to local businesses that they may soon be applying for jobs at.