Thursday, October 30, 2014

7718: Open Mic 3: Get Off Your Phone!

In reading Sherry Turkle’s Chapter 9 of Alone Together, I would say teens, more than others, use smartphone technology as a way to avoid interactions they don’t want to have. In waiting rooms, everyone is on their phone. Look at restaurants or the stands of sporting events and you will find many are missing what is directly in front of them to be on their phones. To discover one’s identity or self, one would have to be left to their own devices, not technology’s! That is my belief and I think many kids are taking a longer time to discover themselves than previous generations. Part of this problem is the smartphone. How many more kids are living at home after college? How many can’t decide on a major? How many more kids in this generation are directionless? I feel if they spent more of their time in “real time” they would have more direction and insight into their own path. “I have a feeling, I want to make a call,” (p.176). In chapter nine, Turkle discusses that teens use their phone as a replacement for friends or avenues to grieve and think. Instead of thinking about what teens are feeling, they are programmed to impulsively text a friend and if they don’t answer, text another. While they think this is a way of dealing with their emotions, we know that one impulsive teen comforting another is not the best way to deal with issues. Chapter ten discusses how some kids get annoyed if they are not answered immediately via IM, DM, or text. I find that this would be true for anyone, however, this generation of teens is not equipped with coping skills of handling this emotions independently; an important life skill. They need instant satisfaction and gratification. Page 199 discusses Mandy, who is upset that she sent an instant message and finds it rude that no one wrote back. The idea that all her friends were on laptops and possibly doing homework, didn’t make her feel better. She found in even more rude that her message was so accessible, yet ignored. This just goes to show that students today are constantly interrupted and unfocused. I’m so sick of hearing, “My son has ADD,” at conferences! Oh, please! I think teens need to get away from their phones for some time each day to actually “live!” Learn how to BE in the world of the living and not the technological world. Then maybe we would have more focused, grounded, and patient children in the world.

I wholeheartedly believe in this statement from Angela Walmsley, author of “Unplug the Kids” when she writes, “Children learn to express themselves through free play outside where their imaginations are challenged as they freely explore their environment.” While I agree that the technologies of today are quite beneficial for kids of all ages, I think too many are lacking an imagination. This article suggests having specific technology downtime and other times where it’s OK to use smartphones, computers and IPads. Allowing kids the opportunity to develop their minds freely gives them the opportunity to be creative. Many of my students struggle at the application level. They can not see something modeled and then apply it to their own work. We are writing narratives and many are struggling to describe scenes. This, I believe, has to do with their lack of creativity. They never go outside, think without using a phone, or generate their own ideas. They look everything up! Using context clues is foreign!

Jeffrey Kluger’s “We Never Talk Anymore” is a great representation of today’s world. Text instead of talk. He mentions that most adults had developed social skills before using a cell phone on a daily basis, yet this generation of kids has not. I find this accurate. I was astounded with the facts about the amount of texts sent per day - 88! Honestly, I am probably close to that number, however, I can have a conversation with others too. I am shocked at how many times I walk into my classroom and see the tops of heads, instead of faces. They are all on their phones. I believe it is taking away from their basic social skills. These are skills they will need for interviews in the future! We may be making them into effective 21-century learners but the lack of social skill where you can exchange pleasantries with someone will affect negatively their future. I ask how my students are doing and I get no response! They are busy Tweeting or texting.

I know this is an issue because even in my personal life it comes to light. If I go on a date with a younger guy, he always texts messages to have a conversation, which annoys me. Anyone my age or older is more prone to talk on the phone, or have a conversation in person. It is a generational thing. However, at the same time, when I was teen I remember being asked out via hand-written note! I bet these days teens are texting that same question instead of passing notes! Either way, apparently, none of these options work; I’m still single! HA!

Wednesday, October 29, 2014

MOOC 2 lesson plan

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 7 Date: 9/23/14
Objectives
Lesson Essential Questions
  • Students will collaboratively respond and discuss the the idea of teens being tried as adults by analyzing non fiction sources using marking the text strategy.
  • RL How do I interpret and analyze a text?
  • Should teens be tried as adults?

     
Which items are incorporated into this lesson?
Common Core State Standards
  • SL  How do I effectively prepare for and participate in a collaborative discussion?
     
Literacy Strategies (CCT Domain 2)
  • Utilize Marking the Text to encourage close reading and analysis of material
  • Design experiences for students in which they will create effective oral, written, and multimedia responses to texts that include personal and analytical response.
SBA Targets/Claims Addressed
  • Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

  • Target: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.


