Middle+School+(6-8)

Hamilton Middle || [|www.edmodo.com] I have made a fake login for ISTE participants. You are now a student in my period 7 Spanish class. You can contact me with comments at:
 * **Participants/**
 * Location** || **Link to student project** || **Lesson plan description** || **Reflection - what would you do differently next time?** ||
 * Nina Barber

Nina_Barber@dpsk12.org


 * To log in to the ISTE participant account: **
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 * ISTEsample **
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 * This is a READ ONLY account, you cannot add comments. **

__Your student name is ISTE Participant__. Once you are logged in, you will be able to see what I post each week for my students and what they are being asked to do. This is an ever-changing homework for them, so check back and see what's new each week! || Name of Unit: Edmodo homework

Grade Level: 7th

Materials Needed: computers with online access; teacher Edmodo acct at [|www.edmodo.com] (Edmodo is accessible at Hamilton MS for students who do not have access at home.)

Length of Time: ONGOING, we use this all year

Learning Goal: Students will use the Edmodo account to communicate with other students IN THE TARGET LANGUAGE (Spanish / French) to discuss opinions or reactions to postings. Since my time teaching languages is limited each day, this gives students a chance to extend their time listening to a foreign language.

Description of the Activity: Teacher posts weekly assignments. Assignments include taking a poll; viewing popular but appropriate music videos; watching news reports or commercials. Students are required to comment in the target language. Student is grading on "completion of assignment".

Evaluation of Learning: Often, questions based on surveys or on viewings will be on class quizzes, so students feel that watching YOUTUBE can be educational, too! All activities have a follow-up in my classroom (listening to music videos and singing along; discussing polls) || __What would I do differently at the ISTE conference?__ Whew. I would ask more questions. I would sit down right away and try new things. I would not waste time in sessions for equipment that I cannot get. I spent so much time looking into video conferencing activities with other countries, thinking that I could get the equipment. I was turned down for the grant. I only have 1 outlet in my classroom. How can I have video, audio, large screen viewing, etc. in a DPS classroom?

__What would I do differently in my classroom?__ It took me too long to get around to starting the Edmodo activities. I did not start them until February. And I allowed my students to comment in English because I wanted to make them feel comfortable. Next year, I will not allow any English on my Edmodo pages! || Grant Middle || http://pjgctagrant.wikispaces.com/ || Name of Unit: Service Leadership
 * Kevin Croghan

Grade Level: 7th

Materials Needed: -Computers -TV or Projector -PeaceJam video -Paper/pencil for planning

Length of Time: 8 days

Learning Goal: Students will be able to use the six steps to planning a service project by creating a project of their own

Description of the Activity: Students must work collaboratively to create a tech-based project that helps educate people about service opportunities in their area.

Days 1-3 research, development practicing project creation skills Days 4-7 creation of project Day 8 final editing/polish

Evaluation of Learning: While the students understood their individual issue, it was very difficult to translate this into effective use of the internet. The evaluation was thus broken into two parts. 1) can students effectively collaborate on the creation of thus wikisite? 2) Do they understand the content: i.e. Can the students describe their social issue, why it matters and how can people become involved to remedy it? || I would spend more time on student web searching skills and gathering of resources from reputable internet sites. I would also spend more time on proper citation of internet sources. || Grant Middle ||  || Name of Unit: Energy: Renewable and Non-Renewable sources
 * Janet Draper

Grade Level: 8th grade (may be adapted for 3rd grade)

Materials Needed: Energy Type graphics, Teacher Domain video clip White board, laptop, computer lab (optional), Internet connection, drawing paper and writing paper, pencils.

Length of Time: 2 class periods

Learning Goal: TSW be able to identify Kinetic and Potential energy types.

Description of the Activity: Simple machines will be presented briefly. Jason energy types online presentation, short videocast will outline energy types, students will be grouped into one energy type group. Students will list activities associated with that energy type and will explain if it is Potential or Kinetic energy.

Evaluation of Learning: Classroom teacher and GT teacher (me) will evaluate group and individual answers using student papers, discussion answers, and individual participation. We will continue to teach larger unit on energy sources and responsible uses of energy. ||  || Noel Middle ||   || Name of Unit:
 * Marie Gruber

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Evaluation of Learning: ||  || Grant Middle ||  || Name of Unit: Who is the real me?
 * Judy Klimek

Grade Level: 8

Materials Needed: Camera, Overhead projector, laptop computers, watercolor paints, paper

Length of Time: 5 - 8 hours

Learning Goal: Students will be able to identify key personality traits about them selves and be able to express this in a painting, with corresponding music and words.

Description of the Activity: Students look at pop artist Andy Warhol and create self-portraits with their interpretation of his style. They will write words that they think helps them to express their thoughts and find music that will fit there project.

Evaluation of Learning: Evaluation is done with the students completion of project using a pre- designed rubric. || I would spend more time getting the students familiar with the different online free music downloads, and how to get the music to fit the theme they are trying to portray. || Merrill Middle || http://www.amytalx.blogspot.com/ || Name of Unit: Non-fiction/Current Event reading and writing analysis. This is a supplement to unit 2 of Springboard, offering more relevant and immediate current event articles.
 * Amy Kolquist

Grade Level: 6

Materials Needed: Class computers with online access. Twitter account. Blog page

Length of Time: Two weeks

Learning Goal: Students will be able analyze a variety of multi-media resources in order to determine author's point of view, opinions, facts, and then synthesize their own opinions based on this information. Students will also be able to evaluate peer responses and opinions.

