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==== · ** Social Studies Standard 6.1 U.S. History: America in the World. **// All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. // ==== ==== · Speaking and Listening: SL4.1 //Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on// // grade 4 topics and texts ////, building on others’ ideas and expressing their own clearly//  ==== ==== · Speaking and Listening: SL4.4 //Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.//  ==== ==== · Speaking and Listening: SL4.5 //Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes//. ====
 * |||||||| = Daily Lesson GAME Plan = ||
 * Lesson Title: Digital Stories about the States- “Places You’d like to Go” |||| Related Lessons: State Studies, States and Sites, Symbols, 50 States, Email writing, Cultural Heritage, Collaborating about USA ||
 * Grade Level: 4 |||| Unit: The United States of America ||
 * ==GOALS== ||
 * Content Standards:

. || 1. Creativity and innovation 4. Critical Thinking, problem solving, decision making 2. Communication and collaboration 5. Digital Citizenship 3. Research and information fluency 6. Technology Operations and Concepts
 * ISTE NETS-S:

Instructional Objectives: Familiarize yourself with wikis and digital story-telling. Teacher will create wiki for the class and link particular examples of digital storytelling in the homepage to give modeled examples. Teacher will also need to create handouts that review both how to use a wiki and how to create a digital story. Teacher will use wikispaces for creation of wiki for this particular project. Teacher will use Microsoft Photo Story for creation of digital stories. Students will have prior experienve with both of these tools but will need to be provided with a modeled example for support.
 * 1) Students will research a state of choice independently noting important features and attractions that make it convincing to visit.
 * 2) Students will create a digital story using words, images and audio to create a multimedia presentation about a particular state and why one should visit. ||
 * ==ACTION== ||
 * Before-Class Preparation:

Teachers will also need to ensure all computers have sound cards, microphones and headsets. Teacher should also make a digital camera readily available in the event students need to take photos from books, home, etc. Teacher will also create a page of instructions for students which will also be on the homepage of the wiki (Cennamo, Ross, & Ertmer, 2010, p. 224). ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 40 minutes

40 minutes

40 minutes

40 minutes

40 minutes

40 minutes |||| First, I will go over computer lab rules and etiquette when using our class wiki and digital storytelling software. Model correct usage and give time for student questions. Then, students will select a state at random by drawing from a can. I will inform students of our end goal- to create a digital story “selling” their state to their audience to go for a visit. I will distribute rubric for end product and allow questions and suggestions to update rubric to best meet the needs of our students. We will then do a whole class brainstorm of things we might want to find out about our state using the interactive whiteboard with student input. Some topics might be- motto, attractions, historic sites, climate, major cities, best time of year to visit, cost of a hotel per night, travel costs, etc. Students will jot down ideas in their Social Studies interactive notebooks, leaving space for information.

The following day, I will model using a country such as Ireland to show how to effectively search the web using the REAL strategy. I will teach students the importance of using this strategy to find real beneficial websites with valid information. I will model how to effectively search such topics like travel expenses using expedia.com or Travelocity.com to show how to determine the cost of airfare if necessary and hotel. Then, students will use their social studies interactive notebook to research topics of interest about their state, looking for reasons why people might want to visit their state, when is best to visit, etc. They will do their research using the internet and preselected library books.

Today students will create a word document about their particular state. Teacher will model with a script about Ireland describing why to visit, cost of airfare, hotel etc. Teacher will also say why to visit and what makes Ireland so special (Blarney Castle, Bunratty Castle, Trinity College and Book of Kells, Cliffs of Moher, etc.” I will explain how this document will act as the script for the project. In this document students will convince their audience about why their state is a good place to visit. Students will be sure to think critically about when the best time to visit would be, travel expenses, what to see, etc. Students will share their script allowed with a partner being sure to incorporate all requirements using checklist as a guide. Students will print script for further use.

