Katie+Dorr

Hello,this is Helene James. I hope I am doing this right. If not, please let me know or cut and paste my comment wherever it should be :) I was wondering if you should give your students a list of the different categories that define a community and then have students discuss in groups "what makes perfect community" I teach 7th and 8th grade, and I do not know if they would be able to think seriously to the question. You could also have students __compare__ their concept map with the concept map of their community of Ferndale and or another one connected with your content.

Katie Dorr

I have been teaching 7th and 8th grade Language Arts & Social Studies for 7 years in the small town of Ferndale Washington. The last two years I have also had the opportunity to teach a digital technology class, which has been a lot of fun, but slightly stressful considering it was a new class without any curriculum. I must say that I have learned a lot from my students and look forward to integrating technology in both my Integrated Studies and Digital Technology classes.

Washington State Government Washington State Constitution Bill of Rights || Social Studies Standards: Civics 1.2: Understands the purposes, organization, and function of governments, laws, and political systems. Economics 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. History 4.4: Uses history to understand the present and plan for the future. Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience. . || 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
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Perfect Community |||| Related Lessons:
 * Grade Level: 7 |||| Unit: This series of lessons will take place before students read the novel //The __Giver__// written by Louis Lowery ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S

Critical Thinking, Problem Solving, and Decision Making c. Collect and analyze data to identify solutions and/or make informed decisions

Instructional Objectives: Students will create a concept map to brainstorm characteristics of a utopian society. ||
 * ==ACTION== ||
 * Before-Class Preparation: Before students participate in this activity they will have had an introduction to the history of Washington State including lessons on Government and the Constitution.

For this lesson students will need to have __access__ to a computer with internet capabilities.

Prior to this lesson students will have previous experience using Inspiration (concept mapping) and will have set up a personal blog. ||
 * During Class ||
 * Time

Day 1

30-40 minutes

Day 2

50 minutes |||| Instructional Activities

Students will be asked the question: “What makes a perfect community?” They will be asked to generate their lists individually and then will be given time to share ideas with a partner. We will then come back together as a large group and share ideas.

As a class we will then create a definition of community. (During this time we will discuss the role of government, economy, housing, families, __schools__, etc.)

Students will modify their original brainstorming sheets to incorporate any ideas shared by their classmates that they feel would fit into their “perfect community.”

Day 2 The class will review our definition of community and discuss how the success of a community depends on a variety of services provided by national/state/local government and agencies.

Students will then take their brainstorming from Day 1 to the computer lab where they will be responsible for creating a concept map using Inspiration.

Within this concept map students organize their ideas of a perfect community under the headings identified through the class created definition of community.

**//Example: My Perfect Community//**

1. All children will begin school at 5 years old. 2. All students will wear uniforms. 3. All adults will have one job. || Materials and Resources


 * 1) Blank paper
 * 2) Pencil

Day 2

Computers with internet access

Inspiration Software ||
 * Note student groupings, environmental modifications needed, etc:

During the initial brainstorming activity students will be asked to reflect upon their personal ideas of what makes a “perfect community”.

Students will then have an opportunity to share their ideas with a partner, then with the large group. Individuals will be given an opportunity to modify their original brainstorming sheet if they hear something they feel they would like to incorporate into their “perfect community”.

The class will generate a definition of a community to ensure that all students understand how individuals, government, and agencies work together to create a successful community.

Students will then individually demonstrate their understanding of the components of a community by completing their concept diagram using Inspiration software. || Students will be pre-assessed on their knowledge of a community through teacher observation of the initial brainstorming of a “perfect community”.
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Using completed brainstorming sheets from Day 1, students will be assessed on their understanding of the various components of a community. Students who have not addressed one or more of the components of a community in their final brainstorming will be pulled into individual and/or small group conferences to address individual needs.

Using the completed concept map from Day 2, students will be formally assessed on their understanding of the components of a community through the analysis of their completed concept map.

