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 * |||||||| = Daily Lesson GAME Plan...Digital Story Telling = ||
 * Lesson Title: Creation Stories |||| Related Lessons: ||
 * Grade Level: 11th Grade |||| Unit: Early World Literature ||
 * ==GOALS== ||
 * Content Standards…

Common Core State Reading Standards 11-12: Key Ideas and Details, No. 2

Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Common Core State Writing Standards 11-12: Key Ideas and Details, No. 2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the eﬀ ective selection, organization, and analysis of content.

Common Core State Writing Standards 11-12: Text Types and Purposes, No. 3

Write narratives to develop real or imagined experiences or events using eﬀ ective technique, well-chosen details, and well-structured event sequences.

Common Core State Speaking and Listening Standards 11-12: Comprehension/Collaboration, No. 2

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of ﬁndings, reasoning, and evidence and to add interest

. ||
 * ISTE NETS-S:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers promote, support, and model creative and innovative thinking and inventiveness.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Instructional Objectives:

SWBAT…

Identify characteristics of creation stories.

Incorporate characteristics of creation stories to write a written version of a modern creation story

Produce an animated version of their creation using the animation website, goanimate.com ||
 * ==ACTION== ||
 * Before-Class Preparation:

I will need to sign up for the computer lab for a few days at the end of the week. We have two different labs and a lap top cart in the media center.

I will need to have several versions of different creation stories.

I will need to explain the process of having an account created for the website, goanimate.com. ||
 * During Class ||
 * Time |||| Instructional Activities: || Materials and Resources ||
 * 15 minutes

45 minutes

60 minutes

15 minutes

45 minutes

2 days |||| Students will be introduced to the unit by giving them a survey of where they believe the tress, moon, and humans came from.

Students will be given their first creation story, found in their text books. This is the story of Genesis, found in the Bible.

Students will be given packets full of Greek and Roman Mythology, as well as several Australian Aboriginal stories. They will read the stories in groups and attempt to summarize. They will also need to compare and contrast them.

In a class discussion format, students will identify the common characteristics of these different creation stories.

Students will begin writing their own creation stories based off of the characteristics we have identified.

Students will animate their stories using goanimate.com. In their stories, they must be able to illustrate which region their story would come from based on the backgrounds and subject matter of their story. || Text-book

Hard copy of stories.

Notes

Notes

Internet Creation story ||
 * Note student groupings, environmental modifications needed, etc:

When grouping students to read the packet of stories, it is important for them record their roles in the group. For each story, one group member will read, 1 will identify characteristics, and 1 will try to compare and contrast. The roles can then rotate for each of the stories. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Students will be assessed several times throughout the process. First, students will receive a participation grade for the introductory discussion about creationism. Next, students will earn a group grade for their work reading and noting the various stories. Next, students will get a letter grade for their writing sample being completed on time. Finally, students will be graded on the production of their animated stories.

Accommodations and Extensions:

To accommodate lower students, I can allow extra time for certain students to complete the reading or I can limit the number of characteristics they must include into their stories.

To accommodate higher students, I can give them more complicated versions of creation stories, they can carry a heavier responsibility within the reading groups, or they could have a built in heightened language component to the rubric when completing their story.

Back-Up Plan:

If technology fails me, I can have students use poster board to illustrate their stories as the read the story orally. ||
 * ==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 several times throughout this process. First, students need to have brought something to the class discussion about creationism, as well as having completed the short 3 question survey. Next, students will have to have analyzed all of the creation stories and been able to identify characteristics of them in our class discussion. After, students will be assessed on the writing of their stories. I will be looking for specific class-agreed upon characteristics, as well as an entertaining narrative. Students will be held responsible using a simple narrative rubric. Lastly, The project grade will be based off of the movie. They will have certain requirement that need to be met.

