How to Achieve Common Core with Tech the Writing Strand

How to Achieve Common Core with Tech: Writing

1 How to Achieve Common Core with Tech: Writing

How to Achieve Common Core With Tech

The Writing Strand

9 Grades 208 Standards 28 Projects

By Ask a Tech Teacher©

2 How to Achieve Common Core with Tech: Writing

2014 Visit the companion website at http://askatechteacher.com© for more resources to teach K-12 technology

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ALL MATERIAL IN THIS BOOK IS PROTECTED BY THE INTELLECTUAL PROPERTY LAWS OF THE USA.

No part of this work can be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution or information storage and retrieval systems—without the prior written permission of the publisher

For permission to use material from this text or product, contact us by email at: [email protected] structuredlearning.net

ISBN 978-0-9893690-5-3

Printed in the United States of America by Structured Learning LLC

3 How to Achieve Common Core with Tech: Writing

Introduction

Technology has become synonymous with education reform. Like starter on a barbeque, squirt around enough iPads and digital tools and classes start to sizzle.

Or so we hope. Everyone agrees it’s a transformative tool, but there’s little consensus on how to integrate it into a curriculum. Endless conversation. Spirited debate. An impressive number of pilot programs and great ideas all with decidedly mixed results.

That is, until Common Core State Standards arrived in classrooms across the country. Its rigorous approach to preparing students for college and career treats tech-in-ed as decided science. Of course teachers use it in classrooms, as one of many tools to deliver quality content to eager students.

Consider these tech-centric Standards spread throughout K-8 strands (truncated for brevity):

 Expect students to demonstrate sufficient command of keyboarding to type a minimum of one page [two by fifth grade, three by sixth] in a single sitting  Expect students to evaluate different media (e.g., print or digital …)  Expect students to gather relevant information from print and digital sources Use of technology  Expect students to integrate and evaluate information differentiates for student presented in diverse media and formats learning styles by providing an  Expect students to make strategic use of digital media alternative method of  Expect students to use glossaries or dictionaries, both achieving conceptual print and digital ... understanding, procedural

 Expect students to use information from illustrations and skill and fluency, and applying words in print or digital text this knowledge to authentic  Expect students to use a variety of media in communicating ideas circumstances.

 Expect students to use technology and digital media --Common Core strategically and capably

…and this from Common Core:

Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

The underlying theme can’t be ignored: A 21st Century learner requires technologic proficiency. Proof enough is that Common Core summative assessments will be completed online—only possible if students use technology as comfortably as paper and pencil to demonstrate knowledge.

What’s in the SL Common Core Tech Series

You want to use tech to deliver Common Core, but how do you do that? You don’t have time for another subject in your already bloated curriculum?

4 How to Achieve Common Core with Tech: Writing

You’ll love this series—How to Achieve Common Core with Tech. We share easy-to-understand tech to accomplish Standards. The technology is always grade-appropriate, often intuitive, no more complicated to use than other educational tool like iPads or manipulatives.

Each volume addresses a separate Common Core strand: Literacy Shifts

 Language #2: Focus on process, not just  Math content  Reading  Speaking-listening #4: Teach argument, not  Writing persuasion

You see how to use computers, websites, iPads, graphic art, web #5: Increase text complexity widgets and other tech tools to scaffold what you already teach, using tech to deliver Common Core’s big ideas:

 Provide practical strategies for students and teachers to publish and share  Provide flexible learning paths  Differentiate for varied student learning styles  Provide scalable projects that suit many classroom demands  Increase rigor  Make students accountable for their own learning

In this volume—Writing—are twenty-eight practical, inquiry-driven strategies for achieving 208 Common Core Standards in reading, speaking/listening, language, math, and writing.

Who Needs This Book

You are the Tech Specialist, responsible for Instructional Technology, IT Coordinator, Technology Facilitator, Curriculum Specialist, Technology Director, or tech teacher—tasked with finding answers. You have a limited budget, less digital tools, and the drive to do it right no matter the roadblocks.

Or you are the classroom teacher, a tech enthusiast with a goal—and this time you mean it—to integrate the wonders of technology into lessons. You’ve seen it work. Others in your PLN do it. And especially now, you want technology to help meet standards like those listed earlier (…use technology strategically and capably… …use digital resources…). But often, technology seems a puzzle added to your overflowing educational toolbox.

How do you do it? With these projects, where tech meets Common Core.

Big Idea of This Book

As with all books in the Common Core Strand series, using technology for education goals is the Big Idea. Sure, you can write with paper and pencil and achieve the goals of the Standards, but it’s more efficient and student-centered with technology. That includes computers, printers, iPads, online tools, the internet, software, a keyboard.

A note: This book is not intended to teach Common Core Standards. It assumes you have that training. What this book shows is how to use technology to teach your students.

5 How to Achieve Common Core with Tech: Writing

Equipment Needs

Tech infrastructure and equipment needs vary from school-to-school. This list is as basic as possible:

 Digital camera (optional)  Digital portfolios (online, GAFE, server)  Headphones, speakers  Internet access  Microphone (optional)  Permissions for online ed tools, student use  Printer  Productivity tools (Office, GAFE, OO)  Projector, optional Smartscreen  Student response system (Today’s Meet, Socrative, Twitter, Padlet)  Student digital devices  Writing forums (blogs, wikis, websites)

How Book is Organized

Each lesson shows how to use technology to achieve Common Core Writing Standards (Figure 1) as follows:

Figure 1—parts of each lesson

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1. Title—overview of what project addresses 2. Vocabulary-academic/domain-specific used 3. Tech Problem solving—most common tech problems faced—and solutions 4. Common Core—standards addressed 5. Time Required—how long lesson will take to complete 6. NETS-S Standards—ISTE standards addressed 7. Grade level—recommended grades 8. Essential Question—what should student understand from lesson 9. Summary—what student will do to accomplish Essential Question and Big Idea 10. Big Idea—what student gets from time spent on this topic 11. Materials—software, hardware, equipment teacher should have available to complete lesson 12. Teacher preparation—how should teacher be prepared 13. Steps—step-by-step directions 14. Required skill level—what tech background should students have to accomplish stated goals 15. Examples—where relevant 16. Check off—track what’s accomplished. Why? Some lessons take more than a class session

Tips for Using This Book

When you unpack this tome, you will find familiar strategies presented in Common Core ways. This means you aren’t learning new programs, but a way to scaffold comprehension and optimize learning. Consider:

 Lessons are device-neutral. It doesn’t matter if you’re a Mac or PC school or use laptops, desktops, tablets, or Chromebooks. The Big Ideas and Essential Questions are valid. Yes, you might have to make a few adjustments—but, you’re a techie. No worries.  All teachers share responsibility for student literacy. Use strategies to demystify writing whether it’s math, science, or literature.  Lessons can be done in the classroom or lab. Consider co- teaching: Digital materials that are smaller than a course can be  Grade level teacher reinforces academic useful. … adapted for clusters  Tech teacher reinforces tech skills of standards or progressions within a cluster.  ‘Tech Problem Solving’ lists common show-stoppers. Don’t rush in to solve problems. Help students do it --Common Core

themselves. Focus on listed problems, but embrace all that come your way.  In fact, expect students to always try to solve techie problems themselves before asking assistance. The older students are, the more this will happen if you let it. For example, hardware issues (i.e., headphones don’t work, monitor doesn’t work) can often be solved by kindergarteners once you’ve provided the tools for analyzing problems.  Use the ‘Vocabulary’ as you teach. This supports Standards and students learn by your example.  Throughout lessons are instructions to ‘pick which program works best’ and ‘devise a plan to accomplish goals’. It means exactly that: Differentiate instruction for your unique group. Be flexible, open-minded, and adventurous with choices.  Lessons use free software and web-based tools where possible. If you can’t access one, email us ([email protected]) and a curriculum specialist will help you develop a work-around.

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 Use the blank lines in front of each lesson item to track progress. Many lessons take several weeks. Check off items completed. This way, you’ll know where to begin next class.  Each lesson ends with a page of ‘Assessments’ that covers all grade levels and all steps. Copy the page and personalize it by picking what works for your group. Be inspired by the others.  Use the fullness of this book as part of an ongoing effort to write routinely throughout the year, using a variety of approaches, including:

 blogs  newsletters  book reports  Quick Writes  brainstorming  Quick Stories  debates  research  digital note-taking  screencasts  digital storytelling  tables  discussion boards  timelines  ebooks (writing them)  traditional reports  greeting cards  trifolds  magazines  visual organizers  multi-media communication  web-based writing tools

 Common Core standards are a cumulative progression designed to enable students to meet college and career expectations. They build year-to-year, scaffolding on prior knowledge, developing depth:

Students advancing through the grades are expected to meet each year’s grade- specific standards, retain or further develop skills and understandings mastered in preceding grades... (from Common Core)

Most lessons are for multiple grade levels. Pay attention to this as you implement the lesson.  Consider a BYOD approach so students can use the device they are most comfortable with (if your IT folks and infrastructure support this). Because lessons cross content boundaries, learning is optimized by encouraging students to complete projects when convenient for their schedule. There’s a hierarchy of learning  At every opportunity, use technology—to schedule something like this: projects, take a poll, read, time an activity. Expect students to devise tech alternatives to common  Student listens activities.  Student believes  Don’t know how to perform a tech skill? Get answers  Student tries it from the companion website, AskaTechTeacher.com,  Student remembers it where you always find a teacher familiar with  Student shows others Structured Learning books. Let them know where you  Student teaches others need help (book, lesson, page number) and they’ll figure it out with you.  Be aware: Digital links change. If you find one that’s dead, let us know. We’ll update it for you.  Some of these lessons can be found in other SL books. The focus, though, will be different. It will fit the book’s emphasis. For example: ‘Presentation Boards’ in this book focuses on the preparation, while ‘Presentation Boards’ in the Speak and Listening strand book focuses on presenting.  Remember: Technology is a tool—not a learning outcome.

8 How to Achieve Common Core with Tech: Writing

Assessment

Assessment is always challenging. In general, you assess: 1) to measure understanding, and 2) to help students prepare for college and/or career. How do you find this evidence? Rubrics? Group projects? Posters? None sound worthy of the Common Core environ. You need authentic assessments that are measurable and student- centered, promote risk-taking by student and teacher alike, are inquiry-driven, and encourage students to take responsibility for their own learning. Here are some that are scalable, age-appropriate and effective:

 Anecdotal Observe how students show learning. Are they engaged, making their best effort? Do they remember/apply skills taught prior weeks? Do they self-assess and make corrections as needed?  Transfer knowledge Can students transfer learning to life? Do you hear fun stories from parents and teachers about how students used tech? Do students share how they ‘helped mom use Google Maps …” To become college and career  Teach others ready, students must grapple There’s a hierarchy of learning that goes like this: with works of exceptional craft and thought whose range  Student listens extends across genres, cultures,  Student believes and centuries. Such works offer  Student tries it profound insights into the human  Student remembers it  Student shows others condition and serve as models for  Student teaches others students’ own thinking and writing. --Common Core That’s rigor.  Verbalize Can students use the right words? No umms, hand motions, giggles. Can they share knowledge in succinct, pithy sentences?  Portfolio Do students collect work to a digital portfolio via embeds or screen shots? Is it in the cloud where stakeholders can access it, never wondering what grade has been earned because they know?  Summarize knowledge Can students use knowledge to create a magazine, a video, a how-to audio or screencast? Or does it sit in a mental file folder?  Oral presentations Summative, formative, informational, formal, or informal--a quick answer to questions, solving a problem on the Smartscreen, helping classmates, or preparing a multimedia presentation to share.

In the end, assessment depends upon teaching goals. What’s best for your students?

Companion Website

Books are static. The challenge is to keep them current—especially in a field like technology where nothing remains the same for more than ten minutes. Common Core recognizes this:

Digital texts confront students with the potential for continually updated content…

9 How to Achieve Common Core with Tech: Writing

To address this reality, visit the companion website—Ask a Tech Teacher.com—that is always up-to-date, staffed by tech teachers using SL materials, and ready to answer your questions. Find:

 Free lesson plans  Targeted websites  Free Newsletters with tech tips and weekly websites  Teacher resources  Free training videos on tools used in lesson plans

Find insights into technology in education pedagogy. When should you start teaching keyboarding? How do you introduce computers to kindergarteners? What do you do when students know more than parents (or teachers)?

And more.

License

If you purchased this ebook, you have a single-user license. You are welcome to make copies of individual pages. To reproduce the entire book for a class, multiple teachers, school, or district, please contact the publisher for a multi-user license.

About the Publisher

Structured Learning is the premier provider of technology instruction books and ebooks to education professionals including curricula, how-to guides, theme-based books, and one-of-a-kind online help—all to fulfill the tech demands of the 21st century classroom. Materials are classroom-tested, teacher-approved with easy-to-understand directions supported by online materials, websites, blogs, and wikis. Whether you are a new teacher wanting to do it right or a veteran educator looking for updated materials, Structured Learning and its team of technology teachers is here to assist.

About the Author

Ask a Tech Teacher is a group of technology teachers who run an award-winning resource blog where they provide free materials, advice, lesson plans, pedagogic conversation, website reviews, and more to all who drop by. The free newsletters and website articles help thousands of teachers, homeschoolers, and those serious about finding the best way to maneuver the minefields of technology in education.

*Throughout this text, we rely on Common Core State Standards license granted for “…a limited, non- exclusive, royalty-free license to copy, publish, distribute, and display Common Core State Standards for purposes that support Common Core State Standards Initiative. These uses may involve CCSS as a whole or selected excerpts or portions.”

** Common Core State Standards (copyright 2010) is a reference to the body of work prepared/published by the National Governors Association Center for Best Practices, Council of Chief State School Officers

10 How to Achieve Common Core with Tech: Writing

Table of Contents

Introduction

Who Needs This Book

Big Idea

Lessons

By Topic

1 The Debate 15 Basics: Word Processing 2 Digital Book Report 16 Web-based Writing Tools 3 Digital Newsletter 17 Digital Note-taking 4 Digital Trifold 18 Presentation Boards 5 Event Sequences 19 Discussion Boards 6 Digital Timelines 20 Internet Research 7 Digital Storytelling 21 Plagiarism 8 Write with Twitter 22 Brainstorming 9 Digital Letter Writing 23 Genius Hour 10 Write with Tables 24 Blogs 11 Write with Graphic Organizers 25 Digital Greeting Cards 12 Write with Magazines 26 Digital Quick Writes 13 Develop Details 27 Digital Quick Stories 14 Basics: Keyboarding 28 Write an Ebook

By Anchor Standard W1

o The debate

o Book Report o Digital Trifold o Digital Newsletter

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o Event Sequences o Digital Storytelling o Digital Timelines

o Digital Letter Writing o Write with Tables o Write with Graphic Organizers o Write with Twitter o Write with Magazines

o Develop Details

o Basics: Keyboarding o Basics: Word Processing o Web-based Writing Tools

o Digital Note-taking o Discussion Boards o Presentation Boards

o Internet Research o Plagiarism

o Brainstorming o Genius Hour

W10

o Blogs o Digital Quick Writes o Digital Greeting cards o Write an Ebook o Digital Quick Stories

By Grade

Kindergarten #9, 15, 25, 26, 1st grade #9, 15, 22, 25, 26, 2nd grade # 2, 7, 9, 11, 13. 15, 22, 25-27, 3rd grade #2, 7, 9-13, 15, 16, 19-22, 27, 4th grade #1-7, 10-12, 14-22, 24, 27, 5th grade #1-6, 10-12, 14-22, 24, 27, Middle School #1, 3, 4-6, 8, 10, 14-21, 23, 24, 28

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Common Core Standards Addressed

Anchor Standards CCSS.ELA-Literacy.CCRA.L.1-6 CCSS.ELA-Literacy.CCRA.SL.1-6 CCSS.ELA-Literacy.CCRA.R.1-9,10 CCSS.ELA-Literacy.CCRA.W.1-10

Math CCSS.Math.Practice.MP1-8

Language CCSS.ELA-Literacy.L.K.1,2,6 CCSS.ELA-Literacy.L.5.1-6 CCSS.ELA-Literacy.L.1.1,2,6 CCSS.ELA-Literacy.L.6.1-9 CCSS.ELA-Literacy.L.2.1, 2-6 CCSS.ELA-Literacy.L.7.1-6 CCSS.ELA-Literacy.L.3.1-6 CCSS.ELA-Literacy.L.8.1-3 CCSS.ELA-Literacy.L.4.1-6

Reading CCSS.ELA-Literacy.RI.2.1 CCSS.ELA-Literacy.RI.6.1,8 CCSS.ELA-Literacy.RI.3.2,5 CCSS.ELA-Literacy.RI.7.1,4 CCSS.ELA-Literacy.RI.4.1-4 CCSS.ELA-Literacy.RL.3.2,3,5,7 CCSS.ELA-Literacy.RI.5.1-4 CCSS.ELA-Literacy.RL.6.1-4,7,9,10 CCSS.ELA-Literacy.RI.6.1,4

Speaking and Listening CCSS.ELA-Literacy.SL.2.4-5 CCSS.ELA-Literacy.SL.6.1-6 CCSS.ELA-Literacy.SL.3.1,3-6 CCSS.ELA-Literacy.SL.7.1-6 CCSS.ELA-Literacy.SL.4.1-6 CCSS.ELA-Literacy.SL.8.4-6 CCSS.ELA-Literacy.SL.5.1-6

Writing CCSS.ELA-Literacy.RH.6-8.1-4,7 CCSS.ELA-Literacy.W.4.1-10 CCSS.ELA-Literacy.WHST.6-8.1,2,4-10 CCSS.ELA-Literacy.W.5.1—10 CCSS.ELA-Literacy.W.K.3-6,8 CCSS.ELA-Literacy.W.6.1-10 CCSS.ELA-Literacy.W.1.4-9 CCSS.ELA-Literacy.W.7.1-10 CCSS.ELA-Literacy.W.2.1,2-9 CCSS.ELA-Literacy.W.8.1-10 CCSS.ELA-Literacy.W.3.2a-c,3-10

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Table of Figures

Figure 1—parts of each lesson ...... 6 Figure 2—Debate Assessment ...... 21 Figure 3a and 3b—Templates for cover and inside pages of simple report (2nd grade) ...... 27 Figure 4—QR code to put inside library book ...... 28 Figure 5— Google Earth dialogue box ...... 29 Figure 6a and 6b— GE lit tour locations and image ...... 30 Figure 7a and Figure 7b— GE lit tour overlay and ruler detail ...... 30 Figure 8/9—Sample Glog/Sample Voki ...... 31 Figure 10—Sample Animoto ...... 33 Figure 11a and 11b—2 Samples of student newsletters ...... 36 Figure 12a and 12b—Newsletter template in MS Word and Google Docs ...... 37 Figure 13a and 13b—Sample trifold design ...... 43 Figure 14a and 14b—Sample trifold template ...... 44 Figure 15a and 15b—Sample trifold ...... 44 Figure 16a and 16b—Front/back of student trifold ...... 45 Figure 17—Sample trifold...... 46 Figure 18a and 18B—Mindmap created in Bubbl.us and MS Word ...... 52 Figure 19—Mindmap created with Google App’s drawing program ...... 52 Figure 20—Image of a screencast ...... 53 Figure 21—Image of video ...... 54 Figure 22—Assessment for timeline ...... 59 Figure 23a and 23b—Timelines created in Publisher ...... 60 Figure 24—Timeline created with Nanoogo (online tool) ...... 61 Figure 25—Timeline created with another online tool ...... 62 Figure 26a and 26b—Genealogic timeline and family tree—both created with spreadsheet program ...... 63 Figure 27—Following legend, student highlights excerpt ...... 68 Figure 28a 28b—Digital storybook created in Publisher ...... 69 Figure 29a and 29b—Digital storybook created in Publisher...... 70 Figure 30a and 30b—Digital storybook created with Publisher ...... 71 Figure 31—Simple assessment for digital storytelling ...... 72 Figure 32—Smartscreen display for organizing student writing for story ...... 73 Figure 33—Digital storytelling with My Storymaker ...... 74 Figure 34a and 34b—Simplest form of letter writing—in drawing program ...... 88 Figure 35a and 35b—Simple letters—see problems with the second? Do students? ...... 89 Figure 36a and 36b—More simple letters ...... 89 Figure 37a 37b 37c—More advanced letters in a word processing program ...... 90 Figure 38a and 38b—Information presented in a table and a word processing doc ...... 95 Figure 39—Table with formatting directions ...... 96 Figure 40—Summary of law regarding online creative content ...... 97

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Figure 41—How to embed Google Docs into blog ...... 98 Figure 42—Authentic student-directed table ...... 99 Figure 43a and 43b—Magazine cover in Publisher ...... 109 Figure 44a and 44b—Interior pages on student magazine ...... 109 Figure 45a and 45b—Interior pages of student magazine ...... 110 Figure 46a and 46b—Interior magazine pages with formatting ...... 110 Figure 47—Timeline included in student magazine ...... 111 Figure 48-50—Student magazine pages ...... 111 Figure 51a and 51b—Student magazine ending pages ...... 113 Figure 52—Simple sentence with suggested detail ...... 119 Figure 53—Student story with suggestions for adding detail ...... 120 Figure 54—Keyboarding Hints ...... 126 Figure 55—How to sit at computer ...... 127 Figure 56—Favorite Shortkeys ...... 128 Figure 57—Sample wall chart to handwriting vs. keyboarding ...... 129 Figure 58—Graphic of most important keys on keyboard ...... 130 Figure 59—Template for blank keyboard quiz ...... 131 Figure 60—Visuals of several of the tools students may select ...... 140 Figure 62—How to add a new calendar to GAFE for student sign-ups ...... 140 Figure 61—How to add student presentation dates to Google calendar ...... 141 Figure 63—Web-based Writing Tool Assessment ...... 141 Figure 64—Checklist student uses prior to presentation ...... 142 Figure 66—How to collaboratively take notes ...... 151 Figure 65—Paper note-taking that gets lost before it’s useful ...... 152 Figure 67—Student dashboard on Evernote ...... 153 Figure 68—Taking notes with Evernote ...... 153 Figure 69—Flipboard cover to student note-taking magazine ...... 154 Figure 70—Notes collected with Flipboard ...... 155 Figure 71—Dialogue box for placemark...... 159 Figure 72—Student tour placemarks ...... 160 Figure 73a and 73b—Two problem-solving how-to’s ...... 162 Figure 74—Online poll of what strategy students used to solve their problem ...... 163 Figure 75—Domain-specific words required to understand instructions ...... 163 Figure 76—Look up words with Google ...... 164 Figure 77a and 77b—Two wiki-based discussion boards ...... 168 Figure 78—Netiquette Guidelines ...... 169 Figure 79a and 79b—Student blog with comments ...... 170 Figure 80—How to thrive in the digital neighborhood ...... 177 Figure 81—Is this picture real? ...... 178 Figure 82—Sample student search ...... 179 Figure 83—Sample student search ...... 179 Figure 84—Restatement of law regarding online creative work ...... 185

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Figure 85—Licenses available for using online creative work ...... 186 Figure 86—Artist drawing used all these places without her permission ...... 187 Figure 87—Plagiarism decision tree ...... 188 Figure 88—Request permission before using creative work of online artists ...... 189 Figure 89 Mindmap (photo credit: Inspiration—Used with permission)...... 194 Figure 90—Mindmap created with MindMaple ...... 195 Figure 91a and 91b—Mindmap created with SpiderScribe and Pearltrees ...... 196 Figure 92 –Mindmap created with iMindmap ...... 197 Figure 93—Mindmap created with Bubbl.us ...... 197 Figure 94—Interest evaluation brackets ...... 202 Figure 95—Genius Hour Guidelines ...... 205 Figure 96a and 96b—Two blogging platforms ...... 211 Figure 97—Sample teacher blog ...... 212 Figure 98a and 98b—Student blogs samples ...... 213 Figure 99a and 99b—Samples of student blogs ...... 214 Figure 100a and 100b—What tools were used to create these cards? ...... 219 Figure 101a and 101b—One page cards created in KidPix and Publisher ...... 220 Figure 102a and 102b—Foldable cards created in Publisher ...... 220 Figure 103—What card looks like before being folded ...... 221 Figure 104a and 104b—One-page card created in drawing program using symbols ...... 221 Figure 105a and 105b—Simple letters written by kindergarten, 1st grade ...... 222 Figure 106—Creative use of technology—take the classroom into the lab! ...... 223 Figure 107—Big puzzle piece, imported into drawing program for student use ...... 223 Figure 108a and 108b—Student decorates puzzle piece and connections dups to create a picture ...... 224 Figure 109a and 109b—Digital Quick Writes using TuxPaint ...... 228 Figure 110a and 110b—Digital Quick Writes using Paint and Draw.to ...... 229 Figure 111a and 111b—Digital Quick Writes using KidPix ...... 230 Figure 112a and 112b—Digital Quick Writes using Kerpoof ...... 230 Figure 113a and 113b—Digital Quick Writes on IPad using Doodle and ScreenChomp ...... 231 Figure 114a and 114b—Digital Quick Writes using word processing program ...... 231 Figure 115—Handwriting vs. Typing Table ...... 235 Figure 116—Digital quick story in Kerpoof ...... 238 Figure 117—Digital quick story in Storybird ...... 238 Figure 118—Digital quick story in My Storymaker ...... 239 Figure 119a and 119b—Digital quick stories in Fotobabble and Skitch ...... 240 Figure 120—Digital quick stories in Voki ...... 240 Figure 121a and 121b—Digital quick stories using comics ...... 241 Figure 122—a multimedia video as digital quick story, created in Photostory ...... 241 Figure 123--Digital quick story in MS Word ...... 242 Figure 124—Checklist for completing ebook ...... 247 Figure 125—Checklist for Ebook Progress ...... 250

16 How to Achieve Common Core with Tech: Writing

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

 The Debate

17 How to Achieve Common Core with Tech: Writing

1…The Debate

Vocabulary Problem solving Common Core  Argument  I can’t find anything on topic CCSS.ELA-Literacy.CCRA.W.1  Bias (work with your team) CCSS.ELA-Literacy.CCRA.L.6  Conjecture  I can’t speak in front of people CCSS.ELA-Literacy.W.4.1,4-7,9  Debate (this is a good time to practice) CCSS.ELA-Literacy.W.5.1,4-7,9  Evidence  Why can’t I use my opinion (you CCSS.ELA-Literacy.W.6.1-2,5,7-9  Opinion can if it’s based on evidence) CCSS.ELA-Literacy.W.7.1,4-7,9  Perspective  I don’t like trying to talk people CCSS.ELA-Literacy.W.8.1,4-7,9 CCSS.ELA-Literacy.SL.6.1a-d  Persuasive writing into my opinion (share evidence) CCSS.ELA-Literacy.SL.6.4-6  Point of view  I can’t counter one of the arguments (chat with teammates) CCSS.ELA-Literacy.RI.6.1,8  Rebuttal CCSS.Math.Practice.MP3 Time NETS-S Standards Grade 180 minutes 2a-b, 3a, 4c 4-8

Essential Question

How do I evaluate evidence to support my point of view?

Overview

Summary Working in groups, students research opposite sides of an issue, then debate it in front of class. They tie arguments to class reading, general knowledge as well as evidence from research.

Listeners ask evidence-based questions, look for information that will convince them which side is right.

This is learning for both presenters and audience.

Big Idea Perspective taking is critical to understanding issues.

Materials Backchannel device, GAFE student accounts, links for web tools, microphone, two long tables, video equipment to tape debates

Teacher Preparation  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Discuss choice of topics with grade-level teachers to determine what substantive topics are most important to curriculum and student learning  Discuss concept of ‘debating’ with administration to insure it fits school interests and guidelines.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

18 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand online research, facility with presentations ____Before beginning, put backchannel device onto Mathematically proficient students Smartscreen (Today’s Meet, Socrative, Padlet, understand and use stated class Twitter account, GAFE form) to track assumptions, definitions, and student comments throughout class. previously established results in constructing arguments. They make ____Debating makes research, listening, presenting, conjectures and build a logical and learning fun. The college and career-ready progression of statements to student will, among other things: explore the truth of their conjectures. They are able to … without significant scaffolding, comprehend and analyze situations by breaking evaluate complex texts across a range of types and them into cases, and can recognize disciplines, and they can construct effective and use counterexamples. They arguments and convey intricate or multifaceted information. justify their conclusions, communicate them to others, and ____Throughout Common Core, you see words that respond to the arguments of others. connote persuasive writing: interpret, —Common Core argument, analyze. College and career-ready students are expected to make and justify their point through argumentation. ____Debates help students:

 think abstractly, analytically  take other perspectives  reason clearly  use persuasion  distinguish fact from opinion  speak in public  establish/defend point of view  work on a team  identify bias  think on their feet  organize ideas  research authentically

____Show examples of debates, i.e., Presidential Debate, college debate team. Look for speaking style (formal), evidence to support claims, organization of information, vocabulary used. ____Have students break into two-four-person teams. Offer a list of topics. Give, say, ten minutes to debate among themselves and choose topic. Divide into ‘pro’ and ‘con’. ____Explain that some students might be debating positions opposite their beliefs. ‘Perspective taking’ is important to learn. ____Give students time to research, but not too much time. Expect them to read closely, but work quickly, and make decisions based on reliable websites. Research by scaffolding known material. ____This project can be a summative assessment for a unit that ended or a pre-assessment to determine how much students know on a topic. ____When students use internet, remind them of their rights and responsibilities. How can students insure what they find is trustworthy? That they behave correctly as they seek information? ____As they work, students “…construct viable arguments and critique reasoning of others…” More specifically (Common Core Appendix C):

 support claim with clear reasons and relevant evidence

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 demonstrate understanding of topic  use words, phrases, and clauses to clarify relationship between claim and reasons  establish and maintain a formal style  provide a concluding statement that follows from argument presented  demonstrate command of writing and speaking conventions

____Additionally, student groups are expected to:

 develop reasons for and against topic, and Students who are how to refute each  develop response to points of other team. College-Career Ready: Teams can’t simply spiel off pros and cons. They must connect to opponent’s arguments. …demonstrate independence.

____Use note-taking tools to collect and share information …delineate and evaluate the (Evernote, GAFE, shared Google Doc, other). Remind argument and specific claims students to use correct keyboarding—hand position, in a text, including the validity posture, and more. of reasoning as well as ____Teacher is facilitator—assist students with relevance and sufficiency of understanding team roles, maintaining focus, evidence. brainstorming topics. ____Team members assume responsibility for researching …evaluate intricate topics. Once resources have been collected, present to arguments and…surmount group for discussion. Group will decide if and how they challenges posed by complex should be used. ____Encourage team to speculate on what opposition texts arguments and responses may be. ____Prior to debate, students: …identify arguments written by others.  organize reasons and evidence clearly —Common Core  support claim(s) with clear reasons and relevant evidence, using credible sources and understanding of topic  use words, phrases, and clauses to clarify  establish and maintain a formal style  provide a concluding statement that follows from argument  review debate evaluation rubric (Figure 2)

____Over a period of classes, students:

 debate each other in front of audience presenting both sides of argument  provide evidence to support claims—don’t read from notes  provide attribution of claims as required  use academic and domain-specific vocabulary facilely  are comfortable sharing debates on class website/blog with interested parties

____Listeners grade teams. Complete one rubric for each side of debate (using Figure 2). ____Listeners ask evidence-based questions. Debaters use evidence to convince listener. Both sides challenge information and demand proof.

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Figure 2—Debate Assessment Grade team on a scale of 1-10. Use ‘Comments’ for evidence in support of decision

Debate members:______Did this side win: ______

Criteria 1-10 Comments

Appearance of Team

Opening statements well organized, not read (from memory or student passion) with evidentiary references Team members addressed remarks to audience, speaking loud enough for all to hear Team members participated equally

Rebuttal was specific to arguments in opening statement

Answers to audience questions were well thought out Respect was shown for opposing team. (No name calling, interruptions, etc.) Effective use of evidence to support point of view Used academic and domain- specific vocabulary where required Demonstrated command of language conventions

TOTAL POINTS /100

____Standard debate format is:

6 minute Presentation – Pro/Con 1 minute Work Period 5 minute Work Period 1 minute Position Summary - Pro or Con 4 minute Rebuttal – Pro/Con 1 minute Position Summary - Pro or Con 3 minute Work Period 2 minute Response – Pro/Con 5 minute--Tally Ballots/Announce Winner

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____Collect rubrics and tabulate. Include a rubric from yourself. ____Decide how to award winners—school ceremony, in class, public announcement. ____Have students share thoughts via a blog post, journaling (Penzu or MyJournal), or class Twitter feed. Thoughts should be objective, on-point, with precise and domain-specific language appropriate to task, audience, and purpose. ____When students finish, ask what digital tools were used Trace and evaluate argument (Hint: software, internet, online tools, printer). How and claims, distinguishing did the use of technology to interact and collaborate claims that are supported by with others accomplish the goals? reasons and evidence from ____As you teach, incorporate domain-specific language. claims that are not.

____Throughout class, check for understanding. —Common Core ____Remind students to transfer knowledge to class/ home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make good decisions.

Extension:  Have students stage a famous debate, like Lincoln-Douglas or Southern cessation from the union, as part of inquiry into those topics.  If this is election time, debate presidential or local politics.  Virtually debate another school. For example: http://virtualdebate.weebly.com/.  Assign a student to enter debate dates into online calendar.

More Information:  Debate example: Boston University  Debate example: World University Finals  See full list of assessment items at end of unit  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

If you don't get through everything, check off completed items. I find when I focus on a lesson’s central idea, clarifying questions may take more time than I expected. I'm fine with that. There'll be lessons later that move faster than I planned.

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use right words when speaking to class, classmates and you? Did s/he share knowledge in succinct, pithy sentences? Did student demonstrate command of English grammar? ____Did student logically evaluate evidence when supporting her/his point of view? ____Was student able to see the perspective of the other side? ____Did student participate fully in debate preparation? Did student come up with compelling reasons for and against topic? ____Did student ask relevant, text-based questions when a listener in debates? ____Was student able to transfer knowledge learned in other locations, other projects, to this project? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student try to solve problems independently before requesting assistance from classmates and/or you? ____Could student solve age-appropriate tech problems when needed? ____Observe student learning. Is s/he engaged, making a best effort? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

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Write informative texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

 Book Report  Newsletter  Trifolds

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W2 2…Digital Book Report

Vocabulary Problem solving Common Core  Center  What’s the difference between CCSS.ELA-Literacy.L.2.1, 3-5  Conventions ‘format’ and ‘edit’? CCSS.ELA-Literacy.L.3.1-5  Cover page  What’s the difference between CCSS.ELA-Literacy.L.4.1-5  Design ‘draft’ and ‘final’ (for editing) CCSS.ELA-Literacy.L.5.1-5  Digital  When I edit, sentences get weird CCSS.ELA-Literacy.W.2.1,2,5  Draft (did you push enter at end of line CCSS.ELA-Literacy.W.3.2,5 CCSS.ELA-Literacy.W.4.1,2,5-6  Edit rather than let Word do wrap?) CCSS.ELA-Literacy.W.5.1,2,5,6  Embed  How do I clear a squiggly line CCSS.ELA-Literacy.CCRA.L.1-6  Format (right click and select) CCSS.ELA-Literacy.CCRA.R.1-3  Glog  No microphones? Students type dialogue into Voki. CCSS.ELA-Literacy.CCRA.R.7.8  Glogster  Illustrations  I don’t know if I can use the image I found  Linking words  Why can’t I just handwrite my  Multimedia book report?  Placemark  My Glog looks confusing. Why?  Sentence fragment  I can only embed Google Docs,  Transition Voki, Glogs, Animoto (right)  Voki Time NETS-S Standards Grade 180 minutes 2b, 3c, 4b, 4c 2-5

Essential Questions

How can I insure that I make my book report as good as I’m capable of?

Overview

Summary Students use a variety of non-traditional methods to write, plan, revise, and edit a book report, including QR codes, GE literary tour, audio, and video tools.

Big Ideas Planning, revising, and editing helps me make my book report as good as possible.

Materials Internet tools, word processing program, Google Earth

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Know what books students have read or are planning to read.  Discuss book report options with grade-level teachers to see what suits their curriculum best.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: basic internet tools, Google Earth, and word processing. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form page) to track (older) student comments throughout class. Show students how to access it if necessary.

____Begin with a discussion on book reports. How have students traditionally shown understanding of books read in class? Discuss ‘close reading’ –what does it mean? How do students do that? What’s their best approach to reading and understanding? Do they read with music on in the background? Noise? Absolute quiet? What works best for them? Include book report requirements like:

 Introduce book College and Career-  Group related information together ready Students:  Summarize plot, characters, setting  Evaluate text, validity of reasoning and Write arguments to support evidence (in an age-appropriate way) claims in an analysis of  Develop ideas with facts, definitions, details substantive topics or texts,  Use linking words and phrases using valid reasoning and  Provide concluding statement relevant and sufficient  Include illustrations useful to comprehension evidence.  Explain in context figurative language, word —Common Core relationships, and nuances in word meanings (in an age-appropriate way)  Communicate visually as well as in words  Use domain-specific and academic vocab; decode unknown words

____Discuss the difference between what students read and what they know about a topic. What happens if those two contradict each other? ____Discuss being able to answer questions like who, what, when, where, why, how. How do these answers demonstrate an understanding of key details, actions, thoughts, feelings, event order? ____When preparing a book review, students:

 Read closely  Be aware of evidence  Determine central ideas and how they are developed

____Rather than traditional pen-and-paper, in this lesson, students evaluate a book with a tool like:

 Word processing  QR Codes  Google Earth  Glogster  Voki  Video

____Whichever tool they choose, they follow all writing conventions and convey ideas clearly.

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____Each book review includes:

 Title page—title, author, student reviewer  Information page—Author, Title, Publisher, year published, other required info  Story summary--like back flap on a book  Detail—questions teacher requires as part of book report  Direct quotations from book--evidence of student argument

____Research is accomplished outside of class, preferably by scaffolding existing knowledge. Wherever students acquire information, they should assess credibility and accuracy and provide credit. ____Remind students to use good keyboarding skills as they note-take and prepare draft. ____Prior to internet use, discuss ‘digital citizenship’. What best practices should be followed in using online resources? ____When students finish writing book report, review with a neighbor to see if it fulfills requirements. Does neighbor understand the goal? Does s/he see any spelling or grammar errors? ____With neighbor, discuss which digital tools were used (i.e., software, internet, online tools). How did technology help them accomplish goals better than other approaches (say, an essay)?

Word Processing Program

____Students use a word processing program like Google Docs, MS Word, Open Office, Notes for report. Why word processing? Why not presentation software like PowerPoint or a desktop publishing tool like Publisher? If a student can make a good argument for using an alternative format, consider allowing them to use it. Figure 3a and 3b—Templates for cover and inside pages of simple report (2nd grade)

____Begin with cover page (see Figure 3a for sample). Center name, author, publisher, illustrator, student name, teacher, date (and whatever else teacher requires). Center vertically and horizontally. Ctrl+Enter at bottom for a new page. ____For rest of report, center and underline headings, left-align paragraphs, tab to indent paragraphs (see Figure 3b for sample). ____If adding images, be sure they fit topic. ____When completed, student reads report with a neighbor to see if (depending upon grade-level):

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 Related information is grouped together  Topics are developed with facts, definitions, and details  Linking words and phrases are used  Concluding statement or section is provided  Illustrations aid comprehension  Grammar and writing follow conventions  Domain-specific and academic vocabulary is used  Where quotes and images are used, credit is given

____Make necessary revisions and edits. ____If using Google Docs, students collaborate using comments feature and tracking revisions. ____When completed, save, share, print, publish—to your preference.

