DiTusa,+Lynn


 * DELIVERABLE #2:**

In my first deliverable, I mentioned the use of blog for my Advisory: Blogging can also be used for my Advisory. I have a grade 5 Advisory, and these students will be with me until grade 8. A blog would be a terrific way to foster communication. Since Advisory focuses on the total child, a blog would allow students the chance to discuss academic and social issues with me and with one another in a comfortable way. Some students are quiet and do not readily participate in some discussions; this forum will hopefully make them more confident so that over time, they will be more inclined to speak to the group directly. Another important piece is the communication with home. Parents would be able to get more involved in what is happening in Advisory, which is something about which parents are curious. Furthermore, we have a “buddy” Advisory, which consists of grade 7 students; they can be involved as well. Finally, my Advisees’ teachers and guidance counselor can use this tool to learn more about the students. Since Advisory does not follow a typical classroom structure and does not require assessment or relate to subject standards, then the lesson plan format is not applicable to this explanation. However, use of blogging with my Advisory can fall under the umbrella of “blog with student interaction.” First, I would like to use the blog to get to know the students better. Although I would like to use my class blog for expository writing and creative writing, my Advisory blog would center around personal narratives. For example, I have an extensive collection of autobiographical writing prompts (ex. When I was little, My favorite field trip, A memorable teacher, My most treasured possession, My future goals). The students could respond to prompts that inspire them, and the Advisory members and I will be able to learn about each other. However, one potential issue is that these young students may not have sophisticated social skills and cannot always determine when personal information becomes too personal. I also do not want them to be vulnerable to criticism or ridicule because they have revealed details about themselves. Next, as the focus of advisory shifts from one quarter to the next, I would like to use the blog to discuss topics within the quarterly theme. During the third quarter of each year, Advisories focus on careers. Blogging would be a fantastic way for students to reach out to the working world and interact with people working in areas that interest them. For Career Day, students select four careers from a list of approximately 40 and visit presentations given by people in that or similar fields. Because the students are so young, however, they know little about the working world and are unfamiliar with many of the occupations. If students had the chance to visit blogs of professionals, ask questions, and read about the fields, they would be better prepared for Career Day and more aware of their options. However, before students started blogging with “outsiders,” I would need to check where they are blogging in order to protect them. We would also have to review what information they should not reveal as well as what is considered to be acceptable blogging etiquette and appropriate manner in which to communicate with adults. Another area of interest is communication with students from different schools around and outside of the country. We could have cyber pen pals. Because my Advisory consists of only 11 students, it would be easier to establish this type of connection with this group as opposed to with my regular classes. Using a blog in this way would allow these young people to gain further insight as to what other people’s lives are like, especially since they live within a small community and only have three schools in the district. Again, safety is always a concern, so I would do considerable research and planning before allowing students to proceed; other teachers and I would establish a program prior to introducing it to the students. Currently as our elementary school, some students have begun blogging; perhaps we can work with them before reaching out beyond our district. Finally, my Advisory would use the blog to discuss school issues and topics facing young people. With bullying now taking many forms, students need to know how to deal with it. Social pressures are also overwhelming them. In addition, students demonstrate disrespect toward others because they do not understand something about them, whether is has to do with disabilities or religion or appearance. We can have these discussions, which are sometimes awkward in a group setting, on the blog instead. I can post social scenarios on the blog, and the students can discuss ways to handle them. Blogging can provide a medium for these important topics. Because of the sensitivity of some of the topics, though, we have to make sure that we do not offend others or resort to stereotypes or generalizations. I believe that blogging with my Advisory will be a powerful way to draw all of the members together and motivate them to communicate with one another on a deeper level. Also, parents will be able to view the blog, read the posts, and continue the dialogue at home.

Deliverable #3: Proposal I am interested in implementing the use of blogging during the 2008-2009 school year. There are several ways in which I can infuse a blog into the school day. First, since we will be incorporating the Type II Enrichment piece into our schedule in the upcoming year, I could possible use that block of time in order to instruct students how to use blogs as well as other Web 2.0 tools. Next, as a Language Arts teacher, I will have a small group targeted for Intervention every other three-week cycle; this group would certainly be motivated by this use of technology, especially since Intervention is sometimes viewed by the students as punishment or consequence. In addition, my Advisory could use a blog in order to foster communication, build group identity, and discuss various issues. I could also take the opportunity afforded in the form of Flex time. Since students use Flex time for silent reading, book selection, and reader-recommendation card completion, the use of a blog could be a component of our reading program. Finally, because of the five computers in my classrooms, I could use blogging within my class time as part of station rotation. In __Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms__, Will Richardson writes, “What exactly is a Weblog [blog]? In its most general sense, a Weblog is an easily created, easily updateable, Website that allows an author (or authors) to publish instantly to the Internet from any Internet connection” (17). Since so many children are already quite proficient in the use of Web 2.0 tools, such as blogs, wikis, and podcasts, the next step is to incorporate these tools into classroom instruction, assessment, and work production. I see a blog as  ·   An opportunity for all students to have a voice, even those who tend to remain silent in the classroom ·  A vehicle through which students can share their knowledge of a topic and receive feedback from their peers, their teachers, and their parents ·  A bridge between students who do not typically interact so that they can connect about books they have read or authors they like or genres they prefer ·  A way for young people to grasp the importance of being able to express themselves well in order for others to receive and respect their input ·  A motivation tool for reluctant students, a challenge for advanced students, and a refreshing alternative for students who do not respond to traditional instructional practices or assessments ·  A window through which parents can view their children’s work products, their insights, their interests, and their interaction with their peers.