Accommodations and Extensions: Students who have not addressed one or more of the components of a community in their final brainstorming will be pulled into individual and/or small group conferences to address individual needs.

Students who struggle with typing and/or technology will be given the option to create a concept map using a blank sheet of paper and a pencil.

I will also create a template of a concept map with the components of a community already completed, so my lower skilled students can just input their own ideas for each component of a community.

Back-Up Plan: If we can not get into the computer lab, students can complete their concept map in the classroom using paper and pencil. Students who need extra assistance can use scaffolded concept maps with main ideas already identified. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

The final evaluation for this lesson will be their completed concept map. students will be formally assessed on their understanding of the components of a community through the analysis of their completed concept map.

LESSON REFLECTIONS AND NOTES: ||

Lesson Plan 2: Social Networking

Washington State Government United State Government and the Bill of Rights The Giver || . Washington State EALR’s
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Perfect Community |||| Related Lessons:
 * Grade Level: 7 |||| Unit: Perfect Community ||
 * ==GOALS== ||
 * Content Standards:

Social Studies Standards: Civics 1.2: Understands the purposes, organization, and function of governments, laws, and political systems. Economics 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. History 4.4: Uses history to understand the present and plan for the future. Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

Writing EALR’s: 1.1. Prewrites to generate ideas and plan writing. 1.2. Produces draft(s). 1.3. Revises to improve text. 1.4. Edits text. 1.5. Publishes text to share with audience.
 * 1) The student understands and uses a writing process.

3. The student writes clearly and effectively. 3.1. Develops ideas and organizes writing. 3.2. Uses appropriate style. 3.3. Knows and applies writing conventions appropriate for the grade level.

. ||
 * ISTE NETS-S

2. Communication and Collaboration

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 formats

4. Critical Thinking, Problem Solving, and Decision Making

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

Instructional Objectives:

Students will use the 6 traits of writing to clearly communicate ideas.

Students will identify why rules and laws are important in a society.

Students will use technology to communicate ideas as well as provide feedback to their peers. || Prior to this unit students have participated in lessons/activities on the history, government and constitution of Washington State.
 * ==ACTION== ||
 * Before-Class Preparation:

Students will have completed various lessons of the writing process and understand how to use each step of this process to clearly communicate new ideas.

Students will have also set up a personal blog using [|www.blogger.com] and will have subscribed to their classmates’ blogs using Google Reader. ||
 * During Class ||
 * Time

Day 1

60 minutes

Day 2

60 minutes

Day 3

50 minutes

Day 4

60 minutes |||| Instructional Activities

Prior to this unit student have participated in lessons/activities on the history, government and constitution of Washington State.

As students enter the class, they will be given 5 minutes to brainstorm their ideas on the following prompt: Why are rules and laws important?

After students have had time to individually generate ideas we will come back together as a class and discuss the essential components of a community and the role of government within society. Students will share their ideas about why rules and laws are important with a partner, then we will share out as a whole class. During these discussions students will be asked to modify their original brainstorming sheet to include important ideas shared as a class.

Using their brainstorming sheets, students will go to the computer lab where they will complete a blog entry to summarize our class discussion about why rules and laws are important.

Day 2

As a class we will review Washington State Government and the Bill of Rights. During this time we will review rules/laws that students feel are most important to our society.

Students will then choose a “right/responsibility” listed in the Bill of Rights that they feel is the most important.

Students will complete a blog entry discussing what “right/responsibilities” they feel are most important.

Day 3

Students will read and comment on 2 of their classmates’ blog postings on the “most important rights/responsibilities” of individuals in a society. I will assign groups to ensure all students receive 2 comments.

Comments for each blog will need to be written in essay form and include:
 * 1) A response to the chosen “right/responsibility”. Do you agree/disagree and why?
 * 2) Does the author’s entry change your opinion on what rights/responsibilities are most important?
 * 3) Was there anything confusing about the author’s entry?
 * 4) Additional questions?

Day 4

Students will have time at the beginning of class to read their comments and use feedback to modify their concept map of the “perfect community”.

