Capstone Lesson Plan

Know Show


1. Students will become familiar with copyright and plagiarism using the information on the 21 Things for Students under the "Be Legal & Fair" section of their site and http://www.copyrightkids.org   


Another site with a copyright video for teachers to visit and share with students is http://dotsub.com/view/b2ead831-4a4e-4530-94d8-381558cfecec    


2.  When we have more access to technology, I plan to have my students create a Prezi or Power Point presentation, a graphic organizer using Gliffy, or Word Clouds using the Elements of Narrative's plot diagram covered in our L.A. course.   


~  Students will be required to have visual examples of each element taken from FlickR.  In addition, the students can use some of their own images that they will use Picsa or FotoFlexer to edit and organize. 


~ They will have to incorporate the features of the mystery genre that make it different from other genre.  I really want them to focus on the use of suspense through music.  I will introduce them to http://www.Shockwave-Sound.com   


~  This presentation will be recorded as a screencast or the students can create and produce  via Glogster EDU.  They can organize a digital collage or poster of their understanding, creativity, and knowledge. They can bring the world to their world.  

4.  Students will be required to use alternate forms of research materials, so they will have to access    

METS:

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds) to enhance

communication with an audience and to support creativity

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of

media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software

6-8.CC.2. use collaborative digital tools to explore common curriculum content with learners from other cultures

6-8.RI.1. use a variety of digital resources to locate information

6-8.RI.2. evaluate information from online information resources for accuracy and bias

6-8.RI.3. understand that using information from a single Internet source might result in the reporting of erroneous

facts and that multiple sources should always be researched

6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)

6-8.DC.1. provide accurate citations when referencing information sources

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright,

plagiarism, viruses, file-sharing)

6-8.DC.3. discuss the consequences related to unethical use of information and communication technologies

Marzano Strategies

Advance organizers, building vocabulary, complex cognitive tasks, cooperative learning, cues & questions, effort & recognition, engagement strategies, graphic organizers, and summarizing just to name a few.  

"Thing" 21 Flipping the Classroom

The elements of a Flipped Classroom that I find intriguing and beneficial are many.  As II have mentiontioned before, I put strong emphasis on the fact that students can go back and ask questions as many times as they need to to clarify and find understanding without feeling embarrassed or stupid in front of their classmates or the teacher. 

With a flipped classroom, my students can learn from me anywhere and anytime over and over and over again.  It would open up the learning situation in my face-to-face classroom allowing more trials, hands-on enrichment of the information presented to them outside of class, and to focus more on the detail of the lesson and help deeper understanding of all of the levels of my learners. Moreover, flipping my classroom would allow me to do the following "things":

1. Simulate information
2. Expand the visual image they create in their minds through illustrations of the topics
3. Innovate and inspire inventiveness in my learners
4. Engage my students in real time learning and experiences
5. Encourage my students  to make connections to enhance their understanding of a given topic.
6. I can scale down the lessons for studens who learn at a slower pace and provide a lot more examples as a different level than that of the general learner. 
7. Provide parents and/or guardians with a review of the information from their days in school.  Maybe they never fully understood the process of the topic, and my lessons may make it click for them as well.  This way, they feel more confident helping their child at home instead of feeling incompetent.  I know that at paretnt/teacher conferences, there are many times I have that conversation with parents.  They have even come into my room to hear the information presented and the discsussion that we have during class.  Then they have to tools they need to provide a little more support at home.  It is, I have been told, humiliating, but they will do what they have to do to help theri child . . . AMEN!

I plan to flip my classroom by providing more information and lessons on my Weebly site for anytime, anywhere reiteration of topics discussed and modeled face-to-face. I plan to recreate my lessons on the syntax and how it aides in the semantics of our language. Moreover, I can demonstrate more and make it a section of my website for additional exposure. This way, those who want more or want more and are embarrassed or nervous to ask for more help can access the demonstrations from home. Demonstrating the proper use of dialogue in narrative text, forming all of the different ways to show plural possession, and Daily Oral Language examples of proper use of conventions will be great lessons to put out there in the viral world.

One thing that I think would be beneficial to our society, is to have the lessons demonstrated in jargon that parents at any education level will understand.  I think offering a little tutorial and academic information will empower the adults in the home and aide in our success in our classrooms.  Talk about a home-school connection with the student and their caregiver as integral parts of the learning and education process.    

