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__Learning Activity 4-C-3 Wiki Instructions__
To add your lesson plan:
 * 1) Click the **Edit** tab in the upper-right corner.
 * 2) Scroll down the page until you see the first empty lesson plan space.
 * 3) Highlight the "//Your Name//" text.
 * 4) Type your name.
 * 5) Highlight the "//Enter Lesson Plan here//." text.
 * 6) Type or copy and paste your lesson plan..
 * 7) Press **Save** on the Editor bar.

To comment on a classmate's lesson plan:

 * 1) Click on the **Discussion** tab at the top of the page.
 * 2) Click the **New Post** button.
 * 3) In the **Subject** field, enter the //name// of your classmate followed by "//Lesson Plan Feedback//" (ex. Laura's Lesson Plan Feedback).
 * 4) In the **Message** field, type in your feedback.
 * 5) Click **Post**.

Denise Krefting
Sink and Float Science Grade 4

Objectives: The Student will predict which items will sink and which will float The student will identify which items will sink and which will float The student will evaluate items that may sink or float in different mediums The student will identify what causes items to sink or float

Materials: Various liquids with different viscosity, containers to hold the liquid, variety of items that will sink and float, digital camera, Effective Feedback Form, Blog Rubric

Process: 1) Students will use Animoto to create a video that shares their knowledge of sinking and floating by finding images that represent that may sink and items that may float. 2) Students will share this video and their thoughts on why these items may sink or float on their student blog 3) Student will predict which of the items in the classroom lab will sink or float in various liquids in a chart on their blog. 4) Student groups will test items for sinking and floating in the lab keeping track on a chart, pictures with the digital camera may be taken as evidence. 5) Students will revisit their predictions on their blog, share the actual results and explain their thinking on the discrepancies between the prediction and actual data. Picture from the digital camera can be shared. 6) Students will use a graphic organizer to share what makes items sink and what makes items float. This graphic organizer will be shared on their blog. 7) Students will view other student blog entries from other classes and following the Effective Feedback Form, contribute suggestions for further thought and/or questions to promote higher levels of thinking. 8) Students will research why things sink and float and how to make things that normally sink, float using the classroom Diigo resources. Findings will be shared with the class on the class blog

Assessment: Teacher listening to and observing the process. Rubric on blog feedback Student use of the Feedback form in asking questions

Feedback Form

Feedback should provide information to the student relating to the task or process of learning to expand their understanding of sinking and floating. Feedback should be about the particular qualities of work, with advice on what they can do to improve or questions that are needed to understand their thoughts on sinking and floating. Feedback should be specific and clear and be related to sinking and floating. Feedback should provide the learner with suggestions, hints or cues for how to improve rather than correct answers. Rubric tests of 70% of items in lab in 70% of the liquids (using photos as evidence). Explanation of 50% of the discrepancies || Student blog shows evidence of tests of less than 50% of items in lab in less than 50% of the liquids (OR no photos as evidence). Explanation of less than 25% of the discrepancies || Student blog shows no evidence of tests of items in lab || (3 specifications) || Students share group thoughts on what makes items float and what make items sink (2 specifications) || Students does not share group thoughts on what makes items float and what make items sink ||
 * Topic || 6 || 4 || 2 || 0 ||
 * Animoto Preassessment || Student Animoto contains at least 3 images of sinking and 3 images of floating, uploaded to student blog with reason for each image on how it represents sinking/floating. || Student Animoto containing between 2-5 images total representing sinking and floating, uploaded to student blog with reason for each image on how it represents sinking/floating. || Student Animoto containing between 2-5 images total representing sinking and floating, uploaded to student blog with reason for several of the images (not all) on how it represents sinking/floating. || Student Animoto not complete or No reason for selection of images. ||
 * Prediction Chart || Student blog shows evidence of prediction of all items in lab || Student blog shows evidence of prediction of 70 % of items in lab || Student blog shows evidence of prediction of less that 50% items in lab || Student blog shows no evidence of prediction of items in lab ||
 * Testing Chart || Student blog shows evidence of tests of all items in lab in all liquids (using photos as evidence). Explanation of all discrepancies || Student blog shows evidence of
 * Graphic Organizer || Students share group thoughts on what makes items float and what make items sink (4 specifications) || Students share group thoughts on what makes items float and what make items sink
 * Evaluations Peer thoughts || Feedback provided met all aspects of the Feedback form || Feedback provided met less thank 50% of aspects of the Feedback form || Feedback provided information not related to sinking and floating || No Feedback provided ||

