Anne+Marie+Salvon

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**What follows are examples of how my students are using digital tools in computer class for digital storytelling.**
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=8th Grade - Citizen Journalism: Glenbrook Youth Voices; Lessons 1-4=

The following PDF files contain the Lesson Plans for the 4 sections of this unit:

====__**Step 1:**__ Discuss Citizen Journalism and how it relates to our 1st Amendment rights. We review the concept of "what is an editorial", and students choose any current news story that interest them, then they each create an editorial using Microsoft Word. See example below for one student's editorial: ==== __**Step 2:**__ Our classroom is transformed into a Glenbrook Youth Voices New Station, chuck full of aspiring researchers, journalists, interviewers, video producers, editors, videographers, scriptwriters, and newscasters. Groups of 3-5 students choose any or all of their editorials (Step 1) to report on using a1-2 minute video, movie, or multi-media presentation. media type="youtube" key="SM6ienVvGzw" height="315" width="560"

===Visit our [|8th grade Google website] to see how two groups of students worked together to transform their editorials from above, in Step1, to a multi-media project using iMovie on the iPad and Mac. ===

__**Step 3:**__ Students log onto our wikiglenbrook8 and comment on : Which media did you prefer to use when communicating to others: (1)news print using MicroSoft Word to create your editorial, or (2) multi-media project using a digital tool such as Audacity, iMovie, Flip video camera etc. to create your newscast about an editorial? Why did you prefer one over the other? Do you think each means of communication has value, and why?

__**Step 4:**__  Each student must respond to at least two other students responses, and are instructed to be sure you are adding to the discussion. Try to avoid posting messages that simply say, “me too,” or “great job.” A discussion Forum is not like a chat room. Each post should be complete and thoughtfully written. When responding to someone, please use the "@" symbol before the username to indicate who the response is referring to.

===Visit our [|8th grade wiki] or this semester's current discussions on whether they prefer news print vs. multi-media. ===

=7th Grade - Digital StoryTelling= This lessons was created through the collaboration of this High Quality Teacher Share activity. Anita Kimball and Cindy McSheffrey of Williams Middles School decided to investigate how we could use Moodle to create collaboration across the school district, more specifically across the two Middle Schools. We used an existed lesson on Poetry that was being used by Anita and infused technology into it. The result was very powerful for Williams' English classes as well as Glenbrook's computers class students. We successfully built a "social network" that exposed our students to a wider array of opinions and ideas in a creative and "nonthreatening" online environment. The statistical activity reports that are available on Moodle speak for themselves --- students were using the Moodle at home to post comments to their peers, and after being instructed on our expectations with regard to the content of their postings, the feedback from this authentic audience was quite constructive.
 * Introduction: **

To access our Moodle course simply follow the instructions on this PDF file:

**1.) Mastery Objectives: **

 * By the end of this series of lessons, students will be able to: **
 * Write “Who I Am” and “Where I’m From” poems that demonstrates an understanding of the use of poetic devices and poetic structure.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use digital skills to post poem on “Moodle” and write critical observations of peers’ poetry.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Use digital skills to create a graphic/visual presentation of poetry.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read and respond critically to poetry written by their peers.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Apply knowledge of poetic elements to their poetry reading and writing.

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">2.) What state framework standards does this lesson address or how is it otherwise justified
__**Standard 1**__. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.


 * -Word Processing/Desktop Publishing**
 * G6-8: 1.6 Demonstrate use of intermediate features in word processing applications (e.g., tabs, indents, headers and footers, end notes, bullet and numbering, tables).
 * Internet, Networking, and Online Communication
 * G6-8: 1.18 Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages).

__**Standard 3.**__ Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation-


 * Communication**
 * G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources.
 * G6-8: 3.8 Identify differences between various media and explain issues associated with repurposing information from one medium to another (e.g., from print to the Web).
 * G6-8: 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district’s discretion)

//**English Language Arts & Literacy Common Core State Standards:**//

 * Reading:**
 * Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
 * ** MA.8.A ****<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">. **<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Interpret a literary work by analyzing how the author uses literary elements (e.g., mood, tone, point of view, personification, symbolism).
 * Writing:**
 * **MA.3.A** Write short narratives, poems, scripts, or personal reflections that demonstrate understanding of the literary concepts of mood, tone, point of view, personification, or symbolism.
 * Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
 * Speaking and Listening: **
 * <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15px;">Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