LESSON REFLECTIONS AND NOTES:

It is important that students do not get too wrapped up in the story and movie and forget about the content of the individual characteristics of the creation stories. They need to prove mastery in identifying what a creation story is and how they were the first versions of World Literature. ||
 * Evaluation that will be used in this lesson is as follows:

My rubric will consist of the following criteria scored on a standard 1-10 point scale…

Daily Lesson GAME Plan...Social Networking
 * 1) Does my story explain the creation of something?
 * 2) Does my story follow the characteristics discussed in class?
 * 3) Does my story translate well to the animation I have produced?
 * 4) Are there errors in the narration and production of my story?
 * 5) Have I accurately shown I know what a creation story looks like? ||
 * Lesson Title: Famous Poets |||| Related Lessons: Poetry ||
 * Grade Level: 9th Grade |||| Unit: Poetry ||
 * ==GOALS== ||
 * Content Standards…
 * Content Standards…

Common Core State Writing Standards 9-10: Production and Distribution of Writing, No. 6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information ﬂexibly and dynamically.

Common Core State Writing Standards 9-10: Research to Build and Present Knowledge, No. 7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Common Core State Language Standards 9-10: Vocabulary Acquisition and Use, No. 5

Demonstrate understanding of ﬁgurative language, word relationships, and nuances in word meanings.

a. Interpret ﬁgures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

. ||
 * ISTE NETS-S:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers promote, support, and model creative and innovative thinking and inventiveness.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Instructional Objectives:

SWBAT…

Evaluate biographies of famous poets.

Create a social networking page consistent with each poet’s biography ||
 * ==ACTION== ||
 * Before-Class Preparation:

I will need to sign up for the computer lab. We have two different labs and a lap top cart in the media center.

I will need to create a list of poets eligible to be researched.

I will need to create a list of possible social networking sites students will be allowed to use.

I will create an information sheet calling for certain specifics to be identified during research.

I will need to create a wiki for students to be able to join. ||
 * During Class ||
 * Time |||| Instructional Activities: || Materials and Resources ||
 * 15 minutes

45 minutes

60 minutes

60 minutes

60 minutes |||| Students will browse the list of poets and commit to research one.

Students will find specified information about each poet including birthdate, schooling, parents, careers, poems, and death.

Students will choose a poem written by their poets and identify the figurative language, themes, and sound devices.

Students will sign up for our class wiki and begin building a page from the point of view of their poet. They will need to post the poem they chose and explain the figurative language, themes, and sound devices in the poem.

Students will comment on other students’ wiki pages from the point of view of their poet. || Internet

Internet Information sheet

Internet

Internet Wiki Page

Internet Wiki Page ||
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Students will need to complete the mandatory research sheet before beginning to build their wikis. This will guarantee that students have enough knowledge to create the wiki.

Accommodations and Extensions:

To accommodate lower students, I can allow extra time for certain students, I can limit the amount of information they need to find, or I require them to comment less on other students’ wikis

To accommodate higher students, I can increase the amount of information, require additional criteria from their poems, give them a more complex poem to work with, or require higher level thinking while commenting on classmates’ wikis.

Back-Up Plan:

If technology fails me, I can have students use poster board as a hard copy form of their wiki. Students could then write notes on post-its and post it on the specific posters. ||
 * ==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 several times throughout this process. First, students need to have identified specific research for their poet. Next, students will have to have found and analyzed a poem written by the poet of their choice. Lastly, students will be assessed on their wikis using a standard rubric.

LESSON REFLECTIONS AND NOTES:

It is important that students do not get too wrapped up in the wiki and comments and forget about the content of the individual wiki and comments. They need to prove mastery in identifying figurative language and teach it to other students. Lastly, students need to create meaningful questions and comments, to require students to think deeply about their subjects. ||
 * Evaluation that will be used in this lesson is as follows:

My rubric will consist of the following criteria scored on a standard 1-10 point scale…

= = = = = = = Daily Lesson GAME Plan...Problem-Based Learning =
 * 1) I have accurately analyzed a poem written by my poet.
 * 2) I have found accurate information regarding my poet.
 * 3) I have presented my information in an effective manner.
 * 4) I have commented on 5 students’ wikis.
 * 5) I have responded to any/all questions posed to me through classmates’ comments. ||
 * Lesson Title: Digital Poetry Book |||| Related Lessons: Creative Writing ||
 * Grade Level: 9th Grade |||| Unit: Poetry ||
 * ==GOALS== ||
 * Content Standards…
 * Content Standards…

Common Core State Writing Standards 9-10: Production and Distribution of Writing, No. 6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information ﬂexibly and dynamically.