Blogging with literature English 10 and 12 - Patti Seidel
Use those skills to analyze literature. || Students will be able to establish and identify symbolism, themes and character motivation during blogging activities. They will be able to discuss each literary concept in detail. Students will create a final collaborative project using Google Docs to present to the class through the use of Google Presentation showing their understanding of symbolism, themes and character motivation. Their discoveries of the concepts will be reflected in their presentation. || They must also have a username and password for the blog and complete a brief tutorial. ||
 * **//Section and description//** || **//Content//** ||
 * ** Subject/Concept: ** || Using blogging as a writing assignment in the classroom ||
 * ** Description of Broad Learning Goal(s): ** || Develop class appropriate blogging skills
 * ** Learning Objectives: ** || Students will use blogging to analyze the novel, //To Kill a Mockingbird.// While reading the novel, students will blog in reaction to the themes, symbols, characters and plot of the novel.
 * ** Required Materials: ** || Computers, access to Mrs. Seidel’s English blog and Google Docs. ||
 * ** Student Prerequisite Knowledge: ** || Students must know how to use Google Docs and presentation. They must be able to identify literary concepts and apply them.
 * ** Anticipatory Set (Lead-In): ** || Students will be introduced to the blog page. Teacher will give journal prompts and discussion topics. They will be given the final assignment and a rubric to follow for achieved success. ||
 * ** Steps: ** || # Students will follow prompts and discussion topics from teacher on the blog that begin students thinking about themes, symbolism and character motivation.
 * 1) Students will then begin student-centered discussions of literary analysis.
 * 2) They will have online discussions often throughout the novel.
 * 3) They will be put in groups and explore literary analysis pieces.
 * 4) They will begin to work on a collaborative investigation and research of their analysis to build a presentation.
 * 5) They will begin working together in Google Docs to complete the presentation, both in and out of class.
 * 6) They will present to the class.
 * 7) They will be assessed by their interpretation of the literary analysis based on a rubric given at the beginning of the project. ||
 * ** Plan For Independent Practice: ** || Students will be encouraged to get on the blog page before required time to have discussions of the lesson with others in the class. ||
 * ** Closure: ** || After students have presented all literary analysis presentations, there will be a discussion in class to be sure all students understand all analysis concepts. ||
 * ** Assessment Based On Objectives: ** || Students will be assessed by their discussions in the blog, the journaling in the blog and the presentations sharing their knowledge of symbolism, themes and character motivation according to the rubric. ||
 * ** Adaptations (For Students With Learning Disabilities): ** || Students with disabilities will be paired with regular education students. They will be able to have extended time and will be given additional help with the exploration and presentation aspects. ||
 * ** Extensions (For Gifted Students): ** || The rubric for the assessment has room for extension for gifted students. The gifted student will be expected to present a more in depth look at the literary analysis as designed by the teacher. ||
 * ** Possible Connections To Other Subjects: ** || These literary concepts will be used throughout the year, as will the blog page and Google Docs. They will be tested on a state mandated test in the spring over these concepts. ||

Blog Rubric Name___

Student uses proper English while blogging 1 2 3 4 5 Student responds to each part of the prompt 1 2 3 4 5 Student fulfills word requirement 1 2 3 4 5 Students include passages or references to the novel for support 1 2 3 4 5

Lindsey Meade
Lindsey Meade Blogging Lesson Plan

In my classroom, when students come into the classroom, I already have a routine set up. If I was going to be using this lesson plan in my actual classroom, I would be using blogging as part of the activity that the students do every time they come into the classroom. We call it daily math right now, and that’s probably what I would be calling it too.

