Whitney_Barber

Texas Hurricanes: Are we prepared to evacuate? |||| Related Lessons: Research, reading, locating and evaluating websites, editing and revising, citing information, problem-solving, and creative thinking. Students will also read //Dark Water Rising// by Marion Hale, a historical fiction about the 1900 Storm that destroyed Galveston, Texas. || (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. (18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write a persuasive essay to the appropriate audience. || Instructional Objectives: Student will learn how to evaluate websites. Student will read non-fiction articles about hurricane preparation and evacuation routes. Students will take notes on articles or websites they read. Students will create a new plan for an improved evacuation plan. Students will create presentation using Prezi.com with their improved plan and present it to their peers. Students will also write an email to City of Houston officials explaining their assignment and providing a link to their Prezi. || 10 mins. 5-10 mins. 30 mins. 40 mins. 60 mins. |||| Instructional Activities
 * ** Daily Lesson GAME Plan One-Problem-Based Learning-Week 5 ** ||
 * Lesson Title:
 * Grade Level: 7th/ LA |||| Unit: Research ||
 * ==GOALS== ||
 * (19) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
 * ISTE NETS-S:
 * 1) Creativity and innovation
 * 2) Communication and collaboration
 * 3) Research and information literacy
 * 4) Critical thinking, problem solving, and decision making
 * 5) Digital Citizenship
 * ==ACTION== ||
 * Before-Class Preparation: I will create a slideshow using Slideshare.com to present the two most recent hurricanes to have caused gridlock on our Texas highways, leaving thousands of Houstonians stranded during evacuation. Hurricane Ike in 2008 and Hurricane Rita in 2005 were both record-breaking storms that affected our daily lives for an extended time. I will also check out the lap top cart from the library. ||
 * During Class ||
 * Time

Student will view slide show as a means of activating prior knowledge and engaging them in the topic. Many of my students were in 4th grade when Hurricane Ike hit our coastline, so they will be able to share their personal experiences with the storm. During the slides, I will ask students the following questions to open up a class discussion the topic: What is gridlock? What do you think causes gridlock? How can it be prevented? How can we better prepare for hurricane evacuations?

Students will write a response to the slide show, either answering any of the previous questions or relating their experiences with evacuations during Ike and share their thoughts with their group. My classroom is organized in group of four or five. As a whole group, I will present the research question: “How can we improve the evacuation process for our citizens, so they are not stranded on the roads for hours?”

Students will be presented with a REAL websites evaluation mini lesson with corresponding handouts. REAL stands for read the URL, examine the content, ask about the author or owner, and look at the links. As a whole group, we will assess website I pre-selected on evacuating during Hurricane Rita.

Each group will determine which city they are evacuating to, and locate the current evacuation routes out of Houston to that city using Internet resources. They will also determine the issues that keeping citizens from evacuating in a timely manner. Students will need to determine the issues people face during evacuation to better understand how to improve the problem.

Students will consider the common evacuation preparation issues while researching, and think about how they may contribute to the issues of causing gridlock on Texas highways. Students will bookmark at least three websites that offer effective resources about Hurricane Ike or Hurricane Rita information including, news articles, images, videos, interviews, blogs, wikis, or any other useful reference material to their Delicious social bookmarking page created in a previous lesson. Students also will complete a checklist to ensure their websites they chose are valid.

As a group, students will create their new evacuation plan, or make recommendations to improving their current plan. Students will use a concept mapping tool [] to plan out and organize their presentations. Students will create a presentation using Prezi.com to outline their recommendations for improving the evacuation process for our city. || Materials and Resources [] Teacher computer and projection system Language Arts Journal Each student will have access to a lap top computer REAL handouts Students will take notes in LA journal [|http://delicious.com] [] [] || Accommodations and Extensions: Students with accommodations will have extended time and will receive shortened assignments when possible. For students who need extensions, they could search for videos that relate to the topic that can be embedded on their group Prezi. Back-Up Plan: If the network is down, I will have several online articles printed and copied for my students to use. They will be able read multiple articles to cross-reference their information. They would write a handwritten persuasive letter they could read to their classmates, and send to the City of Houston officials. || LESSON REFLECTIONS AND NOTES: Students will also be evaluated through group participation in class discussion, small-group discussions and note-taking. This lesson will extend over several class periods. ||
 * Note student groupings, environmental modifications needed, etc: Students will complete assignments on their own and also in groups of four. Each student will have a computer. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Student checklists on website reliability will be assessed; students’ notes will be reviewed including notes from online resources and concept mapping notes. Student emails’ and Prezis’ will be assessed for content and conventions of writing.
 * Ongoing Assessment(s): Student checklists on website reliability will be assessed; students’ notes will be reviewed including notes from online resources and concept mapping notes. Student emails’ and Prezis’ will be assessed for content and conventions of writing.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan: I will evaluate my students’ presentations for content and writing conventions. We will create a rubric together as a group, so student will know what they are to focus on during this project.


