Jennifer+Robichaux

Jennifer- I am responding to your second lesson plan, I think it is great! I have taught //The House on Mango Street// also, but never thought of breaking it down like you described. I think that would give the book a whole different feel. I am not sure if I will teach this book this year, but I would like to try your approach when I teach it again. The use of a blog is also great. I actually was just using a blog with my students today! I am excited about it and hope that they are too. I was curious as to what the //Mickey Mouse Monopoly// is? Is that a movie that you have? Is it on-line? It is intriguing. Since I am also doing a blog with my students I absolutely LOVE your blog rubric. I made one for my blog, but I like the categories and details that you have. Thank you for all the great lesson ideas! This has been extremely helpful! JenZ Problem Based Learning (PBL) Jennifer RobichauxWalden University Dr. Suzanne Lebeau March 27, 2012 EDUC - 6713I – 4 Integrating Technology Across the Content Areas Problem /Solution |||| Related Lessons: Social Collaboration/ Digital Story Telling ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Cultural Divides
 * Grade Level: 10 |||| Unit: The House on Mango Street ||
 * ==GOALS== ||
 * * Students will work collaboratively on a daily basis to solve real-world dilemma
 * Students will work collaboratively to create GAME plan- GAME plan will continually be reviewed and reworked by students on a daily basis to ensure students are moving towards their goal
 * Students will assess their daily group performance
 * Students will set up timelines and delegate responsibilities in order to execute GAME Plan
 * Students will research underlying issues related to racial tensions, which could include literature, interviews, psychological journals etc. DEEP investigation into topic is required.
 * Students will utilize technologies in numerous ways for research, collaborating and presenting
 * Students will read for a variety of purposes
 * Students will demonstrate ethical use of technology and information
 * Students will create a product and present product aimed at solving the issue of racial tension within the school environment.

Content Standards: Content Standards are from Washington State Office of Superintendent of Public Instruction (OSPI, 2012).

Communication EALR: 1- The student uses listening and observation skills and strategies to gain understanding EALR 2: The students uses communication skills and strategies to interact effectively and responsibly in a multicultural context EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. EALR 4: Assesses effectiveness of one’s own and others’ communication

Writing EALR 1: The student understands the writing process EALR 2: The student writes in different forms and for different audiences EALR 3: The student writes clearly and effectively

Educational Technology EALR 1: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems EALR 2: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior

Reading: EALR 1: The student understands and uses different skills and strategies to read EALR 2: The student understands the meaning of what is read EALR: 3 The student reads different materials for a variety of purposes EALR 4: The student sets goals and evaluates progress to improve reading ||
 * ISTE NETS-S (2008)

Instructional Objectives: Students began reading the novel The House on Mango Street last week. Our essential question of the novel is: Where does our sense of identity come from? In addition, related questions are: How does environment shape our identity? What are identities are permanent and which do we have the power to change? What roles do neighborhood and community play in shaping who we become?
 * 1) Facilitate and inspire student learning and creativity
 * 2) Promote, support, and model creative and innovative thinking and inventiveness
 * 3) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
 * 4) Promote students reflection using collaborative tools to revel and clarify students’ conceptual understanding and thinking, planning, and creative processes.
 * 5) Design and develop digital-age learning experiences and assessments
 * 6) Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 7) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in their own educational goals, managing their own learning, and assessing their own progress.
 * 8) Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
 * 9) Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to informal teaching and learning
 * 10) Promote and model digital citizenship and responsibilities
 * 11) Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and appropriate documentation of sources
 * 12) Address the needs of diverse learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
 * 13) Promote and model digital etiquette and responsible social interactions related to the use of technology and information
 * 14) Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools. ||
 * ==ACTION== ||
 * Before-Class Preparation:

Students will be presented with a real-world problem. At our school there are two majority population groups Caucasians and Hispanics. These ethnic groups are sharply divided at our school and often view the each other as the “other” and because of this racial tension, issues of ignorance, labeling, harassment and intimidation are on the rise. This behavior is not only present in the hallways but is pervasive in the classroom as well. Therefore, the problem that students will be attempting to solve is how or in what ways can these ethnic groups can come to view each other in a positive light, moving beyond ignorance into a celebration of the value and diversity that each population group possesses. In solving this dilemma a more positive school, classroom, community environment will arise where all persons are honored, celebrated and accepted. ||
 * During Class ||
 * Time

Day 1

Getting Started

The Big Picture

Day 2

Day 3-5 Week 1

FRIDAY Day 5 Week 1

Week 2 |||| Instructional Activities


 * Students will be posed the question:

The Eastmont School District’s School Board has received numerous complaints from students as well as parents regarding increased racial tensions on the high school campus between Caucasian and Hispanic persons. The increased number and growing severity of altercations are negatively affecting the school learning environment. What can be done to solve this problem?

