Cathy+Blackwell



PBL Lesson Plan - CyberSafety Use technology tools and skills to reinforce and extend classroom concepts and activities. 5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes || 5.TT.1 || Use technology tools and skills to reinforce and extend classroom concepts and activities. |||| 5.TT.1.1 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). ||  ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Online Safety |||| Safety and Ethical Issues: Cyberbullying ||
 * Grade Level: 5 |||| Unit: Global Awareness ||
 * == GOALS == ||
 * Content Standards: NC Common Core Curriculum
 * 5.TT.1.2 || Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). ||  ||
 * 5.TT.1.3 || Use technology tools to present data and information (e.g., multimedia, audio and visual recording, online collaboration tools, etc.). ||  ||

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**NETS-S 2. Social, ethical, and human issues **
 * I
 * Students understand the ethical, cultural, and societal issues related to technology.
 * Students practice responsible use of technology systems, information, and software.
 * Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

Instructional Objectives: To help students understand proper and safe ways to use the internet. || Virtual Web Links Tumblebooks - Little Red in CyberSpace by Meghan Price http://www.tumblebooks.com/library/asp/full_book.asp?ProductID=17
 * STE NETS-S **6. Technology problem-solving and decision-making tools**
 * Students use technology resources for solving problems and making informed decisions.
 * Students employ technology in the development of strategies for solving problems in the real world.
 * Standards for Students Home
 * == ACTION == ||
 * Before-Class Preparation:Write essential questions. Have role-play scenarios written on paper with number of participants. Link online resources to my teacher web page. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1-45 minute class |||| Teacher will introduce the lesson through a role play activity. Student volunteers will role-play a scenario of children being approached by strangers on the way home from school. The emphasis will be placed on not talking to strangers or giving personal information. Upon completion of the skit, students will engage in a conversation about safety rules we have when going to places like the mall or sports events. The teacher will use this prior knowledge to direct the students to the essential question. Students will read:"What are some online safety rules when using the internet?" Students will be given opportunity to provide feedback and discussion. The teacher will inform students that they will use technology to explore specific rules that will provide safety when using the internet. Students will pair up with a partner of their choice to watch Little Red in CyberSpace. They will have the flexibility to watch the online book in English or Spanish. || ·Brainpop Video

Accommodations and Extensions: Students work in small groups Flexible and assistive technology such as voki blogging will be used throughout the process to assist ESL and written expressive student needs. Back-Up Plan: Collaboration with classroom teacher to re-teach and extend the lesson. Students will be allowed extended time to work collaboratively in class, using netbooks. || Technology - Students will construct an online book report using Tumblebook resources. A certificate will be printed upon completion. http://www.tumblebooks.com/library/asp/bookreport.asp?ProductID=17
 * Rubric for presentation tools, brochures, powerpoints, etc ||
 * Note student groupings, environmental modifications needed, etc: Students work in small groups. Flexible and assistive technology will be used throughout the process to help students gather and analyze data and present that information. Tumblebooks is a bilingual resource that will be used for independent book reports. ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Daily student reflective blogs, teacher notes, class discussion
 * == EVALUATE AND EXTEND Students will work in cooperative groups to identify a problem that might encounter using the internet. Advanced students can develop their own problems while others will be assigned one. Each group will present a skit of their problem and solution. The skits will be recorded and made into a movie using Microsoft Movie Make. == ||
 * Be specific and include the evaluation that you will use for this lesson:

Lang/Reading- research Informal Assessments – Monitoring student interaction and understanding through class, individual, and cooperative discussions, questions, feedback Teacher Reflection and notes. Students will print a copy of their book report and certificate. LESSON REFLECTIONS AND NOTES: Collaborative feedback from students and classroom teachers, informal assessments, student progress ||

Social Networking Lesson Plan . || ISTE NETS-S** 4. Technology communications tools ** Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences Instructional Objectives: • Learning technologies will be used by across the curriculum to facilitate a learning environment that supports new understanding of content. In supporting the development of globally-literate students, it is necessary to teach students how to select and apply instructional technologies to meet the learning objectives Students use technology tools to enhance learning, increase productivity, and promote creativity. || To make a real world connection, students will be asked to pair us with in small collaborative groups and discuss ways in which vokis, blogs and podcasts have enhanced their class curriculum as well as allowed an opportunity to make a connection to the real world. The teacher will use the active board to create a "Thinking Maps" bubble map to record each groups' comments. (Blackwell's Blogsters links) Upon completion, the teacher tell students that they will be apply prior knowledge of vokis, blogs, and podcasting as they create a voki that resembles them, podcast their plans for spring break and embed their voki into the class blog. Students will be given a rubric detailing the criteria and evaluation of this lesson. Instructions will be also given virtually by the teacher on the blog site. Day one will include the students logging to the blog site, listening to my voki instructions and navigating to the voki site to explore and collaborate with their classmates as they create design vokis that resemble them. Day two will consist of the students recording their podcast for spring break and embedding their voki to the blog site. Day three will consist of students collaboratively participating in the evaluation process to see if students accomplished the rubric goals. Sentence structure, creativity, oral communication, volume, application of technology skills and on-task podcasting will be evaluated. Students will be given the entire class period to work on their project. || Materials and Resources || pick their own partners. This method is used to create a comfortable environment ESL students. There are several Hispanic students who translate for their friends. Having students create their own groups will bring a comfort level to my diverse students. || .Sentence structure, creativity, oral communication, volume, application of technology skills and on-task podcasting will be evaluated. Accommodations and Extensions: Differentiated instruction and grouping will consist of a combination of whole group, paired partners and individual instruction. This will allow me to use multiple approaches to accommodate multiple intelligences. Back-Up Plan: ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Voki Podcasting |||| Related Lessons: Oral/Written Communication, Keyboarding ||
 * Grade Level: 3 |||| Unit: Telecommunications ||
 * == GOALS == ||
 * Content Standards: NC SCOS - Grade 3 Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology
 * ISTE NETS-S** 3. Technology **[|**productivity**]** tools **
 * Students use technology tools to enhance learning, __ increase productivity __, and promote creativity.
 * Students use __ productivity tools __ to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
 * Students use [|telecommunications] to collaborate, publish, and interact with peers, experts, and other audiences.
 * == ACTION == ||
 * Before-Class Preparation: ||
 * During Class ||
 * Time |||| Instructional Activities
 * Initially, students will participate in a whole group discussion about their spring break plans. Here, students can share their comments and reflections on past news events that
 * Initially, students will participate in a whole group discussion about their spring break plans. Here, students can share their comments and reflections on past news events that
 * == MONITOR == ||
 * Ongoing Assessment(s):
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson: I will informally evaluate by observing students ability to use technology to accomplish directions, by observing their collaboration and interaction with their peers, by approving their comments before their vokis are posted and by collaboratively guiding them through the evaluation as allowing them an opportunity to make decisions about their peers' work. The link will be added to my page to extend the learning beyond the classroom.