As I stated earlier, I can use blogs during various blocks in the school day (Type II Enrichment, Intervention, Advisory, Flex time), yet I plan to begin in the regular classroom setting. In our middle school, students in grades seven and eight no longer have a reading class, so the use of a blog in the following ways can revitalize and invigorate our reading program. At the same time, the use of a blog will increase the frequency of response-to-text writing, which will ideally lead to improvement in NECAP scores. The goals for this pilot are as follows: ·  Students will respond to prompts about their self-selected reading – this will provide accountability necessary for our reading program and will replace the cumbersome reading journals. Many students will be able to blog from home, and the teacher can evaluate and respond to the posts from home as well. ·  Students will respond to prompts about assigned reading, fiction and non-fiction – this will serve as a formative assessment, which will help the teacher tailor further instruction. ·  Students will respond to their peers’ postings – this will challenge them to read critically, reflect on other perspectives, and respond in a thoughtful and appropriate manner. ·  Students will write creatively as they do in their Writers’ Notebooks, applying techniques they learn in class – this will allow them the flexibility of working at home without time constraints and/or pressure and will enable all students to examine a variety of writing styles without students having to read in front of others in class. ·  Students will build a literature center, which will include author studies, recommended books with synopses, podcasts of students reading favorite parts of books, podcasts of book discussions, and podcasts of teacher read-alouds – this will provide a resource for students who are wondering what to read and will motivate students to read more so that they can contribute to the literature center. Once these ideas are successfully put into practice, then others will be added, both in the classroom setting and during other blocks within the school day. Blogs are already being used successfully in many schools. The following video shows the benefits of blogging from student and teacher perspectives: http://weblogg-ed.com/wp-content/uploads/2006/05/WebLoggingSmall.mov In order for blogging to be implemented within a school, however, administration must appreciate and understand the value; Principal Lauer of Meriwether Lewis Elementary http://lewiselementary.org/ has incorporated blogging for the entire school community. While most schools have websites, they are usually controlled by one tech-savvy person; a school-wide blog, on the other hand, can be updated often and by all teachers. An even more powerful message is sent by administrators who blog with parents and students about school issues or policies, as Kimberly Moritz, an assistant superintendent, does: http://ghsprincipal.edublogs.org/2006/07/11/cell-phones-etc-in-schools/. Next, in the article “Educational Blogging,” Stephen Downes makes a compelling argument about the benefits of blogging in general, yet he pinpoints five specific ways in which blogging can be used effectively in education: http://connect.educause.edu/Library/EDUCAUSE+Review/EducationalBlogging/40493. The following article explores ten ways in which blogs can be used by teachers, even those who are just beginning to work with web tools: http://edublogs.org/10-ways-to-use-your-edublog-to-teach/. The next blog is specific to my goals because Doug Noon addresses the issue of journals, which I had mentioned earlier: http://borderland.northernattitude.org/2005/04/04/paper-journals-vs-weblogs/. I have been inspired by several class blogs that I have visited, particularly because students play an active role and because student work can be viewed and appreciated by people other than just the teacher; the products do not just disappear after they are graded. This next site is similar to one that I would like to create because each student has his/her own page, the teacher provides feedback in a relaxed yet professional manner, and the content is challenging, thought-provoking, and substantive: http://itc.blogs.com/thewriteweblog/. My favorite, however, is Duck Diaries because it shows how blogs can benefit students of all ages, because it allows parents to share the wonderful experiences that their children are having at school, and because it is simply precious: http://duckdiaries.edublogs.org/. Finally, I would like to acknowledge Narragansett Elementary School as well since I work in the same district and since several of their teachers have begun blogging: http://www.narragansett.k12.ri.us/NES/. Although blogs do have benefits, they certainly have drawbacks as well. The first concern is student safety; I know it was my initial reaction. To begin, I must teach the students about how to use the technology cautiously, respectfully, and in a realistic light. ** [|**A Blogger's Code Of Ethics**] **** by Jonathan Dube, **//** CyberJournalist.net. **//// will be useful in this area. // Then, I will create very specific guidelines for the students to follow, including what information they should not reveal at any time (ex. no phone numbers, addresses, last names). Students will have passwords, and only those that I include on the blog will be able to add to it, although “outsiders” will be able to read the material. The second potential drawback is about what students actually __will__ write, even though they have been told what __not__ to write. For example, will students use vulgarity or obscene language? Will they make derogatory comments to and about their peers? Will they make threats toward others or create rumors? Will they criticize or try to embarrass teachers or the school? Honestly, they might; however, inappropriate content will not make its way to the blog because I have the final say as to what gets posted. The program allows for all comments to be posted in such a way that they must have my approval before they can be displayed on the blog. In terms of the quality of the work they post, students will be expected to plan accordingly for each post by pre-writing in some way with the use of an outline, a set of questions, or a graphic organizer. They will also work in pairs to prepare some posts so that they can peer edit. An additional concern is about when students will be able to contribute to the blog. While students do have computers at home and will be allowed to contribute to the blog there, all do not; therefore, I will provide opportunities at school, such as consistent visits to the computer lab, use of my classroom computers during station work, Flex time, and even voluntary after-school sessions. The mobile classroom and the computer lab can be difficult to access, but I will plan accordingly. The final issue has to do with the educational benefits of blogging; is it worth it? Any time a teacher can provide a situation in which students are enthusiastic about writing, about exchanging ideas, about asking questions, about discussing literature, about publishing, about listening with an open mind, and about wanting to learn more, then I have to say it is it worth it. When students enter the working world, they must have a thorough knowledge of technology, so again, it is worth it. The work that we will do through a blog will be directly linked to both the reading and writing GLEs and will be relevant to the NECAP testing. To begin this process, we need the program that will suit us the best. I have established a blog already through Blogger: http://msditusasblog.blogspot.com/. Blogger is free, easy to use, and has privacy considerations. It also has a format similar to that of Word, so students will adjust to it quickly and will have access to the similar publishing tools (spell check, justification, bullets, font changes, etc.). There is a way that I can monitor what actually gets posted, too. Also, because I am still new to blogging, I need to feel comfortable with the program, and I know more about Blogger than I do about the others, such as Blogmeister http://classblogmeister.com/index.php. In addition, since there are still reservations about the use of blogs, I prefer not to have the school spend money on certain software at this point. I would also like to use Flickr http://www.flickr.com/ in order to incorporate pictures of displays, projects, and student involvement in classroom activities and TeacherTube http://teachertube.com/ to show instructional videos and podcasts. Since there are so many dynamic lesson available on TeacherTube, I would like students to receive instruction about the same material from another source. Hopefully, they will visit that site for other content areas as well. I have proposed some ways in which blogging can be used, yet I plan to incorporate other Web 2.0 tools once I become more adept at using them. Eventually, I want to establish a class wiki. Through use of a wiki, students will collaborate about a topic, edit, and contribute to peers’ publications; it can take cooperative learning to a new level. In terms of how a wiki could benefit the faculty, it could be a valuable tool as we improve our ELA curriculum since teachers could add resources, teaching strategies, rubrics, and writing prompts to one location. Though I have numerous ideas for the future, particularly about podcasts, I plan to work with blogging for now and progress over time. Thank you. **FINAL PROJECT**

