Melanie+Nuffer

. || Standard #5: Digital Citizenship Standard #4: Critical Thinking, Problem Solving, and Decision Making
 * = Daily Lesson GAME Plan – Digital Storytelling = ||
 * Lesson Title: Ethics in the news |||| Related Lessons: Digital security, safety, ethics, and privacy ||
 * Grade Level: 9-12 |||| Unit: Ethics ||
 * ==GOALS== ||
 * Content Standards:
 * Application of copyright and Fair Use laws.
 * Understanding and respect of intellectual property.
 * ISTE NETS-S

Instructional Objectives: Students will apply copyright and Fair Use laws. Students gain an understanding and respect of intellectual property as well as the consequences for violation of these laws. Students will analyze specific situations and apply their understanding to provide their understanding of ethics. || 30 min
 * ==ACTION== ||
 * Before-Class Preparation: Prepare slips to be drawn from hat of news source names. Verify example website to make sure it is still current. ||
 * During Class: ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

45 min.

20 min

30 min |||| Introduce the assignment. Present the 7 elements of Digital Storytelling: Point of View, A Dramatic Question, Emotional Content, The Gift of your Voice, The Power of the soundtrack, Economy, and Pacing.After discussing the 7 elements I would share the following example from http://www.coe.uh.edu/digitalstorytelling/agingwell.htm

Students will conduct research through online news sources to find a story on digital ethics. To assure that we get unique stories, students will draw their news source from a hat of new source names. Students will then create a summary of the story and include a reflection and turn it in to a podcast. They will post their podcasts to our classroom wiki.

Students will listen to and respond to 3 of their classmates postings.

Classroom discussion on all stories and postings. || Wikispace Website example

Wikispace Various audio editors Slips and hat

Wikispace

Wikispace || Monitor the Wikispace discussion for appropriate content. Check for understanding by monitoring and visiting with students. Moderate the discussion activities.
 * Note student groupings, environmental modifications needed, etc: Students need access to a computer, audio editors, microphones, headphones, and their Wikispace accounts. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: One of my students is dyslexic. If he needs additional assistance, I will step in to provide it. This is rarely required as the student has learned to make his own adjustments as needed.

Back-Up Plan: Should there be a power failure so that computers were not available. I have various articles on hand to read to the students and we would discuss them in class. || Students will be graded on their use of class time, participation and on their summary. A rubric will be used. See it below.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||


 * **Story Telling : Digital Ethics ** ||
 * Student Name: ________________________________________ ||  ||
 * CATEGORY  || 4 || 3 || 2 || 1 ||
 * Vocabulary || Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience vocabulary. || Uses a varied vocabulary that is appropriate for the audience. || Uses a varied vocabulary that is occasionally a little too simple or a little too hard for the audience. || The vocabulary was not varied OR was routinely inappropriate for the intended audience. ||
 * Accuracy of Retelling A Story || The storyteller includes all major points and several details of the story he is retelling. || The storyteller includes all major points and 1-2 details of the story he is retelling. || The storyteller includes all major points of the story he is retelling. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">The storyteller forgets major points of the story he is retelling. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice - Consistency || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice quality is clear and consistently audible throughout the presentation. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice quality is clear and consistently audible through some (70-84%)of the presentation. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice quality needs more attention. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Voice - Pacing || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">No attempt to match the pace of the storytelling to the story line or the audience. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Grammar || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Grammar and usage were typically correct but errors detracted from story. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Repeated errors in grammar and usage distracted greatly from the story. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Point of View - Purpose || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">It is difficult to figure out the purpose of the presentation. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Research || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Researched the subject and integrated 3 or more "tidbits" from the research into the podcast. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Researched the subject and integrated 2 "tidbits" from the research into the podcast. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Researched the subject and integrated 1 "tidbit" from the research into the podcast. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Either no research was done or it was not clear that it was used it in the podcast. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Accuracy of Facts || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">All supportive facts are reported accurately (3 of 3). || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Almost all facts are reported accurately (2 of 3). || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">One fact is reported accurately. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">No facts are reported accurately OR no facts were reported. ||
 * <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Usage of time || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Time well spent, focused on task the entire time. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Some time wasted, off task a few times but did not need teacher reminders || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Off task often needed regular reminders from teacher. || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Inappropriate use of time, disruptive to other students. ||
 * ||  ||   || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Total ||   ||
 * ||  ||   || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Total ||   ||

ONLINE COLLABORATION LESSON Standard #5: Digital Citizenship Standard #4: Critical Thinking, Problem Solving, and Decision Making
 * Daily Lesson GAME Plan ||
 * Lesson Title: Ethics in Practice |||| Related Lessons: Digital security, safety, ethics, and privacy ||
 * Grade Level: 9-12 |||| Unit: Ethics ||
 * ==GOALS== ||
 * Content Standards:
 * Application of copyright and Fair Use laws.
 * Understanding and respect of intellectual property. ||
 * ISTE NETS-S

Instructional Objectives: Students will apply copyright and Fair Use laws. Students gain an understanding and respect of intellectual property. Students will analyze specific situations and apply their understanding to provide their understanding of ethics. || 5 min
 * ==ACTION== ||
 * Before-Class Preparation: Prepare Wikispace Discussion board with scenarios. ||
 * During Class: ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

25 min.