QR Codes

____QR code book reports are suited to shorter documents that will be pasted into the named book, collected on a class reading site, or included in a class library (on the wall maybe). ____Discuss ‘QR codes’. Where have students seen them? Have several examples available to show. What is the benefit of this code (lots of information in a small space, can provide a direct link to a website without having to type in address)? ____Open a web-based QR creator like GoQR. Type in book title followed by information required. If it is too long, tighten wording. ____See Figure 4 for a QR Code layered over a drawing of a book (Black Beauty), to be inserted into class website book review page. Figure 4—QR code to put inside library book

____Have students check each other’s work. ____Once QR code created, save to digital portfolio (via online tool or screen shot). Print and insert into book. ____Show students how to use Scan tool on iPads or Smartphones to read QR data.

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Google Earth

____Using Google Earth for a book report works best where the book has a variety of geographic settings, or the story and characters are driven by geography. ____Review this tool with students. What do they remember from prior projects? ____Take several Google Earth book tours created by students last year (or if this is your first year with project, use a tour that comes with download) to remind learners how tours work. ____Notice 1) tour locations all stored in one folder, and, 2) tour moves in sequence locations are placed in folder. ____Discuss book being read in class. Review setting locations, how characters are affected by where they are geographically, how author makes each location come alive with his/her writing technique and descriptive details. ____Students use Google Earth to place themselves in situ with characters—see what they see, walk the streets they walk with Street View, study the buildings around them with the 3D layer--gain a rich understanding of the world they live in. ____Students work in pairs for this project. Make a file folder under ‘Places’ with a unique group name where all locations will be saved, in the order visited in story. ____Fly to location where book starts. Explore the geography. Why is this important to the plot? Is it the people? Terrain? The blistering heat? Or the poverty? What about this location serves as incubator for the plot? Figure 5— Google Earth dialogue box

____Placemark starting point with book title. In dialogue box, add a story synopsis similar to back flap on a book—a scintillating overview that pulls reader in. See Figure 5—notice distinctive placemarks, title, dialogue box detail, latitude and longitude. ____Add 5-10 more placemarks that mark story high points, important events, significant locations.. In dialogue box, include:

 quotes from book with citations  academic words student didn’t know and their meaning (defined by story context)  key concepts about characters, plot, setting  insight into effect of geography on story  information on characters, plot, setting, story arc, where relevant to story

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____By end of tour, readers should have a solid overview of book, characters, setting, plot, events, and how geography impacted story progression. See Figure 6a for example of tour as it might show on Google Earth. ____Older students: Include images on several placemarks with dialogue box ‘add image’ button. Image URLs are found on internet or a photo sharing site. See Figure 6b for example.

Figure 6a and 6b— GE lit tour locations and image

____Older students: Include links to resource sites for several placemarks. These provide additional information for those interested in digging deeper into a topic. ____Older students: Include several image overlays (using tool on Google Earth toolbar) to represent events or characters. See Figure 7a for an example. ____Older students: Measure distance between several locations using Google Earth ruler and include in dialogue box. This data should be relevant to story. For example: How far did character travel to get to scene of the crime?). See Figure 7b for an example. ____Each class period, back-up to student digital portfolios. This is critical because most school computers are used by multiple students. ____When student thinks they are done, review with a neighbor. Are all elements included? Is tour clear? Does neighbor understand story? Does tour run well? Plan, revise, edit rewrite as needed. ____When done, run tour to be sure it works. ____Save tours to a wiki page called ‘Book Reviews’. Add a book summary and a link to the Google Earth Tour. This becomes a resource for others interested in finding out about the story. ____Alternatives: Instead of Google Earth, adapt steps to Bing Maps.

Figure 7a and Figure 7b— GE lit tour overlay and ruler detail

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Glogster

____Glogster has become the green alternative to physical posters because it accomplishes the same— and more--digitally as paper. With Glogster, students customize their online ‘board’ with text, photos, videos, graphics, sounds, drawings, data attachments and more. For example, in Figure 8 (intentionally blurred), viewers can click images, visit embedded links for more information, view video and listen to original audio. ____Glogster provides diverse learners with options for acquiring information and demonstrating what they know. It differentiates for students who aren’t writers—who need color, movement, audio to communicate ideas. Creating a book report in Glogster allows for all media options. ____Unlike traditional posters, it’s easy to collaborate on a Glog, key in today’s education environment. ____Open Glogster and demonstrate how to create a Glog (see Figure 8). Students will have to use their tech skills of looking around the screen, seeing the whole page (everything on scroll bar, not just ‘above the fold’ so to speak. Explain that concept from journalism.) ____The challenge isn’t inserting pieces—images, audio, videos, text. It’s getting the ‘design’ right— colors, animation, flow, fonts and busy-ness. Students must be sure everything meshes. Don’t let a plethora of varied fonts become the message—look what I can do with fonts. Same with colors. All design elements must work together to convey one message, i.e., Here’s how scientists got us to the moon. Figure 8—Sample Glog Viewer sees seamless communication, no distractions. ____Now that students understand concept of Glogster, step back from computer and have students create a ‘storyboard’ of their digital poster. What will text say? Where will pictures go? How about video/audio? ____Storyboard completed, collect the pieces—images, audio, video, and text. Place everything in student digital locker. If student is including a podcast, create that, also. ____Allow several classes to integrate pieces. Walk around and observe progress. Allow it to be student-directed, but where you observe difficulty by a number of students, scaffold learning with teacher direction on Smartscreen. ____When Glogs are completed, students share with neighbor. ____Done with review? Embed into student blog or website. ____Once Glogs are uploaded, allow time for students to view each other’s and add comments. Remind students of best practices for commenting on other’s online work. ____Alternatives: Instead of Glogster, adapt steps to:

 Linoit  book-themed newspaper with BuildANewspaper (fee for template)  Prezi  Tackk--for a simple flier (suited to youngers)  Infographic using a tool like Easel.ly  Thinglink—for a main picture with links to resources

Voki

____Working in pairs, students select one character each from book (i.e., Sara Plain and Tall) until all characters are chosen.

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____As students read book, consider the impact of critical details like who, what, when, where, why, and how (or your own characteristics) on their character. Additionally, ask them to consider impact of plot, setting, action, and pacing on their character. ____When story is completed, introduce Voki—a free service where students create an interactive avatar that says whatever it is programmed to. These can be published to blogs, wikis or websites (see Figure 9 for a screenshot of a Voki). ____Discuss avatars with students and their connection to internet privacy. As always when using the internet, review potential risks associated with online communications. ____Share examples of Vokis from last year’s class that were used to tell important story details. ____Voki requires no log-in or password, but you may set up a class account to collect student projects. Demonstrate how to use Voki. ____Have student pairs create a Voki of their character. Customize it as closely as possible to story including cultural details, accessories, and bling. Add a background that fits story setting. This can be selected from what’s offered on website or uploaded from student computer. ____Next, students write a script that includes who s/he is, what Figure 9—Sample Voki her/his part is in story, when and where this occurs, how story

starts, what problems occur character must solve, how s/he arrives at solution, and how pieces come together at story’s end. ____Pick a voice that fits the character. Text may be recorded directly into Voki, typed into screen, or uploaded from a pre-recorded audio file. Start over if necessary. Concentrate on fluid reading with an understandable pace—not too fast or slow. ____When completed, groups peer review each other’s Vokis. ____Vokis can be published to class website, blog, or wiki, or saved to class Voki account. Once Vokis are available online, have students play through all story characters. Were they accurate representations of what those in story might feel? Were they believable? Did recording contribute to or distract from story drama? Was background selected true to story setting? ____Give students ample time to watch and comment on other Vokis. ____Alternatives: Instead of Voki, adapt steps to:

 Audioboo  Fotobabble–make photos talk; add slideshow  Metta—mix images and audio  Vocaroo–intuitive even for youngers  VoiceThread  Voxopop

Video

____This can be done in a variety of video programs, each a bit different. Choices include:

 Animoto or Go animate--video, audio, images  PhotoPeach—slideshows with photos and text  Photostory—free download that mixes images, text, audio, more into a movie  Videolicious—free app for iPads and iPhones  Wideo

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____Most require a mixed collection of images, audio, and video. Students can use iPads, smartphones, cameras, even camcorders to create the video, then follow tool directions for mixing with other multimedia elements. See Figure 10 for example of Animoto dashboard.

____When book report is completed, reflect on what student learned in a blog or online journal. ____As you teach, incorporate domain- Figure 10—Sample Animoto specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to by example. Students will see you use tech quickly and facilely and follow your good example.

Extension:  Create Google Earth tour based on history being studied, i.e., Civil Wars.  Use a customized placemark for Google Earth tour locations.  Post QR codes in classroom library where students can scan for ideas on which book to read.  Use book report as a formative assessment of one of the tools.  Add Book Report to class calendar, created in Google Calendar or similar and embedded into class website, wiki, or blog.  Create a Shelfari library of books read. Add book reports as comments.  You as teacher might create a Glogster to introduce a book students are about to read. Share images of characters and setting. Share interesting excerpts that will peak student interest. Once students have seen your Glog, they’ll be eager to begin reading. You can even edit the Glog as the book proceeds—add quotes students found particularly appealing or images that made them want to turn the pages.  Use as a formative or summative assessment of class curriculum.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student complete book report to the best of their ability? ____Did student show evidence of planning, revising, editing? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience? ____Can students transfer learning to life? ____Other______.

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3…Digital Newsletter

Vocabulary Problem solving Common Core  Desktop publishing  My typing disappeared CCSS.ELA-Literacy.CCRA.R.1-4  Dialogue box (Ctrl+Z) CCSS.ELA-Literacy.RI.4.1-4  Drop cap  How do I undo? (Ctrl+Z) CCSS.ELA-Literacy.RI.5.1-4  DTP  Can’t type on page (add text CCSS.ELA-Literacy.RI.6.1,4  Footer box) CCSS.ELA-Literacy.RI.7.1,4  Format  I don’t know how to use online CCSS.ELA-Literacy.W.4.1,2,4-9  Headline tool (try decoding strategies CCSS.ELA-Literacy.W.5.1,2, 4-9 CCSS.ELA-Literacy.W.6.1,2,4-9  Layout used successfully in the past) CCSS.ELA-Literacy.W.7.1,2,4-9  Newsletter  Students hand wrote stories? CCSS.ELA-Literacy.L.4.1-5  Placeholder Use this as a keyboarding exercise. Remind students of CCSS.ELA-Literacy.L.5.1-5  Scheme CCSS.ELA-Literacy.L.6.1-5  Sidebar correct habits. At an average speed of 20 wpm, it won’t take CCSS.ELA-Literacy.L.7.1-5  Storyboard long to type. CCSS.ELA-Literacy.WHST.6-8.2  Text box CCSS.ELA-Literacy.WHST.6-8.4-8 Time NETS-S Standards Grade 135 minutes 1b, 2a-b 4-7

Essential Question

How do I use technology to share a mass communication?

Overview

Summary Write a two-four page newsletter that examines a topic through the effective selection, organization, and analysis of content, images, design, and layout.

Big Ideas Technology is a time-saving tool for creating newsletters and group communication documents.

Materials Internet, desktop publishing program, examples of newsletters, student storyboards, student newsletter stories, student blogs, backchannel device, online DTP tool (if required), rubric (if required)

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Students bring storyboards and digital stories to class themed to topic.  Discuss newsletters with grade-level teachers to see what topic works for their curriculum.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Understand online research; passion for thinking. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form page) to track student comments throughout class. Show students how to access it if necessary.

____What is ‘desktop publishing’--DTP? How have students used DTP in the past (greeting cards, report covers, magazines)? What’s the difference between DTP and word processing? Or a presentation program like PowerPoint? Or a spreadsheet program? ____What is a newsletter? Show examples. Discuss characteristics. In short, it is an informative text that examines a topic via formatting, illustrations, design, and multimedia. Do students see the following critical elements:

 Bold name  Table of contents  Short stories with relevant information and concise, pithy titles  Attractive, colorful layout  Text and images  Pull-out with info audience will want to read Figure 11a and 11b—2 Samples of student newsletters

____Students will work in groups to create a newsletter based on materials brought to class:

 completed storyboard  two digital stories per student (four for a two-page newsletter, six for three pages)

36 How to Achieve Common Core with Tech: Writing

____Stories:

 include a title that summarizes information and draws reader in  inform and explain topic  are clear and coherent with descriptive details and event sequences  are appropriate to task, purpose, and audience (what are these for this project?)  include citations where necessary for quotes, facts, images, more  include one chart, graph, photo, map per article  may be drawn from class conversations or independent reading

____This project can be a summative assessment or a pre-assessment to determine student knowledge. ____Project can be completed using:

 Microsoft Publisher (see Figure 11)  Word processing program (see Figure 12a—template created in MS Word)  Microsoft Online templates (available in Word, PowerPoint, Publisher)  Google Drive templates (see Figure 12b)

Figure 12a and 12b—Newsletter template in MS Word and Google Docs

____Before continuing, discuss legalities associated with using online text and images? Discuss plagiarism. Explain why common facts are rarely considered plagiarized, but other types of information (i.e., opinions, creative work) are and require credit be given to original author. ____In articles, students should assess data accuracy and provide credit where necessary. ____Open Publisher (or DTP tool you are using for project). Select ‘Newsletters’ template; change font/color schemes.

37 How to Achieve Common Core with Tech: Writing

____Add a title, tag line, newsletter date, and Volume number. ____Complete ‘Inside this Issue’ in sidebar with article headings. ____Copy-paste stories into placesavers. Use drop cap to start each article (if desired). ____Rename Special Points of Interest to ‘Academic Vocabulary’ or ‘Domain-specific Vocabulary’ and include a glossary of terms that require clarification. …a key purpose of writing is to ____If newsletter is more than one page (appropriate for grade communicate clearly to an 5 and up), add a Special Points of Interest to Page 2 to external, sometimes highlight topics readers shouldn’t miss. unfamiliar audience, … adapt ____Insert footer with names of team members. the form and content of their ____Done? Student groups review, revise, edit, rewrite, with writing to accomplish a goal of developing and strengthening writing. particular task and purpose. … ____Be cautious: Don’t let a plethora of varied fonts and colors develop the capacity to build become the message. Design elements work together to knowledge on a subject convey: This is what we think. Viewer gets message, not through research projects and the distraction. ____If students using rubric, have them fill this out as a group. to respond analytically to ____When done, save to student digital portfolios and literary and informational publish/share/print—whatever is your preference. sources. To meet these goals, students must devote ____If students have blogs or online journals, reflect on what significant time and effort to they learned in this lesson. Add a screen shot of writing, producing numerous newsletter (or an embed if using Google Docs). What pieces over short and extended challenges did students face? What was better/worse time frames throughout the about working in a group than independently? Provide year feedback on three classmate reflections. ____Remind students: Every time they use computer, practice —Common Core good keyboarding. ____When students finish, ask them what digital tools were used (Hint: software, internet, online tools, digital portfolio). How did technology to produce and publish and collaborate with others accomplish goals better than other approaches? ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout grade level, using a variety of approaches, including:

 blogs  screencasts  cards  tables  graphics  timelines  magazines  traditional reports  multi-media communication  trifolds  newsletters  visual organizers

____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. ____Remind students: Transfer knowledge to class or home. ____Expect students decisions to follow class rules. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

38 How to Achieve Common Core with Tech: Writing

Extension:  Create a newsletter for class communication, club activities, journalism, a literary magazine.  Assign a student to enter newsletter due date into online calendar.  Use as a formative or summative assessment of technology skills  Learn about newspapers and create one online at this website.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here  Other online tools available to create a newsletter:

. Flipboard . Storybird . Build a newspaper

If you don't get through everything, check off completed items. I find when I focus on a lesson’s central idea, clarifying questions may take more time than I expected. I'm fine with that.

39 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Did student join class conversations? Work well in a group? ____Did student arrive at class with articles and storyboard? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student complete the newsletter? ____Did newsletter include all required elements? ____Did student complete rubric (if required)? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student post reflection to blog and comment on articles of classmates? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____Can students transfer learning to life? ____While investigating, did student enjoy the experience?

____Other______

______.

40 How to Achieve Common Core with Tech: Writing

Digital Newsletter

Your name:______

Your homeroom teacher:______

1. Title ______4 points__ a. Title stands out ______b. Spelling ______

2. Lead story ___ 2 points___ a. Headline is creative ______b. Headline summarizes story ______c. Picture applies to story ______d. Grammar/spell check ______e. White space ______

3. Secondary story _____ 2 points___ a. Headline is creative ______b. Headline summarizes story ______c. Picture applies to story ______d. Grammar/spell check ______e. White space ______

4. Additional newsletter pieces __ 2 points__ a. Sidebar included ______b. Table of contents included ______c. Glossary of vocabulary included (if needed) ______

5. Worked well with partner(s) __ 2 points__ a. Collaborated on stories, editing, formatting ______b. Came to class prepared with stories, storyboard ______c. Shared responsibilities for researching, writing ______

6. Additional __ 4 points__ a. Date included ______b. Volume and issue included ______c. Unnecessary template info deleted ______d. Sidebar included ______e. Info kept inside blue print border ______f. Student understood importance of tech tool selected ______g. Newsletter informed instructed, narrated, persuaded ______h. Sources cited where and when necessary ______

7. Overall Professional Look ______4 points_ a. Fonts/colors consistent ______b. Design pleasing ______c. Attention to detail ______d. Overall ______

41 How to Achieve Common Core with Tech: Writing

W2 4…Digital Trifold

Vocabulary Problem solving Common Core  Brochure  Page parts are outside blue CCSS.ELA-Literacy.CCRA.R.1-4  Copyright print border (drag in) CCSS.ELA-Literacy.RI.4.1-4  Copyright law  Can’t type on page (add text CCSS.ELA-Literacy.RI.5.1-4  Desktop publishing box) CCSS.ELA-Literacy.W.5.2  DTP  Can’t find my trifold (where did CCSS.ELA-Literacy.RI.6.1,4  Formatting you save it?) CCSS.ELA-Literacy.RI.7.1,4 CCSS.ELA-Literacy.W.4.1,2,4-9  Graphic/Image  I see ‘A...’ (too much text for CCSS.ELA-Literacy.W.5.1,2, 4-9  Layering box; enlarge) CCSS.ELA-Literacy.W.6.1,2,4-9  Page parts  Text gets behind a print CCSS.ELA-Literacy.W.7.1,2,4-9  Plagiarism element? Use layering tools.  Make sure page parts inside CCSS.ELA-Literacy.L.4.1-5  Print border CCSS.ELA-Literacy.L.5.1-5  Public domain blue print border or they won’t print correctly. CCSS.ELA-Literacy.L.6.1-5  Rubric CCSS.ELA-Literacy.L.7.1-5  Can’t print two-sided? Print  Text box CCSS.ELA-Literacy.WHST.6-8.2 both pages; fold with white  Tri-fold CCSS.ELA-Literacy.WHST.6-8.4-8 sides in; staple in corners. Time NETS-S Standards Grade 135 minutes 1b, 2a-b 4-7

Essential Question

When would I use a trifold to share information?

Overview

Summary Create a trifold on a class inquiry topic. Use six-panel layout, highly-visible headings, well-integrated images, and attractive design elements, to make information easy to read, absorb, and comprehend.

Big Ideas Trifolds are an effective way to examine and convey complex ideas and information clearly and accurately through the organization and analysis of content.

Materials Internet, desktop publishing program or tool, trifold template, rubric

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Discuss trifolds with grade-level teachers to see how it fits into their lessons. Consider co-teaching.  Have a template prepared with what students should include in each section  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

42 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Familiarity with desktop publishing, online research. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form page) to track student comments throughout class. Show students how to access it if necessary.

____What is ‘desktop publishing’--DTP? How have students used DTP in the past (greeting cards, report covers, newsletters)? What’s the difference between DTP and word processing? A presentation program like PowerPoint? A spreadsheet like Excel? ____Discuss design elements integral to desktop publishing—color, shapes, eye-catchers (like Figure 13a checkerboard). Explain the part these play in drawing readers in. Figure 13a and 13b—Sample trifold design

____What is a trifold? A brochure? In short, it is an informative text that examines a topic via formatting, illustrations, design, and multimedia. Show a sample (like Figure 13a and 13b) and discuss characteristics. ____Where have students seen them? How does a trifold help student organize thinking so communication is clearer? ____Trifolds can be created with a variety of software and online tools:

 This online tool  a trifold template in MS Word—go to File>New>Brochures and booklets  Microsoft Online trifold templates in Word, PowerPoint  Google Drive templates for ‘brochure’—select one you like

____Review a template of project with students (see Figure 14a and 14b or Figure 15a and 15b for two examples). Each trifold panel has:

 Title  Text  Image  Optional border  Optional other page part

43 How to Achieve Common Core with Tech: Writing

Figure 14a and 14b—Sample trifold template

____Notice arrangement of pieces, balance of text and images, colors, ease of reading. ____Discuss importance of titles. ____Discuss consistency in design. Don’t let a plethora of varied fonts and colors become the message. All design elements must work together to convey message. ____Before continuing, discuss legalities of using online information (text and images). Discuss plagiarism. Explain why common facts are rarely considered plagiarized, but other types of information (i.e., opinions, creative work) are and require credit be given to original author. Figure 15a and 15b—Sample trifold

____This project can be a summative assessment for a unit ended or a pre-assessment to determine how much students know. ____MS Publisher is one of the easiest, with the most options. If you are using a different program than Publisher, adapt these instructions to your tool. ____Open Publisher. Select ‘Brochures’>preferred layout. Adjust font and color schemes to theme and push ‘create’. ____Complete trifold independently, following template provided by teacher. General guidelines:

44 How to Achieve Common Core with Tech: Writing

 Trifold examines a topic and conveys student ideas  Trifold groups related information logically  Trifold discusses each topic based on class conversations, books, and other information

____Save every ten minutes (not necessary if using Google Docs). ____Review blue print border--all page parts must be within that line to print correctly. ____Remind students: Every time they use computer, practice good keyboarding. ____When done, student groups review, revise, edit, with goal of strengthening writing, including:

 Demonstrate command of writing conventions  Provide accurate summary of information  Summarize in both words and visual

____Use rubric at end of lesson to assist. Figure 16a and 16b—Front/back of student trifold

____Student will make necessary revisions then save to digital portfolio; share, print, and/or publish. ____Reflect on project in a blog post with a screen shot of trifold. What challenges did students face? What was better/worse about working in a group than independently? Provide feedback on three classmate posts.

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools, printer). How did the use of technology to produce writing and collaborate with others accomplish goals better than other approaches? ____This project can be part of an ongoing effort to write routinely over extended time frames throughout the grade level, using a variety of approaches, including:

 blogs  cards  graphics  magazines  multi-media communication  newsletters  screencasts

45 How to Achieve Common Core with Tech: Writing

 tables  timelines Figure 17—Sample trifold  traditional reports  visual organizers

____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect student decisions to follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Students will see you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

Extension:  Application to class inquiry:

o Figure 13a/b—the 13 colonies o Figure 14a/b—template for natural disasters o Figure 15a/b—comparison of personal and historic events o Figure 16a/b—the 13 colonies o Figure 17—natural disasters

 Assign a student to enter due date into online calendar.  Use as a formative or summative assessment of technology skills  Add trifold due date to class calendar, created in Google Calendar or similar.  Inside panels can display information that is not broken into three pieces (see Figure 15b--a timeline layered over a background image).

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here  Age-appropriate research websites: Click here

If you don't get through everything, check off completed items. I find when I focus on a lesson’s central idea, clarifying questions may take more time than I expected. I'm fine with that.

46 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Did student use backchannel device when necessary? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student arrive at class with articles and storyboard? ____Did student complete the trifold? ____Did trifold include all required elements? ____Did student complete rubric (if required)? ____Did student post reflection on newsletter to blog and comment on articles of classmates? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools when required? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

47 How to Achieve Common Core with Tech: Writing

Trifold Brochure

Your name:______

Your teacher:______

1. Title page ______4 points__ a. Titles stand out ______b. Spelling ______c. Contact information included ______d. Cover is eye-catching—draws reader in ______

2. Panel articles ___ 2 points___ a. Headlines are creative, stand out ______b. Headlines summarize articles ______c. Pictures apply to stories ______d. Grammar/spell check ______e. No white space ______

3. Additional trifold pieces __ 2 points__ a. Design elements ______b. Glossary of vocabulary included (if needed) ______

4. Worked well with partner(s) __ 2 points__ a. Collaborated on articles, editing, formatting ______b. Came to class prepared with required articles ______c. Shared responsibilities for researching, writing ______

5. Additional __ 4 points__ a. Unnecessary template info deleted ______b. Keep info inside blue print border ______c. Student understood importance of tech tool selected ______d. Trifold informed instructed, narrated, persuaded ______e. Cited sources where and when necessary ______

6. Overall Professional Look ______4 points_ a. Fonts/colors consistent ______b. Design pleasing ______c. Attention to detail ______d. No white space ______e. Overall ______

48 How to Achieve Common Core with Tech: Writing

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

 Event Sequences  Timelines  Digital Storytelling

49 How to Achieve Common Core with Tech: Writing

W3 5…Event Sequences

Vocabulary Problem solving Common Core  Brainstorm  I don’t have a video camera CCSS.Math.Practice.MP2-6  Bubbles (use iPad or smartphone) CCSS.ELA-Literacy.CCRA.SL.4,5  Decision matrix  I don’t have email to create CCSS.ELA-Literacy.W.4.3-6  Event sequence an account (does teacher CCSS.ELA-Literacy.W.5.1-6  Embed have a class account?) CCSS.ELA-Literacy.W.6.1,3-6  Flowchart  I created project, but how do CCSS.ELA-Literacy.W.7.,3-6 CCSS.ELA-Literacy.W.8.1,3-6  Graphic organizer I embed it (on site, find CCSS.ELA-Literacy.RST.6-8.3,4,7  Matrix ‘embed’, ‘share’, ‘publish’) CCSS.ELA-Literacy.WHST.6-8.2,6  Screencast  I don’t know which tool to  Screenshot use (which suits your purpose?)  Sequence Time NETS-S Standards Grade Level 45 min. 2a,d, 4b 4-8

Essential Question

How do I sequence events in a clear, understandable way?

Overview

Summary Students brainstorm a topic as a group. Depending upon grade, they then create an event sequence or a mindmap of how-to steps required to accomplish a goal or a decision. Students include a screencast, an audio program (like Voki), video (like Animoto), or another option of your choice.

Big Ideas Students understand the sequence of steps required to accomplish a task and can explain it to others.

Materials Internet, links to decision matrix tools, software required for creation of how-to decision matrix

Teacher Preparation  Talk to grade-level teachers to see if students addressed ‘event sequences’. If so, how? Depending upon their answer, plan to teach basics and/or tie into their curriculum with this project.  Test all online tools to be sure links are still active from the last time you used them. Place them in a location that’s easy for students to access (say, an internet start page).  Collect how-to topics that will be useful in academic classes, such as how to create a QR code book report. These can come from class teachers, students, even parents.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students. This is especially important with online tools—they seem to come and go quickly in tech ed.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

50 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand online tools. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form page) to track student comments throughout class. Show students how to access it if necessary.

____Being able to explain the many baby steps that go into completing a task is an important precursor to doing them. Customize this to task, purpose and audience. Make it convincing with supporting evidence and sufficient detail. ____This lesson can be tied in with sequencing, a short research project, speaking and listening activities. Research (where necessary) is accomplished outside of class, preferably by scaffolding existing knowledge. Wherever students acquire information, they should assess its credibility and accuracy and provide credit where necessary. ____Here are four options for creating a how-to: Mathematically proficient  Audio students can apply the  Decision matrix mathematics they know to  Screencast solve problems arising in  Video everyday life, society, and the workplace.

____Students might have ideas. Approve them if they satisfy project requirements: Mathematically proficient students who can apply what  relevant to educational journey they know are comfortable  complete in allotted time (several classes) making assumptions and  event sequence unfolds naturally approximations to simplify a complicated situation ... They ____How-to includes the three points above, as well as: are able to identify important

quantities … and map their  transitional words to manage sequence relationships using such tools  decoded domain-specific phrases as diagrams, two-way tables,  visual diagrams, multimedia, formatting graphs, flowcharts, formulas.

____Students work in groups. -Common Core ____Share examples from prior years, then students write a script. Include each step in as it unfolds in selected tool. Revise to suit audience, task, and purpose. ____When project is completed, have groups peer review each other’s work. ____Publish how-tos to class website, blog, or wiki. ____Give students time to comment on classmates’ work if online platform allows.

Decision Matrix

____Create a simple decision matrix (also known as a ‘decision tree’) for an authentic problem students face. This can be a brainstorming tool like Bubbl.us (see Figure 18a for example) or iMindMap, or a graphic organizer in Word (Figure 18b) or from internet. It can even be drawn using Google App’s drawing program (see Figure 19).

51 How to Achieve Common Core with Tech: Writing

____A decision tree guides student through decision-making process. At each step, student determines which of two choices s/he will make (commonly, ‘yes’ or ‘no’). They follow path from answer to next decision, until they’ve completed matrix. ____In all, matrix includes:

 decision that needs to be made  possible alternatives  consequences associated with a ‘yes’ or ‘no’ decision

Figure 18a and 18B—Mindmap created in Bubbl.us and MS Word

Figure 19—Mindmap created with Google App’s drawing program

____Develop a decision tree to evaluate decision choices and repercussions. Each step should have only two outcomes (e.g. “Yes” and “No”). ____In completing project, students notice linear (or non-linear) nature of decision making process. They engage higher-order thinking skills, recognize patterns, and determine causality.

52 How to Achieve Common Core with Tech: Writing

____Popular mind mapping tools include:

 Bubblus–simple to use; free  Scapple--downloaded tool  Mind42–online, free  Spicy Nodes  MindMeister–free trial  SpiderScribe–free sign-up, fee for > 3  Popplet—for iPads and web

____Students can use whatever approach works for them. Once a method is selected, model thought processes through the tool’s elements. Walk through matrix and see if each choice bears out.

Screencast

____A screencast is a quick video that shows student completing a task on their desktop as the screencast program videotapes. It can be simple or sophisticated. For example, if student shows how to wrap text around an image, Figure 20 illustrates a screenshot of what is actually a 30- second video. Viewers quickly see how to complete the four steps required. ____Several free online screencast tools include:

 Jing  Screen capture–Screenr  Screen Capture—full webpage  Screencast-o-matic

Figure 20—Image of a screencast

____Some of these programs require a student account. Some require a minimum age. Preview options before offering them to students. If possible, set up class account.

53 How to Achieve Common Core with Tech: Writing

Audio

____Students use a web-based audio tool to tape their how-to. This can be a simple program like QuickVoice Recorder or more involved like VoiceThread (both apps). Here are more options:

 Audioboo  Audio Memos Free (free with ads or $0.99 without ads)  DropVox  PCMRecorder (free) – requires Soundcloud account  Puppet Pals HD (free)– shows with animation and audio in real time  Sock Puppet–record movement and voice–changes voices to funny ones  Sonic Pics–voice-over slideshow of pictures  Talking Tom Cat–repeats what students say

____Some of these programs require student account and some require a minimum age. Preview options before offering them to students. If possible, set up class account.

Video

____Students create a simple how-to video and share it with classmates. Students can use camcorder on smartphone or iPads to tape, then share with students (Figure 21 is a screencast of video). Figure 21—Image of video

____Options for iPads:

 Mixbit.com–create up to a one-hour video and share from iPad  PicSay– take screenshots of each step. Add word balloons, titles, graphics, effects  ScreenChomp–free  Tellagami–create short video avatars  Videolicious–include images from iPad, with student voice

____Other options:

54 How to Achieve Common Core with Tech: Writing

 Animoto—mix screenshots with music, text  Google Hangouts—use Google account to access Google Hangouts (free). Tape live to YouTube, toggling between student and their desktop to teach  Snagit (fee)—screen capture program that uploads directly to many video libraries  Wideo  YouTube—tape directly to YouTube using camera on laptop, iPad, desktop, Chromebook Mathematically proficient (no uploading because you’re already there) students…know that technology can enable them to ____This project can be a summative assessment for a unit visualize the results of varying that has ended or a pre-assessment to determine how much students know before beginning. assumptions, explore ____When students finish, ask them what digital tools were consequences, and compare used (Hint: software, internet, online tools). How did predictions with data. [They[ technology accomplish goals better than other are able to identify relevant approaches? external mathematical resources, such as digital ____If students have blogs or online journals, reflect on content located on a website, what they learned. and use them to pose or solve ____As you teach, incorporate domain-specific language. problems. They are able to use ____Remind students to transfer knowledge to class or technological tools to explore home. and deepen their ____Expect students to solve problems as independently as understanding of concepts. possible. Problems at beginning of lesson are the most common students face during lesson. -Common Core ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Students will follow your good example. They want to use tech.

Extension:  Have students orally present their how-to and take questions from class.  Assign a student to enter due date into online calendar.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

55 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student event sequencing accurate and thorough? ____Did student use academic and domain-specific language, as well as correct language conventions, in how-to project? ____Was student how-to clear, understandable? Were students able to accomplish task? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times (for example, the mind map)? ____While investigating, did student enjoy the experience? ____Can students transfer learning to life? ____Other______.

56 How to Achieve Common Core with Tech: Writing

W3 6…Digital Timelines

Vocabulary Problem solving Common Core  Call-out  I can’t write on timeline (insert CCSS.ELA-Literacy.CCRA.W.3,6  Color block text box) CCSS.ELA-Literacy.WHST.6-8.6-9  Embed  Color block doesn’t show (use CCSS.ELA-Literacy.RH.6-8.1,3-5,7  Handles layering) CCSS.ELA-Literacy.RI.4.11-5,7  Layering  I can’t save to online tool without CCSS.ELA-Literacy.RI.5.1-4  Nanoogo an account (take a screenshot) CCSS.ELA-Literacy.RI.6.1,2,4  Overflow  I can’t find timeline tool (Google CCSS.ELA-Literacy.RI.7.4 CCSS.ELA-Literacy.W.4.2,3,6-10  Panel name) CCSS.ELA-Literacy.W.5.2,3,5-7  Perspective  I started project in lab and want CCSS.ELA-Literacy.W.6.2,3,5-7  Plagiarism to work on it in classroom, but I can’t find it (did you save to your CCSS.ELA-Literacy.W.7.2,3,5-7  Publisher CCSS.ELA-Literacy.L.4.1,3,4  Rubric digital portfolio?)  I can’t find embed (look for CCSS.ELA-Literacy.L.5.1,3,4  Screenshot share/publish/embed somewhere CCSS.ELA-Literacy.L.6.1,3,4  Timeline on screen) CCSS.ELA-Literacy.L.7.1,3,4  Washout CCSS.ELA-Literacy.SL.4.2,4  I need to edit timeline (how do  Watermark CCSS.ELA-Literacy.SL.5.2,4 you do that?) CCSS.ELA-Literacy.SL.6.2,4

CCSS.ELA-Literacy.SL.7.2,4 Time NETS-S Standards Grade 90 minutes 2a, 4c, 6b 4-7

Essential Question

How can creating a visual representation of events enhance understanding of sequence?

Overview

Summary Students create a timeline related to a topic as part of sharing affect, purpose, and impact of events on bigger picture.

Big Ideas Organize ideas visually for better understanding of big picture and individual events.

Materials Nanoogo, DTP software, online timeline tools, spreadsheet program, extra completed timelines

Teacher Preparation  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Consider co-teaching with subject-specific teacher.  Have sample timelines from last year’s students.  Remind students to bring timelines to class.

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 Have class accounts set up where required for online tools.  Be prepared to discuss laws regarding use of online images and internet safety.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

Steps

____Required skill level: Understand online research, . tools, and safe use of online data. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form page) to track student comments throughout class. Show students how to access it if necessary.

____Learning events in chronologic order is a challenge for students. Common Core addresses that:

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

____Timelines are graphical representations of a sequence of events over a period of time. Researching and creating timelines appeals to students' visual, mathematic, and kinesthetic intelligences. ____This timeline can be created in:

 Desktop Publishing (Publisher)  Nanoogo  Online timeline tool  Spreadsheet program

____Pre-sell this project by creating a class timeline on an inquiry topic--a book being read, historic events, or class activities (like holidays, birthdays, field trips, project due dates). Post it to class wiki, website, blog, or on classroom wall. Update daily. It won’t be long before students are checking to see what was added, making their own suggestions, and are eager to create their own. …for all students, putting ____Students work with a partner to create a timeline that events in order helps them to recounts events leading up to a particular point (tied understand the overall into class inquiry). development of a particular ____Research topic and gather ten sequential dates of event… events with several sentences explaining importance

of each. Include one image, audio, or video for each Anonymous Teacher date (this will vary depending upon timeline tool student uses). Keep a list of sources. ____Project can be a summative assessment or pre- assessment to determine what students know. Wherever students acquire information, they should assess credibility and accuracy. ____Each timeline includes criteria from rubric (Figure 22 and see sample at end of lesson) as well as:

 Student name  Title  Five-ten sequential events with dates  A one-to-two sentence summation of each event

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 Watermark background that captures topic (optional—see Figure 23a)  3-5 pictures to support events (if no watermark) (see Figure 23b)  Glossary of domain-specific words (optional)  Attractive color, layout, formatting

____Events may be drawn from research, class discussions, evidentiary reading, or conversations with experts. Where necessary, students cite sources. ____Before searching online for images, review proper internet use of Figure 22—Assessment for timeline images. ____When students finish timeline, look it over with a neighbor to be sure it’s 1) organized, 2) writing conventions are accurate, 3) alignment is correct, 4) required items are included, 5) message is clear. Compare against grading rubric (see end of lesson and Figure 22) to be sure required pieces included. Edit as needed. ____Save, print, publish, share, embed as required. Upload to student digital portfolio as well as student/class blog, wiki, website. ____Have students present their timeline using SmartScreen. Drill down to videos and/or links to provide detail for dates and events. Speak clearly, at an easily understood pace and a volume that can be heard throughout room. ____Give students time to visit classmate projects. Add comments and kudos to support work. ____Review and demonstrate each tool listed below as well as your favorites—or have a student do so. Project examples below include 1) Figure 23a: a comparison of events in time and events in a student’s life, 2) Figure 23b: temporal history of revolutions, 3) Figure 24 and 25: the space race, 5) Figure 26a: a family tree, and 6) Figure 26b: history of a California mission.

Desktop Publishing

____Open Publisher on SmartScreen. What is ‘Publisher’? What is a ‘desktop publishing’ program? What would you use it for? Why not word processing? PowerPoint? A spreadsheet program? ____Project an example of timeline template on Smartscreen so students can work at their own pace (see Figure 23a and 23b for examples).

