the first computer, etc., enlarged & posted around room. (Throw in a photo of an iron lung. It has nothing to do with communication but it generates discussion.) Notices & Wonder notecatcher bellringers, I taped images to hallway walls.
RI.6.7 Safety activities: Password creation activity Simulate small communities to discuss rules DOK level 1-2 RI.6.7 SL.6.1 “Playing and staying safe Online” 2-minute video Manage Your Digital Footprint activity packet 2 days Thinking log entry and participation participation identify ethical online practices, and recognize unsafe practices create safe usernames and passwords Watch videos & discuss Guidelines for creating strong passwords. Paired activity identifying weak & strong passwords. Online citizenship guidelines. Small groups simulate small communities and discuss community rules. What would happen if each rule was broken. Do rules apply to “online” communities as well? (See supplementary materials) Guidelines and Actions to take with online bullies Street Smart role-playing. Cut strips from scenarios, “What would you Do?”. Groups of 4-5 students role-play problem-solution responses Post Activity reflection: Students didn’t enjoy completing packets from the IKEEPSAFE site, that I had printed out. However, the password formation info is vital to teach unless you want to continually look up student passwords and usernames because they’ve forgotten. Also, if you use Edmodo or another similar platform, and I suggest you do, be very explicit and purposeful about what will and will not be tolerated on the site. I made students chose an avatar from the bank of avatars within the site until individual students could prove to me that producing meaningful CONTENT was more important than playing around with the technology. Summarizing mini-lesson Powerpoint and slides, along with brief assignment can be found in supplementary materials Summarizing and paraphrasing are concepts to be learned and practiced through a series of throughout the year. Formative, as students read and discuss their own written summaries before seeing an exemplary one. Identify what information should and shouldn’t be included in a summary of a written piece. Summaries can provide evidence Write a one-two sentence summary from a paragraph of words and facts. Bellringer: Write a one-to-two sentence summary of today’s video announcements. Show first three slides of powerpoint presentation discussing each slide as you go. Give each student a half sheet of computer paper to write their summary of the paragraph you will show them in the next slide Give 3-5 minutes for students to write individual summaries.
guidelines for our class blogs. DOK level 2-3 W.6.9 SL.6.1 Students will bring/post articles that are meaningful to them. Use them-- the articles will most likely be interesting to the rest of the class too. 1st informational Blog post DOK level 2-3 RI.6.7 SL.6.1 W.6.1 New York Times blog included in supplementary materials Facebook’s False Faces Undermine Its Credibility 2 days GRADED 30 points Completion of task Consider the ramifications of posing as someone you’re not on social media. Consider the ethics of the platform. Post a short, succinct written opinion piece on our classroom platform. Students read 3-page article about Fake Facebook accounts and follow instructions at the end.
Additional resources for argument DOK level 2-3 RI.6.7 W.6.9 SL.6.1 Extensive list and short summary of pro and con arguments for social networking. 3x5 note cards 2-days Formative: teacher will circulate observing if class as a whole needs additional guidance, or if individuals need extra scaffolding in terms of notecatchers, etc. additional research within pro/con article. paraphrasing vs summarizing Students will pick a pro argument from list and a con argument, and read summary. Students will pair up according to pro/con topic Pairs will extrapolate evidence from argument and write it on 3x5 notecards. Attention will be paid to paraphrasing and summarizing information, along with citing source. Begin argumentative paper outline DOK level 2-3 RI.6.7 W.6.9 W.6.1 Assignment instructions with rubric and essay template 1 day GRADED 10 points Completion of template and posted to Edmodo for class feedback. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Scaffolding essay by starting with an outline Part 1) Choose a subtopic of social media, and build a thesis arguing whether it hinders or helps communication. Part 2) Decide if your subtopic fits the “communication” issue or the “quality of life” issue. Below is a snippet of assignment document in supplementary materials. Below is a snippet of complete outline in supplementary materials.
Individual and classwide evaluation of teacher-written essay Teacher-written essay under the pseudonym Octavia Cavanaugh 1 day Completion grade To evaluate an example of essay written by teacher. What is in line with the rubric and what could be improved? To evaluate a piece of written work according to a rubric. The same rubric student will be graded against. Reveal first paragraph of essay to class under document camera. Together evaluate first paragraph and measure it against the rubric. Instruct individuals to evaluate next paragraph against rubric. Pair up to discuss 2nd paragraph evaluation. Discuss as whole class. Repeat with third paragraph. Edmodo- based peer feedback DOK level 2-3 SL.6.4 Assignment instructions with rubric and essay template 1 day GRADED 15 points To see how classmates are tackling essay. Students to metacognitively determine if they are on track for success. By grading someone else’s paper, student can better refine his/her own piece. Teacher will pair students. Using Edmodo, pairs will find each other’s outline that was posted yesterday. Using the template, both students will provide feedback to each other with suggestions to improve piece. Body paragraph work and work-cited page DOK level 3-4 RI.6.7 W.6.9 W.6.1 Research tips and MLA formatting handout Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. Synthesizing information across multiple sources or texts. Students continue to compose rough draft based upon the feedback from partner in Edmodo. Teacher will circulate to help where needed. This is the second research paper of the year. Students will be provided additional databases-Ebsco, etc., and handouts for MLA formatting for citations and works cited pages.
Rough draft and peer- evaluation DOK level 3-4 RI.6.7 Assignment checklist and district rubric 2 days GRADED peer evaluations. (30 points) Evaluators are graded on their helpful feedback based on completeness of responses to checklist, and based on comments for grade as aligned to district rubric. Additional glimpse into what a successful assignment should look like but from a more specific and comprehensive viewpoint. By grading someone else’s paper, student can better refine his/her own piece. Students will print out rough draft. IMPORTANT! Students will not include their name on rough draft. INSTEAD teacher will assign students a number. Teacher will need to keep track of numbers (I used 100-130 for my first period...500-530 for my second period, etc.) This is designed to protect egos and to enable more authentic feedback. Each student was to evaluate 2-3 rough drafts depending on length. Quiet, independent reading time and evaluating time. Once evaluation document is complete and turned in, students can pair up to discuss. Final draft DOK level 3-4 W.6.4 District argumentative rubric 1 day GRADED 80 points While I am grading essays, students will work on fun writing activities not related to topic. These will be posted onto Edmodo and peers can respond. Class will go outside if weather is good. This will be a playful time to celebrate completion of essay, and to provide distance from topic so it is fresh when revisited later if using the debate option. Part 5: Option 1: “HOW TO” DEMONSTRATION Activity Texts and Resources Sequencing And Scaffolding Assessment Conceptual Goals Procedural Goals Instructional Notes Prepare for “How To” demonstration Various HOW-TO demonstrations on Youtube and the How-To demonstration assignment, outline and rubic 4 days GRADED checklist and rubric (in supplementary materials) Engage effectively with an audience to sustain interest and teach something. . Create and present a series of steps for an audience to follow to replicate your desired outcome. Show students short How-To YouTube videos. “Life Hacks” is also a word search in YouTube. Reveal a few idea for presentations, then brainstorm with class for more. Go over procedure for all to follow. The outline provided will give guidelines.