Students will be allowed to form own collaborative group- no more than 4 per group.

Teacher will introduce the GAME plan. Students take notes Teacher will explain the framework underlying the GAME plan and explain to students that will follow this framework for working through the real-world scenario.
 * G-What is the goal?
 * A-What action will your group take to reach that goal?
 * M-How will your group monitor your actions in reaching that goal?
 * E-Evaluate: How effective was your group in reaching your goal? Reflection

Teacher will model GAME plan using an example

Teacher will explain that this this problem/project is a student centered project intended for students to learn from the processes involved as they attempt to solve the problem. Teacher will stress that the focus of Problem-Based learning is the process rather than the product. The product should only begin to take form after the process has been fulfilled i.e. the collaborative group work, research of various components, analyzing and synthesizing information, data etc.

The role of the teacher in this type of learning is the guide on the side. However, assistance will be given if needed and teacher through various forms of formative and summative assessments will monitor students.

In addition, to solving the problem, as mentioned above, students will need to create a product to share with students, teachers, and school board members, which will assist in narrowing or eliminating the division these two groups. This product will be the outcome of their work and will be assessed accordingly.

Students will have two weeks to complete this project: Students will need to plan their time accordingly. 10- 55 minute periods allotted. Out of classwork may be needed as well.

Teacher will inform students that they will self-assess their personal performance on a daily basis.
 * Teacher distributes self-assessment rubric and review with students

Teacher informs students that they will need to keep track of their groups’ GAME plan, progress, ideas, next steps on a DAILY basis in a journal/reflective log etc. Only one group journal will be submitted weekly, which reflects the learnings of the larger group.


 * Journal/reflective log will be completed utilizing technology. If done electronically using a Wiki or Google Docs etc. then all group persons can easily contribute to its creation.

Journal will be submitted on FRIDAY(S) for assessment using a rubric.
 * Journal will be e-mailed electronically to the teacher on Fridays- clearly labeled with groups’ member’s names, period, and week. Journal will be evaluated on-line and returned via e-mail with completed assessment as an attachment.

The product of the problem/solution scenario will be assessed in a summative fashion: Students will be able to choose what form they want their final product to take. Ideas might include multi-media presentations, brochure, written essays, dramatic performances etc.

Lastly, students will write a written reflection at the end of this process. This reflection will have teacher created questions, which the students will respond to.

As this is a student-centered project, my job will be to be the guide on the side and assist students only when needed.


 * Students will form collaborative groups for the course of this project
 * Teacher will reintroduce GAME strategy
 * Students will theme allowed to work together- identifying components of their GAME plan. Students will begin documenting these components in their Learning Log


 * First Steps:**
 * What do I need to know to solve this problem?
 * How can I learn the above?

Teacher will circulate room and clarify any concerns of questions students may have.


 * //__DAILY-THROUGHOUT ENTIRE UNIT__//**


 * **//15 minutes before class is over students will need to plan for tomorrows next steps.//**
 * **//5 minutes before class is over- students will complete Self-Assessment Rubric and submit//**

Students will continue moving forward in their GAME plan to solve the problem.

Teacher will continue to monitor progress of students as serve as the guide on the side.


 * //Exit and entrance slips will be used during this time as a formative assessment- this will provide me with a snap shot of student progress, concerns, questions etc.//**

Remind students that Learning Logs will need to be submitted electronically via e-mail on Friday by 3:00 p.m. for assessment.