**3.) How will student performance of mastery objectives be assessed?**

 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> \ **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formatively assessed: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There is a rubric for sessions one and two that assesses students’ ability to create and post their poems. The rubric also addresses students’ ability to respond thoughtfully to their peers’ posts.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Throughout the unit, during class time the teachers have the opportunity to talk with and assist students through the writing process.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Peer responses, through the Moodle, provides informal feedback for student poetry. It was the hope that this more authentic audience would encourage students to work hard to “publish” their most polished work.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summatively assessed: **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The final project is a culmination of all of the student work so far with the Moodle. The rubric was created to evaluate the poetry and the project.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Describe the sequence of events in the lesson(s): **

//Below you will find a very basic overview of the series of lessons. The entire lesson plan can be accessed on the Longmeadow Public Schools website using Moodle. However, guest access is not allowed for this course. Therefore, use your Longmeadow password for access.//

==<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session One: Orientation <span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;">During this orientation session, you will get acquainted with our online Moodle learning environment, meet your teachers and classmates, and become familiar with the "Across Town Collaboration" course goals... <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Each student will create a poem introducing themselves using one of the <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[|"All About Me" Templates] <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;">, or an original poem to be posted in the <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">[|"Who Are You?" forum] <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 16px;"> below: == ==//<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session Two: "Where I'm From" //<span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;"> During this second session, you will read and listen to several poems, and then create your own poem to share in the //"Where I'm From"// forum... ==
 * //<span style="color: #990000; font-family: 'Calibri','sans-serif'; font-size: 16px;">Session Three: Transform your "Where I'm From" Poem into a Multi-Media Production using any Digital Tool you wish //** <span style="color: #333333; font-family: 'Calibri','sans-serif'; font-size: 16px;">During this third session, you will choose a multi-media tool to add sound, pictures and maybe even video to your poem. Consider using a presentation software (PowerPoint, Keynote, Prezi), a podcast, Glogster, Animoto, iMovie, Explain Everything, iBook etc..

=8th Grade - Using ShowMe App on iPad to explain how to perform algebra problems:= media type="custom" key="11517228"

media type="custom" key="11517252"hqts-digitaltools - Anne Marie Salvon

=**7th Grade - Digital Storytelling**=

===**This assignment uses [|Audacity], which is a free audio recording software that allows students to create mp3 files. This assignment required students to mix instrumental music with their voice using Audacity to create an mp3 file that was then imported into PowerPoint and synchronized with their slides to create a digital story.**===

Here is an example of Student's List Poem, where the student scanned in all his own original artwork (very impressive):
media type="youtube" key="BRHSoWAmLOQ" height="315" width="560"

**__Step 2:__ Create a //__group__// List Poem using the following Assignment and Rubric:**
media type="youtube" key="bmLVdCPWU30" height="315" width="560"

=Instruction Technology Standards:= __**Standard 1**__. Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.

-Word Processing/Desktop Publishing -Multimedia
 * G6-8: 1.6 Demonstrate use of intermediate features in word processing applications (e.g., tabs, indents, headers and footers, end notes, bullet and numbering, tables).
 * Internet, Networking, and Online Communication
 * G6-8: 1.18 Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages).
 * G6-8: 1.24 Create a multimedia presentation using various media as appropriate (e.g., audio, video, animations, etc.).
 * G6-8: 1.25 Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work.

__**Standard 2**__. Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in school, and in society. Ethics G6-8: 2.1 Explain ethical issues related to privacy, plagiarism, spam, viruses, hacking, and file sharing. G6-8: 2.2 Explain how copyright law protects the ownership of intellectual property, and explain possible consequences of violating the law. G6-8: 2.3 Explain fair use guidelines

__**Standard 3.**__ Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation

-Communication
 * G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources.
 * G6-8: 3.8 Identify differences between various media and explain issues associated with repurposing information from one medium to another (e.g., from print to the Web).
 * G6-8: 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district’s discretion).

=English Language Arts & Literacy Common Core State Standards:= Writing Standards 6–12 [W] The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C of the Common Core State Standards.

> a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia
 * Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation
 * Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Speaking and Listening Standards 6–12 [SL] The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.


 * Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly
 * Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study