Students will search for images and audio that connects to script today. First, teacher will model how to save images into an appropriate folder. Then, teacher will model again how to do voice recordings using audacity software program. Students will then work to find images to save into a folder titled with their name and state. After that students will also work to add voice to their projects. Teacher will act as facilitator. Once students finish, they will meet on carpet to wait for partner to share work with. They will be sure to have at least 6 images that relate, and 1 audio selected with a voice recording.

Students will create their digital story today using Windows Live Photo Gallery software. Students will need their script from Word as well as access to their image folder to put the show together. They will also be able to upload audio files recorded from audacity. Students will create a movie using these programs and integrating images and sounds into one unit. Projects will be assessed using a rubric.Students will then copy the project into their personal wiki for the next lesson’s commenting

Sharing of digital stories on wiki with 2 comments from classmates. Students will view at least 5 digital stories and make meaningful comments on 2 wikis sharing why or why not they would visit this state and explaining what they found most interesting about the state. || * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Wiki created with guidelines
 * Social Studies interactive notebook


 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Wiki created with guidelines
 * Social Studies interactive notebook
 * Books about the states


 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Social Studies notebooks
 * Books about states
 * Checklist for script
 * Microsoft word


 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Social Studies notebooks
 * Audacity software


 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Social Studies notebooks
 * Audacity software
 * Windows Live Photo Gallery


 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Access to class wiki for digital storytelling ||
 * Groupings: whole group, individual work, partner work, providing several students with a list of several excellent websites as well as an additional graphic organizer web to structure their note taking for preparing their research of the state. ||
 * ==MONITOR== ||
 * Ongoing Assessments: During the lesson, I will remind students to follow through with their checklists, providing additional support to students where needed to complete this in a timely fashion. The checklists will be very helpful for me to monitor individual progress. I will be making anecdotal notes based on my observations as I walk around acting as the facilitator.

Accommodations and Extensions: First, it will be necessary for students to watch teacher’s modeled examples. Then, teachers can decide how to organize the class structure with all students researching on computers or to work in partners (Cennamo, Ross, & Ertmer, 2010).

Back-Up Plan: If internet access is not available on any particular day of the lesson, students will record in their journal information about their state, they will also hand write their script if needed and create a list of images they would like to find when computer access is granted. In addition, teacher will have magazines and books that contain information relating to each state. Once internet and computer access is available, students will further their understanding of traveling expenses and use software tools to create digital story. ||
 * ==EVALUATE AND EXTEND== ||
 * I will be informally assessing students throughout each step of the lesson since assessment should always be ongoing (checklist will be assessed using a check, check plus or check minus for completion). In addition, I will be assessing each digital story using a rubric. I will distribute rubric at the start of the project so students understand the guidelines and requirements prior to the start of the creation of their own digital story.

