Alisa+Woods

Alisa Woods: Unit Plan

Problem-Based Learning Lesson

National Standards for Business Education Business Law - VII Computer Law - Achievement Standard: Explain how advances in computer technology impact such areas as property law, contract law, criminal law, and international law. Common Core Standards: - CC.11-12.W.6 Production and Distribution of Writing: Use technology including the Internet, to produce, publish and update individual and shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibility and dynamically. - CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a questions (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understand of the subject under investigation. - CC.11-12.SL.1 Comprehension and Collaboration: 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. - CC.11-12.L.1 Conventions of Standard of English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking || 4. Critical Thinking, Problem Solving, and Decision Making Instructional Objectives: In this lesson students will identify the types of digital tools, applications and web 2.0 tools they use in their personal life outside of school. As students identify the technology tools a student or I can make a list on the board. Students will then be asked what laws have been created to protect them. As a part of this lesson students will work with a partner to find the laws that protect them and the technology tools they use in their everyday lives. || 5-15 minutes 10 to 20 minutes 1 hour + 20 to 30 minutes of the next class period. |||| Instructional Activities First activity: As a class, students will brainstorm the types of technology tools, software and web 2.0 tools they use in their personal lives every day. Second activity: Students will collaborate with a partner to brainstorm and create a list of laws they believe helps to protect an individual while using technology. Students will then share their list of laws with the class. Again someone will be designated to write student responses on the board. Third Activity: Students will work with a partner to research a specific cyber law using the Internet. I will assign each group a specific topic: cybercrime, computer viruses, sex crimes, cyber bullying, and hackers. Each group will create one-page handout to give to their peers in their class. The group members will also present their finding to their peers. || Materials and Resources Whiteboard and Markers Piece of paper, writing utensil, Whiteboard, and markers. Computer Lab, Copies of the Rubric, Internet, Pages, Microsoft Word or Adobe InDesign || Accommodations and Extensions: Students who struggle with reading can use the text to speech software on the computer to help assist in reading the information to the students they find. Back-Up Plan: If students have difficulty finding information on one of the above topics I will have another topic for them to try along or possibly a list of resources for student to use. If the computer lab, laptops, and iPads are not available the students and I could do a search together on the individual topics with them taking notes on a piece of paper. || Below is the rubric I will use to assess the handout’s students created about their group’s cyber law. The handout was created at [|http://rubistar.4teachers.org]. ||  ||   ||   ||   ||   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Teenagers and Cyber Laws |||| Related Lessons: Basics of Law ||
 * Grade Level: 10-12 |||| Unit: Cyber Laws ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S (http://www.iste.org)
 * 1) Creativity and Innovation
 * 2) Research and Information Fluency
 * 1) Digital Citizen Ship
 * 2) Technology Operation and Concepts.
 * ==ACTION== ||
 * Before-Class Preparation: ||
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc.: In the beginning of the lesson students will work together as a whole class then they will be paired with a partner. Students who need support or have accommodations will be paired with a partner who has strengths in their areas of weakness. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be graded on participation in group activity and the one-page handout they create along with their presentation to the class.
 * Ongoing Assessment(s): Students will be graded on participation in group activity and the one-page handout they create along with their presentation to the class.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * Teacher Name: **Mrs. Woods** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Writing - Organization || Each section in the handout has a clear beginning, middle, and end. || Almost all sections of the handout have a clear beginning, middle and end. || Most sections of the handout have a clear beginning, middle and end. || Less than half of the sections of the handout have a clear beginning, middle and end. ||
 * Writing - Grammar || There are no grammatical and spelling mistakes in the handout. || There are 1-2 grammatical or spelling mistakes in the handout. || There are several grammatical and/or spelling mistakes in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are many grammatical and/or spelling mistakes in the handout. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Writing - Mechanics || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Capitalization and punctuation are correct throughout the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are 1-2 capitalization and/or punctuation errors in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are several capitalization and/or punctuation errors in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are many capitalization or punctuation errors in the handout. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Attractiveness & Organization || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has exceptionally attractive formatting and well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has attractive formatting and well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout's formatting and organization of material are confusing to the reader. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sources || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sources are not documented accurately or are not kept on many facts and graphics. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Writing - Mechanics || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Capitalization and punctuation are correct throughout the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are 1-2 capitalization and/or punctuation errors in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are several capitalization and/or punctuation errors in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are many capitalization or punctuation errors in the handout. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Attractiveness & Organization || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has exceptionally attractive formatting and well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has attractive formatting and well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout has well-organized information. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The handout's formatting and organization of material are confusing to the reader. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sources || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the handout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Sources are not documented accurately or are not kept on many facts and graphics. ||