Lynn DiTusa Grades 7 and 8 Language Arts teacher Narragansett Pier  School Narragansett, Rhode Island 02882 Lditusa@narragansett.k12.ri.us EDC 921 Final project GLEs ADDRESSED IN THE UNIT: READING R-7-16 Generates a personal response to what is read through a variety of means… R-7-16.1 Comparing stories or other texts to related personal experience, prior knowledge, or to other books R-7-14 Demonstrates the habit of reading widely and extensively by  R-7-14.1 Reading with frequency, including in-school, out-of-school, and summer reading R-7-14.2 Reading from a wide range of genres/kinds of text, including primary and secondary sources, and a variety of authors (e.g. literary, informational, and practical/functional texts) R-7-14.3 Reading multiple texts for depth of understanding an author, subject, theme, or genre R-7-17 Demonstrates participation in a literate community by  R-7-17.1 Self-selecting reading materials in line with reading ability and personal interests R-7-17.2 Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to comments and recommendations of peers, librarians, teachers, and others WRITING W-7-11 Demonstrates the habit of writing extensively by W-7-11.1 Writing with frequency, including in-school, out-of-school, and during the summer W-7-11.2 Sharing thoughts, observations, or impressions W-7-11.3 Generating topics for writing EXAMPLES: [selected] journal writing, free writes, quick writes, writers’ notebook, reading response journals W-7-9 In independent writing, students demonstrate command of appropriate English conventions by  W-7-9.1 Applying rules of standard English usage to correct grammatical errors W-7-9.2 Applying capitalization rules W-7-9.4 Applying appropriate punctuation to various sentence patterns to enhance meaning W-7-9.5 Correctly spelling grade-appropriate, high-frequency works and applying conventional spelling patterns/rules OC-7-1 In oral communication, students demonstrate interactive listening by  OC-7-1.4 Participating in large and small group discussions showing respect for a range of individual ideas OC-7-2 In oral communication, students make oral presentations by  OC-7-2.1 Exhibiting logical organization and language use, appropriate to audience, context, and purpose OC-7-2.2 Maintaining a consistent focus OC-7-2.3 Including smooth transitions, supporting thesis with well-chosen details, and providing a coherent conclusion OC-7-2.4 Effectively responding to audience questions and feedback OC-7-2.5 Using a variety of strategies of address (e.g. eye contact, speaking rate, volume, articulation, inflection, intonation, rhythm, and gesture) to communicate ideas effectively RATIONALE: Students are expected to read 15 novels in the course of the school year. Although the teacher sometimes assigns a specific novel or a novel within a particular genre, the students do have the opportunity to self-select their reading material, provided that it is appropriate for their reading level. Students often share their opinions of what they have read, conduct book talks, deliver presentations, make recommendations, create visual representations of the novel, and role play. These activities are significant, for they show the students’ knowledge of what they have read, yet they are even more powerful when their peers are motivated to read specific novels or investigate authors with whom they are unfamiliar. One goal for this unit is to create an on-going platform for students to communicate with their peers about what they are reading. The students are required to do a great deal of writing. They write lab reports, research papers, essays, articles, poems, want ads, reader-response journal entries, short stories, scripts, etc. However, they do not often have the opportunity to free-write and share their work; for those reasons, another goal for this unit is to use the blog as Writers’ Notebooks. I have incorporated Writers’ Notebooks in my class to an extent over the last few years, and I have been pleased with the results. Although I do provide certain guidelines for their entries, the students have considerable freedom with topic selection. When they are given a prompt, they respond immediately and are motivated, enthusiastic, and productive. Perhaps the best part of using Writers’ Notebooks is the sharing of their work. Some students are willing to read their work aloud, and even more are willing to listen. I enjoy listening as well, particularly because I learn so much about the students’ personalities in the process. By using the blog as a component of the Writers’ Notebooks, students will be able to read what all of their classmates have written and respond to those entries. While the first goal of using blogs in my class this year is to increase discussion of what they are reading, my second is to foster their interest in writing.

LESSON #1:  ·  Students will demonstrate positive speaking skills, such as pacing, inflection, volume, stance, and eye contact, while delivering the speech. ||  ||  ·   I will begin by demonstrating a what-not-to-do speech. I will instruct the students to jot down their comments about why my presentation was unsuccessful, which will be used for discussion after I conclude.  ·  When I finish, we will discuss what the problems were in my presentation and write the feedback on the board. Problems with my presentation include my looking at the ceiling, looking at the floor, rocking back and forth and side to side, speaking too quickly, speaking too slowly, using a monotone, trailing off at the end of a sentence, talking with my hands, leaning against the board, etc.  ·  I will then instruct about speaking skills with the use of a PowerPoint that I created. It acknowledges speaker apprehensions, has lots of fun sound effects and graphics to ease the tension (since some students panic at the thought of speaking in front of a group), includes relaxation tricks, includes public speaking do’s and don’ts, and previews the speaking tasks that they will perform.  ·  Next, I will restate and explain in further detail how students need to effective use pacing, inflection, projection, stance, and eye contact.  ·  Students will then do additional critical viewing by watching clips of significant orators and discussing their observations within small groups YouTube videos: Focus on Martin Luther King, Jr., John F. Kennedy, Jr., and Franklin Roosevelt http://www.socyberty.com/History/The-10-Most-Memorable-Speeches-of-the-Twentieth-Century.166993 The following site has a much broader range of material: http://www.americanrhetoric.com/top100speechesall.html There are also extensive lesson plans on the following site: http://www.teach-nology.com/teachers/lesson_plans/language_arts/speaking/  ·  To practice their own speaking skills, students will select an anecdote from //Reader’s Digest// from one of the following sections: Life in These United States, Humor in Uniform, Campus Comedy, All in a Day’s Work, or Laughter is the Best Medicine. They are to read the passage aloud several times for fluency. Then, they need to work with a partner so that the partner can offer feedback. Students must stand as they rehearse, hold the magazine at the appropriate height, and keep in mind the techniques mentioned above.  ·  As students present, their classmates must record their observations on the chart that I will supply. Later, I will provide feedback to each student privately.  ·  After the explanation of the writing assignment below, I will present a speech about my own embarrassing moments, this time demonstrating proper behaviors. Also, on the overhead projector, I will show them how I constructed the speech. || 1.   Embarrassing moments 2.  Injury stories 3.  Vacation/trip highlights 4.  Significant episodes/situations in your life 5.  Other topic with teacher approval The speech must include a hook or introduction, build-up to the main points, transition between stories (if more than one), and a closing. The speech should be 2-5 minutes only, so choose your topic wisely. After the speeches are written, students must practice and present. ||  ·  Students can memorize the //Reader’s Digest// exercise.  ·  Depending on the comfort level of students, they can follow various directions: Group 1: present Reader’s Digest to each other and begin speech writing; Group 2: present Reader’s Digest to me, get feedback from me, present again in the small group; Group 3: practice with mirror or on own or with a partner to gain confidence  ·  Graphic organizers will be provided for speech writing.  ·  Students can write a second speech, evaluate the two, and present the stronger one.  ·  Students can create the rubric for the speech and for the presentation.  ·  Students can include visuals with their presentations, such as outlines or timelines. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can research several speeches by the same individual to find patterns or mannerisms. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can practice reading aloud famous speeches using the techniques discussed. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for speech – writing <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for speech – speaking ||
 * INTRODUCTION || Since the students will be involved in discussions and presentations throughout the two years in my class, they need to learn basic public speaking skills. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will construct a brief personal experience speech.
