Lisa+Freeze

Lisa Freeze

**Mrs. Freeze’s** **Unit Plan Assignment: Digital Storytelling Lesson**


 * Lesson Title:** New School Lesson 3 **Grade:** 2nd
 * Subject:** Reading, Educational Technology, Communication
 * Skills:** Use prior knowledge, applies thinking skills, use of digital


 * Description of the Lesson:** Teacher will upload several pictures taken of students working, illustrations, Gleed, and Naches and save them in one document for students use. Students will be able to use their work and illustrations as well as any of the Gleed and Naches pictures to complete the assignment. Students are required to make a digital storyboard using pictures that have been uploaded onto the computer. Students will be able to choose how they want to create their storyboard they can make a poem, make an argument of why one location is better than the other or get quotes from others and read quotes for their digital storytelling. When they are finished students will reflect on what they learned, liked/disliked, or would change next time.


 * Learning Outcomes:** Students will be able to create a digital storyboard to share with others. Students will use a variety of pictures that have been uploaded to the computer as well as illustrations that they have created to complete their storyboard. Each student will read their own paper when uploading it onto the computer.

**GOALS**
 * Content Standards:**
 * Reading** **4.** The student sets goals and evaluates progress to improve reading. **4.1** Assess reading strengths and needs for improvement.


 * Educational Technology 1. Integration:** Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems. **1.1 Innovate:** Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.


 * 3.1 Communication:** The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. Uses knowledge of topic/theme, audience, and purpose to plan presentations.

1. Creativity & innovation 5. Digital citizenship 2. Communication & collaboration 6. Technology operations 3. Research & information fluency & concepts 4. Critical thinking, problem solving, & decision making
 * ISTE NETS-S**


 * Instructional Objective(s):** Students will create a digital storyboard using pictures from our shared document. Students will be able to choose how they want to create their storyboard they can make a poem, make an argument of why one location is better than the other or get quotes from others and read quotes for their digital storytelling. Each student will read their own paper when uploading it onto the computer. When they are finished students will reflect on what they learned, liked/disliked, or would change next time.

**ACTION** Teacher will upload all the pictures taken, illustrated, students working, as well as students work on the computer in a shared document for all students to access. Students will have already decided on what they want to create either a poem, read quotes, or make an argument.
 * Before Class preparation:**

**During Class**
 * Materials & Resources:** paper and pencil for each student
 * Time:** 35-40 minutes
 * Instructional Activities:** Teacher will explain to students what digital storytelling is and how it works. Teacher will also show some examples of digital storyboards for students to see. Teacher will explain that students will get to pick what they want to create either a poem, get quotes from people including peers, teachers, parents etc., or make an argument as to why Gleed or Naches is the place to build our new school. Teacher will have a list of student’s names and mark down what they decided to do. Students will begin working on their paper.


 * Materials & Resources:** Computer for each student (computer lab), handout “How to Create Digital Storytelling”
 * Time:** 35-40 minutes
 * Instructional Activities:** In advance teacher will talk to computer teacher to complete this assignment so all students have a computer to work on. Teacher will hand out a how to steps on “How to create digital storytelling” for students to refer to when creating their digital storyboard. Students will begin by uploading the pictures of their choice. Then they will record themselves reading their paper (poem, argument, or quotes) onto the computer. Students will modify anything that needs modifying and raise their hand and ask for help if needed.

**MONITOR**
 * Ongoing Assessment(s):** Teacher will monitor students as they work to complete their assignment. Teacher will assist any students that are struggling or having difficulty finishing their assignment. Students will complete a reflection of this lesson what they learned, liked/disliked, or would change next time and hand it into the teacher.


 * Accommodations & Extensions:** Students who finish first will have the opportunity to help a student who may need a little assistance. Another option for students who finish first is to extend their digital storyboard and create another assignment of their choice.


 * Diverse Learners:** To help all students with diverse learning needs students will have the opportunity to work with partners and to be closely monitored by the teacher.


 * Back-up Plan:** This activity can be completed on a handheld recording device or with a video camera. Students can also complete this assignment at home for those students with internet access.

**EVALUATION**
 * Lesson Reflections & Notes:** I will be able to reflect on what went well and what needs modifying. I will consider students suggestions when they complete their reflection at the end of the lesson and make modification as I see fit the next time I implement this lesson. Allowing students to create a digital storyboard to share with their peers as well as teachers, parents and others is a powerful learning experience for students to have.

