Joyce

=**Learning and Teaching with Web 2.0 Tools Lesson-Unit Plan**=

As a final product, participants will complete this outline as to how they can integrate the Read/Write Web tools into a lesson or unit they currently teach. In addition, participants will maintain a blog throughout the course in which they will reflect on what they are learning. Participants will be expected to view the blogs of their fellow participants periodically and leave comments several times during the course. Course Facilitators will also monitor and comment on all participant blogs throughout the course.

==== **PLEASE USE THIS SPACE THROUGHOUT THE WORKSHOP TO CREATE YOUR FINAL PRODUCT (THIS IS YOUR FINAL PRODUCT). THIS WILL KEEP YOU WELL PACED TO EASILY COMPLETE THE WORKSHOP IN GREAT FASHION. THE WORK OBSERVED HERE WILL BE YOUR GRADED FINAL PRODUCT. NOTE THAT ALL WORKSHOP PARTICPANTS CAN SEE YOUR EFFORTS WHICH IS CONSISTENT WITH 21ST CENTURY LEARNING AND COLLABORATING- PUBLISHING TO A WORDWIDE (LARGER) AUDIENCE).** ====

**Basic Information**
1. Your Name: Joyce Roberts

2. Lesson/Unit Title: Unit E: Keyboarding Composition Skills

3. Grade Level: 6, 7, 8

*LINKS TO OUTSIDE RESOURCES SUCH AS YOUR PERSONAL WIKI FOR THIS WORKSHOP AND THE TOOLS-STRATEGIES YOU ARE LEARNING*
http://www.wordle.net/show/wrdl/1711766/Word_Processing

PROVIDE ANY LINK TO A RESOURCE(S) (IF YOU HAVE ONE/ANY- FOR EXAMPLE YOU MAY CHOOSE TO CREATE A WIKI THAT DEMONSTRATES THE INTEGRATION OF THE TOOL OF THE WEEK AS WELL AS BLOGS, WIKIS, SOCIAL NETWORKING, PODCASTING/STREAMING, ASSESSMENT, AND INTERNET SAFETY.

LINK URL:


 * Part I.**

4. Standards: 7.00 Compose sentences, paragraphs, and documents at the keyboard

5. List the content and technology standards you want to address with this unit.: 7.01 Compose sentences and paragraphs. 7.02 Compose, edit, and rekey documents in usable form. Students will use word processing software to develop skills in using word processing features; such as, editing, formatting, spell checking, grammar checking, etc. They will also use online keyboarding tutorials to help develop their touch typing skills (correct finger placement, proper posture and technique). They will work on vocabulary as the develop reading and writing skills.

6. Lesson Goals and Overview or Description: Students will use word processing software to compose sentences, paragraphs, and documents at the keyboard.

7. Information on your goals, topic, and how the lesson/unit fits into your overall curriculum.

Students will discuss what word processing is and how they will use it in school, college, home, and on the job. They will create a thinking map to define word processing, and will then turn and talk with other students about their maps, and will add words that they learned from their peers to their maps. They will create a Wordle with at least 20 word processing terms they used in their thinking maps. After they create the wordle, students will use word processing software to type the terms and a definition written in their own words, so they may be used as clues in a hangman game. (They may use a dictionary to look up the meaning of each term.) Students will be divided into pairs to play the hangman game using the terms and clues previously typed.

Next, students will use word processing software to type the poem, Snowflakes. They will discuss the meaning of the poem--how each person is similar but also unique and how this poem relates to Black History. Every lesson this month, will have information on African-American History. They will save and print the poem on snowman designer paper. They will create a Wordle that describes themselves and ways they are unique.

When students create their Wordle, they will print them in outline form, and later color them. After they color their Wordles, students will use a Turn and Talk session in which they will use the Wordle to verbally described themselves to a partner. Then in the whole group session, each student will choose one word from the Wordle to tell how his partner was unique. Since our unit is on typing composition, students will use word processing software to describe their "unique" partner in one paragraph, which will be proofread and edited by the typist and two other students. Student will learn the difference between using word wrap (as in typing paragraphs and using hard returns (as in typing poems).