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____Add thick timeline that bisects page(s). Use shift key to keep line straight. ____Add a call-out. Resize, then copy-paste a callout for each date. Pull call-out tail to touch timeline. ____Fill in call-out for each event in chronologic sequence. Do not copy-paste info from internet—that would be plagiarism. Rephrase in age-appropriate words. Keep bubbles brief, concise, pithy. ____This is a good time to discuss plagiarism. Lawful use of text and images should be covered as a class four-five times in elementary school. ____When done, students work with partner to compare their project to checklist at end of lesson. ____Remind students: Every time they use computers, practice keyboarding skills. ____Embed completed project into student blog via screenshot or embed code (if available). Figure 23a and 23b—Timelines created in Publisher

Nanoogo

____Discuss using online tools for projects—especially if students have little exposure to this. Is it safe? How do they save? How do they share with others? Remind students that online tools can be used from school, home, a friend’s house, library, even grandma’s. ____Bring up a themed article appropriate to class inquiry. We’ll use an online tool called Nanoogo to visually display understanding of article. ____Open Nanoogo. Show students how to toggle between Nanoogo and article. ____Share an example of project (like Figure 24) so students can work at their own pace. ____Add a title and tags to identify topic and class. Using Shapes, add a line in middle for timeline. ____Using article for reference, add as many text boxes as required to summarize events (like call-outs in DTP). Don’t worry if they’re not in order. They’re easy to move. Resize text to fit and pick font. ____Drag events into chronologic order. Then, use Shapes to add a line that points event to timeline. ____Add stars to highlight important events. ____Add at least three pictures that relate to article. ____Upload required images to ‘My Stuff’ and then drag-drop to canvas. Resize to fit available space. ____Students can work in groups to complete project. ____Display grading rubric (see example at end of lesson) on Smartscreen so students can verify all requirements are fulfilled--grammar and spelling, formatting, editing, layout. Be sure main ideas are clear and well developed. All facts are accurate, relevant, and appropriate. Detail are descriptive. Media reinforce text, and both text and images convey same message. As a whole, all media enhance central ideas. ____Embed completed project into student blog via screenshot.

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____When satisfied, 1) publish to Nanoogo account and 2) take a screen shot and mail to you (as teacher). No printing. ____Remind students: Every time they use computers, practice keyboarding skills. Figure 24—Timeline created with Nanoogo (online tool)

Online Timeline Tool

____Discuss using web tools especially if they have little exposure to this. Is it safe? How do they save? How do they share with others? Remind students that online tools can be used from school, home, a friend’s house, the local library, even their grandma’s house. ____Timelines can be created using free web-based tools like:

 TimeToast  Dipity  Tiki-toki

…or another of your choice. Some require an online account. Some allow video embeds. All make it easy to set up and add events. ____Share timelines created by prior students so current students better understand expectations. ____Create a sample timeline so students can see how it works (see Figure 25). ____Organize students into groups and give them time to experiment with alternatives and make a selection. The one you consider perfect may not work for them. Whichever they pick is fine. The goal is to self-teach a tool and create a timeline fulfilling requirements. ____Have each group create a timeline with ten events and images/videos, using appropriate facts and descriptive details to support theme. Put each event in its correct chronologic order. ____Check grammar and spelling, formatting, editing, layout. Be sure main ideas are clear. All facts should be accurate, relevant, and appropriate. Media should reinforce text, and both text and images should convey the same message. As a whole, all media should enhance theme

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____When timeline is completed, use embed code to publish it to student blog, wiki or website. ____Remind students: Every time they use computers, practice keyboarding skills. Figure 25—Timeline created with another online tool

Spreadsheet Timeline

____This is a favorite with students because it’s quick, easy, and uses a tool they already know how to use (Excel, Sheets, Numbers). It doesn’t use an internet tool, so is a great project those days when your internet is down. ____Open spreadsheet program used at your school (Excel, Google Sheets, Numbers, Open Office, or other) on SmartScreen. What is a spreadsheet program? Why use this program for a timeline instead of a word processing program? A Presentation program? Demonstrate how easy it is to line up project elements by grid lines (see Figure 26b for an example). Does this seem easier than other tools? ____Have each group of students create a timeline with about ten events and images, using appropriate facts and relevant details to support theme. Drag each event to its correct order. See Figure 26a and 26b for examples. ____Check grammar and spelling, formatting, editing, layout. Be sure main ideas are clear. All facts should be accurate. Media should reinforce text, and both text and images should convey the same message. As a whole, all media should enhance central idea. ____Remind students: Every time they use computers, practice keyboarding skills. ____Save to student digital portfolio. Publish/share/print as required. Add completed project into student blog/website/wiki with a screenshot. If you are using Google Sheets, find the embed code (under ‘Publish’) and add timeline to student blog/website. ____An alternative: Students create a ‘genealogic timeline’—a family tree (see Figure 26a). Place an image in the spreadsheet background of a tree; add family names in an inverted pyramid. Students will probably want to prepare for this by getting a list of relatives from parents.

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Figure 26a and 26b—Genealogic timeline and family tree—both created with spreadsheet program

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools). How did technology accomplish goals better than other approaches? ____If students have blogs or online journals, reflect on what they learned in this lesson. ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will follow your good example. They want to use tech. Don’t discourage them!

Extension:  Use an online spreadsheet tool like EditGrid or Zoho Docs.  Assign a student to enter timeline project dates into online calendar.  Have students collect all events in a history unit being studied. Post them to SmartScreen as a list and have students create a timeline showing their chronologic order.  Use as a formative or summative assessment of class inquiry.  Use as a formative or summative assessment of technology skills.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Grading Rubric

Beginning Developing Accomplished Exemplary Score 1 2 3 4 Project includes Project includes all most of required required elements— Project includes elements. Those Relevant Project includes all title, tags, highlight some of required skipped seem to be Pieces categories, but not of what’s important, elements, but not because they were all required events, pics, all categories or all ‘forgotten’, not that elements in each timeline, source, information creators lacked vocabulary, pleasant knowledge to layout complete

Grammar errors There are There are no There are numerous are limited to those substantive grammar and Grammar grammar and that indicate grammar and spelling errors which and spelling errors, creators may not spelling errors, could have been Spelling most of which have known how to indicating creators caught by an edit should have been correct them. did not perform a program and/or that caught with a There are no final once-over should be known by simple edit process obvious spelling before submitting student errors

Creators often Creators There are minimal misstated events. sometimes There are no errors errors in relaying Subject There is no effort to misstate events in timeline events. events. Pictures rephrase events in and show nominal Vocabulary is Matter overall apply to age-appropriate understanding of appropriate to Knowledge events. Students vocabulary their impact on student reading show grade- (meaning, students inquiry topic. There level. Pictures appropriate critical seemed to copy- is some effort to match events. thinking skills and paste from decode vocabulary Students show an ability to use website). Relevant using normal rules. above-grade critical available resources vocabulary words Source may not be thinking skills when necessary not included included

There is insufficient Creators seem to Creators seem to Layout is consistent Technical knowledge of design struggle with understand the and all design process and other technology and required elements at grade Knowledge technology required design process, but technology and level. Creators to complete show an effort to design process demonstrate a deep required elements. figure out how to necessary to create and thorough Citations are deliver required the timeline, even understanding of all missing or elements. those entailing self- technology and the erroneous. Design Consistency of teaching. Design is chosen tool design layout is chaotic design layout is pleasing, and an process as required making it difficult to spotty with organized to create a understand the insufficient presentation of masterful and timeline intent attention to details ideas professional project

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student include all required elements in timeline? ____Did student include various forms of media in their timeline (where possible)? ____Did timeline include chronologic events, summary of occurrences, and correct dates? ____Did student complete timeline and share it with classmates? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools, timeline tool)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience? ____Other______.

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W3 7…Digital Storytelling

Vocabulary Problem solving Common Core  Canvas  Can’t find my story (where did CCSS.ELA-Literacy.CCRA.W.3,5,6  Color block you save it?) CCSS.ELA-Literacy.W.2.3,5,6  Design elements  My story won’t fit in the allotted CCSS.ELA-Literacy.W.3.3-6  Desktop Publishing (resize images, font) CCSS.ELA-Literacy.W.4.3-6  Digital storytelling  How do I put a color block CCSS.ELA-Literacy.RL.3.2,3,5,7  Handles behind pictures? CCSS.ELA-Literacy.SL.2.4-5  Jpg  How do I save as a PDF? CCSS.ELA-Literacy.SL.3.3-6 CCSS.ELA-Literacy.SL.4.5-6  Layer  How do I share/publish?

 Layout  I can’t type on page (did you

 Page parts insert a textbox?)  Pdf  Footer doesn’t show (is border  Setting covering it?)  Washout  Image looks weird (did you  Watermark resize using side handles?)  White space  Page edge didn’t print (are you outside print border) Time NETS-S Grade 180 minutes 1a,1b, 2b, 3a, 6a 2-4

Essential Question

Can story development—plot, scenery, characters—be effectively developed with pictures as well as words?

Overview

Summary Create a digital storybook to showcase student writing skills. Use a desktop publishing tool (software or online), then publish/share/print with classmates and/or school.

Big Ideas Stories require plot development, scenery, and strong characters to engage the reader. This is done nicely with a combination of words and pictures and other media.

Materials Internet, desktop publisher, drawing program, student stories, ereaders, iPads, class online library

Teacher Preparation  What writing conventions are being taught in class that you can reinforce? Consider co-teaching with subject-specific teacher.  Remind students to bring stories.  Be prepared to discuss the use of online images.  Know if presenting stories to parents and/or school is an option so you can plan that with students.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Familiarity with desktop publishing (one project), knowledge of writing conventions. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Writing a story requires diligence when laying groundwork for events and convincing reader a plot is credible. Common Core addresses the interweaving of activity with this Standard:

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

____This story can be created in:

 Desktop Publishing software (Publisher)  Desktop Publishing Online tool

____Pre-sell this project by giving students time to read the stories written by last year’s students. Make these available in school iPad library (Kindle, iBooks, other). Let students comfortably read stories as inspiration for their own efforts. Ask them to notice plot, characters, setting and other critical details. ____They can read in pairs. ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 blogs Describe characters in a story  cards (e.g., their traits, motivations,  graphics or feelings) and explain how  magazines their actions contribute to the  multi-media communication sequence of events.  newsletters  screencasts …describe how each successive  tables part builds on earlier sections.  timelines  traditional reports —Common Core  trifolds  visual organizers

____For the next several weeks, students will create a digital story that uses text, pictures, media, and design to incorporate writing elements—plot, characterization, setting, action, climax, and whatever else has been discussed in class. The day this project starts, students bring a story written in digital format. ____Before beginning digital storytelling, have students work in pairs to show where the following important story elements are in their story (from Common Core guidelines—adapt to age-group):

 a situation has been established

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 characters have been introduced  an event sequence has been organized to unfold naturally  dialogue and description have been used to develop experiences and events and/or show character responses to situations  transitional words and phrases have been used to manage sequence of events  concrete words and phrases and sensory details have been used to convey events  conclusion follows from narrated events

____Use digital highlighters to mark elements (see Figure 27). Use an online dictionary to define words if necessary. Give students ten-fifteen minutes to do this. Before going on web, discuss digital citizenship and how to safely use its resources. Figure 27—Following legend, student highlights excerpt

____Students select the storybook tool they’d like to use (software or online tool), decode its use, and determine how to share their story with tool. If these are programs students have not used before, demonstrate, review, or move step-by-step through process (especially with 2nd grade). If this is a tool students have used before, expect them to transfer knowledge from prior lessons to project. Have a student volunteer to demonstrate on Smartscreen how to use tool. ____Each story includes:

 Student name  Title page (see Figure 28a)

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 At least ten sequential events, one per page, communicated with both text and a picture (see examples on Figure 28b, 30a and 30b). Events cover story, from ‘Once upon a time…’ to ‘They lived happily ever after.’  A page ‘About the Author’ that shares details of student writer (see Figure 29a)  A page that says ‘The End’ to definitively end story (see Figure 29b)  Picture visually communicates same message as words  Attractive color, layout, formatting, including border  All fonts match in appearance and size  A footer to track pages and author (optional)  Glossary of domain-specific words (optional)  Embed or screenshot uploaded to student/class blog, wiki, website  Upload to student digital portfolio

Figure 28a 28b—Digital storybook created in Publisher

____Review each listed element if necessary. ____Discuss with students who their audience is. Are they writing for classmates or to share with kindergartners? Why does this make a difference? ____Give students adequate time to layout their story with text and pictures. As they type, remind them to use good keyboarding—as appropriate for their age. Correct typing becomes a habit. This will prepare them for 4th-6th grade Common Core typing requirements. ____Trouble coming up with a picture? Think about sentence. Read it aloud. What comes to mind? Nothing? Brainstorm with neighbors. ____If using web-based images, discuss legality. Why is it OK to use them for this project? Why is it not OK if student publishes the story through a medium other than school? ____Remind students to cite sources. This can be done by a text box and/or a link to creator.

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____When students finish, revise and edit first individually and then with a neighbor to be sure it’s 1) organized, 2) spelling/grammar and writing conventions are accurate, 3) formatting is effective, 4) required items are included (see checklist at end of lesson), 5) message is clear. Edit as needed. ____Save story as a PDF and upload to class ereader. Include in class library for sharing with students. Make available on school online library (if there is one) so other students can enjoy. ____Give students time to visit classmate stories. Add comments and kudos to support their work. ____If there’s time, have students present their story to class using SmartScreen. Figure 29a and 29b—Digital storybook created in Publisher

Publisher

____Why use desktop publishing instead of word processing, a presentation tool, a spreadsheet? Why is it a good choice for this project. Help students come up with:

 DTP makes it easy to lay out storybook pieces.  telling story that uses multiple media is easier in DTP than word processing.  DTP layout and design elements help communicate story.

____Open drawing program (KidPix, Paint, Pixie, Kerpoof, TuxPaint); draw a picture that fits story to use as cover. Use drawing—no backgrounds (see cute bear on Figure 28a). Export as jpg to student digital portfolio. ____Open Publisher (or another desktop publishing program). Select a blank page for cover. Add title—font size 48, any font, any color. Add picture student created in drawing program—resize to fit available space and layer under title. Add any other information teacher wants on cover. ____Add twelve pages—10 for sentences, one for ‘the end’; one for ‘About the Author’. ____Page 2: Insert a border; size to fit around footer. Insert a text box at bottom third of page. Leave top for picture. Copy border to pages 2-13. Copy text box to pages 2-11.

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____Page 2-11: Open story on computer or place handwritten copy to left (or right) of keyboard. Type in student story, one event per page, as edited and revised with neighbor. ____Pages 2-11: Add a picture to each page from clip art, Google images, or created in drawing program. Readers should know what is happening in story by image or text.

Figure 30a and 30b—Digital storybook created with Publisher

____Resize pictures to fit page space; stay inside blue print border. ____Page 12: Insert drawing-program picture (same one on front cover). Format as washout (or watermark); layer under WordArt ‘The End’ (see Figure 29b). ____Page 13: Add text box ‘About the Author’. What should readers know about student? Consider:

 Where do you live  Who’s in your family  What’s your favorite book  What’s your goal/What do you want to do when you grow up  Anything else we should know

____Add school picture if available. ____Insert footer with student name and page number. ____When completed, work with neighbor to confirm story:

 has good grammar and spelling  establishes a situation  introduces characters  organizes an event sequence that unfolds naturally  uses dialogue and description to develop experiences

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 uses transitional words and phrases to manage the sequence of events  uses concrete words and phrases and sensory details to convey events  concludes from narrated events

____When completed, with a partner, go through rubric (see Figure 31 for sample) to be sure all story elements are included. See full-size rubric at end of lesson. Figure 31—Simple assessment for digital storytelling

____Save to digital portfolio, then publish/share/print as required.

Online Tool

____There are many online digital storytelling tools. A few are:

 Google Storybuilder  My Storymaker  Kerpoof  Storybird

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 Storyjumper  Zooburst

____Or you might want to use an iPad-based tool:

 Book Creator  Puppet Pals  StoryKit

____If you have a list from a previous teaching of this lesson, test links to be sure they’re still active. ____Each online tool has a different delivery system, but all use the same technologic interface— toolbars, tools, drag-and-drop, more. Some require log-ins and accounts. ____Make story layout five scenes (if this fits your curriculum) regardless of tool selected (Figure 32):

Figure 32—Smartscreen display for organizing student writing for story

1. Scene #1: Who are the characters? 2. Scene #2: Where does story occur? 3. Scene #3: What is the problem characters face? 4. Scene #4: What does character (s) do about problem? 5. Scene #5: How is problem solved?

____Select a tool, experiment with it to understand its use, then write story. This can be done over a series of weeks—one to practice and one for final draft. Figure 33 is a shortened sample from Carnegie’s My Storymaker: ____When story is completed, with a partner, student will go through rubric to be sure all story elements are included. See sample rubric at end of lesson. ____Save to digital portfolio, then publish/share/print/embed as required.

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Figure 33—Digital storytelling with My Storymaker

____When students finish, ask them what digital tools were used (Hint: software, internet, online tools). How did technology accomplish goals better than other approaches? ____If students have blogs or online journals, reflect on what they learned in this lesson. ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Math connection: How many sentences/paragraphs is one-tenth of the story—the amount typed on one page?  Math connection: Discuss the efficiency of student keyboarding. If story is 200 words long (twenty sentences x ten words per sentence—do the math with them), and they type twenty wpm, then typing entire story will take ten minutes. How close are they?  Add Storybook project to class calendar, created in Google Calendar or similar and embedded into class website, wiki, or blog.  Share stories with kindergarten-1st grade by reading from SmartScreen.  Share stories with classmates by having students read their stories from Smartscreen to group on a special Story Day. Invite parents and other teachers. Have an Ask the Author follow-up where listeners ask author what inspired them, what personal experiences they drew on for story, and more. Prepare students by reviewing accepted rules for speaking and listening.  Save as pdf and import to iBooks or other iPad reader. Share during Reading Hour, DEAR, or Sustained Silent Reading.  Save to an online site like Issuu or Scribd and embed stories in class website, wiki, or blog.  Use as a formative or summative assessment of class writing curriculum.  Use as a formative or summative assessment of technology skills.

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More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student follow proper digital citizenship rules for using online images (if they used any)? ____Did student present their story to classmates using established speaking and listening skills (if required)? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student complete storybook, including all required elements? ____Did student follow all Common Core writing conventions in creating story? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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Digital Storybook Rubric

Creator:______

Teacher:______

Date:______

1. Title Page includes ______a. Story title in large font ______b. Student name in smaller font ______c. Student-drawn picture related to topic ______

2. Each Story Page includes ______a. Border ______b. Picture appropriate for story ______c. Spell-check ______d. Page filled (text/pictures) ______

3. Provide evidence that you ______a. Established a situation ______b. Introduced characters ______c. Organized event to unfold naturally ______d. Used dialogue to develop events ______e. Used description to develop events ______f. Used transitional words to manage sequence ______g. Used concrete words to convey events ______h. Used sensory details to convey events ______i. Concluded story based on narrated events. ______

4. About the Author includes… ______a. A few points about yourself ______b. Border ______

5. The End Page has ______a. The End in WordArt ______b. Watermark of cover ______

6. Overall Professional Look ______

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Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

 Write with Twitter  Letter Writing  Write with Tables  Write with Graphic Organizers  Write with Magazines

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W4 8…Write with Twitter

Vocabulary Problem solving Common Core  140 characters  I can’t find tweet stream (use CCSS.ELA-Literacy.CCRA.W.1,4,6  Ampersand #hashtags) CCSS.ELA-Literacy.CCRA.W.8-10  Backchannel  Message is longer than 140 CCSS.ELA-Literacy.W.6.3d,4,6  Characters characters (edit it) CCSS.ELA-Literacy.W.7.3d,4,6  Digital footprint  I posted my notes but they didn’t CCSS.ELA-Literacy.W.8.3d,4,6  Digital rights show on stream (use #hashtag?) CCSS.ELA-Literacy.WHST.6-8.2b  Hashtag  How do I write to just my class CCSS.ELA-Literacy.WHST.6-8.2d CCSS.ELA-Literacy.WHST.6-8.6-8  Headlining (use @ and user name)

 PLN  I’m poking friends with  Social media #hashtags—they understand  Stream (anyone with #hashtag can  Tweet read)  Why won’t my teacher let me  Tweet-up check Twitter during class?  Twitter  My parents won’t let me use  Virtual Twitter at home. What do I do? Time NETS-S Standards Grade 45 min, 5 min x ? 2, 4, 5 6-8

Essential Question

How do I tailor my writing to task, purpose, and audience?

Overview

Summary Introduce the brevity of Twitter’s 140-character limit in writing a communication. Use it in a variety of tasks where that sort of pithiness is best-suited.

Big Ideas Writing is adapted to the task at hand, the communication goal, and audience being addressed.

Materials Internet, class Twitter account, iPads (if using these), Chromebooks or other digital devices

Teacher Preparation  Test online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Know what other teachers and parents think about using social media in class  Have a thorough discussion with all stakeholders on using Twitter (and other social media), best practices, considerations. Consider co-teaching with other teachers.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

79 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand social media; familiarity with Twitter ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class..

____Twitter is one of the most popular forms of social media, but there is a loud discussion going on about students using it in education—not just Twitter, but Facebook, Pinterest, and their ilk. There is no doubt technology is an important educational tool in the classroom, but expanding to social media requires more—supervision? Training? Guidance? Attention. For example, as of this printing, Twitter doesn’t have age requirements. That doesn’t mean use it for all ages—it means use your discretion. 5 ways Teachers think ____ Top reasons why teachers use Twitter include: Twitter helps education:  To stay in touch with parents  To stay in touch with students 1. Brings the world into class  For last-minute updates on classwork 2. Aids communication  An innovative approach to teaching writing between home and school  Student collaboration on classwork 3. Becomes a personal

____These make sense. Middle school students are more learning network for likely to be on social network than their class teachers, administrators, webpage. Isn’t it more efficient to reach them where even (older) students they ‘live’? 4. Collects and memorializes ____Discuss Twitter—and why students think Twitter conversations, notes, ideas might help their writing skills. Include: 5. Encourages use of precise words and phrases  Writing short messages helps perfect “headlining” (why is that important?)  Just 140 characters per message builds discipline. You can’t ramble.  Tweeple expect brief, bright, pithy, pointed tweets. That takes skill.  PhD words are great for Scrabble, but horrible for many forms of writing.  With practice, it takes only a few words to make a point.  Tweets need to be written knowing tweeple can @reply.  Messages may be part of a larger theme via #hashtags.

____Besides these practical reasons, there are more pluses to using Twitter in the classroom:

 Twitter isn’t intimidating--A blank white page that holds hundreds of words, demanding to be filled is intimidating. 140 characters isn’t.. Students write that and more, learn to whittle back, leave out emotional words, cull adjectives, pick better verbs instead of adverbs—because they need room. Instead of worrying what to say on that empty page, they feel successful.  Tweets are written knowing tweeple @reply—In this world, people read what you say and comment. That’s good. It’s feedback. Students learn to construct arguments expecting others to provide feedback. Not only does this develop the skill of persuasive writing, students learn to take comments with a grain of salt (and two grains of aspirin).

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 #Hashmarks develop a community--Create #hashmarks that help students organize tweets--#help if they have a question, #homework for homework help. Establish class #hashmarks to deal with subjects that you as teacher want students to address.  Students are engaged--Twitter is exciting, new, hip. Students want to use it. It’s not the boring worksheet. It’s a way to engage students in ways that excite them.

____Before using Twitter, discuss digital citizenship topics that form the foundation for ‘social media’. Prepare students for online communication by grounding them in an understanding of cyberbullying, digital citizenship, digital law, internet safety, and netiquette. Do NOT allow students on Twitter without thorough discussions of the following topics:

 cyberbullying—what they write can be hurtful. How can they avoid that?  digital citizenship—what are (age appropriate) rights and responsibilities students should be aware of as they use the internet?  digital footprint—what is a ‘digital footprint’? How do students create one? How does it impact their lives? What part does ‘writing’ play in this?  digital privacy—How could anyone find a student based on digital bread crumbs?  internet safety—how do students stay safe in the neighborhood?  netiquette—what is proper internet etiquette?  social media—How old should students be to use social media? Why are there age limits?  writing in virtual venues—is this like texting? Or a book report? How do students write for the specific audience and purpose associated with Twitter?

____Here’s a breakdown of when to start discussing each topic:

Digital Citizenship Topics K 1 2 3 4 5 6 7 8 Cyberbullying x x x x x x x x x Digital citizenship x x x x x x x x x Digital commerce x x x x Digital communications x x x x x Digital footprint/Online presence x x x x x x x Digital law, plagiarism x x x x x x Digital privacy x x x x x x Fair use, Public domain, copyright X x x x x x x Internet safety x x x x x x x x x Netiquette x x x x x x x x Passwords x x x x x Social media x x x x

____Resources you might find helpful in these discussions can be found here. ____Set up a Twitter account for your class. Make it private so only members can view tweets. ____Explain ground rules: 1) students use good grammar and spelling, 2) tweets are G rated, 3) tweets must be school-specific. ____Remind students: Social networks require netiquette. People thank others for assistance, ask politely for help, encourage contributions. Teach students how to engage in a community–be it physical or virtual.

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____Remind students: Be tolerant of all opinions. Why? Because Tweeple aren’t afraid to voice their thoughts. Because the Twitter stream is public (private in class, but visible to all students). Because what is written in the stream is there forever. That’s daunting. ____Ideas on how class can use Twitter:

 Backchannel device  Collaborate on assignments  Journaling—reflection  Quick assessments

Backchannel

____The ‘backchannel’ is communication happening in the classroom not from the presenter. ____‘Backchannel devices’ are communication methods Twictionary that encourage students to share thoughts and ideas, even questions, while a lesson is going on.  #--Hashtags Typically, comments show up on class Smartscreen,  @--call out usernames, like: shared with all classmates. Students read and Hello @Twitter! respond. Teacher uses them to notice when  DM--private Tweets students get/don’t get a topic s/he is covering. between sender and ____Why use a ‘backchannel? Here are a few reasons: recipient

 FF--"Follow Friday."  Know what engages students  Follow--subscribe to  Extend ideas students are interested ins someone’s Tweets  Provide a voice to shy students  Handle--username  Prevent monopolizing of class by gregarious students  Hashtag--used to mark keywords ____Popular options are Google Forms (if you are a  Protected/Private Accounts- GAFE—Google Apps for Education—school), Padlet, -Tweets only seen by Socrative, Today’s Meet. And Twitter. Students approved followers bring up class account on iPads, Chromebooks, or  RT--retweeted message other class digital device and communicate  Stream--list of user’s tweets questions, concerns, ideas during class.  Tweet (verb)--act of posting ____Consider this: You’re doing the lecture part of your a message teaching (we all have some of that), or you’re walking the classroom helping where needed.  Tweet (noun)--message Students tweet questions/comments that show up posted via Twitter on Smartscreen. You see where everyone is stuck, which question stumps them, and answer it in real time. The class barely slows. Not only can you see problems, students get/give instant feedback without disrupting class.

Collaboration with classmates

____As students work on homework or a project after school, they collaborate with team members or classmates via Twitter using #hashtags. As they’re working, they read the stream to see what’s been said and then join in.

82 How to Achieve Common Core with Tech: Writing

____Students learn to share--Start a tweet stream to share research websites. Have each student share their favorite (using a #hashtag —#ancientgreecewebsite). Encourage them to RT posts they found relevant or helpful.

To build a foundation for Journaling college and career, students ____If students will be journaling, Twitter is a great way to need to learn to use writing as summarize ideas and thoughts. Because Tweets are so a way of offering and short, most students won’t mind coming up with a supporting opinions, reflection (of 140 characters). demonstrating understanding ____ This can be a summative assessment, a study guide for of the subjects they are an upcoming quiz, or a simple way to inform yourself studying, and conveying real on whether students understood the lesson. and imagined experiences and events. They learn to Note-taking appreciate that a key purpose of writing is to communicate ____Why take notes (from Common Core): clearly to an external,

sometimes unfamiliar  determine central ideas audience, and they begin to  provide accurate summary adapt the form and content of  identify key steps their writing to accomplish a  cite text evidence to support analysis particular task and purpose.  analyze author’s purpose They develop the capacity to  analyze structure used to organize text build knowledge on a subject ____There are a variety of approaches to digital note-taking through research projects and (i.e., Google Apps, Evernote, Notability). Twitter to respond analytically to allows short responses to focused questions, where literary and informational tweets demonstrate understanding of subject. sources. To meet these goals, Students gather and share information from print and students must devote digital sources, assess the credibility and accuracy of significant time and effort to each source by commenting on each other’s tweets, writing, producing numerous and integrate information into their finished product. pieces over short and extended It’s almost impossible to copy-paste text into a time frames throughout the Tweet—what are the chances it will be short enough? year. Likely, students will have to rephrase in age-specific language. --Common Core ____Links and images can be shared. Links are easily activated and images stand out. ____Have students enter thoughts, note, reactions while you talk. By the time class is done, there’s a lesson overview with connections that help everyone. ____Establish a #hashtag for each topic. Students add notes with #hashtag. At only 140 characters, it’s quick, pithy, substantive—a great for sharing information.

Quick Assessments

____Post a question and ask students to respond via Twitter. Their answer is shared with all students and you’ll see if they understand the lesson.

83 How to Achieve Common Core with Tech: Writing

____Twitter is always open—Inspiration can strike after class, after school, after dinner, even after midnight. Twitter doesn’t care. Whatever schedule is best for students works for Twitter. That’s a student-centered classroom, where students are not subjectively judged by a time period. ____When you ask a question during class, often the same people answer. Others may know the material, but are too shy to answer. Twitter breaks down barriers to talking to other people. Students are less worried about typing 140 characters than raising their hand in class, all eyes on them, and having to spit out the right answer. With Twitter, A 2012 study by the Pew students type an answer, delete it, edit it, add to and Internet and American Life detract from, all before they push send. Plus, it’s more Project notes that “20% of 18- anonymous, with no body language or facial 24 year olds use Twitter on a expressions. Just words–and not many of those. daily basis,” that’s a 400% Students have their say, see how others respond, have increase from 2010. It’s likely a chance to clarify. What could be safer? that the percentage has ____This project can be part of an ongoing effort to write increased since then. routinely and over extended time frames throughout the year, using a variety of approaches, including:

 blogs  cards  graphics  magazines Young people’s use of Twitter

 multi-media communication in learning settings was found  newsletters to support positive  screencasts educational outcomes  tables including increased student  timelines engagement, active  traditional reports learning, improved  trifolds relationship between  visual organizers students and instructors, and

____When students finish, ask them what digital tools higher grades (Junco, were used today (Hint: internet, Chromebooks, online Heiberger, and Loken 2011). tools). How did the use of technology to produce and publish writing and to interact and collaborate with In a second study, Junco, others accomplish goals better than other approaches Elavsky, and Heiberger found (say, a study guide)? structured use of Twitter … led ____If students have blogs or online journals, reflect on to increased engagement

what they learned in this lesson. and higher grades. ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

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Extension:  Assign a student to enter due dates into online calendar.  Organize a #tweetup (assign someone to research what that is and how to do it).  Include parents in Twitter discussion. Invite them to join class Twitter stream. This provides transparency and eliminates Twitter Fear by non-Tweeple.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

85 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use correct keyboarding while typing? ____Did student use Twitter outside of class? ____Did student use Twitter as a backchannel and/or note-taking device during class? ____Did student use #hashtags and join #specific conversations? ____Did student participate in a Tweetup (if there was one? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student follow all Common Core writing conventions in using Twitter? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

86 How to Achieve Common Core with Tech: Writing

W4 9…Digital Letter Writing

Vocabulary Problem solving Common Core  Alignment  Which alignment tool is center CCSS.ELA-Literacy.CCRA.L.3  Body (hover over tools) CCSS.ELA-Literacy.CCRA.W.4,6  Border  What’s the difference between CCSS.ELA-Literacy.W.K.4,6  Clipart grammar and formatting? CCSS.ELA-Literacy.W.1.4,6  Closing  Double-click doesn’t work? (push CCSS.ELA-Literacy.W.2.4,6,8  Fonts enter) CCSS.ELA-Literacy.W.3.4,6  Format  Deleted letter by accident (Ctrl+Z) CCSS.ELA-Literacy.L.K. CCSS.ELA-Literacy.L.K.6  Handles  I messed up my letter (Ctrl+Z) CCSS.ELA-Literacy.L.1.1,2  Heading  What’s the difference between backspace and delete? CCSS.ELA-Literacy.L.1.6  Image CCSS.ELA-Literacy.L.2.1-3  How do I clear red and green  Jpg CCSS.ELA-Literacy.L.2.6 squiggly lines?  Letters CCSS.ELA-Literacy.L.3.1-3  What’s the difference between save  Protocol CCSS.ELA-Literacy.L.3.6 and ‘save-as’?  Resize  Taskbar  I didn’t finish my card (give  Tool students two weeks for this project—one to practice, one for  Tool bar final)  Wrap Time NETS-S Standards Grade 25 minutes 2a, 6a K-3

Essential Question

How do I use technology to write a letter?

Overview

Summary Use various word processing programs throughout the year to practice the rudiments of letter writing.

Big Ideas Following letter writing conventions help people quickly understand my intent.

Materials Internet, word processing programs, rubrics

Teacher Preparation  If you’ve taught this lesson before, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Consider co-teaching with literacy teacher.  Talk with classroom teacher to find out which grammar rules they are discussing.  Keep a calendar of appropriate dates for card-making. Know whose birthday or anniversary is coming up (with the school) so students can use the opportunity to create cards.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

87 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Facility with computers, tools, toolbars, letter writing. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary. ____Discuss letter writing. What is it? How is ‘letter writing’ different from other writing? How have they written letters in the past? How does letter writing teach students to adjust their tone, language, and purpose to audience? ____What are the steps students follow to write a letter (greeting, body, close)? Include:

 start with a greeting, end with a closing; have ‘body’ in-between  use good grammar and spelling, and all grade-appropriate writing conventions  keep letter to one page, including images

____Discuss pros and cons of digitally writing a letter:

 Pluses: No worry about handwriting  Challenges: Finding letters on keyboard and tools on toolbars

____Throughout the year, use letter writing projects like the next two as formative assessments (or summative) to reinforce tech skills and writing standards. Guide students to remember how to use both tech skills and writing conventions on their own.

Kindergarten/1st Grade

____Show samples of letters written by prior year students. Have 1st graders discuss what tools were used to create the letters and what writing conventions were followed (see Figure 34a, 34b, 36a, 36b for examples). Figure 34a and 34b—Simplest form of letter writing—in drawing program

____Theme this letter to whatever holiday is approaching. Discuss meaning of the holiday.

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____What are some holiday symbols? Draw on SmartScreen. ____Open drawing software (like KidPix, Kerpoof, Pixie, or TuxPaint) on Smartscreen. ____Ask students how a letter starts—Dear mom/dad. What comes next? The body. Write a sentence. Have students help with grammar and spelling. Make mistakes and have them correct you (What’s wrong with Figure 35b?). How does a letter close? Love—student name. First name and last name? Should they capitalize their name? ____Write a brief note to mom or dad. Use CAPS LOCK for kindergarten. Discuss use of backspace and delete in correcting errors. ____Add holiday stickers to decorate. Limit students to five or they will cover the page! ____Select a color from palette that represents ‘the holiday; select a festive font, size 48. ____Add greeting, “Dear Mom and Dad…” Use caps lock or punctuation—whatever works best for your student group. If you add ellipse to end (see Figure 35a), discuss it. Add student name. ____As students type, reinforce keyboarding skills such as elbows at sides, legs in front of body. Remind students: Every time they use computer, practice good habits. ____Share card with neighbor (more samples—Figure 35a uses a background picture and Figure 35b uses a paint bucket background poured onto page). Does neighbor understand what classmate is saying? Did images communicate his/her ideas effectively? Make changes if required. Figure 35a and 35b—Simple letters—see problems with the second? Do students?

____Export as a .jpg so you can use picture in different programs; print/save/share as needed. Have students try this with assistance. Discuss why they export rather than save. Figure 36a and 36b—More simple letters

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2nd Grade/3rd Grade

____Ask students how a letter starts—Dear mom/dad. What comes next? The body. Write a sentence on Smartscreen. Make mistakes and have students correct your writing conventions (spelling, grammar, punctuation). How does a letter close? Love—student name. First name and last name? Should they capitalize their name? ____Show samples of letters written by prior year students (see Figure 37a, 37b, and 37c). Have students discuss what tools were used to create them. What writing conventions were followed. ____Open word processing program (Word, Google Docs, Open Office, Notes, or similar) as independently as possible. ____Type heading (name, teacher, date). Explain that this is left aligned. Find alignment tools. ____Type a letter to parents. Figure 37a, 37b, 37c provide examples of complexity. Pick one that suits students, or allow them to select. Use font size 14-16. Adjust font look. Remind students text wraps to next line—no need to push enter. ____As students type, reinforce keyboarding skills such as elbows at sides, hands on homerow, legs in front of body. Remind students: Every time they use computer, practice good habits. Figure 37a 37b 37c—More advanced letters in a word processing program

____Clear red/green squiggles. ____Done? Work with neighbor to strengthen writing by adding details, clarifying issues. Use rubric at end of lesson to be sure all required elements are included. ____Click inside a word; change font color, font look, and font size. ____Add pictures to body of letter (not heading or closing) using clip art. Resize as needed so letter fits one page. Add festive border. ____Save, print, publish, share as needed without assistance. Should students save or save-as?

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools, printer). How did technology produce and publish writing and accomplish goals better than other approaches (say, a store-bought greeting card)? ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the year, using a variety of approaches, including:

 blogs  cards  graphics

90 How to Achieve Common Core with Tech: Writing

 magazines  multi-media communication  newsletters  screencasts  tables  timelines  traditional reports  trifolds  visual organizers

____If students have blogs or online journals, reflect on what they learned in this lesson. ____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom Use technology, including the or home. Internet, to produce and ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the publish writing and to interact most common students face during lesson. and collaborate with others. ____Expect students to make decisions that follow class rules. --Common Core ____At end of class, tuck chairs under desk, headphones

over tower; leave station as it was. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

Extension:  Ask students what was better and worse about writing a letter using the computer. Faster? Slower? Did they feel like they could write more? Or less? Which do they prefer?  Assign a student to enter due date for cards into online calendar.  Use as a formative or summative assessment of letter-writing curriculum.  Use as a formative or summative assessment of technology skills.

More Information:  Lesson questions? Go to http://askatechteacher.com  Follow keyboard lessons in K-8 Keyboard Curriculum

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student complete letter and share with recipient? ____Did student experiment with new tools on some letters? ____Did student feel like technology helped make better/worse letters for friends and family? ____Did student complete letter writing rubric (if required) and submit when project completed? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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Name______

Teacher’s Name______

LETTER WRITING RUBRIC

1. Heading with name, date, teacher ______2. Greeting ______3. Closing ______4. Letter several lines long ______a. Different fonts ______b. Different size fonts ______c. Different colors ______d. Spell-check ______e. Grammar-check ______5. Pictures communicate what words do ______6. A festive border ______7. Story fills one page but not more ______8. Worked well with partner ______9. Letter fits task, audience, purpose ______10. Students use good keyboarding skills ______11. Clean appearance ______

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W4 10… Write with Tables

Vocabulary Problem solving Common Core  Categories  How do I add a row (tab from last cell) CCSS.ELA-Literacy.W.3.2a  Cell  I put image in wrong cell (Drag-drop to CCSS.ELA-Literacy.W.3.4-8  Column correct location) CCSS.ELA-Literacy.W.4.2a,4  Copyright  One image has a watermark (Don’t use it. CCSS.ELA-Literacy.W.4.6-8  Fair use That’s visible proof it is protected) CCSS.ELA-Literacy.W.5.2a,4  Formatting  My picture looks weird (did you resize CCSS.ELA-Literacy.W.5.6-8  Handles with corner handles?) CCSS.ELA-Literacy.W.6.2a CCSS.ELA-Literacy.W.6.4-8  Resize  My picture is huge! (grab the thumbnail CCSS.ELA-Literacy.RST.6-8.7  Row instead or resize) CCSS.ELA-Literacy.WHST.6-8.2a  Rubrics  I need another row (tab from last cell in  Table table)  Toggle  I love the picture I found and want to add it to a birthday card (is this legal?) Time NETS-S Standards Grade 35 minutes 2b, 3b 3-6

Essential Question

How can I organize information so I’m clear?