20 min

20 min |||| Introduce the assignment.

Students will read all of the scenarios and post an original response to the questions posed in the scenario on 3 of the scenarios.

Students will read, reflect, and respond to 3 of their classmates postings.

Classroom discussion on all scenarios and postings. || Wikispace

Wikispace

Wikispace

Wikispace || Monitor the Wikispace discussion for appropriate content. Check for understanding by monitoring and visiting with students. Moderate the discussion activites.
 * Note student groupings, environmental modifications needed, etc: Students need access to a computer. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: One of my students is dyslexic. If he needs additional assistance I will step in to provide it. This is rarely required as the student has learned to make his own adjustments as needed.

Back-Up Plan: Should there be a power failure so that computers were not available. I would read the scenarios to the students and we would discuss them in class. || Students will be graded on their use of class time and participation.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||



PROBLEM BASED LEARNING . || Standard #5: Digital Citizenship Standard #4: Critical Thinking, Problem Solving, and Decision Making
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Plagiarism Avoidance |||| Related Lessons: Digital security, safety, ethics, and privacy ||
 * Grade Level: 9-12 |||| Unit: Ethics ||
 * ==GOALS== ||
 * Content Standards:
 * Application of copyright and Fair Use laws.
 * Understanding and respect of intellectual property.
 * ISTE NETS-S

Instructional Objectives: Students will apply copyright and Fair Use laws. Students gain an understanding and respect of intellectual property. Students will work effectively as partners to make joint decisions. || 5 min
 * ==ACTION== ||
 * Before-Class Preparation: Prepare a sample comic strip illustration plagiarism avoidance. Share online comic strip tools to this classroom’s Diigo Group. Prepare Wikispace Discussion board. ||
 * During Class: students will conduct research and create their online comics. ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

15-20 min.

5-10 min

45 min

Day 2 5 min

50 min

15 min |||| Introduce problem. Have students pick their partners.

Have students investigate the laws and regulations for intellectual property, including consequences for breaking the laws. Post finding and thoughts to Wikispace Discussion.

Have a classroom discussion on the postings on the Wikispace Discussion.

Partners work collaboratively to come to a consensus on the content and to design the comic strip. Post URL to Wikispace.

Review discussion of intellectual property, copyright, and Fair Use.

Have partners present their comic strips.

Discussion and vote for the comic that best illustrates the problem. The strip will then be shared with the school newspaper for the next publication. || Diigo Accounts Sample Comic Strip

Wikispace Discussion

Wikispace Discussion

Diigo accounts, Wikispace, and online comic strip tools.

Wikispace, Smartboard, and teacher computer. || Monitor the Wikispace discussion for appropriate content. Check for understanding by monitoring and visiting with partners. Moderate the discussion activites.
 * Note student groupings, environmental modifications needed, etc: Students need access to a computer. They will be working with a partner of their choice. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Accommodations and Extensions: One of my students is dyslexic. If his partner does not provide sufficient assistance, I will step in to provide additional support.

Back-Up Plan: Should there be a power failure so that computers were not available then we would have a discussion of the concepts and students would draw the comic on paper. || A rubric will be used to grade the Comic Strips and evaluate student participation. See attached rubric below.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

LESSON REFLECTIONS AND NOTES: ||


 * ** Plagiarism Avoidance Comic Strip ** ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Required Elements || Comic strip included all required elements as well as a few additional elements. || Comic strip included all required elements and one additional element. || Comic strip included all required elements. || One or more required elements was missing from the comic strip. ||
 * Use of Time || Used time well during each class period (as shown by observation by teacher) with no adult reminders. || Used time well during most of class period (as shown by observation by teacher) with no adult reminders. || Used time well (as shown by observation by teacher), but required adult reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher) in spite of several adult reminders to do so. ||
 * Cooperation || Worked cooperatively with partner all the time with no need for adult intervention. || Worked cooperatively with partner most of time but had a few problems that the team resolved themselves. || Worked cooperatively with partner most of the time, but had one problem that required adult intervention. || Worked cooperatively with partner some of the time, but had several problems that required adult intervention. ||
 * Spelling & Grammar || No spelling or grammatical mistakes on a comic strip. || One spelling or grammatical mistakes on a comic strip. || Few spelling or grammatical error on the comic strip. || Several spelling and/or grammatical errors on the comic strip. ||
 * Content || All content is in the students\' own words and is accurate. || Almost all content is in the students\' own words and is accurate. || At least half of the content is in the students\' own words and is accurate. || Less than half of the content is in the students\' own words and/or is accurate. ||
 * Plan for Organizing Information || Students have developed a clear plan for organizing the information as it is gathered and in the final product. Both students can independently explain the planned organization of the research findings. || Students have developed a clear plan for organizing the information in the final product. Both students can independently explain this plan. || Students have developed a clear plan for organizing the information as it is gathered. Students can independently explain most of this plan. || Students have no clear plan for organizing the information AND/OR students cannot explain their organizational plan. ||
 * ||  ||   || Total ||   ||
 * ||  ||   || Total ||   ||