 * PRE-ACTIVITIES
 * WRITING ASSIGNMENT: || Students will write a brief personal experience speech based on one of the following topics:
 * EXTENSION AND ADAPTATION: || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Cue cards can be made for the //Reader’s Digest// exercise.
 * ASSESSMENT: || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Information from peer feedback chart

LESSON #2: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will give a book talk in order to pique the interest of their peers. || http://olc.spsd.sk.ca/DE/PD/instr/strats/booktalks/index.html Here, Nancy Keane explains what a book talk is, includes book talk rubrics, and provides an incredible list of book talk samples. I will give students time to browse some of the samples so that they have a sense of how to write their own. I must, of course, point out a few of my favorites, such as //Watership Down//, //And Then There Were None//, and //The Outsiders//. (Another good teacher resource is http://www.det.wa.edu.au/education/cip/learntech/eng/pr/#4) <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Nancy Keane provides a link to Scholastic, which has book talks in written form and on video. I will definitely show some of the videos to the kids because they serve as wonderful examples: http://www.scholastic.com/librarians/ab/booktalks.htm <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will have students view book talk videos by students as shown on TeacherTube. They can browse the five pages of book talks. The videos are not as polished as those on the Scholastic site, however. http://www.teachertube.com/search_result.php?search_id=BOOK+TALK&x=19&y=7 <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  After they read and view book talks, they will meet in groups and discuss what makes for a compelling book talk. They will also mention the examples they liked the best and explain why. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will invite our media specialist to give some book talks about recent additions to the library. She conducted several book talks last year, and the students did seek them out. Our literacy coordinator has also given book talks about an entire collection of survival novels, which then enables students to select books for literature circles. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Finally, I will do a book talk about one of the book that we will be reading as a class, //Freak the Mighty//. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Include the title and author of the book. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Provide some information about the main character(s). <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Introduce the main conflict in the novel. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Build the suspense by mentioning an exciting or tense situation, but do not reveal the ending. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Conclude with a statement or question that leaves them thinking. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Throughout the paragraph(s), use compelling and gripping word choice. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can write book talks for all of their summer reading books. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can locate other sites with lists of book talks. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can use the list of authors from the summer reading list, compile book talks about their works, and create a class wiki. They can also add to this wiki as they read books for which they could not find book talks. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can create a bulletin board display for the book talk write-ups. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for book talk – writing || || Atwater-Rhodes, Amelia Avi Bloor, Edward Brooks, Bruce Bunting, Eve Clements, Andrew Cooney, Caroline Creech, Sharon Crutcher, Chris Duncan, Lois Dygard, Thomas Farmer, Nancy Flake, Sharon Fox, Paula Funke, Cornelia Gantos, Jack || Gliori, Debi Gutman, Dan Haddix, Margaret Peterson Hamilton, Virginia Hesse, Karen Hobbs, Will Kerr, M.E.  Konigsburg, E.L.  LeGuin, Ursula Lowry, Lois MacHale, D.J. Mazur, Harry Mazer, Norma Fox McDaniel, Lurlene Myers, Walter Dean Napoli, Donna Jo || Naylor, Phyllis Nixon, Joan Lowry O’Dell, Scott Paolini, Christopher Paterson, Katherine Paulsen, Gary Pullman, Philip Rees, Celia Rinaldi, Ann Shusterman, Neal Sleator, William Spinelli, Jerry Voight, Cynthia Wolff, Virginia E. Yolen, Jane Zindel, Paul || LESSON #3: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will develop an argument for or against blog use in and for school. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  In small groups, students will chart their familiarity with and use of programs. The results will then be posted for comparison. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  The class will then discuss what blogging is and their experience with it. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Then, in a chalk talk, the students will explore the positive and negative aspects of using a blog in our class. In a chalk talk, a question or controversial statement is written on the board. Then, students approach the board, one or two at a time, and write a response or probing question to the initial prompt or to other students’ responses. They do this in silence, communicating only through their words on the board. They continue until they have no other input. At the conclusion of the chalk talk, the teacher comments and expands on what they have written. (A blog can serve the same purpose as a chalk talk – students have the chance to express their opinions as well as respond to those of others.) Chalk talks can also take place on large posterboards at stations; children can rotate to the stations. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will show the video “Why Blog in School” to add to the discussion: http://www.teachertube.com/view_video.php?viewkey=9742b1a047c8dc6b1e99 <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will then visit some student blogs to see what type of work is being done with them. http://itc.blogs.com/babin/ Click on students’ names in the left margin: http://visitmyclass.com/blogs/burnett/default.aspx Listen to some of their podcasts in which they recreate fairy tales. Also, click on their Free Writing, Town Stories, and archives for May 2005 in the right margin. There is an excellent variety of writing samples. http://itc.blogs.com/thewriteweblog/ Explore multiple areas of The Write Weblog: http://duckdiaries.edublogs.org/ They just have to see Duck Diaries! <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  For the writing assignment, students will go through series of steps: discussion and brainstorming, completion of a graphic organizer, a first draft, peer revision and editing, and a final copy. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can challenge themselves by arguing the opposite side as well. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can find articles about blogging that provide arguments for both sides of the issue and incorporate evidence in their paragraphs as support. The use of research and evidence as support usually is not taught so early in the year, yet some students might be ready for that step. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can develop a survey for faculty and staff members about the topic and then compile the results. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for persuasive paragraph ||
 * INTRODUCTION || Once students have practiced speaking in front of a group, they will conduct a book talk based on one of their summer reading selections. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will write one-two paragraphs about a summer reading book that they enjoyed.