Using this information students will create a blog posting on the following prompt:

“Now that you have an idea of what things you would like to have in your “Perfect Community,” I want you to take a moment to describe what a new member would see the first day they came to your community. (Where do people live? Where do they work? What do the building look like? Are there animals running around? Do people drive cars?)”

Explain to the new member of your community what makes your community perfect. || Materials and Resources

Paper, pencil, paragraph outline, Computer with internet access

Materials Day 2: Copy of the Bill of Rights, paper, pencil, paragraph outline, computer with internet access

Computer with internet access

Materials Day 3: Computer with internet access, concept map of their perfect community

Materials Day 4: Paper, pencil, paragraph outline ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:

Day 1 & 2 – Students will be allowed time to individually brainstorm their ideas of why rules and laws are important. They will then be given an opportunity to modify their brainstorming sheets using information gathered from large and small group discussions.

Students will be asked to individually complete a blog entry on why rules and laws are important. During the brainstorming time students will be given scaffolds based on pre-assessed needs. Lower skilled writers will receive a brainstorming sheet with the main ideas already filled in, and they will be required to fill in the details.

During the writing portion of each activity lower skilled writers will complete a paragraph outline to help structure and organize their ideas before completing their blog entry.

I will be meeting with individual students who need more guidance in creating a complete, well- organized paragraph that clearly communicates their main idea.

Day 3 Students will read and comment on 2 of their classmates’ blog postings on the “most important rights/responsibilities” of individuals in a society. I will assign partners for this activity based on pre-identified writing skills.

Day 4

Students will individually analyze feedback provided by their peers. They will then use this information to create a blog entry describing their perfect community. || Students’ blog responses will be evaluated using a 6 trait of writing rubric. ||  ||   ||   ||   ||   ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):
 * 6+1 Trait Writing Model : Blog Response ||
 * Teacher Name: Katie Dorr ||  ||   ||   ||   ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Sequencing (Organization) || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Sequencing (Organization) || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||

Student comments for each blog will be assessed on whether each response was answered in essay form and included the following elements:
 * 1) A response to the chosen “right/responsibility” Do you agree/disagree and why?
 * 2) Does the author’s entry change your opinion on what rights/responsibilities are most important?
 * 3) Was their anything confusing about the author’s entry?
 * 4) Additional questions?

Accommodations and Extensions: Higher level students will be asked to respond to other higher level skilled peers. They will be encouraged to generate thought provoking questions that their peers will respond to with an additional blog entry.

Lower skilled students will be allowed to copy and paste blog entries in a word document in order to listen to the text.

Students who need more structure for their writing will receive a paragraph outline that they will complete before they type their blog entry.

Students who struggle with typing will read their paragraphs out loud to me/peer who will type their response in their blog. These students will also be put in smaller groups where they will be responsible for completing one comment on a peers’ blog.

Back-Up Plan: If the computer lab is not available, students can write their paragraphs by hand and share in small face-to-face discussion groups. Students will be evaluated on the completion of each blog entry, as well as their comments on their peers’ blogs.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: || Katie, It appears you have a well thought out lesson. Your days are detailed and I like how you give your students criteria for what their comments must have. This is important! Is there any way this could be done for homework so it does not take up a whole day? If students are posting, they may see what is posted on their walls before the next day. Overall, you have a good lesson and you have a back up if technology fails. You also have a good idea what your accommodations are so I do not have many recommendations. Jason

Katie, This looks like a perfect lesson for a digital story. Students can use photographs to convey their idea of a perfect community. It would be interesting to see how each student will define a perfect community using visual art. This lesson reminds of __Mr. Rogers Neighborhood__ that aired on PBS. I am not sure if it still comes on, but __Mr. Rogers Neighborhood__ was perfect and there were people in the neighborhood that made it a nice place to be. It would be interesting if your students could use photography or video to produce a digital story of a perfect neighborhood like Mr. Rogers.

