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Robert M. Luty

 * Use of Blogs Within The Classroom**
 * Science Class – (45min) – High School**
 * Mr. Luty**

**I**. **SWBAT** (**Students will be able to**) – Create a blog using the topic of weather and other science related topics, but the focus would be on weather, by securing a site to create a blog, establish their password, establish links with students from two other school districts ( teachers, from these districts, will have to collaborate on this on-going lesson, prior to the start of lesson) in various geographical areas near their school district, and create an on-going post for daily weather information obtained from students from other school districts. Also, students will create a forum for discussions on various science activities each school is currently engaged in. At the end of three weeks the students will compile all data, create data table and generate graphs depicting weather in their geographical area. **II. Activities** - Students will have use of the science computer room for 1-3 periods/week for a duration of 3 weeks, to check on posts, record data sent from students in other school districts and up-date their science blogs with photos, information, and videos. My students will, in turn, send their data to the other students for their weather projects. Students will visit each others science blog sites for 3 weeks of this project. Students will visit other science sites to download items needed to enhance their blog site. There will be small group discussions/sharing of information during class. Hopefully, they continue to keep lines of communication open after the science project/lab has finished. **III. Web Sites** - Many web sites can be used to promote science and their blog sites. **IV. Homework** - Keep up-dating weather information from other students, keep forums going, and continue to improve their blog sites before the 3 weeks are up. **V. Evaluation/Assessment** - Teacher observations, rubric for final project **VI. Technology Used** - Computers, DVD’s, Overhead Projector, Smart Boards = Final Project Rubric (Possible Points: 100) =
 * ||  || ** Exemplary ** || ** Proficient ** || ** Developing ** ||
 * || Score || 60 || 36 || 7 ||
 * ** Content and Critical Thinking ** || __/60__ || Clear evidence that higher level thinking skills were used in the creation of the final project. || Some to little evidence that higher level thinking skills were used in the creation of the final project. || No evidence that higher level thinking skills were used in the creation of the final project. ||
 * ^  ||^   || Clearly reflects specific information presented in the course. || Somewhat relates to specific information presented in the course. || Nonspecific and general in nature, not related to specific course content. ||
 * ^  ||^   || Reflects feedback given previously on sections reviewed by instructor or classmates. || Reflects some of the feedback previously given on sections reviewed by instructor or classmates. || Reflects little to no feedback previously given on sections reviewed by instructor or classmates. ||
 * ^  ||^   || Demonstrates depth of understanding in the knowledge, skills, and strategies from the course. || Demonstrates some understanding in the knowledge, skills, and strategies from the course. || Demonstrates a lack of understanding in the knowledge, skills, and strategies from the course. ||
 * ^  ||^   || Demonstrates unique personal insights derived from application and evaluation of course content, using specific examples. || Demonstrates some insight derived from application and evaluation of course content, using no specific examples. || Demonstrates a little evidence of reflection, synthesis, or evaluation, using no specific examples. ||
 * || Score || 15 || 9 || 0 ||
 * ** Mechanics ** || /15 || Complete sentences, correct grammar and spelling. || Comprehensible sentences, undeveloped paragraphs; some grammar and/or spelling errors. || Incomplete sentences, unorganized thoughts with poor grammar and spelling. ||
 * ^  ||^   || Assigned sections are included. || Most of the assigned sections are included. || Some or none of the assigned sections are included. ||
 * || Score || 10 || 6 || 1 ||
 * ** Documentation ** || __/10__ || All sources are properly cited within the final project and included in a bibliography. || Most to few of the sources are properly cited within the final project and/or included in a bibliography. || None of the sources are cited within the final project or included in a bibliography. ||
 * || Score || 15 || 9 || 1 ||
 * ** Presentation and Communication ** || /15 || Media, such as graphics, audio, video, effectively communicates and contributes significantly to the intended meaning of the content. || Media may not be completely appropriate and contribute some to little to the intended meaning of the content. Is somewhat effective in communicating the intended meaning. || Media is not included as required or, if included, is not used appropriately or contributes little. May even detract from the intended meaning of the content. ||
 * ^  ||^   || Information in logical sequence which reader can follow. || Information is in a somewhat logical format which the reader may have some difficulty following. || Information is not in a logical sequence which the reader can follow. ||
 * ** Total ** || __/100__ ||||||  ||
 * ** Total ** || __/100__ ||||||  ||

