921-Schofield,Jay+(David)


 * Deliverable #2**: Blogging in Response to //1984//
 * Opening**: During the first ten minutes of class, guide students in the process of accessing and navigating the features of the class blog. Once all students are signed on to the blog, discuss the standards of online propriety in terms of both academics, especially as it relates to grammar and mechanics (no Newspeak/text-speak) and behavior/respect.
 * Activity One**: Students will read the article “Should Google Try to Prevent Terrorism?” by following the link on the blog prompt. After reading the article, students will post a reflective response to the article. **1984 Response Blog**
 * Activity Two**: Students will form small discussion groups to connect the “Google” article to the notions of “Freedom is Slavery” and “Ignorance is Strength” as they apply to //1984//. Students should refer back to the article as they converse in their groups. After a 10-minute time period, the class will reconvene as a large group to share observations, questions, and points of clarification.
 * Closing Activity**: Based on the group and class discussions, students will return to the blog and review their peers’ comments and respond accordingly. Students may find that their original viewpoint has changed or has been reinforced based on the conversations in class.
 * Homework**: Students shall respond to a new blog entry to be posted by the instructor. Each blog entry will be worth a basic homework grade.
 * Reflection**: This lesson is dependent on students being in front of their own computers in a computer lab, which is not often a reality in most schools today. Since I teach this class in a computer lab, it was easy for me to implement the lesson. The homework could be a challenge for some students who do not have access to the internet or a computer at home. Luckily, I could overcome this challenge by allowing students to compose their blog response in the beginning of class. The activity itself is engaging and allows all students (especially those shy ones) to actively participate in class conversation. One challenge is having something for those students who finish early due to speed reading or a quick response. These students tend to find their way to the Google games that are surely fun, but not the best use of instructional time. In the future, I want to use the blog more frequently to connect modern news/opinion to classical texts, including Shakespeare to show how “old” literature is relevant to modern readers.


