India+Day

Daily Lesson GAME Plan India Day Walden University Dr. Suzanne Lebeau EDUC-6713I-4 Integrating Technology Across the Content Areas March 31, 2012

The students will learn the different types of propaganda. They will have to use their knowledge of grammar to compose a persuasive essay. The students will create a concert event. The students will work individually to create this event for their family and friends. They will have to present their information using different types of propaganda, and they will have to complete an informative essay about their concert. Students will have to create online posters, from Glogster.com, for their event. || 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and format. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solution Instructional Objectives: National: W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Mississippi State: 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. b. The student will incorporate descriptive details into texts including, but not limited to, narrative, expository, or persuasive. e. The student will compose persuasive text with a clear problem and solution utilizing effective organization, transitions, vivid word choices, and specific supporting details. f. The student will compose texts a variety of modes based on inquiry and research. 4. The student will apply Standard English to communicate. || Day 1 Day 2 Day 3 Day 4 Day 5 |||| Instructional Activities Students will take notes on the basic forms of Propaganda. As a class, we will discuss each type so that students have a decent understanding of each one. Students will discuss the impact propaganda has on our society, and we will watch commercials to discuss the ways propaganda are used in our society. I will assign the project and have students begin to think about what musicians they would like to have at their concert. I will also put students into their assigned groups. I will explain to students that they will be using Glogster.com to make a concert poster, and I will show students how to navigate the site by modeling how to create a glog. Students will officially start their project. By the end of class they will need to show mw the progress they have made. They should have picked out artists, location, ticket prices, and food if any. They should also decide on how many tickets can be sold. I will notice the groups that are struggling and help them along. Students should also get started on their persuasive essay. This essay should persuade me to come to see their concert. It should contain some of the elements of persuasion. Today, students will work on their glogs in the computer lab. I will be walking around to see where students need help. Students will also be putting finishing touches on their essays. Students will present their concerts to the class. They will show their glogs to the class and share all of the information about their concert. || Materials and Resources: PowerPoint Presentation on Propaganda Computer, Projector, Basic school supplies: pencil, paper, calculator, etc. Computer Lab, pencil, paper Computer and projector || Student groups will be based upon who works well together. They will also be grouped based upon the strengths and weakness of each student. || Accommodations and Extensions: I do have some students who lack in social interaction skills. With these students, I will allow some other students to do more of the speaking. I will also monitor these groups a little bit more to ensure that everyone is participating like they should. Back-Up Plan: If our computers are down in the lab, I will have students create their posters on a piece of printer paper. || Students will be graded based upon the rubrics I have mentioned. LESSON REFLECTIONS AND NOTES: ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: |||| Related Lessons: ||
 * Grade Level: 8 |||| Unit: Concert Poster Propaganda ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: I will have student groups ready. I will also have a presentation made on the different forms of propaganda and its effects on society. There will also be video clips of commercials to show persuasion at its best. ||
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will constantly be checking to make sure students are on task with this project. They will be given daily grade for their group participation. The project itself will be graded based upon a rubric. The grades will come from presentation and visual aid. The essay will also be graded based upon a rubric. In this rubric, students will be graded based on the six traits of writing (ideas, organization, voice, word choice, sentence variety, and conventions).
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

India, This is a great idea! I like how you will be using commercials to teach different elements of persuasion. I believe that integrating something they are familiar with will greatly enhance engagement within this activity. I have done a similar unit with my students and found the You-Tube is a great resource when looking for commercials. I also like how you allow for student choice in selecting the artist for their concert. Students will also have to work on their personal persuasion techniques with their group mates when deciding on what artist their group wants to have at their concert. How big are you planning on having each group?

After you present your glog, are you going to give students time to brainstorm, divide tasks and create a rough draft of their poster? I have found that unless my 7th grade students have a specific direction/task to complete they do not manage their time well when given access to technology. Will students be writing their persuasive essays as a group or individually? What are you planning to do after each group presents the information on their concert? Will students be voting for the one concert they would like to go see? Will you have students provide feedback on their peers presentation and use of persuasive techniques?

I look forward to hearing more about your project. I love glogs and think that students will find this project highly engaging.