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   I will discuss with students the purpose of book talks and how to construct them using the following site:
 * WRITING ASSIGNMENT || Students will write a one-two paragraph book talk about one of the novels they read for summer reading. They should follow these guidelines:
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will present their book talks to the class incorporating the public speaking techniques discussed earlier.
 * ASSESSMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Rubric for book talk – speaking
 * AUTHORS FOR SUMMER READING : STUDENTS ENTERING GRADE 7
 * Almond, David
 * INTRODUCTION || Within the next few lessons, the students will incorporate what they have learned in lessons 1 and 2 into a classroom blog. However, before that can happen, the students need to be introduced to blogging. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will be able to explain what blogging is and how it will be used as a classroom tool.
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will take a technology inventory, rating their familiarity with various programs and devices that they will use throughout the two-year span.
 * WRITING ASSIGNMENT || Students will write a persuasive paragraph about blogging based only on their opinion. They will argue for or against blogging being used in and for school. They must include a topic sentence, at least three substantial reasons to support their perspective, and a closing sentence. The intended audience is the principal, so they are to write in a formal manner.  ||
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   I will set up tutorials for students who have gaps in their knowledge of technology; the tutors will be students who are more advanced in the area of technology. These sessions can be in the form of full-class instruction for fairly new technology or in smaller groups for refresher sessions. This situation will be an excellent way for advanced students to take their ability to another level by teaching their peers.
 * ASSESSMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Assessment of prior knowledge about technology

LESSON #4: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  As a full class, we will debrief by listing their comments on the board, combining or rephrasing when possible, and prioritizing. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Then, they will explore what other students and teachers have developed, taking notes about ideas that they think we should include in our policy: http://yongesonne.edublogs.org/2006/09/18/another-take-on-blogging-rules/ http://pc20s.blogspot.com/2005/09/students-made-this.html http://mathmusings.blogspot.com/2006/01/safe-blogging.html http://www.budtheteacher.com/wiki/index.php?title=Student_Created_Blog_Policies http://hetherington0607.learnerblogs.org/rules-for-blogging/ || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can write a script, explaining their blog policy. Later, they can post this script as a podcast, which can be included on our blog. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can post to the blogs of students in other schools and ask them about the success they have had with blogging as well as about problems or student misuse. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can use our school’s handbook to see how policy is written. This exercise is also a good way to incorporate public documents. http://www.narragansett.k12.ri.us/NPS/handbook/Handbook2006-2007.pdf Behavior policy http://www.narragansett.k12.ri.us/NPS/athletics/Athlete_Policies.pdf Athletic policy ||
 * INTRODUCTION || Students will begin the process of using a blog in and for class. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students and teacher will develop a use policy for a class blog. ||
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   In small groups, students will list do’s and don’ts of posting to a blog. Based on the school rules and based on my guidelines for their writing, what should the rules be for a classroom blog?
 * WRITING ASSIGNMENT || Each group will write a classroom blog policy. They will begin with formal stems, such as “Students will/will not…” or “Teacher can…” Each statement should be brief yet specific and should reflect school rules as well as common courtesy and respect. Also, the policy should not contain more than ten statements. The audience is administration. ||
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students can develop a letter for parents in which they explain how and why a blog will be use as part of our ELA class.
 * ASSESSMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Rubric for policy ||

LESSON #5: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will select a passage within the text that exemplifies the author’s style. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will use effective speaking practices to do a dramatic reading of the passage in the form of a podcast. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will post the podcast on the class blog. || __ http://msditusasblog.blogspot.com/ __ <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Next, I will introduce podcasting to them and explain that they will be reading a passage from the novel about which they did a book talk. Their classmates will be able to listen to the podcasts when they are trying to find something “good” to read. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will select a passage from //A Separate Peace// and demonstrate reading with enthusiasm and inflection. “We were standing on the limb, I a little farther out than Finny. I turned to say something else, some stalling remark, something to delay even a few seconds more, and then I realized that in turning I had begun to lose my balance. There was a moment of total, impersonal panic, and then Finny’s hand shot out and grabbed my arm, and with my balance restored, the panic immediately disappeared. I turned back toward the river, moved a few more steps along the limb, sprang far out and fell into the deep water. Finny also make a good jump, and the Super Suicide Society of the Summer Session was officially established. It was only after dinner, when I was on my way alone to the library, that the full danger I had brushed on the limb shook me again. If Finny hadn’t come right up behind me…if he hadn’t been there…I could have fallen on the bank and broken my back! If I had fallen awkwardly enough, I could have been killed. Finny had practically saved my life.” (31-32). <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Then, students will go back to the novel they read in order to find a gripping passage, one that will prompt others to read it. This passage should not give away too much about the novel’s climax or resolution, however. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Once students locate passages, they will prepare for the podcast by reading aloud to a partner, paying particular attention to punctuation, rhythm, pace, and volume. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will also practice recording themselves on tape recorders since they are readily available. This way, once they hear themselves, make adjustments, and improve their reading, then they will prepare a podcast. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will show “Podcasting in Plain English”: http://podcastingvideos.blogspot.com/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Since I am not completely confident about this process, I will invite our technology coordinator to assist in the process of podcasting. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Resources for podcasting: http://www.yahoo.com/publish http://learninginhand.com/podcasting/create.html http://www.shambles.net/pages/learning/ict/podcast/ http://www.learnoutloud.com/toplevel_podcast.php?s=092d9072ec9ec1acb051b8044a62de71and http://www.shawnwheeler.name/workshops/adventuresnpodcastingpresentation/ http://chatt.hdsb.ca/~magps/boylit/edweek%20article.pdf || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  A second writing assignment is attached to the extension and adaptation section. || http://www.guardian.co.uk/education/2007/sep/18/link.link16 ||
 * INTRODUCTION || In order for students to apply their speaking skills as well as motivate others to read a book that they have enjoyed, they are going to select a passage to read aloud on a podcast and post along with the book talk written piece. This lesson will connect what they have learned thus far: speaking skills, the use of book talks, the concept of blogging, and acceptable posting policy. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will be able to access the blog and post their book talk written piece.