I would have a teacher blog with the link that their activity for the day would be on. This would be something that they students would do everyday when they came into the classroom. They would have links to all of their classmates’ blogs, as well as the teachers.

Lesson plan for the day:

Students will come into the room and log onto their computers. They would go to the teacher’s blog and view the activity for the day. They would log into their own blogs and create a post for whichever activity they were doing and title the post with that name, as well. An example activity would be as follows:

“Identifying Polygons in the Math Classroom”
 * Your activity for today is to use the math classroom and identify at least four different polygons in the classroom. You will need to identify these as either regular or irregular polygons.


 * In addition to this, your job is to create a word problem that involves polygons, angle measures, or angle sums. An example problem has been created below.

Example: On my way home from school, I passed three stop signs. I know that one angle on an octagon is 135 °. What is the angle sum for one stop sign? What is the total for all three stop signs?


 * As part of your homework, you will be required to answer one of your classmate’s story problems. If someone has already answered the problem you’re looking at, find someone else’s blog to look at! You can work on this if you get done with your daily math early, but you can complete it at home if you don’t get done in class.

I evaluate students’ daily math every Friday. I would make sure that students have completed the daily math, for one. I wouldn’t count off if it was wrong and I could at least see an attempt. The second thing I would look at would be to make sure they created a legit story problem. The third part I would look at would be to see that they answered someone’s story problem to the best of their ability. Total, this would be worth 9 points: 3 for each of the categories. I really think students will enjoy doing this, so I don’t foresee any issues with completion!

Kelly Boushell's Lesson Plan
** Rainforest Blog Lesson Plan **

This lesson is designed for twenty-three students, ages nine and ten, from a fourth grade suburban elementary school. The students’ socio-economic backgrounds are wide and varied. There are various levels of learners in the classroom including two boys with Asperger’s Syndrome and four students with high achievement IEP’s. It is anticipated that this lesson/activity will take one week of five language arts class periods, each period forty-five minutes long.
 * Class Description: **

Students are very familiar with safe internet searching practices and cyber netiquette. The class has used the Diigo book marking tool for filing digital information important to them. Students have also done a prior blogging experience with another 4th grade class sharing descriptive writing pieces. Prior to this writing assignment students had completed a persuasive essay for making a change in the elementary school.
 * Learner Readiness: **


 * Goals/Objectives ** :
 * 1) Students will research information about rainforest deforestation and preservation on classroom blog.
 * 2) Students will write a persuasive piece arguing to extract or preserve the resources of the rainforest.
 * 3) Students will appreciate the resources that are found within the rainforests


 * Procedure & Activities: **
 * 1) Read and discuss the story “The Great Kapok Tree” by Lynne Cherry. Discuss the location of rain forests and their contributions to the environment. Within the story identify the persuasive words and reasons used by the animals to save the rain forest.
 * 2) Introduce writing/research assignment. Using the Internet, students will research websites, blogs, images, and other digital information about the use and consequence of rainforest resources.
 * 3) Students will decide if rainforests should be harvested for their resources or preserved. Students can bookmark their digital information in their Diigo library for quick reference.
 * 4) Students will defend their position by posting their reflections on the classroom rainforest blog. Along with their reflections, students will include at least two links to digital information that supports their reflection.
 * 5) Students will then reply to two students, one who agrees and one who disagrees with their point of view.

__ Special Learners __ - The two students with Asperger’s thrive with visual presentation. Allowing them to present their position in a visual format by linking to pictures and video will allow them to demonstrate learning in their preferred learning style. Using the keyboard instead of paper and pencil also provides sensory stimulation.
 * Differentiated Instruction: **

__ Advanced Learners __ – Students who finish their blogging reflection may choose to record their persuasive statements in a pod cast and upload to the rain forest blog. Students may also choose to create a second reflective post opposite to their original opinion.