Katie

Katie,

Thank you for your comments! I love teaching persuasive elements. It is seriously my favorite thing to teach. I plan on having students in groups of about four. However, sometimes, depending on the number of students, I might have a group of three or five.

Yes, students will have time to brainstorm their ideas together as a group. You are completely right about students getting distracted easily. I often times have that problem; therefore, my students will have a set guideline for what they are suppose to be doing at what time. The essays will be written as a group. After presentations, the other students (the ones who were not presenting) will have to guess what type of propaganda the group used. I hope this answers all of your questions.

Thanks again,

India

India- I think this lesson will be highly engaging for your students because you are keying into their interests and also adding elements of writing too. I think that is great! You mentioned that you will personally pick the groups for students to work in and will take into consideration those who work well together and also he ability levels of students, I was just curious as to why you pick the groups yourself? Also, how many students would you have per group? One way that you can help monitor and also help those who lack in social interaction skills is to assign parts within the group. You person is in charge of presenting the poster to the class-the speaker, another is in charge of writing the information down-writer, and another can be the organizer of the info into the glog-developer (or something similar). This will make sure that all students involved are working, and it also might make it easier on you when it comes to grading.

I have not used a glog before, but I am very intrigued. I have my students make posters about stories and characters and I wonder if a glog would be even better. Thanks for the idea!

JenZ

JenZ,

Thank you for your comments! I love having projects like this were student interest and writing are combined. The reason I pick the groups myself is because in the past I have allowed students to choose their own groups. I really liked this idea because it seemed as thought students would work better and be more comfortable with their friends. However, when it actually came down to it, I was extremely disappointed by the projects my students turned in. This is why I pick the groups for my students. I feel as though they stay more on topic because it is harder for them to get distracted. I have students in about groups of four. Sometimes, this varies because of class size, but for the most part the groups have four members in them. I hope this answers all of your questions!

Thanks again,

India

India,

Advertisement has a huge impact on our society. Our students generally have not realized the impact it has. Last year I used a commercial I really liked to make a point about it. I think the students will really get into creating advertisement. I also like that they are responsible for setting the cost. By creating the artwork the text and the price the students will see how all of our senses work together to seal the deal of persuasion. Karen India,

This sounds like a great lesson that allows students to bring in their own interests. Students love to talk abpout the new music they are listening to. I like the fact that you are having students analyze advertisements for persuasive techniques. This is something I do with my AP Language students, and they always “complain” afterwards about not being able to watch ads without thinking about how they are being manipulated by it. I think that this is a great thing for students to realize. Also, I think that a fun wrap-up for this might be to give your students a certain amount of “money” to spend on the different concerts and see which groups get the most attendants. This could add a little more for them to think about when coming up with the price, bands, and techniques used. Just a thought.