We will take pics of each student and put them in the center of student-created polygon snowflakes, and displayed the snowflakes, poems, and Wordles for all all to see.

These word processing lessons include the development of keyboarding proficiency, composition and proofreading skills, and reading and writing skills


 * Part II.- Blogs**

8. Blog (Your URL with a link to it here) []

9. Describe how you could use a teacher blog to engage students in this lesson or unit. Students will compose a paragraph while using the touch system of keyboarding. Each day, when students enter the room, they will open their Penzu account, and respond to a writing prompt while using proper posture and technique, and correct finger placement. Students will proofread and edit their own comments, then they will be paired off to proofread each others blogs. Students will also read each others blogs, and will be required to post comments on at least two other student's blogs.

Explain how you could manage student blogs and how you might involve others in providing feedback for your students on their writing.

MANAGE STUDENT BLOGS: In the beginning, I would feel more comfortable with a single class blog. After reading some of the articles, I already feel a little more comfortable, because settings can be set to maintain control to prevent inappropriate use, outside visitors must contact the teacher/admin to join the blog site, and teacher/admin has complete control over "if and when" something gets published. After I gain experience and more confidence I might consider individual blogs. Right now, I think a class blog would be more beneficial to all the students. It seems like one class blog would be easier to control, and would require less time and work for the teacher. I am very concerned about the amount of time it would take to monitor and view posts before anything could be published or shown to my students. I read about a filtering system that could be used to ban users who try to post inappropriate material //(Blogging in the Classroom: Adapting Blogs for 5th Graders)//. I would love to visit a classroom, that uses individual student blogs, to learn about the pros and cons.

Classroom management will determine the success or failure of using blogs. I certainly need to make sure I can easily see everyone's monitor, and I will need to make sure I have a clear acceptable use policy in place, discuss appropriate blogging behavior, and get signatures from students stating that they understand the policies. I would make sure our students know the dangers of the internet, and know the ways to stay safe. I would remind students on a regular basis about NOT posting their full name, address, phone numbers, passwords, school, church, etc. I often use internet safety sites, like Netsmartzforkids.com, that use music and games to teach about staying safe on the net.

I would want to communicate with our administrators, our instructional technologist, media coordinator, and other teachers who have used blogs to get advice from them. Letters should be sent home to inform parents that students will be using educational blogs, and to invite them to view the blogs and add comments. I would want the parents to sign the letters and return them to me. I know students' identities must be protected, so they should only use their first name or a pseudonym. I like the idea of having students use pictures of things that represent their interests, instead of using real pictures of students.

INVOLVE OTHERS: So many students have parents who live in other states, and even in other countries. Several of my students have military parents who have been deployed to faraway places. I think it would be wonderful for deployed military parents to be able to go online to see their child's publications.

I want to use blogs to: 1. showcase student work and recognize and encourage students' contributions and talents 2. generate class discussions to get them thinking, reflecting, & communicating 3. promote collaboration among students in keyboarding/word processing where they proofread and edit each others typing 4. promote discussion and decision making in our stock market unit where students work in teams and compete in the Stock Market Game, 5. foster team building and sharing of ideas in the Functions of Business unit in which students plan, create, and run a lemonade stand partnership 6. involve parents, people from the community, experts, and other students from different classes, grades, and schools. 7. collaborate with other classes--students could type comments about current topics in their core classes and communicate with students in other classes. 8. have assignments that require students to interview others.


 * Part III. -** **RSS/Social Bookmarking**

10. List some of the URL’s that you found that will be helpful for either teacher preparation or student research for this unit. Keep a record of where you have included your bookmarks or subscribed to your RSS feeds.

[] [] [] [] [] [] []


 * Part IV. - Wikis**

11. How might you use a wiki to enhance this unit or how could you have your students contribute to another wiki site to share their knowledge of content you are studying with the global learning community?