 * Evaluation: **
 * Traits/Score ||  ** 4 **  ||  ** 3 **  ||  ** 2 **  ||  ** 1 **  ||
 * ** Focus ** ||  Demonstrates clear and definitive point of view  ||  Demonstrates simple point of view  ||  Demonstrates point of view but not clearly, reader is confused  ||  Does not demonstrate point of view, reader is never told  ||
 * ** Organization ** ||  Ideas flow smoothly with effective introduction, well sequenced details, and powerful conclusion  ||  Sequence of ideas makes sense, the piece contains an introduction, details, and conclusion  ||  Ideas are hard to follow, the reader is confused. Piece is missing an introduction or conclusion  ||  There is no flow of ideas, the reader gets lost easily. Piece is missing **both** introduction and conclusion  ||
 * ** Content ** ||  Three or more reasons given with strong support and defense of opinion  ||  Two or three reasons given to support opinion, generalized defense of opinion  ||  One reason given to support opinion, generalized defense of opinion  ||  No clear reasons stated. Information is generalized and non-specific  ||
 * ** Word Choice ** ||  Vivid and persuasive words used throughout post to make a concise point  ||  Some vivid and persuasive words used to make a clear point  ||  Few persuasive words used. Words used are simple and do little to make a clear point  ||  Words used are simple and repetitive. Does not use persuasive words. Does not make clear point  ||
 * ** Links ** ||  Two or more links provided. Strong evidence of thoughtful research and connection  ||  Two links provided. Some evidence of thoughtful research and connection.  ||  One or two links provided with minimal research and connection between links and point of view  ||  No links provided. No evidence of research  ||
 * ** Conventions ** ||  No errors in grammar, spelling, and punctuation  ||  Few errors made in grammar, spelling, and punctuation  ||  Several errors make in grammar, spelling, and punctuation  ||  Many errors made in grammar, spelling, and punctuation  ||
 * ** Replies ** ||  Posts both required replies. Agrees or disagrees with thorough explanation of ideas  ||  Posts both required replies, but provides little explanation of ideas  ||  Posts one of two required replies, but provides little explanation of ideas  ||  Does not post required replies  ||

Natalie Damico

 * Poetry Lesson Plan—Written Response to Literature **
 * English 10 **


 * Overview: ** This 80-minute lesson will be based on two SpringBoard Level 5 activities analyzing free verse poems and examining culture and voice. Students will complete the textbook activities in class and then respond at home on the class blog (or wiki). Their blog posts will be the basis for in-depth group discussion the next day (Day 2). It is hoped that the blogging will increase the quality and quantity of participation, in preparation for writing an original poem, due Day 3.

**Note:** Weekly blog prompts will replace traditional one-page homework assignments. Each question is composed of three levels of questioning: literal, interpretive, and analytical. (Corresponds with Webb’s Depth of Knowledge.)

How can cultural experiences shape, impact, or influence our perception of the world? How does voice function in and beyond the contexts of writing?
 * Essential Questions: **

To examine culture as a thematic concept. To participate in a classroom culture of sharing and learning. To analyze a poem and generate a response to literature.
 * Activity 1.2 Class Culture Quilt/”My Mother Pieced Quilts” [|SB5 Activity 1.2] **
 * Goals: **


 * Procedure: **
 * Warmup— ** I usually show the class a doll quilt made by my grandmother (born in 1889), answer questions, then ask them to quickwrite about a quilt or handmade object they value.

For this activity, we follow SpringBoard’s suggested steps 1-9 (teacher-directed) for a lower level class, but College Prep or Honors level students can work in self-directed groups of 4-5 with a discussion guide like the one below:

1. Have someone in the group read the poem out loud.
 * Guided Questions for "My Mother Pieced Quilts"**

2. Reread the poem silently and mark the text using the following metacognitive markers:
 * An asterisk (*) to signal striking or interesting images
 * A question mark (?) to signal a line that is puzzling
 * An exclamation point (!) to indicate a personal connection to the poem

3. Discuss the following questions:
 * Why is this memory significant to the speaker?
 * How does the poet use imagery to convey the significance of the memory?
 * What does the quilt symbolize?