LESSON REFLECTIONS AND NOTES:

=**Week 6: Online Collaboration Lesson**= National Standards for Business Education Business Law - VII Computer Law - Achievement Standard: Explain how advances in computer technology impact such areas as property law, contract law, criminal law, and international law. Common Core Standards: - CC.11-12.W.6 Production and Distribution of Writing: Use technology including the Internet, to produce, publish and update individual and shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibility and dynamically. - CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a questions (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understand of the subject under investigation. - CC.11-12.SL.1 Comprehension and Collaboration: 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. - CC.11-12.L.1 Conventions of Standard of English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking || 4. Critical Thinking, Problem Solving, and Decision Making Instructional Objectives: Students will learn proper etiquette when participating in an online discussion or collaboration project. They will also have the opportunity to work collaboratively with peers and participate in a blog discussion about the cyber laws they feel really impact their lives as teenagers and if they were aware of these laws prior to this lesson. || 15 to 30 minutes 5 to 10 minutes 45 minutes + 30 minutes of the next class period. |||| Instructional Activities As a class discuss the proper etiquette for participating in a discussion online through the use of a blog Students will collaborate with a partner to brainstorm which of the cyber laws that we researched last class effect their lives through the technology they use at school and at home. Then students will share their lists with the class. I will write their responses on the board to create a common list. Students can also add some to the list if they feel we have forgotten a law. Each group of students will be assigned a specific law from the list on the board. In each group students will complete the following tasks: Each group will post their responses to the questions above on the blog. They will label their post with their group number. Students will read all of the posts that have been posted to the blog by each group. Students will then write a response to one of the posts that was created by a group. || Materials and Resources Blogger.com, Computer Lab, Project, Screen, Handout of Online Discussion guidelines/rules Piece of paper, writing utensil, Whiteboard, and markers. Computer Lab, Copies of the Rubric and questions, Internet, Microsoft Word and blogger.com || Accommodations and Extensions: Students who struggle with reading can use the text to speech software on the computer to help assist in reading the information they find on the Internet. Students who do not have Internet at home will be provided time before or after school to come in and to post their comment on the blog. Back-Up Plan: If the Internet is down students can write their responses to the questions and turn them into me. I will also have hard copies of different **Computer Usage Policy** from local high schools. || Below is the rubric I will use to assess the handout’s students created about their group’s cyber law. The handout was created at [|http://rubistar.4teachers.org]. Information added to the rubric came from []. ||  ||   ||   ||   ||   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: How cyber laws effect teenagers? |||| Related Lessons: Basics of Law, Teenagers + Cyber laws. ||
 * Grade Level: 10-12 |||| Unit: Cyber Laws ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S (http://www.iste.org)
 * 1) Creativity and Innovation
 * 2) Research and Information Fluency
 * 1) Digital Citizen Ship
 * 2) Technology Operation and Concepts.
 * ==ACTION== ||
 * Before-Class Preparation: I will set-up the discussion on my teacher’s blog page. In order to help to protect student’s identity on the Internet I will assign student’s a number to use when posting a comment on the blog. If I consider setting the blog page to private so that only the class can see the page I will ask for student’s e-mail addresses so that I can send them a link to the page prior to this lesson. ||
 * During Class ||
 * Time
 * First activity:**
 * Second activity**:
 * Third Activity**
 * 1) Create a list of how the law affects them at school and home.
 * 2) Provide at least three examples of the types of technology tools it impacts in your lives at home and school.
 * 3) Pretend that the law does not exist. How would a person’s actions and/or ethical behaviors be controlled as a society?
 * 4) Do you feel that this law encourages parents/guardians and schools to be overprotective of the technology tools you are allowed to use? Explain.
 * 5) Research **Computer Usage Policy** for at least two to three high schools. Try to compare our schools to other schools in the local area. If you cannot find any then compare it to any that you can find on the Internet. How are the rules similar and different?
 * Homework:**
 * Note student groupings, environmental modifications needed, etc.: Students who need support or have accommodations will be paired with a partner who has strengths in their areas of weakness. If students with accommodations cannot be paired with a partner the number of questions that have to be answered can be cut back and I can have a teacher’s aide in the room work with the student(s). ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be graded on participation in group activity, the quality of information in their initial post and a comment that provides comments, questions that are appropriate for the initial post.
 * Ongoing Assessment(s): Students will be graded on participation in group activity, the quality of information in their initial post and a comment that provides comments, questions that are appropriate for the initial post.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 18px;">Multimedia Project : Initial Blog Post ** ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Teacher Name: **Mrs. Woods** ||  ||   ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student Name: ||  ||