Password for "LKriegl Lessons" on Screencast.com is flivver

http://www.screencast.com/users/lkriegl/folders/LKriegl%20Lessons/media/8b4355c9-3676-4712-8973-9612d12e61db

This link is also on my Weebly site as a link under the "Grammar" page. http://www.laurakriegl.weebly.com  

"Thing" 20 - Video and Audio Resources

The following screen shots capture a scene from the video, "Anti-Bullying Student Message" taken off of School Tube that will be used with my Prime Time advisory class upon returning from Spring Break:

The image below is a portion of the "Don't Laugh at Me" video for Peter Paul and Mary's song remade by the  famous country singer Mark Wills:

The following reflection encompasses the strengths and 

effectiveness of the use of video and audio in the classroom:

The use of video and audio can totally enhance what I bring to my classroom lessons, especially in the affective domain.  Bullying is such and issue in our country . . . it always has been.  However, in the past few years it has become an endemic concern.  The statistics on suicide are scary and the issue needs to be dealt with.  The law finally states that we need to be incorporating the topic into our curriculum; it takes the death of thousands of teens to wake people up . . . 

At any rate, video and audio bring the situation to life for students and they see the situations that plague our hallways, stairwells, bathrooms, playgrounds, commons areas, school buses, etc.  Kids are afraid to take a stand and to tell someone about it in fear or embarrassment.  Moreover, students relate so much to music, that hearing the words with the melody in a controlled environment can really open up the minds and feelings of teens.  They become a bit vulnerable and more empathetic, that getting them to write in response is not such an arduous task for them.  We do not tap dance around the bully or the victim and all issues relating to this touchy and serious topic.  

The features that make the use of these resources so appealing are that they can be searched according to age, grade level, topic, tags, subject area, and State curriculum standards.  Moreover, so many of them are free and from reputable companies in the education realm.  They are safe and allow for students and teachers to comment, collaborate, and share their own videos.  

With the use of video and audio, we can take students to places they will never go in their lives and introduce different cultures and customs.  This is very useful for social studies and novel units in Language classes.  I took my students to Neah Bay and to Tatoosh Island when we read a novel by Will Hobbs.  We watched the Makah on actual whaling expeditions, we saw the tribes participate in Sla hal, a cultural bone game, and we listened to our language translated into English.  Moreover, we invited the principal of the middle school in Neah Bay to Skype; she spoke to my students in Makah then translated it to us - very cool.  

Right now, Learn360 is featuring a 15 minute video with question/comment discussion points woven into the content of the video.  The video is called, "Bullying and Teens: Take a Stand."  The resources are out there to enhance our lessons, we just have to have the motivation to log in and find it to motivate our learners; we can provide so much enrichment and truly touch their lives.  If used appropriately, the following reworded Biblical words are so true, "We are the potters, they are the clay."  

"Think 18" Virtual Classroom

To be successful learning on-line, students have a plethora of things to consider.  First and foremost, students need to understand what on-line learning really means.  I thing that many of them think it is fun and games and that they can merely surf the Internet.  On-line learning offers students a new opportunities to learn anytime and from anywhere it is accessible.  They need to understand and respect the fact that there will be collaborating with the teacher of the course whether it be in school or via an on-line course instructor.  Moreover, it is a structured environment with a specific purpose. 


The State Educational Technology Plan of 2006 requires students to use technology for learning (on-line) in all courses beginning in 2011.  Being it is 2012, they should be taking part in this while we "speak".  They are getting a pretty good taste of the on-line learning with the limited access to technology that I currently have at my disposal.  They are 21st century learners and that includes the use of technology to reach them in their world.  The following list of abilities students need to acquire were listed on the "Michigan Online Requirements" stop on the game board navigation path:

Expand student use of technology tools for learning

Increase skills that are essential for workplace productivity

Collaborate within a different type of learning community

Engage in new communication methods

Make independent learner decisions

Take responsibility for student learning needs

Aligning to the NETS-T: 1.a, 1.b, 1.c, 1.d, 3.b, 4.a, 4.b, 4.c


To extend my classroom would be to inspire my students in innovating ways as to assist them in developing a love and excitement for learning and using the knowledge that they gain through our experience together.  By extending my classroom, my students could learn from me anywhere and anytime over and over and over again.  The extension of my classroom would open up the learning situation in my face-to-face classroom allowing more trials, hands-on enrichment of the information presented to them outside of class, and to focus more on the detail of the lesson and help deeper understanding of all of the levels of my learners.  Moreover, extending my classroom would allow me to do the following "things" with and for my learners:


1.  Simulate information
2.  Expand the visual image they create in their minds through illustrations of the topics
3.  Innovate and inspire inventiveness in my learners
4.  Engage my students in real time learning and experiences
5.  Engage my students in exploring the real world to allow them to make connections to enhance their understanding of a given topic.
6.  Model collaboration through virtual experiences and provide them with the opportunity to collaborate with classmates and learners from around the country or world.
7.  Encourage and enable all students to set, monitor, and manage their educational goals and assess progress and make changes were applicable  
8.  Address and model save, legal, and ethical use of digital information and the correct documentation of information and resources


I plan to extend my classroom by providing more information and lessons on my Weebly site for anytime, anywhere reiteration of topics discussed and modeled face-to-face.  I plan to recreate my lessons on the syntax and how it aides in the semantics of our language.  Moreover, I can demonstrate more and make it a section of my website for additional exposure.  This way, those who want more or want more and are embarrassed or nervous to ask for more help can access the demonstrations from home.  Demonstrating the proper use of dialogue in narrative text, forming all of the different ways to show plural possession, and Daily Oral Language examples of proper use of conventions will be great lessons to put out there in the viral world.     

(Reference number for my CAPspace   # 7399766471)

"Thing 19" Digital Story

Another "thing" I love about this course!  Digital storytelling is awesome and so easy.  Given the ability to provide all of my students with technology, they could have used this to create a slide show of the novels that they just finished writing.  The were to write a sequel to the novel, Ghost Canoe, that we just finished.  Some of my students gathered classmates together and created the "movie" that followed their sequel.  They could have created the story in frames with photos and put them in the correct sequence focusing on the elements of narrative they had to work with throughout their experience with our novel.  Each picture or group of pictures could have depicted each of the following elements:  

Exposition ~ the development of the protagonist through physical and inner character traits

               ~ the development of the setting's time and location in detail

Trigger Event ~ the scene that represents the beginning of the rising action . . . where the 

                       protagonist's journey begins . . . the conflict is set in motion.

Rising Action ~ all of the events that keep the plot moving along toward solving the

                       problem or attaining the goal

Climax ~ the point where the conflict reaches its highest point and the protagonist cannot 

              take any more; this is the turning point of the plot

Falling Action ~ the events leading the reader to the resolution or the end of the book. The

                        events show how all conflict was handled or situations dealt with.

This would have been an awesome way to illustrate the elements of narrative and incorporate a specific feature of the mystery genre, that of which this novel had to be.  I found some great, or as the boys referred to it, "beast", eerie music that builds suspense and keeps you on edge.

Another way to integrate this would be with the 8th grade memory books.  The students are required to create a biography of their life up to through 8th grade including pictures.  Parents add letters to this book as well.  With Photo Story, the students could import their pictures via scanner or from e-mail attachments and set their life to music that they identify with.  From the projects I have done with my students, I have found that music opens them up and they will write about the connection of music lyrics and melody to their feelings and life situation.  This would be awesome to use with the memory book in a digital format.  Moreover, they can save it forever and share it with anyone who has access to technology.  To do that in the format they are in now, the students would have to FedEx their binder to family members or friends one household at a time.  :)

To view my first version of my Photo Story, you can go to my Weebly site - laurakriegl.weebly.com  and click on the "more" page link.
 

"Thing 17" Social Networks

This course equips educators and media specialists the tools for collaborating to create lesson plans with other educators and media specialists.  With the common core curriculum coming for our state, educators can share lesson plans, creative ideas, reference resources, and online databases.  I know that I am constantly trying to find new and innovative ways to inspire and spark enthusiasm in my students in the area of my expertise.  Language Arts is a challenging are of study, as students do not want to spend their time on writing/composing papers and essays or reading the traditionally accepted format of a narrative story . . . a book!  They love technology and have the need to be social.  I am looking for ways to collaborate via technology with my students and look forward to seeing them collaborate with each other about their academics; they can problem solve and create together, yet on their own.  The world is at their fingertips and students need to learn appropriate ways to use it to better themselves and make create a digital legacy to be proud of.  They have already been intrigued with the chatting process we used to collaborate with vocabulary study and use of collaborating to clarify misunderstandings and share learning/study strategies with classmates in different rooms in our school.  Their enthusiasm has been sparked and they are inspired to create in my Language Arts domain.  By taking a course such as the one in my screenshot, I hope to find new innovative ways to bring my course to life for the future of my students.

Classroom 2.0

Yeah me . . . I was accepted to join.  Talk about feeling rejected if a social network replied with "DENIED!" 

I think I am going to like using this site.  I logged in and began replying to people's posts.  This social networking is totally new to me, as I do not Tweet, Twit, or Facebook.  I am not a social-tech butterfly.  After attending many sessions at MACUL, I learned that it is a pretty good idea to become a technologically social.  I prefer to stick to the academic networks, as I will use it to enhance what I do in my classroom.  I do not need to enhance my social life, as I do not have one, nor do I have the time and energy to fit one in.  At any rate, I can see how this is going to be useful.  Due to the passion that I have for educating and coaching my learners, I feel that I have a lot to offer other educators.  I have a Reading Specialty degree, Emotional Impairment major K-12, a Learning Disabilities certification, and a Masters in education with an emphasis in the Language Arts.  I know that I can be a good resource for other educators.  Moreover, I am always looking for ways to spice up what I do and keep up on latest research in the area of reading and reading difficulties.  When you think of the knowledge out there in this world, knowledge from different cultures and walks of life, you can become educated in so many areas that bring a whole new world into your classroom.  There are forums to visit, specified groups to make collaborating less intimidating, as you can find the educational realm you need to communicate in, and you can take part in workshops.  This is going to be fun and innovative for me and my students.  I am going to check in and see if anyone from Neah Bay, WA is a member, as my students just finished a novel that takes place there and has a lot to do with the Makah Native American culture and history.  Can you say, "enrichment"?  :)

As for the professional learning organizations, there is no link to click on, nor was I able to ctrl + click to activate a link.  I cannot respond to this portion of Thing 17 at this time. 

"Thing 16" Reference Tools

InfoTrac Junior - a database created for students in middle school for research from magazines, newspapers, current events, culture, the sciences, health, history, &  government.


Info Trac Student - this is a database of periodicals for high-school students.  They have access to a variety of full-text magazines, newspapers, podcasts, reference books, current events, the sciences, culture, health, government, history, or sports.

a) Appropriateness - the aforementioned are both appropriate for students at the levels they are intended for.
b) Usability - I did not find this to be a user-friendly database; it was time-consuming to search.
c) Content - Not much information was found for the information I was searching for. 
d) Credibility - I did not find any evidence to support suspicious information or content. 

Topic for research - Bullying

Since bullying is so endemic in our country, and we cover the issue in schools trying to intervene, bullying would be a great topic to research, especially under the heading of current events.  As you can see, I was prepared, in the aforementioned, to compare and contrast the two databases in MeL.  However, as I tried to research the topic of bullying on both of these two databases, I did not find the usability worth my time.  It may be appropriate for specific areas of research at different levels, but it did not seem to lead me to the information that I was looking for.  The content is very concise without enough elaboration on the topic.  I would trust the credibility of the information, since it is a database compiled by the State of Michigan for educators and MI students at different levels.

Actually, the only aspect that I found usable was the bibliographical citation information in both APA and MLA.  The more they see and get to utilize the formats for citing researched information and borrowed narrative text for written response to reading, the more they understand the format, the more they will remember how to use it.  Students, however, may find the podcasts intriguing.  There is such a push for student technology in the classrooms (BYOD), that having access to sites like this will make research easier for them and less intimidating.  I think up through eighth grade, students need to be doing the thinking and writing of sources borrowed for research.  However, 9th and up, why not curtail the research process?   

Item #3 
Ah Ha database research moment . . .

In doing a search for a topic related to the novel I am using for my unit of study, I came across the sketch below.  I have to say that I did not come upon it with the click of a button or a simple search.  The MeL information took some time to find.  I dug deeper into the InfoTrac Junior database and found a separate database for kids and one for teens.  The ages/grades are broken down better and topics are easier to search for without frustration.  This then took me to "eLibrary" to where I actually typed in my keyword.  Moreover, I really liked the sidebar that provided additional forms of information on the topic of choice.  I did not find the text I wanted; however, I had the option to look under the following:  5 newspapers, 13 pictures, 189 magazines, 1 map, 11 books, 1 website, and 30 transcripts.  

Actually, because of doing this assignment, I have located information that I have been searching for for months now-

Makah Tribe: People of the Sea & the Forest
::: American Indians of the Pacific Northwest :::
http://content.lib.washington.edu/aipnw/renker.html
Copyright(c) 2010 ProQuest Information and Learning

I have what I need to do the culminating activity/writing assignment for the novel Ghost Canoe by Will Hobbs.  I will use this information along with the information attained by Skyping a middle school in Neah Bay, WA, where our story takes place.  We will have a question and answer session with their students and ours about the culture now compared to the information we gather from eLibrary about the history of the Makah culture.  Yeah me!   :)   I love 2 get the students 2 love 2 learn. 

 
 Makah Indians whaling at entrance to Fuca Straits Drawing by H. W. Elliott, 1883
Image ID: figb0204, Historic NMFS Collection
Credit: NOAA National Marine Fisheries Service
(c) 2001 National Oceanic & Administration (NOAA)

MLA citation:  Makah Indians whaling at entrance to Fuca Straits Drawing by H. W. Elliott, 1883 -- ID: figb0204. National Oceanic & Atmospheric Administration (NOAA). 15 Oct. 2001. eLibrary. Web. 14 Mar. 2012.

APA citation:  National Oceanic & Atmospheric Administration (NOAA)(Publisher). (2001). Makah Indians whaling at entrance to Fuca Straits Drawing by H. W. Elliott, 1883 -- ID: figb0204[Photograph]. Retrieved from http://elibrary.bigchalk.com

Item #4

Topic of research -

Pascua, Maria Parker. "Ozette: A Makah Village in 1491." National Geographic. 180.4 (1991):
38-53. Print.