LESSON REFLECTIONS AND NOTES: Due to school not currently being in session, I have not gone through with this lesson. I will be sure that students understand how to effectively use these tools which will occur prior to this lesson. Teaching students how to use these new technology tools is the most important part. Once students have an understanding of how to use the tools, they can be as creative and innovative as they choose. I do not want these new technology tools to boggle students down and hinder their performance. As a result, I will have students create a technology journal where they glue handouts, record notes, etc about new tools being used. Even myself, I am reflecting on how to use such tools and how to recall all passwords and login information. It will also be essential to teach students how to organize their notebook in a way they can easily access information for each tool. || Checklist will be assessed using check plus, check, or check minus. Social Studies notebook will be assessed for neatness and quality of facts as a participation grade Digital Story will be assessed using rubric similar to one found at: http://www.techteachers.com/digstory/gradclass/rubrics.htm || =Daily Lesson Game Plan Part 2= // · // ** Social Studies Standard 6.1 U.S. History: America in the World. **// All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. //  // · //  Writing Standard: // Write informative/explanatory texts to examine a topic and convey ideas and information clearly. // // · // Speaking and Listening: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly . || 1. Creativity and innovation 4. Critical Thinking, problem solving, decision making 2. Communication and collaboration 5. Digital Citizenship 3. Research and information fluency 6. Technology Operations and Concepts Instructional Objectives: Familiarize yourself with epals. Teacher will create account, search for an appropriate collaborative classroom that will help extend student’s thinking and knowledge. Then, teacher will need to contact epals teacher and get student names to hand out to each student in the classroom. Teacher will also need to inform parents of epals and ask for permission before starting project. Teachers will also need to ensure all students have an email account. Teachers will use school policy to create emails using a district approved program. Parents will also need to be informed of this and requested for monitoring assistance when used at home. Teacher will also need to review components of an email with students. Teacher will need to point out and explain each part of the message and model how each section is completed (To, Subject, Body, Fonts, Attachments, etc). Teacher will remind students that they should use complete sentences and proper punctuation and grammar when writing an e-mail. It will be imperative to teach how abbreviations, codes, and symbols are not appropriate for the e-mail communications between students and their e-pals. || 30 minutes 30 minutes |||| First, I will go over computer lab rules and etiquette when emailing. I will explain to students the importance of using appropriate language, complete sentences and staying on topic to the task at hand. I will model an example of an appropriate email using the interactive whiteboard. I will write an email to the cooperating teacher I will be collaborating with about how excited we are to begin this collaborative sharing and learning experience to learn more about each others’ cultures and country. Students will sign email etiquette guidelines and will be held accountable throughout this learning experience. Next, students will be given their epal partner contact information. Students will login to their email and type a 1 paragraph email introducing to their epal being sure to share their name, gender, and 3 facts about themselves. I will model this as well using the interactive whiteboard. If students finish early, they may type up a published writing piece. Students today will continue their search on the American culture and values. Remind students that culture is the set of shared attitudes, values, goals, and practices that characterizes a group, institution, or organization (Wikipedia, 2010). We will do a whole class brainstorm about the American culture sharing ideas about life, liberty and the pursuit of happiness. We will discuss some holidays celebrated to show our independence (4th of July- Independence Day). We will brainstorm about own unique social and cultural characteristics such as our language, music, arts, social habits, typical foods and such. Then, students will use their social studies interactive notebook to draft what the American culture consists of to them. Students will create and complete a graphic organizer web with 8 facts about the American Culture. This web will be used as a start to their letter about the American culture. Today students will create a Word document using their factual web to write a friendly email to their epal. Students will use checklist to guide them through their friendly email. Students will proofread letter then pair up to exchange checklists and read partner’s work. Once finished, students will login to their email, type in email address of epal, create a subject, then copy and paste Word document into body of email. Once students have done this, they will send email to their epal. || * Computers with internet connection Accommodations and Extensions: First, it will be necessary for students to watch teacher’s modeled examples. Then, teachers can decide how to organize the class structure with all students researching on computers or to work in partners (Cennamo, Ross, & Ertmer, 2010). Back-Up Plan: If internet access is not available on any particular day of the lesson, students will record in their journal information about America’s culture from our Social Studies textbook, library resources or prior knowledge and its importance to them. If internet is not working on the day students should send email, students will continue to use Microsoft Word to type up their work and do the pair share for editing purposes. The following day, students will go back to the lab to copy and paste the Word document into the email to their epal. || LESSON REFLECTIONS AND NOTES: Due to school not currently being in session, I have not gone through with this lesson. || Checklist will be assessed using check plus, check, or check minus. 