Kim+Bick


 * Digital Storytelling – Week 7 Lesson Plan**
 * Kimberly Bick**


 * Lesson Title:** Sharing your Findings using Digital Storytelling
 * Grade Level:** 12th Grade
 * Related Lessons:** Gathering and Organizing Information & Getting Feedback Using Blogging
 * Unit:** Review of Chapters 1-11

__State Standards:__ Students will read, write, listen, and speak for information and understanding. Students will read, write, listen, and speak for critical analysis and evaluation. Students will read, write, listen, and speak for social interaction.
 * __GOALS__**

__Common Core Standards;__ W. 11-12. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W. 11-12. 6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W. 11-12. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

__ISTE NETS-S__ 2. Critical thinking, problem-solving, and decision making 6. Technology operations and concepts


 * Instructional Objectives:** Students will synthesize their research and findings into an original digital story which they will present to their class. This digital story will also be posted on youtube. They goal is to draw a conclusion and present their findings in a clear and creative way.


 * __ ACTION __**
 * Before-Class Preparation: ** I will have researched and experimented with how to use Microsoft Powerpoint to create videos. Also, I will have created a short digital story of my own to present to the class. Each group of students will have fully studied their chapters, created a survey to find an answer to their question, and conducted at least 20 of these surveys.

Day 1+2 – students will analyze the results of their surveys. They will draw their conclusions in order to answer their beginning PBL questions. I will meet with each group on day 2 to make sure they are making progress. Day 3 – Short into to digital storytelling. On this day, the groups will create a storyboard for their digital stories. I will model how to do this and then turn class over to the students. They will decide the images and narration for each piece of the digital story. Day 4+5 – Students will create digital stories that present their findings to the class. We will spend 20 minutes discussing what digital stories are and how to create them, and then students will use the rest of the class and the following class to create their own. Day 6– Students will present their digital stories to the class. Each student will create an evaluation of the digital story which the students will have in advance. This allows students to see if they successfully created a creative piece of work that also fully discusses their surveys as well as their conclusions.
 * During Class: **


 * __ MONITOR __**
 * Ongoing Assessment: ** I will closely monitor each student’s progress in order to help struggling students and/or answer any questions. Extra help will be provided after school for students needing additional support. I will also have short meetings with each group on day 2 to ensure that each group is on track.


 * Accommodations and Extensions: ** Each group will be able to look to one another for help. Also, I will be available after school to help students create their powerpoints who are not skilled in using powerpoint. Students in need of enrichment will be able to support struggling students. Also, they have the option and ability to make their digital stories as detailed and creative as they desire. Using visuals and video guides will help struggling students as well as English Language Learners.


 * Back-up Plan: ** This assignment can be created using poster board or plain paper. In this case, students can use their own skills as artists to create images and narrate the images in front of the classroom.


 * __ EVALUATION __**
 * Summative Assessment: ** This is the culminating activity for this PBL unit. The digital story will be assessed based on creativity, content knowledge, and depth of analysis in terms of their survey results.


 * Reflection: ** Students are required to reflect on their progress each day during this portion of the project. They will write these reflections in the back of their notebooks in order to monitor their own progress.


 * _____________________________________________________________________________________________________________**


 * Social Networking – Week 6 Lesson Plan**
 * Kimberly Bick**


 * Lesson Title:** Getting Feedback Using Blogging – Real World Application Surveys
 * Grade Level:** 12th Grade
 * Related Lessons:** Gathering and Organizing Information
 * Unit:** Review of Chapters 1-11

__State Standards:__ Students will read, write, listen, and speak for information and understanding. Students will read, write, listen, and speak for critical analysis and evaluation. Students will read, write, listen, and speak for social interaction.
 * __GOALS__**

__Common Core Standards:__ W. 11-12. 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W. 11-12. 6. Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. W. 11-12. 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

__ISTE NETS-S__ 2. Community and collaboration 4. Critical thinking, problem-solving, and decision making 6. Technology operations and concepts.


 * Instructional Objectives:** Students will create a survey through [|www.surveybuilder.com] . They will then post the link to this survey on their group blogs which they have already created. Their goal is to get feedback which they will then analyze and use for their final products.


 * __ ACTION __**
 * Before-Class Preparation: ** I will have created an example survey and example blog to use as a model during class. Before this, each group of students has studied their chapters, created graphic organizers to solidify content understanding, and has created a problem-based learning question that they are interested in exploring for their collaboration project.