Using Social Bookmarking to Learn About Volcanoes
Grade Level- 6 Lesson Topic- Volcanoes Lesson Time- 1 83 minute block Learning Objective- Students will be able to research and compare and contrast characteristics of volcanoes around the world Product Objective: Students will create a graphic organizer that compares and contrasts at least 3 different volcanoes. Also, students will add one bookmark to the social bookmarking site Del.icio.us. Materials: For each pair of students- -one computer with internet access -3 volcano journal pages -Del.icio.us bookmarked links to volcanoes -Blank paper to make graphic organizer Procedures: 1. Students will be put in partners 2. Each group will sign in to a laptop computer 3. Once signed in, students will go to Del.cio.us bookmark page and use the three links to search for volcanoes that interest them. 4. Once they have found a volcano, they will complete their journal page. Each journal page contains the following questions: What is the name of your volcano? Where is it located? What type of volcano is it? What is the date of the most recent eruption? and What are a few interesting facts about the volcano? 5. For each volcano that they find, they will add the link to the specific page where they found their information to the class Del.icio.us site (not created yet). They will use the tags “volcanoes,” “geology,” and the name and type of their volcano. This will give other students the opportunity to navigate to the types of volcanoes they are interested in more efficiently. 6. Each group must add at least one new volcano to the bookmarked list. 7. After all 3 volcano journal pages are finished, each group will create a graphic organizer of their choosing to compare and contrast all three of their volcanoes. Assessment: Each group will be assessed on the following- Their journal pages must be completely filled out with CORRECT information for all three volcanoes Each group must add at least one new bookmark to the Del.icio.us page. The graphic organizer must contain all three volcanoes. It must compare and contrast locations, volcano types, and eruptions using facts from the journal page. Each group will present their graphic organizers to the class.
 * rubric will be given to each group that explains specific points for assessment.

Michele Volpe
Title: The Contributions of Islam between 650-1100 AD Subject: World Cultures Grade: 9th Objectives: Students will be able to demonstrate an understanding the impact of the Islamic Religion on arts math and science by examining the accomplishments of the time period and their effect on life today. Materials: Computer and access to the internet. Fact sheet to record findings about Muslim contributions to science, math and the arts. [|Video on Islamic Cultures] [|Article on Islamic Contributions] [|Damascus - The ancient city] Preparation Students will be directed to Mrs. Volpe’s blog which will include the above links. Students will view the video on Islam’s impact on Europe, read the article on Islamic Contributions and read the travel article on Damascus. Activities Students will be given 30 minutes to review the above sites on the computer. Students will also complete a fact sheet as they are reading/watching to record their findings about Islamic contributions to the world in science, math and arts. After completing their fact sheets, students will blog their response to the following question – “What impact did the Islamic Religion have on modern day sciences and arts?” Students will be expected to include at least five facts from their research to justify their opinion. Students will also be asked to comment on other posts made by their classmates to encourage collaboration.

Grading Rubric on Blogging Activity
 * || 5 || 4 || 3 || 2 || 1 ||
 * Blogging || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student posted about the assignment and commented to at least two classmates. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student posted about the assignment and commented to one classmate. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student posted about the assignment, and made no comments to other students. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student posted but not on the assignment. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student did not post. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Research || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student included at least five justifying facts in their posts. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student included at least four justifying facts in their posts. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student included at least three justifying facts in their posts. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student included at least two justifying facts in their posts. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student included at least one justifying fact in their posts. ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Writing || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student used explicit details, including transitional words with no grammar errors || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student used explicit details, including transitional words with a few grammar errors. || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student used details to show an understanding of the topic and had few grammar errors || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student had a general idea of the topic with no grammar errors || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Student had a general idea of the topic with few grammar errors. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">The evaluation of this lesson will grade the students on their blogging comments, their understanding of the topic and their writing skills. Although I teach social studies, writing is an important component in my class and students are expected to follow all the writing rules of English class.

Joy Grandi
Joy Grandi

Lesson Plan-Romeo and Juliet

Objective: After reading the play, Romeo and Juliet by William Shakespeare, the students will respond to questions on our classroom blog with 80% accuracy.

Essential Question: How will respond to the questions on the blog?