4. Answer the “Imagery and Diction” questions in your book on page 9. Be sure to read the literary terms box first.

**Transition—**As groups complete their discussion, check for understanding; answer questions. Then, either as whole class or work groups, ask students to identify the “Circle of Influence” for the quilt or object they wrote about in the warmup. Share responses within small group.


 * Activity 1.9 Circles of Influence/”Where I’m From” [|SB5 Activity 1.9] **

To explore and categorize the influences on personal culture. To analyze the imagery, structure, and technique of a poem. To create an original poem, incorporating images of culture.
 * Goals: **


 * Procedure: ** Again, Teacher's Edition notes spell out the recommended procedure for the lesson.


 * Guided Questions for “Where I’m From” **

1. Have someone read the poem out loud.

2. Reread the poem and circle words that are associated with trees. Discuss: What does the tree symbolize?

3. Underline people’s names. Who do you think these people are? Hint: Read “About the Author.”

4. Answer the following questions in the margin:
 * What can you infer about the speaker?
 * What effect does the speaker’s use of __anaphora__ have on the poem?
 * What can you infer about the speaker’s culture from the diction and descriptions?
 * What is the overall tone of the poem? Choose three words from your tone word handout.

I will circulate among the groups to answer questions, but the groups are generally self-sufficient.


 * Homework: **** Post a ** **response to the following question on the class blog.** Identify the aspects of culture that you found in each of the two poems you analyzed with your group in class today. How do each of these poems make a larger statement about culture? How do they illustrate a link between culture and voice?

Due to district guidelines, formative assessments cannot be graded. I will respond to all blog and homework assignments according to the following checklist:
 * Blog Assessment: **
 * Response answers Level 1 part of question, giving factual evidence.
 * Response answers Level 2 part of question with a valid interpretation.
 * Response answers Level 3 part of question with thoughtful analysis.

Observations and patterns drawn from checklist will be shared with parents during conferences or through progress reports.

Following the Day 2 lesson and class discussion, students will plan an original poem modeled on “Where I’m From.” (Poems will be displayed as squares forming a Class Culture Quilt, due Day 3.)
 * Extension: **

Julie Townsend
Lesson Plan for Student Blogging

Objective:

With daily guided instruction, discussion, and practice, at the end of four weeks, students will have created a blog that demonstrates knowledge and understanding of the book, Warriors Don't Cry, by Melba Pattillo Beals.

Procedures:

At the beginning of every class, students will journal for up to 30 minutes, depending on the need. The given topic for this four week period will be their reflections on the book, Warriors Don't Cry, by Melba Pattillo Beals. They will submit the entry to me, as they do with other daily journals, for comments and corrections, and a score. The rubric would be the same one they are accustomed to, which scores them on this criteria: capitalization, punctuation, grammar, main idea, sentence structure, types of sentences, and spelling.

Then, students would take turns adding their journal reflection entry to the blog site created for this class. In fact, students, as a class, would create the site, design it, and title it. Edublogs would be where I would begin, believing currently, that they would be a safe site.

Evaluation of blog:

The site would need to have elements of design, be user-friendly, and respectful to students. Each student would be required to post. Each student's post would be evaluated on the journal writing rubric, seen below. Students would re-write the journal entry with corrections, as they post online. I have used this lesson in my classroom, last week, with amazing results.

End with punctuation, Have a subject and a verb, And make sense in 5/6 sentences || Sentences begin with a capital letter, End with punctuation, Have a subject and a verb, And make sense in 4/6 sentences || Sentences begin with a capital letter, End with punctuation, Have a subject and a verb, And make sense in 3/6 sentences || Compound, Complex, Compound/complex || Simple and compound or complex || Simple and fragments || Few details ||
 * **EEFP Suggested Rubric (DRAFT) for Basic Written Language Goals** ||
 * || **3 Points**  ||  **2 Points**  ||  **1 Point**  ||
 * **Capitalization** || No more than one capitalization error in six sentences || No more than two capitalization errors in six sentences || Three or more capitalization errors in sic sentences ||
 * **Punctuation** || Correct use of punctuation in at least four out of six sentences || Correct use of punctuation in three out of six sentences || Correct use of punctuation in two out of six sentences ||
 * **Grammar** || Two or fewer grammatical errors in six sentences || Three to five grammatical errors in six sentences || More than five grammatical errors in six sentences ||
 * **Main Idea** || Clear and easily understood || Clear, though it may not be explicitly stated || Unclear or confusing ||
 * **Sentence Structure** || Sentences begin with a capital letter,
 * **Types of Sentences** || Varied: including
 * **Paragraph Structure** || Clear main idea with supporting details || Clear main idea with some supporting details || Unclear main idea,
 * **Spelling** || No more than two spelling errors in six sentences || Three to five spelling errors in six sentences || Five or more spelling errors in six sentences ||