 * Deliverable #3**: Wikispaces Proposal

Memo T o: Kevin McNamara, Principal From: Jay Schofield, English Department Chairperson Date: 6/16/2010 Re: Wikispaces as PBGR/NECAP Support Proposal In the last spring of this year, I have taken an online class entitled “Using Blogs and Wikis to Foster Literacy”. The course is offered by the University of Rhode Island and is facilitated by David Fontaine, who, in addition to teaching online courses for URI, is the internet librarian at Middletown High School. As a result of my experience in this class, I have discovered an incredibly powerful tool that could revolutionize faculty collaboration at Lincoln High School: the wiki. I am sure you recognize this word from the seemingly ubiquitous Wikipedia. It is no doubt that this online encyclopedia is the first stop in many students’ research endeavors, but the power of the wiki goes way beyond initial research. It is an online environment that allows all users to contribute to the collective intelligence of our whole organization. We have an opportunity to create a database of research-based, engaging, and effective examples of best-practice instruction that can support teachers (and eventually students and parents) across the curriculum. This may seem to be quite a daunting task, but I propose that we begin the initial phase of a LHS wiki with a focus on activities and assessments the best prepare students to meet the needs of the Proficiency-Based Graduation Requirements (PBGR), including the New England Common Assessment Program (NECAP). In all honesty, the first time I really heard about using a wiki as an educational tool beyond research was when M. Griffin, a teacher in my department, suggested that we create a departmental wiki to share ideas and lessons. My ignorance of the wiki (except for my basic knowledge of Wikipedia) prevented me from forging ahead with this suggestion. As the year progressed I saw how Mr. Griffin utilized a wiki in his Honors 9 class. Click here to see his wiki in action. Now that I can see how effective and successful a wiki can be, which, in no small part, has led to this proposal. To demonstrate the power of a wiki as a collaborative tool outside the classroom, please allow me to present some examples of wikis as powerful educational tools. The first is from Will Richardson’s book //Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.// Richardson details how South Africa utilized a wiki to compile the national curriculum. Teachers can “share information on how to deliver certain lessons or achieve certain goals with their students” (67). This makes the curriculum a truly living document rather than a dusty binder lost on teachers’ shelves. If a country can make this work, then surely LHS can mirror the same effort. Please feel free to visit [|Curriki.org] for another example of the power of the wiki as a collaborative tool. This website provides free resources to all stakeholders in the school community. I joined this community to both contribute to and benefit from the vast array of resources that teachers from around the world use to spark the fire of education in students. Imagine the power of a similar tool specific to the needs at our high school. This site is what I envision our wiki will eventually become if we choose to pursue it beyond this year. In these difficult economic times, one of the first administrative concerns you have is regarding the cost of a wiki. I am happy to report that there are several FREE services for hosting education wikis. The specific service that I propose for LHS is Wikispaces. This service allows unlimited users to upload documents, create wiki pages with links to all sorts of resources, and collaborate in an online environment flexibly and in an asynchronous manner. In all honesty, however, the free aspect of a LHS wiki will not last forever, since Wikispaces does have pricing plans for K-12 organizations. Therefore, if we would like to continue with a school wiki, it would need to be included in next year’s budget. While this may seem to be a detractor, the pricing for an expanded wiki begins at $1000 per 100 users. Since the high school has less than 100 teachers, this cost is minimal compared to the power the wiki can have for learning and teaching in our school. It for this reason that I propose we begin only with department chairs (and you of course) during the upcoming school year, so that we can decide to continue our use of the wiki after piloting it as a group. I started a wiki through Wikispaces for use in my classes beginning next year. Click here to see a very rough draft of my wiki, though check back in October when it is up in full swing to see its evolution. I would be willing to provide training (based on my experiences in the URI course) to the department chairs in the beginning of the school year. I would like to give them the tools and knowledge to work within the wiki environment, while preparing them to lead the same effort in their departments. If each department chair leads a collaborative development of a single page based on a specific skill each semester, then we will have at least 20 pages of teaching resources by the end of the school year. Quarterly pages would double that number. Aside from the economic roadblock previously mentioned, the biggest area of concern would in fact be teacher wariness. While a few teachers are familiar with Web 2.0 technologies, it seems that too many are frightened by any digital endeavor. Therefore, ongoing training and practice/experience with the wiki is essential. Once again, departmental meeting times dedicated to this will help alleviate the stigma some associate with technology. Ongoing support and leadership provided by both administrators and department leaders are essential for this adventure to be exciting rather than frightening. Once teachers gain experience working with the wiki, then they can continue to contribute their own lessons on an ongoing basis. For example, imagine the wiki’s growth if teachers had the option of composing their evaluation documents on a wiki as well. That would be approximately 20 more pages per year of content-specific resources. We could also utilize Common Planning Times for wiki development further increasing the wiki’s cache of collective wisdom and experience. The myriad possibilities will benefit our most important stakeholders: the students. I only wish this kind of resource had been available when we began teaching! Obviously, we have a lot to discuss and I look forward to sitting down with you to work through any other details this proposal has neglected to address. I feel strongly about the possibilities the wiki holds for our school community, and I look forward to helping our colleagues experience the wonders of the wiki. I am free to meet at your earliest convenience. Thank you for your time and consideration.
 * || LHS English Department ||
 * Word document with live links:[|Schofield Deliverable #3--Wikispaces Proposal.doc]**

** EDC 586-921 Final Project: Elie Wiesel’s //Night// **
 * Schofield Final Project**


 * Introduction and Rationale for Unit:**
 * The Lincoln High School (LHS) tenth grade curriculum is a Humanities program with a strong focus on Western and World literatures. This unit focuses on the horrors of genocide by focusing on the Jewish Holocaust of the mid-20th century. A study of Elie Wiesel’s //Night// shall provide students with a personal view of this dark period of human history, while also studying the genre of the memoir.
 * Students will engage in a variety of learning experiences throughout the unit culminating in the composition of a wiki page focused on a particular aspect of Wiesel’s book (test grade). Students will also engage in online discussions (homework grades) through the use of the class [|blog], which they have used throughout the year. Likewise, this will be their second experience using Wikispaces, since they have already been required to complete a page about their choice summer reading book. This unit shall contain a review of this process in order to ensure student retention of this knowledge.
 * While this unit is written for students across all ability levels, activities are written with the following assumptions: the class is comprised of 25 students; the class has access to technology via in-class computers, the library computers or computer labs, and home access. If students do not have computer and/or internet access from home, then they may complete out of class online assignments before or after school in one of the previously listed locations.


 * Essential Questions:**
 * Why is it important to study the Holocaust?
 * How does experience determine how people live their lives?
 * Can good prevail even during the most horrible experiences?