Overview

Summary Organize information on a particular topic in categories with tables. This not only makes the presentation clear, it assures that you have sufficient information (based on your column categories) on the topic.

Big Ideas Tables allow information to be organized cognitively, neatly and effectively.

Materials Word processing program that allows table creation, internet for images

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Know what topic students will use to organize information into a table. Have a general idea of what the information is so you can provide guidance as needed.  Have a list of image-safe search engines or set Google to ‘safe’ for your grade-level. Click for info on that.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

94 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand online research; knowledge of specific topic. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary. ____Discuss the meaning of ‘table’, ‘headings’ and ‘categories’. Why would one organize information in this way (Hint: to group related information)? Do tables help students identify key facts, concepts, ideas, and information more easily? When discussing technical and scientific information, are tables an easier method of communicating and sharing complex data than, say word processing? ____Where have students seen tables before (sports roster, table of contents, Periodic Table). Show students what information looks like 1) in a table, and 2) in paragraph format (see Figure 38a and 38b). Show how much harder it is to set up in word processing columns rather than a table: Figure 38a and 38b—Information presented in a table and a word processing doc

____Consider the following as they relate to tables:

 Which is easier to understand—tables or paragraphs?  How does arranging information by category and group aid in comprehension?  How would this be useful for note-taking (searching for and collecting specific information in an organized fashion)?  What’s the importance of column headings for organizing ideas?

____Relate this type of arrangement to graphic organizers. ____Open word processing program that allows creation of tables and put standard heading at top of page—name, teacher, date.

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____Model on Smartscreen how to add a table. For 4th grade up, have a student demonstrate. Leave one row out to show how easily rows are added. ____Add heading to each column—we use ‘landform’, ‘example’, picture’ in this lesson. ____Discuss categories as a group. Come up with exemplars for ‘Example’ column from class discussion or student personal knowledge. Wherever students get information, they should assess credibility and provide credit where necessary. ____Notice how cell grows to accommodate information. ____For youngers: Demonstrate how to complete table. You might work along with them on Smartscreen. ____For older students: Provide directions (See Figure 39) and be available to assist. Figure 39—Table with formatting directions

1. Change page layout to ‘landscape’ (page layout-orientation-landscape) 2. Add title Animals of the World; center 3. Push enter twice 4. Add table with 8 rows, 7 columns 5. Use border tool and show all borders 6. Add labels as above to column 2-7, row 1 7. Go to ‘design’ and select a table style 8. Add two animals per continent (one under Animal 1 and one under Animal 2) 9. Copy-paste a picture of each animal from Google Images 10. Add one fact about each animal 11. Repeat for all continents, all animals 12. Save, share, publish, print

____Tab to move to next cell. Here are basics to move around table:

 Tab—move right

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 Shift+tab—move left  Enter—create a second line in cell  Tab in last cell of table—add a new row

____Remind students: Every time they use the computer, practice good keyboarding skills. ____This can be a formative or summative assessment in the subject area or pre-assessment for an upcoming unit. ____If using Google Docs: Consider creating and completing table in groups using collaborative functions. ____Every time students use the internet, include a discussion on digital rights and responsibilities. This will take extra time the first few years you have the conversation, less as students acclimate to the correct way to use internet resources. ____Discuss legalities of online images. Discuss Figure 40 (not a legal explanation; merely my interpretation): Figure 40—Summary of law regarding online creative content

____Discuss:

 What are copyright protections?  When can students use online images?  What is ‘fair use’?

____How does understanding of a topic change based on words or pictures?

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____Demonstrate how to find images for ‘Picture’ column of table:

 Go to Google Images  Search for pictures of theme  Copy-paste from internet to table cell where it belongs  Resize so it fits well

____If using Google Docs:

 From Insert>images, select location that has pictures student will use  Search and select ‘type’—any, face, photo, clip art, line drawing  Select from the collection at Life Magazine

____Show how to toggle between internet and table with shortkey, Alt+Tab. ____Have students complete table and save to digital portfolio. If students have a blog, take a screen shot or use Google Doc Publish feature to embed table to blog (click link for directions and see Figure 41) or website/wiki and reflect on it. Figure 41—How to embed Google Docs into blog

____Once students understand tables, have them create one for an authentic purpose, i.e., organizing reliability of websites (Figure 42):

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Figure 42—Authentic student-directed table

____When done, discuss how grouping information and providing images makes the topic clearer. ____When students finish, ask what digital tools were used (Hint: software, internet, online tools, printer). How did the use of technology to produce and publish writing and to collaborate with others accomplish goals better than other approaches?

____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Assign a student to enter table due date into online calendar.  Have students use available digital note-taking to collect relevant information

More Information:  Lesson questions? Go to http://askatechteacher.com  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student complete both the practice table and one of their own choosing? ____Did student understand how tables organize information and assist with note- taking and data collection? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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W4 11…Write with Graphic Organizers

Vocabulary Problem solving Common Core  Audience  Not enough room to type what CCSS.ELA-Literacy.CCRA.W.4-9  Bubbles student needs to? Resize font. CCSS.ELA-Literacy.W.2.6-8  Clipart  Still not enough room? Evaluate CCSS.ELA-Literacy.W.3.4-7  Diagram what is written, edit to be as concise CCSS.ELA-Literacy.W.4.4-7  Formatting as possible. Say more in less words? CCSS.ELA-Literacy.W.5.4-7  Graphic organizer  My project takes two pages  Print preview  My graphic organizer is on top of  SmartArt title (drag it down)  Spokes-and-wheel  I wrote it the way I talk. Isn’t that  Visual learning ‘appropriate for audience’? (discuss  Visual organizer concepts of ‘audience’, ‘task’, ‘purpose’ with student Time NETS-S Standards Grade 45 minutes 2c, 3b 2-5

Essential Question

How can I communicate information quickly and clearly?

Overview

Summary Several times a year, students create visual representations of information using graphic organizers. Always use a different approach—Venn Diagram, Number Square, or another. Writing should be clear and coherent, with development, organization, and style appropriate to task, purpose, and audience.

Big Ideas Share information visually—as a picture—to make it more exciting and clearer.

Materials Online graphic organizer, internet, software with graphic organizers

Teacher Preparation  Determine student understanding of ‘clear and coherent’.  Do students understand idea of ‘appropriate to task, purpose, and audience’? This is a good time to discuss that. Where do images fit into that thinking? What audience is this project focused on?  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  See if math class is discussing set theory; tie into that with pyramid construction.  If class is discussing event sequences, tie into that with Number Square, Process, or Cycle diagrams.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Understand graphic organizers, online tools. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show how to access.

____Starting in second grade, students create visual organizers that communicates ideas. ____What is a visual organizer (graphic organizer)? How does it communicate information (by displaying info in a picture format)? How does it facilitate sharing? Show students examples from last year’s 2nd, 3rd, 4th grade classes. Is information clear? Do they understand the message? ____When is a visual organizer appropriate to audience, task, and purpose? Discuss as a group. Where have students used them in the past? How does this communicate information differently than a book report? A slideshow presentation? A spreadsheet? ____This project can be done in various word processing programs, i.e., Open Office, Google Docs, or downloaded from an online sites (see extensions). We use Word SmartArt. ____Research for graphic organizer (where necessary) can be accomplished during class time, as a group, or drawing on student knowledge. Wherever students acquire information, they should assess credibility and accuracy of data. Additionally, source credit where necessary. ____Demonstrate: Open program you’re using for visual organizer. Show how to open the template and edit it to fulfill the topic being discussed. Here are examples, left to right, top to bottom:

 Number square  Pyramid—what makes up a person (How I’m Organized)?  Cycle--Water cycle  Spokes and wheel (sometimes called ‘web’)—animal traits  Cycle--Literary analysis of a chapter (Missions)  Table—animals of the world (habitats, geography)  Venn Diagram—different cultures (Compare/Contrast Cultures)  Org chart—the Animal Kingdom

1st/2nd grade 2nd/3rd grade

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3rd/4th grade—Water Cycle 4th/5th grade—Animal Traits

4th grade—Missions

Who founded Picture of the Padres mission? What year and Indians working ? How was mission on the mission built?

Chapter 2

Closing of the Life at the mission mission MISSIO N

Trouble/ hardships/ problems on the LIFEmission

4th / 5th grade—habitats, world geography

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4th/5th grade—Venn Diagram

4th/5th

____Now students create one. Add heading. Why heading? ____Add title (i.e., How I’m Organized) font size 16, centered and bold. Push enter so graphic organizer will appear underneath. Why should a document always have a title? ____Insert visual organizer. ____When done, work with a partner to be sure all required information is included and that the drawing fits on one page. If not, resize as needed and print/share/publish.

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools, printer). How did the use of technology to produce and publish writing and to interact and collaborate with others accomplish the goals better than other approaches (say, a poster)? ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 blogs  screencasts  cards  tables  magazines  timelines  multi-media communication  traditional reports  newsletters  trifolds

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____If students have blogs or online journals, reflect on what they learned in this lesson. …use technology, including the ____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. Internet, to produce and ____Remind students to transfer knowledge to class or publish writing as well as to home. interact and collaborate with ____Expect students to solve problems as independently as others; demonstrate sufficient possible. Problems at beginning of lesson are the most command of keyboarding common students face during lesson. skills to type a minimum of ____Expect students decisions to follow class rules. one page in a single sitting. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see -Common Core

you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

Extension:  Assign a student to enter due date into online calendar.  Use as a formative or summative assessment of class curriculum  Use as a formative or summative assessment of technology skills  If students have made several graphic organizers, create infographics instead, using:

. Easelly--free . Infogr.am (free) . Piktochart . Visual.ly—free . ManyEyes

 Find free graphic organizers online:

o Graphic organizers o Graphic organizers II o Graphic Organizers III o Graphic organizers—all topics o Graphic organizers—Enchanted Learning o Graphic Organizers—for reading

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools if researching for graphic organizer? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student save, publish, share—as needed? ____Did student complete project? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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12…Write with Magazines

Vocabulary Problem solving Common Core  Banner heading  ‘The End’ doesn’t show on CCSS.ELA-Literacy.CCRA.W.2,4-8  Borders collage (check layering) CCSS.ELA-Literacy.CCRA.L.1,2,6  Canvas  Can’t type on page (insert text CCSS.ELA-Literacy.W.3.2a-c  Collage box) CCSS.ELA-Literacy.W.3.4-7,10  Color schemes  Don’t have Publisher? Use an CCSS.ELA-Literacy.W.4.2a-c  Drill down online tool like Issuu. CCSS.ELA-Literacy.W.4.4-7,10  Fair use  How do I print two-sided? CCSS.ELA-Literacy.W.5.2a-c CCSS.ELA-Literacy.W.5.4-7,10  Footer (printer dialogue box) CCSS.ELA-Literacy.L.3.1-3  Images  Why can’t I push text and image to edge (you need print CCSS.ELA-Literacy.L.4.1-3,6  Layering CCSS.ELA-Literacy.L.5.1-3,6  Pound sign border)Can I change colors (use those that come with  Print border template)  Schemes  I have page in wrong spot (drag  Template box around elements; cut-paste,  White space insert correctly Time NETS-S Standards Grade 45 minutes x 2 2b, 3c 3-5

Essential Question

How can I connect ideas in a way that makes the most sense to readers?

Overview

Summary Create a magazine that constructs knowledge on a topic in a readable, authentic way. This can be as a summative discussion of what student has learned, or a formative note-taking effort. Topic can be factual, a literary analysis, or another that suits class inquiry.

Big Ideas A magazine connects ideas in a pleasing format for readers

Materials Internet, desktop publishing software, students notes for magazine, magazine template, backchannel device (if using)

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you should know about and can share with students.  Talk with grade-level teacher to come up with a topic that serves her/his curriculum needs as well as your technology ones. Consider co-teaching.  Work with class teacher to create a template that addresses their needs  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix emergency without a meltdown.

107 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: desktop publishing basics—one prior project. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments.

____Discuss ‘desktop publishing’. What is it? What are some examples students have completed-- trifolds, greeting cards, cover pages. ____Discuss differences between using a desktop publisher, a word processing program, or presentation software like PowerPoint. When would student use each? A student might select a desktop publisher over Word because it excels at:

 introducing a topic  presenting information visually  grouping like information together  including illustrations to aid comprehension

____Show samples of magazines created by last year students. How do they accomplish each point? ____Describe this summative project: Students create a magazine summarizing their knowledge of selected topic, collecting relevant information on a page. Magazine will (where relevant):

 Demonstrate command of English writing conventions  Analyze central ideas of a topic  Summarize information in words and visually (i.e., a flowchart, diagram, table)  Organize key steps in a process

____Research can be accomplished during class time, as a group, by scaffolding already-learned materials. Wherever students acquire information, they should assess credibility and accuracy. Additionally, they must provide source credit where necessary. ____Besides software, students may select an online tool like:

 Flipboard  Issuu  Magazine cover  OpenZine  PhotoPeach—all photos  Scoop It!

Several of these tools, i.e., Flipboard and ScoopIt!, require students collect internet links on a topic and add them to a magazine page that is only online. This is more research-based, and may appeal to your specific needs. Whichever you select, be sure it satisfies the needs of your class. ____We’ll use Publisher, which is a software program available through Microsoft. It can be installed on a network and used throughout the school. It is NOT part of MS Office and will require a separate fee to use. ____Open Publisher and review layout, canvas, basics. Remind students of projects they completed prior years using Publisher. Have a student or a group of students review the details with the class if possible. You can jump in if they need help. ____Students can work in groups.

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____Select Quick Publication. Select a template; adjust font/color schemes to topic; click ‘create’ (see Figure 43a and 43b for cover examples). Figure 43a and 43b—Magazine cover in Publisher

____Add title; add student name and teacher as subtitle; add picture that symbolizes topic by searching Google Images and copy-pasting. ____Take time to review legalities of using online images. This discussion should be part of your tech training every year, in an age-appropriate manner. See ‘More Information’ for a K-8 Digital Citizenship curriculum. ____Page 2: Add Table of Contents. Create by inserting a template from Design Gallery or inserting a table and then formatting/editing it. Enlarge to fill half of page (see Figure 44a and 44b), leaving room for a few pictures at the bottom. Heading is font 36, centered; entries are font 18. Delete extra rows:

Figure 44a and 44b—Interior pages on student magazine

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____Add required number of pages. Add footer with student names and page number. ____Youngers: Create a page template that is edited and formatted to suit topic. Have them create one page with all elements and copy-paste elements to additional pages. Do you notice the similarity between ‘Navajo’ and ‘Egyptians’ in Figure 45a and 45b:

Figure 45a and 45b—Interior pages of student magazine

____Olders: Employ a variety of tools, such as 1) a quotation page (Figure 46a), 2) a table (Figure 46b), 3) a timeline (Figure 47), 4) a category list (Figure 48), 5) a graphic organizer (Figure 49), 6) a quotations page (Figure 50), 7) a photo journal (Figure 51a), and 8) an ending page (Figure 51b):

Figure 46a and 46b—Interior magazine pages with formatting

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____All age groups: Add border to each page. Add banner heading at top with page name. Pick a decorative item and layer it under page title. Use same for each page to add continuity to magazine. ____If using Photo Journal, add caption to each picture and source credit. Fill all white space. ____If using a timeline, it should span two pages. Use arrow for timeline, text boxes for dates, and call- outs for events. Add pictures below timeline to highlight events:

Figure 47—Timeline included in student magazine

____Two pages compare-contrast two ideas. For example: Discuss British/American in revolution, effects of Revolution, inventions resulting from Revolution. Use text boxes, pictures and decorative items. Add pull quote to each page if desired:

Figure 48—Student magazine pages

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____One page can evaluate, such as the Pros and Cons in Figure 49:

Figure 49—Student magazine pages

____One page can include primary source quotations, such as Figure 50:

Figure 50—Student magazine pages

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____One page can include a primary source document. Give credit to source. ____Last page: ‘The End’ in WordArt (see two examples in Figure 51a and 51b):

Figure 51a and 51b—Student magazine ending pages

____Why use footer? ____Work with partner to check each other’s project against rubric (see end of lesson):

 Is information conveyed clearly?  Are facts accurate?  Is grammar and spelling accurate?  Do pictures enhance message?  Is correct information grouped together?

____Save to digital portfolio; share, print, publish, embed as required. ____If using grading rubric (see sample at end of Lesson), make available to student groups early. ____If students have a good understanding of Publisher, have them complete project independently or in groups of two-three. Give samples for guidance. ____Have students share reflection on this use of DTP via a blog post, journaling (with Penzu or MyJournal), or class Twitter feed. Thoughts should be objective, on-point, with precise and domain-specific language appropriate to the task, audience, and purpose. ____Uses for magazine: historic project, in-depth analysis of topic, group research, collaboration.

____When students finish, ask them what digital tools were used today (Hint: software, internet, printer). How did the use of technology to produce and publish writing and to interact and collaborate with others accomplish the goals better than other approaches (say, a poster)?

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____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 blogs  cards  graphics  magazines  multi-media communication  newsletters  screencasts  tables  timelines  traditional reports  trifolds  visual organizers

____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect student decisions to follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Use as a formative or summative assessment of class curriculum  Use as a formative or summative assessment of technology skills  Add Publisher Magazine to class calendar created in Google Calendar or similar and embedded into class website, wiki, or blog.  Print two-sided if possible. This makes it look more like a magazine. Plus: Any chance to be ‘techie’, take it.  Use Voki to create a magazine ad from one of the cultures profiled.  Use a timeline widget (like TimeToast) to map the history of the cultures profiled.  Rather than print, save to Adobe Pro and publish to class website, wiki, blog.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student group like information with appropriate images? ____Did student use available digital note-taking tools when needed? ____Did student complete project? According to requirements? ____Did student include the appropriate variety of page options, showing creativity in formatting? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

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Indigenous Cultures Grading Rubric

Your name:______

Teacher:______

1. Title Page _____2 points___ a. Title in large font ______b. Your name in smaller font ______c. Picture relevant to topic ______

2. Table of Contents _____4 points___ a. Decorative border ______b. All topics listed ______c. Page numbers match magazine ______d. Extra rows deleted ______e. No white space ______f. Spell-check, grammar check ______g. Two relevant pictures, on topic ______

3. Magazine Content Pages _____4 points___ a. Border on each page ______b. WordArt banner title ______c. Writing meets requirements ______d. Map with star ______e. Footer with student name, page ______f. Spell-check, grammar check ______g. Relevant information grouped ______h. Two relevant pictures, on topic ______

4. The End Page 4 points a. The End in Word Art ______b. The End layered over pictures ______c. Collage wraps up magazine ______

5. Overall Professional Look _____3 points___ 6. Overall Grammar/spelling _____3 points___

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Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 Develop Details

117 How to Achieve Common Core with Tech: Writing

W5 13…Develop Details

Vocabulary Problem solving Common Core  Bubble  Capital stuck (check caps lock) CCSS.ELA-Literacy.CCRA.W.3  Characters  Drawing program won’t allow CCSS.ELA-Literacy.RI.2.1  Conventions saving? Take a screen shot and CCSS.ELA-Literacy.RI.3.2  Detail save that (using Jing, Snippet, or CCSS.ELA-Literacy.W.2.3,5,6  Edit similar). CCSS.ELA-Literacy.W.3.3,5,6  Grammar  What’s the difference between edit CCSS.ELA-Literacy.L.2.1-3  Highlight and format? CCSS.ELA-Literacy.L.3.1-3  Plot  What’s the difference between  Publish editing with backspace or delete?  Sentence fluency  Where’s the network?  Setting  I can’t think of anything to add  Temporal (read what you wrote and ask  Voice questions about nouns and verbs) Time NETS-S Standards Grade 45 minutes 2b, 4b 2-3

Essential Question

How does detail enhance the power of a story?

Overview

Summary Students take a story they wrote last year and add detail reflective of this year’s writing skills.

Big Ideas Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Materials Internet, SmartScreen, word processing program, story from a first grader

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Make sure piece you select for editing is anonymous and no one will recognize author. The point isn’t who wrote it, but how.  Consider co-teaching with literacy teacher. At the least, talk with classroom teacher so you tie into grammar and spelling and basics of story construction (Brilliant Beginning, Mighty Middle, Exciting Ending).  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

118 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: basic word processing knowledge, story construction skills. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Circle back on word processing editing skills before beginning this lesson. ____Show students a story that they wrote (an anonymous ‘they’) prior year. What makes this story sound immature? Examples are:

 Insufficient detail about characters  Insufficient detail about setting  Words are too simple  Words are repetitive

____Student writing skills have grown over a year. They now know how to provide detail, color, a sense of time, and make a story interesting. In this lesson, they’ll practice that.

With Picture—best for 2nd grade

____Open a word processing tool on Smartscreen that allows typing and drawing—KidPix, TuxPaint, Kerpoof, Paint, another of your choice. Draw a picture and write a sentence about it (Figure 52):

Figure 52—Simple sentence with suggested detail

Tell me more about the Tell me more house about Casey and Stoney

____Read it to students. Are they pulled into story? Why or why not? Do the words tell students enough? What else would they like to know? ____Add detail suggested by students as second sentence. How should it be punctuated? ____If necessary, review class guidelines for speaking and listening:

 Gain the floor in respectful ways  Speak one at a time about topic being discussed  Listen to others with care

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 Build on others’ remarks  Ask for clarification as needed

____Read the new story to students. Are they drawn in? Why or why not? What else would they like to know? Solicit input that answers questions such as who, what, when, where, why, how. What detail is missing about action, thoughts, feelings, and the passage of time? ____Have students work with neighbor to rewrite story:

 elaborate on event or add a short sequence of events  add detail to describe actions, thoughts, feelings  add temporal words to signal event order

____When done, have groups share changes they made with class. Is anyone surprised by how different everyone’s story has become? ____Save in student digital portfolio. Publish, share, and/or print.

Without Picture—best for 2nd or 3rd grade

____Show story in Figure 53 on SmartScreen (without yellow bubbles):

Figure 53—Student story with suggestions for adding detail

Coyote was very old. His fur was mangy and

falling out in spots. And his bright white teeth had yellowed with the diet of grasses he ate. He had…

“Mr. Coyote was getting very old and had to be more careful for his own safety. He had been walking for hours and hours through a beautiful valley when he came upon a large tree. Mr. Coyote was very tired and wanted to rest but he also needed to be safe. He kindly asked the tree, "Please open up so I can rest safely in your care".

Its trunk was craggy and thick, and its arms spread wide over the grass as though welcoming Mr. Coyote.

____Read it to students. Are they pulled into story? Why or why not? What else would they like to know about characters? Plot? Setting? Solicit input that answers questions such as who, what, when, where, why, how. What is missing about action, thoughts, feelings, and the passage of time? ____Ask students to offer alternatives to underlined words. Does a tired, old coyote ‘walk’? What word might better describe the valley than ‘beautiful’? Have students close their eyes as you say the word ‘beautiful’. What’s the first thing they think of? Is it a valley?

120 How to Achieve Common Core with Tech: Writing

____As students make suggestions, write them on SmartScreen, then add as bubbles to story. ____If necessary, review class guidelines for speaking and listening:

 Gain the floor in respectful ways  Speak one at a time about topic being discussed  Listen to others with care  Build on others’ remarks  Ask for clarification as needed

____Now read bubbles (similar to yellow bubbles in Figure 53) with suggested changes. Use these to start a conversation on how to enhance the story. For example:

 Fully develop ideas …discussions about details in her  Organize story with additional detail writing are helping her to be a  Improve sentence fluency better reader as well.  Build a stronger voice  Include more colorful word choice --parent discussing young  Use grade level writing conventions daughter’s reading  Make sure details support main ideas

____With changes, are students more intrigued by story? ____Have students open a word processing program with a partner (Word, Google Docs, Open Office, Notes). Add a heading with both names. Copy a short story from SmartScreen like this one:

I play basketball. I love to play basketball.. I like to play against my brother. He told me when you stop dribbling, you can’t start dribbling again.

____Discuss as a class how this story might be ‘fixed’ so it is more exciting:

 Why does s/he love to play basketball?  Why does s/he like to play against her/his brother?  What was the importance of ‘dribbling’?  What does it feel like to play basketball?  How can you add variety to the words ‘play’, ‘dribbling’, ‘basketball’?

____Have students type story (using good keyboarding habits—hands on home row, no flying fingers/hands, elbows at sides) and edit with partner:

 elaborate on event or add a short sequence of events  add detail to describe actions, thoughts  add temporal words to signal event order

____When done, have groups share changes they made with class. Is anyone surprised by how different everyone’s story has become? ____Save in student digital portfolio. Publish, share, embed, and/or print. ____When students finish, ask what digital tools were used (Hint: software, internet, online tools, printer). How did technology accomplish goals better than other approaches?

121 How to Achieve Common Core with Tech: Writing

____If students have blogs or online journals, reflect on what they learned in this lesson. ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 blogs  cards  graphics  magazines  multi-media communication  tables  timelines  traditional reports  visual organizers

Extension:  Assign a student to enter due dates into online calendar.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

122 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student follow correct speaking and listening skills when engaging in a group discussion? ____Did student complete project? ____Did student successfully enrich their story with better nouns, verbs, detail, and more? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student succeed in printing/saving/publishing/sharing as required in class? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

123 How to Achieve Common Core with Tech: Writing

Use Technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

 Basics: Keyboarding  Basics: Word processing  Web-based writing tools

124 How to Achieve Common Core with Tech: Writing

W6 14…Basics: Keyboarding

Vocabulary Problem solving Common Core  Backchannel  I don’t know where the keys are CCSS.ELA-Literacy.W.4.6  Back space (that’s why you’re practicing) CCSS.ELA-Literacy.W.5.6  Ctrl+P  DanceMat won’t bring up flash CCSS.ELA-Literacy.W.6.6  Esc version? Change browsers.  Escape  Why do you tell us shortkeys  F row (they’re faster and easier)  Home row  Why do we have to use shortkeys  Installed software (they’re faster and easier)  Keyboard shortcuts  Can’t find program (type name  Posture into ‘search’)  QWERTY  Can’t remember where keys are  Shortkeys (cover hands and try)  Speed and accuracy  I do fine typing like I do. Why do I  Touch typing have to learn a different way?  My mom types like I do—does she  wpm have to fix her typing, too? Time NETS-S Standards Grade 15 minutes-repeat 2a, 4b 4-6

Essential Question

How can I learn to type fast enough it doesn’t slow down my thinking?

Overview

Summary Teach keyboarding with a mixture of drill, projects, quizzes, games, and other activities between kindergarten and Middle School.

Big Ideas I want to type faster than I think.

Use technology to produce and publish writing and to interact and collaborate with others.

Materials Internet, copies of keyboard speed quiz and blank keyboarding quiz (if using), word processing program, printer, keyboarding program

125 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: computer basics. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Discuss keyboarding with students. Have they seen parents use a keyboard—or siblings? Why are keys not in alphabetic order? How have students used keyboard at home? ____Discuss how keyboard is used in school—to share information with others, write about topics, share preferences (i.e., My favorite animal is…). ____Review hints about proper keyboard habits (see Figure 54).

Figure 54—Keyboarding Hints

126 How to Achieve Common Core with Tech: Writing

____Review proper posture as students get started (see Figure 55):

Figure 55—How to sit at computer

____Here’s a summary of keyboard learning activities by grade level, followed by detail:

Activity K 1 2 3 4 5 MS 6-8 Goal: Expected Speed NA NA NA` 15wpm 25wpm 30wpm 35-45wpm Goal: #pages at a sitting NA NA NA NA 1 2 3 Scope and Sequence See K-8 Keyboard Curriculum Anecdotal observation x x x x x x x Blank keyboard quiz Critical keys x x x x x x x Finger exercises x x x x x x x Hands covered x x x x Keyboard games x x x x x x x Keyboard drills x x x x x x x Projects—inquiry, classroom x x x x x x x Proper posture x x x x x x x Shortkeys x x x x x x x Speed quiz x x x x

Kindergarten-1st Grade Goal:  good mouse skills—proper hold, drag-and-drop, click, double-click  proper posture

127 How to Achieve Common Core with Tech: Writing

 awareness of keyboard  awareness of shift, caps lock, escape, F row, backspace, delete (see Figure 58 for critical keys students learn by 5th grade) Tools:  online keyboarding programs, games, installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills  age-appropriate shortkeys (see Figure 56 for list of most popular). Encourage students to use all by end of 5th grade. They make typing faster, more efficient and more fun  finger warm-ups (see K-8 curriculum for examples)  introduction to keyboard placement

Figure 56—Favorite Shortkeys

2nd Grade Goal:  proper posture when using computer  awareness of key placement, hand placement on keyboard  knowledge of critical keys students pay attention to as they type—shift, caps lock, escape, F row, backspace, delete (see Figure 58 for Important Keys students learn by 5th grade)  introduction to productivity software like word processing, spreadsheets, presentations

Tools:

128 How to Achieve Common Core with Tech: Writing

 online keyboarding programs, games, installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills  age-appropriate shortkeys (see Figure 56 for most popular). Encourage students to use all by end of 5th grade. They make typing faster, more efficient and more fun.  finger warm-ups (see K-8 curriculum for examples)  reinforcement of key placement  rudimentary discussion of speed and accuracy

3rd Grade Goal:  consistent employment of proper posture  attention to finger placement, hand movement, to encourage accuracy  memorization of critical keys students use often—shift, caps lock, escape, F row, backspace, delete (see Figure 58 for Important Keys students learn by 5th grade)  speed of 15 wpm—about as fast as students handwrite  awareness of who types faster than they handwrite (see Figure 57 for example of a list you can post on your class bulletin board or website)

Figure 57—Sample wall chart to handwriting vs. keyboarding

Tools:  online keyboarding programs, games, installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills

129 How to Achieve Common Core with Tech: Writing

 age-appropriate shortkeys (see Figure 56 for list). Encourage students to use all by end of 5th grade. They make typing faster, more efficient and more fun.  finger warm-ups (see K-8 curriculum for examples)  speed quiz  blank keyboard quiz (see sample under Figure 59)—give this 2-3 times a year. Have students work in groups. Give only 10-15 minutes to complete. You’ll be surprised how quickly students memorize keyboard. By third-fourth quiz, they will show huge improvement. Assess this as suits your group, but definitely let them know it’s important.  homework—keyboard practice, one row at a time:

o 1st month: homerow o 2nd month: QWERTY row o 3rd month: lower row

 half month with hands uncovered, half month with hands covered by a soft cloth

Figure 58—Graphic of most important keys on keyboard

4th Grade Goal:  proper posture every time student sits at computer  correct finger placement, nominal hand movement, to encourage accuracy  critical keys memorized—shift, caps lock, escape, F row, backspace, delete (see Figure 58 for Important Keys students will learn by 5th grade)  improved touch typing—many keys can be typed without looking at hands.  speed of 25 wpm  type one page at a sitting  type as fast as student can handwrite (see Figure 57 for example of a list you can post on class bulletin board or website)

130 How to Achieve Common Core with Tech: Writing

Tools:  online keyboarding programs, games, installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills  age-appropriate shortkeys (see Figure 56 for most popular). Encourage students to use all by end of 5th grade. They make typing faster, more efficient and more fun.  finger warm-ups (see K-8 curriculum for examples)  speed quiz  blank keyboard quiz--completed with few errors (see sample Figure 59). Give this 2-3 times a year. Have students work in groups. Give only 10-15 minutes to complete. You’ll be surprised how quickly they memorize keyboard. By third-fourth quiz, they show huge improvement. Assess this is as suits your group, but let them know it’s important.  homework—keyboard practice, one row at a time:

o 1st month: homerow o 2nd month: QWERTY row o 3rd month: lower row

 half month with hands uncovered, half month with hands covered by a soft cloth

Figure 59—Template for blank keyboard quiz

5th Grade Goal:  proper posture when using computer  correct finger placement, nominal hand movement, to encourage accuracy

131 How to Achieve Common Core with Tech: Writing

 memorized critical keys (see Figure 58)  good touch typing skill—most keys can be typed without looking at hands.  Speed of 30 wpm  type two pages at a seating  type faster than handwrites (see Figure 57 for list you can post on bulletin board or website)

Tools:  online keyboarding programs and games or installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills  age-appropriate shortkeys (see Figure 56 for most popular). Encourage students to use all. They make typing faster, more efficient and more fun.  finger warm-ups (see K-8 curriculum for examples)  speed quiz  blank keyboard quiz—completed with no errors (see sample Figure 59). Give this 2-3 times a year. Have students work in group. Give only 10-15 minutes to complete. You’ll be surprised how quickly they memorize the keyboard. Assess this in a manner that suits your group, but let them know it’s important.  homework—keyboard practice with hands covered by a soft cloth

o 1st month: homerow o 2nd month: QWERTY row o 3rd month: lower row With some guidance and  half month with hands uncovered, half month support from adults, use with hands covered by a soft cloth technology, including the Internet, to produce and publish Middle School writing as well as to interact Goal: and collaborate with others;  excellent touch typing—all keys typed quickly demonstrate sufficient and effortlessly without looking at hands. command of keyboarding skills  proper posture when using computer to type a minimum of one page  memorized critical keys (see Figure 58) in a single sitting.  speed of 35-45 wpm- three pages at a seating  keyboarding speed and accuracy --4th Grade Common Core

Tools:  online keyboarding programs, games, installed software  projects that rely on good keyboarding  anecdotal observation of keyboarding skills  speed quiz  blank keyboard quiz—completed with no errors (see sample Figure 59). Give only 10 minutes to complete. You’ll be surprised how quickly they memorize the keyboard.  age-appropriate shortkeys (see Figure 56 for list). They make typing faster, more efficient and more fun.

132 How to Achieve Common Core with Tech: Writing

 homework—keyboard practice with hands covered by a soft cloth

____When students finish, ask what digital tools were used (Hint: software, internet, online tools). ____Keyboard facility is part of an ongoing effort to write routinely using a variety of approaches:

 blogs  cards  magazines  multi-media communication  newsletters  tables  timelines  traditional reports  trifolds  visual organizers

____As you teach, incorporate domain-specific language. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Assign a student to enter due dates into online calendar.

More Information:  Lesson questions? Go to http://askatechteacher.com  Full keyboard curriculum for K-8 here

133 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student transfer knowledge from other lessons? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student improving in keyboarding speed and accuracy as appropriate to grade level? ____Can student touch type to the level expected at his/her age? ____Does student know key placement (evidenced by progress memorizing keys for blank keyboard quiz)? ____Can student type 1-3 pages at a sitting, as required by Common Core (if at that grade level)? ____Does student independently use correct keyboarding habits when using the computer, even when not doing keyboarding programs? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

134 How to Achieve Common Core with Tech: Writing

W6 15…Basics: Word Processing

Vocabulary Problem solving Common Core  Align  Can’t find a word on a page (Ctrl+F) CCSS.ELA-Literacy.CCRA.W.1-6  Digital tools  Don’t use Word? Adapt lesson to your CCSS.ELA-Literacy.CCRA.W.10  Font word processing program. CCSS.Math.Practice.MP1  Google Docs  School uses Google Docs (adapt CCSS.Math.Practice.MP5,7,8  Lab instructions from MS Word)  MS Word  Some word processing tools don’t have  Option formatting widgets (that’s true. Try  Text box right click or make do without)  Widget  I don’t know how to use the tool (do  Word processing you see similarities to other tools you  Wrap do know how to use?) Time NETS-S Standards Grade 45 minutes 4.a, 6.a K-8

Essential Question

What are essential skills required to create scholarly documents?

Overview

Summary Use a wide variety of digital tools suited for word processing (see links in lesson for examples— everything from software to web-based tools). Use them for quick or not-so-quick projects throughout the year. Change the digital tool when students get acclimated. Challenge students to notice similarities, connections, repeated structure that enables ‘word processing tools’ to accomplish writing goals regardless of format.

Big Ideas Understand basics of word processing.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Materials Internet, word processing program, online writing tools

135 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand word processing basics. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary. ____Facile use of a variety of word processing tools is part of an ongoing effort to write routinely and over extended time frames throughout the grade level, including:

 blogs  note-taking  cards  quick writes  digital story-telling  tables  graphics  timelines  journaling  traditional reports  magazines  trifolds  newsletters  visual organizers

____Students can learn basics in a traditional word processing program like MS Word, Google Docs, Notes, Open Office, even Text, and apply that knowledge to a wide variety of online programs. These include KidPix, TuxPaint, Wordle, Animoto, Big Huge Labs, comic creators, brainstorming widgets, and more. An extensive list can be found by clicking links:

 for writing  for publishing

____The goal: help students discover patterns in word processing tools to assist in their use and determine the best way to solve problems that arise. Encourage students—as they use a wide variety of these tools—to make use of structure and repeated reasoning in decoding their use. ____Start digital writing in kindergarten with age-appropriate program like KidPix or TuxPaint. Do it often throughout the year. Change the tool as students mature (to, for example, Word or Google Docs by 2nd grade). As students get comfortable with one tool, add another. Soon, students will differentiate for their own needs and optimize personal learning with tool of their choice. ____Remind students: Every time they use computer, practice good keyboarding.

____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to make decisions that follow class rules.

Extension:  Assign a student to enter due dates into online calendar.  Have students set a goal of using at least five different word processing tools throughout the school year and then blogging about them—to share experiences with classmates.  Can student name five similarities between the different word processing tools s/he used throughout the year?