Tyler D. Williams

. || 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and format. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solution Instructional Objectives: National: W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. SL.8.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Mississippi State: 3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. b. The student will incorporate descriptive details into texts including, but not limited to, narrative, expository, or persuasive.. f. The student will compose texts a variety of modes based on inquiry and research. 4. The student will apply Standard English to communicate. || 2nd day 3rd -5th days 6th day |||| Today, I will have students watch a few videos about interview skills. We will also watch interviews. We will discuss the questions asked and talk about how the questions were formed. Students will have to decide on who they would like to interview for the assignment. For the second day, I will have students come up with their own questions for interviews. They will share the questions with others to receive feedback. Students will conduct their interviews and have the information ready for the following Monday. They will then be required to complete an informative essay about the interviewee. This essay they will post onto their blog. For homework, students will be required to respond to at least two different essays using the tag method. In this method students tell each other something they like, ask a question about the essay, and give a suggestion to the writing. || Computer, projector, videos Paper and pencil Student blog Student blog || Students will work with the students around them to develop questions. || Accommodations and Extensions: Students who need it will be given extra time to complete the assignment. Back-Up Plan: In the event that students do not have access to technology at home, they will be required to write out their essay and find two of their colleagues to tag read their essay. || Are weak so that the message is unclear; details are vague. || Ideas: Are emerging and at times supported with details || Ideas: Are clear with details that are interesting, important and informative. || Ideas: Are strong with rich details that draw the reader in and create vivid images. ||  || Is lacking so that the reader is often confused. || Organization: Is emerging so that the reader can follow most of the text. || Organization: Enables the reader to follow the text easily. Transitions aid reading. || Organization: Shows close connections with each section anticipating the next. Transitions enhance understanding. ||  || Is flat, dull, tentative, or inconsistent. You are not engaged with your writing. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Voice: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Is emerging as you find your own voice. You show limited engagement with your writing. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Voice: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">You are engaged with your writing. The writer comes through your words. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Voice: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">A lively voice imparts a personal flavor and interest that is you and shows your intense engagement with your topic and your reader. ||  || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Shows some interesting and precise choice of words. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Word Choice: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Your word choice is interesting and precise. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Word Choice: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Rich, colorful, precise language moves and enlightens your reader. ||  || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentences are choppy, difficult to read. Awkward word patterns slow the reading. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentence Fluency: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentences are at times fluent and easy to understand; some awkward word patterns slow the reading. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentence Fluency: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentences vary in length and style and are fluent and easy to understand. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentence Fluency: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Your writing has cadence, power, rhythm, movement, used strategically to support your purpose. ||  || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Poor mechanics impede the reading of the text. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Conventions: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Errors are minor but affect the reading of the text. || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Conventions: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Correct conventions facilitate the reading of the text || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Conventions: <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Correct conventions facilitate the reading of the text. Conventions, used strategically, add to impact of the text. ||  ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Interview |||| Related Lessons: Informative writing, interview skills ||
 * Grade Level: 8 |||| Unit: Interview skills ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: I will have different videos queued to show my students. These videos will have different aspects of interview skills. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1st day
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will be grading students daily about their involvement in the project. I will check that students are on task as they should be, and I will grade the essay based upon the six traits of writing rubric.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: || **__<span style="color: #336699; font-family: Verdana,sans-serif; font-size: 7.5pt;">EMERGING __** || **__<span style="color: #336699; font-family: Verdana,sans-serif; font-size: 7.5pt;">IN PROGRESS __** || **__<span style="color: #336699; font-family: Verdana,sans-serif; font-size: 7.5pt;">AT STANDARD __** || **__<span style="color: #336699; font-family: Verdana,sans-serif; font-size: 7.5pt;">EXEMPLARY __** || **__<span style="color: #336699; font-family: Verdana,sans-serif; font-size: 7.5pt;">RESPONDER'S NOTES: __** ||
 * <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Ideas:
 * <span style="font-family: Arial,sans-serif; font-size: 7.5pt;">Organization:
 * <span style="font-family: Arial,sans-serif; font-size: 7.5pt;">Voice:
 * <span style="font-family: Arial,sans-serif; font-size: 7.5pt;">Word Choice: Is vague, predictable || <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Word Choice:
 * <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Sentence Fluency:
 * <span style="font-family: Verdana,sans-serif; font-size: 7.5pt;">Conventions (spelling, grammar, punctuation, capitalization, paragraphing, format):

LESSON REFLECTIONS AND NOTES:

India,

This is an interesting lesson plan. I think that having students develop and conduct their own interview is a great skill that often goes untaught in today’s test driven classrooms. I was wondering if you put a limit on the amount and type of questions asked and if this was a part of their grade for this project, or if their grade came solely from their essay and responses to other essays. I just think that if a major focus of this lesson is on the interview process, this skill should be assessed apart from the essay writing process. I also was wondering who they were interviewing. Is there any guidelines for who they interview such as someone they look up to, or someone who holds a job they are interested in, or someone who has met a particular goal that they also have? I think that giving them this type of guidance could help them in developing their questions. Also, I was wondering what the students were to do with the feedback they received on their blogs. Is this to be used as a peer review and the students can take the suggestions to make corrections and revisions before you grade it? I think that this could help to improve their essays before you have to go through them.