Strategy- After reading the story, the students will be provided with class time to answer questions about the story and to respond to at least one other student’s blog question. A rubric will be used to score the corrected work. The teacher will provide a response to the posts as feedback within 2 days of the postings. The following questions will be posted on the blog: 1. Summarize the play in one paragraph. 2. Identify a theme in the play and explain it. 3. Which character do you most identify with and explain why. 4. Identify a pun in the play and explain it. 5. Imagine that you write an advice column and Juliet come to you for advice on whether to stay in the relationship with Romeo or not. What would your advice be?

media type="custom" key="8246972"

Stufflet's Lesson Plan
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Jason Stearns' Lesson Plan
Title: Verizon and the I Phone blog assignment Materials Needed: Students in the computer lab Objective: Students will be able to evaluate and explain the impact of a new product on a company's stock. Procedures: <span style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0in 0in 27.85pt 0.5in; text-indent: -0.25in;">1. Teacher will orally poll the students concerning the lesson topic, "Is anyone aware of the new announcement Verizon made this week?" 2. Teacher will direct students to silently read the article [|ABC News Article Jan 11, 2011] <span style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0in 0in 27.85pt 0.5in; text-indent: -0.25in;">3. Students will access NASDAQ website and search for Apple and Verizon stocks. They will navigate to historic quotes and change the view to one month. [|Apple] [|Verizon] <span style="font-family: 'Times New Roman'; font-size: 12pt; margin: 0in 0in 27.85pt 0.5in; text-indent: -0.25in;">4. Using the article and stock analysis, the students will post a blog comment that answers two of the following topics. Imagine you are a market analyst for either Apple, AT&T, or Verizon. Discuss based on what you know: Issues with Verizon's release of the I Phone. Potential problems with network and data usage. Competition between AT&T and Verizon for new customers Stock responses prior to and after this major announcement 5. Homework for further consideration: [|Homework article] further discussion of this article is necessary Assessment: [|Writing rubric] .

Michelle Schmid's Lesson Plan
Check out my blog at: []

<span style="background: black; color: white; font-family: 'Helvetica Neue'; font-size: 13.5pt; margin-right: -11.35pt;">California Gold Rush

During this activity, you will be exploring what occurred during the California Gold Rush. Additionally, you will interpret a picture related to the California Gold Rush. Please follow all directions, as well as use your code name whenever you post a comment. *Code name = S3(your number)

Step 1: Create a question that will serve as a topic sentence for your 5 facts.

Step 2: List 5 facts that you learned from researching the California Gold Rush. Number each fact and make sure each one is written in a complete sentence with correct capitalization, spelling, and punctuation. Each fact should relate back to your question from Step 1. You may use the links below as well as other reliable sites you find for your research.

[|Wikipedia]

[|PBS]

[|Eyewitness History]

[|Cal Gold Rush]

[|ISU]

Step 3: Observe the following 4 pictures. Next, choose one of the pictures to interpret. Identify which picture you are using; then explain in 3-5 sentences how that picture relates to the California Gold Rush.

<span style="background: black; color: #577ec5; font-family: 'Helvetica Neue'; font-size: 9.5pt; text-decoration: none;"> <span style="background: black; color: #577ec5; font-family: 'Helvetica Neue'; font-size: 9.5pt; text-decoration: none;"> <span style="background: black; color: #577ec5; font-family: 'Helvetica Neue'; font-size: 9.5pt; text-decoration: none;"> <span style="background: black; color: #577ec5; font-family: 'Helvetica Neue'; font-size: 9.5pt; text-decoration: none;">

Step 4: Leave comments for at least two other students. Use your code name and their code name when responding. Make sure you add details to your comment - it should be about 3-5 sentences in length. Be specific!

Step 5: Check all entries for correct spelling, punctuation, and capitalization before posting. You may want to type your respond in a Word document, and then copy and paste it as your comment.

*Steps 1-3 should be posted in one blog entry; this entry is due by 5pm on Monday, January 24th. *Step 4 should be posted as two separate comments; this entry is due by 3:20pm on Friday, January 28th.

*Feel free to reply back to the person that commented on your blog. Check the blog often, so you can see what other people are saying about your facts and interpretation. You may also comment on more than two blogs.

Name: Period: _

**//__ Blog Comment Rubric __//**

* Go to ** Ms. Schmid’s Blog: ** [] * Click on the “California Gold Rush” blog posting. * Write an appropriate, original, and respectful opinion to the blog posting. * Use your blog number __S3__ and only use initials when referring to people other than the teacher. *Also, you may make respectful responses to other students’ posts.


