Nikki's+Page

1. Compare and contrast important findings and select sources to
 * |||||||| = Daily Lesson GAME Plan Part 3 = ||
 * Lesson Title: Digital Story-Telling |||| Related Lessons: Research to Improve the School and Sharing Your Research ||
 * Grade Level: 6 |||| Unit: Researching and Sharing Information ||
 * ==GOALS== ||
 * Content Standards:

support central ideas, concepts and themes.

2. Use quotations to support ideas. 3. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product (Ohio Academic Content Standards Language Arts, 2004). || 2. Communication and collaboration 4. Critical thinking, problem solving, and decision making 5. Digital citizenship
 * ISTE NETS-S:

6. Technology operations and concepts

Instructional Objectives: The teacher must sign out the school computer lab for at least two days of in-class work for the digital story. Create a story-board worksheet for students to use when creating their rough draft. Set up a day for the principal to sit in on class and view the students’ proposals for school improvement. ||
 * 1) The students will be able to use feedback given from the principal to edit their proposal and begin the story board for their digital story.
 * 2) Students will create a story-board as a rough draft of their digital story.
 * 3) Students will use Power Point to create a digital story that incorporates pictures, music, and text to present their proposal for school improvement. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10-15 min.

30-40 min.

30-40 min. for 1-2 days

3-5 minutes per group |||| The students will be asked to reflect on the feedback that they received from the principal and use that feedback accordingly to make modifications to their outline of school improvement at this time.

The teacher will then pass out the story-board worksheet to each student. The teacher will explain that they will be using Power Point to create a digital story to present to the principal based on their research on how to improve silent reading time. The students must work in their groups to sketch out each slide on their story-board worksheet which will serve as a rough draft of their presentation. During this time, students should be referring to the outlines that they have posted on their WIKIs.

Once each group has finished their story-board worksheets and got them approved by the teacher they may begin using their story-board to form their digital story. Each student in the group will have a task based on each story-board slide. One student will be in charge of typing in the text, another will be in charge of finding music, one will be in charge of finding pictures, and one student will serve as a facilitator to the group to ensure that the text, music, and pictures for teach slide are cohesive.

On presentation day, each group will be responsible for showing their digital story and then answering any questions that they class or principal may have. || Computer access to WIKI so that students can view feedback.

Story-board worksheets, pencils/pens, computer access to WIKIs so that students may refer to their outlines.

Completed Story-boards, Computer access to Power Point and the Internet.

MIMIO to project each presentation. || Groupings: Students have been working in groups throughout this unit plan. That will continue into this lesson however each students will have a specific job while creating their digital story. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will keep a checklist to monitor how students work in groups. A rubric will be used to evaluate the WIKI page as well as the Digital story that will be presented to the principal.

Accommodations and Extensions: Some accommodations will be made based on IEP accommodations. Some accommodations may include; colored overlays for computer screens, talk to type software, printed directions, larger print, extended time.

Back-Up Plan: If the Internet is down students may use Microsoft ClipArt to insert into their Power Point as opposed to searching the Web. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

Students will be evaluated through their group participation, research notes, concept maps, WIKI reflection journal entries, and digital story that they will create at the end of the unit to share with the principal. The teacher will evaluate the group participation through a checklist that will be kept for each student during research time. Research notes, concept maps, and WIKI reflection journal entries will all be graded on one formative assessment rubric. The digital story will serve as the summative assessment and will have its own rubric. The student will be provided with the checklist and both rubrics so that they know how they are being graded.

LESSON REFLECTIONS AND NOTES: This lesson has not been implemented with students at this point. However, I want the students’ focus to be on the content on the digital-story instead of solely on the creativity. Although the digital story-telling lesson does allow my students to incorporate art and creativity while sharing their knowledge with a wider audience (Laureate Education Inc., 2011). These factors are also important components of the lesson. || The teacher will use the same checklist from the previous lesson to evaluate how students work in groups. Then the teacher will evaluate the digital-story through a rubric that the students were given at the beginning of the unit. || = = = = = = = = = = = = = = = = = = = = = = = = = = = Daily Lesson GAME Plan Part 2 = 1. Compare and contrast important findings and select sources to
 * Evaluation that will be used in this lesson is as follows:
 * Lesson Title: Sharing Your Research |||| Related Lessons: Research to Improve the School and Digital Story-telling ||
 * Grade Level: 6th |||| Unit: Researching and Sharing Information ||
 * ==GOALS== ||
 * Ohio Academic Content Standards:
 * Ohio Academic Content Standards:

support central ideas, concepts and themes.