Students will: · research the Jewish Holocaust to develop an understanding of the historical event; · read and comprehend Weisel's //Night//; · respond to the text through a variety of journals/blogs; · analyze the changes in the character development of Elie throughout his memoir; · analyze the characteristics of the memoir; · utilize technologies such as webquests, blogs, wikis, and podcasts in their study of //Night;// · compose a wiki page based on a topic of choice as it relates to //Night//;
 * Unit Goals:**

· Opening **Day 1**: Utilizing a KWL chart, students will be prompted to write down whatever they know about the Jewish Holocaust of 1933-1945. These responses should be recorded under the K section of the chart. After 3 minutes, 5 random students will be asked to record a few of their responses on the chalkboard as the rest of the class continues with their charts. Once these students are done, then the teacher will lead a discussion regarding the items on the board. Students will respond to these items by identifying what they mean. Areas of confusion will be noted in the W section of the chart. When necessary, misconceptions will be clarified by the teacher, depending on their relevance to the main activity, the Webquest. Some answers must be left for the students to discover on their own. · The teacher will introduce the main activity, the completion of webquest created by Julie Poltak and found online by the teacher (see link below). The purpose of completing the webquest is to activate and enhance prior knowledge of the Holocaust in order to prepare students to understand their reading of //Night//. Students (assuming the class enrollment is 25) will be broken up into 5 groups of 5 with each groups being assigned one of the following topics: Holocaust Overview, Concentration Camps, Anti-Semitism and Kristallnacht, Ghettoes, and Survivor’s Stories. · Students will present their findings to the class and will be provided some class time for preparation, although they should not rely solely on this time. Presentations should last approximately 5-7 minutes, but no longer than 10 minutes. Groups may use PowerPoint to present their information (if they choose), but each group will be required, at the minimum, to record their findings on chart paper (if they do not use PowerPoint). · The teacher will lead the class through the Introduction, Task, and Process sections of the webquest. Students will ask any clarifying questions. · Each group will be given the rest of the period to complete the webquest. Groups will present their findings to the class during the next class period. Follow this link: [|Webquest]. · Closing: 10 minutes prior to the end of Day 1, students will meet in their groups to compare information and begin preliminary preparations for their presentations. Students will identify responsibilities amongst themselves with the knowledge that there will be some time to prepare the next day. · Presentations shall be assessed using LHS’ [|Oral Presentation School-wide Rubric]. · Opening **Day 2**: The teachers shall notify students that they will have 15 minutes to finalize their presentations. Each group will be provided with chart paper (as needed) to record their presentations. Students who use PowerPoint will work at the computers to fine tune their presentation. · After the 15 minutes have passed, presentations will begin. Non-presenting students should take notes by completing the L section of their KWL charts as they observe each presentation. · Homework: Students shall respond to the following entry on the class blog: Based on the webquest and student presentations, why do you suppose non-Jewish Germans allowed the Holocaust to happen? Why was this hatred not condemned?
 * Lesson Plan Sequence:**
 * __Days 1 and 2:__ Understanding the Holocaust WebQuest and Presentations**

· Opening: If needed, the teacher will provide time for any unfinished presentations from the previous day. Once that is complete (or there was no need), the teacher shall distribute copies of Elie Wiesel’s //Night// and explain the nature of the book as a memoir, which is a specific form of the non-fiction genre. · Prior to beginning reading or as the opening, the teacher shall introduce the unit’s culminating assessment: the composition of a wiki page based on one of several topic choices. The teacher will remind students that they have already completed a wiki page as part of their summer reading assessment. However, there will be new requirements for this unit, including links to resources and multimedia files. Students should consider which area to focus on as they read the book to make it easier to trace the development of that area through the book. Instruction on the new aspects of the wiki will occur prior to the wiki’s due date. · Before beginning reading of Section 1, the class will complete a to front-load critical vocabulary words. This activity shall serve as a bridge between the Understanding the Holocaust activity students have just completed and the book itself. · After the completion of the vocabulary activity, the teacher shall lead the class in a read-aloud of section 1 of// Night//. Understanding this section, especially the first few pages, has proven difficult for many LHS students in the past due to its heavy reference to esoteric aspects of Judaism. Hence, a read-aloud format will allow the teacher to better ensure student comprehension of the opening sections. · Closing: Prior to the end of class, the teacher will introduce the next blog entry to be completed after reading section 1. The blog entry is as follows: Choice Response-Why does Wiesel open his memoir with a focus on his strong religious fervor as a young boy? OR Why do you suppose the Jews of Sighet refuse to believe Moshe the Beadle’s warnings even as they become truth?
 * __Day 3__—Beginning //Night//**

