Gina+Moore

= = **Gina Moore** **Week 7- Digital Storytelling**
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title**: Unit 3 assessment |||| Related Lessons: Keyboarding Posture and Technique, Ergonomic Issues ||
 * **Grade Level:** 7 |||| **Unit**: Reinforce Keyboarding Technique ||
 * ==GOALS== ||
 * **Content Standards**: North Carolina State Standards: Business Computer Technology

CT 3.01: Identify and demonstrate appropriate techniques and identify ergonomic related issues. || 1. Creativity and Innovation: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression
 * **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 d. contribute to project teams to produce original works or solve problems

5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

6. Technology Operations and Concepts a. understand and use technology systems b. select and use applications effectively and productively

The students will be able to demonstrate understanding of keyboarding posture and technique and ergonomic related issues by working in pairs to compose a digital story using Photostory 3. || The teacher will have pieces of paper for the students to write their name on and place them in a pile separated by each group. The teacher will collect the group piles and pull a name from group one and three. These students will be working together on the digital story project coming up. The teacher will continue this process until the piles are gone. Once one pile is gone she will move onto pick from pile three until all students are paired up. || A piece of paper for each student || The teacher will grade their concept maps and hand back to the students with any suggestions for improvement. The teacher will monitor student’s progress throughout the project to make sure they are staying on task. This project is completed completely in class and the teacher will be making notes throughout on the students work in their groups.
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:** My classroom is already equipped with one computer per student. The teacher will make sure that Photostory 3 is installed and working on each computer. We will have already done lessons on this unit about proper posture and technique, and ergonomic related issues. The students know how to use the bubbl.us web site to create concept maps. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 5 minutes |||| The teacher will split the students up into three groups by asking the students to stand in the appropriate area they feel represents them best. The groups will consist of students who have used Photostory 3 before, students who feel they are technology savvy and pick up on how to use new programs fairly quickly, and students who have never used Photostory 3 and feel they may have trouble with it.
 * 10 minutes |||| Once the students are paired up the teacher will explain that they will create a digital story using Photostory 3 to demonstrate their knowledge of proper posture and technique and proper ergonomics. The teacher will point out that this is a counted as a test for Unit 3. The teacher will hand out the Unit 3 assessment outline and review it with students || Unit 3 Digital Story Assessment Outline for each student. ||
 * 65 minutes |||| The students will complete Step 1 of the project which is to complete their concept map. Once complete the students will print out a copy to hand into the teacher to be graded. (This project will take two and a half 80 minute classes to complete) This is the end of block one. || [|www.bubbl.us] ||
 * 120 minutes |||| The teacher will hand back the graded concept maps to each group. The students will then start collecting their pictures and forming their digital story. || Photostory 3, digital camera, microphone, internet access. ||
 * 40 minutes |||| The students will each share their digital stories with the class by displaying it on the LCD projector. || LCD projector ||
 * **Note student groupings, environmental modifications needed, etc:** Students will work in pairs to complete their digital story. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

If there are any ESL students they will be strategically pared. Depending on their level the teacher will consider a group of three to maximize the learning environment. Should there be a need for an extension the teacher will allow students to come in during enrichment to work on their project.
 * Accommodations and Extensions:**

If the internet is down the students will create their concept map on paper. || I will use a rubric to grade the students on their digital story. Their final grade will be based on the concept map and their grade from the rubric.
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**


 * LESSON REFLECTIONS AND NOTES:** ||

Unit 3 Digital Storytelling Assessment


 * Purpose**: In a group of two you will create a digital story that demonstrates your knowledge of proper body posture and technique and proper ergonomics. You will use knowledge gained from class discussions, activities, and internet research to create your story. As a group you will choose how you want to compose your digital story. You will choose a point of view from which your story will be told.


 * Step 1:** Choose a point-of-view from which you will tell your story. Create a concept map using [|www.bubbl.us] to help you map out what you will include in your story and in which sequence to include it. Once your map is complete you will highlight important words to guide you in finding pictures to include in your story. The concept map is worth 20% of your grade.


