Cami+Case


 * ==**Problem Based Learning: Issues Surrounding Slavery**==

= Daily Lesson GAME Plan = || Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. || =** Creativity and Innovation **= Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. =** Research and Information Fluency **= Students apply digital tools to gather, evaluate, and use information. 7 to 10 45-minute class periods. |||| Materials and Resources Laptop cart (30 laptops), Scavenger Hunt copies, KWL chart
 * Lesson Title: Slavery |||| Related Lessons: Martin Luther King ||
 * Grade Level: 5 |||| Unit: PBL Slavery ||
 * == GOALS == ||
 * California Content 5.4 #6
 * ISTE NETS-S
 * Instructional Objectives: **
 * Students will develop a greater empathy for the ordeals of African American slaves and see the roots of racism, which may still exist today.
 * Students will work in cooperative groups to create a Power Point about the Underground Railroad.
 * Each student will write a summary about a conductor or passenger on the Underground Railroad. ||
 * == Before-Class Preparation == ||
 * Before-Class Preparation: Find websites for the scavenger hunt, make copies of the KWL and group project directions. The mobile lap top cart will be necessary for research, Power Points, and biography summaries. It will need to be checked out in advance for this project. ||
 * ** During Class ** ||
 * Time

Instructional Activities Technology will be integrated throughout this project. Students will obtain resources from the Internet. Students will develop presentations using Power Point. This project requires students to work in collaborative groups of 3 – 5 students. It will allow students the opportunity to collaborate with students.

My Vietnamese and Chinese students have my iPad that has electronic dictionary applications. They also will work in collaborative groups to support their learning.

I will start out by having students do a KWHL chart about slavery. I think it is important to activate the prior knowledge before we begin the discussion on this historical event. We will have discussions on human rights. I will ask essential questions: Who were the slaves in our countries past? Where can we learn from the past about slavery? Why is it important to learn about slavery? What is racism? What are some historical roots of racism in our nation today?

Prior to this unit in January, students were introduced to Martin Luther King, Jr. and watched the I Have A Dream Speech. We had discussions on civil rights.

I will tell the students that you will do a scavenger hunt in which you will learn about the conductors and passengers of the Underground Railroad. You will learn what the Underground Railroad is and how it operated. Each student will turn in his or her scavenger hunt worksheet.
 * Scavenger Hunt: **

[]

[] = = =** Introduction to the PowerPoint: **= Students will explore scholastic’s website to learn more about passengers on the Underground Railroad. [] They will also do internet Google searches for passengers and conductors of the railroad. They will in groups of 3 to 5 create a PowerPoint. Each group member will research one person on the railroad. They students will do one PowerPoint. They need life dates, contributions to the Underground Railroad, and if the person were a slave, what was their life like as a slave.

I want to be a facilitator at this time. One student will lead their learning. I can have this group share what they learned so that the others can benefit and extend their learning. ||  || Accommodations and Extensions: This project can easily be adapted to meet my special needs and English-learner students. I have provided tools to help bridge the language gap. I have my iPad with Vietnamese and Chinese electronic dictionaries. I also have peer-support students that are working in their cooperative groups.
 * Note student groupings, environmental modifications needed, etc: Students will work in cooperative groups of 3-5 students. ||
 * == MONITOR == ||
 * Ongoing Assessment(s):

Assessment: Students will be assessed on their scavenger hunts, KWHL charts, and the PowerPoint presentations. Because it is a group project, they will be assessed on what they contributed to the project.

Back-Up Plan: If a student is having trouble working in a group, they can do their own presentation. If technology is not working, we have other laptops on campus. Because of the Spring Festival activities, this may take longer to complete due to practices and school events. || Students will create a PowerPoint about the routes, people involved in the Underground Railroad. They also created a quilt square. Their final product is important in determining their final grade.
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: I am still working on PowerPoint presentations and will continue to do so after Spring Break. I had to choose the groupings carefully because many of my students are not self-directed learners. ||

=Social Media Learning=
 * =Lesson #2 Game Plan=

|| Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. || Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology. Students apply digital tools to gather, evaluate, and use information.
 * Lesson Title: Escape Routes || Related Lessons: Slavery PowerPoint ||
 * Grade Level: 5 || Unit: Slavery ||
 * == GOALS == ||
 * ** California Content Standards: 5.4 #6 **
 * ISTE NETS-S
 * Creativity and Innovation **
 * Research and Information Fluency **
 * Instructional Objectives: **
 * Students will develop a greater empathy for the ordeals of African American slaves and see the roots of racism, which may still exist today.
 * Students will trace the routes of the Underground Railroad and plan an escape route.
 * Students will work collaboratively in planning their escape route.
 * Students will answer questions on the class blog about routes and why or why would they not escape. ||
 * == ACTION == ||
 * Before-Class Preparation: The mobile lap top cart will be necessary for research, interactive map, and class blog. The cart will need to be reserved in advance for this project. ||
 * ** During Class **** Considerations: **
 * Time Allocation: Three, 45- minute class periods **

Technology will be integrated throughout this project. Students will obtain resources from the Internet. [|http://eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/index.html#top] Students will use this website to find out questions about the Underground Railroad. They will post the answers on the classroom blog.
 * Materials and Resources: **
 * Laptop cart (30 laptops) with Internet access. ** ||  ||
 * Instructional Activities: **
 * 1) Students will explore the map and find major routes used on the Underground Railroad. They will name three places outside the United States where the routes end.
 * 2) ** Find It ** : What may have been the shortest route for a person escaping slavery in Florida or Georgia.
 * 3) ** Follow It ** : What cities would have been traveled through on the escape route from Columbia, South Carolina, to Montreal, Canada?
 * Students will research information about the Underground Railway. They will work collaboratively through blogging to plot their escape route. Children should consider what dangers they might encounter on the journey, what calculated risks they would take and who they would trust to help them.
 * Their discussions should focus on the other aspect of the journey, those who risked their own freedom to help others. The class should consider the abolition movement, including individuals such as Harriet Tubman and Frederick Douglass. Children will discuss whether they would have actively participated in the movement, had they been alive during those times.