More Information:  Lesson questions? Go to http://askatechteacher.com

136 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while word processing? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Could student relate skills used in a variety of word processing tools—for example, skills used in note-taking tools like Evernote and those used in writing tools like Google Docs? ____Could student figure out how to use a new word processing tool by thinking about his/her experiences with another word processing tool? ____Did student successfully use five word processing tools throughout the school year and share his/her experiences in his/her blog? ____Can student name five similarities between the different word processing tools s/he used throughout the year? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

137 How to Achieve Common Core with Tech: Writing

W6 16…Web-based Writing Tools

Vocabulary Problem solving Common Core  Animoto  How do I embed a tool CCSS.ELA-Literacy.CCRA.W.6,7,10  Blog  I like tool, but it charges a fee CCSS.ELA-Literacy.CCRA.SL.1-6  Brainstorm (look for free version) CCSS.ELA-Literacy.CCRA.L.1,6  Digital  Log-in doesn’t work (did you CCSS.Math.Practice.MP1,3,5,7  Embed type it correctly?) CCSS.ELA-Literacy.W.3.2,4,6,7  GAFE  How do I save without ‘save’ CCSS.ELA-Literacy.W.4.2,4,6,7  GIF button? (try a screen shot) CCSS.ELA-Literacy.W.5.2,4,6 CCSS.ELA-Literacy.W.6.2,4,6,10  Jing  I don’t like tool I selected (try CCSS.ELA-Literacy.W.7.,4-6,10  Mindmap another)  I don’t understand tool (ask CCSS.ELA-Literacy.W.8.2,4-6,10  Prezi CCSS.ELA-Literacy.SL.3.1,3-6  Screenshot teammates for help)  I can’t figure it out (try help) CCSS.ELA-Literacy.SL.4.1,2,4-6  Share CCSS.ELA-Literacy.SL.5.1,3-6  I do all the work in my group  Shelfari CCSS.ELA-Literacy.SL.6.4-6  I have to register to save my  Tagxedo CCSS.ELA-Literacy.SL.7.4-6 project (use screen shot)  Technology CCSS.ELA-Literacy.SL.8.4-6  Voice Thread  I can’t find embed (look for CCSS.ELA-Literacy.L.3.1,6 publish/share/embed)  Voki CCSS.ELA-Literacy.L.4.1,6  Can’t find sign-up calendar  Widget CCSS.ELA-Literacy.L.5.1,3,4,6 (logged in under correct user  Web-based CCSS.ELA-Literacy.L.6.1,3,4,6 name?) CCSS.ELA-Literacy.L.7.1,3,4,6 CCSS.ELA-Literacy.L.8.1,3,4,6 CCSS.ELA-Literacy.WHST.6-8.2,4-6,10 Time NETS-S Standards Grade 90 minutes 2d, 6d 3-8

Essential Question

How can I use technology to produce and publish writing while I collaborate with others?

Overview

Summary Students teach themselves and others to use a variety of digital writing tools. Challenge students to notice similarities, connections, structure and reasoning that enables tools to accomplish writing goals.

Big Ideas I can use technology to produce and publish writing as well as interact and collaborate with others.

Materials Internet, web-based tools

138 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: basic understanding of online tools. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Facile use of word processing tools is part of an ongoing effort to write routinely over extended time frames throughout the grade level. Students learn writing/editing/formatting basics in traditional word processing programs like MS Word, Google Docs, Notes, Open Office, even Text, practice these skills in blogs, newsletters, trifolds, wikis, discussion boards, graphic organizers, and then apply knowledge to online programs that reinforce writing skills. ____Goal of this lesson: Disabuse students of the notion that they will be taught how to use every writing tool out there. That’s impossible. Discuss how you learn—trial-and-error, online research, Web-based Writing Tools more. Apply this to their learning. ____Before beginning, discuss why ‘online communication’ tools are important to: 1. Alice 2. Animoto  collaborate and publish 3. Digital storytelling  communicate to multiple audiences 4. Glogster  develop cultural understanding 5. iMindMap  integrate information into student views 6. infographics  pose and respond to questions 7. Jing ____In this lesson, students: 8. Poll Daddy 9. Prezi  Select /learn online writing tools 10. Puzzlemaker  Teach classmates via presentation 11. QR code  Add embed or screenshot of tool to blog  Reflect on the process 12. Scratch 13. Thinglink ____Demonstrate what you expect: 14. Timeline 15. TourBuilder  Open Tagxedo on Smartscreen 16. Voicethread  Model how to learn and teach Tagxedo  Embed in class website 17. Voki  Reflect on it 18. Wideo

____Have a list of rigorous web-based writing tools that represents a variety of learning styles—textual, visual, auditory, art, music, color, games. Tools selected will depend on your goals, differentiation of abilities, scaffolding early/later lessons, vertical alignment and planning, curriculum, and student group. Are you focusing on research, narrative writing, non-fiction, fiction, or opinion pieces? ____Good idea: Poll teachers on tools they consider authentic to inquiry. ____Here’s a sample list—review each tool on Smartscreen:

 Alice (free download)—program a game/video in a 3D environment

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 Animoto (fee for premier account)—use photos and videos to create video  Bubbl.us (free online use)—brainstorm a project. Lots of options (try SpicyNodes)  Class Tools (free online)—Venn Diagrams, animated books, fake Facebook/Twitter  Comic Creator—like ZimmerTwins  Diagrams Online (free for less than five)—create flowcharts, floor plans, more  Equiz (free online)—create, take and grade custom quizzes online.  Glogster (free)—create a digital poster  Go Animate! (free online)—create an animated lesson to teach whatever you want

Figure 60—Visuals of several of the tools students may select

 Google Map Maker (free online)—create personalized maps  Jing (free online)—make screenshots and screencasts  Poll Daddy (free online)  Prezi (free online)—organize and share ideas  Publish Magazines online (free online; fee for premier)  QR Codes (free online)—most options are free  Scratch—program a sprite to communicate about class inquiry  Shelfari (free online)—make a class library, add book reviews for next year’s class  Voice Thread—communicate by recording  Vokis (free)—create speaking avatars that communicate ideas

____An extensive list can be found: for writing and for publishing ____Students work in groups to select tool and presentation date by signing up online through Google Calendar (see Figure 62 for adding calendar to GAFE; Figure 61 for adding event to calendar):

Figure 61—How to add a new calendar to GAFE for student sign-ups

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Figure 62—How to add student presentation dates to Google calendar

____Review grading rubric in detail on SmartScreen (see Figure 63 for sample and full-size at end of lesson). Explain each factor and take questions.

Figure 63—Web-based Writing Tool Assessment

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____To learn program, students use problem solving strategies:

 Act out a problem  Apply inductive reasoning  Break problem into simpler parts  Distinguish relevant from irrelevant  Draw a diagram  Guess and check  Make sense of problem and persevere in solving  Never say ‘can’t’  See patterns  Think logically  Try to solve before asking for help  Try, fail, try again  Use appropriate tools strategically  Use what has worked in the past  Work backwards

____Resources include:

 Help files  Tool website  How-to videos from YouTube, Google, other  Knowledgeable students and adults

____Before students present, have them complete a checklist like Figure 64:

Figure 64—Checklist student uses prior to presentation

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____Before students begin, discuss student digital rights and responsibilities that must be adhered to for general use of online resources. ____During thirty-minute presentation, students discuss:

 use of tool  how to troubleshoot tool use  how to embed project into blogs  what students learned from tool Steps in Writing Tool Presentations: ____Audience will:  Select tool to learn/teach  Follow rules for collegial discussions  Use available resources  Respect all opinions (help files, tool website,  Pose questions that connect ideas or respond video training, experts) to to comments self-teach tool  Be critical thinkers  Practice by creating a  Use academic and domain-specific language project and embedding to  Complete Assessment on each presenter (see personal blog, wiki page Figure 63)  Go over grading rubric

prior to presenting ____Follow appropriate rules of speaking and listening discussed in class (and Common Core):  Prepare presentation to teach (include videos,  Come to presentation prepared audio, charts—whatever  Present information with valid reasoning and communicates message) well-chosen details  Teach classmates  Include multimedia that clarifies and adds  Add sample to personal interest blog, wiki, website  Demonstrate command of language suited to presentation and audience  Use appropriate eye contact, adequate volume, and clear pronunciation

____Presentation must show evidence that students:

 understand procedure for performing task  understand meaning of symbols, key terms, and be able to explain them  can share instructions verbally and visually  can use academic and domain-specific language  tested instructions before presenting

____Because this lesson covers grades 3-8, adapt expectations to target grade level. ____When group is done, embed example (or screenshot), directions and reflection to their blog.

Repetitive practice

____After students have been introduced to these online writing tools, expect them to use them the balance of the year. As they get comfortable with one tool, switch to another. Soon, students will

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use tools for such basic needs as 1) provide feedback, 2) collaborate with classmates, 3) take notes, and 4) write projects that are shared and published in the cloud. ____Every time students use a new writing tool, they reflect on it in a blog post, discussion forum, class Twitter stream, or another method of your choice.

____When students finish, ask them what digital tools were used today (Hint: internet, online tools). How did technology accomplish goals better than other approaches? ____Remind students: Every time they use computer, practice good keyboarding.

____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect student decisions to follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Tape presentations and share with other students, faculty.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

If you don't get through everything, check off completed items. I find when I focus on a lesson’s central idea, clarifying questions may take more time than I expected. I'm fine with that.

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools when necessary? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student sign up for presentation date and topic using Google Calendar (or alternative)? ____Did student self-teach himself and group members how to use the online writing tool? ____Did student group successfully teach classmates how to use online writing tool? ____Did student (when part of audience) fill out a grading rubric on each presentation? ____Did student use each writing tool presented to him/her later during the school year in an authentic project? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

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Web-based Communication Tools Assessment

Student name______Teacher Name______

Points (see reverse side for comments______

CATEGORY Exemplary—4 points Developing—2 points Unsatisfactory—0 points RATING Knowledge Demonstrates clear Demonstrates mixed Demonstrates a murky of selected understanding of how to use tool understanding of tool. Shows understanding of selected tool tool including terminology and tool some evidence of preparation for with little evidence of website. Shows evidence of both teaching and problem- preparation for teaching or 8 points preparation for both group solving. Requires teacher problem-solving. Requires teaching and classmate problem- assistance more than once. substantial assistance from solving. Understanding is Displays some confidence in others to complete student-initiated with minimal knowledge, enthusiasm for tool, presentation. Displays lack of assistance from teacher. Displays and appreciation for its part in the confidence in ability to make enthusiasm for tool and learning experience. tool part in learning appreciation for its part in the experience. learning experience. /8 When applicable, can show class Has some difficulty showing class Unable to show class how to how to embed completed tool how to embed completed tool into embed tool into class blog into blog. Knows which ‘widget’ class blog or wiki page. Hasn’t and/or wiki page. to use and is able to help when sufficiently prepared prior to classmates have difficulties. teaching.

Ability to Demonstrates how to use tool in Has some difficulty teaching Has considerable difficulty teach an authentic, personal, and students to use tool. Teaching teaching students. Teaching students enthusiastic manner. Uses terms lacks confidence and doesn’t lacks confidence and doesn’t class understands. Speaks slowly always engage students. engage students. Unable to 4 points and clearly so class can complete Sometimes speaks too quickly for trouble-shoot and problem- /4 steps. Provides trouble shooting class to follow and some students solve when asked. Students and problem-solving tips are unable to complete project. are unable to complete (discovered as student learned to Occasionally unable to trouble- project. use tool). shoot or problem-solve.

Reflection Reminds students how tool can Doesn’t remind students of tool’s Reflection doesn’t describe on tool’s be used to communicate the usefulness, but provides examples. tool’s use for class theme, usefulness theme with examples. Fully Is able to address some questions. shows little original thought, addresses student questions Blog reflection shows insufficient and does not include goals for 4 points about how to accomplish this. original thought and incomplete continued learning. /4 Reflection on blog is authentic itemization of goals for continued and original, displays thoughtful learning. analysis, and includes goals for continued learning.

Group Consistently works toward group Sometimes works toward group Never works toward group Work goals. Display sensitivity to goals. Is at times insensitive to the goals or contributes. Is not /4 feelings of others and values all feelings of others. sensitive to the feelings and

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4 points members. needs of others in the group.

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

 Note-taking  Presentation Boards  Discussion Boards

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W7 17…Digital Note-taking

Vocabulary Problem solving Common Core  Evernote  My tweet is too long (be concise) CCSS.MathPractice.MP1,3,5,7  Flipboard  I don’t know how to use Flipboard CCSS.ELA-Literacy.RH.6-8.1-4,5,6  Google Apps (go to Help files, watch videos) CCSS.ELA-Literacy.WHST.6-8.6,8  Google forms  Can’t find Evernote (find ‘elephant’ CCSS.ELA-Literacy.CCRA.R.1,2,7  Hashtag icon on internet toolbar) CCSS.ELA-Literacy.CCRA.W.6,8,9  Offline  Why can’t I copy-paste? (Note- CCSS.ELA-Literacy.CCRA.L.6  OneNote taking requires you rewrite in your CCSS.ELA-Literacy.W.4.6-9 CCSS.ELA-Literacy.W.5.6-9  Note-taking own words) CCSS.ELA-Literacy.W.6.6-9  Paraphrase  Why summarize if everything author says is good? (plagiarism) CCSS.ELA-Literacy.W.7.6-9  Plagiarism  Share  My note-taking method is fine (ever  Social media not have a pencil? Lose the paper?)  Tweet  I need to print so I can share notes with classmate (Find ‘share’ option  Twitter in note-taking tool)  Web clipper Time NETS-S Standards Grade Level varies 2.c, 3.b 4-7

Essential Question

How do students efficiently take notes on material required for future use?

Overview

Summary Digital note-taking has benefits paper-and-pencil notes don’t, like sharing, collaborating, saving everywhere. Have students become familiar with approaches from traditional word processing to web-based tools like, Google Docs, Flipboard, Evernote/OneNote, Twitter.

Big Idea Students use digital note-taking to collect evidence that supports deeper thinking and provide answers to questions like, “Where did the author say that?”

Materials Have student accounts available for Evernote, GAFE, or other note-taking program; have word processing programs available

Teacher Prep  Find out what topic students are researching in class and use that to introduce online note- taking.  Test school Evernote and GAFE accounts before using them in this lesson.  This lesson plan can be done in the classroom or tech lab. Consider co-teaching.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix emergencies without a meltdown.

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Steps

____Required skill level: familiarity with online tools, internet use, and word processing ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class.

____Starting with fourth grade, Common Core expects students to use books, periodicals, websites, and other digital sources to conduct research projects. That means they not only can read them, but research, review, distill knowledge, and catalogue it for use in academic work. ____Note-taking, it turns out, power boosts learning. Consider this from Leadership and Learning Center:

In schools where writing and note-taking Why take notes were rarely implemented in science classes, approximately 25 percent of students scored  determine central ideas proficient or higher on state assessments.  provide accurate summary But in schools where writing and note-  identify key steps  cite textual evidence to taking were consistently implemented by support analysis science teachers, 79 percent scored at the  analyze structure used to proficient level. organize text  analyze author’s purpose ____What does Common Core expect from close reading: —Common Core  determine central ideas  provide accurate summary And…  identify key steps  cite text evidence to support analysis  share ideas with class  analyze structure used to organize text  summarize information  pursue knowledge  analyze author’s purpose

____Should we expect students to have eidetic memories? Of course not. To do what the standards require assumes students will take notes—

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. —Common Core

____Before going further, review with students their digital rights and responsibilities:

 What are legalities for using online data  How do students give proper credit

____Spend as much time as necessary to discuss. You may be surprised what students think is legal. ____Remind students of the type of information they’ll pay attention to as they research and take notes:

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 words and phrases used in a text that shape meaning or tone  point of view or purpose and how it shapes text  arguments in a text  how text addresses themes in order to build knowledge or compare  how main idea is supported by key details  structure of events, ideas, concepts  integration of multiple documents  information that contributes to understanding text  how an author supports points

____Here are five digital note-taking methods for students:

 Word processing programs  Google Apps  Evernote  Flipboard  Twitter

____The two most common methods of taking notes—the ones most students are familiar with--are paper and pencil and word processing. ____Paper and pencil is probably what most students use, but it’s time to move on. Encourage them to try digital alternatives when in your classes. Why? Ask students to develop a pro and con list for paper and pencil note-taking. Make a deal with them: If they provide sufficient evidence that pencil-and-paper notes are best, you’ll let them continue that way. I’ll get you started:

Pros and Cons of note-taking with paper and pencil

Pros Cons Paper-and pencil is fast— Pencils aren’t always around 1 typing takes longer I’m more comfortable using Pencils aren’t always sharpened 2 pencil and paper Paper isn’t always available 3

Difficult to share with others—without a copy 4 machine Once submitted, student no longer has the notes 5 (unless they copied them) Sometimes student wants notes that are located 6 where student isn’t. Not always easy to access them ??? 7

____Many people love digital note-taking:

 They’re collaborative—more than one student can develop notes at a time. This is perfect for group projects.

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 They’re not dependent on tools that are often somewhere student isn’t—pencils, paper, notebooks  They’re saved in a location easily accessible from multiple locations—home, school, library, more.  They’re easily shared with others interested in student thoughts on a topic.  They can be taken and opened on most digital devices--iPad, Chromebook, laptop, desktop.

____At the most basic level, digital note-taking uses word Paraphrase portions of a text processing programs like MS Word, Open Office, Notes, read aloud or information Text. These easily accomplish many of the goals listed in presented in diverse media table above. To use this approach, simply: and formats, including visually, quantitatively, orally.  Open word processing program —Common Core  Type notes into blank document during research, class, lectures  Save document to digital portfolio in a cloud-based location (i.e., Google Drive)  If you have GAFE, these can be shared through student account

____Word processing programs are easy to learn, quick to access, but more difficult to share with others and access from a variety of online locations. ____Introduce each of the methods below and have students practice, using topic collected from subject teacher. As they take notes, collaborate with others, share with classmates, embed, publish. ____If a student has used one of the methods, have him/her share by demonstrating on Smartscreen.

Google Apps

____If your school uses Google Apps for Education (GAFE), you’ll find it great for note-taking. Students can take notes from wherever they are—home, library, friend’s house, the park. They can collaborate, comment on anyone else’s notes who’s shared their document, find citations and primary sources, edit and format, submit work to teacher or others. ____Students create a folder in GAFE account where they collect all notes on a topic—video, audio, images, text, other. This folder is then shared with stakeholders, which allows them to view, edit, comment, add to the collection. ____Another way classrooms are using Google Apps for note-taking is having students enter their notes into a topical form that is then shared with all classmates. See Figure 66 for example: Figure 65—How to collaboratively take notes

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 Title includes instructions (in this case, a reminder to keep answers short)  All questions are listed with all student names. They enter data in their row. It’s easy to see who’s participated. This can be many more than what is shown.  Form is shared with all students as well as teacher

____This is great in a flipped classroom situation where it’s especially important that students comprehend Figure 66—Paper note-taking that information to be used in next-day project. Teacher can gets lost before it’s useful quickly look through Google Form and see if all students participated and if they got the point of homework (meaning they will be prepared for project). ____This is particularly appropriate for short notes—maybe on a movie or video students are watching. Also great for a topic covered during homework to be sure students got relevant information. ____Notes can also be set up via Google Forms option in GAFE. You may have experienced this option yourself at a conference. You know those paper sheets seminar presenters pass out (see Figure 65 for example) that you fill out and lose. Why wouldn’t you? It’s one of thousands of papers you have with no real way to file. And then one day, a presenter asked you to log into your Google account—or use the provided link—and fill out the information digitally. No mess. No pens. No lost papers. And at the end, you got data collected from all participants. How cool is that! Next time you collect information from students, try a Google Form. ____How to do these is outside the scope of this book, but there are many websites on the topic. Know GAFE is an option for your digital note-taking.

Evernote

____For many schools, (free) Evernote is the student Digital Notebook. Much like GAFE, Evernote makes note- Gather relevant information taking easy to organize, share, and collaborate with from multiple print and digital group members. Notes can be synchronized across a sources; assess the credibility PC, Mac, iPad, smartphone—almost any digital device— of each source; and quote or from class, the library, grocery store, bedroom, a friend’s house. It is always available with a toolbar paraphrase the data and widget. conclusions of others while ____With an Evernote Ed account, students can record text, avoiding plagiarism and images, and audio directly into Evernote. Notes can be providing basic bibliographic shared with teachers and parents directly from information for sources. platform. For paper items, use a scanner app on phones —Common Core or iPads and add image to Evernote. ____See Figure 68 to see how quickly webpage clips can be saved to student account. See Figure 67 for an example of student dashboard—with categorized notebooks, notes, attachments, more. ____How to use Evernote is outside the scope of this book, but there are many websites on that topic. ____Alternative: OneNote—free with Office or purchased separately. It offers most Evernote tools.

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____See ‘More Information’ at end of lesson for training videos. Figure 67—Student dashboard on Evernote

1. List of available notebooks New ones are easily created 2. List of all clips—notes, videos, images, documents 3. Preview screen for selected clipping

Figure 68—Taking notes with Evernote

Twitter

____Twitter is a great way to take notes as a class. It allows links, text, and images to be easily and quickly shared among a group. It does not allow the range of media available with GAFE and Evernote, but it encourages the truncated sort of note-taking that students read and own. ____Set up a class Twitter stream. Make class ‘Private’ so no one except students and those you accept (such as teachers, parents, experts students have a Tweet Up with) can view stream. Students log into this account when they want to post.

153 How to Achieve Common Core with Tech: Writing

____Establish a #hashtag for each topic. Students add notes with #hashtag (and source credit where necessary). At only 140 characters per entry, it’s quick, pithy—great for sharing information. ____Be aware of age-limits for setting up Twitter accounts. Right now, there are none. Introduce Twitter with a thorough discussion on correct, safe, and private use of social media. ____In example below: A) questions students will answer on Twitter feed with a #hashtag—posted as image on Twitter stream; B) students tweet answers using Reply after logging in to class stream and appending appropriate #hashtag. Answers appear in stream for all to see:

A B

Flipboard

____Flipboard is a clever way to collect notes into a magazine format. One student or a group can copy- paste, add headings, notes, and then share with group members and/or teacher. Magazine note pages turn like a book. ____Flipboard is for iPads only. ____Like Google Apps and Evernote, how to use Flipboard is outside the scope of this book, but there are many websites on that topic. Know it’s available and an option. See ‘More Information’ at end of lesson for video training. ____Figure 69 shows Flipboard magazine cover for Civil War Notes. It lists all clipped articles inside . ____Figure 70 shows two pages inside ‘Civil War Notes’ magazine with articles included.

Figure 69—Flipboard cover to student note-taking magazine

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Figure 70—Notes collected with Flipboard

____Using an inquiry topic, have students practice all note-taking methods by collecting the following information (from Common Core):

 words and phrases used in a text that shape meaning or tone  point of view and how it shapes text  specific claims in a text  how two texts address similar themes  text theme based on details  how main idea is supported by key details  structure of events, ideas, information in text  how author uses evidence to support points  structure of text and author’s point of view

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools). How did technology to produce writing and collaborate accomplish goals better than other approaches (say, a paper and pencil)? ____Occasionally when students have difficulty doing what you are teaching, ask why. And listen. You may be surprised by the answer. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____As you teach, incorporate domain-specific vocabulary and expect students to do the same. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Low tech: Take notes on post-it notes and stick on a summative page. This provides evidence to support thinking. See Teaching Channel for more detail.

More Information:  Click for webinars on Evernote  Click for webinars on Twitter, Flipboard, GAFE  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 available here

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Assessment Pick what works for your grade level

____Can student transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use several digital note-taking tools? ____Did student share notes with a classmate? ____Did student collaborate on note-taking with a classmate? ____Did student share notes with teacher? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

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W7 18…Presentation Boards

Vocabulary Problem solving Common Core  3D  I forgot my notes. (Start; CCSS.ELA-Literacy.CCRA.W.2,4,7-9  Dialogue box you’ll probably remember. CCSS.ELA-Literacy.CCRA.L.1,2,6  Doc Take a deep breath, smile CCSS.ELA-Literacy.CCRA.SL.3-6  Download and go!) CCSS.ELA-Literacy.SL.6.1a-d,3-6  Evidence  Can’t find Sign Up sheet on CCSS.ELA-Literacy.W.4.2-4,6,710  Fly to internet (look through your CCSS.ELA-Literacy.W.5.2-4,6-8,10  Geek notes; ask a classmate) CCSS.ELA-Literacy.W.6.2-4,6-10 CCSS.ELA-Literacy.W.7.2-4,6-10  Help files  How do I edit a placemark CCSS.ELA-Literacy.SL.4.1-6  Image (right click>properties)  I can’t find the answer (how CCSS.ELA-Literacy.SL.5.1-67  Perspective CCSS.ELA-Literacy.SL.6.1-6  Placemark did you try to find it?)  Word isn’t in dictionary CCSS.ELA-Literacy.SL.7.1-6  Problem solving (what dictionary did you CCSS.ELA-Literacy.L.4.1-4,6  Ruler use?) CCSS.ELA-Literacy.L.5.1-4,6  SignUp Genius  My word has wrong CCSS.ELA-Literacy.L.6.1-4,6  Wonders of World definition (dig deeper) CCSS.ELA-Literacy.L.7.1-4,6 CCSS.Math.Practice.MP1-8 CCSS.ELA-Literacy.RST.6-8.1,3 ,1-3CCSS.ELA-Literacy.WHST.6-8.2,4-106 Time NETS-S Standards Grade Level 10 min. (+prep) 2.c, 3.b 4-7

Essential Question

Why are short, focused research skills essential to academic success?

Overview

Summary Students research specific topics quickly, finding information strategically and effectively, then share results with classmates. Topics include solutions to most common tech problems, meaning of domain- specific vocabulary, and Google Earth wonders of the world. Everyone comes away feeling accomplished and tech savvy.

Big Ideas

Conduct short research projects based on focused questions, demonstrating understanding of subject.

Materials Internet, presentation board assessments and materials

Teacher Preparation  Have presentation individuals and dates available online  This lesson plan can be done in the classroom or tech lab. Consider co-teaching.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency with a positive attitude.

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Steps

____Required skill: Intro to Google Earth, computer basics, several years of tech classes. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access if necessary.

____This lesson discusses three presentations:

1. Google Earth Board--share fascinating fact about a geographic location 2. Problem Solving Board--teach classmates to solve tech problems 3. Speak Like a Geek--teach each other domain-specific tech vocab

____All require quick investigation on focused questions. Remind students these topics are expected to be researched quickly, but effectively, with understanding, in a nominal amount of time. ____Can students take as long as they want? No. The purpose of these is to force students to work quickly, but effectively. This is a skill that will be valuable as they make choices and prioritize obligations throughout life. ____Sign up for presentation board via:

 Google Forms  Google Calendar  Sign-up Genius Problem Solving Strategies

 Use Help files ____See Web-based Writing Tools for how to sign up  with Google Calendar. Try to solve problems before ____This project can be a summative assessment for a asking for help unit that has ended (scaffolding student  Think logically knowledge—no research) or a pre-assessment to  Never say ‘can’t’ determine how much students know before  Apply inductive reasoning beginning (again, no research). Wherever students  Break problem into parts acquire information, they assess credibility and  accuracy, provide source credit where necessary. Distinguish between relevant ____Overview’: and irrelevant information  Draw a diagram  Student signs up for presentation date and  Guess and check selects problem, vocabulary word, or  Find patterns Google Earth location—whichever Board  Try, fail, try again they are working on at the moment.  Use conjecture and evidence  Student researches answer via Help files,  family, friends, internet, or teacher as last Use what has worked in past resort. Student is encouraged to be an  Work backwards inquirer, curious about solutions, creative in finding the means to this end.  Student is prepared on specified date to share knowledge with classmates. Notes allowed.  Student presents in a focused manner with pertinent descriptions, facts, details, examples. Student uses appropriate eye contact, adequate volume, and clear pronunciation. Student adapts speech to audience, context and task.  Student avoids nervous movements (i.e., stuttering, giggling, playing with hair), and wasted words like ‘umm’, ‘you know’ that demonstrate nervousness.

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 Student avoids slang—presentation is a more formal style.  Student takes questions. It is audience responsibility to make sure presenter has made sense. Student attempts to answer even questions outside of what was researched. You as teacher can pitch in when necessary.  Student and audience follow speaking and listening guidelines (see Common Core).  Student summarizes his/her presentation in one of three ways: blog post, Twitter tweet, audio embed into student/class blog or website. Include a picture (screenshot, picture of student presenting taken by a classmate, how-to picture, other). This should be simple, quick, following agreed-upon rules for writing (see Common Core writing Anchor Standards). Use a different tool in each of the three Board presentations (Google Earth, Problem Solving, Speak Like a Geek).  Student is graded on knowledge, presentation, confidence as well as part s/he plays as ‘audience’ in the presentations of classmates.

____Entire presentation takes about three minutes. Research may take minutes or hours, depending upon student’s ability to focus on strategic solutions and transfer prior knowledge. ____Demonstrate a presentation.

Google Earth Board

____Student researches a themed location and finds one Fascinating Fact to share with peer group. ____Student finds location in Google Earth, refines it (perspective, distance, 3D view, etc.), and shares it on Smartscreen. They placemark it and add their Fascinating Fact to placemark Dialogue Box (see Figure 71). Presenter fills this out while presenting. ____Preparation time is limited (see earlier discussion). ____During presentation, audience (students in class) open Google Earth with presenter, find location, and placemark. In dialogue box (see Figure 71), student adds place name and Fascinating Fact. ____Optional: customize placemark by clicking it (right side icon) and selecting from options or one student uploads themselves.

Figure 71—Dialogue box for placemark

____Audience saves Placemark to a file folder s/he has created under My Places (see Figure 72).

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____For each presentation, student opens Google Earth, finds location being shared, and saves placemark to their personal file folder. By the end of all presentations, each student has a tour of relevant locations with researched facts about them. Figure 72 has list of presentation locations saved by a student:

Figure 72—Student tour placemarks

____Popular Google Earth locations for Presentation Board:

 Locations students go during class  Locations of student homes or their ancestral homeland  Locations of setting in their favorite book  Locations of historic events—use historic imagery tool with time slider  Student choice

Problem Solving Board

____Discuss Problem Solving —as a way of life. This skill transcends a subject. Expect students to transfer knowledge gained from Problem Solving Board to all parts of life. ____Discuss what it means to be a ‘problem solver’. Who do students go to when they need a problem solved? Parents? Do students believe that person gets it right more often than others? Would they believe most people are wrong half the time? ____Discuss these wise quotes about problem solving:

"In times like these it is good to remember that there have always been times like these." — Paul Harvey Broadcaster

"Never try to solve all the problems at once — make them line up for you one-by- one. — Richard Sloma

"You don't drown by falling in the water; you drown by staying there." — Edwin Louis Cole

"It is not stress that kills us. It is effective adaptation to stress that allows us to live." — George Vaillant

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It's not that I'm so smart, it's just that I stay with problems longer. —Albert Einstein

No problem can stand the assault of sustained thinking. —Voltaire

The problem is not that there are problems. The problem is expecting otherwise and thinking that having problems is a problem. —Theodore Rubin

____For Problem Solving Board, students will research and teach each other how to solve the most common tech problems they will face in school. The twenty-five problems listed here account for about 70% of the problems students encounter with computers:

Problem Solution 1 Deleted a file Open Recycle Bin—right-click--restore 2. Can’t exit a program Alt+F4 3. Can’t find a program Type ‘Word’ (or program name) into Search bar 4. Keyboard doesn’t work Plug cord into back; reboot 5. Mouse doesn’t work Plug cord into back, reboot 6. Start button is gone Push Windows button 7. No sound Unmute, turn volume up, plug headphones in, Reboot 8. Can’t find a file Start button—Search 9. Menu command grayed out Push escape 3 times 10. What’s today’s date? Hover over clock 11. Taskbar gone Push Windows button, Drag border up to expose 12. Taskbar was moved Drag it to the bottom of screen 13. Desktop icons messed up Right click on screen—arrange icons. 14. Desktop icons too small Highlight and Ctrl+ to enlarge (Too large? Ctrl-) 15. Program frozen Clear the dialog box; click program on taskbar 16. I erased my document/text Ctrl+Z 17. Screen says “Ctrl-Alt-Del” Hold down Ctrl-Alt—push Delete 18. Program closed down Reopen from taskbar (if there); reopen—is back-up saved 19. Tool bar missing on www Push F11 key 20. Internet window too small Ctrl+ to enlarge; Ctrl- to delarge (or Ctrl+mouse wheel) 21. Double click doesn’t work Push enter 22. Shift key doesn’t work Push caps lock to disengage 23. I can’t remember how to… Try right click 24. When I type, it types over Push ‘insert’ key 25. Document is ‘read only’ Save-as under a new name

____Where else can you get a tech problem list:

 Collect student questions one year and use in next year’s Presentation Board  Ask teachers what problems most student have using class digital devices. This can include iPads, Chromebooks, laptops, or desktops  Ask parents what are the biggest problems students face completing schoolwork that requires computers  Ask students what they are most worried about when they use computers

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____Encourage students to use one or more of the following problem solving strategies:

 Use Help files (software and online)  Research online  Ask for advice from friends/family  Guess and check  Look for patterns  Think logically  Try, fail, try again  Use what has worked in past

____If students have been working on a technology curriculum for several years, most problems in these lists will be simple-to-moderate in difficulty. If tech problem solving is a new skill to your students, this may be a challenge. Watch their faces as you share this list. Read their body language. ____However they react, problem solving is a necessary life skill. It is closely aligned with logical thinking, critical thinking, reasoning, and thought habits. Discuss why students should become problem solvers (hint: refer to earlier point—most people students go to for assistance are wrong half the time). Discuss characteristics of a ‘problem solver’ (from Common Core):

 Use appropriate tools strategically  Attend to precision  Make sense of problems and persevere in solving them  Demonstrate independence

____Younger students: Student shows how to solve problems on Smartscreen and takes questions. ____Older students: Use a screencast program (Jing or similar) to record student as they work the solution on Smartscreen. Figures 73a and 73b show examples (most screencast programs have annotation tools):

Figure 73a and 73b—Two problem-solving how-to’s

____After presentation, student adds their problem/solution to a resource page on class blog/ website/wiki or to a Google Form. ____Wrap up this presentation board tracking which problem solving strategies students used. Set up in Poll Daddy, Google Apps, or similar. Figure 74 is a sample:

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Figure 74—Online poll of what strategy students used to solve their problem

Speak Like a Geek Board

____Do students understand terms in Figure 75? If not, how will they follow directions?

Figure 75—Domain-specific words required to understand instructions

Domain-specific words critical to instructions:

 5x7  Double click  Inset  Layout  Template

____Why is it important students are comfortable with tech terms? Why choose the right words and phrases for conversations? Help students come up with examples like:

 teach themselves to use a new program/widget/online tool  troubleshoot a tech problem

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____This project explores domain-specific technology words (pick a different topic if you prefer). ____For weeks prior to presentations, collect authentic tech words students don’t understand onto a virtual wall like Padlet or Linoit--or a Google form or a Twitter stream with #hashtag #vocabulary. Or, a physical Vocabulary Wall. ____Where else can you get these geeky words:

 Collect from student questions the prior year  Ask teachers what words students don’t understand when using technology. These can relate to iPads, Chromebooks, laptops, or desktops  Ask students what words stop them from understanding technology. How about ‘Save to school server’. Do they know what that means?

____Show students how to find definitions to words. Here are ideas:

 Don’t try a traditional dictionary. Chances are these techie words won’t be there. Use an internet techtionary like Tech Terms.  Show students how to use Google dictionary. Type Define:[tech word]. See Figure 76:

Figure 76—Look up words with Google

 Ask family, friends, geeky siblings

____Presentation:

 Includes 1) word, 2) definition, 3) roots and affixes, and 4) authentic sentence that communicates meaning (‘I like formatting’ is not good; ‘I format my letter by adding borders and pictures’ is good).  Shares personal experience using words  Defines word in context  Shows care in choosing words and phrases so definition is clear

____When students finish, ask them what digital tools were used (Hint: internet, online tools, screencast). How did technology accomplish the goals better than other approaches?

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____If students have blogs or online journals, reflect on what they learned. ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

Extension:  Include commonly-used shortkeys on Problem Solving Board.  Assign a student to enter presentation dates into online calendar.  Give extra credit when students can ‘Teach the Teacher’—come up with a problem and solution teacher didn’t know. That’s easier than it sounds. Every year, I learn much from students.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools during research? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student sign up online for presentation? Were they prepared by selected date? ____Did student complete research in allotted time, understanding how to prioritize work? ____Did student have visuals to facilitate understanding? ____Could student answer classmate questions that were on topic? ____Did student take final poll to analyze problem solving strategies? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, online sign-up, ending poll)? ____While investigating, did student enjoy the experience?

____Other______

______.

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W7 19…Discussion Boards

Vocabulary Problem solving Common Core  Acronyms  Forgot my password (have systems in CCSS.ELA-Literacy.CCRA.W.1,2,4  Blogs place to assist with this—it will CCSS.ELA-Literacy.CCRA.W.6,7,10  Comments happen) CCSS.ELA-Literacy.CCRA.L.1-3  Cyberbully  I don’t know what to write (do some CCSS.ELA-Literacy.W.3.3,4,6,7,10  Discussion board research to spark your imagination) CCSS.ELA-Literacy.W.4.4,6,7,10  Flame  I don’t agree with a classmate’s CCSS.ELA-Literacy.W.5.4-7,10  Forum comment (share why, backing your CCSS.ELA-Literacy.W.6.4-7.10 CCSS.ELA-Literacy.W.7.4-7,10  Icon thoughts with evidence) CCSS.ELA-Literacy.L.3.1-3,6  Lurking  This writing is stilted (learn to write for audience, task and purpose) CCSS.ELA-Literacy.L.4.1-3,6  Netiquette CCSS.ELA-Literacy.L.5.1-3,6  Passwords  I can’t find the Discussion Board (look around, ask friends, use CCSS.ELA-Literacy.L.6.1-3,6  Plagiarism problem solving strategies) CCSS.ELA-Literacy.L.7.1-3,6  Wikis CCSS.ELA-Literacy.WHST.6-8.1,4,6 CCSS.ELA-Literacy.WHST.6-8.9,10 Time NETS-S Standards Grade Level 10 min. each 2.c, 3.b 3-7

Essential Question

How can all students be encouraged to participate in writing exercises?

Overview

Summary Use a Discussion Board to pose questions that students will provide quick, evidence-based answers to, and then interact with classmates by commenting on their responses.

Big Ideas A community of learners requires informed discussion, perspective-taking, and an evidence-based conversation.

Materials Discussion Board, internet, Discussion forum links

Teacher Preparation  Know your school’s attitude toward student participation in Discussion Boards.  Come up with topics that engage students in a discussion format.  Involve other teachers who might assist in monitoring discussions. Consider co-teaching.  Be prepared to participate actively in questions. Students will take it more seriously if they know you are part of the conversation.  Know how you will handle students who break Discussion Board rules and/or don’t participate.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Internet basics; understanding of digital citizenship ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Discussion Boards are online forums where the teacher or a class member poses a question and others respond. These are a great way to collect class thinking on a subject, gather research for a report, and/or have a discussion that includes everyone. ____Because discussion boards are online, have a thorough conversation on digital topics like:

 Internet privacy and safety  Internet plagiarism  Protection of passwords (used to access Discussion Boards)

____Writing in general, Discussion Boards specifically, can be part of the grade-level effort to engage in a variety of writing experiences. Through blogs, essays, reports, online tools, Discussion Boards, and more, students will be writing routinely on a range of tasks for a variety of audiences. As students use writing to offer and support opinions, demonstrate understanding of what they are studying, and convey experiences, they build a foundation for college and career. ____Discussion Boards are a part of many online classes. You may have to look around the page—it isn’t always announced with words like ‘Discussion’. Figure 77a and 77b are from wikis:

Figure 77a and 77b—Two wiki-based discussion boards

____Discussion Boards, like blogs, usually require a log-in to comment, but conversation can be viewed by anyone on the internet (unless community is private). Have an exchange with students about good rules to follow when posting to these sites. Help students come up with:

 Follow discussion board netiquette shared by teacher. Click for sample of one school’s rules.  Be respectful of others’ ideas.  Use only first names. Do not share personal information. Do not ask for personal information. This includes email address, screen name, phone numbers, home address, links to personal blogs/websites.