2. Use quotations to support ideas 3. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing. 4. Prepare for publication (e.g., for display or for sharing with others) writing that follows a format appropriate to the purpose, using such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product (Ohio Academic Content Standards Language Arts, 2004). || 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts
 * ISTE NETS-S:

Instructional Objectives:
 * 1) In their groups, the students will be able to organize their research notes into a finished concept map.
 * 2) Using their concept map as a guide, the students will be able to create a clear outline of their proposal that they plan to present to the principal for school improvement.
 * 3) Students will be able to upload their concept map and outline onto the class WIKI.
 * 4) Students will respond to feedback provided by the principal. ||
 * ==ACTION== ||
 * Before-Class Preparation: Discuss with the principal, her time-frame for responding to the students WIKI posts. Create the class WIKI page and open web-page on MIMIO before class. Review students rough concept maps and notes from previous lesson to make sure all are on the right track. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10-15 min.

10 min.

20-30 min. |||| Review with students what they have already researched. Ask them to quickly make revisions to their original notes or concept maps (some groups will be further along than others). Teacher will work with individual groups that need one on one assistance to move their research along.

Bring students’ attention to the MIMIO board and explain that each group will share their research by uploading their concept map and outline to a class WIKI page. In addition to each group uploading their research, each student must upload a reflection of their learning process. Tell the students that the principal will be reading each group’s ideas and responding to them and giving suggestions on how to make them fit our school. Show students how to add a page on a WIKI and how to copy and paste information onto page.

During this time students will work in their groups to develop their outlines of their research. Their outline will serve as a tool in the nest lesson Digital story-telling. The outlines should detail what they have found and how they plan to use that information to improve the school. The teacher will walk around to ensure that each group is on track and that each member of the group is participating. Once the group work is uploading, students may begin working on their individual reflections and finish them for homework. || Computers, research notes, Inspiration concept maps.

MIMIO board with class WIKI page.

Computers for each group. ||
 * Note student groupings, environmental modifications needed, etc:

Groupings: Students will be grouped homogenously by level of classroom performance. Low and medium students will be grouped together and high and medium students will be grouped together. Students will work individually to write and upload their reflections.

Modifications: No modifications will be made to the content of the lesson for any students however some accommodations will be made based on IEP accommodations. Some accommodations may include; colored overlays for computer screens, talk to type software, printed directions, larger print, extended time. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will keep a checklist to monitor how students work in groups. A rubric will be used to evaluate the WIKI page as well as the Digital story that will be presented to the principal in a future lesson.

Accommodations and Extensions: Some accommodations will be made based on IEP accommodations. Some accommodations may include; colored overlays for computer screens, talk to type software, printed directions, larger print, extended time.

Back-Up Plan: If the Internet is down, the students can continue to create their outlines and write their reflections in Microsoft Word and upload them at a later date. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

Students will be evaluated through their group participation, research notes, concept maps, WIKI reflection journal entries, and digital story that they will create at the end of the unit to share with the principal. The teacher will evaluate the group participation through a checklist that will be kept for each student during research time. Research notes, concept maps, and WIKI reflection journal entries will all be graded on one formative assessment rubric. The digital story will serve as the summative assessment and will have its own rubric. The student will be provided with the checklist and both rubrics so that they know how they are being graded.

LESSON REFLECTIONS AND NOTES: This lesson has not been implemented with students at this point. || The teacher will use the same checklist from the precious lesson and will begin to evaluate student work using the WIKI rubric. ||
 * Evaluation that will be used in this lesson is as follows:

1. Identify appropriate sources, and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 2. Identify elements of validity in sources, including publication date, coverage, language, points of view, and discuss primary and secondary sources. 3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables, graphic organizers). 4. Compare and contrast important findings and select sources to support central ideas, concepts and themes. 5. Use quotations to support ideas (Ohio Academic Content Standards Language Arts, 2004). || 2. Communication and collaboration 3. Research and information fuency 4. Critical thinking, problem solving, and decision making 6. Technology operations and concepts
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Research to Improve the School |||| Related Lessons: Sharing your Research and Digital Story-telling ||
 * Grade Level: 6th |||| Unit: Researching and Sharing Information ||
 * ==GOALS== ||
 * Content Standards: Language Arts: Research Standards
 * ISTE NETS-S:

