Tina+Marang-Webb

Tina Marang- Webb . || Reading 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships Reading 2.4.1 Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. Reading 3.4.1 Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. Writing 1.5. Publishes text to share with audience 2.1 The student writes in a variety of forms for different audiences and purposes. ||
 * Daily Lesson GAME Plan  ||   ||
 * Lesson Title: Leadership Characteristics and Letter Art || Related Lessons: Being your own Superhero, No Cape Required, Washington Heroes of yesterday, today and tomorrow ||
 * Grade Level: 7th || Unit: Everyday Heroes ||
 * ** GOALS ** ||   ||
 * Content Standards: Washington State
 * 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. Students:
 * interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
 * communicate information and ideas effectively to multiple audiences using a variety of media format
 * develop cultural understanding and global awareness by engaging learners with learners of other cultures
 * contribute to project teams to produce original works or solve problems
 * 3c - evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * Instructional Objectives || Students will apply their knowledge of leadership character traits to choose one word that represents the most important elements of positive leadership.

Students will choose one word to create a letter art digital story

Students will find or create shapes that look like the letters that spell out their leadership word. For instance if they choose the word trustworthiness, they may choose two nails in the shape of a T to represent the first letter of their word.

Students will write a narration script that will be recorded in their digital story to explain the significance of each letter in their leadership word and how it demonstrates that leadership word.

Students will create a digital story use windows moviemaker to demonstrate their knowledge of positive leadership traits and to demonstrate their application of previous lessons. ||
 * ** ACTION ** ||   ||
 * Before-Class Preparation: || I will prepare a presentation with examples of letter art. These are very popular right now and can be found in most department stores as well as online. Students will spend a week collecting examples of items that look like letters and take pictures of these items. This will be a homework assignment and each student will be expected to collect five images. Students can also find images online if I do not have enough cameras or students do not have access to cameras on their own. ||
 * During Class || Students will work in groups of 3-4 students to choose a leadership word, select letters/shapes to spell out the word, write a narration that explains the significance of each letter and to finally produce a digital story presenting their work. ||
 * Time

10 Minutes

40 Minutes

2 Days

1 Day || Instructional Activities

After brainstorming possible leadership words students will be randomly placed in groups of 3-4 students and be given the “Letter Art” assignment.

All examples of letters will be displayed on the classroom projector and on walls for students to examine. Students will then choose a word for their “Letter Art” assignment. Students will then have an opportunity to use letters that have been collected by members of the class or to find, create new letters. (Some students may choose to find alternate examples as homework, if their letters are not represented or do not represent the ideals they are trying to demonstrate).

Students will write a script to narrate what each letter represents. They will begin with the entire word, explain it’s meaning and importance in leadership and will continue their digital story focusing on each individual letter. Students can work on the letters out of order, so they can work on the script during class time, even if they are still finding letters for the rest of their word.

Students will create a digital story of their leadership using pictures and the script they have written. Students will use Windows Movie Maker or an alternate program if they prefer. Students will post final products on Edmodo and our classroom website. ||
 * Instructional Material Required || Computers, Ipads (4), Internet Access, Edmodo, digital cameras, microphones ||
 * Note student groupings, environmental modifications needed, etc: || Students will be working in groups of 3-4. Some groups may need class time to find or create letters to complete their project. ||
 * ** MONITOR ** ||   ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Back-Up Plan: || <span style="font-family: "Cambria","serif";">There will be checkpoints for this activity. First students will need to bring in their five letters. After that student groups will need to submit their leadership word and ideas for letters. I will be checking and working with students while they are writing their scripts to ensure they are providing examples and reasoning for their choices and a clear description of their thought process.

<span style="font-family: "Cambria","serif";">Back Up Plan: If there are significant internet difficulties students can create a poster showing their leadership word and record their narration using the ipads.

<span style="font-family: "Cambria","serif";">If students need to checkout cameras or use lunchtime to find pictures I will have them available. I will also set up a time after school to help students who might be struggling with the activities. ||
 * ** EVALUATE AND EXTEND ** ||   ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: || <span style="font-family: "Cambria","serif";">Students will be evaluated on the following components:
 * <span style="font-family: "Cambria","serif";">Participation
 * <span style="font-family: "Cambria","serif";">Choosing a word that is a minimum of six letters long
 * <span style="font-family: "Cambria","serif";">Choosing items that look like the letters they are representing
 * <span style="font-family: "Cambria","serif";">Written script (does it include: explanation for chosen word, details explaining the significance of each letter, an ending that pulls the digital story together and provides closure)
 * <span style="font-family: "Cambria","serif";">Final Digital Story (including timing, presentation, word choice, clarity)

<span style="font-family: "Cambria","serif";">I will begin collecting letters now so that when we begin this activity I have examples that I can share with students and ones that they can use. This will be a challenge for some students who are literal and linear thinkers. I want to provide support to help these students grow and challenge themselves without becoming frustrated by the experience. ||

. || <span style="font-family: "Cambria","serif";">Reading 2.3.1
 * Daily Lesson GAME Plan ||   ||
 * Lesson Title: Washington’s Heroes of Yesterday, Today and Tomorrow || Related Lessons: Being your own Superhero, No Cape Required ||
 * Grade Level: 7th || Unit: Everyday Heroes ||
 * ** GOALS ** ||   ||
 * Content Standards: Washington State

<span style="font-family: "Cambria","serif";"> Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships

<span style="font-family: "Cambria","serif";"> Reading 2.4.1

<span style="font-family: "Cambria","serif";"> Analyze literary/narrative text and information/expository text to draw conclusions and develop insights.