Description of the Activity: The teacher creates a blog that links current events news stories from news sources on Twitter, along with direct links to news media outlets. Students are introduced to the blog and given instructions and time to learn how to choose various articles and respond in the blog. Each assignment asks students to analyze different aspects of the news articles depending on element the class is being asked to determine (fact and opinion, author's purpose, point of view, etc.) Students then respond to different articles and to other student responses. Blog posts are viewed and discussed in class as well, allowing students to give and receive verbal feedback and discussion on various ideas.

Evaluation of Learning: Students will synthesize information from various media sources and current event articles using support from the sources to justify their opinion of how fast food chains market to children. The long term learning goal will tie in to Unit 5 of the sixth grade Springboard, in which students research an object has changed over time. Using the blog as one example, students will utilize different media to research how certain objects have changed, and then create a report using technology, such as a blog, webcast, wiki, etc. || I would work to make sure the students are more interactive with each other on the blog. We are also currently using Shelfari as our online book club and the students have become very good at giving each other constructive feedback on their posts. As a result not only has their literary analysis improved, but also their writing. Because of how this blog was set up students could not respond directly to each other, which lost some of the current event debate I was hoping to generate. I would also more actively have students find articles and information they would like to analyze. While they had some choice in the articles, I would create a blog or wiki in the future that allowed them to upload their own articles and have other students respond to those. || Hamilton Middle ||  || Name of Unit:
 * Rita Kyker

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 * Sandra Lins

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 * Christy Marini

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 * Janell Martinez

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Evaluation of Learning: ||  || Hamilton Middle || https://worldgeographyperiod6.wikispaces.com/
 * Lesley Meyer

If it asks you for a username and password, please enter the following: username-GEOBanker password-poudum

Once you enter the wiki, please click on the different students' pages to see their work. Elena's page has a great news report. || Name of Unit: Europe-World Geography

Grade Level:6

Materials Needed:home computer

Length of Time:one month

Learning Goal:Students will understand the characteristics of a country of their choosing, located in Europe.

Description of the Activity:In order to use differentiation in my classroom, students were given 2 choices to make. First they needed to choose a country in Europe. Then they had to choose one of the following projects: 1. Create a poem describing your country; 2. Create a collage conveying culture, economy, history etc. through pictures; 3. Create a newscast, describing an important historical event in that country; 4. Create an article about an important current event in the country.

Evaluation of Learning: Since all students learn differently, this was an effective assignment because students could choose to demonstrate their learning through their preferred learning style. || I formed small groups and group members did peer editing of each other's pages. Next time I would have stricter requirements for the peer editing. || Henry Middle ||  || Name of Unit:
 * Felice Mittler

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Evaluation of Learning: ||  || Merrill Middle ||  || Name of Unit:
 * Elena Petrova

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 * Sherry Segura

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Evaluation of Learning: ||  || Kepner Middle ||  || Name of Unit:Springboard Unit 5: The Challenge of Comedy (Using Technology to Understand Shakespeare)
 * Carina Tennessen

Grade Level:8

Materials Needed:Springboard Workbook Video Camera Script Assist Worksheets Costumes and Props Computer with iMovie Internet Access

Length of Time:3-4 class periods

Learning Goal: Students will analyze and interpret a scene from A Midsummer's Night Dream through visual and audio technology by creating their own video.

Description of the Activity: After completing the Springboard sections of Unit 5 that deals with analysis of A Midsummer's Night Dream, students will begin filling out script assist worksheets. These sheets will challenge the students to choose visual and audio symbols that can represent specific parts of the text. We will watch sample videos from @http://www.folger.edu/remix/ which model video clips similar to the ones they will make. Students will memorize their lines and acquire any props or costumes they need for filming. After filming, the videos will be transferred into iMovie where the students will be able to include more visual and sound effects from the program and off the internet. These additions are meant to enhance the symbolism and meaning of the original script as interpreted by the students.

Evaluation of Learning: The final video for each group will be analyzed based on a rubric including interpretation of the original script, use of visual and audio technology, participation in group work, and overall clarity and comprehensibility of the video. || Students have been developing tech skills through various projects all year so that they will be able to complete this assignments. Based on the Springboard Pacing and Planning Guide, we will not be working on this project until the end of the year. I will write further reflections at that time. || Noel Middle ||  || Name of Unit:
 * Joanna Williams

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Evaluation of Learning: ||  || Florida Pitt Waller, K-8 || http://fpw8b.wikispaces.com/ || Name of Unit: **Public Service Announcement** Grade Level: **8th grade**
 * [|Anne Weaver]
 * on Cyber Bullying**

Materials Needed: Lessons in learning.com on cyber bullying, instant messaging, community sites, completed team sheet, digital cameras with video taking capability, storyboard, editing software such as Windows MovieMaker, wikispace

Length of Time: 10 - 45 minute classes

Learning Goal: Students to work collaboratively in creating a public service announcement on cyber bullying

Description of the Activity: The class worked in groups of five. Each group came up with a message about cyber bullying from the lessons. The group decided on who would fill the roles of writer, director, videographer and actors. Before shooting took place, each group completed a storyboard and rehearsed at least once. Each memeber of the group was given access to the footage, and each member did their own editing. The students posted their videos on the prepared wikispace.

Evaluation of Learning: The students were evaluated on how well they worked within their group and the clarity and directness of the final edited PSA. || Next time, I would allow more time for evaluation. The students just had enough time to post their psa on the wiki. Also, I didn't update the wiki, so some of the students' videos were too long, and they had to shorten them. I gave the class the goal of a one minute announcement. Next time, I would create a rubric to guide the students on what a proficient project would look like. Also, I would make sure the students correct all spelling errors. ||