I will need peer-tutors to help my English Level 1 students. They will work in groups of 3 to assist them in their learning. || I will use the blog as a formative assessment. This will give me the insights as a teacher to know my student’s thoughts and feelings about the slavery unit we have been covering. It also gives students a chance to comment on others thoughts and feelings too. (This is an excellent form of assessment in determining your students' connections to the concepts.) || My Vietnamese and Chinese students have my iPad that has electronic dictionary applications. They also will work in collaborative groups to support their learning. My gifted students will research a conductor or a passenger on the Underground Railroad. They will write 2 to 3 paragraphs about the person and post it on the blog.
 * Note student groupings, environmental modifications needed, etc:
 * == MONITOR ** Ongoing Assessment: **==
 * ** Accommodations and Extensions: **

For this part of the lesson I will be using the blogs as a formative assessment. There will not be a grade given for this lesson. I will use a summative assessment at the end of the unit.
 * Back-Up Plan ** : If there are issues with the laptops, I can have students work in the classroom collaboratively to work on the questions I posed in the lesson. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:

Blogs are new to me and we will be working on the kinks with the blogs. I am also working with sdtudents to continue to work cooperatively on projects. ||
 * LESSON REFLECTIONS AND NOTES: **

California Content 5.4 #6 Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South. Research and Technology 1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information. 1.4 Create simple documents by using electronic media and employing organizational features. || Students demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.
 * =** Daily Lesson GAME Plan #3 **=
 * Digital Storytelling ** ||
 * Lesson Title: Underground Railroad Digital Story || Related Lessons: Slavery PowerPoint and Blogs ||
 * Grade Level: 5 || Unit: Slavery ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S
 * Creativity and Innovation**

Students apply digital tools to gather, evaluate, and use information.
 * Research and Information Fluency**

=I**nstructional Activities:**= = **Anticipatory Set**: = I will tell the students that people often tell a story and record their narration. We are going to do this for a conductor or passenger on the Underground Railroad. I will show the You Tube clip on Harriet Tubman digital storytelling. This digital story is a powerful reminder about the power of one person who made a difference. Example: []
 * Instructional Objectives:**
 * Students will create a storyboard before they start on their digital story.
 * Students will work in cooperative groups to create a digital story about a conductor or passenger on the Underground Railroad.
 * Students will use iTunes, iMovie to create their digital story.
 * Students will have a bibliography for their last image or slide for their digital story. ||
 * == ACTION == ||
 * Before-Class Preparation: check out the iPads, mobile laptop cart, make a copy of the story boards ||
 * **Time Allotted: 6 or 7 45- minute class periods**
 * Materials and Resources:**
 * Laptop cart (30 laptops) with Internet access, class iPads, iMovie, iTunes** || **During Class**  ||

I will have students create their own storyboard before they begin recording. An example of a storyboard is found on this following website: []

(I will give each student a hard copy of the storyboard). Students will work in groups of 3 or 4 on their digital storytelling. ||
 * Creating a digital story: **
 * 1) Select a person to tell the story.
 * 2) Fill out the graphic organizer found at []
 * 1) Gather images (copy and paste URL numbers into Microsoft Word so it can easily be pasted into a bibliography slide).
 * 2) The iPads can be used to videotape students that want to use video images in their presentations.
 * 3) Use iMovie to create the show.
 * 4) Record narration.
 * 5) Insert Images.
 * 6) Select Music from iTunes for the show.
 * 7) Edit the final product.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:
 * == MONITOR == ||
 * Ongoing Assessment(s): I will be walking around to monitor their progress. This process is new for all of us and some students may need more assistance. I will have students who are comfortable with technology assist their peers in the process.

Accommodations and Extensions: My Vietnamese and Chinese students have my iPad that has electronic dictionary applications. They also will work in collaborative groups to support their learning. I will make sure I provide the necessary accommodations for my students with IEP’s.

My GATE students will assist others when they are finished because they tend to complete tasks quickly. They also can do other digital stories and find out more information about the Underground Railroad.

Back-Up Plan: There are other laptops on campus if the laptop that is being used is not working. Students need to save all of their work on their groups flash drive. || I will use a rubric to grade their final product. I used [] website to create my rubric. A project is an essential component of assessment and gives me great insights into what my students are learning. See the following Rubric ||
 * == EVALUATE AND EXTEND == ||
 * LESSON REFLECTIONS AND NOTES:

=**Digital Storytelling Rubric**=
 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Images ** || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * ** Point of View - Purpose ** || Establishes a purpose early on and maintains a clear focus throughout. || Establishes a purpose early on and maintains focus for most of the presentation. || There are a few lapses in focus, but the purpose is fairly clear. || It is difficult to figure out the purpose of the presentation. ||
 * ** Voice - Consistency ** || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * ** Duration of Presentation ** || Length of presentation was 3 minutes. || Length of presentation was 2 minutes. || Length of presentation was 1 minute. || Presentation was less than 1 minute long OR more than 3 minutes. ||
 * ** Economy ** || The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || The story seems to need more editing. It is noticeably too long or too short in more than one section. || The story needs extensive editing. It is too long or too short to be interesting. ||