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 Do not share personal information about classmates.  Make sure comments are on topic, contribute to the overall conversation.  Make sure comments are pithy—with content worth reading:

o I like Jim’s comment—boring o I like Jim’s comment because… (followed by original thoughts)--good

 Cite evidence and sources where necessary. Do not plagiarize.  Use good spelling, grammar, and writing conventions. No abbreviations (i.e., brb, lol), slang or overuse of exclamation points.  Use language appropriate to school.  Post pieces student is comfortable with anyone seeing—parents, teachers, classmates.  Read comments fully before responding. Do not skim and think the meaning is clear.  If student disagrees with classmate, post a contrary opinion, but do so respectfully.  Do not engage in cyberbullying.

____Figure 78 is a good list (recopied with permission of author):

Figure 78—Netiquette Guidelines

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____Discussion Boards are available through school network (via programs like Schoology), class wiki (through servers like Wikispaces.com), a free online tool (see More Information at end of lesson), or Google Groups for GAFE. ____Pros of using Discussion Boards:

 Students think before replying, often offering more useful information.  Students can respond on their own timeline—evenings, weekends, whenever they’re free.  Teacher can engage a student in the content of their comment, delving into their thoughts more fully than a classroom conversation allows.

____Cons of using Discussion Boards:

 Because log-ins can be shared, there’s no assurance that comment posted is student’s.  Over half of conversation is accomplished via body language. This is lacking in Discussion Boards—or most types of online forums.  Humor often doesn’t work online because what’s funny heavily relies on visual ques.  An impassioned post may generate no immediate response, losing the momentum of the discussion. ____Some discussion boards are difficult to manage due to volume of posts. Be aware of this going in. A healthy Discussion Board is busy. ____Some students like to dominate discussion, blocking the opportunity for other students to participate. There should be no ‘leader’ in a Discussion Board environment. ____A good example of a well-done discussion is this 4th grade blog about Scratch. The student took time to share thoughts and got eight responses (Figure 79a and 79b are truncated):

Figure 79a and 79b—Student blog with comments

____Discussion Board writing will require time. Let students know you are aware of this—and expect it. You can use Discussion Boards as a formative or summative assessment of student learning. A simple four-point scale might be:

170 How to Achieve Common Core with Tech: Writing

 4 - posting is objective, pithy, and refers to other classmate comments  3 - posting builds on classmate ideas  2 - posting does not interact with other participant comments  1– posting neither expands conversation nor demonstrates reflection  0 - No comment

____Best practices for you—as teacher: Pros of Discussion Boards

 Post sample discussion so students see  Students think before style, content, and length you expect. replying, often offering more  Comment often on student posts. This useful information models activity for students.  Students respond on their  Encourage student dialogue by asking questions about their posts. own timeline—whenever  Do not respond too quickly to a new post— they’re free allow a student to answer first.  Teacher can engage a  When a Discussion is complete, provide student, delving into their closure via summation or tie-in to another thoughts more fully than conversation.  When a student breaks rules, deal classroom allows quickly—but privately—with it.  Where possible, refer to other student ‘Cons’ comments in your responses. This encourages students to read classmate  Because log-ins can be discussions. shared, there’s no assurance  If you notice a student not participating, comment posted is from contact them privately to discuss. student.

____When students finish, ask what digital tools were  Half of conversation is via used. How did technology to produce and publish body language. This is why writing and interact with others accomplish goals humor often doesn’t work. better than other approaches?  An impassioned post may ____If students have blogs or online journals, reflect on this lesson. generate no immediate ____As you teach, incorporate domain-specific language. response, losing the ____Throughout class, check for understanding. momentum of the discussion ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Consider having students sign a Discussion Board Agreement like this one on blogging from Academy of Discovery.  Assign a student to enter due dates into online calendar.

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More Information:  More information on discussion board use: http://www.youtube.com/watch?v=tg3y2A9pdtI  Discussion boards can be set up through:

o BoardHost--free discussion board o Forumotion---free forum tool o FreeForums o Google Groups o Ning--sophisticated forum/discussion board; free trial o VanillaForums--free trial

 A sample Discussion Board assessment can be found here  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use Discussion Boards? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student participate in Discussion Board? ____Did student make cogent, pithy comments that engaged with topic creator and those who responded? ____Did student respond well to other student comments—and yours—on their thoughts? ____Did student comments build on those of the topic creator and/or other commenters? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, online sign-up, ending poll)? ____While investigating, did student enjoy the experience?

____Other______

______.

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Gather relevant information from multiple print and digital resources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

 Internet Research  Plagiarism

174 How to Achieve Common Core with Tech: Writing

W8 20…Internet Research

Vocabulary Problem solving Common Core  Address bar  How do I add keywords (use + or – to CCSS.ELA-Literacy.CCRA.W.6-9  Copyright add/remove keywords) CCSS.ELA-Literacy.W.3.6-8  Credentials  How do I search internet (type into CCSS.ELA-Literacy.W.4.6-9  Diagram search or address bar) CCSS.ELA-Literacy.W.5.6,8  Digital  Can’t find copyright (try bottom of CCSS.ELA-Literacy.W.6.6,8  Digital citizen website) CCSS.ELA-Literacy.L.3.6  Domain  I don’t know how to rephrase a CCSS.ELA-Literacy.L.4.6 CCSS.ELA-Literacy.L.5.6  Extension website (then don’t use it) CCSS.ELA-Literacy.L.6.6-9  Google (a verb)  Too many hits (Use “”, +, -)  I know my theory is true, but I can’t CCSS.ELA-Literacy.RI.3.5  Hits  Keywords find evidence  Limiters  I only want part of webpage  Netiquette (highlight, right-click, print)  Plagiarism  My search isn’t working (check word  Refine search order)  All hits are .com (add .org as limiter)  Toggle Time NETS-S Standards Grade 90 minutes 2b, 6a 3b, 3c 3-6

Essential Question

How do I gather relevant information from digital sources, use search terms effectively, assess credibility of source, and quote others—while avoiding plagiarism?

Overview

Summary Review and practice essential skills for internet research, including how to use it safely, how to determine credibility of information, and how to search strategically and capably.

Big Ideas Gather relevant information from digital resources, assess the credibility and accuracy of each source,

and integrate information while avoiding plagiarism.

Materials Internet, links to internet sites, website evaluation sheets, student Evernote accounts (if available)

Teacher Preparation  Test all websites to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you should know about and can share with students.  If you are using Common Sense Digital Passport, have class log-ins available.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

175 How to Achieve Common Core with Tech: Writing

Steps

____Required skills: facility with internet ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Discuss essential question:

How do I gather relevant information from digital sources, use search terms effectively, assess credibility of source, and quote others—while avoiding plagiarism?

____What do students know about this question from prior conversations, class inquiry, and personal experience? Break it into pieces and discuss:

 How can you use the internet to answer a question if you don’t know a site’s reliable?  How can you explain author’s reasons and evidence if you aren’t convinced reasons and evidence are accurate? Best Practices for Research  How can you write knowledgeably about subjects using online sites if you  Use keywords and limiters don’t know sites are knowledgeable?  Use extensions to select reliable ____Let’s back up. Why do we research? Encourage websites students to move beyond broad responses such  Evaluate author credentials as ‘do classwork’ or ‘find something I don’t before using as a source know’. Overarching reasons include:  Know something about topic  To build knowledge being researched  To present knowledge  Spelling and word order matter  Use Alt+F4 to search webpage ____In this lesson, we’ll cover: for a specific word/phrase  How to use the internet safely  Avoid sites with too many ads  How to differentiate relevant from irrelevant  How to research strategically and capably

Internet safety

____Before beginning research, review safe internet use. Circle back on earlier discussions and expect students to actively participate in conversation. ____This is a topic that should be discussed every year, from kindergarten through eighth grade, every time students use the internet. If you’re not sure how to do this, here are two ideas:

 Big list of (mostly) free online resources  K-8 Digital Citizenship curriculum

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____Internet safety boils down to Figure 80 (used with permission of author). Read this with students. Restate it in an age-appropriate way for all students. How do these phrases relate to the internet: 1) talk to strangers, 2) cross the (virtual) street, 3) play fair, 4) Pick who you trust, 5) get distracted by bling, and 6) stop everything and take a nap:

Figure 80—How to thrive in the digital neighborhood

Internet Credibility

____Watch two videos as a group and then take the ending quizzes together (These are both from BrainPop. If you don’t have a class account, click here and select an alternative):

 How to evaluate websites (search BrainPop: Internet Search)  Online Sources (search BrainPop: Internet Search)

____Take this online quiz together. ____Most libraries evaluate websites based on:

 Purpose of site  Trustworthiness of author  Usefulness of information  Up-to-dateness of information  Ease of use  Publisher and author(s) credibility on subject  Accuracy based on personal knowledge. One mistake—be careful. Two—move on.  Depth of content knowledge in topic  Objectivity of website  Age-appropriate language for intended audience

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____Watch and discuss this video on evaluating websites. If you need one, there are a variety available that can be used:

 Common Sense Media  Cornell University

____As an exercise in the authenticity of websites, have students visit ‘Is This Picture Real?’ Why do they think the image is true? Or not true? Why do they think so many people fell for its message? ____Listen to War of the Worlds, one of America’s most famous ‘hoaxes’. Why did people think the story real? What would you think if you came in after the announcer shared this was fiction? ____How about Figure 81. Is it authentic? Cite evidence to support your opinion. When done, click this link to find out if you’re right.

Figure 81—Is this picture real?

____What can student conclude from these examples? Is it fair to say student must use their critical thinking skills, constantly ask for and evaluate evidence, before accepting data as valid?

Internet Research

____Common Core requires the ability to compare, contrast, and synthesize information from multiple sources and share evidence used in analysis. Review internet search/research tips:

 Add/subtract keywords using +, -, “ ”, and limiting words (to refine searches)  Know topic well enough to evaluate credibility of information being read  Look for reliable extensions--.edu and .gov are considered most reliable where .com and .net less so

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____Using a topic being discussed in class (a speech by Winston Churchill), do a search, apply keywords and limiters. Have students follow along on Smartscreen:

Figure 82—Sample student search

____You didn’t get the results you wanted. Discuss what went wrong:

 You used “ “. That was good.  You knew that the source wasn’t a musical group. That was good. Always enter a search with enough knowledge to make informed judgments on the hits.  You forgot to add ‘toil’.  You mixed up the order of the words—order counts.  You got a rock group—how might you eliminate musicians with that name?  You got 2.2 million hits—how might you refine that?

____Fix those errors and here’s what you get:

Figure 83—Sample student search

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____Now have students work in groups to research a topic being discussed in class. Say, students are reading “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston Churchill. Their assignment: Compare and contrast to other WWII speeches. What keywords would be useful? Which websites are most credible? ____Data will be collected from multiple sources, multiple media (video, oral, textual, images). Source selection will demonstrate that data is well-rounded, from credible sources, that students understood topic, and that students were able to fully answer question. ____Students can use a variety of methods to collect information: Students employ technology  copy-paste to a notebook using thoughtfully to enhance their Word, Google Docs, Open Office or reading, writing, speaking, listening, similar. Leave it active on taskbar and language use. They tailor their and toggle (Alt+Tab) between notes searches online to acquire useful and internet during research. information efficiently, and they  Enter notes into a collaborative integrate what they learn using Google Docs document that is shared technology with what they learn with all students (and teacher) offline. They are familiar with the  snip with a note-taking tool like strengths and limitations of various Evernote or similar. Make sure technological tools and mediums students understand program. and can select and use those best  Paste to a classroom Twitter stream. suited to their communication goals.

____Include: 1) facts not commonly known or —Common Core

accepted, 2) interesting quotations, 3) reprint of diagrams, illustrations, charts, pictures, or other visual materials, and/or 4) opinions that support research. ____Research done, discuss how students share/publish information. Should they use a word processor, a desktop publishing program, a presentation tool like PowerPoint, a video tool like Animoto, a poster like Glogster, or a magazine like Flipboard? Have students discuss options as a group, then select one best suited to goals. All students don’t have to use the same tool. Share/publish using selected tool. Reflect in student blog, class website, or wiki. Gather relevant information from

____When students finish, ask them what digital multiple print and digital sources, tools were used. How did technology assess credibility and accuracy of accomplish goals better than non-tech each source, and integrate approaches? information while avoiding ____As you teach, incorporate domain-specific plagiarism. language into lesson. ____Throughout class, check for understanding. --Common Core ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

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Extension:  Do Webquest Hoax or Not and discuss when finished.  Have students take the Gullibility Text. Are they critical readers?  Use Digital Passport’s ‘Search Shark’ to practice/teach internet searches.  Have students follow Google’s ‘Search Education’ A to Z of online searches.  Use Google search skills to 1) determine the time in London, 2) find a PowerPoint on WWII, 3) find definition of a word student doesn’t understand.

More Information:  More information on Online Hoaxes in Lesson 21—Plagiarism  Lesson questions? Go to Ask a Tech Teacher

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student complete research project? Using a wide variety of sources? ____Did student find most reliable sources for her/his needs? ____Were student notes shared with classmates as needed? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

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W8 21…Plagiarism

Vocabulary Problem solving Common Core  Attribution  I can’t find a copyright on CCSS.ELA-Literacy.CCRA.W.8,9  Copyright picture (contact author) CCSS.ELA-Literacy.RI.3.5  Creative Commons  Can’t find author contact for CCSS.ELA-Literacy.W.3.8  Digital law permission (don’t use it) CCSS.ELA-Literacy.W.4.8  Digital  Someone used an image I CCSS.ELA-Literacy.W.5.8 responsibilities created without my permission CCSS.ELA-Literacy.W.6.8  Digital rights (ask them to take it down) CCSS.ELA-Literacy.W.7.8  Fair use  I’m only using an image for CCSS.ELA-Literacy.W.8.8 CCSS.ELA-Literacy.WHST.6-8.8  Flaming education purposes (really?)

 Hoax  How do I know if something is  Non-commercial in the public domain (some  Plagiarism websites available, contact site  Public domain where you found image) Time NETS-S Standards Grade Level 90 5a-c 3-8

Essential Question

How do I legally use material found online?

Overview

Summary Discuss legal use of online materials including digital law, copyrights, plagiarism, images, hoaxes.

Big Ideas As students avail themselves of online resources more often for both educational and personal reasons, they must be well-grounded in the safe and proper use of this wealth of material.

Materials Internet, Smartscreen, focused websites

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Discuss topics with grade-level teachers to see if there are topics they would like covered related to plagiarism or tie-ins to their material.  Consider co-teaching with subject-specific teacher.  Be fully grounded in this topic—there will be lots of questions! Don’t be afraid to tell students, ‘I don’t know. I’ll find out’ or let them research it.  Don’t feel you must be an attorney—you are sharing knowledge as a teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Understand online research. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary. ____According to Indiana University’s School of Education:

Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course.

____Start a discussion on internet plagiarism with one about digital rights and responsibilities. Most students can define their ‘rights’—access to the internet, use of information, creation of documents to be published and shared, freedom of expression—but what ‘responsibilities’ does a digital citizen have? Help students come up with:

 Act online as in the neighborhood.  Don’t share personal information. Don’t ask others for theirs.  Be aware of cyberspace surroundings. Act accordingly.  As in a community, be kind to others.  Anonymity doesn’t protect. Users are easily found with IP address.  Share knowledge.  If someone is ‘flaming’ another, help stop it within student abilities.

____How do ‘responsibilities’ balance ‘rights’? ____Must you be honest if no one knows you aren’t? If This Lesson Discusses: anonymous, who’s hurt? Solicit student ideas. Help them understand it’s about innate morals—  Digital Law how they act when no one’s looking. ____This lesson discusses:  Copyrights  Plagiarism  Digital Law  Online Images  Copyrights  Online Hoaxes  Plagiarism

 Online Images  Online Hoaxes

Digital Law

____Discuss digital law relating to images, content, artist rights. Review (find more detail in K-8 Digital Citizenship Curriculum):

 Copyright law  Fair use

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 Creative Commons License  Public domain

____Discuss purpose behind Fair Use and Creative Commons licensing—that sharing information makes everyone stronger, smarter, better. But, it must be respectful. ____Review Figure 84, a layspeak review of Copyright Law and Fair Use. Explain that Fair Use allows use of images for school, but nothing else. For example, student can’t use that same image in a birthday card for Dad (Dad shows card to work friends, doesn’t mention it was a school project. Artist sees it and sues Dad).

Figure 84—Restatement of law regarding online creative work

____Using a recent student project, share where students innocently infringed copyrights. What are consequences of doing this? ____What is Fair Use? It provides rights to use images for purposes such as education without obtaining permission from creator. How does ‘fair use’ apply to student academic research? ____Watch and discuss A Fair(y) Use Tale about digital security, copyrights, and fair use. ____Watch this video on ‘Creative Commons’. Why pay attention to copyrights? How can students use Creative Commons in school? ____Discuss the concept of ‘public domain’. Does this mean picture can be used for any purpose? How do you verify an image is truly in the public domain—is there a repository called ‘public domain’ that lists all of them (no)? Here are some websites that advertise as ‘public domain’. Notice they don’t have the same pictures:

 Pixabay Public Domain Pictures

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 PublicDomainPictures.net  Wikipedia Public Domain Images  Google Images—adjust settings to ‘public domain’

____For a bigger list, Google ‘public domain pictures’. ____Circle back on these concepts during the year when appropriate.

Copyrights

____What do students remember from last year’s discussion on image copyrights? Some are licensed under Creative Commons, but many have more restrictive licenses. What does that mean? What is the legal way to use an online image? ____Discuss intellectual property and what it means to "own" a text. ____What do the symbols mean on this sign (Figure 85):

Figure 85—Licenses available for using online creative work

____Watch and discuss this Brainpop video on copyrights. If you don’t have a Brainpop subscription at your school, click this link and find an alternative (there are many). Here are some:

 Copyright law  Copyright law curriculum  Copyright Explained

____Do students realize all internet images are copyrighted? Review again summarized law on Figure 84. ____Discuss copyright law. What does it mean? Use a recent research project and share where a student innocently broke the law. What are consequences of infringing copyright laws?

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____Some people happily share their work for free. Watch and discuss Wanna Work Together about benefits of Creative Commons licensing.

Plagiarism

____What does ‘plagiarism’ mean? What can be ‘borrowed’ from online sites and what can’t? ____What are the repercussions of plagiarism? ____Why should students credit original authors of information? How does it tie into research? ____How would student feel if someone stole their creative work—a poem, song, story, novel, work of art? What if thief posted it online? Made ugly comments about it? Made money off of it? Discuss. ____I find this concept confusing for students. Many never considered that they can’t take whatever they want from the internet. They don’t equate teacher admonitions about ‘plagiarism’ with images. Aren’t they free—they’re on the internet is a common refrain. Discuss this until students are satisfied. ____Watch this Plagiarism video or Clicky’s stolen song. ____Share Napster’s story (Google if you don’t know this infamous music sharing website’s history). ____Ask how an artist can find people who stole their work. If you have artists or photographers in class who have posted their work online, drag their pictures into both Tineye and Google image search (see Figure 86 for example, dragging Figure 88 image into Google Image Tracker) and see where they’ve been used. Did the artist know about these? Were they asked permission? Do they approve?

Figure 86—Artist drawing used all these places without her permission

____Wrap up with this video on respecting the creative work of others. ____Discuss with students how easy it is for teachers to recognize plagiarism in student work:

 Work is unlike other work submitted by student  Teacher took as little as a sentence from work and found source with a search engine  Classmates turned student in

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 Turnitin.com found it  Teacher followed source credited and could not find material  Sentences/paragraphs are beautiful, but make little sense in context of project

____Build a Plagiarism Decision Matrix with students on Smartscreen using Google Drawing (or similar). If you’d like, use Figure 87 as a sample (based on ideas from Indiana University):

Figure 87—Plagiarism decision tree

____Include plagiarism in school Acceptable Use Policy. Something simple like:

Plagiarism of material found on the internet is not acceptable.

Online Images

____Discuss how artists share material online. What do these terms mean?

 Attribution  No derivative works  Share alike  Non-commercial

____Show students how to use image websites like those listed below legally. Demonstrate how to access licenses and provide proper attribution (Google for addresses):

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 Creative Commons  Pixabay  Morgue File  Smithsonian Wild  Open Clip Art  Stock Exchange  Open Photo  Wiki Images

____Creators of online media make decisions about what they will share with the world. Respect that. ____Discuss Figure 88, “Want to use this image?”

Figure 88—Request permission before using creative work of online artists

____What is the safest way to post images online? (Hint: Use your own). Software to create pictures includes (Google for addresses) GIMP, KidPix, Paint, Photoshop. ____There are lots of online options:

 Animations  Kerpoof  Psychopaint  Art.com  Mondrimat  Scribbler  Dreezle.com  Mutapic  Sketchpad  Graffiti  Photoshop app )  SumoPaint  ____Have students practice with online tools. create a drawing that relates to class inquiry. ____How to use these tools is outside the scope of this book, but there are many websites on those topics.

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____Circle back on these concepts throughout the school year when appropriate

Online Hoaxes

____One more concept: Hoaxes. Discuss how easy it is to fake a picture with programs like Photoshop. ____Visit ‘Is This Picture Real?’ (or pick one that works for your student group). Why do students think it is or isn’t real? Why might so many people fall for its message? ____Listen to War of the Worlds, one of America’s most famous ‘hoaxes’. Why did people think the story was real? What would you think if you came in after announcer shared this was fiction? ____Circle back on these concepts every time students use online resources.

____When students finish, ask them what digital tools were used today (Hint: software, internet, online tools). How did technology accomplish goals better than other approaches (say, a photo)? ____If students have blogs or online journals, reflect on what they learned in this lesson. ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech. Don’t discourage them!

Extension:  Create Voki avatars that discuss the differences between the areas of digital law. Place Vokis on student blog pages (if students have these) or class wiki.  Take Indiana University’s Recognizing Plagiarism Test online.  If using Digital Passport, visit Mix n Mash—how to collect and use internet information safely and legally.  If using Carnegie Cadets, go to units on copyrights, plagiarism, online data. 

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student try out different digital tools for photo editing and creation? ____Did student try the websites that find where images have been used? ____Did this unit change student thinking on the use of online images? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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Draw evidence from literary or informational texts to support analysis, reflection, and research

 Brainstorming  Genius hour

192 How to Achieve Common Core with Tech: Writing

W9 22…Brainstorming

Vocabulary Problem solving Common Core  Arm  My group doesn’t have many ideas CCSS.Math.Practice.MP4,7,8  Brainstorm (ask questions) CCSS.ELA-Literacy.CCRA.W.6-8  Branch  My group can’t agree on CCSS.ELA-Literacy.W.1.5-8,9  Central idea organization (discuss more) CCSS.ELA-Literacy.W.2.5-8,9  Draft  I don’t know how to use tool (think CCSS.ELA-Literacy.W.3.2a,b,3a,6-9  Evidence back to similar software; look at CCSS.ELA-Literacy.W.4.2a,4a,6-9  Image tools/toolbars, help files) CCSS.ELA-Literacy.W.5.3a,6-9

 Mindmap  Can’t find image (online—safely)  Modeling  Some of my research doesn’t fit  Node anywhere on the mindmap (look  Plagiarism deeper) Time NETS-S Standards Grade 45 min. 2a, 3c, 4c 1-5

Essential Question

How can I organize my ideas to support analysis, reflection, and research?

Overview

Summary Students work in groups to research a topic, then create a colorful mind map to organize ideas and evidence collected on a topic. Wherever possible, relate this to mathematical modeling and the use of symbols that students are familiar with.

Big Ideas Brainstorming results in an organization of information, an analysis of facts, and often reflection if ideas as students present a visual picture of their research.

Materials Brainstorming tool, log-ins (if required), iPads (if using apps)

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  Have sample brainstormed mindmaps from prior students to share with students as examples of what they will do during this lesson.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Work with subject and grade-level teachers to create a list of topics that students can research, brainstorm on, organize and then reflect on through the use of the mindmaps.  Know enough about the topic students are researching and brainstorming to be able to assist in mindmap organization.; Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: Basics of critical thinking, online tools, working in a group ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track (older) student comments throughout class. Show students how to access it if necessary.

____The writing process consists of prewriting, drafting, revising, and editing. ‘Prewriting ‘is when the student determines a plan that will make it easier to write clearly and succinctly about the topic. ____Introduce concept of ‘brainstorming, also called ‘mindmapping—a collaborative visual approach to thinking through and presenting ideas. Brainstorming is a great way for students to tackle prewriting. It enables them to come up with many ideas about a topic without worrying about whether an idea is realistic. ____For a teacher, brainstorming provides information on what students may or may not know.

Figure 89 Mindmap (photo credit: Inspiration—Used with permission)

____Here are basic rules for brainstorming in the classroom:

 There are no wrong answers  Get as many ideas as possible  Record all ideas  Do not express an evaluation on any idea presented  Brainstorming works better if students know the rules beforehand  Ideas should be built on those of others.  Quantity of ideas is stressed over quality

____Open program on SmartScreen. Here are options (IPads: see ‘Extensions’ at lesson’s end):

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 Bubblus--simple to use, no log-in, free--but a bit quirky (IMHO)—see Figure 93  IMindMap—fee-based, but lovely—see Figure 92  Inspiration--an online tool or app—see Figure 89  Lino--stocky notes on a virtual canvas  Mind42--online, free  MindMaple—free or fee—see Figure 90  MindMeister--free trial for education  Pearltrees—quickly collect files, pics, links into a mindmap—see Figure 91b  Scapple--downloaded tool  Spicy Nodes  SpiderScribe--add text, pictures, files; free sign-up, fee for more than 3—see Figure 91a

____How you handle brainstorming will vary depending upon your age group. For youngers: You may collaborate on class Smartscreen. For olders: You may create a demo as a class on Smartscreen and then students work in small groups to create their own.

Figure 90—Mindmap created with MindMaple

____Whichever age group, help them understand the relationship between mathematical modeling (something they discuss in math class) and modeling with the mindmap. How does mapping out topic pieces help students better understand how ideas are organized to create the whole? How does this structure (bubbles, branches) provide a framework for decoding ideas? ____Research on topic can be during class time or students can draw on existing knowledge. It can focus on specific topics (see Figure 90 on Scratch and Figure 92 on Fairy Tales). As students gather relevant information from multiple sources, expect them to assess the credibility and accuracy before integrating into the mindmap.

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____Mindmap can be used as a summative assessment for a unit ended or pre-assessment to determine how much students know before beginning. ____If students add images (see Figure 91a), review appropriate and legal use of online pictures. ____Older students should figure out how to use tools with minimal assistance. You may demonstrate, but expect students to make connections to similar programs and use familiar strategies for problem solving and critical thinking ____General steps for brainstorming:

 Sit in a comfortable group  Add central idea to middle of page. Include image if possible for visual learners.  Add big ideas that support theme. Don’t worry if contributions don’t seem ‘big’—they’ll find a home later as a sub-idea, connected to another.  Add ideas as they come to students.  All ideas down? Now drag ideas around to connect topics that relate.  Evaluate placement of ideas to determine if like ideas are grouped appropriately.  If possible, edit connectors to be fatter for main ideas and thinner for sub ideas. This enables the mind to subconsciously categorize ideas visually.  Add emphasis where needed with color, images, fonts, size (if available)

Figure 91a and 91b—Mindmap created with SpiderScribe and Pearltrees

____For a specific topic, say ‘Fairy Tales’ (see Figure 92 and Figure 93), here’s how lesson might go:

 Type central idea in middle bubble—in this case, ‘fairy tales’. Ask students to collaboratively name fairy tales read as a class. Add an arm for each tale (in this case, Cinderella, Mr. Ginger, Three Little Pigs, and Thumbelina). Have students pick colors and suggest arrangement of child bubbles so they are easily viewed on screen  Ask group to supply information about each story. Add those as ‘child bubbles’. Discuss concepts like ‘main character’, ‘setting’, ‘plot’, ‘crisis’.  Continue until all details covered. Use colors, arms and bubbles to make data clear.  Leave mind map on SmartScreen while students read additional fairy tales. Ask them to think about details mapped for previous stories. Give students 10-15 minutes.

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 Now ask a volunteer to share details of their story with class. Map it to original document as they talk. If you have a Smartscreen, have students draw ‘child bubbles’ themselves.

Figure 92 –Mindmap created with iMindmap

____Done? Mind map can be printed, exported, shared, embedded, or saved as an image. ____If students have blogs or journals, reflect on what they learned. Embed mindmap into article. ____A nice feature of Bubbl.us (Figure 93) is that no log-in is required. ____How to use these brainstorming tools is outside the scope of this book, but there are many websites on that topic.

Figure 93—Mindmap created with Bubbl.us

____When students finish, ask what digital tools were used today (Hint: internet, online tools, printer, computer, iPads). How did technology accomplish goals better than other approaches (say, a poster)? ____As you teach, incorporate domain-specific language into lesson. ____Throughout class, check for understanding. ____Remind students to transfer knowledge to classroom or home.

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____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Have small groups create mindmap and present to class. They can answer questions, offer detail using notes and links included in the mind map.  If you use iPads, here are some great brainstorming apps:

. iBrainstorm Project--multi-device collaboration tool . IdeaSketch-- draw mind map, convert to a text outline, and vice versa . iThoughts--mind mapping tool for iPad . Popplet—for iPads and the web .

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand the organization of brainstorming? ____Did student come up with ideas to add to the mindmap? ____Did student complete the project? ____Did student embed completed mindmap into blog/journal post via screenshot or embed? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

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23…Genius Hour

Vocabulary Problem Solving Common Core  20%  I don’t have a passion (You have CCSS.Math.Practice.MP1,3,5,6  Benchmark interests…they lead to passion) CCSS.ELA-Literacy.CCRA.R.1-9,10  Collaboration  Teacher isn’t around and I need CCSS.ELA-Literacy.CCRA.W.2,4,6-9  Extrinsic help (ask for peer support) CCSS.ELA-Literacy.CCRA.L.6  Genius  I just want you to give me a handout CCSS.ELA-Literacy.CCRA.SL.1-6  Globalization (Sorry, we are learning through CCSS.ELA-Literacy.L.6.4.6  Haiku Deck experience!) CCSS.ELA-Literacy.W.6.2, 4-9  Inquiry  Why are we doing this? (It’s the CCSS.ELA-Literacy.W.7.2,4-9  Intrinsic type of learning you will do the rest CCSS.ELA-Literacy.W.8.2,4-9  Motivation of your life) CCSS.ELA-Literacy.RST.6-8.1-3,7-9  Passion  I can’t find info on my passion (use CCSS.ELA-Literacy.WHST.6-8.7-10  Pitch search strategies, library, friends,  Temporal interviews)  Videographer  I can’t finish in time allotted (plan  Voki your work so you can) Time NETS-S Standards Grade 300-400 minutes 1a-b, 2a-b, d, 3a-d, 4a-b, 5a, 6b 6-8

Essential Question

What would I choose if I could learn anything?

Overview

Summary Students take 20% of class time over a period of weeks to pursue a passion. They have benchmarks to achieve and checkpoints to provide and ways to measure evidence of success.

Big Ideas Students take time to dig deeply into a topic that interests them.

Materials Videos for motivation, backchannel device, library media center digital research device, grit rubric, six strategies to find your passion handout, GH expectations handout, positive attitude

Teacher Preparation  Have intro video to get students thinking about their passions (like Science of Motivation).  Find specific time to incorporate Genius Hour into curriculum. For example, connect with Common Core research/analysis. Students take notes (see lesson on Digital Note-taking), share, create.  Use http://geniushour.wikispaces.com/ site to gather resources for presentations and grading. Have links ready for students and parents.  This lesson can be done in the classroom or tech lab. Consider co-teaching.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: basic understanding of internet research, presentation tools, and optional video recording devices. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it on their devices. As you teach, pay attention to student comments.

____Genius Hour Project gives students 20% of in-class (and homework) time to pursue a topic that interests them. It is as loose or structured as you want. In this lesson, we make it fairly detailed. Feel free to adapt guidelines to your unique student group. ____Genius Hour is flexible from a teacher standpoint. Depending on your schedule, student can work on project multiple times, or just once, per week. Benchmarks ____Tie into various classes—Math, Science, LA, or Social Studies. Consider co-teaching with these professionals #1: Find a passion with goals adapted to their needs. It is also a good fit #2: Come up with project for “Technology”, “Digital Media”, and that type. #3: Pitch project ____Even if you don’t grade with rubrics, review the #4 Research included one as a method of explaining problem- #5: Share with classmate solving and creative-thinking expected from project. #6: Present to class ____Scaffold class time to specific benchmarks. Remind #7: Assess students of time constraints: Each benchmark uses only 20% of time (Benchmark 3 and 6— presentations—not included in total). Student must budget labor, productivity, time to schedule time demands:

 Benchmark 1: Find your passion – 20% of one class  Benchmark 2: Come up with a project – 20% of one class  Benchmark 3: Project Pitch day to class –will likely take entire class  Benchmark 4: Work on Projects (video record work) – 20% of ??? classes  Benchmark 5: Share project with a peer – 20% of one class  Benchmark 6: Class presentations—likely take entire class—or more  Benchmark 7: Assessment, evidence of learning, summative—20% of one class

____Part of project’s challenge is working within time constraints. Yes, it would be nice to have endless time to follow a dream, but that rarely happens in life or education. In fact, some colleges build that into their success matrix, throwing more material at the student than s/he can reasonably handle to see how they thrive with stress (consider Military Academies and Ivy Leagues). ____Share strategies to assist students in organizing work, thinking, and prioritizing research so they finish in allotted time. ____Treat each child uniquely. Their projects, scaffolding, and expectations vary. Lesson goal is they become excited about learning. In that respect, the Genius Hour can be a transformative tool. ____Focus on student growth and engagement instead of final project. ____Allow students to work in pairs, but only creating product. The rest is done individually. ____You can even decide to “not grade” final product, and instead focus on learning path. ____Discuss what motivates students—what would they learn if they could pick anything. ____Done? Now students complete the following steps—where relevant, in a collaborative writing tool (like Google Docs). We want to share from the beginning:

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 Step 1: What are your interests? What topics, activities, skills would student like to learn more about?

If students have trouble finding passions 1) watch previous student projects at http://theglobalgeniushourproject.wikispaces.com/ or 2) read “Six Simple Strategies to Help Find Your Passion”.

As students work, list sixty-four interests they come up with on the bracket (Figure 94). Individually or with partner, whittle it down to one they will pursue during Genius Time. #1 topic will fascinate student AND s/he will be able to finish it in 20% of class time for the balance of grading period. Do the math with students—how many minutes/hours is 20% of ten hours? Or Fifteen hours? How many classes are in your grading cycle?

Figure 94—Interest evaluation brackets

 Step 2: Made a choice? Write a paragraph of at least five lines on why topic is important to learn and what informed student decision:

“I would like to learn how to create an app for the iPad because…

“I would like to study World War II because…

 Step 3: Student reviews what they already know about topic. Write another paragraph of at least five sentences to explain their background knowledge on topic.

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“I have been studying programming in summer school and learned…

“My Grandpa was in the Marines in WWII and told me…

 Step 4: Read paragraphs from Steps 2 & 3 to a partner. Feel free to elaborate beyond what is written. Ask each other questions to help understand topic, then write about conversation:

“My partner wants to enter a science competition. We discussed…

Based on discussion, create a list of five research questions to guide inquiry. Keep in mind time constraints:

“Here are my five research questions: Genius Hour Steps: 1. What are some successful apps 2. 1. Consider your passion 2. Choose one  Step 5: Each student prepares a quick 3. What do you already presentation for Project Pitch Day where student know? ‘sells’ class on their passion and the importance of 4. Review with a partner spending 20% of their time on topic. Student can 5. What will you research? use Prezi, HaikuDeck, Voki, or another tool to 6. ‘Sell’ class and teacher on share thoughts on: choice

7. What are your sources?  What I am doing and why 8. Make a plan of action  What will make project successful 9. How do you know it’ll  How I plan to accomplish goals work?  How I plan to meet time limitations 10. Research  Step 6: With research questions established, 11. Continual self-assessment develop a list of sources to find answers. List 12. Evaluate with partner websites, books, magazines, people they know: 13. Present to group 14. Share summative “Here’s where I can find answers: evidence of success

1. My partner has a friend whose Dad While working: Complete creates apps. Interview him. Genius Hour Table

 Step 7: Congratulations! Project is fleshed out. Now make a plan: First: What is most important to learn? Contact someone? Go to library? Internet research? List steps:

“Here are steps to complete my App:

1. Research… 2.

While researching, remember (discuss these ideas if necessary):

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 Cite specific evidence to support analysis  Visually represent information  Distinguish among facts, judgment based on research, and speculation  Compare and contrast information from experiments, simulations, video, multimedia sources with that gained from reading  Read closely to determine what text says; cite evidence when writing  Summarize key details  Analyze how and why  Evaluate claims as well as relevance and sufficiency of evidence With some guidance and support  Analyze how texts address topic from peers and adults, use technology, including the  Step 8: How will student know they’ve reached Internet, to produce and publish goal? John Hattie’s education research shows self- writing as well as interact and assessment is the most powerful way to increase collaborate with others, understanding of topic. This can be accomplished …demonstrate sufficient by (pick which apply to your group): command of keyboarding skills to type a minimum of two pages in  Reflections once a week and comments a single setting. on classmates’ posts —Common Core  Tweets on class Twitter stream  Google Apps form student completes weekly  Impromptu videocasts of student work, including screencasts. This can include student interviews with each other—or your interview with student.  Video journal shared on YouTube (if you have school account), Google Apps, other  Another student-generated self-assessment method

 Step 9: Collect relevant information from print and digital sources by using preferred note-taking Assessment method—Google Docs, Evernote, OneNote,

Notability, other. Be sure to assess credibility and accuracy of each source while avoiding plagiarism 1. Pitch by giving credit as needed. Integrate information 2. Genius Hour table into bigger picture. Include (discuss these ideas): 3. Ongoing blog updates 4. Final presentation  arguments to support student claims 5. Anecdotal observation  texts to examine complex ideas  clear writing in which development, organization, and style are appropriate to task, purpose, and audience  evidence that student understands subject

 Step 10: When done researching, share project with a classmate 1) in person, or 2) via Google Hangout. Do they understand? Do they feel the excitement? Share with teacher. Based on feedback, plan/revise/edit/rewrite. Add details or a new approach if called for.

. Step 11: Make class presentation that shares student passion and uses academic and domain-specific vocabulary, making sure meaning is clarified by context and other clues.

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Student has flexibility on approach (slideshow, Animoto, screencast, other), but it can’t be same method used in pitch.

 Step 12: Evaluate how student knows s/he achieved desired results. Use as Evidence:

. Completed Genius Hour Project table (Figure 95) . ‘Sales’ Pitch to classmates . Progress reports via blogs, etc. . Final class presentation . Anecdotal observation of student work

____Figure 95 can be completed on Google Docs and shared with stakeholders:

Figure 95—Genius Hour Guidelines

Resources Barriers Action How? Timeline Communication 1. Available 1. What? Steps Plan 2. Needed 2. Overcome? Step 1:

Step 2:

Step 3:

Step 4:

Step 5: Step 6: Step 7: Step 8: Step 9: Step 10: Step 11: Step 12:

____When students finish, ask what digital tools were used. How did technology accomplish goals better than other approaches?