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Since students have already prepared the written book talk, they will just have to post them. I will show them my blog and explain how to post by posting the sample book talk that I gave based on the book //Freak the Mighty//. In this process, I will instruct them to save as draft only so that I will be able to screen all material before it gets posted:
 * WRITING ASSIGNMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   A writing assignment used for part of this lesson was introduced in lesson #2.
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will read the article “ Why Every School Should Be Podcasting” and highlight the reasons that answer why. They are to then use the evidence in a constructed response.
 * ASSESSMENT || Rubric for constructed response ||

LESSON #6: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will blog about the literary elements associated with the novel they are reading (D.A.D. cards). <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will comment on their classmates’ postings. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will review the pre-test with the students and explain the following terms, which will be defined on a hand-out: Characterization, physical traits, behavioral traits, setting, internal (man vs. self) and external conflicts (man vs. man, nature, society, fate), types of narration (first person, third person limited, third person omniscient), parts of the plot (exposition, rising action, climax, falling action, resolution), theme <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will receive a packet of Deal-A-Discussion cards. These cards will serve as prompts for their blog postings. Examples: How does the setting affect the mood of the novel? Explain how the main character changes in the course of the novel. What is the main conflict, and how is it resolved? If you were the author, what would have done differently? Does the type of narration work well for this novel? Why or why not? <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will model the construction of a response about theme using the short story “The Treasure of Lemon Brown” by Walter Dean Myers, which is in our textbook. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Since students will be posting these responses to the blog and commenting on their classmates’ work, I will also show them how to comment on a response in an acceptable way. To do so, I will show them how not to respond first, using my theme sample. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  In addition to posting a response to a D.A.D. topic, students must also provide comments for three of their classmates’ posts. They must do so in an appropriate, respectful, and substantial manner. || http://www.rodmanphilbrick.com/contact.html <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can research how the texts are interpreted by others by looking at literary criticism. They can do a search for the text, skim the abstracts, and find sites about interpretation and analysis. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  For students that are struggling with their D.A.D. responses, I can work with small groups, taking them through a think-aloud using segments of novels or short stories, or by using a well-known fairy tale or movie. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can be assigned Posting Peers; the two or three students can conference about the work that they are planning to post. These Posting Peers will assist one another not only with the ideas but also with the conventions. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for blog comments || LESSON #7: <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will apply the Six Traits of Writing to the Writers’ Notebooks, beginning with voice, sentence fluency, and word choice. || http://www.maryledbetter.com/books.htm Some of the Smiley-Face Tricks are as follows: repetition for effect, magic 3’s, full-circle ending, similes, metaphors, hyphenated modifiers, and use of humor. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will also incorporate additional concepts, a few at a time, such as use of local color, alliteration, hyperbole, rhyme schemes, personification, creation of mood, imagery, flashback, use of ellipses, sentence fragments for effect, etc. Students will be given a range of topics, or they can choose their own; however, for each writing piece, they will apply a different technique. Within a relatively short time, the students will have a wide variety of writing tools and will use a range of techniques in any writing piece. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students will read samples provided by Ledbetter as well as samples by former students. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Each time students write in class, I will write, too. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Although we will read aloud some of our pieces, the intention is to have students posts many of their pieces to the blog. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  As students begin to recognize techniques and authors’ styles in the books that they are reading, they will post comments and examples to the blog. For instance, I explain my writing style to my students and point out that I tend to use fragments for effect, ellipses, and magic 3’s. If they were to read my work, they would recognize these techniques, post examples of them on the blog, and explain their use. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Students can use apply different techniques to the same topic to see how the final product differs. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Groups of students can generate a list of writing prompts that can be used for future entries. They can use the Write Source resources and the autobiography booklets that are available in my classroom. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I can provide photocopies of various short stories or novels and review them on the overhead projectors, showing what I recognize about an author’s style. Then, I can show another piece and have them provide responses. <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  I will provide my own samples for each topic, and I will demonstrate the steps that I go through as I write creatively. || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Rubric for posts about authors’ styles || __ ASSESSMENTS: __ SOME OF THE RUBRIC TABLES HAVE BEEN DISRUPTED BECAUSE OF THE TRANSFER OF THIS DOCUMENT. CONTACT ME IF YOU WOULD LIKE ANY OF THE RUBRICS IN A WORD DOCUMENT. RATE EACH STUDENT’S PRESENTATION ACCORDING TO // THE THREE BEARS //  THEORY. CIRCLE ONE PHRASE PER CATEGORY. **  ||  TOO SLOW JUST RIGHT ||  TOO MUCH MOVEMENT TOO FROZEN JUST RIGHT ||  TOO ROLLER- COASTER TOO COASTER- AT-THE-END JUST RIGHT ||  TOO SILENT MOVIE TOO ROCK STAR JUST RIGHT ||  TOO FIXATED AND FREAKY TOO FIXED ON THE FLOOR OR THE FAN JUST RIGHT || || TOO SLOW JUST RIGHT ||  TOO MUCH MOVEMENT TOO FROZEN JUST RIGHT ||  TOO ROLLER- COASTER TOO COASTER- AT-THE-END JUST RIGHT ||  TOO SILENT MOVIE TOO ROCK STAR JUST RIGHT ||  TOO FIXATED AND FREAKY TOO FIXED ON THE FLOOR OR THE FAN JUST RIGHT ||
 * INTRODUCTION || Now that the students have worked with their summer reading, they need to look ahead to what they are going to read next. They will use their classmates’ book talks and podcasts in order to select a book or an author. Even though I prefer that they use the resources that their classmates have provided, I will allow them to choose books by any of the authors on the summer reading list. Once they choose a book to read, they will blog about their reading and provide comments about the classmates’ posts. Through the use of the blog, I can monitor their comprehension and analysis of the novel. ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will use the blog to assist them as they self-select reading material.