Desiree Boris-Lesson Plan
In order to evaluate this assignment, the students will receive one point for answering each question. If they get the math portions correct (ie. How much pie was left and how much was eaten) they will receive two additional points. The students will also receive two points for replying to a classmate. They can receive a total of eight points.

Unit: Lesson 6 Bell Ringer: To be completed before entering class: Students will go to the teacher web site the night before, during study hall, or during homeroom. Students will look at the picture presented on the web site as bell work for class. Students will explain the comic on page 23 of the textbook. Answer the following questions in complete sentences via the blog. What happened in the comic? How much of the pie was eaten? How much of the pie is left? Why is the comic incorrect? Response must be in at least four sentences. Students will then choose one response in which they agree/disagree with and explain their stance. Objective: Students will: · Use a calculator to check answers to addition problems that have more than two addends. · Write and solve addition and subtraction problems from vertical number families. · Use number maps to organize multiplication facts that involve 5. · Write fractions for separate groups and for number lines. · Solve column multiplication problems. · Use a number map to organize the multiplication facts that involve 9. · Compute the missing number in each row of a 3 by 3 table. PA Standards: Writing 1.5.8.B 1.5.7.B.- Develop content appropriate for the topic. Gather, organize, and determine validity and reliability of information. Employ the most effective format for purpose and audience. Write paragraphs that have details and information specific to the topic and relevant to the focus.

Math (Anchor)-7A32- Compute accurately with and without the use of a calculator. Math (Standard)M7A321: Solve problems involving operations (+, -, x,÷) of whole numbers, decimals, fractions, or mixed numbers (straight computation or word problems) M7A322: Solve problems involving addition and subtraction of integers

Procedure: 1.Teacher’s Manual- Exercise 1: Using a calculator working in the groups of two. Students will complete part 1 of the textbook. Students will determine which problems are correct and which are incorrect. The incorrect problems students will correct.

2. TM- E2: Up until this point students have only seen number families written horizontally. When written vertically the same operation will occur either addition or subtraction depending on where the number lie. Take 45 and 3 on the same line we will continue to add these togeter to get 48. Take for example 50 at the bottom and 20 on the line we would subtract to find the answer of 30. Students will complete part 3 on their own and then check their answers with a partner.

3. TM- E3: Follow the teacher’s manual page 24 to complete part 4. Students will line their paper a through j and write the answers to basic multiplication problems. 4. TM- E4: Follow the teacher’s manual page 24 and 25 to complete the next part. Students are introduced to improper fractions. Notes: Improper fractions when the numerator is larger than the denominator. The fraction is also more than one. The students and teacher will work problem a. The students will then complete the remainder of the problems in part 5 of their textbook. 5. TM- E5: Students will work in part 6 of their textbook to determine where the student made a mistake. The teacher and students will discuss each problem to find the mistake. Students will then fix the mistake made. Students will then individually solve workbook part 1. 6. TM-E6: Students complete the 9s table in their workbook. 7. TM-E7: Students will complete the table in the workbook part 3. These are the same as number lines just put together in a table. Notice which way the arrows are pointing this is telling you to read the table in rows or columns, depending on the arrow. Students will add or subtract to find the missing number. Materials: Teacher’s Manual, Student Textbook, Binders, Pen/pencil, Student workbook Assessment: Students will complete textbook parts 7 through 10 independently. Students will be graded on bellringer completion.

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