____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or home. ____Expect students to solve problems independently. Problems at beginning of lesson are most common students face during lesson. Expect students to make decisions that follow class rules.

Extension:  Join #geniushour community through Wikispace, Global Project Wikispace, or Choose2Matter—http://choose2matter.org— platform (created by Angela Maiers).  Have students share project with other classrooms doing Genius Hour. Find them online with Twitter (use hashtag) or on Google+ (check out 20% time community).

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 Invite parents to watch presentations. Take best to next school board meeting!  As a class, create a page on Global Genius Hour project and share with world.  Have students work towards creating a product, not just presenting “what they learned”. An example would be instead of learning chords on a guitar, play a song they learned. The end goal should be something they produce (Think: Maker Mentality).  Have student create his/her own rubrics for self-assessment.  Assign a student to enter Genius Hour due dates into class calendar.

More Information:  Test online tools to be sure links are still active from the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Joy Kirr’s Genius Hour resources: http://www.livebinders.com/play/play/829279  Cybraryman Genius Hour— http://cybraryman.com/geniushour.html  GeniusHour collaborative blog: http://geniushour.ca/  See full list of assessment items at end of unit  Lesson questions? Go to Ask a Tech Teacher

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Assessment Pick what works for your grade level

____Did student use backchannel device when necessary? ____Did students use domain-specific words during writing and presentation? Did s/he share knowledge in succinct, pithy sentences? Did s/he use multimedia devices when they helped convey information? ____Did student successfully decode unknown words and phrases during research and classmate presentations? ____Did s/he reflect needs of audience, task, and purpose? Answer questions following agreed-upon rules for speaking? ____Was student engaged in the learning, making a best effort? ____Was student able to respond to teacher suggestions positively? ____Was student able to take/make helpful suggestions from/to peers? ____Did student safely and effectively use the internet (where required)? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use correct keyboarding skills while typing? Note-taking skills? ____Did student plan, revise, edit rewrite? ____Did student transfer knowledge from other lessons? ____Did student follow directions? Complete project? ____Did student complete require forms to show progress? ____Did student present their research passionately and knowledgeably? ____Did student save/export to digital portfolio? Reflect via blog or another method? ____Did student understand that digital tools used were alternatives to other education tools used other times? ____Was student engaged in learning, making a best effort? ____Did student transfer learning to life? ____Was student a risk-taker, curious about new technology? ____Could student solve age-appropriate tech problems when needed? ____While investigating, did student enjoy the experience?

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Genius Hour Rubric

We started Genius Hour with the hopes of giving each of you the opportunity to explore your true passions in life. I hope final presentations show intrinsic motivation to become a life-long learner.

20 19-16 15-13 12-10 9-0 Demonstrated a high Demonstrated a solid Demonstrated some Demonstrated

level of curiosity and a level of curiosity and a curiosity and a marginal curiosity unique perspective on unique perspective on different perspective and a similar topic. Final product is the topic. Final on topic. Final perspective on distinct from other product is distinct product is similar to topic. Final projects from other projects. other projects. product is similar Creativity to other projects.

Created a well- Created a well- Created action plan Had help creating developed action plan developed action plan and completed action plan and and kept deadlines and met deadlines deadlines by rushed to meet throughout process. throughout process. presentation. Able to deadlines. Figured Independently able to Able to figure out what figure out what out what needed to figure out what needed needed to be done and needed to be done be done and in to be done and in what in what order with and in what order what order with a

Organization order. some help. with a lot of help. lot of help.

Showed a strong and Showed efficient use of Not always Rarely prepared efficient use of time time and resources. prepared and and consistently and resources. Seemed to understand wasted time. wasted time. Understood the importance of Unclear whether Didn’t understand importance of completing work s/he understood importance of completing work within a finite amount importance of completing work within a finite amount of time. completing work by a deadline. Productivity of time. within timeframe.

Demonstrated ability Demonstrated ability Demonstrated Had difficulty

to overcome obstacles to overcome most ability to overcome overcoming most and distractions. obstacles and some obstacles and obstacles and Never let setbacks get distractions. Rarely let distractions. distractions. in way of setbacks get in way of Sometimes let Allowed setbacks accomplishing goals. accomplishing goals. setbacks get in way to get in way of

of accomplishing accomplishing Grit/Hustle goals. goals. Showed strong passion Showed passion and Showed sense of Purpose was and sense of purpose. sense of purpose. purpose. Conveyed unclear. Failed to Conveyed successes Conveyed successes both successes and convey successes and failures to entire and failures to class. failure to class. Had and failure to class including what Tried to use domain- difficulty using class. Didn’t use s/he learned. Used specific vocabulary. domain-specific domain-specific domain-specific vocabulary, but vocabulary during

Presentation vocabulary with ease. seemed to written or oral understand. presentation.

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W10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

 Blogs  Greeting Cards  Digital Quick Writes  Digital Quick Stories  Write an Ebook

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W10 24…Blogs

Vocabulary Problem solving Common Core  Article  Don’t see my post (teacher must CCSS.ELA-Literacy.CCRA.W.1,2,4,6,10  Avatars approve first) CCSS.ELA-Literacy.W.4.1-10  Blog  Student comments aren’t always CCSS.ELA-Literacy.W.5.1—10  Comments appropriate? Set account for CCSS.ELA-Literacy.W.6.1-10  Dashboard teacher approval. Chat with CCSS.ELA-Literacy.W.7.1-10  Digital footprint students about how to contribute CCSS.ELA-Literacy.W.8.1-10 CCSS.ELA-Literacy.L.4.1-3  Embed to conversation. CCSS.ELA-Literacy.L.5.1-3  Etiquette  Why can’t I use my picture in CCSS.ELA-Literacy.L.6-3  Home row blog? (discuss digital privacy)  Is blogging safe? CCSS.ELA-Literacy.L.7.1-3  Keyboard shortcut CCSS.ELA-Literacy.L.8.1-3  Mulligan Rule  Someone made a mean comment (teacher moderates) CCSS.ELA-Literacy.WHST.6-8.1,2,4-10  Netiquette  Can’t figure it out (breathe  Post deeply, you can do it)  Sidebar  I want to personalize my blog  Web log (you’re encouraged to do that.) Time NETS-S Standards Grade 10min/time 4a, 6d 4-8

Essential Question

How do I share with classmates on a regular basis?

Overview

Summary Students blog throughout the year to reflect, compare-contrast, analyze, and generally practice writing and improve keyboarding.

Big Ideas Students develop facility with writing by doing it repetitively in a safe, user-friendly environment.

Materials Internet, student log-ins for blogging

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  Discuss blogging with administration and grade-level teachers to insure understanding of goals.  Distribute and collect student blogging agreements (can be based on Academy of Discovery sample). Answer questions about safety, privacy issues related to blogging prior to start.  Set up accounts in Kidblog or other blogging program.  Have a sample blog posted to your teacher account.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency.

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Steps

____Required skill level: Understand online tools. Passion for writing. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Introduce the concept of ‘blogging’—short articles published online, enhanced with images, videos, audio, embeds, with the express purpose of sharing ideas and garnering feedback. Here, the goal is that students 1) engage effectively in collaborative discussions with diverse partners, 2) build on others’ ideas, and 3) express their own clearly. ____Discuss this popular video—Blogs in Plain English.

Figure 96a and 96b—Two blogging platforms

____Studies show blogs 1) attract a wider audience than traditional reading venues, 2) improve student writing skills by making it fun and hip, 3) incorporate discovery into education, and 4) draw learners into self-guided discussions. Blogs require critical thinking and give content ownership to students. ____Before embarking on a class blogging project, get by-in of all stakeholders—other teachers, school administration and parents. You might consider having students sign a blogging agreement like this from Academy of Discovery that includes student assurances to follow prescribed rules. ____Have a discussion with students about the importance of maintaining privacy and protecting student digital footprint while engaging with others online. ____While blogging, students remember to:

 Follow privacy rules, as appropriate for any online social media—first name only, no addresses or personal information that could be used in identification.  Be concise. Readers don’t go to blogs to read a novel.  Be pithy. Readers may get tricked by a snazzy title, but not twice.  Be knowledgeable. There are so many bloggers, students must come across as intelligent on their topic and smart enough to discuss it in that one minute the reader gives them. How do they do that? Pick a topic they know about.

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 Fit post to audience, task, purpose. Blogs tend toward informal, but vary depending upon assignment.  Don’t snub other opinions to promote theirs. This mean-spiritedness turns people off.  Follow agreed-upon rules for discussions.  Contribute to discussion respectfully and with worthy content.  Be aware of ‘cyberbullying’; make sure blog post and comments do not cross this line.  Use good writing conventions, and academic and domain-specific words as required.

Figure 97—Sample teacher blog

____Blog post can be a summative assessment for a unit that has ended or a pre-assessment to determine what students know. ____Wherever students acquire information, assess credibility and accuracy, and provide credit where necessary. ____Ready? Have students sign onto class blog account with Edublogs (Figure 96b), Class Blogmeister, WordPress, Kidblog (Figure 96a), Google Blogs—choose one that works for your student group. Use a class account so students log in under teacher account. Show students samples of last year student blogs (Figure 98a and 98b, Figure 99a and 99b). ____Also show students your blog (Figure 97). Have several entries that tie into class inquiry. Ask students to post a comment. Encourage students to respond to comments. ____Now, students post an article on their blog. Only provide information they are comfortable sharing. Include images, video, or music. Make this self-directed as you encourage students to explore widgets and tools available on blog. ____Before pushing ‘publish’, review what they wrote, edit where necessary, and format for clarity.

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____Remind students to practice good keyboarding as they type entry. ____When finished, students visit classmate blogs and leave supportive comments. ____If necessary, pair struggling bloggers with more experienced ones--collaborate on several posts.

Figure 98a and 98b—Student blogs samples

____Once a month, have students post on an inquiry topic, then comment on five classmate posts. ____Blogs can be graded or ungraded. If you’re going to assess posts, consider these criteria:

 How responsive to the topic is it?  How original is material?  How respectful of other points of view, classmates, and ideas is it?  Does it follow standard writing conventions as practiced in class?

____If you want to use a blog rubric, here are several good examples:

 Scholastic blog rubric for grades 3-5  University of Wisconsin—Stout—for their education department  A Penn State professor’s creation  A general scoring rubric

____Here’s what you can expect students to learn from blogging:

 How to write Blogging requires students to write concise pieces that support a point, synopsize ideas, or share thoughts. The repetitiveness means students learn what works for them, what to avoid, and how to quickly get their thinking from brain to paper.

 How to prove a point Blog readers expect proof with links (meaning: hyperlinks) to sources, data, or well- considered opinions. Bloggers get used to pausing when they make a statement and

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finding evidence that supports it. These are habits important to Common Core writing standards.

 What my voice is To write quickly, students must know their voice—how they comfortably communicate. Blogging helps them figure this out.

 There are lots of opinions out there If a blogger shares an opinion, it’s likely s/he’ll get comments agreeing or disagreeing, and providing proof. It’s good to hear how others think and see if their evidence changes the blogger’s mind.

 There are a lot of smart people in the world Blogging and reading comments on a well-constructed argument remind students how intelligent those around them are. Lots of people have arrived at decisions based on valid evidence. It’s good to know that.

Figure 99a and 99b—Samples of student blogs

____Ask students what digital tools were used today. How did technology accomplish goals better than other approaches (say, a journal)? ____This project is part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 magazines  multi-media communication  newsletters  screencasts  tables

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 timelines  traditional reports  trifolds  visual organizers

Extension:  Assign a student to enter due dates into online calendar as needed

More Information:  Lesson questions? Go to http://askatechteacher.com

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use correct writing conventions every time s/he blogged? ____Were blogging articles completed according to requirements and directions? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Did student write in a style appropriate to blog writing? ____Did student engage in discussions with classmates via the comment section of blogs? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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W10 25…Digital Greeting Cards

Vocabulary Problem solving Common Core  Background  Leave out the ‘s in ‘Valentine’s’. It’s CCSS.ELA-Literacy.CCRA.W.6,10  Border difficult for kindergartners. CCSS.ELA-Literacy.W.K.6  Canvas  Drawing program won’t allow CCSS.ELA-Literacy.W.1.6  Clipart saving? Save a screen shot (use CCSS.ELA-Literacy.W.2.3  Desktop publishing Jing, Snippet, similar). CCSS.ELA-Literacy.W.2.6  Digital portfolio  What’s the difference between CCSS.ELA-Literacy.L.K.1,2,6  Drill down export and save? CCSS.ELA-Literacy.L.1.1,2,6 CCSS.ELA-Literacy.L.2.1-3,6  Export  What’s the difference between ‘edit’

 Fill and ‘format’?  Font  When do I backspace, when delete?  Format  Deleted picture by accident  Greeting (Ctrl+Z)  Image  How do I print all pages in  Palette Publisher (push print once; they all print)  Template Time NETS-S Standards Grade 20 minutes; repeat 1b, 2b, 6b K-2

Essential Question

How does creating greeting cards help writing skills?

Overview

Summary Writing greeting cards for a variety of tasks, purposes, and audiences helps students hone writing skills. Do this throughout the school year for holidays, celebrations, special events, using a mixture of card- creation tools (word processing, desktop publishing, online tools).

Big Ideas Creating greeting cards helps me learn writing skills and how to communicate with technology.

Materials Internet, drawing program, tool for creating greeting cards , core class writing conventions

Teacher Preparation  Test all online tools to be sure links are still active from the last time you used them.  Have a digital gallery (via a class blog or wiki) to share student greetings.  Consider co-teaching with writing, language, and/or literacy teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency.  Planning note: Any time you are going to print, start lesson with the project to give students plenty of time to complete it. Those who are done early can move on to the next activity.

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Steps

____Required skill level: Technology basics, joy of using digital devices.

____A great way to practice writing skills with small projects throughout the year that vary based on task, audience, and purpose. Students surreptitiously review writing skills with a project they love in an authentic, student-directed approach. ____Greeting cards can be formative or summative assessments of both tech skills and writing skills. ____Before beginning, discuss ‘greeting cards’. What are they? What types have students received and given— and what is their purpose? Write routinely over extended ____What is the ‘greeting’ on the card? time frames (time for research, reflection, and ____Always have students open drawing program as revision) and shorter time independently as possible. Options: frames (a single sitting or a day or two) for a range of  KidPix tasks, purposes, and  Paint audiences.  Pixie —Common Core  TuxPaint

____There are also a wide variety of online art tools students can use, including:

 Draw.to  Kerpoof  Dreezle.com  Mutapic  Graffiti Creator  SumoPaint

____If you use IPads, here are more options (Note: Some require a fee):

. Drawing Box . Draw–for K-2 . Doodle Buddy . Drawing Pad

____Discuss the difference between software and online programs. Can students name a few of each they have used? Which are digital tools? (Hint: Both—why?) ____Before class, preview each tool and select a variety that fits your student group. Then, demo them for students. Use as many as possible throughout the school year—a different tool for each card is perfect. Get students thinking about how the tool operates, what’s similar to previous tools used, how they can get it to work without waiting for teacher assistance. ____A good approach is to emphasize certain tech tools (paint brushes, text styles, backgrounds, stamps) and/or specific writing conventions (letter writing, sentences, details) with each card. These can increase in complexity as the year progresses. ____Youngers: Take two weeks on each project. The first week, students practice card, but don’t save or print. The second week, have one or more students review what was done prior week using class Smartscreen. Then, students create card and save/print/share/publish. ____2nd grade: Show a sample of card on SmartScreen and ask a student to show in school drawing program where each part came from--paint brush, paint bucket, text tool, backgrounds. For example, in Figure 100a, students used paint bucket, paint brush, text tool to create the drawing. In Figure 100b, student used paint bucket, paint brush, spray can, fill, and text tool. This serves

218 How to Achieve Common Core with Tech: Writing

as a formative assessment of student knowledge, transferred from kindergarten and first grade, and reminds students they are expected to remember how to use tools productively in their work.

Figure 100a and 100b—What tools were used to create these cards?

____Each time student completes a card, share it with neighbor and get feedback. Does it communicate the feeling of the holiday? Does picture say same message as words? Does neighbor notice any spelling/grammar/syntax errors (as are age-appropriate)? Discuss how student created the card—what tools were used? Likely the neighbor will be interested, especially if there’s a tool they hadn’t thought to use. Let students teach each other. ____When cards are done, share/publish/print as well as save to student digital portfolios. Kindergarten will need help with this, but let 1st and 2nd do this as independently as possible, transferring knowledge of how to do this from other classes. ____If students will be using online images, discuss how to use the internet safely in an age- appropriate way—avoid ads, ignore bling, go only to the links specified by teacher. ____Discuss the legality of using online resources, like images. When can they use them? Give specific examples—say, for school reports, academic work. Specifically address whether students can use online images for greeting cards. In general terms (not intended to be a legal explanation—for that please consult relevant qualified personnel):

Yes—can be used for the exercise of learning to create greeting cards No—cannot be used in other places to create greeting cards (must be for the academic purpose of learning only)

____Do this discussion in an age-appropriate way and scaffold knowledge every year. For ideas on how to do this, see the SL K-8 Digital Citizenship Curriculum.

Standard Card

____Make a simple one-page or folded greeting card in a drawing program or a desktop publishing program that fits whatever holiday is current. Have students use whichever tools they’ve practiced with and whatever writing conventions are being reinforced.

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____Kindergarten-1st grade—use a drawing canvas approach, where card is created, formatted, decorated and printed to appear on only one page. No folding is required. Figure 101a and 101b are examples of this type—as are Figure 102a and 102b.

Figure 101a and 101b—One page cards created in KidPix and Publisher

____2nd graders: Use a desktop publishing program like Microsoft Publisher to create an authentic folding card. At this age, use available templates and have students only change a few items (like the greeting and focal art). See Figures 102a, 102b for exemplars created in Publisher.

Figure 102a and 102b—Foldable cards created in Publisher

____Open Publisher. This is different than the program used last year (KidPix, TuxPaint, Pixie, Kerpoof, Paint) for cards. Compare: tools, toolbars, canvas. Notice how much more sophisticated Publisher is—the card looks real! ____Walk students through Publisher opening screen—task pane, page layout, middle work area, ribbons, menus.

220 How to Achieve Common Core with Tech: Writing

____Find ‘Greeting Cards’. Click template student likes (what’s a template?). Select color/font scheme and click ‘create’. ____Review card (text boxes with greetings, pictures, name on back). This year, students only change:

 pg. 2 (add image)  pg. 4 (add their name)

Figure 103—What card looks like before being folded

____Go to page 2 and add holiday picture (through clipart); resize as needed. ____Go to page 4 and change card creator to student name. ____In grades 3-5, expect students to edit all parts without assistance.

Holiday Symbol

____Tie greeting cards in with class inquiry into symbols. Discuss which symbols ‘mean’ the current holiday and then have students design their card using those symbols.

Figure 104a and 104b—One-page card created in drawing program using symbols

221 How to Achieve Common Core with Tech: Writing

____Ask what these are symbols of. When they share, summarize for them: When you see an American flag, you think of patriotism, freedom, immigrants (or what summarizes student thoughts). ____Discuss idea that a picture is worth a thousand words. Discuss tech symbols (i.e., icons, tools on a toolbar). If possible, spiral back on a book being read in class with symbols in it. ____Relate holiday symbols to math symbols discussed in class. How are they alike and/or different? ____Open drawing program (KidPix, Paint, Pixie, TuxPaint, Kerpoof) with teacher assistance as needed. Students get better at this each week so refrain from jumping in when they seem stuck. If you have parent helpers, let them know this strategy. ____Students will draw a symbol that represents the holiday. If necessary, students practice one week, redo and print the next. ____Use text tool to add student name and any other text, like ‘Happy St. Patrick’s Day’. ____When student finishes, ask neighbor what they see summarized. Does image deliver same message as words? As students talk, incorporate domain-specific vocabulary. Respond to classmate ideas by revising, editing, and reworking drawing.

Write a letter

____What is letter writing? How is it different from other writing? How have students written letters in the past? ____What are the steps teacher has students follow to write a letter (greeting, body, close)? ____Review class instructions for writing a letter (set-up, grammar, spelling, etc.). ____Discuss pros and cons of writing a letter using the computer:

 Pluses: No worry about handwriting  Challenges: Finding letters on keyboard and tools on toolbars

____Throughout the school year, use technology to write simple letters (see Figure 105a and 105b), decorate, and export/print:

Figure 105a and 105b—Simple letters written by kindergarten, 1st grade

Get creative

____Draw a holiday symbol of, say, a turkey by placing hand on monitor and tracing around it with drawing tool. Students are familiar with this approach from the classroom and will have no problem doing what for most adults is a no-no (placing a hand on our monitors)!

222 How to Achieve Common Core with Tech: Writing

Figure 106—Creative use of technology—take the classroom into the lab!

____Or, use a puzzle piece shape (see Figure 107, 108a, 108b). Students draw greeting inside puzzle piece, then print and create a collage of greetings on class wall, virtual pegboard, website, or other. ____Why a puzzle piece? Discuss this with students. Who are they? What do they remember that made a big difference in their lives? The arrival of a sibling? The death of a beloved dog? The school they went to? Aren’t most memories when they are part of something else? Discuss how who they are is a culmination of many decisions, small and large. Truly, their essence is like a puzzle. ____Extend discussion to class. It is made up of all children. What it is depends upon who they are on a daily basis. Last year’s class was different because of its unique mix of students. ____This can be an opportunity for serious discussions on behavior issues, disagreements among students, cultural clashes that are sensitive to discuss.

Figure 107—Big puzzle piece, imported into drawing program for student use

223 How to Achieve Common Core with Tech: Writing

____Fill shape with paint bucket—be sure to select fills that fit theme. ____Use ABC text tool for greeting—font size 48, caps lock or not. Pick a font and color from palette. ____Print independently; export to digital portfolio with assistance.

Figure 108a and 108b—Student decorates puzzle piece and connections dups to create a picture

____By the way, I got the puzzle piece from Photoshop—one of its shapes. You can find similar pieces in the Microsoft clipart collection and online. ____We don’t have time in this book to explain the steps required to complete all of the tools discussed, but there are many great YouTube videos and website help files to explain details.

____When students finish, ask them what digital tools were used. How did technology accomplish goals better than other approaches (say, a paper card)? ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout the grade level, using a variety of approaches, including:

 graphics  traditional reports  multi-media communication  visual organizers

____Remind students: Every time they use the computer, practice good keyboarding skills. ____Check for understanding. Expect students to make decisions that follow class rules. ____As you teach, incorporate domain-specific language into lesson. ____Remind students to transfer knowledge to classroom or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Save Publisher card as pdf and email to family/friends.  Take cards to a rest home to share with those who won’t get many cards.  Create birthday cards for generic students that can be shared when the date arrives.  Collect greetings into online portfolio that students share with parents.

More Information:  Lesson questions? Go to http://askatechteacher.com  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when speaking to class, classmates and you? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use backchannel device when necessary? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools? ____Did student transfer knowledge from other lessons? ____Did student print to share with family and friends? ____Was student able to fold card where required? ____Did student understand the relationship between symbols used on cards and symbols used in math—and technology? ____Did student follow class writing conventions, editing and revising as needed? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______.

225 How to Achieve Common Core with Tech: Writing

W10 26…Digital Quick Writes

Vocabulary Problem solving Common Core  Animoto  Drawing doesn’t look good/real? CCSS.ELA-Literacy.CCRA.W.6,10  Apps Remind student that each drawing is CCSS.ELA-Literacy.W.K.3,5,6,8  Closure unique. It shouldn’t look like others. CCSS.ELA-Literacy.W.1.5,6,8  Digital  This is hard (that’s why we practice) CCSS.ELA-Literacy.W.2.6,8  Edit  I ran out of room (next time, plan CCSS.ELA-Literacy.L.K.1,2,6  Export layout so it fits the way you write) CCSS.ELA-Literacy.L.1.1,2,6  Font  I can’t save on the iPad (teacher will CCSS.ELA-Literacy.L.2.1-3,6  Grammar show you how—or a classmate)  Icon  I used to think writing was difficult.  Online tool Now it’s fun. What happened?  Palette  I made card for school, but Dad used  Quick writes it for home. Is that OK? (let’s talk)  Software  Drawing tool doesn’t have text tool  Task (use pencil) Time NETS-S Standards Grade 45 minutes 1a, 2b K-2

Essential Questions

How does writing often and briefly improve skills?

Overview

Summary Students use digital Quick Writes to integrate writing and critical thinking practice into any discipline. They use a variety of age-appropriate digital tools to prepare their work. Through these short, fun writings, students develop fluency, build the habit of reflection, and informally assess thinking.

Big Ideas Writing routinely for short periods of time, for a range of tasks, purposes, and audiences, makes students better writers.

Materials Internet, drawing program, quick write links

Teacher Preparation  Test all tools to be sure they work since the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Collect Quick Write topics from grade level teachers (and other subject teachers). Let them know when students will be using one of these topics.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency without a meltdown.

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Steps

____Required skill level: drawing program basics, writing basics.

____Learning Common Core writing skills doesn’t have to be accomplished with pen-and-paper, or keyboard. Thanks to technology, students hone writing skills by creating videos, comics (Lego comics), audios (Voki). Here’s a list of options for writing with technology:

 Comic Creator  Shidonni  Fotobabble  Story Maker  Get Writing  The Story Starter Jr.  Make a Story  Web-based Madlibs  Make Believe Comix  What-if questions for stories  A newspaper clipping story  Zooburst--create pop up stories (log-in)

____For this lesson, we focus on digital quick writes—technology that students use for writing, say, 10- 20 minutes. In K-2, this involves two communication approaches students are familiar with—text and art. These mix art and words—perfect for younger writers. We’ll save video, audio, and more sophisticated storytelling tools for the lesson on Quick Stories. ____Here are some good options:

 Art.com Write routinely over extended  Draw.to time frames (time for  Dreezle.com research, reflection, and  Kerpoof revision) and shorter time  KidPix frames (a single sitting or a  Mutapic day or two) for a range of  Paint (free program with Windows) tasks, purposes, and  SumoPaint audiences.  TuxPaint —Common Core  Word processing program

____’Quick writes’ are short projects, completed repetitively throughout the year, that vary depending upon task, audience, and purpose. Students surreptitiously review skills with an authentic, student-directed approach. ____Discuss the difference between software (i.e., KidPix, Paint, TuxPaint) and online programs (i.e., Kerpoof, Draw.to). Can students name a few of each that they have used? Which are digital tools? (Hint: Both—why?) ____Before class, preview each tool and select a variety that fits your student group. Use as many as possible throughout the school year—a different tool for each card is perfect. Get students thinking about how the tool operates, what’s similar to previous tools, what the symbols used in the program mean, how they can get it to work without waiting for teacher assistance. ____Demo several tools for students. ____Whichever you select, be sure you’ve vetted them for age- and skill-appropriateness to your unique student group, as well as the defining characteristics of this lesson—that writing will be quick, efficient, and satisfying. ____A good approach is to emphasize certain tech tools (paint brushes, text styles, backgrounds, stamps) and/or specific writing conventions (letter writing, sentences) with each project. These can increase in complexity as the year progresses.

227 How to Achieve Common Core with Tech: Writing

____For youngers: Take two weeks on each project. The first week, students practice, but don’t save or print. The second week, have one or more students review what was done the prior week using the class Smartscreen. Then, students complete the quick write and save/print/share/publish. ____For 2nd grade: Show a sample on the SmartScreen and ask a student to come up and show in the school drawing program where each of the parts came from--paint brush, paint bucket, text tool, backgrounds. This serves as a formative assessment of student knowledge, transferred from kindergarten and first grade, and reminds students that they are expected to remember how to use the tools productively in their work. ____Each time student completes a quick write, share it with a neighbor and get feedback. Does it communicate the idea? Does picture say same message as words? Does neighbor notice any spelling/grammar/syntax errors (as are age-appropriate)? ____If students will be using online images, discuss how to use the internet safely in an age- appropriate way—avoid ads, ignore bling, go only to the links specified by teacher. ____Discuss the legality of using online resources, like images. When can they use them? When not? Give specific examples of when it’s OK—say, for school reports, academic work. In general terms (not intended to be a legal explanation—for that please consult relevant qualified personnel):

Yes—can be used for the exercise of learning No—cannot be used in other places (must be for the academic purpose of learning

____Have this discussion in an age-appropriate way and build knowledge every year. For ideas on how to do this, see SL K-8 Digital Citizenship Curriculum.

Figure 109a and 109b—Digital Quick Writes using TuxPaint

____You can use quick writes as formative or summative assessments of both tech skills and writing skills. ____Before beginning, discuss what it means when you ask students to do a ‘quick write’. They are brief, timed writing opportunities that integrate writing and critical thinking practice into any discipline. They develop writing fluency, build the habit of reflection, and to informally assess student thinking. They are expected to:

 Activate prior knowledge  Promote reflection about

228 How to Achieve Common Core with Tech: Writing

 Encourage critical thinking  Organize ideas  Be completed in a brief amount of time and/or by a deadline

____What types have students done in the past? Can they describe them? What was the purpose? ____Anytime you employ digital quick writes, make them casual, spontaneous, stress-free. Students should come to consider writing as fun, natural, simply part of their learning—not a process that requires hours of preparation, many rewrites, and causes stress. ____Always have students open program as independently as possible. For this young grade level, a writing tool that relies on art as well as text is ideal. Consider KidPix, Paint, Pixie, TuxPaint. If using IPads: Doodle Buddy, Doodle Cast, Draw, Drawing Pad, Screen Chomp. ____Where possible, writing is completed before formatting occurs—font selection and colors, drawing, stamps, and similar. ____These projects require an interweaving of art and text. Do students notice how drawings communicate differently than words. In Figure 111a and 111b, what do students know about the girl based on the two drawings? ____When student thinks they are done with a quick write, evaluate whether it has required details to uniquely represent the idea. ____Done evaluating? Ask a neighbor for assistance. What does this second person see when they look at drawing? What do they think would make it clearer? Have student revise based on input. ____If necessary, remind students of agreed-upon rules for class conversations.

Story Pieces as Quick Writes

____Students tell a story in four drawings to celebrate tech skills accomplished during the school year. They use tech basics (tools, toolbars, fills, drag-and-drop, backgrounds, clipart, text) and established writing conventions learned throughout year. All four will be ready by Open House. Be prepared to allow one week to practice, one to export if necessary. ____Digital quick writes address story parts, i.e., main character (Figure 109a, 110a), supporting characters (Figure 111b), setting (Figure 111a), and plot (Figure 110a and 110b). They are created in a variety of drawing tools, both software and online.

Figure 110a and 110b—Digital Quick Writes using Paint and Draw.to

229 How to Achieve Common Core with Tech: Writing

____Open drawing program—we’ll use KidPix, but you can use Paint, TuxPaint, Kerpoof, online tool. ____Use ABC tool, caps lock, font size 72, to write a sentence that introduces story to viewers. Include appropriate grammar, capitalization, spelling. ____Most students need to edit their sentence. Explain how to do this (place cursor where mistake is and backspace or delete—what’s the difference). ____When writing completed, draw images to reinforce text using a variety of colors. ____Observe students as they work to be sure they hold the mouse correctly (palm at bottom, pointer and middle fingers on buttons, thumb on side) and use correct posture.

Figure 111a and 111b—Digital Quick Writes using KidPix

____Save/share/publish/print with help to student digital portfolio. ____Space these drawings throughout the year to scaffold learning—both tech and writing. By the time they’re done with sequence, they have an exciting story to share with parents at Open House (or another end-of-year celebration).

Independent Quick Writes

____Digital Quick Writes are great for stand-alone writing topics. Whatever is being discussed in class—history, a story, literacy, even vocabulary—have students write a few sentences and then draw a picture that communicates same information as the words. See Figure 112a and 112b.

Figure 112a and 112b—Digital Quick Writes using Kerpoof

230 How to Achieve Common Core with Tech: Writing

____Students open drawing program as independently as possible. Add a sentence or two in font size 48, choice of font and color. Pay attention to age-appropriate writing conventions. ____ Create picture to wrap up story. No rush—enjoy the process. Use different brushes and colors. ____Remind student to use good keyboarding habits, like backspace and delete to edit from where cursor blinks (what’s the cursor? Why does it blink? This is a good opportunity to reinforce domain-specific vocabulary during class.). ____When student has completed both writing and drawing, show it to a neighbor. Does it accomplish goal? Does it reinforce the topic being discussed? Does picture communicate same message as words? Are writing conventions accurate? If neighbor has suggestions, student can make changes before finalizing drawing.

____If using IPads, explain the basics of this tech tool to students before beginning. You want them to enjoy it. Include: how to save screen picture (push power and home at the same time) and how to find the tool that allows publishing/sharing. But don’t over-explain—leave room for discovery and experimentation.

Figure 113a and 113b—Digital Quick Writes on IPad using Doodle and ScreenChomp

____Second graders can complete quick writes with a traditional word processing program like Word, Notes, Open Office, Google Docs (if you use GAFE). Be sure to review basics of this program— tools, toolbars, opening canvas—before proceeding. This will be a relatively new skill for them.

Figure 114a and 114b—Digital Quick Writes using word processing program

231 How to Achieve Common Core with Tech: Writing

____Start with word processing skills required for a quick write—text, text formatting, inserting images. Work one step at a time—text first, then formatting (fonts, colors, sizes), then images. Figure 114a and 114b show two digital quick write formats completed in MS Word.

____When students finish, ask what digital tools were used. How did technology to produce writing accomplish goals better than other approaches (say, a crayon drawing)? ____How to use the wide variety of digital quick write tools is outside the scope of this book, but there are many websites you can access (by Googling the name) on that topic.

____This project can be part of an ongoing effort to write routinely throughout the year, using a variety of approaches, including:

 blogs  cards  graphics  multi-media communication  traditional reports  visual organizers

____As you teach, incorporate domain-specific language into lesson. ____Throughout, check for understanding. Remind students to transfer knowledge to class or home. ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the most common students face during lesson. ____Expect students to make decisions that follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example.

Extension:  Don’t use caps lock. Expect student to use shift key to capitalize as needed and add a period to end of sentence.  Discuss ‘grammar’ with students.

More Information:  Lesson questions? Go to http://askatechteacher.com

232 How to Achieve Common Core with Tech: Writing

Assessment Pick what works for your grade level

____Can students transfer learning to life? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct writing conventions? ____Did student use correct keyboarding while typing, in an age-appropriate way? ____Did student picture match text, so both communication methods shared the same message? ____Did student review, revise and edit as required with the help of a neighbor? ____Did student correctly edit text and drawing where required—using proper tech tools? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., online drawing tools)? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____While investigating, did student enjoy the experience?

____Other______

______

______.

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W10 27…Digital Quick Stories

Vocabulary Problem solving Common Core  Audio  How do I edit (backspace or CCSS.ELA-Literacy.CCRA.W.3,10  Avatar delete) CCSS.ELA-Literacy.CCRA.W.4-6  Digital storytelling  I can’t get rid of squiggles (right CCSS.ELA-Literacy.CCRA.L.1,2  Heading click and select option) CCSS.ELA-Literacy.CCRA.SL.5,6  Menu bar  I don’t like writing (how about CCSS.ELA-Literacy.W.2.3,5,6  Non-verbal audio/video tools) CCSS.ELA-Literacy.W.3.3-6,10  Plagiarism  How can I learn writing with an CCSS.ELA-Literacy.W.4.3-6,10 CCSS.ELA-Literacy.W.5.3-6,10  Publish audio tool (review Standards) CCSS.ELA-Literacy.L.2.1-3  Quick story  I can’t figure out how to use the CCSS.ELA-Literacy.L.3.1-3  Quick write online tool (is it similar to other tools you’ve used? Can a CCSS.ELA-Literacy.L.4.1-3  Spell-check CCSS.ELA-Literacy.L.5.1-3  Synonyms classmate help?)  Can I use comics (yes—as long as CCSS.ELA-Literacy.SL.4.4-5  Visual you follow writing standards) CCSS.ELA-Literacy.SL.5.4-5 Time NETS-S Standards Grade 25 min. 1b, 2b 2-5

Essential Question

How do I create and share a story?

Overview

Summary Students use digital Quick Stories to integrate writing and critical thinking practice into any discipline. They use a variety of age-appropriate digital tools to prepare their work. Through these short, fun stories, students develop fluency, build the habit of reflection, and informally assess thinking.

Big Ideas Write routinely—both fiction and non-fiction, narrative and informational--over short time frames for a range of tasks, purposes, and audiences on authentic topics that scaffold curriculum standards.

Materials Internet, word processing program, digital storytelling online tools

Teacher Preparation  Test all tools to insure they work since the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  Collect Quick Story topics from grade level teachers (and subject teachers). These relate to science, history, literacy, other. Let teachers know when students will use one of these topics.  Consider co-teaching with subject-specific teacher.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency.

234 How to Achieve Common Core with Tech: Writing

Steps

____Required skill level: Understand online tools, basic writing conventions, use of multi-media. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class. Show students how to access it if necessary.

____Discuss writing. What strategies have students used in writing? Develop a list of skills students use. Consider these from Common Core:

 Use valid reasoning and relevant evidence.  Convey information clearly through effective selection, organization, analysis.  Develop real or imagined experiences using effective technique, well-chosen details and well-structured event sequences.  Produce writing appropriate to task, purpose, and audience.  Strengthen writing by planning, revising, editing, rewriting, trying new approach.  Use technology.  Conduct research.  Gather information, assess credibility, and integrate while avoiding plagiarism.

____What is the difference between writing by hand and on a computer? Create table in Google Docs. As you set this up on Smartscreen, show students how you do it—open Doc, find table tool, ‘share’ with all students, add rows, format. ____Prompt students with suggestions below. When list completed, ask students to add to it through the shared GAFE file or by using Smartscreen tools before the next class:

Figure 115—Handwriting vs. Typing Table

____If there are typos, spelling/grammar errors, or poor use of writing conventions, invite students to correct them on either the shared document or the Smartscreen. Do you see one in the chart above? Always encourage students to review/edit/revise.

235 How to Achieve Common Core with Tech: Writing

____When done, discuss how pros and cons change as they get older. ____Discuss ‘digital storytelling’ and how it can be done in a variety of media:

 Animation  Narration  Audio  Video  Music  Voice

____Learning Common Core narrative (and other strands, i.e., informative, argument, and explanatory) writing skills is more effectively accomplished by a combination of these media. Thanks to technology, students can hone writing skills in a media most suited to their learning style. Here’s a partial list of options for multimedia writing with technology:

 Animoto  Myths and Legends  Bubblr!  Newspaper clipping from story  Fotobabble  The Story Starter Jr.  Get Writing  Thinglink  Make a Story  Voki  Make Your Story  Zooburst--create pop up stories (log-in)

____If you use IPads, here are more options (Note: Some require a fee):

 Book Creator  StoryKit  Books—via Scribble Press  Toontastic  Book Writer  VoiceThread  GarageBand  Write about this

____Common Core Writing Anchor Standards ask student to share ideas clearly and succinctly. This has little to do with student ability with pen-and-paper or word processing. Read the list collected earlier in the lesson (and the Common Core-aligned suggestions) and think about how audio, video, images and other visual media fulfill their essence as well as might be accomplished with the written word. Consider ‘relevant evidence’: Could that be detail in an artistic drawing? Consider ‘convey information clearly’: Could that as easily be done with audio as written word? Take a show of hands for students who feel they learn better by audio than written? ____For this lesson, students use a variety of multimedia digital tools to tell a story quickly while practicing Common Core writing standards.. This is a great way to reinforce skills—short stories completed repetitively throughout the year that vary depending upon task, audience, and purpose. ____Before class, preview each tool you’ll be using (it Write routinely over extended might be the above list or others) and select those time frames (time for that fit your students. Use as many as possible research, reflection, and throughout the school year—a different tool for each revision) and shorter time story is perfect. Get students thinking about how the frames (a single sitting or a tool operates, what’s similar to previous tools, how day or two) for a range of can they get it to work without waiting for teacher tasks, purposes, and assistance. audiences. ____With students, discuss the difference between software and online programs. Which have students —Common Core

used? Which are digital tools? (Hint: Both—why?)