 * Step 2:** You will use the internet to find relevant pictures in order to start putting together your story. Any pictures you find you will save to your My Pictures folder. Be sure to save the web site link to where you found your pictures. You may also choose to take your own pictures to include. You may take pictures and bring them in next class to load on the computer or you may take pictures in class using the schools digital camera. If you choose this option please see me.


 * Step 3:** Use your concept map and pictures gathered to start creating your digital story using Photostory 3. Once your story is complete you will be sure to include a list of sources used in creating your story. This ranges from where you got the information presented from to your pictures used. Suggested length: 3 minutes


 * || Student Name: ||  ||


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Sources ** || Source information collected for all graphics, facts and quotes. All documented in desired format. || Source information collected for all graphics, facts and quotes. Most documented in desired format. || Source information collected for graphics, facts and quotes, but not documented in desired format. || Very little or no source information was collected. ||
 * ** 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. ||
 * ** Content ** || Covers topic in-depth with details and examples. Subject knowledge is excellent. || Includes essential knowledge about the topic. Subject knowledge appears to be good. || Includes essential information about the topic but there are 1-2 factual errors. || Content is minimal OR there are several factual errors. ||
 * ** Vocabulary ** || Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience's vocabulary. || Uses a varied vocabulary that is appropriate for the audience. || Uses a varied vocabulary that is occasionally a little to simple or a little too hard for the audience. || The vocabulary was not varied OR was routinely inappropriate for the intended audience. ||

Created using RubiStar


 * || Grade ||
 * Concept Map ||  ||
 * Rubric ||  ||
 * Total ||  ||

**Week 6 Application**
 * Daily Lesson GAME Plan ||
 * **Lesson Title**: Keyboarding Posture and Technique |||| Related Lessons: ||
 * **Grade Level:** 7 |||| **Unit**: Reinforce Keyboarding Technique ||
 * GOALS ||
 * **Content Standards**: North Carolina State Standards: Business Computer Technology

CT 3.01: Identify and demonstrate appropriate techniques and identify ergonomic related issues. || 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
 * **ISTE NETS-S:** 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

**Instructional Objectives:** The students will be able to communicate proper keyboarding posture and technique by posting to a blog and using various resources to support their thinking. The students will be able to respond to two other classmates by giving constructive feedback or expanding off of their comment. || The teacher will call on a student from section one and ask them to explain their typing experience and how they became able to type without looking at the keys. Do they type with home row? She will also ask how this benefits them in their own life. The teacher will call on a student from section two and ask them why it would be important or beneficial to be able to type without looking at the keys at all. She will then ask for feedback from group one. The teacher will call on a student from group three to explain their experience with typing and what they think the benefits would be from typing with the home row keys and what they need to do to increase their speed and accuracy. || None || The students will then respond to the blog post the teacher posted. In their post the students will explain their personal experience with typing. They will state if they can type without looking at the keys and if they use the home row keys or not. The students will then summarize proper posture and technique citing previously found resources, class discussion, or web resources to support their thinking. They will include why they think it is important to practice proper posture and technique and what they can personally do to become a better typist. The students will be given one week (7 days) to respond to two of their classmate’s postings. The students will also monitor their own posting and comment as necessary. They may post a comment on their own time or during class down time during that week. || [|www.kidblog.org], one computer per student, internet access || The teacher will monitor student’s postings on the blog site throughout the week. The teacher will leave feedback/comments to the students as seen fit.
 * ACTION ||
 * **Before-Class Preparation:** The teacher will make sure all computers in her classroom are in proper working order. The students should already have prior experience with proper posture and technique from taking Keyboarding previously. The students will already be familiar with general blogging as they have used it in this class before. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 15 minutes |||| The teacher will split the students up into three sections by asking students to stand in the section they feel represents them best. Section one will consist of students who can type on the keyboard without needing to look at the keys at all. Section two will consist of students who need to look at the keys sometimes when typing. Section three will consist of the students who always need to look at the keys when typing.
 * 15 minutes |||| The teacher will review proper posture and technique with students using PowerPoint slides. The teacher will have the students demonstrate to her proper posture and technique while the students use Microsoft Word to type a short reflection on their typing experience. While students are typing the teacher will be walking around observing. || Teacher computer, LCD projector, Microsoft PowerPoint, Microsoft Word ||
 * 40 minutes |||| The teacher will direct the students to the blog site they have used previously. The teacher will briefly review how to post a blog. The teacher will go over what is required from them of the blog posting/commenting by review the rubric with them.
 * 10 minutes |||| We will have a brief class discussion about their experiences with the blog during the class following the end of the seven days. Students will be given an assignment where they will reflect on their personal experience of blogging. ||  ||
 * **Note student groupings, environmental modifications needed, etc:** Students will be working on their own to compose their blog postings at their individual computer. ||
 * MONITOR ||
 * **Ongoing Assessment(s):**