5-10 minutes – Students can use this time to finalize their PBL question. They will also have time to discuss what they expect their results to be after analyzing their surveys. 5 minutes – I will model for students how to create a blog and a survey
 * During Class: **
 * Day 1 **

30-40 minutes – Students will create their own blog sites (as a group) as well as their own surveys. Their surveys must have at least 5 questions that they believe will best lead to finding an answer to their question. They may also upload the link to their surveys on Facebook. Their assignment is to collect at least 20 complete surveys to analyze for their final product.

5 minutes – Wrap up and answer any questions

45-50 minutes – Students will bring all of their information and begin drawing conclusions. I will monitor their progress and help with any questions or concerns. They will then be assigned to continue analyzing their results outside of the classroom.
 * One Week Later **

10-15 minutes – Discuss their presentations. Students will create a digital story that shows their progress throughout this project. They will choose pictures that represent each step of the process while narrating each step as well as their results.


 * __ MONITOR __**
 * Ongoing Assessments: ** I will closely monitor each student’s progress in order to help struggling students. Extra help will be provided after school for students needed additional support understanding concepts in their chapters.


 * Accommodations and Extensions: ** This activity can be done in both small and large groups. Students requiring extra support will have the help of their group members. Also, students in need of enrichment will be able to support struggling students. Also, they may choose to look more deeply into their PBL question than simply what their survey is asking. Using visuals and Blogging in Plain English will helps struggling students as well as English Language Learners.


 * Back-up Plan: ** This assignment can also be completed without using the internet. Students can physically administer surveys to a variety of people in order to find answers to their PBL questions.


 * __ EVALUATION __**
 * Summative Assessment: ** Students will be required to turn in a hard copy of their surveys before uploading them onto the internet. I will then provide feedback and retain a final hard copy for grading purposes. Their major assessment will take place when they present their findings to the class.


 * Reflection: ** Students will be required to reflect on their progress every few days. They will write these reflections in the back of their notebooks in order to monitor their own progress.

_____________________________________________________________________________________________________________

Kimberly Bick

Week 5 – Application

Lesson Plan – Problem-Based Learning
Problem-based learning is a method of enhancing students’ motivation, content knowledge and real-world skills all at once. In my senior Interpersonal Communication (English elective) class, I will be implementing a lesson plan that can be considered part of a problem-based learning experience.


 * Lesson Title**: Gathering and Organizing Information
 * Grade Level:** 12th Grade


 * __GOALS__**


 * Problem they are investigating:** Why is the information found in their chapter most important aspect of Interpersonal Communication? Additional activities: create a survey, implement the survey, draw results, present to the class proving why their information was the most important in order to become an expert interpersonal communicator. This is a relevant issue because each student must understand the real world applications of what we are learning. Also, my students will need to be skills in interpersonal communication in order to succeed in today’s job market.

Students will learn the real-world applications of classroom content. Students will improve public speaking skills. Students will improve research skills.
 * Learning Outcomes:**

Students will read, write, listen, and speak for information and understanding. Students will read, write, listen, and speak for critical analysis and evaluation. Students will read, write, listen, and speak for social interaction. []
 * State Standards:**

For this project, students will be able to choose their groups according to their interests. Minimum size – 2 per group. Maximum size – 4 per group. They may choose which chapter from our textbook they were most interested in. For this lesson, they will be organizing the information from the chapter in the most logical way they choose using any graphic organizer from this website. These completed graphic organizers will be used to help their classmates review for the next exam. http://my.hrw.com/nsmedia/intgos/html/igo.htm.
 * __ACTION__**


 * Technology:** For this portion of the PBL process, my students will be using the internet and word processing software. They will be using computers located within the classroom and may use the computers for the duration of the class period.


 * __MONITOR__**
 * Assessment:** I will formatively assess this lesson throughout the class period. This way, I can support any groups that seem to be moving in the wrong direction.


 * Customization for Diverse Learners:** Students may choose to print the graphic organizers and handwrite their information. They may also choose to create their own graphic organizers as long as it is neat and well thought-out. Since each student was able to choose his/her topic, this should meet the needs of diverse learners. Also, I will be available for additional support for any struggling groups or students.

At the end of the project, I will summatively assess their overall understanding of the material which would have been enhanced through this activity. Individual and Whole-class reflections will be conducted at the end of this PBL experience.
 * __EVALUATION__**