Typing lines from a typing text book, and even in on-line tutorials, gets really boring after awhile. Using a Wiki to develop students touch typing and composition skills is the solution to motivating students to want to learn to type. They love to express themselves and can be quite creative. They want others to see their work. With a Wiki, students would be able to display their poems, songs, responses to prompts, etc. for others to see. A Wiki could be used to create student projects such as my African-American Time line project where students must research and reflect on their chosen topics. They can put images, sound, videos, text, etc. in their Wikis--this is so different from the typing classes I took in high school. We typed lines and paragraphs every single day--nothing ever changed. No one ever saw our work, and now one wanted to see our work. Why would they; line after line of the same old thing. Every student typed the exact same thing. Nothing unique, nothing colorful, no images, just meaningless text on page after page. Today, typing is actually fun for the students--they get to compose, think, respond, and reflect.


 * Part V.** **Podcasting/Streaming**

12. Share the titles and links to podcasts and/or videos that you found related to your lesson topic. How do you plan to integrate them? How might you create a podcast or video with students to enhance this unit?

[|http://t2.com/waterbuffalo/]During the African-American unit, I would use the waterbuffalo video as a followup to Michael Jackson's video, //Man in the Mirror// about making a difference in the world. Typing composition assignment ="How can you make a difference in the world?"

[|http://www.loc.gov/today/cyberlc/] Has videos/pods on biographies, history, poetry, etc. which can be used in creative writing assignments given to keyboarding students.

[|http://video.pbs.org/video/1405567128/] Extreme Cave Diving. This video is so interesting. Career and Technical Education/Keyboarding students could research cave diving as a career or careers in science as a whole, and compose/type a report, type info into a wiki, blog, voice thread, etc.

[] Car of Future: the search for clean, fuel efficient cars. Good for a typing composition assignment.

[] Use videos about civil rights, African-American History, Women's month, etc. to stimulate discussions and as assignments for research and typing compositions.

[] Use in the Career and Technical Education classes to teach interviewing tips. After viewing this, students would use word processing to type a composition on interviewing skills from the perspective of an interviewer and the perspective of the one being interviewed. Students could also role play the right and wrong things to do in an interview.

[] These “Real Dumb” headlines could be used to show students the importance of proofreading for meaning, and reading it from another person’s perspective. Students could also type a database of these mis-stated newspaper headlines. This reminds me of Jay Leno’s Headlines. I would use the sayings from this site to start class discussions, typing warmups, critical thinking (How should the headline be stated, etc.). This is not a site I would send the kids to, but I would use selected headlines in a Voice Thread and have students type their comments.

[] This picture in Teacher Tube could be used to stimulate class discussion and a typed composition. Is the mouse frozen in fear? Is the tiger babying the mouse? What do you think is happening in this picture? Describe how the mouse feels. Describe how the tiger feels? What do you think is going to happen next?

Students would create their own audio and videos to enhance the lessons that involve learning the keys. They can use Sound Studio or GarageBand. This week, students are in the process of creating musical podcasts. One student, Gaby Campbell, has created two vodcasts on the home row keys, and 6th grade keyboarding students love to type to the modern tune. Students type as Gaby sings out the letters which pop up on the screen with all kinds of colorful animation. Gaby's voice is amazing. Several students have created home key raps for students to type to. These audios and videos have really enhanced student learning. It's fun to hear students singling the musical jingles as they walk in line to their next class.


 * Part VI****- Assessment**

13. What procedures will you follow and/or what resources will you use to assess student understanding throughout this unit.

It is important to have a grading system in place, so students will know exactly what is expected of them. I like the fact that there are sites that allow you to easily create your own rubrics.

I will use rubrics and checkpoints along the way to make sure students are pacing themselves and don't get behind.

I especially liked the Seven Cs rubric, because it includes very detailed information about the specific requirements. I plan to use it to grade my students individual projects.

I also liked the Collaborative Work Skills Blog rubric because my students often work in groups. All classes have to type compositions about given topics and create projects. Rubrics can be custom-made for all types of assignments.

These rubrics make expectations very clear. Students know exactly what they have to do to reach a certain level. They know the assessment is not based on memorizing and regurgitating facts. They must read, write, THINK, evaulate, analyze, etc.


 * Part VII** **- Internet Safety**

14. What strategies will you take to ensure student safety as you integrate these new tools. Also use this space to post any additional notes regarding integrating Read/Write Web tools into your curriculum.