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   The students will take a pre-test to determine prior knowledge of literary terms.
 * WRITING ASSIGNMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will select one of the D.A.D. topics and develop a reader response based on their free read. The response must be at least one paragraph and must include specific reasons, examples, or explanation. The response also must be written in proper paragraph form.
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students can visit authors’ sites in order to get their perspectives of their own work. Hopefully, students can contact the author with questions or comments, perhaps even chat on a blog, since some authors provide contact information, as does Rodman Philbrick, author of //Freak the Mighty//:
 * ASSESSMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Rubric for reader-response posts
 * INTRODUCTION || While students are reading and posting their responses to the text, we will also begin to discuss creative writing techniques that they can incorporate in their own writing. They will begin to use the blog in a different way; they will use it as their Writers’ Notebooks as they incorporate these techniques.  ||
 * GOALS || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students will apply Smiley-Face Tricks to their writing.
 * PRE-ACTIVITIES || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   I will introduce the students to Smiley-Face Tricks, which I learned in a workshop given by Mary Ellen Ledbetter and can be found in her publication //Strengthening Your Students' Writing and// // Reading //
 * WRITING ASSIGNMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   The pre-activities and the writing assignments for the Writers’ Notebooks will go hand in hand throughout the year since I will introduce one or two techniques at a time, which the students will then apply to a topic. The topics will change depending upon what unit we are doing at the time. For example, if it is October and we are reading a poem that has rhyming couplets, then I will instruct about rhyming couplets and provide a Halloween prompt for a poem using rhyming couplets.
 * EXTENSION AND ADAPTATION || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Students can create a flip book for all of the techniques that are introduced in class. Each page or card will contain an explanation and an example of its use.
 * ASSESSMENT || <span style="FONT-SIZE: 10pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Rubric for posts for Writers’ Notebooks.
 * LESSON # 1: PEER FEEDBACK CHART
 * NAME OF STUDENT || PACE ||  STANCE  ||  INFLECTION  ||  VOLUME  ||  EYE CONTACT
 * 1.   ||  TOO FAST
 * NAME OF STUDENT || PACE ||  STANCE  ||  INFLECTION  ||  VOLUME  ||  EYE CONTACT
 * 2.  ** ||  TOO FAST

LESSON # 1: SPEECH RUBRIC – WRITTEN STUDENT’S TOTAL: _ = _ LESSON # 1: SPEECH RUBRIC – PRESENTED STUDENT’S TOTAL: _ = _ LESSON # 2: BOOK TALK – WRITTEN STUDENT’S TOTAL: _ = _ LESSON # 2: BOOK TALK – PRESENTED STUDENT’S TOTAL: _ = _ LESSON # 3: ASSESSMENT FOR PRIOR KNOWLEDGE OF TECHNOLOGY RATE YOUR CONFIDENCE LEVEL FOR EACH OF THE FOLLOWING. USE THIS CODE: I = I RULE! I have used this often, so I know what I’m doing! K = KINDA…I have used this before, but I am no expert. H = HUH? I have heard of this, but I have not worked with it very much. I, K, or H || LESSON # 3: RUBRIC FOR PERSUASIVE PARAGRAPH 3 = excellent 2 = satisfactory 1 = needs improvement ||  COMMENTS  || STUDENT’S TOTAL: _ = _ LESSON # 4: RUBRIC FOR BLOG USE POLICY STUDENT’S TOTAL: _ = _ LESSON # 5: RUBRIC FOR CONTRUCTED RESPONSE 3 = excellent 2 = satisfactory 1 = needs improvement ||  COMMENTS  || STUDENT’S TOTAL: _ = _ LESSON # 6: RUBRIC FOR READER-RESPONSE POSTS 3 = excellent 2 = satisfactory 1 = needs improvement ||  COMMENTS  || X 2 || || STUDENT’S TOTAL: _ = _ LESSON # 7: RUBRIC FOR POSTS TO WRITERS’ NOTEBOOKS 3 = excellent 2 = satisfactory 1 = needs improvement ||  COMMENTS  || X 2 || || RESOURCES FOR THE UNIT BLOGGING RULES/GUIDELINES/RESOURCES http://adifference.blogspot.com/2006/01/safe-blogging-resources.html http://www.cyberjournalist.net/news/000215.php http://blue1.emerson.u98.kl2.me.us/rickshlog http://www.seedwiki.com/wiki/teaching_with_blogs/teaching_with_blogs.cfm#Safe%20Responsible%20Blogging%20 http://chris.esc2.net/blogging/default.htm http://yongesonne.edublogs.org/2006/09/18/another-take-on-blogging-rules/ http://www.budtheteacher.com/wiki/index.php?title=Student_Created_Blog_Policies http://www.abpc21.org/res/BlogRules_ABittinger.doc http://hetherington0607.learnerblogs.org/rules-for-blogging/ BLOGGING RUBRICS [|www.masters.ab.ca/bdyck/Blog] http://edweb.sdsu.edu/courses/edtec296/assignments/blog_rubric.html http://rubistar.4teachers.org/index.php http://chris.esc2.net/blogging/default.htm#Blogging_Rubrics http://www.catholic-forum.com/churches/cathteach/outcomes_rubric_reflection_journal.html http://www.geocities.com/patrphil/Blogrubric.htm 6 Traits rubrics http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1590818& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1170267& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1549627& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1027505& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1498980& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1402594& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1384854& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1316667& http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1447635& PODCASTING RUBRIC: http://www.sites4teachers.com/links/redirect.php?url=http://www.beaut.org.au/podcastrubric3.pdf
 * || SCORE OF 3  ||  SCORE OF 2  ||  SCORE OF 1  ||  COMMENTS  ||
 * 1. Speech has a clear and catchy opening. || || || || ||
 * 2. Speech is organized so that the audience can follow along easily. || || || || ||