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____Discuss ‘quick stories’. They are brief, timed writing opportunities that develop fluency, build reflection, and informally assess student thinking. They are expected to:

 Be completed in a brief amount of time and/or by a deadline  Activate prior knowledge  Encourage critical thinking

____Discuss importance of questions like who, what, when, where, why, how as both author and reader. What do these mean? How do they demonstrate a understanding of key details? How do  Write using valid answers flesh out an event, including sensory details, reasoning and evidence action, description, and temporal issues?  Write clearly and ____Demo several tools for students. accurately ____Done? Have students practice with a digital storytelling tool. When done, review it for  Write using effective completeness, then ask a neighbor for assistance. technique, details and What would make story clearer? Have student revise event sequences. details based on input.  Produce clear writing ____If necessary, remind students of agreed-upon rules for appropriate to task, class conversations. purpose, and audience. ____Most writing tools, whether online or software,  Write by planning, prompt writer for spelling errors. Clear squiggles revising, editing, before declaring story ‘done’. rewriting, or trying a new ____If students will be using online images, discuss how to approach use internet safely in an age-appropriate way—avoid  Use technology ads, ignore bling, go only to links specified by teacher.  Conduct research ____Discuss legality of using online images. Give specific  Gather information from examples of when it’s OK to use them—say, for school print and digital sources, reports, academic work. In general terms (not assess credibility, and intended to be a legal explanation—for that please avoid plagiarism. consult relevant qualified personnel):  Draw evidence to analyze, reflect, research. Yes—can be used for learning No—cannot be used in other places —Common Core Writing Standards (truncated and ____Do this discussion in an age-appropriate way and annotated)

build on knowledge every year. For ideas on how to do this, see the SL K-8 Digital Citizenship Curriculum. ____When each digital quick story is completed, students save, publish, share, embed, and/or print. ____You can use quick stories as formative or summative assessments of tech skills and writing skills. ____Remind students to use good keyboarding habits as they type—every time they use the computer.

Online Digital Tools

____Two good online tools for 2nd graders’ digital quick writes are Kerpoof Studio (Figure 116) and Storybird (Figure 117). ____Open Kerpoof and tour features, toolbars and tools. Demonstrate how to draw using available tools. Have students experiment with simple drawings. ____Using Kerpoof’s Tell a Story tool, title story My Who-What-When-Where-Why-How Book.

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____Students work in pairs to create a page for each question. Title it with question addressed.

Figure 116—Digital quick story in Kerpoof

____Answer each question with text and images. ____As students work, prompt them to explain their answers. Here are questions that could apply to Figure 116: Where is the dog? How is he interacting with the dolphin? When is this happening ____When done, save to class Kerpoof account or embed into class website or wiki to share with all students. You can also take screen shots of separate pages to share.

____Storybird is another great 2nd grade digital Quick Story tool. I like Storybird because it blends text with stunning images that inspire creativity. Additionally, its intuitive layout is easy to use, finished product can be embedded in websites/blogs or wikis, and it requires no log-in for basics.

Figure 117—Digital quick story in Storybird

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____Before beginning, show students stories created by other children. Point out details that apply to their needs, i.e., title page, text and image on each page. ____Point out how picture and words communicate same message, how an idea can be teased from picture and expanded. ____Demonstrate how to create a project. Involve students in making a cover, selecting images for pages, adding appropriate text. Discuss what characters, setting, and images go with the plot. ____That done, have students create their story. A practical strategy is to start with one page, then make it longer when they are more skilled. Select a picture. Add a central idea. There’s the story. ____This activity is student-driven. Encourage students to take responsibility for their own learning. ____If a class log-in is available, upload story embed to class website or wiki. If no log-in, show students how to take a screen shot, save and print. Share with parents, teachers and students.

____A good option for older students is My Storymaker (see Figure 118).

Figure 118—Digital quick story in My Storymaker

____I like it because it guides students through story writing--asks students to set goals (providing common examples) for characters, establish motivations, (again, providing typical examples) and suggest emotions to drive the story. Explain how goals, motivations, and emotions tie into who- what-when-where-why questions. Include narrative details that describe actions, thoughts, feelings, and temporal words to signal event order with a sense of closure at story’s end. ____Step back a moment and discuss ‘motivation’ in a story, especially if this is new to students. Why is it important to understand what drives a character to act? Discuss the human, cultural, and societal issues related to technology, how students can practice good legal and ethical behavior, and what responsible use of information and technology is.

____Other digital storytelling tools: Figure 119a and 119b--story created by annotating photos using tools like Fotobabble, Skitch and Thinglink (the latter—better suited to older students).

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Figure 119a and 119b—Digital quick stories in Fotobabble and Skitch

____Figure 120--grades 4/5: audio story created in Voki. Students create a storyboard that Voki avatar speaks, then design avatar, background, her/his voice to fit story. Lots of creativity. This appeals to students who find the act of writing slows down their storytelling abilities. When they tell you a story, it’s spectacular, but trying to pen to paper (even digitally) interrupts their thought processes. With Voki, they create a storyboard, design an avatar, record and share.

Figure 120—Digital quick stories in Voki

____Decide what style of speech is appropriate to story (informal or formal) and adapt storyboard and avatar, demonstrating command of the chosen style in the story-telling.

____Figure 121a and 121b-- stories written with a comic creator (see options at beginning of lesson. Preview several to find degree of complexity right for your students):

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Figure 121a and 121b—Digital quick stories using comics

____And finally, multimedia quick stories using Photostory (free downloadable software) or online tools like Animoto (see Figure 122). Students blend images, words, their voices, music, even videos into a movie that tells a quick story. Once student has research and storyboard completed, it can be done in about 20 minutes.

Figure 122—a multimedia video as digital quick story, created in Photostory

____When done, whichever tool student selects, they should answer who-what-when-where-why questions, as well as include details of characters, setting, plot, climax and closing. ____How to use the wide variety of digital quick story tools is outside the scope of this book, but there are many websites on that topic.

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Software-based Digital Tools

____Open word processing program (MS Word, Google Docs, Open Office, Notes) that allows for inclusion of borders, varied fonts, images, fancy titles. For youngers, a writing tool that relies on art as well as text is ideal. Consider KidPix, Paint, Pixie, TuxPaint, or similar. Always have students open word processing program as independently as possible. ____Review program—tools, toolbars, page layout—or have a student review on Smartscreen.

Figure 123--Digital quick story in MS Word

____In all quick stories with word processing tools, writing is completed before formatting—font selection and colors, drawing, stamps, and similar. ____Follow class strategies for story writing (i.e., Bold Beginning, Mighty Middle, Exciting Ending). Start with an introduction (i.e., Once upon a time, there was a ghost…), tell about story characters, what problem they face and how they solve them. Include details to describe actions, thoughts, and feelings. Use temporal words to signal event order. Provide a sense of closure. This should fit on one page. ____Save with student last name (why student name?); publish/share/embed/print. ____How to use word processing programs is outside the scope of this book, but there are many fine videos and websites that will address this topic. ____Ask students: What digital tools are used in this project? (Hint: software, online tools, embed codes). What else could be used? (Hint: printer, email, pdf). How would they create a quick story without digital tools? What do they think of that?

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____Quick stories can be written in a variety of media, including:

 blogs New technologies have  cards broadened and expanded the  graphics role that speaking and  magazines listening play in acquiring and  multi-media communication sharing knowledge and have  newsletters tightened their link to other  visual organizers forms of communication.

____If students have blogs or online journals, reflect on Digital texts confront students what they learned in this lesson. with the potential for ____As you teach, incorporate domain-specific language. continually updated content ____Throughout class, check for understanding. and dynamically changing ____Remind students to transfer knowledge to class or combinations of words, home. graphics, images, hyperlinks, ____Expect students to solve problems as independently as and embedded video and possible. Problems at beginning of lesson are the most audio. common students face during lesson. —Common Core ____Expect student decisions to follow class rules. ____A note: Every chance you get, use technology to facilitate teaching. Lead by example. Students will see you use tech quickly and facilely and follow your good example. They want to use tech.

Extension:  Upload stories to iPads, read stories in small groups, and discuss.  Use Windows slideshow to create a quick slideshow of student one-page stories (must be saved as jpgs).  Show saved stories on SmartScreen and read as a group.  While this lesson focuses on stories, these digital tools can be used for quick informative/explanatory texts, opinion pieces, arguments, narratives, as well as fiction.

More Information:  Lesson questions? Go to Ask a Tech Teacher  Full digital citizenship curriculum for K-8 here

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Assessment Pick what works for your grade level

____Did student use backchannel device when necessary? ____Did student join class conversations? Work well in a group? ____Did student safely and effectively use the internet (where required)? ____Did student use academic and domain-specific language, as well as correct language conventions, when creating auditory quick stories? ____Did student use correct keyboarding while typing? ____Did student use available digital note-taking tools during storyboards (where required)? ____Did student revise-edit-rewrite based on input for classmates and teacher before submitting final Quick Story? ____Did student complete story by deadline, understanding how to plan work to finish within a timeframe? ____Did student use a different tool this time than s/he had used for other quick stories? ____Did student transfer knowledge from other lessons? ____Did student try to solve problems (tech and otherwise) independently before requesting assistance from classmates and/or you? ____Is student engaged, making a best effort to accomplish lesson goals? ____Was student a risk-taker, curious about new technology (i.e., backchannel devices, note-taking tools)? ____Did student understand that digital tools used were alternatives to paper-and- pencil used other times? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____While investigating, did student enjoy the experience? ____Can students transfer learning to life?

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W10 28…Write an Ebook Vocabulary Problem Solving Common Core  1st /3rd person  I forgot to attend GHO (did CCSS.ELA-Literacy.CCRA.SL.1,3  Back up groupmates tape it and share?) CCSS.ELA-Literacy.CCRA.L.1,6  Ebook  I started in Word, but it’s not on all CCSS.ELA-Literacy.CCRA.R.10  Genre computers (import to Google Docs) CCSS.ELA-Literacy.SL.6.1a-d  GHO  I can’t think what else to say (get help CCSS.ELA-Literacy.SL.6.4-6  Kindle from group) CCSS.ELA-Literacy.L.6.1-6  Novella  Why can’t I switch between POV’s CCSS.ELA-Literacy.RL.6.1-4,7,9 CCSS.ELA-Literacy.RL.6.10  Plot and/or tense (review details) CCSS.ELA-Literacy.W.6.3a-e  Point of view  Why is theme important (review popular books and their themes) CCSS.ELA-Literacy.W.6.5-7,10  Prologue CCSS.ELA-Literacy.W.7.5-7,10  Publisher  Not comfortable evaluating classmates (use a check list) CCSS.ELA-Literacy.W.8.5-7,10  Rhetoric  I don’t have classmate emails (why do  Scribd 4,7,9  Setting you need them? Use ‘share’)  Can’t get book ready on time (discuss  Share with GHO group)  Tense  I lost document (did you back up?)  Theme  I don’t want to sell book (discuss  Voice options) Time NETS-S Standards Grade 60 min, repeat 2a, 5c 6-8

Essential Question

I’m just a kid. How can I write a book?

Overview

Summary Write an ebook and publish it online. This project is completed over a period of months. It is an ongoing exercise in practicing language and writing skills.

Big Idea With proper planning, organization, and creativity, any middle school student can write a book.

Materials Backchannel device, links for web tools and training, class Kindle/Scribd/GAFE/other accounts, parent permission slips for GHO, back-up drive (cloud, flash drive, other)

Teacher Prep  Test all tools to be sure they work since the last time you used them.  If you’ve taught this lesson before and have resources collected, do a quick Google search to see if anything new has arrived you want to know about and should share with students.  This lesson plan should be co-taught.  Something happen you weren’t prepared for? No worries. Common Core is about critical thinking and problem solving. Show students how you fix the emergency.

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Steps

____Required skill level: Enthusiasm and passion for writing, creativity. ____Before beginning, put backchannel device onto Smartscreen (Today’s Meet, Socrative, Padlet, class Twitter account, GAFE form) to track student comments throughout class.

____Students will write an ebook working in a critique group of four-five classmates. Each week, students have an assigned task required to complete book. Each week, students meet their critique group on Google Hangouts (GHO) to discuss progress. The GHO group acts as student mentor and coach. For example, if assignment is to establish a theme (as in #3 below), student will share their story thoughts with GHO group, be critiqued, and comment on ideas of others in group. ____During GHO sessions, through classmate stories, students are exposed to all types of writing as they

 Read varied work to prepare for GHO Write routinely over extended  Evaluate writing time frames (time for  Seek evidence to evaluate point of view research, reflection, and revision) and shorter time ____Once planning steps are completed (See below: frames (a single sitting or a Prologue and Steps 1-5), students will write 1000 day or two) for a range of words a week (about three typed pages) of their story, tasks, purposes, and using writing elements discussed in class, audiences. review/revise/edit story, and publish. (see Figure 124 for rough checklist). —Common Core ____About once a week, students reflect on process—what was easy, hard, writer’s block, research needed. This can be done in blogs, Discussion Boards, even a Twitter feed. ____Students will comment on reflections of at least three classmates a week. ____Before beginning, discuss difference between an amateur and professional writer. Is this based on revenue? Intent? Desire? Does someone bestow that status on an author?

Prologue: Read and discuss young authors, i.e.: ____Christopher Paolini—published Eragon at age 16 ____Alexandra Adornetto published The Shadow Thief at age 15 and Halo at 18. ____Steph Bowe published Girl Saves Boy at age 16. ____Cayla Kluver, published Legacy at age 16 ____Alec Greven, published How to Talk to Girls at age 9

1: Make decisions about how to tell story ____Is student writing fiction or non-fiction (you may decide all students write one or the other)? ____What genre—historic, mystery, thriller, science fiction? Literary fiction? Discuss and research. Why is it important? How can student decide (what do they like reading)? ____What’s the topic? How does student select a topic:

. What is student area of expertise . What are they passionate about . What does student have experience in/with

____Should student write in 1st or 3rd person? What’s the difference? What do the writers that student admires use? Discuss and research.

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____Should student write in present or past tense? What’s the difference in a story? What affect does ‘tense’ have on how the reader perceives characters and plot? Discuss and research. ____Does student have a voice? How do they know? What’s that mean? Discuss. ____Be prepared to discuss topics at weekly GHO critique group meeting. ____When discussing, group members should cite textual evidence to support analysis.

Figure 124—Checklist for completing ebook

2: Brainstorm content at GHO ____Each student shows up to first GHO meeting prepared with answers to #1 above, a rough idea of setting, and a one-paragraph summary of their story (which they shared with group members prior to meeting). This should read like the inside flap of a novel—quick introduction to characters, plot, setting, and why readers should be interested. Each group member reads all summaries in preparation for meeting ____Discuss these details for each group members’ story.

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____Each GHO member makes suggestions based on evidence and textual information.

3: What is the theme? ____What is a ‘theme’? Why is it important? In class, review several books students have read and discuss the impact of ‘theme’ on story’s success. ____Each student determines the theme of their story. ____In GHO group: Discuss how each author’s theme will be conveyed through details. ____Each GHO member makes suggestions based on evidence and textual information.

4: Heroes, villains. story plot ____Based on theme, each student author determines the cast of characters in their story, their part in delivering story, general story arc (plot). Discuss meaning of ‘story arc’. ____In GHO group: Discuss character sketches, story arc, plot with group members. Pay attention to:

 how plot unfolds—what episodes and character developments make this happen How to Write Ebook:  whether this is a character- or plot-driven story. What’s that mean? 1. Research other young authors ____Each GHO member makes suggestions based on 2. Decide POV for story evidence and textual information. 3. Decide voice for story 4. Decide genre story 5: Sketch out chapters of book. 5. Decide theme ____Based on what student now knows about their story, 6. Decide topic research salient topics that will be required for story. If 7. Decide tense for story story discusses a car race, student will want to research 8. Brainstorm content with how those happen and know more about the lives of racers. If it’s about a farm, student will want to know writing group what life on a farm is like. How much research will be 9. Flesh out characters required is dependent upon student understanding of 10. Plot action their story. Many authors do research when they arrive 11. Research settings at points that require more information. Others use 12. Sketch out chapters research to propel the story forward. 13. Write book ____Outline chapters in book in as much detail as seems 14. Review book with GHO appropriate. This may be detailed or sketchy—authors critique group as you use both approaches. Student picks what works for write them. 15. Publish! ____Chapters continually increase reader interest:

 What is each character status quo at story start?  What problem creates a crisis that must be solved?  What plot points make story increasingly complex and interesting?  How do characters change as plot moves toward resolution?  What are major conflicts and resolutions?  What is the final critical conflict/crisis?

____Each GHO member makes suggestions based on evidence. ____This outline is shared with teacher at relevant point.

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6: Write the book ____Write in whatever word processing program works best (Google Docs, Word, Open Office, Notes, Scrivener, other). ____Write 1000 words at a sitting—that’s about three pages. Let words tumble out based on outline and research. Don’t edit until end. Each story must be at least 15,000 words (technically a novella). ____Use proper writing conventions. Use domain-specific and academic language in story. ____Use effective technique, relevant descriptive details, and well-structured event sequences. ____Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and characters. ____Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. ____Use precise words to convey experiences and events. ____Provide a conclusion that follows from experiences or events. ____Hints for writing:

 Write every day even if you don’t want to. Write, throw it out if no good, but write.  Read—a lot. Especially in your genre.  Experience life—so you can write about it. Notice world. How could you write about it?

____When student completes draft, share with critique group, specifically looking for:

 Are sentence patterns varied for meaning, interest, and style?  Are style and tone consistent?  Does plot unfold in episodes? Hints for Writing  How do characters respond to plot?

 What details carry theme?  Write every day even if you  Are word meanings clear based on context? don’t want to. Write, throw  Is point of view effective? Why? it out if no good, but write.  Does story engage reader?  Read—a lot. Especially in  Does narrative technique such as dialogue, your genre. pacing, description develop events,  Experience life—so you characters?  Do transition words convey sequence? can write about it. Notice  Does conclusion follow from events? the world around you. Think how you could write ____Use Figure 125 as a checklist for students who require about it. it when questioning teammates in GHO. ____Each GHO member makes suggestions based on evidence and textual information. Based on GHO group feedback, revise/edit/rewrite, or try a new approach. ____You may decide to pair students up and only require one in-depth analysis from each student ____Remind students to back up their work:

 On a flash drive  On hard drive  In cloud  Email draft to themselves every time they work on it

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Figure 125—Checklist for Ebook Progress

7: Publish! ____Start by discussing what it means to be published. How has that industry changed since the days when all publishing went through an agent? ____Publish student ebooks through:

 Google Play account (through GAFE)  iBooks  class Kindle account—books sold through Kindle or emailed to class Kindle account.  class Scribd Account—books sold or free, embedded in blogs, wikis, websites.  KidPub—publisher of kid’s books (requires a fee. See Kickstarter option under Extension to raise funding while teaching students about business). This option

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includes professional editing and formatting; paperback printing with cover design; and recognition as Book In Print which means it’s offered at libraries and bookstores. Great Writing Quotes:  pdfs that are read through Kindle or iBooks on iPads, netbooks, Chromebooks, A book is proof humans are desktop computers, other digital devices. capable of magic. –Carl Sagan

____When students finish, ask what digital tools were I’m a writer. Anything you say or used. How did technology produce and publish do may appear in a story. – writing better than other approaches? Anonymous ____This project can be part of an ongoing effort to write routinely and over extended time frames throughout There is nothing to writing. All grade level, using a variety of approaches, including: you do is sit at a typewriter and bleed. –Ernest Hemingway  blogs The road to hell is paved with  cards adverbs. –Stephen King  graphics

 magazines Why don’t you write books people  multi-media communication can read? —Nora Joyce to her  newsletters husband James  screencasts  tables Writing is easy. All you do is cross  timelines out the wrong words. —Mark  traditional reports Twain  trifolds  visual organizers The true writer has nothing to say. What counts is the way he says it. ____As you teach, incorporate domain-specific language. —Alain Robbe-Grillet ____Throughout class, check for understanding. ____Remind students to transfer knowledge to class or It takes a heap of sense to write home. good nonsense—Mark Twain ____Expect students to solve problems as independently as possible. Problems at beginning of lesson are the It's difficult switching gears most common students face during lesson. because characters have very ____Expect student decisions to follow class rules. different voices and very different ways of thinking. –George RR Martin Extension:

 Cost of publishing? Use Kickstarter to raise funds

as this 6th grade class did. Tie in with class inquiry on economics and money.  Compare and contrast two student novellas, including what they “see” and “hear” when reading text to what they perceive when they listen or watch.  Compare and contrast student novellas in different genres.  If appropriate for your student group, discuss Mark Twain’s quote about the use of the word ‘very’ (”Substitute ‘damn’ every time you’re inclined to write ‘very;’ your editor will delete it and the writing will be just as it should be”) and George RR Martin’s (author of “Game of Thrones”) quote in sidebar including ‘very’ three times. What do students think about that? BTW, be ready to swap Twain’s D word for one more 6th-grade friendly if necessary.

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 This activity might be used as Genius Hour for some students.  Assign a student to enter GHO meeting times, publication dates, and more.

More Information:  How do students do a Google Hangout? Click here  See full list of assessment items at end of unit  Lesson questions? Go to Ask a Tech Teacher

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Assessment

Pick what works for your grade level

____Did student use backchannel device when necessary? ____Did student work well in GHO critique group? Did s/he arrive at each meeting prepared, ready to contribute, having completed required work? ____Did student prepare character, plot, setting, outlines appropriately for each GHO meeting? ____Was student able to take/make helpful suggestions from/to critique group? ____Did student share outline of ten chapters with teacher via GAFE prior to writing book? ____Did student plan, revise, edit, rewrite novella? ____Did student demonstrate command of English grammar when writing? ____Did student incorporate domain-specific and academic vocab into writing? ____Did student use correct keyboarding habits when word processing? ____Did student successfully use back-up tool? ____Did student complete 15,000-word novella and share with teacher? ____Did student publish book using one of the available methods? ____Did student understand the juxtaposition of ‘technology’ and ‘education’? ____Did student use correct keyboarding skills while typing? ____Did student try to solve their problems independently? ____Was student a risk-taker, curious about new technology? ____Did student understand that digital tools used for writing and publishing were alternatives to other traditional writing and publishing methods? ____Was student able to transfer knowledge learned in other locations, other projects, to this project (if possible)? ____Can students transfer learning to life? ____While investigating, did student enjoy the experience?

253 How to Achieve Common Core with Tech: Writing

Index

#Hashmarks ...... 81 Copyright law ...... 184 About the Author ...... 70 Copyrights ...... 10, 184, 186 Address ...... 42 co-teaching ..... 18, 35, 50, 57, 66, 79, 87, 94, 101, 118, 125, affixes ...... 164 135, 148, 167, 175, 183, 193, 200, 210, 217, 226, 234, Alice ...... 139 245 Animal Traits ...... 103 cover page ...... 27 Animoto ... 25, 32, 33, 50, 55, 136, 138, 140, 180, 205, 226, Creative Commons ...... 183, 185, 186, 187, 189 236, 241 Creative Commons License ...... 185 Ask a Tech Teacher ..... 2, 10, 22, 33, 39, 46, 55, 63, 75, 85, Ctr+enter ...... 25 105, 114, 122, 144, 155, 165, 172, 181, 190, 198, 206, Cyberbullying ...... 81 243, 252, 258 Debate ...... 18 Assessment . 9, 23, 34, 40, 47, 56, 65, 76, 86, 92, 100, 106, Decision matrix ...... 51 115, 123, 134, 137, 143, 145, 146, 156, 166, 173, 182, 191, decision tree ...... 51, 52, 188 199, 201, 207, 216, 225, 233, 244, 253 design ...... 31, 38, 44 Audio ...... 54 desktop ...... 66, 75 Audioboo ...... 32, 54 desktop publishing .. 27, 35, 36, 42, 43, 59, 66, 67, 70, 107, avatars ...... 32, 190 108, 180, 217, 219, 220 Backchannel ...... 18, 79, 82, 125, 245 Details ...... 118 Big Idea ...... 5 Diagram ...... 146, 175 Big Ideas . 7, 18, 25, 35, 42, 50, 57, 66, 79, 87, 94, 101, 107, Dialogue box ...... 35 118, 125, 135, 138, 157, 167, 175, 183, 193, 200, 210, digital citizen ...... 184 217, 226, 234 digital citizenship ...... 27, 81 blog .... 10, 20, 22, 31, 32, 33, 40, 45, 47, 51, 54, 58, 59, 60, Digital commerce ...... 81 62, 69, 74, 80, 98, 113, 114, 137, 139, 143, 144, 159, 162, Digital communications ...... 81 170, 180, 190, 199, 206, 207, 210, 212, 213, 216, 217 Digital footprint ...... 81 blogging ...... 210 Digital law ...... 81, 184 Blogmeister ...... 212 Digital links ...... 8 book ...... 31 Digital Notebook ...... 152 Book Creator ...... 73, 236 digital note-taking 8, 23, 34, 40, 47, 83, 100, 106, 115, 145, Book Report ...... 25 148, 150, 151, 156, 166, 182, 225, 244 BrainPop ...... 177 Digital Passport ...... 190 Brainstorming ...... 193 digital portfolio ..... 9, 28, 30, 38, 45, 57, 59, 62, 69, 70, 72, Bubbl.us ...... 53, 140, 195 73, 98, 113, 120, 121, 151, 207 BYOD ...... 8 Digital privacy ...... 81 Carnegie Cadets ...... 190 Digital quick story ...... 234, 239, 240, 242 CCSS ...... 10, 94, 175 digital quick writes ...... 149, 226, 227, 237 character ...... 31, 32 digital rights and responsibilities ...... 149, 184 Civil War ...... 154 Digital Storybook ...... 77 Class Tools ...... 140 digital storytelling ...... 8, 67, 72, 73, 74, 234, 236, 237, 239 Collaboration ...... 82, 210 digital tools . 4, 5, 22, 23, 27, 34, 38, 40, 45, 47, 55, 56, 63, comic creator ...... 240 65, 74, 76, 84, 86, 90, 92, 99, 100, 104, 106, 113, 115, Common Core ...... 35, 67, 178 121, 123, 133, 134, 135, 137, 144, 145, 155, 156, 164, 171, Common Core Standards ...... 13 180, 182, 190, 191, 197, 199, 205, 207, 214, 216, 218, Common Core State Standards ...... 4 224, 225, 226, 227, 232, 233, 234, 236, 242, 243, 244, Common Core strand ...... 5 251, 253 Common Sense Media ...... 178 digital writing ...... 136, 138 Companion Website...... 9 Discussion Boards ...... 11, 12, 147, 167, 168, 170, 246 Content Standards ...... 87, 101, 125, 175, 210, 226 Domain ...... 175 copyright ...... 10, 97, 175, 183, 186 Doodle ...... 218, 229, 231 copyright law ...... 186 Draw.to ...... 218, 227, 229

254 How to Achieve Common Core with Tech: Writing

Drill down ...... 42 graphics online ...... 189 DTP ...... 35, 36, 37, 42, 43, 60, 70, 113 greeting cards .. 8, 36, 43, 92, 108, 217, 218, 219, 221, 228, Easelly ...... 105 237 ebook ...... 10, 245, 246, 247 habitats ...... 103 embed .....25, 38, 50, 57, 60, 62, 74, 98, 138, 139, 143, 159, HaikuDeck ...... 203 199, 237, 238, 239, 242 Handles ...... 66 Equipment Needs ...... 6 handwrite ...... 25, 129, 130 Equiz ...... 140 Hits ...... 175 Essential Question7, 18, 35, 42, 50, 57, 66, 79, 87, 94, 101, Homework ...... 130, 131, 132, 133 107, 118, 125, 135, 138, 157, 167, 175, 183, 193, 200, image copyrights ...... 186 210, 217, 234 IMindMap ...... 195 Etiquette ...... 210 Indigenous Cultures ...... 116 event sequences ...... 37, 49, 50, 58, 67, 235, 249 Infogr.am ...... 105 Evernote ...... 20, 148, 152, 180 Inspiration ...... 84, 194, 195 Excel ...... 43, 62 Internet ...... 175 Extension.... 22, 33, 39, 46, 55, 63, 74, 85, 91, 99, 105, 114, Internet Credibility ...... 177 122, 133, 136, 144, 155, 165, 171, 175, 181, 190, 198, internet privacy ...... 32 205, 215, 224, 232, 243, 250, 251 Internet Research ...... 175 Fair Use ...... 81, 97, 184, 185 Internet safety ...... 81, 176, 177 family tree ...... 62 Internet Search) ...... 177 finger warm-ups ...... 128, 129, 130, 131, 132 iPads 4, 5, 28, 32, 33, 53, 54, 66, 79, 82, 152, 161, 164, 189, Flipboard ...... 39, 108, 148, 150, 154, 155 193, 197, 198, 243, 251 forms ...... 152 Issuu...... 74, 107, 108 Fotobabble ...... 32, 227, 236, 239, 240 Jing ...... 140 GAFE .. 6, 18, 19, 20, 26, 36, 43, 51, 58, 67, 80, 82, 88, 95, Journaling ...... 83 102, 108, 119, 126, 136, 138, 139, 140, 148, 149, 151, Kerpoof 70, 72, 89, 119, 189, 218, 220, 222, 227, 230, 237, 152, 153, 155, 158, 168, 170, 176, 184, 194, 201, 211, 238 235, 245, 246, 250, 253 keyboarding .... 4, 10, 20, 23, 27, 34, 35, 38, 40, 45, 47, 56, GarageBand ...... 236 60, 61, 62, 65, 69, 74, 76, 86, 89, 90, 92, 93, 97, 100, Genius Hour ...... 11, 12, 200, 201, 205, 206, 208, 252 106, 115, 121, 123, 125, 126, 128, 129, 131, 132, 134, 136, GHO ...... 245, 246, 247, 248, 249, 252, 253 137, 144, 145, 156, 166, 173, 182, 199, 207, 210, 213, GIMP ...... 189 216, 224, 225, 231, 233, 237, 244, 253 Glogster ...... 31, 140, 180 keywords ...... 178 Go animate ...... 32, 140 KidPix 70, 89, 119, 136, 189, 210, 212, 218, 220, 222, 227, God Bless America ...... 222 229, 230, 242 Google ...... 98 KidPub ...... 250 Google Apps ...... 151 Kindle ...... 250 Google Apps for Education ...... 151 letter writing ...... 87, 88, 92, 218, 222, 227 Google Calendar ...... 33, 46, 74, 114, 140, 145, 158 License ...... 10 Google Docs.. 25, 27, 28, 38, 90, 97, 98, 102, 121, 135, 136, Limiters ...... 175 137, 139, 148, 180, 201, 204, 205, 235, 242, 245, 249 Linoit...... 164 Google Earth ...... 25, 26, 29, 30, 33, 157, 158, 159, 160 magazine ... 9, 39, 107, 108, 109, 110, 111, 112, 113, 114, 116, Google Earth Board ...... 158 154, 180 Google Earth tour ...... 159 ManyEyes ...... 105 Google Forms ...... 158 Materials ...... 18 Google Hangouts ...... 55, 246 Menu bar ...... 234 Google Map Maker...... 140 Metta ...... 32 Google Play ...... 250 Middle school ...... 80 Google Storybuilder ...... 72 Mindmap ...... 138 Google’s Search Education ...... 181 MindMaple ...... 195 grammar ...... 135 mindmapping ...... 194 grammar-check ...... 27, 28 Missions ...... 103 Graphic ...... 42 MS Office ...... 148 Graphic arts ...... 35 Music ...... 138 graphic organizer ...... 51, 101, 102, 104, 110 My Storymaker ...... 72, 73, 239

255 How to Achieve Common Core with Tech: Writing

Nanoogo ...... 60 research ...... 159 Netiquette ...... 81 Sara Plain and Tall ...... 31 NETS-S Standards .... 18, 50, 57, 79, 94, 148, 157, 167, 183, Scan ...... 28 193, 200, 234, 245 Scratch ...... 140 newsletter ...... 11, 24, 35, 36, 37, 38, 39, 40, 41, 45, 47 Screencast ...... 51, 53 Notes .... 27, 90, 121, 136, 139, 151, 152, 154, 158, 231, 242, ScreenChomp ...... 54, 231 249 Screenshot ...... 138 Note-taking ...... 11, 12, 83, 147, 148, 149, 200, 204, 207 Scribd ...... 250 Numbers ...... 62 Shelfari ...... 33, 140 OneNote ...... 148, 152 shortkeys ...... 125, 128, 129, 130, 131, 132, 165 Online Hoaxes ...... 181, 184, 190 Sign-up Genius ...... 158 Online Images ...... 184, 188 Smartphones ...... 28 Online presence ...... 81 Social media ...... 81 Online Sources ...... 177 Socrative . 6, 19, 26, 36, 43, 51, 58, 67, 80, 82, 88, 95, 102, Online Timeline Tool ...... 61 108, 119, 126, 136, 139, 149, 158, 168, 176, 184, 194, Open Office ... 27, 62, 90, 102, 121, 136, 139, 151, 180, 231, 201, 211, 235, 246 242, 249 Speak Like a Geek ...... 158, 159, 163 OpenZine ...... 108 spelling ...... 35, 210 Overview ...... 18 SpicyNodes ...... 140 Padlet ...... 6, 19, 26, 36, 43, 51, 58, 67, 80, 82, 88, 95, 102, SpiderScribe ...... 53, 195, 196 108, 119, 126, 136, 139, 149, 158, 164, 168, 176, 184, Spreadsheet ...... 58, 62 194, 201, 211, 235, 246 Spreadsheet Timeline...... 62 Paint ...... 70, 119, 189, 218, 220, 222, 227, 229, 230, 242 Steps ...... 19 paper-and-pencil ... 23, 34, 40, 47, 56, 65, 76, 86, 92, 100, Story Maker ...... 227 106, 115, 123, 134, 137, 145, 148, 156, 182, 191, 199, Story Pieces ...... 229 216, 225, 233, 244 Storybird ...... 39, 72, 237, 238 password ...... 81, 175 storyboard...... 31 PhotoPeach ...... 32, 108 storybook ...... 70 Photoshop ...... 189 Storyjumper ...... 73 Photostory ...... 32, 241 StoryKit ...... 73, 236 PicSay ...... 54 Structured Learning ...... 10 pictures ...... 66 Summary ...... 18 Piktochart ...... 105 Synonyms ...... 234 Pixie ...... 70, 89, 218, 220, 222, 229, 242 Tab ...... 96 Placeholder ...... 35 table .... 94, 95, 96, 97, 98, 99, 100, 108, 110, 151, 205, 235 Plagiarism . 11, 12, 42, 57, 148, 167, 174, 175, 181, 183, 184, Tagxedo...... 139 187, 188, 190, 193, 234 Teach the Teacher’ ...... 165 Poll Daddy ...... 140 Teacher Preparation ...... 18 presentation board ...... 157, 158, 162 tech symbols ...... 222 Prezi ...... 31, 138, 140, 203 Tellagami ...... 54 Problem solving 7, 18, 35, 42, 50, 57, 66, 79, 135, 138, 148, template ...... 37 157, 165, 167, 175, 183, 193, 200, 210, 234, 245 templates ...... 37 Problem Solving Board ...... 158, 160, 165 Text box ...... 35, 135 problem solving strategies ...... 142, 162, 166, 167 Thinglink ...... 31, 236, 239 public domain ...... 81, 185, 187 timeline 46, 57, 58, 59, 60, 61, 62, 63, 64, 65, 110, 111, 114, Publisher 10, 27, 37, 44, 57, 58, 59, 60, 67, 69, 70, 71, 107, 170 108, 109, 113, 114, 177, 217, 220, 224, 245 Today’s Meet... 6, 19, 26, 36, 43, 51, 58, 67, 80, 82, 88, 95, Puppet Pals...... 54, 73 102, 108, 119, 126, 136, 139, 149, 158, 168, 176, 184, puzzle ...... 5, 223, 224 194, 201, 211, 235, 246 QR Codes ...... 26, 28, 140 Transfer knowledge ...... 9 QR Person ...... 28 Transition ...... 25 Quick Assessments ...... 83 trifold ...... 42, 43, 44, 45, 47, 48 Quick Writes ...... 8, 11, 12, 209, 226, 229, 230 Trifold Brochure ...... 48 QWERTY row ...... 130, 131, 132 TuxPaint ... 70, 89, 119, 136, 218, 220, 222, 227, 228, 229, Read closely ...... 26, 204 230, 242

256 How to Achieve Common Core with Tech: Writing

Twitter .. 6, 11, 12, 19, 22, 26, 36, 43, 51, 58, 67, 78, 79, 80, Water Cycle ...... 103 81, 82, 83, 84, 85, 86, 88, 95, 102, 108, 113, 119, 126, Watermark ...... 66 136, 139, 140, 144, 148, 149, 150, 153, 154, 155, 158, Web 2.0 ...... 138 159, 164, 168, 176, 180, 184, 194, 201, 204, 205, 211, web-based tools ...... 138 235, 246 web-based writing tools ...... 8, 138, 139 Venn Diagram ...... 104 Who Needs This Book ...... 5 Video...... 32, 54 who, what, when, where, why, and how ...... 32 Videolicious ...... 32 Wideo ...... 32 visual organizer ...... 102, 104 wiki ..... 30, 32, 33, 51, 58, 59, 62, 69, 74, 98, 114, 162, 168, Visual.ly ...... 105 170, 180, 190, 217, 238, 239 Vocabulary 18, 25, 35, 42, 50, 57, 66, 79, 94, 107, 135, 138, word processing . 25, 26, 27, 36, 43, 59, 62, 70, 87, 90, 95, 148, 157, 167, 175, 183, 193, 210, 234 102, 108, 118, 119, 121, 125, 128, 135, 136, 137, 139, Vocabulary Wall ...... 164 148, 149, 150, 151, 217, 231, 234, 236, 242, 249, 253 Vocaroo ...... 32 WordPress ...... 212 VoiceThread ...... 32, 54, 138, 140, 236 world geography ...... 103 Voki . 25, 26, 31, 32, 50, 114, 138, 190, 200, 203, 227, 236, write routinely ..... 8, 38, 45, 67, 84, 90, 104, 114, 122, 133, 240 136, 139, 214, 224, 232, 251 Voxopop ...... 32 YouTube ...... 55, 142, 204, 224 War of the World ...... 178, 190 Zooburst...... 73, 227, 236

257 How to Achieve Common Core with Tech: Writing

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