 * <span style="color: black; display: block; font-family: 'calibri','sans-serif'; font-size: 15px; text-align: center;">CATEGORY || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">3 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">2 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">1 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">0 ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide comprehensive insight, understanding, and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide moderate insight, understanding, and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide minimal insight, understanding and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings show no evidence of insight, understanding or reflective though about the topic. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">View Point || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that does not fully consider the audience, and the author's voice is difficult to identify. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are carelessly written with no attempt to consider the audience and no awareness of author voice. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Organization || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content is well organized using headings or bulleted lists to group related material. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content is logically organized for the most part. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There was no clear or logical organizational structure, just lots of facts. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Mechanics || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">No misspellings or grammatical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Three or fewer misspellings and/or mechanical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Four misspellings and/or grammatical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">More than 4 errors in spelling or grammar. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Text Layout || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Effectively uses the blog software's text formatting capabilities to enhance the content's visual appeal and increase readability. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Use some of the blog software's text formatting capabilities to enhance the content's visual appeal and increase readability. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses very few of the blog software's text formatting capabilities. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses none of the blog software's text formatting capabilities. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Hyperlinks || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to relevant, up-to-date websites or documents that enhance the information presented in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to websites or documents, but not all links enhance the information presented in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to websites or documents that add little value to the information presents in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not include and links, or the links selected are of poor quality and do not add any value to the information presented in the blog postings. ||
 * <span style="color: black; display: block; font-family: 'calibri','sans-serif'; font-size: 15px; text-align: center;">CATEGORY || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">3 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">2 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">1 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">0 ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide comprehensive insight, understanding, and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide moderate insight, understanding, and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings provide minimal insight, understanding and reflective thought about the topic. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings show no evidence of insight, understanding or reflective though about the topic. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">View Point || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that is appealing and appropriate for the intended audience and a consistent voice is evident throughout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that is generally appropriate for the intended audience and an attempt is made to use a consistent voice. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are written in a style that does not fully consider the audience, and the author's voice is difficult to identify. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Postings are carelessly written with no attempt to consider the audience and no awareness of author voice. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Organization || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content is well organized using headings or bulleted lists to group related material. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Content is logically organized for the most part. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There was no clear or logical organizational structure, just lots of facts. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Mechanics || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">No misspellings or grammatical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Three or fewer misspellings and/or mechanical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Four misspellings and/or grammatical errors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">More than 4 errors in spelling or grammar. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Text Layout || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Effectively uses the blog software's text formatting capabilities to enhance the content's visual appeal and increase readability. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Use some of the blog software's text formatting capabilities to enhance the content's visual appeal and increase readability. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses very few of the blog software's text formatting capabilities. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Uses none of the blog software's text formatting capabilities. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Hyperlinks || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to relevant, up-to-date websites or documents that enhance the information presented in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to websites or documents, but not all links enhance the information presented in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Includes links to websites or documents that add little value to the information presents in the blog postings. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Does not include and links, or the links selected are of poor quality and do not add any value to the information presented in the blog postings. ||