 * 3. Speech contains a variety of sentence lengths to improve fluency. || || || || ||
 * 4. Speech contains enough content to last 2-5 minutes. || || || || ||
 * 5. Speech has transition. || || || || ||
 * 6. Speech contains details and careful word choice but is not too wordy. || || || || ||
 * 7. Speech contains material appropriate for the audience. || || || || ||
 * 8. Speech includes a strong conclusion. || || || || ||
 * || SCORE OF 3  ||  SCORE OF 2  ||  SCORE OF 1  ||  COMMENTS  ||
 * 1. EYE CONTACT: Speaker scans the room, does not focus on just one person, the ceiling, the floor, or the material || || || || ||
 * 2. PACE: Speaker does not rush; audience can follow along easily; speaker does not extend pauses || || || || ||
 * 3. INFLECTION: Speaker provides pleasant and engaging changes in intonation but does not exaggerate. || || || || ||
 * 4. VOLUME: Speaker does not shout, yet all audience members can hear; volume does not decrease at the end of sentences or at the end of the speech. || || || || ||
 * 5. STANCE: Speaker has a sturdy yet relaxed posture; speaker does not lean, rock, sway, or pace extensively. || || || || ||
 * The written piece ||  SCORE OF 3  ||  SCORE OF 2  ||  SCORE OF 1  ||  COMMENTS  ||
 * 1. Included title and author ||  || ||   || ||
 * 2. Included information about main character(s) || || || || ||
 * 3. Introduced the main conflict || || || || ||
 * 4. Built suspense but did not reveal the ending || || || || ||
 * 5. Concluded with a statement or question to leave audience thinking || || || || ||
 * 6. Included specific and compelling word choice || || || || ||
 * 7. Had variety in sentence structure and length to provide fluency || || || || ||
 * 8. Found the place between too much and not enough information || || || || ||
 * || SCORE OF 3  ||  SCORE OF 2  ||  SCORE OF 1  ||  COMMENTS  ||
 * 1. Student applies effective public speaking practices. || X 2 ||  X 2 ||  X 2 || ||
 * 2. Student has sufficient material to present to the audience. || || || || ||
 * 3. Student’s content is appropriate for the audience. || || || || ||
 * 4. Student looks at the audience as he opens the presentation. || || || || ||
 * 5. Student looks at the audience as he concludes the presentation. || || || || ||
 * 6. Student shows enthusiasm and interest in the content. || || || || ||
 * || RESPOND TO EACH USING
 * 1. Word || ||
 * 2. PowerPoint || ||
 * 3. Inspiration || ||
 * 4. Photostory || ||
 * 5. Pivot || ||
 * 6. Excel || ||
 * 7. IM || ||
 * 8. Email || ||
 * 9. Webquests || ||
 * 10. Blogs || ||
 * 11. Podcasts || ||
 * 12. Wikis || ||
 * 13. iPods || ||
 * 14. Videocameras || ||
 * 15. Rotary phones || ||
 * 16. Pong || ||
 * 17. Vlogs || ||
 * 18. Typewriter || ||
 * 19. Can opener || ||
 * 20. Pencil sharpener || ||
 * || TEACHER EVALUATION
 * 1. Paragraph has a topic sentence that clearly states one side of the argument. || || ||
 * 2. Paragraph includes at least three solid reasons, examples, or explanations. || || ||
 * 3. Proof is arranged in a specific order for effect. || || ||
 * 4. Paragraph includes transition between reasons. || || ||
 * 5. Paragraph has a strong closing that emphasizes the point. || || ||
 * 6. Author applies conventions well. || || ||
 * 7. Author uses sentence variety. || || ||
 * 8. Author uses specific and precise words. || || ||
 * || SCORE OF 3  ||  SCORE OF 2  ||  SCORE OF 1  ||
 * 1. Statements begin with appropriate stems. || || || ||
 * 2. Statements are brief yet specific. || || || ||
 * 3. Policy incorporates school rules. || || || ||
 * 4. Policy reflects respect in all regards. || || || ||
 * 5. Policy contains no more than ten statements, no fewer than six. || || || ||
 * 6. Policy is written in a formal and professional manner. || || || ||
 * 7. Policy reflects careful thought. || || || ||
 * 8. Statements do not have errors. || || || ||
 * || TEACHER EVALUATION
 * 1. Paragraph has a topic sentence that clearly states the focus or controlling idea. || || ||
 * 2. Paragraph includes at least three solid reasons, examples, and references to the text. || || ||
 * 3. Proof is arranged in a specific order for effect. || || ||
 * 4. Paragraph includes transition between reasons. || || ||
 * 5. Paragraph has a strong closing that emphasizes the focus. || || ||
 * 6. Author applies conventions well. || || ||
 * 7. Author uses sentence variety. || || ||
 * 8. Author uses specific and precise words. || || ||
 * || TEACHER EVALUATION
 * 1. Student responded to a D.A.D. card, one that he had not recently used. || || ||
 * 2. Student used proper paragraph structure: topic sentence, support with specific information from the text, closing sentence. ||
 * 3. Student included the title and author of the text to which he/she was responding. || || ||
 * 4. Student provided insightful and observant comments. || || ||
 * 5. Student avoided use of empty, overused phrases. || || ||
 * 6. Student varied sentence structure and length. || || ||
 * 7. Student applied conventions well. || || ||
 * 8. Student used appropriate word choice. || || ||
 * 9. Student followed blog policy and procedure. || || ||
 * || TEACHER EVALUATION
 * 1. Student used a topic/approach that worked well for the technique. || || ||
 * 2. Student demonstrated understanding of the technique by providing evidence of it throughout the entry. ||
 * 3. Student created a title for the posting that states the technique. || || ||
 * 4. Student conveyed his/her own voice and writing style through the piece. || || ||
 * 5. Student incorporated techniques beyond just the new one. || || ||
 * 6. Student varied sentence structure and length. || || ||
 * 7. Student applied conventions well. || || ||
 * 8. Student used vivid and dynamic word choice in order to develop a tone for the piece. || || ||
 * 9. Student followed blog policy and procedure. || || ||