Students will continue working on problem throughout week. Students will need to continue monitoring their GAME plan and should be moving towards the next phase, the creation of their product, which will be presented and assessed. || Materials and Resources

Access to Computers

Internet Acess

Library

Various Technologies

Video Cameras

Time out of Class

Access to other students for interview purposes

Document Camera

Overhead Projector

DVD Player-if needed

Speakers

Headphones ||
 * Students will choose their groups. As Dr. Ertmer mentions in the video Problem-Based Learning Part II (Laureate Education Inc., 2011) homogenous grouping tends to be more effective. Students will have privileges of going to library to do research, out of classroom privileges to do interviews and access to technologies such as computers, internet, video cameras etc. Four persons to a group will be the maximum number allowed. All persons will receive the same grade on the Weekly Learning Log as well as the final product; however, grades will be assessed individually on daily collaboration as well as final reflection. Specific modifications will be handled on an individual basis. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * Daily self- assessments
 * Weekly Learning Log assessments
 * Informal conversations with groups-daily- check ins
 * Exit slips/Entrance Slips
 * End of Project Self-Evaluation Group Work
 * Final Product Assessment
 * Reflection and Extension- Post project
 * Reflection and Extension- Post project

Accommodations and Extensions:

Possible accommodations could include additional time, extra support, use of digital technologies, media etc. It is my supposition that as students are working in groups they will be able to utilize the talents of one another in relation to specific jobs/ activities, related to advancing the group.

As an extension activity, if I have a high achieving group, additional components related to critical thinking, research and presentation could be applied. Large school performance, actual presentation to school board, YouTube video etc.

Back-Up Plan: None at this time ||
 * ==EVALUATE AND EXTEND== ||

Jennifer R., This lesson reminds me of the novel/movie “The Freedom Writer’s Diary” and the play “Westside Story.” Those were two productions where raise relations was a major issue among high school students. As I was reading your lesson, I was wondering why you allowed the students to choose their groups rather than attempt to bring students together who may not other associate. That may be a part of the racial divide in the school. Because of the unknown, many of the students have come to negative conclusions about one another. In “The Freedom Writer’s Diary” teacher’s guide, there are numerous activities that Erin Gruwell used in her classroom to break down the racial barriers among her students. One of those activities was called “the line game.” Ms. Gruwell moved all the desk near the walls and tape a line in the center of the classroom. Students stood on each side of the classroom away from the line. Ms. Gruwell made several statements and asked students to step up to the line if the statement applied to them. Many of the black, white, Asian, and Hispanic students realized through that game that although they were of diverse backgrounds and nationalities, they had many human experiences in common. I hope your lesson goes well, but most of all, I hope that the race relations at your school improves because of a few brave souls. Lakeva


 * Be specific and include the evaluation that you will use for this lesson:

See attached Rubrics:
 * Daily- Collaborative Work Skills : Self- Assessment
 * Teacher-Assessment
 * Self-Evaluation-Group Work- End of Project Rubric
 * Reflection Rubric- end of project


 * Additional Notes: Not included in this lesson- but available for students**


 * PBL Checklists for various end product presentations
 * Accommodations: Varied rubrics for Final Assessment- Rubric Contingent upon product

LESSON REFLECTIONS AND NOTES: ||

**References**

Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on technology: Problem-based learning, Part II [Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Office of Superintendent of Public Instruction (OSPI). (2012, March) Essential academic learning requirements: Language arts 9-12. Retrieved from http:// [|www.k12.wa.us]

Student_ ** Self-Evaluation -Group Work Rubric-End of Project ** ** Advanced ** ||  ** 5 ** ** Competent/meets expectations ** ||  ** 3 ** ** Progressing/does not fully meet expectations ** ||  ** 1 ** ** Beginning/does not meet minimum expectations ** || Attitude || Always willing to help and do more, routinely offered useful ideas. Always displays positive attitude. || Cooperative, usually offered useful ideas. Generally displays positive attitude. || Sometimes cooperative, sometimes offered useful ideas. Rarely displays positive attitude. || Seldom cooperative, rarely offers useful ideas. Is disruptive. || Works extremely well with others, never argues || Did their part of the work – cooperative. Works well with others, rarely argues. || Could have done more of the work – has difficulty, requires structure, directions and leadership, sometimes argues. || Did not do any work – does not contribute, does not work well with others, usually argues with teammates. || Focuses on the task and what needs to be done most of the time. Can count on this person. || Sometimes not a good team member. Sometimes focuses on the task and what needs to be done. Must be prodded and reminded to keep on task. || Often is not a good team member. Does not focus on the task and what needs to be done. Lets others do the work. || Information sharing || Always listens to, shares with, and supports the efforts of others. Provided effective feedback to other members. Relays a great deal of information – all relates to the topic. || Usually listens to, shares with, and supports the efforts of others. Sometimes talks too much. Provided some effective feedback to others. Relays some basic information – most relates to the topic. || Often listens to, shares with, and supports the efforts of others. Usually does most of the talking – rarely listens to others. Provided little feedback to others. Relays very little information – some relates to the topic. || Rarely listens to, shares with, or supports the efforts of others. Is always talking and never listens to others. Provided no feedback to others. Does not relay any information to teammates. ||
 * Group Name **
 * Total Points___/36 **
 * ** Skills ** ||  ** 6 **
 * Contributions/participation
 * Working with others/cooperation || Did more than others – highly productive
 * Focus on task/commitment || Tries to keep people working together. Almost always focused on the task and what needs to be done. Is very self-directed. || Does not cause problems in the group.
 * Team role fulfillment || Participated in all group meetings, assumed leadership role as necessary. Did the work that was assigned by the group. || Participated in most group meetings. Provided leadership when asked. Did most of the work assigned by the group || Participated in some group meetings. Provided some leadership. Did some of the work assigned by the group. || Participate in few or no group meetings. Provided no leadership. Did little or no work assigned by the group. ||
 * Communication/listening
 * Quality of Work || Work is complete, well organized, no errors and is done on time or early. || Work is generally complete, meets the requirements of the task, and is mostly done on time. || Work tends to be disorderly, incomplete, not accurate and is usually late. || Work is generally sloppy and incomplete, excessive errors and is mostly late or not at all. ||


 * ** Daily- Collaborative Work Skills : Self- Assessment ** ||
 * Teacher Name: **j robichaux** ||||||  ||
 * Student Name: ||  ||
 * CATEGORY || 5 || 4 || 2 || 1 ||
 * Focus on the task || Consistently stays focused on the task and what needs to be done. Very self-directed. || Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \\\"waves\\\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Pride || Work reflects this student\\\'s best efforts. || Work reflects a strong effort from this student. || Work reflects some effort from this student. || Work reflects very little effort on the part of this student. ||
 * Monitors Group Effectiveness || Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. || Routinely monitors the effectiveness of the group and works to make the group more effective. || Occasionally monitors the effectiveness of the group and works to make the group more effective. || Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * ** Teacher-Assessment **
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \\\"waves\\\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Quality of Work || Provides work of the highest quality. || Provides high quality work. || Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Pride || Work reflects this student\\\'s best efforts. || Work reflects a strong effort from this student. || Work reflects some effort from this student. || Work reflects very little effort on the part of this student. ||
 * Monitors Group Effectiveness || Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. || Routinely monitors the effectiveness of the group and works to make the group more effective. || Occasionally monitors the effectiveness of the group and works to make the group more effective. || Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * ** Teacher-Assessment **


 * Name of Student: ** ||

The teacher observed the students offering assistance to each other. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   || The teacher observed students working from each other's ideas. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   || The teacher observed each student contributing to the project. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   || The teacher observed the students exchanging, defending, and rethinking ideas. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   || The teacher observed the students interacting, discussing, and posing questions to all members of the team. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   || The teacher observed the students encouraging and supporting the ideas and efforts of others. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   ||   || The teacher observed the students offering ideas and reporting their findings to each other. || //None// of the Time  ||  //Some// of the Time  ||  //Most//of the Time  ||  //All//of the Time  ||   ||
 * ||  ||  **Skills**  ||  **Criteria**  ||  **Points**  ||   ||
 * ||  ||  1  ||  2  ||  3  ||  4  ||   ||
 * **Helping**
 * **Helping**
 * **Listening**
 * **Participating:**
 * **Persuading:**
 * **Questioning:**
 * **Respecting:**
 * || **Sharing:**
 * || **Sharing:**
 * || **Sharing:**


 * ** Total Points ** ||   ||   ||   ||
 * || NAME_
 * || NAME_
 * || NAME_

__Block_____Date___

**__ Reflection Journal Rubric __** ||  ** Criteria **  ||  ** 5 **  ||  ** 3 **  ||  ** 1 **  ||  ** 0 **  || ** TOTAL/35 **
 * ** Content ** || Student thoroughly and thoughtfully responds to all questions. Responses demonstrate analysis of one’s own learning processes. || Student attempts to thoroughly and thoughtfully respond to all questions. Responses demonstrate slight analysis of one’s own learning processes. || Student responds to questions; however, rresponses demonstrate little analysis of one’s own learning processes. || Student does not respond to all questions. Responses show not insight and/or awareness into personal learning. ||
 * ** Format ** || The proper format has been followed for all of the entries. || The proper format has been followed for most of the entries. || The proper format has been followed for few of the entries. || The proper format has not been followed for any of the entries. ||
 * ** Mechanics ** || All or almost all of my entries use correct spelling and grammar. || Most of my entries use correct spelling and grammar. || Few of my entries use correct spelling and grammar. || None of my entries use correct spelling and grammar. ||
 * ** Organization ** || All entries are present, in order, and together. || All entries are present, but are either not together or in order. || All entries are not present, but they are together or in order. || Not all entries are present, nor are they together or in order. ||
 * **Almost all- 90%**
 * Most- 75% or more**
 * Few- less than 75%** ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Gender Roles/Expectations /Stereotypes and Societal Influences |||| Related Lessons: Educational Networking ||
 * Grade Level: 10 |||| Unit: House on Mango Street ||
 * ==GOALS== ||
 * Instructional Objectives:
 * Students will gain an awareness of their own behavior and attitude towards gender roles/ expectations
 * Students will examine the impacts of culture on gender roles/expectations
 * Students will utilize technologies in numerous ways for collaborating
 * Students will read for a variety of purposes
 * Students will demonstrate ethical use of technology and information
 * Students will write in order to express oneself
 * Students will read and respond critically to other people’s writing by posing suggestions, responding, commenting, asking questions etc.

Content Standards:

Content Standards are from Washington State Office of Superintendent of Public Instruction (OSPI, 2012).

Communication EALR: 1- The student uses listening and observation skills and strategies to gain understanding EALR 2: The students uses communication skills and strategies to interact effectively and responsibly in a multicultural context EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. EALR 4: Assesses effectiveness of one’s own and others’ communication

Writing EALR 1: The student understands the writing process EALR 2: The student writes in different forms and for different audiences EALR 3: The student writes clearly and effectively

Educational Technology EALR 1: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems EALR 2: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior

Reading: EALR 1: The student understands and uses different skills and strategies to read EALR 2: The student understands the meaning of what is read EALR: 3 The student reads different materials for a variety of purposes ||
 * ISTE NETS-S

Instructional Objectives: 1. Facilitate and inspire student learning and creativity a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote students reflection using collaborative tools to revel and clarify students’ conceptual understanding and thinking, planning, and creative processes. 2. Design and develop digital-age learning experiences and assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in their own educational goals, managing their own learning, and assessing their own progress. c. Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources 3. Promote and model digital citizenship and responsibilities a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and appropriate documentation of sources b. Address the needs of diverse learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students are reading House on Mango Street. The novel has been divided into thematic units and we will be focusing on gender roles/expectations for the stories of: “My Name,” “Marin,” “There Was an Old Woman…,” “Alicia Who Sees Mice,” and “What Sally Said.” ||
 * During Class ||
 * Time

Day 1-

Day 2

//Day 2/3:// //Homework//

Day 3

Day 4: Students work on non-linguistic representations

Day 5/6

Day 7

Day 8 |||| Instructional Activities

Pre-reading Lesson will begin with a series of questions and the students will need to check agree or disagree. Students will work in small groups to share responses. (See attached Doc. titled “Pre-reading.” After students have worked through responses to Pre-reading, a large group discussion regarding gender roles/ expectations, and stereotypes will occur. As a large group, we will then complete a KWL on gender/ roles/expectations/stereotypes.

Homework: Students will respond individually in their Learning Logs to the following questions. Learning Logs should be completed and uploaded to class Blog page by 10:00 pm this evening. This document is a working document and will be viewable only by teacher. This is a Write to Learn Activity- in order to help students understand what they already know about their beliefs regarding gender roles/ expectations/stereotypes. No assessment.


 * Where are we first exposed to gender roles?
 * How does media reinforce gender roles?
 * How does society affect gender roles?
 * To what degree can gender roles be changed?
 * To what degree are gender roles static?

Read: “My Name,” “Marin,” and “There was an old Woman” in class. Students can choose to read the above vignettes silently, with a partner, or in a small group. Students will then, as homework, choose one of the above stories and analyze the representation of the woman within that story. Students will need to post their analysis on-line on the class Blog Page. This assignment will not be private. There is a 400 word limit and argument needs to be supported using evidence from the vignette. Parenthetical citations required when referencing text.

Each student will also need to respond to two other students in a post of, at least, 250 words. Within two days. Teacher will read, rate, and approve responses before allowing viewing. Unapproved responses will not be viewable and returned to sender for revisions.