Common Core State Writing Standards 9-10: Research to Build and Present Knowledge, No. 7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

. ||
 * ISTE NETS-S:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers promote, support, and model creative and innovative thinking and inventiveness.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

Instructional Objectives:

SWBAT…

Identify characteristics of 5 different poetry styles.

Research renowned poets who write using specific poetry styles.

Compose their own unique poems following specific poetry styles.

Create an artistic and creative slide show including pictures, poems, and voice threads. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to sign up for the computer lab. We have two different labs and a lap top cart in the media center. I will need to create a list of different poetry styles for students to choose. I will also want to create a model slideshow for students to see and begin thinking creatively. ||
 * During Class ||
 * Time |||| Instructional Activities: || Materials and Resources ||
 * 30 minutes

30 minutes

10 minutes

50 minutes

60 minutes

60 minutes

60 minutes |||| Students will take notes explaining the characteristics of each poetry style.

Students will spend time choosing their 5 different poetry styles and begin writing their original poems. Students will be responsible for writing the rest of their poems for class tomorrow.

Students will be given the requirements for their digital poetry books and see the example I have created myself.

Students will begin typing their original poems onto individual PowerPoint slides. They will need to find pictures that illustrate their original poems.

Students will spend the day researching poems and poets that fit the poetry styles they have selected and include them into their PowerPoint slides.

Students will spend the day recording their original and published poems and the characteristics of their poem styles.

Students will turn their PowerPoint slides into individual JPG files and import them into Windows Movie Maker. They will also import the audio, match up the pictures with the audio, and choose transitions for their slides. || PowerPoint Projector

Paper and Pen

Model Projector

Computers PowerPoint Internet

Computers PowerPoint Internet

Computers Headsets

Computers Movie Maker ||
 * Note student groupings, environmental modifications needed, etc: ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Students will need to show they have chosen 5 different poetry styles and have written original poems. Students will need to identify poems that correspond to the selected styles, and students will need to complete their slideshows.

Accommodations and Extensions:

To accommodate lower students, I can allow extra time for certain students, I can limit the number of styles students are responsible for, or I can guide them to certain websites where they will find poems to fit their styles.

To accommodate higher students, I can have them choose tougher poetry styles, I can increase the number of styles they must choose, or I can mandate certain figurative language that needs to be present in their original poems.

Back-Up Plan:

If technology fails me, I can have students use poster board to display their poems, as well as have them re aloud their original poems. ||
 * ==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 several times throughout this process. First, students need to have written correctly 5 original poems following the different poetry styles. Next, students will have to have found poems that fit these styles accurately. Lastly, students will be assessed on their digital poetry books using a standard rubric.

LESSON REFLECTIONS AND NOTES:

It is important that students do not get too wrapped up in the slide show and forget about the content. They need to prove mastery of the different poetry styles and identify the styles found in published poems. ||
 * Evaluation that will be used in this lesson is as follows:

My rubric will consist of the following criteria scored on a standard 1-10 point scale…


 * 1) I have written 5 poems that are different in style.
 * 2) I have included at least 3 characteristics of each style within my movie.
 * 3) I have narrated the entire movie in a fashion that allows students to hear both original and published poetry, as well as the new poetry styles.
 * 4) I have chosen pictures that illustrate my poem effectively.
 * 5) My slides transition in a manner that is not distracting to the audience. ||