10 point scale will be used for final email using teacher score Graphic organizer will be collected and used as a point towards the semester’s participation grade || =Daily Lesson GAME Plan Part 1= ==== · ** Standard 6.1 U.S. History: America in the World. **// All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. // ==== . || 1. Creativity and innovation 4. Critical Thinking, problem solving, decision making 2. Communication and collaboration 5. Digital Citizenship 3. Research and information fluency 6. Technology Operations and Concepts Instructional Objectives: Familiarize yourself with a social bookmarking site such as delicious.com. Delicious.com is a social bookmarking web service for storing, sharing, and discovering web bookmarks (Delicious, 2003). Use of this program is free and bookmarks are publicly viewable by default, although users can mark specific bookmarks as private. Understand how easy it is to mark a site and organize sites in a convenient way for easy access in future. Teacher should be able to model use of how this tool works. Also, familiarize yourself with flickr.com. Flickr.com is a web-based photo-sharing site in which individual users can upload and organize digital images (Cennamo, Ross, & Ertmer, 2010, p. 301). This program is also free and accounts can be public or private depending on user. Once images are uploaded, it can be given a tag (keyword to describe image). Each image can be given notes and can be commented on. This lesson will be the introductory lesson in flickr and students will need accounts setup prior to the start of this lesson. Students should already be familiar with searching the web, downloading images of interest, and being able to locate these images once downloaded. || 30 minutes 20 minutes 10-15 minutes |||| First, I will ask students- What does America mean to you? I will explain how we will be using a checklist to help guide students along the way but stress the importance of creative thinking. No two projects should be alike. Students will have the opportunity to work in small groups of 2-3 students. First, students will complete a web graphic organizer of what comes to mind for them. Then, students will be given time to research America and the connections to them. During this time, I will first model an effective search on Native Americans and then show an ineffective modeled example of a search on Native Americans. We will briefly review what we know in terms of searching effectively. Then, I will model how to save the effective website into my delicious.com account for future use. Then, students will log into their delicious.com sites. Once logged in, students will apply their knowledge of how to effectively use search engines to find valid sites using the “REAL” strategy by reading urls, evaluating information, asking about the author and looking at the links. Once a student finds a site of interest about what America means to them, being sure it contains valid information, students will then bookmark the site. Students will each be responsible for recording 10-15 facts in their Social Studies notebook for future use. Next, students will now use the internet and flickr.com to upload images to their account. In addition to uploading images, students will create notes or comments on each paper from the factual information they had recorded in the previous class period. Students will work in their small groups to upload appropriate photos that connect to what America means to them. Students may even use open ended questions to engage others in their images. Students will be given 20 minutes to work with their groups to view other images and information from groups commenting on at least 2 images each (example- 3 group members= 6 comments). Teacher will create slideshow of all images to share with class. Students will be given an exit card, reflecting on an image that struck them and why. || * Graphic organizers Accommodations and Extensions: First, it will be necessary for students to watch teacher’s modeled example. Then, teachers can decide how to organize the class structure with all students on computers or 1 per group or rotating 4 computers in computer station (Cennamo, Ross, & Ertmer, 2010). These digital images will support participation for English Language learners to provide more background information and a visual connection (Herrell & Jordan, Back-Up Plan: If particular sites are unavailable and blocked, contact text support or provide students with alternate websites posted on teacher’s delicious.com site. In addition, if internet access is not available on any particular day of the lesson, have students record in their journal information about America from Social Studies textbook or prior knowledge and its importance to them. If it is not working on the day of searching for images using flickr.com, have students create a list of images they would like to find and sketch images in mind. For instance, peace sign for peace, etc. For backup purposes, teacher should have magazines in classroom for students to potentially create a collage of what America means to them in the event the computers are nonworking. || LESSON REFLECTIONS AND NOTES: I completed this lesson with 2 children I nanny for this summer. Although school is not in session, I asked these students to help me in a learning project. They were very eager to participate and loved the idea of using flickr (just due to the silly name). I explained to them a bit about flickr and I showed them how to upload and create sets for photostream slideshows. They were amazed and eager to get going. I explained to them what my expectations were. Each child did a wonderful job in creating a slideshow for what America stood for. We used the internet and books from the local library to first research more about America. Then we took pictures of images in books as well as saved pertinent images found