· Opening and Activity 1: Class will begin with a review of the blog entries from the previous night. This will also allow the class to discuss the section’s events, which lead to the expulsion of Jews from Sighet. The teacher shall lead students to connect these events to the events discussed as part of the unit’s opening webquest activity. · After the class has completed this discussion, the teacher shall introduce a new activity, which shall be worth a quiz grade and is to be completed by the end of the unit. In order to encourage active reading, the teacher shall require students to self-select a significant passage from// Night//, conduct an oral reading of this section, and explain the features that make this passage meaningful to the reader and the book in general. This oral reading and reflection is to be recorded using [|Gabcast.com] and placed on the class wiki under a section dedicated for this specific assignment. · The teacher shall model the use of this website by conducting a live demonstration with a reading from Section 1, and then loading that model onto the class wiki page. The teacher shall then answer any questions the students may have regarding the assignment or the technology. · Students will be allowed approximately 15 minutes to practice using gabcast by recording basic introductions of themselves to load onto the wiki. The teacher will remind students that this assignment must be completed by the end of the unit to be considered on time. · Closing: Once the class has practiced recording their podcasts and loading them onto the wiki, the teacher shall lead the class in beginning the reading of the night’s homework. · Homework: Read sections 2 and 3 (pages 20-43) of// Night//.
 * __Day 4__—Review of Section 1 and Dramatic Reading Podcasts**


 * __Day 5__—Sections 2 and 3 Review**//
 * Opening: As students enter the room, they will respond to the following journal prompt: What was your reaction to the Madame Schacter episode in section 2? Explain what went through your mind as you read, including your reaction to the end of the section.
 * Once students are settled and have responded to the journal, the teacher shall invite students to share their responses (in summary or verbatim depending upon student preference).
 * After this discussion, the teacher shall conduct a mini-lesson to review the literary term, foreshadowing, and the suspenseful role it plays in the dramatic irony of this section.
 * Students will then be organized into small groups in order to participate in a Jigsaw activity for the review of section 3. Since this is a long section with many changes occurring, it is easy for students to get lost in the events. Therefore, each group will be assigned a certain set of pages to summarize in detail and teach to the rest of the class. Summaries will be recorded on chart paper to be hung around the room after the Jigsaw activity is completed. Students will have approximately 15 minutes to compile their summaries.
 * The teacher will distribute review questions to act as study guides for an upcoming quiz. All students shall complete review questions as their classmates present their information.
 * Each group shall present their Jigsaws in order to clarify the events in the section.
 * Closing: The teacher will answer any remaining questions about section 3. Students will be instructed to study for an objective quiz on the first three sections of Night//.//


 * __Day 6__**—**Sections 1-3 Quiz—Section 4**
 * Opening: The teacher shall solicit questions from students prior to administration of the sections 1-3 quiz. The teacher shall identify areas in need of clarification and reteach that material.
 * Once this has been completed, students shall take the quiz. As students finish, they should begin reading section 4.
 * After all students have completed the quiz, the teacher shall instruct students to pair up with a partner in order to engage in [|Reciprocal Teaching] for the reading of section 4. This is an ongoing instructional structure in this class, so students are familiar with the process. They are to record their conversation by writing their summaries, questions, points of clarifications, and predictions (the four elements of reciprocal teaching) as they stop reading at self-selected points. The structure of Night //facilitates these points through the book’s text structure.//
 * The teacher shall monitor groups by circulating and conferencing with pairs as they complete their work.
 * Closing: The teacher will request students finish the section on which they are working and record their conversations and last page number read. They will submit their work to the teacher. The teacher shall solicit questions and respond appropriately.
 * Homework: Students shall complete the reading of section 4 in preparation for the next class. The teacher shall also remind students about the podcast assignment.