 * || **5** || **4** || **3** || **2** ||
 * **Response to Topic** || Highly appropriate || Appropriate || Attempts to make appropriate response || Lacks appropriateness ||
 * **Originality** || Highly original || Original || Somewhat original || Lacks originality ||
 * **Respectfulness** || Very polite and respectful || Polite and respectful || Somewhat polite and respectful || Not polite and respectful ||
 * **Sentence and Mechanical Structures** || Punctuation, grammar, and spelling are correct || Punctuation, grammar, and spelling are mostly correct || Punctuation, grammar, and spelling have a few mistakes || Punctuation, grammar, and spelling have many mistakes ||

**TOTAL POINTS: ___/20__**

__Shannon Philpott__
= Behind the Scenes’ Blog Project =

<span style="display: block; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">** Assignment Rationale: **

Students in my MCM 112: Feature Writing course spend the semester writing 1,000 word feature stories varying from human interest pieces and personality profiles to historical features and first-person participatory pieces. As they prepare these pieces, they interview people in the community, experts in various fields and even people on the street offering shout outs about the chosen topic. In class, we discuss the interactions and lessons they learn during the reporting process as well as the techniques they used to compile data, gather quotes and draft the stories. What’s missing from our curriculum is a venue to share these experiences with the community. Through blogging ‘behind the scenes’ experiences of story gathering, my students will gain the opportunity to network and make connections with those involved in future stories and fellow journalists.

<span style="display: block; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">** Primary Tasks: **

§ // Wordpress Theme: // The theme of your online portfolio is one of the most important elements primarily because it showcases your graphic talents. Wordpress offers thousands of customizable and eye-catching themes to choose from. Choose one that highlights your personality and the theme of your work.

§ // About Me Page: // The “about me” page should include a brief bio that details your experience, interests and professional background.

§ // Services Page: // The services page should read like a resume, including your accomplishments and the services you are willing to perform (type of writing, etc.). Because this course also focuses on the freelance aspect of writing for newspapers and magazines, a portion of your blog site needs to ‘sell’ your skills.

§ // Sample Work: // You can choose to include sample works from this class, various pieces of writing, photography, design work, or PR work. The sample work should be varied and show off a variety of talents you possess. Make sure that you create a ‘Category’ specifically for Sample Work.

§ // Blog Entries: // The blog entries are the key component of this assignment. Each week (beginning week 3 through 16), you will be expected to add a post to your Wordpress site. The topic must be related to Feature Writing or an aspect of Freelance Writing. Here are some suggestions to get you started:


 * // Reporting Experience: // Did you encounter an interesting conversation, experience or controversy while reporting on a story? Share this with your readers to give them a ‘Behind the Scenes’ look at the reporting process.
 * // Writing Challenges/Rewards: // Did you struggle with an angle/nut graph or lead while working on one of your stories? Detail your thoughts about why this happened, how to avoid it, etc. (think of this as possibly a ‘how to’ for reporters – let them learn from your mistakes)
 * // Brainstorming Session: // Believe it or not, people reading your blog can help you narrow a story idea (or even suggest a few for you). Blog about what type of assignment you are working on and send out a request for ideas. You can also share your story topic and see if your readers have any ideas on potential sources/angles.

§ // Blog Responses: // In addition to facilitating discussion with your own blog comments, you are required to comment on at least one classmate’s blog each week (beginning week 3 through 16). Think of this interaction as a classroom discussion – ask questions and offer suggestions.

<span style="display: block; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">** Additional Notes: **

Keep in mind that you, of course, want to follow the conventions of the language, which means use good grammar and apply the rules of punctuation appropriate for journalism as detailed in the Associated Press Stylebook.

<span style="display: block; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">** Grading: **

Your online portfolio will be graded based on the following categories: Þ Theme/Appearance = 10 points Þ About Me Page = 10 points Þ Services Page = 10 points Þ Sample Work Entries = 15 points Þ Blog Entries = 140 points (10 for each post) Þ Blog Responses = 70 points (5 for each comment)

Each post will be graded based on the quality as stipulated for your stories (see below):
 * ** 90 – 100% ** || ** A ** Publishable work. It is a story that is clear, interesting, and well-written. The lead is engaging. The text has good organization, effective quotes, smooth transitions and no spelling, grammar, accuracy or AP stylebook errors. ||
 * ** 80 – 89% ** || ** B ** Publishable with some editing. It may have some minor spelling or grammatical errors. The lead is effective. The body is cohesive and well-organized. ||
 * ** 70 – 79% ** || ** C ** Requires extensive editing to publish. Several sections must be rewritten. The lead may be buried or fail to focus on the most important aspects of the story. The body of the story is disorganized and contains many minor errors. ||
 * ** 60 – 69% ** || ** D ** Needs a complete rewrite to be published. The facts are presented ineffectively. The story contains an unacceptable number of spelling, grammar, accuracy, and AP stylebook errors. ||
 * ** 0 – 59% ** || ** F ** Contains major factual error(s). Names are misspelled. The facts are so distorted that they could not be rewritten and published. Contains multiple (8 or more) AP stylebook errors. ||

Ashleigh Dzurik's Lesson
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