using google images. After that, each child uploaded their images and added descriptions to each photo that contained factual information from our research. With more students engaged in such a learning experience, I think I will continue to plan to group students in small groups for this project. Both children were so eager to share their projects with their family. I was also amazed at how well they had turned out. This was my first experience using flickr but after practicing and creating a modeled example, I feel confident in creating many more “sets” of photos for projects. Finally, as suggested by a classmate, it will be very beneficial for me in future to create a class wiki with personal reflection pages to act as a journal. || Checklist will be assessed using check plus, check, or check minus. Flickr.com group work will be assessed using a 4 point rubric. Comments from individual group members will be assessed using a 4 point participation scale depending on how in depth comments are. || CHECKLIST I have completed a web about what comes to mind for me when I hear the word “America” My group has bookmarked at least 5 VALID sites to my social bookmarking account about what America means to me I have individually created 10-15 facts to share that entail what America means to me My group has uploaded 8-10 images to flickr.com My group has created a note or comment for EACH image uploaded (example- 8 photos- need 8 comments) I have individually commented or noted on 2 images I have completed my exit card noting what image struck me the most and why
 * Evaluation that will be used in this lesson is as follows:
 * Lesson Title: Collaborating About Our Country’s Culture |||| Related Lessons: State Studies, States and Sites, Symbols, 50 States, Email writing, Cultural Heritage ||
 * Grade Level: 4 |||| Unit: The United States of America ||
 * ==GOALS== ||
 * Content Standards:
 * Content Standards:
 * ISTE NETS-S:
 * 1) Students will research the culture of the United States using teacher-selected library resources about America, the internet, and their social studies textbook
 * 2) Students will create a Word document about the culture of the United States and any connections they have to this culture to share with their epal partner in Ecuador.
 * 3) Students will copy and paste writing from Word document into body of email to share with epal from Ecuador for feedback and connections he/she may have for future feedback and continued communication. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 30 minutes
 * Teacher station for modeling with interactive whiteboard
 * Email Etiquette Guidelines
 * Checklist for introduction email
 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Paper for students to create fact webs
 * Social Studies notebooks
 * Books about America and culture
 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Microsoft Word document ||
 * Groupings: whole group, individual work, partner work, providing several students with a list of several excellent websites as well as an additional graphic organizer web to structure their note taking for preparing the email to their epal. ||
 * ==MONITOR== ||
 * Ongoing Assessments: During the lesson, I will remind students to follow through with their checklists, providing additional support to students where needed to complete this in a timely fashion. The checklists will be very helpful for me to monitor individual progress. I will be making anecdotal notes based on my observations as I walk around acting as the facilitator.
 * ==EVALUATE AND EXTEND== ||
 * I will be informally assessing students throughout each step of the lesson since assessment should always be ongoing (checklist will be assessed using a check, check plus or check minus for completion). In addition, I will be using a 10 point scale to monitor and assess students on their email. As we further develop our collaboration with our epals, I will monitor students with their initial emails and their responses and feedback (the rubric I will use will be similar to the one found here: [])
 * Evaluation that will be used in this lesson is as follows:
 * Lesson Title: What is America? |||| Related Lessons: States and Sites ||
 * Grade Level: 4 |||| Unit: The United States of America ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S:
 * 1) Students will locate information to support what America means to them and mark this information using a social bookmarking site.
 * 2) Students will locate images and support images with factual information about America and their personal connections to America. ||
 * ==ACTION== ||
 * Before-Class Preparation:
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 30 minutes
 * Computers with internet connection
 * Teacher station for modeling with interactive whiteboard
 * Social studies notebooks
 * Computers with internet
 * Social Studies notebook
 * Flickr.com accounts for students
 * Computers with internet
 * Teacher work station with interactive whiteboard
 * Index cards ||
 * Note student groupings, environmental modifications needed, etc: small groups of 2-3 students, providing several students with a list of several excellent websites as well as an additional graphic organizer web to structure their note taking when browsing those sites. ||
 * ==MONITOR== ||
 * Ongoing Assessments: During the lesson, I will remind students to follow through with their checklist, providing additional support to groups where needed to complete this in a timely fashion. The checklist will be very helpful for me to monitor both group and individual progress. I will be making anecdotal notes based on my observations as I walk around acting as the facilitator.
 * ==EVALUATE AND EXTEND== ||
 * I will be informally assessing students throughout each step of the lesson since assessment should always be ongoing (checklist will be assessed using a check, check plus or check minus for completion). In addition, I will be using a rubric to assess each group’s final flickr work, noting comments/notes on each picture. Students will also be given a participation score ranging from 0 to 4 with 4 being the best for their responses to at least 2 other images in a creative way that connects and causes students to think critically (students will know this in advance).