     
Exploring
Navigation:
  • Accessing the web using the common features of web browsers
  • Using hyperlinks to access a range of resources on the web
Search:
  • using key words and and search operators to make searches more effective
Collaborating:
  • Choosing an appropriate tool for collaboration

Lesson Development -activities and transitions (CCT Domain 1):

Anticipation: Review Philosophical Chairs format with students and Ask, “Should teens be tried as Adults?” This is an issue students deal with in this unit of study. Students will complete a reading of three articles and answer, “In the story, Monster, Steve Harmon is being tried as an adult. He is being charged with murder. Read the following articles and answer the prompt, “Should teens be tried as adults?” using information from all sources.
“Advocates Push for Change to Keep Teens Out of Adult Court System”
“Should Children be Tried as Adults”
“New London Teen to be Tried as an Adult for Home Invasion”

Listen to “Advocates Push for Change to Keep Teens Out of Adult Court System” from Ebscohost on Smartboard.

  • Take notes on main idea, your opinion, and connections to Monster.

Modeling and Guided Practice:

Read first few paragraphs aloud and mark the text of “Should Children be Tried as Adults” using Smartboard and Chromebooks.

Using Chromebooks, search title in the iCONN database located on the BCHS Media Literacy site. Click on “iCONN middle school resources” and search “Should Children be Tried as Adults?” and read article.

Take notes for:
  • text structure
  • main idea
  • connections to Monster
  • Support for your opinion

Students work with Google partners for remainder of article. Add your notes to a Google Doc and share material with each other. Write in different color fonts to determine collaboration was evident.

Independent practice:

Students read “New London Teen to be Tried as an Adult for Home Invasion.”

Mark the text for:
  • text structure
  • main idea
  • connections to Monster
  • support for your opinion

When students complete marking the text, they will share notes. You may type notes into your Google Doc or you may upload a picture of your article that has been “marked”.


Instructional Strategies (CCT Domain 2 & 3):
collaborative inquiry
Modeling
Guided practice
Independent practice
Modifications and Differentiation (CCT Domain 2):
  • Students who do not have their internet permission slip handed in can not use Chromebooks. Therefore, they will complete the assignment using written response and paper copy of articles. Once they hand in their permission slip, they may add their answer to the group document.
  • Articles can be read aloud to students who have trouble reading and/or reading for speed/comprehension. Students can plug in headphones to listen to article.

Assessments-Formative and/or Summative (CCT Domain 2 & 3):
  • Responses to the question must meet the rubric expectation.

Teens Tried as Adults Philosophical Chairs Response Rubric:
50: Student response incorporates a well-supported opinion using facts from all sources. Sources are marked appropriately.  Responses are well thought out and show collaboration of both students. Answers reference texts multiple times to support points being made. Questions are raised to further the discussion.

40: Student responses are mostly supported using facts from sources. May not use all sources. Marking the text strategy was used, but obvious support was not marked. Responses are mostly well thought out and respectful. Student references texts 2-3 times during discussion to support points being made. Collaboration may have been one-sided. Does not raise questions to further discussion or questions raised are not very thought-provoking.

35: Student responses are supported but not very well. Sources are missing from answer. Marking the text strategy is not used effectively. Responses in discussion are not thought out and/or collaboration is one-sided. Does not reference texts or repeats what others already said. Does not raise questions to further discussion.

30: Student does not meet the requirements of assignment enough to pass. Response is minimal or incomplete. Mark the text was minimal, not effective, and/or incomplete. No text references or very weak references that possibly do not support opinion. No collaboration is evident. Does not participate in discussion.


 Comments:

MOOC Lesson 1

Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 4 Date: 9/23/14
Objectives
Lesson Essential Questions
  • Draw conclusions about social/familial relationships based on the resolutions to the conflicts in the story
  • RL How do I interpret and analyze a text?
     
Which items are incorporated into this lesson?
Common Core State Standards
  • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.   
     
Literacy Strategies (CCT Domain 2)
  • Close reading
  • Using text examples to support conclusions
SBA Targets/Claims Addressed
  • ELA/Literacy Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and  informational texts.
     
  • Target:Given an inference or conclusion, use explicit details and implicit information from the text to support the inference or conclusion provided.
    