**Accommodations and Extensions:** Extra time will be given to students with special needs (per 504 plan) and ESL students on the initial posting.

**Back-Up Plan:** If for some reason the internet or blog site is down they day of the lesson the teacher will have the students type their initial post into a Word document and save it. During the next class, as long as everything is up and running, the students will copy and paste their initial response into the blog and post it. || I will use a rubric to evaluate the student’s initial post and comments they make. **LESSON REFLECTIONS AND NOTES:** || = = Week 5 application
 * EVALUATE AND EXTEND ||
 * **Be specific and include the evaluation that you will use for this lesson:**
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title**: Ergonomic related issues |||| Related Lessons: ||
 * **Grade Level:** 7 |||| **Unit**: Reinforce Keyboarding Technique ||
 * ==GOALS== ||
 * **Content Standards**: North Carolina State Standards: Business Computer Technology

CT 3.01: Identify and demonstrate appropriate techniques and identify ergonomic related issues. || Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making Technology operations and concepts
 * **ISTE NETS-S:**

Students will work in small groups to research the Repetitive Stress Injuries that can occur such as Carpal Tunnel Syndrome and De Quervain's disease. The students will create a brochure, voice thread, or PowerPoint presentation about the Repetitive Stress Injuries. || The students will be evaluated on their creativity in the project and how well they worked in their groups. The teacher will be monitoring the students on their group work ethic throughout the class and making any notes on their performance.
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:** From the previous class the students will already be familiar with the types of Repetitive Stress Injuries. The students will already know how to identify reliable and valid web sites. The teacher will prepare groups that students will work in. Prepare project outline to hand out. Make sure all computers and the printer is working in my classroom. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 minutes |||| The teacher will split the students into groups of 3-4 and hand out the project outline to each student. The teacher will review the outline with the class making sure that they are clear on the requirements of the project. In the project they need to include the types of syndromes that can occur from RSI and a description of each, what causes RSI, how to prevent RSI, and a bibliography of sources used. On the handout will be a web site the students will use to start off their research. They will use the outline during their project to check off when they completed a requirement. || Project outline hand out ||
 * 5 minutes |||| The teacher will review how to determine if a web site is a valid and reliable source to use. We will review the web site that was provided for them on their hand out. || LCD projector and the web site: [] ||
 * 75 minutes |||| The students will get into their groups and begin research on RSI. They will work together to obtain the needed information and then create their end product. || Computer with internet access. Microphone, headphones, Microsoft Office 2007, other materials as requested by students ||
 * **Note student groupings, environmental modifications needed, etc:** The students will be in groups of 3-4 for this project. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**

For any ESL students the teacher will group them accordingly so that they may benefit from their group members the most. The teacher will also give ESL students a handout of information on RSL with highlighted important information. This way they can concentrate on the important information and translate it if needed.
 * Accommodations and Extensions:**

If the internet happens to be down the teacher will continue with the next lesson and hold off the project for the next class. || I will evaluate this lesson through the project outline that I provided for the students. Each category of the outline will be worth a certain amount of points. I will also evaluate their product based on creativity and presentation. They will also be evaluated by how well they worked in their group.
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Be specific and include the evaluation that you will use for this lesson:**

Students will be more likely to remember what RSI is, what causes it, and how serious it can be. This will help them to recognize the steps they need to take to practice proper ergonomics and why it is so important. ||
 * LESSON REFLECTIONS AND NOTES:**