· Opening: Students shall respond to a series of section 4 study questions to serve as a study guide for the lengthy chapter.
 * __Day 7—__Review of Section 4 and Online Nazi Propaganda Exhibit**
 * Inevitably, students ask how people allowed these tragedies to occur. In response to this question, the teacher shall refer back to the unit’s first blog entry as an initial talking point. Then the teacher shall direct students to view the [|USHMM online exhibit] for Nazi Propaganda during the next 20 minutes (more time may be allotted depending on student productivity). The teacher shall respond to student questions as they arise.
 * After the allotted time, the teacher shall prompt to students to share their impressions of the content of the exhibit while clarifying further questions. The teacher shall introduce the blog question and clarify any student misunderstandings of the questions itself.
 * Homework: Students shall respond to the following on the class blog: What effect does propaganda have on the mentality of the masses? Based on your perusal of today’s online exhibit, what was the most persuasive piece of propaganda you viewed? Explain your reasoning.
 * Students shall read sections 5 and 6 (pages 63-92) in preparation for the next day’s class.
 * Students will also be reminded to complete the podcast requirements.


 * __Day 8__—Sections 5 and 6 Review: Discussion Stations**
 * Due to the length of the reading, the class will once again be organized into 5 groups of 5. The teacher will post 5 discussion points as they relate to the events in the chapters. These discussion points include the following: Surviving Daily Life in the Camp or Elie and the Problem of the Golden Tooth; Elie’s Lost Faith; Hangings; Running for Elie’s Life; and Elie’s Father: Balm or Burden. Each of these discussion points will be posted on white chart paper with a series of discussion questions beneath them. Students will start at one discussion station by reading the prompts, conduct a conversation regarding the prompt, and then record the highlights of their conversation on the chart paper before rotating to the next station. This process will repeat until all groups have been to each station and arrive at their original location. The only difference in the second through fifth rotations is that students will also read the previous groups’ responses to consider, clarify, or correct in their own conversation. When groups arrive at their original location, they are to revisit their original comments and the comments of the groups, which may lead to a reconsideration or validation of their original thoughts.
 * Homework:
 * 1) Students will respond to the following blog entry: You have no doubt noticed the changes in Elie throughout the first five chapters. You also may have noticed the continual references to night. Based on your reading so far, why do you believe Elie Wiesel entitled his memoir Night//?//
 * 2) Students will finish reading Night //(pages 93-109).//
 * Students who have not yet completed the podcasts will be reminded to do so.


 * __Day 9__—End of Night //Review//**
 * Opening: Students will enter the room and respond to the following journal entry: Reread the bread crusts scene on the train (pages 96-95). What does this scene about humanity in times of adversity? What is your reaction to this scene?
 * The teacher shall lead a discussion related to the above scene by first soliciting students to share their responses. The conversation will lead to a discussion of the theme of loss of humanity, which will cite several of the unit’s past conversations. We will also discuss how Elie has completely changed from the beginning of the book, including his relationship with his father and with God.
 * After the end of book review, the teacher will review the requirements of the culminating assessment, the wiki page. A discussion regarding the task-specific requirements, rubrics, and topic explanations will follow.
 * Once all expectations are clear and questions are answered, the teachers shall review the process for including multimedia files (i.e. pictures, PowerPoint presentations, video files, etc.), hyperlinks, documents, and other external files to the wiki page on Wikispaces.
 * Homework: Students will receive a final reminder to complete the podcast assignment.


 * __Days 10-12:__ Completion of the Wiki**
 * Students will be provided three class periods to complete the culminating assessment. The teacher shall conference with students and offer feedback on content and technical assistance as needed.


 * __Day 13__: Presentations**
 * Students will present their wikis and explain the research, composition, and design processes.

You or your group (maximum of three members) will compose and post a wiki page that conveys comprehensive and accurate information on one (1) of the following topics: · Analyze the role of religion in //Night//, especially as it applies to Elie Wiesel’s character development; · Analyze //Night// as a memoir, including a comprehensive definition of the genre and its place in the world of literature; · Analyze the appropriateness of the title //Night//, including its symbolic relevance; · Trace the development of Nazi persecution as it is shown in //Night//; · Compare the Jewish Holocaust with a modern holocaust (i.e. Sudan, Rwanda, etc.); or · Propose another idea you might have. I’m always open to suggestions!
 * Culminating Assessment: Night //Wiki Page//**

· **Task-Specific Requirements**: Each wiki should include a minimum of three external links (which are also sources of your information), one piece of supporting multimedia related to an aspect of your content, and a Works Cited section that lists each of the sources (including the above) you utilize in MLA citation format. You must also cite any pictures you use in addition to the one required piece of multimedia, unless it is self-created (your own home movie or artistic creation).

· The Wiki entry will be assessed using the LHS [|Report Writing School-wide Rubric]. This project shall be worth **one test grade**.