For a child to be safe anywhere and anytime, adults must set clear guidelines and train the child, so he/she will grow to become independent and responsible. Children don’t learn how to stay safe anywhere without proper guidance. I love the statement by Larry Magid, in the article, Internet Filters Have their Place, but not for all kids, “It’s better to help them develop the filter that runs between their ears. You can’t protect them forever, so help them learn self-control.”

One way to ensure safety, is be the resident, “know all”. If a child thinks he can outsmart an adult, he most certainly will. It’s fun; it’s thrilling! It raises a child’s self esteem to be smarter than an adult. When a child gets caught doing something wrong, all of a sudden the child “doesn’t know” what happened. He starts to blame others or makes excuses for inappropriate material on his laptop, or he “accidentally” got on that site and couldn’t close out of it for the last 15 minutes. A teacher can’t allow him/herself to fall victim to a child’s manipulation. The student must be held accountable for his/her actions, and consequences must be consistent.

Internet use policies (at school and at home) must be very clear and very strict. Sometimes guidance must come in the form of discipline and consequences. I agree with what Elsbeth said, in her post, when she said they will receive consequences on the first misuse. When a child’s safety is at stake, you have to “Say what you mean, and mean what you say.” As a teacher, it is my responsibility to make sure my students are as safe as possible when using their laptops, and that means I must enforce the policies and always monitor closely.

I like the use of eChalk at my school, because we can research sites and put them in eChalk for students and parents to use. This way students can research the selected sites without having to wander onto the, sometimes dangerous, information highway. But, links are there and can sometimes lead students down the wrong path, so I must always be watching.

Since learning about restrictions that can be set in the Web 2.0 tools to protect our students, I am more willing to try some of these tools. But, it is still impossible to watch every student every minute, so I would like something that guarantees their safety, like FIZZ. I want to learn more about this suite of tools that allow teachers to safely broadcast their classrooms.

Filters should be used and controls should be set on the most restrictive settings to keep strangers out and students in. Everything should be moderated before being made public to approved users. It’s good to know that search engines can easily be set on a strict setting. Of course, the best setting--is constant monitoring by teacher and parent. Children are sometimes too smart for their own good, and they will usually find a way to get around controls.

Students are just naturally curious and they love thrills. They think they know it all, and no harm can come to them. They trust almost everyone. They are naive and can easily be manipulated. These young, naive attitudes can create risky behavior in life and on the net and increase chances that students may become internet victims of identity theft, spyware, viruses, or worse.

We have to teach them early enough in life, so they will be prepared when things don’t seem “quite right.” I use the Netsmartzkids.org site to teach them about types of situations they may encounter, so they will learn how to avoid them and know how to react. Mainly, they need to have a list of trusted adults they can go to. My young six graders make an internet safety snowman out of marshmallows, pretzels, and candy pieces to represent rules about internet safety. Each part of the snowman represents one trusted adult. After we make the snowmen, students must tell the name of the trusted adult that would help him/her in a certain situation (like someone asking for a picture of you in a swimsuit) before they eat it. I love the Netsmartz idea of making a quilt of trusted adults and having each student make one square representing a trusted adult. It’s also a wonderful idea to let students teach other students about internet safety. I think having students make a trusted adult Wordle would also be an effective tool for teaching internet safety. The Netsmartz sites are some of the best sites I have ever seen for teaching kids about internet safety. I’m excited about using their hands-activities in the near future.

Students should be taught about what to do if they “accidentally” get on a wrong site. If they are not taught, they may be tempted to show the inappropriate material to another child, and may be afraid to tell the teacher. My students know to IMMEDIATELY close the laptops, and bring it to me without saying anything or showing it to anyone else. They have been taught that if they act quickly, the history will prove that they were only on it for a second or less. I want them to feel “safe” so they will come to me.

Students also need to be taught the “tricks” that identity thieves and predators use to “phish” for information for criminal purposes. Time needs to be spent on teaching what strangers are and how an innocent question, like “Where do you go to school?” can lead to problems. Kids also need to be taught how to read between the lines; just because someone says something nice, doesn’t mean they are nice.

I plan to use many of the sites that I explored in this session, especially http://coe.nevada.edu/slefevre/intro.html and http://cyberbee.com/safety_sites.html. These sites offer many entertaining, hands-on ideas that will get the students actively involved in their own learning.