Tyler D. Williams

India,

I really like the idea that you are teaching the students how to conduct an interview. We often expect our students to get information. However, we have to demonstrate for them the many ways they can get it. Interviewing is a valuable skill. The art of asking the right questions is important as well. The students will need to do some higher level thinking in order to come up with the questions that will be the most beneficial.

Karen

Carlos to India,

I like that you are allowing your students to interview someone in order to improve their writing. Journal writing is a great way to get students to write expository work,many of the classrooms in our school we no longer teach students how to interview a person and get those who, what, where, when, and why questions anymore. The only suggestion I have to to get students to interview a specific type of person at first, allow them to interview a friend in school to practice, then perhaps they can interview their favorite teacher. You can model for your students by interviewing an administrator to show them how to properly conduct the questions and to model for them which questions are appropriate. interview someone who is important in their lives, all of the practice you provided will lead to better final interviews. Have fun with this assignment I'm sure your students will love it.

. || 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Creative Writing Vocabulary |||| Related Lessons: creative writing ||
 * Grade Level: 8 |||| Unit: Vocabulary ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and format.

Instructional Objectives: 1.The student will use word recognition and vocabulary (word meaning) skills to communicate. a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, after-, auto-, con-, mid-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty, -ation, -ition, -al, -ial) to infer meaning of unfamiliar words in novel texts. (DOK 2) b. The student will develop and apply expansive knowledge of words and word meanings to communicate. (DOK 1) c. The student will apply knowledge of synonyms, antonyms, and homonyms to evaluate word choices in a variety of texts (e.g., analyzing author’s craft, revising writing, peer editing). (DOK 3) d. The student will use context clues to infer the meanings of unfamiliar words or phrases in unfamiliar grade level appropriate text. (DOK 2) e. The student will apply knowledge of figurative language (e.g., simile, metaphor, personification, hyperbole, idiom) to evaluate author’s intent. (DOK 3) f. The student will apply knowledge of reference materials (e.g., dictionary, glossary, teacher or peer [as a resource], thesaurus, electronic dictionary) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine and infer meaning. [Note: These reference materials are not available during the administration of state tests.] (DOK 2) g. The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language). (DOK 3)

3. The student will express, communicate, evaluate, or exchange ideas effectively. a. The student will use and reflect on an appropriate composing process (e.g., planning, drafting, revising, editing, publishing) to express, communicate, evaluate, or exchange ideas with a focus on texts of increasing complexity and length. [Note: Editing will be tested as a part of competency four.] (DOK 3)

4. The student will apply Standard English to communicate. a. The student will apply Standard English grammar in composing or editing. (DOK 1) b. The student will apply Standard English mechanics to compose or edit. (DOK 1) c. The student will apply knowledge of sentence structure in composing or editing to achieve a purpose. (DOK 2) ||
 * ==ACTION== ||
 * Before-Class Preparation: Before class, I will have created a digital storybook to show my students. I will have created a story using their vocabulary words. I will have this completed so that my students will see a model of what is expected of them. ||
 * During Class ||
 * Time

1st day

2nd day

3rd day |||| Instructional Activities

Students will receive their weekly vocabulary words. They will write down the definitions. For each word, we will go over extensively what the word means. I will also show students my storybook and explain the assignment.

Students will start and complete their stories. They will have this time in class to complete their work. If they do not complete their story, it will be their responsibility to complete it for homework.

Students will meet me in the computer lab, and we will get started on creating each pair’s story. Students will have this time to complete their work. If they do not complete their story, it will be their responsibility to complete it for homework. || Materials and Resources Vocabulary

Basic supplies

Computers in lab || Students will be working on these stories with their writing partners. || I will be checking for student participation. This will count as a daily grade.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Students who need extra time will be allowed to have it.

Back-Up Plan: In the event that the computers are down, we will try to go to another computer lab. If this does not work, I will have students illustrate their stories using paper and art supplies. || I will grade students based upon their participation in creating the stories. I will also check to make sure all ten of the vocabulary words used in the story and used correctly. The story itself will be graded on the ideas column of the 6 traits rubric
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES:

I really like this lesson. Anything that involves creative writing I am all for. I think the students liked the lesson. They really got into creating their stories and sharing them with their peers. ||