Assessment: Blog Post/Response Rubric- see attached

Suggestions for feedback
 * Ask a question
 * Seek further insights or clarification
 * Make an insightful or informative comment
 * Explain how you might see things from a different perspective
 * Elaborate or add on to ideas
 * Support an opinion- feel free to use outside sources-MLA parenthetical citation and Reference(s) required.

Students will read: “Alicia Who Sees Mice,” and “What Sally Said.” Students can read silently, in pairs or in a small group.

As an analysis activity for the above stories, students will non-linguistically represent theme (s) and character (s) and conflicts (s) found within the stories.

I will model an example I previously made and explain verbally.

Though this is an independent product, students can collaborate while working on their drawings. Students will present drawings in class on Day 5, along with an oral explanation of their drawing.

//Teacher will circulate class and ensure students are meeting assignment expectations through mini-conferencing while students are working.//

Work day- in class

Students present non-linguistic representation to class.

Small group discussion, regarding the representation of women as presented in the above five chapters. No more than 3 in a group. Possible points of discussion. Teacher will monitor groups and informally assess student responses and assist if needed.
 * Woman as second class citizen
 * Oppression of women in China and other countries, including USA
 * Single family households
 * Women and education
 * Domestic Violence
 * Verbal, mental, physical abuse
 * Cultural Expectations of women

Watch //Mickey Mouse Monopoly-//offers analysis of gender roles, stereotypes, and culture as represented in various Disney movies. Discuss- influence of media on children as related to gender, culture, and stereotypes.

Students will respond to one of the following questions on the class Wiki:
 * How is identity suffocated by gender roles and societal expectations?
 * What happens to the individual that does not conform to society’s expectations?

Students will need to have an initial post of 400 words and two response posts of 250 words minimum. Response posts need to:
 * Ask a question
 * Seek further insights or clarification
 * Make an insightful or informative comment
 * Explain how you might see things from a different perspective
 * Elaborate or add on to ideas
 * Support an opinion- feel free to use outside sources-MLA parenthetical citation and Reference(s) required

Assessment- see attached Blog Post/Response Rubric || Materials and Resources

//The House on Mango Street//

Computer Lab

Internet Access

Learning Logs

Wiki found on Robichaux’s homepage

Blog found on Robichaux’s homepage

LCD/Overhead Projector

11x14 paper Crayons or colored pens

//Movie: Mickey Mouse Monopoly// ||
 * Note student groupings, environmental modifications needed, etc.
 * Note student groupings, environmental modifications needed, etc.

Students will have opportunities to work independently, in pairs, or small groups. Grouping will be student choice. Modifications as needed per student. Audio or on-line novel option available. || Formative and Summative: Blog Post/ Response Rubric
 * ==MONITOR== ||
 * Ongoing Assessment(s): Informal formative assessment through- group work monitoring

Accommodations and Extensions: Student can do further research into any of the above topics and/or do a case study on a modern day movie or TV show examining and analyzing gender roles, expectations, stereotypes etc. and present findings to class.

Back-Up Plan: None at this time ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||



**References**

Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on technology: Problem-based learning, Part II [Webcast]. Integrating technology across the content areas. Baltimore, MD: Author.

Office of Superintendent of Public Instruction (OSPI). (2012, March) Essential academic learning requirements: Language arts 9-12. Retrieved from http:// [|www.k12.wa.us]

Pre-Reading -Gender Roles/Expectations Please respond to the questions below by placing a check by agree or disagree. 1. Agree_Disagree __It is the responsibility of the woman to care for the children the majority of the time.__ __2. Agree_____Disagree__Women are often portrayed as nagging. 3. Agree_Disagree__The female should be responsible for cooking, grocery shopping, and laundry.__ __4. Agree_____Disagree__The male should be the dominant figure in a relationship. 5. Agree_Disagree__Men should not cry or show sensitive emotions.__ __6. Agree_____Disagree__A female should always try to look beautiful and sexy. 7. Agree_Disagree __It is a man’s job to work on cars and anything with an engine__ __9. Agree_____Disagree__Women are not as capable as men. 10. Agree_Disagree__The man in a relationship should make more money than the woman.