Application Week 6: Unit Plan Assignment: Online Collaboration Lesson
**Mrs. Freeze’s** **Unit Plan Assignment: Online Collaboration Lesson**


 * Lesson Title:** New School Lesson 2 **Grade:** 2nd
 * Subject:** Reading, Writing, Educational Technology
 * Skills:** Use prior knowledge, applies thinking skills


 * Description of the Lesson:** Teacher will post illustrations from previous lesson on our classroom BLOG. Students will be working in small groups to come up with questions, give feedback, make comments, and or give advice for students that pose the same or opposite stand as theirs. Students will also answer questions that were posted under their work.


 * Learning Outcomes:** Students will be able to use a classroom BLOG to give advice, make comments, ask questions, and give feedback to other classmates. As well as reply to classmates who have concerns, questions, or who have commented on their work that is posted on the classroom BLOG.

**GOALS** 2.2 Understand and apply knowledge of text components to comprehend text.
 * Content Standards:**
 * Reading** **2.** The student understands the meaning of what is read.

3.3 Knows and applies writing conventions appropriate for the grade level.
 * Writing 3.** The students writes clearly and effectively.


 * Educational Technology 1. Integration:** Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.
 * 1.2 Collaboration:** Use digital media and environments to communicate and work collaboratively to support individual learning contributes to the learning of others.

1. Creativity & innovation 5. Digital citizenship 2. Communication & collaboration 6. Technology operations 3. Research & information fluency & concepts 4. Critical thinking, problem solving, & decision making
 * ISTE NETS-S**


 * Instructional Objective(s):** Students will create questions, comments, concerns to post on their classmates work on our classroom BLOG. Students will be able to answer any questions that they received from other classmates on their work that is posted on our classroom BLOG.

**ACTION** Student will have completed their “My Stand” statements. Teacher will create a BLOG account to post students work which includes their picture and their “My Stand” statements.
 * Before Class preparation:**

**During Class**
 * Materials & Resources:** paper pencil for each student
 * Time:** 10-15 minutes
 * Instructional Activities:** I will tell students that I have posted their illustrations with their stand (Gleed /Naches). They will be given the opportunity to give advice, make comments, ask questions, and give feedback to their classmates. They will also be given time later on to reply to classmates who have concerns, questions, or who have commented on their work that is posted on the classroom BLOG. Just to make sure everyone has a comment, question, or concern for their “My Stand” post, I will have students draw names out of a bag. I will read what each student stand was and in small groups they will come up with positive things to say and make a list. The idea of this part of the lesson is to come up with positive things to say if they disagree with another student.


 * Materials & Resources:** Computer for each student **Time:** 20-25 minutes
 * Instructional Activities:** Students will have the opportunity to work on their own (they may seek advice from their group) to post advice, comments, questions, and or feedback to their classmates on our classroom’s BLOG. Once they posted to the students work that was required they can post to as many other students work as they want. Students will be given some time to answer any questions and or concerns that were posted to their work.

**MONITOR**
 * Ongoing Assessment(s):** Teacher will check to make sure all students have a question and or comment for their work. Teacher will also monitor questions, statements, and all comments made on the BLOG.


 * Accommodations & Extensions:** Students can give advice on where to find answers to questions that other classmates pose. They can come up with other comments for other classmates.


 * Diverse Learners:** To help all students with diverse learning needs students will have the opportunity to work with partners on their BLOG to make comments, ask questions, or give advice. Diverse learners are also encouraged to collaborate with others inside and outside of school.


 * Back-up Plan:** This activity can be completed at home or during another class time as well as with pencil and paper.

**EVALUATION**
 * Lesson Reflections & Notes:** Allowing students to have access to a classroom BLOG and make comments on their classmates work is a great way to allow all students to see each others work. Our classroom BLOG is something that students will be able to use in school as well as outside of school. Students may use the BLOG during their computer free time as well in order to keep up to date on what others are saying, ask questions, or to make comments.

Application Week 5: Problem-Based Lesson GAME Plan
**Mrs. Freeze’s** **Problem-Based Lesson GAME Plan**
 * Lesson Title:** New School **Grade:** 2nd
 * Subject:**Reading, Math, Communications
 * Skills:** Use prior knowledge, investigate, forms conclusions
 * Description of the Lesson:** Through the use of a real-world experience, students will work together in small groups and retrieve, organize, and synthesize information to develop an understanding of why location for a new school is so important. Students will be able to make comparisons between two different locations and develop a list of pros and cons of these locations.