 * = Daily Lesson GAME Plan-Educational Networking-Week 6 = ||
 * Lesson Title: Group Communication: Creating a Wiki

This lesson will take place during the first week of our Problem-Based Lesson about preparing and evacuating for hurricanes on the Texas coast. |||| Related Lessons: Research, reading, locating and evaluating websites, editing and revising, citing information, problem-solving, and creative thinking.

Students will continue reading //Dark Water Rising// by Marion Hale, a historical fiction about the 1900 Storm that destroyed Galveston, Texas. ||
 * Grade Level: 7th/LA |||| Unit: Research/Educational Networking and Online Collaboration ||
 * ==GOALS== ||
 * Content Standards:

(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. ||
 * ISTE NETS-S:
 * 1) Communication and collaboration
 * 2) Research and information literacy
 * 3) Critical thinking, problem solving, and decision making
 * 4) Digital citizenship
 * 5) Technology operations and concepts

Instructional Objectives: Students will learn how to create a wiki using Wikispaces.com. Each group is responsible for creating their own wiki. Each student is responsible for creating their own page on their group’s wiki. Students will communicate with peers during their group project. Students will provide feedback using discussion section of their wiki. Students will learn how to appropriately communicate online. Students will use wiki as a means of note-taking and sharing information while creating their presentation. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students will view the wiki my classmates and I created for our Technology Across the Content Areas class. Students will learn the benefits of communicating online. Students will also be asked to create an email address using Google, so they will be able to access their group’s wiki. ||
 * During Class ||
 * Time

15-20 mins.

30 mins.

30 mins.

20 mins.

On-going throughout PBL |||| Instructional Activities

As a group, we will view the video //Wikis in Plain English//. As a means of engaging students’ interest, I will then ask student to brainstorm how wikis can be used in the classroom. We will discuss the benefits and challenges of using a group wiki to communicate. I will monitor the room to ensure all students are taking notes and participating.

As a whole group, I will demonstrate how to create a wiki using wikispacies.com. I will display the website using the projector in my classroom. I will then send an email inviting all of my students from that class to join our class wiki. I will do this for each class period. Students will accept the request and become members of our wiki. As a group, I will model for my students how to create their own page by creating one for myself. It is important to model for student so they meet the expectations effectively. Students will then create their own page on class our wiki. I will monitor and assist any student who may be having difficulties. We will use this wiki as a means of communication throughout the school year.

One student will create a group wiki using wikispaces.com and invite the other members to join the group. Each student will then create their own page. Student will receive some time to personalize their page by writing a paragraph introducing their selves. They will be asked to add an image of their selves by the end of the week.

As a class, we will create a wiki participation rubric, so students will understand the expectations.

Throughout the project, students will use their wiki as a means of communicating, asking questions to their group, providing feedback to group members, and reflecting on their own progress and participation.

Students will use wiki as a means of sharing information they located while researching. During each week of out PBL Unit, students will be required to post images and articles that could be used in their group’s presentation. Students will also be encouraged to communicate with their group using the chat feature on their Google accounts. || Materials and Resources

Language Arts Journal

[]

www.wikispaces.com

Each students will have a lap top checked out from the library

[|www.google.com] || Students will be assessed by the amount of participation on their wiki. I will use a rubric we will create as a class using Rubistar.com.
 * Note student groupings, environmental modifications needed, etc: Students will complete assignments on their own and also in groups of four. Each student will have a computer. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will monitor student discussion and decision making skills during small-group discussion. Students will be asked to respond to questions created by the teacher on their personal wiki page. Example Questions: Have you been able to easily locate valuable and reliable resources? In what ways have you been a participatory member of your group?
 * Ongoing Assessment(s): I will monitor student discussion and decision making skills during small-group discussion. Students will be asked to respond to questions created by the teacher on their personal wiki page. Example Questions: Have you been able to easily locate valuable and reliable resources? In what ways have you been a participatory member of your group?

Accommodations and Extensions: Students with accommodations will have extended time and will receive shortened assignments when applicable. Students with limited technology skills will be grouped with students that have stronger technology skills. Students who require extensions will be encouraged to increase participation on their group’s wiki.

Back-Up Plan: Students will be responsible for keeping up with their group communication at home, on the library computers or in computer labs before or after school. Students also always have access to my five student computers before or after school. ||
 * ==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 assessed at the end of our PBL Unit using a wiki participation rubric we will create as a class.