     
Connecting: Participating on the web
  • Sharing: Students post in the Google Group
  • Collaborating: Students respond to others in the group, furthering the discussion

Lesson Development -activities and transitions (CCT Domain 1):
  • Review HW and pass out Chromebooks while explaining we will be discussing our story via online discussion.
  • Show Google mail tutorial. http://screencast.com/t/MP8tyYvM7
  • This models how to log in, send email, and start group discussion about characters from novel.
  • I will model how to create an appropriate response.
  • Students will attempt logging in.
  • They will attempt to respond to “First Post” in the discussion group.
  • Finally, students will respond to post about characters from story using examples from the text.
Instructional Strategies (CCT Domain 2 & 3):
Modeling
Guided practice
Independent practice
Modifications and Differentiation (CCT Domain 2):
  • Students who do not have their internet permission slip handed in can not use Chromebooks. Therefore, they will complete the assignment using written response. Once they hand in their permission slip, they may add their answer to the group discussion.
  • Students who are not grasping the objectives will get my assistance via Google comments. I will also walk around to direct students.
  • I will email students the tutorial so they can re-teach themselves.
Assessments-Formative and/or Summative (CCT Domain 2 & 3):
  • Student emails and responses will show me they understood the lesson.
  • Responses to the character question must meet the rubric expectation.

 Comments:

Tuesday, October 21, 2014

Worksheets for Online Reading Comprehension lesson

Research: Should Teens be Tried as Adults?

After much discussion of this topic, it’s time to do some solid research.

Task 1: Assess the following links for credibility. If you find a source is not credible, do not use it. Use the “Assessing the Credibility of Website Information” worksheet and hand in to me for evaluation before moving on to task 2.






Task 2: Complete the graphic organizer while researching your valid sources.

Title
Main Idea
Facts/quotes to support your opinion
How does this support your opinion?
Notes



























Task 3: Copy and paste the following question in a Google Doc, answer it, and share it with me. Follow the rubric:

Explain your position on teens being tried as adults. What justifies this as it happens often? Should there be other programs in place? If so, what?

Exemplary: Answers the question fully.  States opinion and uses all three sources. Elaborates on own ideas with examples from all sources to prove your position.

Progressing: Answers the question but does not use all sources (2). Much of answer is opinion-based. Lacking support from sources in general.

Needs Improvement: Does not state opinion or answer question thoroughly. Does not use enough evidence from sources (0-1) to support opinion. May use non credible source.

Online Reading Comprehension Lesson

Here's my lesson for Online Reading Comprehension. Worksheets will be in the next post.
Bristol Central IDT Lesson Planning Document

Course: English 9 Unit: Social and Familial Relationships   Lesson: 8 Date: 10/14/14
Objectives
Lesson Essential Questions
  • Students will respond to a question after gathering relevant information from multiple sources that have been evaluated using “Assessing the Credibility of Website Information” worksheet.
  • How do writers create well-developed narratives about real or imagined experiences or events?
  • Should teens be tried as adults?

     
Which items are incorporated into this lesson?
Common Core State Standards
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.  W.9-10.9
      
Literacy Strategies (CCT Domain 2)
  • graphic organizers
  • reading for information
SBA Targets/Claims Addressed
  • ELA/Literacy Claim #1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

  • Target 9. CENTRAL IDEAS: Summarize central ideas, topics/subtopics, key events, or procedures using supporting ideas and relevant details.

     
Navigation:
  • Accessing the web using the common features of web browsers
Web Mechanics:
  • Managing information from various sources on the web.
Credibility:
  • Making judgments based on technical and design characteristics to assess the credibility of information
  • Comparing information from a number of sources to judge the trustworthiness of content



Lesson Development -activities and transitions (CCT Domain 1):

Anticipation: Review some main points from discussion about teens being tried as adults and explain we are going to research this idea further. Hand out directions (attached).

Modeling and Guided Practice:
Read directions with students.

Hand out  website assessment worksheet (attached) and model a credible and non credible site. This will be review as we have done this before.

Hand out Chromebooks and students will begin assessing websites. Students may work in partners for this part of the assignment. When completed, students hand in to me and I check for validity. One source in non credible. I will be looking for students to have that answer before they can begin their research.

Independently, students complete tasks 2 and 3, (see attached directions).

Instructional Strategies (CCT Domain 2 & 3):
Modeling
Guided practice
Independent practice
Modifications and Differentiation (CCT Domain 2):
  • Certain articles can be read aloud to students who have trouble reading and/or reading for speed/comprehension. Students can plug in headphones to listen to article.
  • I will partner up SPED students to complete website worksheet
  • Graphic organizer
  • SPED students will be required to use 2 sources instead of 3 as I am assessing whether they can decide on validity of sites and use to support answer. Two is acceptable.

Assessments-Formative and/or Summative (CCT Domain 2 & 3):
  • website assessment worksheet
  • written response using rubric to grade