<span style="font-family: "Cambria","serif";"> Reading 3.4.1

<span style="font-family: "Cambria","serif";"> Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic.

<span style="font-family: "Cambria","serif";"> Writing

<span style="font-family: "Cambria","serif";"> 1.5. Publishes text to share with audience

<span style="font-family: "Cambria","serif";"> 2.1 The student writes in a variety of forms for different audiences and purposes. ||
 * 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.

Students:
 * interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
 * communicate information and ideas effectively to multiple audiences using a variety of media format
 * develop cultural understanding and global awareness by engaging learners with learners of other cultures
 * contribute to project teams to produce original works or solve problems ||
 * Instructional Objectives || <span style="font-family: "Cambria","serif";">Students will apply knowledge of 6 pillars of character to evaluate prominent Washingtonians on their “Hero Factor”.

<span style="font-family: "Cambria","serif";">Students will discuss the difference between being famous, infamous, popular and being a hero.

<span style="font-family: "Cambria","serif";">Students will also reflect upon and make suggestions on how individuals can improve their “Hero Factor”

<span style="font-family: "Cambria","serif";">Using the skills learned during the discussions and activities on Washington’s Heroes of Yesterday and Today, students will select 3-4 nominations for future heroes. What gives them hero potential? Why should we be watching them? And what can they do to ensure their hero status? ||
 * ** ACTION ** ||   ||
 * Before-Class Preparation: || <span style="font-family: "Cambria","serif";">Students will access the Diigo list I have created focusing on Washington State Heroes []. Students will choose 2 names from any of the sites to evaluate. Students will post “Hero Factor” evaluations for each person, rating them on each of the 6 character traits and well as an overall score. These evaluations will be posted on Edmodo and organized by Hero Names. I will also post the names of Washingtonian Natives Jimi Hendrix and Curt Cobain for students to assess. ||
 * During Class || <span style="font-family: "Cambria","serif";">In small groups students will be assigned four individuals from our class hero list. The groups are to assess the evaluations posted by their peers and to provide an “official” assessment of each person’s “Hero Factor”. The official report must include scores that were assigned by peers as well as biographical evidence that supports their final scores and evaluation. ||
 * Time

10 Minutes

40 Minutes

2 Days || <span style="font-family: "Cambria","serif";">Instructional Activities

<span style="font-family: "Cambria","serif";">Students will be randomly placed in groups of 3-4 students and assigned a list of four people to rate and investigate.

<span style="font-family: "Cambria","serif";">Students will work in small groups to evaluate scores posted by peers and to complete their own hero assessment. Students will also be investigating the background and biographies of their assigned people looking for evidence to support their evaluations. This will most likely require time spent at home and perhaps a second classroom day. Final evaluations will be posted on Edmodo where classmates will have an opportunity to support or debate the group’s final findings. All students will be expected to comment on two final evaluations and to respond to two comments posted on their final evaluations.

<span style="font-family: "Cambria","serif";">Once students have completed their hero assessments on assigned individuals, they will be assigned the task of identifying 3 potential heroes. These may be individuals who are still young, have had one or two noteworthy accomplishments, or someone who seems to have potential but has not stretched themselves. Students will identifying the individuals and then provide a written assessment of what that individual can do to improve their “hero rank”. These will also be posted on Edmodo for discussion and comments once the initial evaluation has been completed. All students will be expected to comment on two future hero nominations and to respond to two comments posted on their future hero nominations. ||
 * Instructional Material Required || <span style="font-family: "Cambria","serif";">Computers, Ipads (4), Internet Access, Diigo, Edmodo ||
 * Note student groupings, environmental modifications needed, etc: || <span style="font-family: "Cambria","serif";">Students will be working in groups of 3-4. Responsible students who are using the Ipad may be allowed to work in the library, workroom next door or hallway if noise is an issue. ||
 * ** MONITOR ** ||   ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Back-Up Plan: || <span style="font-family: "Cambria","serif";">Students will be evaluated on their ability to apply the 6 pillar traits to assessing an individual’s hero ability. Students will also be assessed on their ability to contribute meaningful to classroom discussions both in class and online. Informally, I will be asking students for their proof and evidence during class time and online while working on this activity, prodding them to dig deeper and to make their own evaluations not just repeating what has already been written. For example, some would say Curt Cobain was a menace to society while others would say he was a voice for those unable to speak for themselves. Who is right? Is Bob Barker a role model or just a gameshow host. I want to challenge students to make their own decisions and to make those decisions based on sound reasoning.