Lakeva

Washington State Government United State Government and the Bill of Rights The Giver ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: A Day in the Life |||| Related Lessons:
 * Grade Level: 7th |||| Unit: Perfect Community ||
 * ==GOALS== ||
 * Content Standards:

Washington State EALR’s

Social Studies Standards: Civics 1.2: Understands the purposes, organization, and function of governments, laws, and political systems. Economics 2.1: Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices. History 4.4: Uses history to understand the present and plan for the future. Social Studies Skills 5.4: Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

Writing EALR’s: 1.1. Prewrites to generate ideas and plan writing. 1.2. Produces draft(s). 1.3. Revises to improve text. 1.4. Edits text. 1.5. Publishes text to share with audience.
 * 1) The student understands and uses a writing process.

3. The student writes clearly and effectively. 3.1. Develops ideas and organizes writing. 3.2. Uses appropriate style. 3.3. Knows and applies writing conventions appropriate for the grade level.

. || 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * ISTE NETS-S

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 b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3. Research and Information Fluency

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

Instructional Objectives: Students will create a digital story identifying the essential components of a community.

Digital Stories will accurately synthesize/describe their perfect community and be narrated from the appropriate viewpoint. ||
 * ==ACTION== ||
 * Before-Class Preparation:

Prior to this unit student have participated in lessons/activities on the history, government and constitution of Washington State.

Students will have completed various lessons of the writing process and understand how to use each step of this process to clearly communicate new ideas.

Students will have had an opportunity to explore [|www.animoto.com], [|www.photopeach.com], GarageBand, and iMovie.

Students will have completed lessons on how to find copyright free pictures and music.

Students will have created a concept map and two blog entries summarizing the essential components of their “perfect community”. ||
 * During Class ||
 * Time

Day 1

50 minutes

Day 2

Day 3

60 minutes

Day 4 60 minutes

Day 5

Day 6 |||| Instructional Activities

Students will receive a handout with the following instructions:

Today you will be responsible for creating a digital story told from the perspective of a teenage boy/girl living in your perfect community. Your story will need to contain the following elements:
 * 1) Text and narration summarizing the elements of your perfect community. (It may be helpful to use your concept map from day 1.)
 * 2) Pictures (copy-right free pictures and/or hand drawn) of your perfect community.
 * 3) Music/audio appropriate for the tone of the story.
 * 4) Citations – Be sure to include a place within your presentation citing the sources you used for research and/or images you used in your presentation.

Your story can be told using one of the following tools/applications:
 * 1) www.animoto.com
 * 2) [|www.photopeach.com]
 * 3) Power Point
 * 4) iMovie
 * 5) GarageBand
 * 6) Poster
 * 7) Other – Please see Ms. Dorr to discuss alternative options.

After we have reviewed the assignment expectations, students will be given a storyboard where they will be responsible for creating a rough draft of their presentation. I will also pass out the rubric for their final presentations and review how their digital story will be evaluated. (see “ongoing assessment”)

Completed storyboards will be due at the beginning of the next class period.

While students will not be responsible for finding pictures yet, they will be encouraged to begin planning how their images will complement their text and enhance the audience’s understanding of their community.

Day 2 Students will meet with the classmates who commented on their blogs to review the rough draft/story board of their digital story.

During group meetings students will discuss the perspective from which their story is being told, how their story is organized, and identify how their presentation will address each element of a community. This discussion will also include what software application/tools and images each student will use.

After each student has had the opportunity to share, their peers will provide feedback on how the presentation meets the project expectations. During this time they will be encouraged to ask questions and offer advice on how their group mates can improve their story.

After each group has had an opportunity to share their storyboard, students will be given time to revise their rough draft.

Day 3 As students come to class, I will check to see that they have completed their final storyboard. As I check off the rough draft of their presentation, I will quickly assess that their storyboard has all the required elements.

After I review each storyboard, students will be excused to go to the computer lab where they will begin their presentation using the technology tool they have chosen.