 * Learning Outcomes:** Students will be able to make a list of pros and cons as they compare the difference between Gleed and Naches as possible locations for a new Elementary School. Students will be able to demonstrate a positive learning attitude while working with others.


 * Problem posed to Students:** “Why is one location better than the other when building our new Elementary School”?

This problem is relevant to my students because we as a community can not agree on a place to build a new school. Currently our primary school is located in Gleed which is about seven miles away from the intermediate, middle, and high school which are all located in Naches. Allowing students to research, investigate and come up with their own ideas and thoughts of their schools new location is a great way to include their voice in a decision that can not yet be made.
 * How the problem is relevant to my students:**

**GOALS** 3.1. Read to learn new information. 2.5.E: Identify the answer(s) to the question(s) in a problem. 2.5.F: Describe how a problem was solved. 3.2. Uses media and other resources to support presentations.
 * Content Standards:**
 * Reading** **3.** The student reads different materials for a variety of purposes.
 * Math 2.5.** Core Processes: Reasoning, problem solving, and communication
 * Communication 3.** The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.

1. Creativity & innovation 5. Digital citizenship 2. Communication & collaboration 6. Technology operations 3. Research & information fluency & concepts 4. Critical thinking, problem solving, & decision making
 * ISTE NETS-S**
 * Instructional Objective(s):** Given the opportunity to work in small groups, the student will be able to demonstrate a positive learning attitude while comparing and coming up with pros and cons of the different locations of the new Elementary School.

**ACTION** Students will make a list of what they like about Naches and what they like about Gleed. I will encourage students to use their prior knowledge of what they know about both. Before completing this assignment students will be given a group process rubric to look over the requirements of working together. Teacher will create a Know/ Need to know/ Need to do chart on butcher paper.
 * Before Class preparation:**

**During Class**
 * Materials & Resources:** KNN Chart/ markers, paper and pencil for each student
 * Time:** 25-30 minutes
 * Instructional Activities:** I will tell students that we have been given the opportunity to build a new school but, we don’t know where we should build it. I will ask students to think about “Why is one location better than the other when building our new Elementary School”? Students will work in small groups and generate prior knowledge ideas of what they know about Naches and Gleed. Students will continue working in small groups and produce a list of what they need to know about the two locations. I will encourage students to think about the problems we need to consider. Then students will create a list of what they need to do. All thoughts and ideas will be written on the KNN chart.


 * Materials & Resources:** paper and pencil for each student **Time:** 15-20 minutes
 * Instructional Activities:** Students will have the chance to interview one bus driver that drives for Naches school district. In small groups students will work together coming up with questions to ask the bus driver.


 * Materials & Resources:** Comparison worksheet, pencil, computers (computer lab), printer, computer paper
 * Time:** 50-60 minutes
 * Instructional Activities:** Students will be working with their team comparing each location and creating a list of pros and cons of each location. Students will individually work at a computer taking a stand on which location would be better “Gleed or Naches” and why they picked that location. The title of their paper will be “My Stand”. After they type up which location would be better and why they will print their work. After students print their work they will make illustrations to go with their stand. Students will turn their paper in to the teacher when they are done with their illustrations.

**MONITOR**
 * Ongoing Assessment(s):** Teacher will collect student’s comparison worksheet and their “My Stand” paper and illustrations. I will check to make sure students were able to compare the different locations (Gleed vs. Naches). Give each student a paper school building cut out of construction paper. Each student writes one long term effect of the new school location and teacher collects them. Teacher will also monitor students working together in small groups. Students will fill out a group process rubric about each of their team members.


 * Accommodations & Extensions:** Students can create posters to hang up around the school of long term effects of the location of their new school. Students can also create questionnaires for their families, another classroom, the rest of the school, and/ or another part of the community.


 * Diverse Learners:** To help all students with diverse learning needs students will have the opportunity to work on hands on activities, work in small groups, and make illustrations. Diverse learners are also encouraged to collaborate with others inside and outside of school.


 * Back-up Plan:** This activity can be completed using paper and pencil.

**EVALUATION**
 * Lesson Reflections & Notes:** Students will reflect on this lesson and what they learned. Questions such as: What did you like about this lesson? What would you change about this lesson? What do you know about locations of schools? What do you need to know about locations before you build a school?