<span style="font-family: "Cambria","serif";">Back Up Plan: Ipads are not internet reliant, so they will be usable if the internet is not working. Also I will print out a few lists of possible candidates along with background information that students can use if we do not have access to the internet. <span style="font-family: "Cambria","serif";">Students who need internet access will have the ability to work on another section of the Everyday Hero Unit if there is not internet access and then complete this activity when internet is available. ||
 * ** EVALUATE AND EXTEND ** ||   ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: || <span style="font-family: "Cambria","serif";">Students will be evaluated on the following components:
 * <span style="font-family: "Cambria","serif";">Participation
 * <span style="font-family: "Cambria","serif";">Initial evaluation of individuals and following the criteria of the 6 pillars
 * <span style="font-family: "Cambria","serif";">Completing a formal evaluation on assigned individuals and providing evidence from biographies and other sources to support findings.
 * <span style="font-family: "Cambria","serif";">Providing meaningful, in-depth comments and responses in the online portion of this activity.
 * <span style="font-family: "Cambria","serif";">Nominating 3 potential heroes and providing a written evaluation of their strengths and areas for improvement along with suggestions on how to improve.

<span style="font-family: "Cambria","serif";">Students will be posting evaluations and nominations on our classroom Edmodo site. Students will also dialogue and reflect on the importance of knowing how to be a good role model/hero and how to share that knowledge with others. ||

. || Reading 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships Reading 2.4.1 Analyze literary/narrative text and information/expository text to draw conclusions and develop insights. Reading 3.4.1 Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. Writing 1.5. Publishes text to share with audience 2.1 The student writes in a variety of forms for different audiences and purposes. ||
 * Daily Lesson GAME Plan ||  ||
 * Lesson Title: Be Your Own Superhero, No Cape Required || Related Lessons: Finding and developing real life heroes ||
 * Grade Level: 7th || Unit: Everyday Heroes ||
 * ** GOALS ** ||  ||
 * Content Standards:
 * ISTE NETS-S || promote, support, and model creative and innovative thinking and inventiveness engage students in exploring real-world issues and solving authentic problems using digital tools and resources Communication and Collaboration Interact, collaborates, and publish with peers, experts, or others employing a variety of digital environments and media. Contribute to project teams to produce original works or solve problems. ||
 * Instructional Objectives || Students will be able to apply their knowledge of the 6 Pillars of Character to create a 5 Step How to Public Service Announcement on how to become an everyday hero.

Students will be able to collaborate with a small group of peers to identify the main components necessary to become an everyday hero.

Students will write, edit, revise and publish a script for their Public Service Announcement

Students will produce their Public Service Announcement ||
 * ** ACTION ** ||  ||
 * Before-Class Preparation: || Students will have used their knowledge of the 6 Pillars of Character to write a Public Service Announcement script with their small group. Teacher will make sure internet access is working properly, double check Flip cameras for working order and charge. ||
 * During Class || Students will work with small groups to produce their written PSA. Students will have the choice of utilizing Flip Cameras, Ipad video, online animation or stop motion animation. ||
 * Time

10 Minutes

40 Minutes

5 Minutes || Instructional Activities

Teacher will review essential components of Public Service Announcement (Message, graphics, 5 Steps to becoming your own hero, Credits)

Students will work in small groups to produce the first draft of their PSA. Time to revise or edit PSA will be provided on the following day.

Quick class check in- groups will share what they have accomplished, obstacles, and what still needs to be completed ||
 * Instructional Material Required || Computers, Flip Cameras, Ipads (4), Internet Access, students written scripts for PSA, rubric ||
 * Note student groupings, environmental modifications needed, etc: || Students will be working in groups of 3-4. Responsible students who are using the Flip Cameras or Ipad may be allowed to work in the library, workroom next door or hallway if noise is an issue. ||
 * ** MONITOR ** ||  ||
 * Ongoing Assessment(s):

Accommodations and Extensions: Back-Up Plan: || Students will be evaluated on their ability to collaborate effectively to create a Public Service Announcement. Students’ Public Service Announcement will be evaluated with a rubric. I am thinking about incorporating Class Dojo to evaluate students’ use of time during class and their participation in producing the PSA

I will have an alternative, shorten assignments for students who are absent on production day or who are adversely effecting their groups ability to complete the activity.

Back Up Plan: The Flip Cameras and Ipads are not internet reliant, so they will be usable if the internet is not working. Students who need internet access will have the ability to work on another section of the Everyday Hero Unit if there is not internet access and then complete PSA when internet is available. ||
 * ** EVALUATE AND EXTEND ** ||  ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: || Students will be evaluated on the following components: Participation Written Script Message and 5 Steps Graphics Creativity Staying within the 2-3 minute time frame Performing for a specific audience Tone appropriate for message

Students will be posting PSAs on the school website for other students to view and vote on for the most influential PSA. Students will also dialogue and reflect on the importance of knowing how to be a good role model/hero and how to share that knowledge with others. ||