 * || Blog Post/Response Rubric  ||


 * **CATEGORY** ||  **Strong -4 points**  ||  **Proficient -3 points**  ||  **Developing -2 points**  ||  **Beginning-1 point**  ||
 * **Preparation of blog entry** || Blog entry shows evidence of thorough preparation through reading or reflection. Author speaks as one who has knowledge to share. || Blog entry shows evidence of preparation through reading or reflection. Author speaks as one who has knowledge to share. || Blog entry shows little evidence of preparation through reading or reflection. || Blog entry shows no evidence of preparation through reading or reflection. ||
 * **Quality of content** || Blog entry contains substantial information for reader. The entry addresses the focus question(s) completely. || Blog entry contains substantial information for reader. The entry addresses the focus question(s). || Blog entry contains minimal information for reader. The entry addresses the focus question(s). || Blog entry contains minimal information for reader. The entry does not address the focus question(s). ||
 * **Personal reflection** || Blog entry conveys extensive evidence of a personal response to the focus question(s); demonstrates the author's growth through reflection on learning. || Blog entry conveys evidence of a personal response to the focus question(s); demonstrates the author is capable of reflecting on learning. || Blog entry conveys little evidence of a personal response to the focus question(s). || Blog entry shows no personal response to the focus question(s). ||
 * **Comments on others' entries** || Comments to two classmates' blog entries. Reply shows careful thought given to other students' comments and they reply in a manner that promotes conversation. New reply challenges peers to think critically. Minimum length 250 words. || Comments to two classmates' blog entries. Reply shows some thought has been given to other students' comments and new reply promotes some conversation. Meets length requirement. || Comments to two classmates' blog entries. Reply shows little thought has been given to students' comments and new reply promotes little conversation. Does not meet length requirement. || Comments to classmates' blog entries are not submitted. ||
 * **Conventions** || Blog entry shows few, if any errors in standard written English that do not interfered with understanding. || Blog entry may have some errors in standard written English that rarely interfere with understanding. || Blog entry has several kinds of errors in standard written English that interfere with understanding. || Blog entry has frequent and severe errors in standard written English that interfere with understanding. ||
 * **Requirements** || All written requirements outlined on the assignment sheet were met on time with clear expression. Answers were comprehensive. || All written requirements were met on time with clear expression. || All written requirements were met. || Requirements were not met on time ||

Score: _/ 24 ___%

Rubric Borrowed and adapted from: www.school**blogs**.net/pictures/Docs/**blogrubric**.do Communication EALR: 1- The student uses listening and observation skills and strategies to gain understanding EALR 2: The students uses communication skills and strategies to interact effectively and responsibly in a multicultural context EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. EALR 4: Assesses effectiveness of one’s own and others’ communication
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Story from my Life |||| Related Lessons: Digital Story Telling ||
 * Grade Level: 10 |||| Unit: //The// //House on Mango Street// ||
 * ==GOALS== ||
 * Content Standards:

Writing EALR 1: The student understands the writing process EALR 2: The student writes in different forms and for different audiences EALR 3: The student writes clearly and effectively

Educational Technology EALR 1: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems EALR 2: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior

Reading: EALR 1: The student understands and uses different skills and strategies to read EALR 2: The student understands the meaning of what is read EALR: 3 The student reads different materials for a variety of purposes

. || 1. Facilitate and ensure student learning and creativity 2. Design and develop digital-age learning experiences and assessments 3. Model digital age work and learning 4. Promote and model digital citizenship and responsibility
 * ISTE NETS-S

Instructional Objectives:
 * Student will gain understanding of story telling and purposes of
 * Student will collaborate with other students
 * Students will choose one story from their life to create digital story
 * Students will create a storyboard for the story they will use in their digital story
 * Students will choose audio, visuals, etc. for their stories
 * Students will create digital story of their life’s stories using technology
 * Students will have many technological options to choose from for the creation of their digital story.
 * Students will engage in all stages of the writing process.
 * Students will follow ethical use of copyright and fair use laws
 * Students will present stories to class. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will have just completed reading The House on Mango Street. As a large group, we will review the topics of the vignettes and their purposes for the novel //The House on Mango Street//. Then, students will work in pairs to brainstorm and come up with various ideas for stories of their life. In pairs, I will then have them brainstorm what makes a good story. Students will then share out with larger group and ideas will be written on butcher paper for future reference. Students will then engage in a discussion with their partner whether or not their topics would make good stories. From this activity, students will choose one story from their life to digitally create and share. ||
 * During Class ||
 * Time

Day 1 55 min

Day 2 55 min

Day 3/4

Day 5/6

Day 7/8/9 |||| Instructional Activities

See before class preparation Homework: Student will need to choose one story from their life to digitally create and share. Additional time outside of school may be important for some students to concentrate on their selection.