http://kidblog.org/MsBlackwellsBloggers/cblack0033/digital-natives-mission-1-embedding-a-voki-podcast/?preview=true#comment-8

LESSON REFLECTIONS AND NOTES: Peer interaction, motivation and participation Lesson Plans Teacher notes and collaboration/feedback with classroom teachers || K.TT.1 Kindergarten English Language Arts Standard 4: Communication Skills K.TT.1.2 Use a variety of technology tools to organize data and information K.TT.1.3 use technology tools to present data and information . || Standard 6: Technology Operations and Concepts Standard 4: Critical Thinking, Instructional Objectives: Students will understand how technology can be used to explore literature and make the connection of how stories are created. Students will use technology to facilitate their learning as they brainstorm to collaboratively and cooperatively create a class story. Standard 3: Research and Information Fluency || Whole group introduction activity - Hold up two traditional fairytales that have been previously read in class. (The Three Little Pigs and Goldilocks and the Three Bears) Call on students to recall different ways the literature was presented. (reading the book, watching the video)
 * ||  ||   |||| Lesson Title: Creative Writing with Digital Storytelling |||| Related Lessons: Reading with Technology, Multimedia Literature, Technology as a Tool ||
 * Grade Level: Kindergarten |||| Unit: Literature ||
 * ==GOALS== ||
 * Content Standards: North Carolina Essential Standards Information and Technology Standards
 * ISTE NETS-S
 * ==ACTION== ||
 * Before-Class Preparation: Write essential questions on the board, link Storybird to my web page, collaborate the activeboard and pen for student use, arrange paired grouping ||
 * During Class ||
 * Time 45 minute lessons |||| Instructional Activities

Teacher will read essential question. (How can technology be used to construct a story?) Students will use prior knowledge from traditional fairytales that have been previously read in class. (The Three Little Pigs and Goldilocks and the Three Bears) The teacher will call on students to recall different ways the literature was presented. (reading the book, watching the video)

. The teacher will explain to the students that they will construct a class story using a new technology tool called Storybird. Using the projector, the teacher will introduce Storybird to the students. Students will have two themes to vote from. Upon majority vote, students will be placed in small groups of three. Each group will be responsible for deciding on a picture and words that will contribute to our class story. The teacher will type the story and choose the first picture to model the process. A student from each group will use the activpen to click the picture their group decided. Then they will brainstorm the words that will relate to the picture chosen. This process will continue until each group has a turn. || Materials and Resources

Activboard and activpen Literature Books Computers, projector Storybird software: http://storybird.com/storymaker/?artwork_id=40bdb22e-9379-47b6-a65c-6954deddb388&storefront_slug=art-of-shishir ||
 * Note student groupings, environmental modifications needed, etc: Student grouping will be reflective of ESL needs of the Hispanic students and a diverse reflection of race and gender. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will monitor group engagement, ability to identify a topic and use technology, cognitive development of sentences with picture correlation, creativity, characters, voice and expression and the connection of digital storytelling and another way in which technology can be used with literature.
 * Ongoing Assessment(s): Teacher will monitor group engagement, ability to identify a topic and use technology, cognitive development of sentences with picture correlation, creativity, characters, voice and expression and the connection of digital storytelling and another way in which technology can be used with literature.

Accommodations and Extensions: Stories will be shared with classroom teacher

Back-Up Plan: This class can be collaboratively taught by media and classroom teacher. || Informal observation of student feedback and explanations for picture and group sentences. Teacher will ask students to explain why they picked a specific picture. Student responses will provide feedback of their cognitive understanding of the process of creating a story in reference to sequential order, characters, settings, expressions and creativity. LESSON REFLECTIONS AND NOTES: Notes from observations and grouping assignments || Digital Storytelling
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Voki Podcast Link