Day 4 Students will have work time to complete their digital story and upload it to their blog.

Day 5 Students will present their stories. To save time, half the class will present with me in my classroom while the other half will present in the computer lab with the para-educator.

After students finish their presentations they will respond to the following prompt:

What makes your community perfect? How is your community “better” than your classmates? Is there anything you would like to change about your community?

Day 6 As students come to class we will review the elements of a community. During this time I will ask students to reflect upon the presentations yesterday. What similarities did they see? What differences were there? Who had the best idea for how to set up a government? Educational system? Economy? Rules/laws?

After our large group discussion students will be given an opportunity to respond to the following prompt:

Using at least three examples from our class, please discuss the following question:

Is there such thing as a “perfect community”? || Materials and Resources:

Handout with project expectations and guidleines.

Digital Storytelling rubric

Story board

Materials Day 2: Completed story board, paper, pencil, reflection sheet

Materials Day 3: Revised story board, computer with internet access

Materials Day 4: Computers with internet access.

Materials Day 5: Computer with internet access, projector, paper, pencil

Materials Day 6: Paper, pencil ||
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:

Day 1: As a large group we will review the assignment expectations and students will be given time to individually create their storyboard. During this time I will be meeting with individuals/small groups to help brainstorm about how they can effectively communicate their ideas.

Day 2: Students will meet in small groups to discuss their presentations and provide feedback to their peers. Students will work in the same groups as were assigned for their blog entries.

Day 3 & 4: Students will work individually to create their presentations. During this time I will be meeting with individuals/small groups to provide guidance/instruction on how to use technology to enhance their story.

Day 5: Students will present their digital stories to half the class.

Day 6: The class will reflect on presentations and students will be given an opportunity to write a final reflection of a perfect community. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Day 1: During the planning phrase of the presentations, I will be meeting with individuals/small groups to ensure they are addressing each of the essential components of a community.

Day 2: Students will complete a feedback form for their peers as they listen to each presentation. After each student has reviewed their feedback form, I will collect the forms to review each student’s progress.

Day 3: I will use a checklist to ensure each storyboard includes the essential components of a community. Students will need to have each category checked of by me before they can go to the computer lab.

Day 3 & 4: During work time I will be meeting with individuals/small groups to provide guidance/instruction on how to use technology to enhance their story.

Student’s digital stories will be graded using a presentation rubric. ||  ||   ||   ||   ||   ||
 * ** Multimedia Project : Perfect Community ** ||
 * Teacher Name: **Katie Dorr** ||  ||   ||   ||   ||
 * Student Name: ||  ||   ||
 * CATEGORY || 8 || 6 || 4 || 2 ||
 * Rough Draft || Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback. || Rough draft brought on due date. Student shares with peer and peer makes edits. || Provides feedback and/or edits for peer, but own rough draft was not ready for editing. || Rough draft not ready for editing and did not participate in reviewing draft of peer. ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. Digital story clearly identifies all components of a community. || Includes essential knowledge about the topic. Subject knowledge appears to be good. Digital Story identifies all components of a community. || Digital story is missing 1-2 components of a community. || Digital story is missing 3-4 elements of a community. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. Story is consistently narrated from one perspective. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Story is consistently narrated from one perspective. || Content is logically organized for the most part. Stories perspective is unclear. || There was no clear or logical organizational structure, just lots of facts. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. || Uses other people\'s ideas, but does not give them credit. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||
 * CATEGORY || 8 || 6 || 4 || 2 ||
 * Rough Draft || Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback. || Rough draft brought on due date. Student shares with peer and peer makes edits. || Provides feedback and/or edits for peer, but own rough draft was not ready for editing. || Rough draft not ready for editing and did not participate in reviewing draft of peer. ||
 * Content || Covers topic in-depth with details and examples. Subject knowledge is excellent. Digital story clearly identifies all components of a community. || Includes essential knowledge about the topic. Subject knowledge appears to be good. Digital Story identifies all components of a community. || Digital story is missing 1-2 components of a community. || Digital story is missing 3-4 elements of a community. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. Story is consistently narrated from one perspective. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Story is consistently narrated from one perspective. || Content is logically organized for the most part. Stories perspective is unclear. || There was no clear or logical organizational structure, just lots of facts. ||
 * Originality || Product shows a large amount of original thought. Ideas are creative and inventive. || Product shows some original thought. Work shows new ideas and insights. || Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking. || Uses other people\'s ideas, but does not give them credit. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||

Final journal responses will be graded using a 6 trait of writing rubric.