 * Evaluation that will be used in this lesson is as follows:
 * **Category ** ||  **Beginning **   **1 **  ||  **Developing **   **2 **  ||  **Accomplished **   **3 **  ||  **Exemplary **   **4 **  ||  **Score **  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Group Cooperation || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We did most of the work by ourselves, we talked a little among our group members || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We worked together most of the time, sharing information regularly || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We worked together so that everyone contributed to the final project || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Everyone worked together using his or her abilities and knowledge to make the project come together ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Distribution of Group Tasks || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Some group members did not complete any of the work || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Everyone had a job to do but some jobs were incomplete || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We divided up and completed the work equally || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Work was shared fairly according to the abilities and interests of the members ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Group Leadership || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We had no leader so we just did our own thing || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">No one person was a leader so we usually helped each other get the job done || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">One or more persons took a leadership role and gave good directions that kept us going || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We had a leader who helped us organize and stay on task until the job was complete ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Communication among group members || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We only talked when we thought we needed to, but received little feedback || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We talked about what we were doing || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We usually asked each other for help and showed our work to each other || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We talked all the time and shared our work for group feedback ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Individual Participation || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">A few people tried very hard, but most didn’t do much || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Each person did some work and tried to do a fair share || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We all seemed to find our place and do what was needed || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Everyone did a great job, I would work with these people again ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Listening to other points of view || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We usually listened to what others were saying but some either did not share ideas or argued || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We usually listened to each other and tried to use what they said in the project || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">We listened while others talked, we learned about different viewpoints, and used some of that information in the project || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Everyone listened to each other a lot, and used what we heard to improve our work and the whole project ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Showing respect || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">No one was courteous and opinions were not valued || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Some were courteous and some opinions were valued || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Most were courteous and most opinions were valued || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">All were courteous and valued each other’s opinions ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Flickr.com Images || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Did not contain appropriate images with limited comments about America || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Few images that were relevant with minimal comments related to America || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Most images were relevant and contained comments about America || <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">All images were relevant and contained comments that applied and extended thinking about America ||  ||
 * <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin-bottom: 0pt;">Group Total Score ||  ||   ||   ||   ||   ||

Student Name:___ Participation Score References Cennamo, K., Ross, J., & Ertmer, P. (2010). //Technology integration for meaningful classroom use: A standards-based approach.// Belmont, CA: Wadsworth, Cengage Learning. Herrell, A., & Jordan, M. ( 2008 ). //50 strategies for teaching English language learners// (3rd ed.). Upper Saddle River, NJ: Pearson. Laureate Education, Inc. (Executive Producer). (2009a). Program eight. Spotlight on technology: Problem-based learning, Part 2. [Webcast]. //Integrating technology across the content areas//. Baltimore, MD: Author Laureate Education, Inc. (Executive Producer). (2009b). Program seven. Spotlight on technology: Problem-based learning, Part 1. [Webcast]. //Integrating technology across the content areas//. Baltimore, MD: Author
 * 1 || 2 || 3 || 4 ||
 * Commented on 1 image with limited relevance to image/ America || Commented on 2 images with limited relevance to image/America || Most comments were creative and applied to image/ America || All comments were creative and applied student’s ability to think creatively about America and what it means to them. ||