LESSON REFLECTIONS AND NOTES: Students will assess their own participation using a checklist. These student wikis are used a means of group collaboration and communication in and out of the school setting. ||
 * Evaluation that will be used in this lesson is as follows: Students will use self-checklists to determine if they are keeping up with required wiki postings. I will use a rubric to ensure appropriate and adequate participation. ||


 * = Daily Lesson GAME Plan-Digital Storytelling-Week 7 = ||
 * Lesson Title: Presenting Our Hurricane Evacuation Plans Through Digital Storytelling |||| Related Lessons: Creating and editing videos, visual literacy, creative thinking, writing, organization, audience, and purpose. ||
 * Grade Level: 7th/LA |||| Unit: Creating a Digital Story to Report PBL Findings ||
 * ==GOALS== ||
 * Content Standards:

(13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning.

(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.

(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

(19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing.

(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.

(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language.

(28) Listening and Speaking/Teamwork. Students work productively with others in teams. ||
 * ISTE NETS-S:


 * 1) Creativity and Innovation
 * 2) Communication and collaboration
 * 3) Research and information literacy
 * 4) Critical thinking, problem solving, and decision making
 * 5) Digital citizenship
 * 6) Technology operations and concepts

Instructional Objectives: Students will create a news report outlining their recommendations for improving the evacuation process for our city. Students will write a script for their news report. Students will interview one expert about improving problems we face with gridlock or other evacuation issues. Students will use flip cameras to record news report and interviews. Students will create an account with Brainshark.com ([]) and upload their videos to the website. Students will edit their videos using Brainshark. Students will send an email with a brief description of their group project and a link to their presentation to the City of Houston officials over hurricane preparation. Students will upload their video presentations onto TeacherTube ([] ). Students will present their digital story to their classmates. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will model for my students how to use flip cameras and how to save their videos onto the computer, and then on to a USB flash drive, so their videos will be saved in multiple locations. Each group will be responsible for providing their own flash drive. ||
 * During Class ||
 * Time

30 mins

30 mins.

60-90 mins.

60 mins.

25 mins.

60 mins.

25 mins.

5 mins. per group |||| Instructional Activities

Students will write interview questions for their expert on hurricane evacuations and how to expel issues with gridlock. Experts include police officials, city officials, local newspaper or television news reporters. Questions will depend on the nature of each group’s project. Each group’s questions will differ according to their interviewee and project development.

Students will make contact with an expert through email or telephone to organize and plan an interview on the issues pertaining to hurricane evacuations. Experts include police officials, city officials, local newspaper or television news reporters. Students may interview by video or voice recorder. Students may use our school’s flip cameras or voice recorders on their personal cell phones.

Students will write their scripts to their news report, outlining their recommendations for improving the evacuation process to the city they determined in lesson one. They will also organize how they will include their expert interview into their news report.

Students will record their news reports using flip cameras and save them to their computer files and USB drive.

As a whole group, I will demonstrate how to create an account on Brainshark.com and how to upload a video that I pre-recorded. I will also exhibit the editing features. Each group will be responsible for creating one account that they will share for their project.

Students will upload and edit their news report videos and interviews onto their Brainshark account. They will edit and create their final digital story. Because this video editing tool is online, my students may continue to work from their home computers. Their digital stories must last at least two minutes.

Students will write a group email to a Houston city official outlining their group’s project and providing a link to their digital story. Students will also upload their digital story to TeacherTube.com.

As a group, students will present their digital stories to their classmates. || Materials and Resources

LA journals

Email, cell phones, flip cameras

Microsoft Word and lap tops

USB drive and lap tops

Internet access

[]

[] ||
 * Note student groupings, environmental modifications needed, etc: Students will continue to work in their groups of four established in lesson one. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will monitor student discussion and decision making skills during small-group discussions. Students will also be expected to continue posting on their group’s wiki that was created in lesson two. Students will post any questions they may have. They will also post any information they located that may be useful to their group’s digital story.
 * Ongoing Assessment(s): I will monitor student discussion and decision making skills during small-group discussions. Students will also be expected to continue posting on their group’s wiki that was created in lesson two. Students will post any questions they may have. They will also post any information they located that may be useful to their group’s digital story.

Accommodations and Extensions: Students with accommodations will have extended time and will receive shortened assignments when applicable. Students who require extensions or extended will have the opportunity to work on their projects outside of school since the video editing tool is web-based. Students who are speakers of other languages can incorporate their language into the presentation as well as English. They can also serve as translators if the interviewees speak their same language. Students with special needs can serve as class experts for making their project more accessible to students with limited visual or aural abilities including adding captions to their digital story or using specific sounds or fonts.

Back-Up Plan: If the network is down, students will create a poster that outlines their group’s improved evacuation plan. They would write a handwritten persuasive letter they could read to their classmates, and send to the City of Houston officials. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan: Students will receive a group grade on their digital story. Groups will be assessed using a rubric that we created as group.

LESSON REFLECTIONS AND NOTES: Students will also be evaluated through group participation in class discussions, small-group discussions and wiki participation. ||
 * Evaluation that will be used in this lesson is as follows: Students will complete peer evaluations about their group members’ participation. Students will also complete a self-evaluation of their participation. ||