 * 6+1 Trait Writing Model : Blog Response ||
 * Teacher Name: Katie Dorr ||  ||   ||   ||   ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Sequencing (Organization) || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * Sequencing (Organization) || Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. || Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. || Some details are not in a logical or expected order, and this distracts the reader. || Many details are not in a logical or expected order. There is little sense that the writing is organized. ||
 * Sentence Structure (Sentence Fluency) || All sentences are well-constructed with varied structure. || Most sentences are well-constructed with varied structure. || Most sentences are well-constructed but have a similar structure. || Sentences lack structure and appear incomplete or rambling. ||
 * Word Choice || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, and the choice and placement of the words seems accurate, natural and not forced. || Writer uses vivid words and phrases that linger or draw pictures in the reader\'s mind, but occasionally the words are used inaccurately or seem overdone. || Writer uses words that communicate clearly, but the writing lacks variety, punch or flair. || Writer uses a limited vocabulary that does not communicate strongly or capture the reader\'s interest. Jargon or cliches may be present and detract from the meaning. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||

Accommodations and Extensions:

Day 1: As a large group we will review the assignment expectations and students will be given time to individually create their storyboard. During this time I will be meeting with individuals/small groups to help brainstorm about how they can effectively communicate their ideas.

Students who are struggling with completing their storyboard, will be partnered with another student to first talk about the content they will put in their presentation before the record their ideas in writing. These students will also be given the opportunity to draw pictures of the visuals they would like to include in their presentation before they finalize their text.

Day 3 & 4: Students will work individually to create their presentations. During this time I will be meeting with individuals/small groups to provide guidance/instruction on how to use technology to enhance their story.

If a student finishes early, they will be partnered with another student who needs additional help typing their text and organizing their images.

Students who finish early will practice their presentations with their peers to ensure they are prepared to present to the class.

Back-Up Plan: If the computer lab is not available, I will have students create an illustrated children’s story to show “A day in the life. . . “ in their perfect community.

If a student does not finish their presentation on time I will hold a “special session” during lunch to present digital stories.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Be specific and include the evaluation that you will use for this lesson:

Students will be evaluated on their using the presentation rubric.

Student blog responses/reflections will be evaluated using the 6 trait of writing rubric.

LESSON REFLECTIONS AND NOTES: ||

Katie, I really love your project idea. When I first started teaching I used the novel The Giver by Lois Lowry (one of my favorites). We did an entire unit on utopias and looked at other novels such as 1984 (George Orwell) and The Lottery (Shirley Jackson). It really shows how far we have come because I had students create 3D models of what their utopia might look like; now we're doing it with computers! Amazing. Did you think about teaming up with the English teacher in order to do a collaborative project (if this is even possible)? There are so many stories and novels out there based around this exact topic. It would be really interesting to view the topic from a fictional and historical point of view. I was also wondering what you are requiring from students for the digital storytelling portion of your project specifically. I saw your rubric, but am thinking about my own project and how specific I want to be with what is included in the students' story. The challenge that I am facing is that I am allowing students to choose their own topic for the digital storytelling. They are researching the country of Japan and must use digital storytelling as one component of their final project, but it can be any topic or aspect of their information and research. So, do I require a time limit (3-5 minutes). Are you using any other guidelines in your own project besides the ones outlined in your rubric? Love the project idea! I'm sure the students will too! Good luck moving forward! Caitlin