Instructional Objectives: Create a hand-out to guide students how to evaluate the validity of a website. Save the website [] to the MIMIO board to model website evaluation. Make sure that Inspiration Software is downloaded on each student computer, including the MIMIO to show students how to organize collected data. Organize a class list into homogenous groups of students (Low/Medium and Medium/High). ||
 * 1) Given the topic of ways to improve silent reading time in our school, students will be able to work collaboratively in groups to research incentives and reading programs that other schools are using.
 * 2) Students will be able to determine what sources are reliable and valid by evaluating each website for an author, point of view, publication date, and editor.
 * 3) Students will be able to utilize technology to organize and record the rough data that they collect. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time

10-15 Minutes

20-30 minutes

10-15 minutes

30-40 minutes |||| Instructional Activities

Begin lesson with a whole class discussion about silent reading time. Some teacher led questions would include, “Do you think students take advantage of this time?”, “Do you think that silent reading time is important?” The discussion will take the path that the student answers indicate. A final question would be, “How do you think we could improve this?” Next, introduce to students that their task is to work in groups and research how we would improve silent reading time at our school. Teacher will instruct students that the sources that they use are up to them but they could consider looking at other school’s policies or reading scholarly articles about school-wide reading incentives.

Next, pass out the hand-out detailing how to evaluate a website. While this is being passed out the teacher will explain that using an Internet search engine is a great tool, however not all websites provide valid and reliable information. The teacher will then go to []. Here the class will discuss immediate things that catch their attention that takes away from the reliability of the website. The teacher will then point out to students how to find a reliable author, editor, and looking at the perspective of the information. Once the teacher has answered all questions she will explain that the hand-out should be consulted every time they visit a new website.

Show students how to record and organize their research information into Inspiration concept mapping software. The teacher will show students the basic tools of the program and allow 5 minutes for students to “play” with the program and answer any questions.

Organize students in their assigned groups and allow them to begin their research. || Materials and Resources Blank MIMIO page to note student responses.

MIMIO and projector to show students website. Evaluating a website hand-out.

MIMIO to project Inspiration program. Computers for students.

Computers for each group of students. || Groupings: Students will be grouped homogenously by level of classroom performance. Low and medium students will be grouped together and high and medium students will be grouped together.
 * Note student groupings, environmental modifications needed, etc:
 * Note student groupings, environmental modifications needed, etc:

Modifications: No modifications will be made to the content of the lesson for any students however some accommodations will be made based on IEP accommodations. Some accommodations may include; colored overlays for computer screens, talk to type software, printed directions, larger print, extended time. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Teacher will keep group checklists to evaluate how they work in groups. Beginning in a future lesson the students will begin journaling in a group WIKI to reflect on their learning process.

Accommodations and Extensions: Some accommodations will be made based on IEP accommodations. Some accommodations may include; colored overlays for computer screens, talk to type software, printed directions, larger print, extended time.

Back-Up Plan: If the Internet is down on the planned day the students will brainstorm ways to improve reading in their groups and then create concept maps of their ideas on poster-board. Students could also have the option to create a poll about silent reading time and poll other sixth grade classrooms on their thoughts for part of their research. || Students will be evaluated through their group participation, research notes, concept maps, WIKI reflection journal entries, and digital story that they will create at the end of the unit to share with the principal. The teacher will evaluate the group participation through a checklist that will be kept for each student during research time. Research notes, concept maps, and WIKI reflection journal entries will all be graded on one formative assessment rubric. The digital story will serve as the summative assessment and will have its own rubric. The student will be provided with the checklist and both rubrics so that they know how they are being graded.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:

LESSON REFLECTIONS AND NOTES:

Since school is not in session I taught a modified version of this lesson to my niece who is an accelerated student entering the fourth grade. She required more one on one assistance than I plan on providing for my sixth graders but that is to be expected given her reading level and prior knowledge. She enjoyed evaluating the website [] and caught on very quickly to what signs to look for to “debunk” a website’s information. Upon reflection of her researching independently for information I found that it would be beneficial for me to provide a list of optional websites for students to look at. I am not sure if it was her age level or not, but it seemed difficult for her to locate information that was appropriate to the subject. Because I don’t have Inspiration software on by home computer, she created a graphic organizer on poster-board and was successful in synthesizing information from multiple sources. I am confident that with some modifications to the original plan that this lesson will serve as a great introduction into research and sharing information. || The checklist will include the following statements:
 * Evaluation that will be used in this lesson is as follows:
 * 1) The student is adding to the group dynamic, not hindering it.
 * 2) The student is actively participating.
 * 3) The student is on an appropriate website.
 * 4) The student is sharing responsibility.
 * 5) The student is using his/her strengths to add to the group dynamic.
 * 6) The student is sharing the data they find with group members,
 * 7) The student is recording researched information.
 * 8) The student has checked the website for validity and reliability. ||