LESSON REFLECTIONS AND NOTES:

=**Week 7: Digital Storytelling Lesson**= National Standards for Business Education Business Law - VII Computer Law - Achievement Standard: Explain how advances in computer technology impact such areas as property law, contract law, criminal law, and international law. Common Core Standards: - CC.11-12.W.6 Production and Distribution of Writing: Use technology including the Internet, to produce, publish and update individual and shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibility and dynamically. - CC.11-12.W.7 Research to Build and Present Knowledge: Conduct short as well as more sustained research projects to answer a questions (including self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate, synthesize multiple sources on the subject, demonstrating understand of the subject under investigation. - CC.11-12.SL.1 Comprehension and Collaboration: 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. - CC.11-12.L.1 Conventions of Standard of English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking || 4. Critical Thinking, Problem Solving, and Decision Making Instructional Objectives: Students will find solutions to help improve the cyber laws to influence schools to implement the technology tools in the classroom. Students will share these suggestions through short video clip that includes pictures, interviews, text, transitions, and possibly music. || 15 to 30 minutes 10 to 20 minutes 3 to 5 class periods. |||| Instructional Activities As a class discuss a few of the initial posts and comments posted on the blog from the previous lesson. Students will collaborate with a partner to brainstorm possible solutions to for the law that they were assigned last class. Introduce the Digital Storytelling project to the students. Students will create a short video to share with their peers and other people through teacher tube and You Tube. In the video’s students can use the video cameras to interview a lawyer, parents, students, principal, and/or a politician. Each group will be responsible for contacting and setting up the interviews. They will need to contact them through phone or e-mail. Students can use the blog to share information about contacts they have made or help others make a contact with someone they know. Once the interviews are complete students will import them into iMovie. Students will then include text, transitions, pictures, and/or sound to intrigue their audience. Students may have to set up a time before or after school to complete the interview if the interviewee is unable to come in during school hours. || Materials and Resources Blogger.com, Computer, Project, and Screen Piece of paper and a writing utensil Computer Lab, Copies of the Rubric, Video Cameras, Tripods, and iMovie || Accommodations and Extensions: Students will be paired with a partner who has strengths in their areas of weakness. If students with IEP’s happen to be paired to together they will have a couple of extra days to complete the project. I will also invite the teacher’s aide into the classroom to assist with the project. Back-Up Plan: If the video cameras are unavailable I will have students interview the person(s) while writing their responses down. If a student struggles with writing I will opt for them to e-mail their questions to the person and have that professional write their responses to the questions. Then e-mail them back to the student. || Below is the rubric I will use to assess each groups digital storytelling project. The rubric was created at [|http://rubistar.4teachers.org]. ||  ||   ||   ||   ||   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: How to improve the cyber laws to influence schools to implement the technology? |||| Related Lessons: Basics of Law, Teenagers + Cyber laws. ||
 * Grade Level: 10-12 |||| Unit: Cyber Laws ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S (http://www.iste.org)
 * 1) Creativity and Innovation
 * 2) Research and Information Fluency
 * 1) Digital Citizen Ship
 * 2) Technology Operation and Concepts.
 * ==ACTION== ||
 * Before-Class Preparation: I will sign out the video cameras and a Macintosh Computer lab for students to use to complete this lesson. ||
 * During Class ||
 * Time
 * First activity:**
 * Second activity**:
 * Third Activity**
 * Homework:**
 * Note student groupings, environmental modifications needed, etc.: Students who need support or have accommodations will be paired with a partner who has strengths in their areas of weakness. If students with accommodations cannot be paired with a partner the requirements can be made simpler. Instead of interviewing students could use pictures and text to share their solutions to the cyber law they have been assigned. The student’s time limit could also be reduced for the video. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be graded on participation in group activity, the quality of the video and the solutions to improve the cyber laws.
 * Ongoing Assessment(s): Students will be graded on participation in group activity, the quality of the video and the solutions to improve the cyber laws.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:
 * **<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 18px;">Digital Storytelling: Encouraging schools to look at cyber laws positively. ** ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Teacher Name: **Mrs. Woods** ||  ||   ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Student Name: ||  ||
 * <span style="color: black; display: block; font-family: 'calibri','sans-serif'; font-size: 15px; text-align: center;">CATEGORY || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">4 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">3 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">2 || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">1 ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Point of View - Awareness of Audience || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Limited awareness of the needs and interests of the target audience. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice - Consistency || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice quality is clear and consistently audible throughout the presentation. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice quality is clear and consistently audible through some (70-84%) of the presentation. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice quality needs more attention. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Voice - Pacing || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The pace (rhythm and voice punctuation) fits the story line and helps the audience really \"get into\" the story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">No attempt to match the pace of the storytelling to the story line or the audience. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Soundtrack - Emotion || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music stirs a rich emotional response that matches the story line well. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music stirs a rich emotional response that somewhat matches the story line. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music is ok, and not distracting, but it does not add much to the story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music is distracting, inappropriate, OR was not used. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Economy || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story seems to need more editing. It is noticeably too long or too short in more than one section. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story needs extensive editing. It is too long or too short to be interesting. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Duration of Presentation || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 4 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 3 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 2 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were typically correct but errors detracted from story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Repeated errors in grammar and usage distracted greatly from the story. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Point of View - Purpose || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">It is difficult to figure out the purpose of the presentation. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 15, 2011 03:05 am (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Soundtrack - Emotion || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music stirs a rich emotional response that matches the story line well. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music stirs a rich emotional response that somewhat matches the story line. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music is ok, and not distracting, but it does not add much to the story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Music is distracting, inappropriate, OR was not used. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Economy || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story seems to need more editing. It is noticeably too long or too short in more than one section. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">The story needs extensive editing. It is too long or too short to be interesting. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Duration of Presentation || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 4 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 3 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Length of presentation was 2 minutes. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Presentation was less than 2 minutes long OR more than 4 minutes. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Grammar and usage were typically correct but errors detracted from story. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Repeated errors in grammar and usage distracted greatly from the story. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Point of View - Purpose || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">It is difficult to figure out the purpose of the presentation. ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 15, 2011 03:05 am (UTC)** ||  ||   ||
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">Date Created: **Dec 15, 2011 03:05 am (UTC)** ||  ||   ||

LESSON REFLECTIONS AND NOTES: