Bryan+Horn

=Bryan's Lesson Plans = = =  - Present information and ideas on a range of topics - Analyze, discuss and report on a wide variety of products and perspectives of the target culture. - Investigate, analyze and present information and viewpoints from the target culture using authentic sources, and apply understandings across disciplines. || Critical thinking, problem solving, and decision making Technology operations and concepts
 * = Daily Lesson GAME Plan – week 7 = ||
 * Lesson Title: Digital Storytelling |||||| Related Lessons: Migrant Workers ||
 * Grade Level: 11/12 |||||| Unit: Immigration ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S: communication and collaboration

Instructional Objectives: Students will use correct grammar and structure Students will demonstrate understanding of the story “Cajas de Cartón” Students will use technology to create a digital story ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will have read the story //Cajas de Cartón// by Fransisco Jimenez. For homework, they will have selected their favorite character. ||
 * During Class ||
 * Time |||||||| Instructional Activities || Materials and Resources ||
 * 10 min

5 min

35 min (rest of period) |||||||| Students are presented with a questionnaire about the character that they have chosen from the story. Students are encouraged to answer the questions in as much detail as possible as these responses will lay the framework for their digital story.

Present the students with the topic of the story, which is “A Day in the Life of __________.” Students will use the character that they have chosen as the subject of their digital story. The goal here is for them to create a story that recounts a day in the life of that character using facts from the story, as well as creative thinking and research.

Students will now begin to write their story. For this process, I will have students follow the steps suggested by Dr. Arnie Abrams (Laureate Education, 2010). This process will take more than the rest of the period. I anticipate that it will take 3 to 4 days to complete. Following is a list of the steps we will take and a brief explanation of each.


 * 1) Organize thoughts with a concept map. Student can complete this part by hand or use an online concept map if preferred.
 * 2) Sequence ideas. The students’ stories will be based on the concept of what happens in a day, so this part should not take much revision. I imagine that students will naturally put the events in the correct sequence as they track through a day.
 * 3) Develop a storyboard. Students will make a rough sketch of each scene they have created.
 * 4) Find visuals. Students will now use the web, draw, or create images that will match each scene of the story.
 * 5) Add titles and captions. Students will new create the language part of the story. This is an upper level course, so students will be expected to use complete sentences for each scene they narrate. They will add the text to the story as well as record the sound in this phase of the project. Scripts will be collected and reviewed before adding them to the story.
 * 6) Reflect and revise. Once students are mostly finished with their story, they will share it with two or three peers in the class as well as someone outside the class (parent, friend, etc.) and solicit feedback as to how they can improve the story.
 * 7) Reflect and revise. Using the feedback that they receive, students will put the finishing stories and make any necessary changes.
 * 8) Once completed, students will publish the story to their blog page. || Questionnaire

None

Computers for each student.

Copy of the story “Cajas de Cartón” for each student. ||
 * Note student groupings, environmental modifications needed, etc:

Students will work on their own for this part of the project. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): As the students work, I will monitor their progress, giving informal feedback and suggestions. The script part of the digital story will be collected. I will point out errors and give feedback as to how they can correct or improve the script.

Accommodations and Extensions:

Back-Up Plan: Should the process take longer than I have planned for, students will finish be given time to complete the project out of class and turn it in at a later date. ||
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: This lesson has not yet been implemented. ||
 * Evaluation that will be used in this lesson is as follows:

The following rubric will be used for evaluating this digital story. || = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =  - Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts. - Analyze, discuss and report on a wide variety of practices and perspectives of the target culture. - Present information and ideas on a range of topics || Critical thinking, problem solving, and decision making Technology operations and concepts Instructional Objectives: Students will propose one change that will make the living situation for migrant / immigrant workers better. Students will use correct formal writing skills. Students will use the target language for official communication. || 5 min 5 min 20 min 15 min (remainder of period) |||||||| Review previous class discussions and clarify any questions. A list of answers from the previous days’ discussion will be placed on the smartboard to remind students. Students will then be placed in groups for the activity. Groups will have 5 min to decide who will organize their wiki and ensure that they all have each other’s user names (On the first day of class I have the students create a profile on googledocs that they use throughout the year.) I will now walk through an example of a website evaluation using the REAL process. Groups will have to post 4 of these evaluations on their wiki site. Once in groups, students will be instructed to select which of the issues discussed is the most problematic as related to immigrant / migrant workers. Once they have decided on a topic, students will research the web to find out more information about this issue. They will keep track of the sources that they find and post them to the wiki that they create. This research will probably take longer than they allotted time. I want to make sure that the students are on the right path, but I do not want to take up the whole class time doing research. Students will be presented with the task of developing a proposal to submit to government representatives as to how to improve the problem they have chosen. The students will use a wiki to keep track of their information and resources. The proposal must be presented on the home page of the wiki in a formal letter format of 200 words or less. In addition, the wiki will contain a page for resources, REAL website assessments, and a page for each group member on which they post ideas, sources, or questions for their group members. Once the students have received the instructions for the assignment, they will spend the rest of the period beginning to develop their wiki and continue to do research. Based upon the progress that I see, I will determine if students need more class time to work or if the rest of the assignment can be completed outside of class. || Discussion summary from previous lesson/ Smartboard/ list of groups List of class usernames / laptops for students laptops for students / Smartboard laptops for students laptops for students || Students will be placed in groups of four. The students will be placed with students that had similar answers in the previous days’ discussions. If there are no similar answers, groups will be selected randomly. || Accommodations and Extensions: Back-Up Plan: || Structure and grammar are good. || = = = = = = = = = = = = = = - Analyze information from a variety of oral, written and visual sources by summarizing, critiquing and explaining texts. - Analyze, discuss and report on a wide variety of practices and perspectives of the target culture. || Critical thinking, problem solving, and decision making Technology operations and concepts Instructional Objectives: Students will identify challenges that migrant workers face. Students will suggest solutions to challenges that migrant workers face. Students will use the target language to communicate. || 10 min 15 min 25 min |||| Discuss problem areas or words in the story. Answer any questions students may have about the story and clarify the meaning. The story will have been previously reviewed as well so this is simply a final wrap-up and clarification. Using some pictures as conversation starters, students will identify some challenges that the family of migrant workers faced in the story. Working and analyzing with a partner, students will determine what they believe to be the two biggest challenges that the family faced in the story. They will then develop suggestions as to how those problems could be solved or improved upon. Using either voicethread or a podcast, students will record what they have decided as the two biggest challenges and their ideas as to how to face those challenges. This will be done in the get language. The goal is approximately one minute for each challenge. The following day, each group will share their product with the class to provoke further discussion. || Story Story and pictures taken from the web Story Story Mobile computer lab Microphones || Students will be grouped in pairs. || monitor to verify that students are making the necessary connections. Ask appropriate guiding questions where necessary. Accommodations and Extensions: Students who struggle with technology will be paired with a student who is strong in that area. Back-Up Plan: If the mobile computer lab is unavailable, students will complete the same task but will actually present the information to the class the next day instead of recording it. || Rubric to assess student progress. ||  ||   ||   ||   || CHALLENGES || Does not identify two challenges || Describes two challenges, but not necessarily taken directly from the story || Clearly articulates two challenges present in the story || SOLUTIONS || Does not offer solutions to each challenge || Offers solutions to both challenges but does not back up the solutions with support || Offers solutions to both challenges that demonstrate depth of thinking and support for the solutions || SKILLS || Language and vocabulary are not appropriate for this level and / or contains so many mistakes that comprehension is extremely difficult. || Language and vocabulary are good but some mistakes make understand difficult. || Language and vocabulary are specific, accurate, and appropriate. Any language mistakes to not make understanding difficult. ||  ||
 * Language || Consistently demonstrates poor language skills. Demonstrates a lack of understanding and needs improvement with the following: || Usually demonstrates proper language skills. Demonstrates a good level of understanding but needs improvement with the following: |||| Consistently demonstrates proper language skills. Demonstrates a high level of understanding. ||
 * Story || Story is choppy. Attempts to depict a day but is lacking detail. Little to no creative thinking involved. || Good sequence to the story. Depicts the day in the life of chosen character. Sticks to facts from the story will little to no creative thinking involved. |||| Good sequence to the story. Clearly depicts the day in the life of chosen character. Includes facts from the story as well as creative thinking. ||
 * Technology || Demonstrates little knowledge of how use technology. Contains audio and video that are either low quality or do not fit the story. Overall technology use detracts from the story. || Demonstrates some knowledge of how to use technology. All audio and video components are high quality but do not enhance the story. |||| Demonstrates effective use of technology. All audio and video components are high quality and fit the story. Use of technology enhances the story. ||
 * = Daily Lesson GAME Plan – week 6 = ||
 * Lesson Title: Immigration proposal |||||| Related Lessons: Migrant Workers ||
 * Grade Level: 11/12 |||||| Unit: Immigration ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S: communication and collaboration
 * ==ACTION== ||
 * Before-Class Preparation: Students will have read the story //Cajas de Cartón// by Fransisco Jimenez and will have identifies struggles that they family faced as well as developed solutions to two of those problems. These concepts and ideas will be an important starting point as they develop their site. ||
 * During Class ||
 * Time |||||||| Instructional Activities || Materials and Resources ||
 * 5 min
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): The wiki will be evaluated using the rubric listed below.
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: This lesson has not yet been implemented. ||
 * Evaluation that will be used in this lesson is as follows: ||
 * || WORK NEEDS REVISION || GOOD WORK |||| EXCELLENT WORK ||
 * WIKI || Includes some elements and / or is quite difficult to navigate. || Includes all elements but is somewhat difficult to navigate. |||| Includes all elements. Is easy to navigate. ||
 * LETTER || Does not propose a solution and / or grammar and structure make letter virtually impossible to read. || Proposes a viable solution. Structure and grammar detract from the effectiveness of the letter. |||| Proposes a viable solution.
 * COLLABORATION || Group did not work well together and / or each member did not contribute something meaningful to the project. || Group worked well together with just one or two issues. Each member contributed meaningful work to the project. |||| Group worked well together. Each member contributed meaningful work to the project. ||
 * = Daily Lesson GAME Plan - Week 5 = ||
 * Lesson Title: Migrant Workers |||| Related Lessons: ||
 * Grade Level: 11/12 |||| Unit: Immigration ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S: communication and collaboration
 * ==ACTION== ||
 * Before-Class Preparation: Students will have read the story //Cajas de Cartón// by Fransisco Jimenez. This will be broken into a series of three to four sections and assigned as homework for the three to four days leading up to this lesson. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 min
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * Ongoing Assessment(s): Check students’ language skills as they prepare their information. Also,
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: This lesson has not yet been implemented. ||
 * Evaluation that will be used in this lesson is as follows: For this assignment I will use the
 * IDENTIFYING
 * OFFERING
 * LANGUAGE