Students will choose a partner- their choice- who they will verbally tell their story to. Partner will need to give feedback to student regarding student choice of story topic. It is hard to tell a good story if you have a weak topic. Students may need the entire period to collaborate in order to realize a topic for their story.

Teacher will circulate and monitor student discussions and provide feedback.

Students will compose a personal essay that will become the script for their digital story.

Homework: Students will need to begin collecting artifacts or capturing images that they want to use in their digital stories. Artifacts can be photographed or items may need to be scanned and saved. Utilize TA to scan items if needed. Save to server

Students create storyboards for their essays, incorporating digital artifacts that are important to their story

Teacher will model sample story board and digital story using personal experience.

Students create digital stories using technologies of their choice

Teacher will present students with various technology choices. || Materials and Resources

Butcher paper and markers

Scanner

Computers

Internet Access to various technology programs

Cameras

Storyboard template

Cellphones (cameras)

Headphones w/ microphones

Audio Editing Software ||
 * Day 10/11

Day 12 |||| Round Robin-open forum-Students share digital stories with others and receive feedback from peers.

Student will complete reflection on their learning from this process in class ||  ||
 * Note student groupings, environmental modifications needed, etc.: Students will work individually and in pairs at various stages of this lesson. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be informally and formally assessed in this project. Students’ personal essays receive support and assistance in the writing phase. Students will participate in the recursive writing process at all stages of this lesson. Student personal essays will be scored using a Six Trait Writing Rubric, prior to the making of the storyboard. Informal assessments will occur throughout project through one on one contact and conversation.

Accommodations and Extensions: Graphic organizers, sample digital stories, additional time and support if needed.

Back-Up Plan: Introduce student to the This I Believe organization and website- future participation? ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||

Digital Story Telling Name:___

of the needs and interests of the target audience. || match the pace of the storytelling to the story line or the audience. || was not used. || to use images to create an appropriate atmosphere/tone. || extensive editing. It is too long or too short to be interesting. || less than 2 minutes long OR more than 4 minutes. || grammar and usage distracted greatly from the story. || figure out the purpose of the presentation. ||
 * CATEGORY || **7** || **5** |||| **3** || **1** ||
 * **Point of View - Awareness of Audience** || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. |||| Limited awareness
 * **Voice - Consistency** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. |||| Voice quality needs more attention. ||
 * **Voice - Pacing** || The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. |||| No attempt to
 * **Soundtrack - Emotion** || Music stirs a rich emotional response that matches the story line well. || Music stirs a rich emotional response that somewhat matches the story line. || Music is ok, and not distracting, but it does not add much to the story. |||| Music is distracting, inappropriate, OR
 * **Images** || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. |||| Little or no attempt
 * **Economy** || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. |||| The story needs
 * **Duration of Presentation** || Length of presentation was 4 minutes. || Length of presentation was 3 minutes. || Length of presentation was 2 minutes. |||| Presentation was
 * **Grammar** || Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || Grammar and usage were typically correct but errors detracted from story. |||| Repeated errors in
 * **Point of View - Purpose** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. |||| It is difficult to

Copyright © 2000-2007 Advanced Learning Technologies

Story of My Life-Six Traits Plus Name:

of the needs and interests of the target audience. || more attention. || the pace of the storytelling to the story line or the audience. || was not used. || atmosphere/tone. || extensive editing. It is too long or too short to be interesting. || less than 2 minutes long OR more than 4 minutes. || out the purpose of the presentation. ||
 * CATEGORY || **7** || **5** || **3** || **1** ||
 * **Point of View - Awareness of Audience** || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness
 * **Voice - Consistency** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs
 * **Voice - Pacing** || The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || No attempt to match
 * **Soundtrack - Emotion** || Music stirs a rich emotional response that matches the story line well. || Music stirs a rich emotional response that somewhat matches the story line. || Music is ok, and not distracting, but it does not add much to the story. || Music is distracting, inappropriate, OR
 * **Images** || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate
 * **Economy** || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs
 * **Duration of Presentation** || Length of presentation was 4 minutes. || Length of presentation was 3 minutes. || Length of presentation was 2 minutes. || Presentation was
 * **Grammar** || Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || Grammar and usage were typically correct but errors detracted from story. || Repeated errors in grammar and usage distracted greatly from the story. ||
 * **Point of View - Purpose** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure


 * Copyright © 2000-2007 Advanced Learning Technologies in Education Consortia [|__ALTEC__] ||