Nancy's+Lesson+Plan+2+-+Collaboration

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE
= Daily Lesson GAME Plan Template  = In this three-part lesson, students will be asked to determine how a child during the Depression might be able to help his or her family. In the first part of the lesson, the students will examine Depression era photographs to discover what life was like for children at this time. Then they will look for similarities, if any, between their life and life for the children in the photographs to help them determine how these children might help their family. The photographs will be compiled in a class wiki. GOALS ||
 * A Standards-Based Approach **
 * Lesson Title: Interviewing Depression Era Children || Related Lessons: Introduction to Childhood During the Depression ||
 * Grade Level: 5 || Unit: The Depression at Home and Abroad ||
 * Subject(s): Technology, Social Studies ||
 * SUMMARY
 * In this section of the lesson, students will use Skype to interview senior adults who were children during the Depression. The students will also post some of their photographs from their class wiki on VoiceThread and ask for responses from people who experienced the Depression and other experts. Students will then revise their wiki pages based on what they learned from the experts and add new information. **
 * Content Standards: **
 * SC Social Studies Standard 5-4: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response. **
 * SC Social Studies Literacy Elements: **
 * O. Consider multiple perspectives of documents and stories. **
 * P. Locate, gather, and process, information from a variety of primary and secondary sources including maps. **
 * S. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews **
 * V. Use a variety of media to develop and organize integrated summaries of social studies information. **
 * **ISTE NETS-S **

o  Creativity and innovation The teacher should set up a teacher Skype account and VoiceThread account. Obtain written permission for the children to use Skype and VoiceThread if it is not on file. The teacher should locate senior adults and experts for the children to interview and who are willing to respond to their VoiceThread. The teacher should also set up a time for the Skype interview or interviews. This lesson will take three days. || Ask the students what other ways they can think of to find out more about life during the Depression. (If the students have trouble thinking of other ideas, ask them how reporters find out information for their stories.) || //Leah’s Pony //<span style="font-family: 'Arial','sans-serif';"> by Elizabeth Friedrich || 20 minutes || <span style="font-family: 'Arial','sans-serif';"> Inform the students that they will be interviewing a person (or persons) who lived during the Depression. As a class, brainstorm a few questions to ask the interviewee. Then break the class into four groups to develop more questions based on what the students observed in the photographs from the last lesson. || <span style="font-family: 'Arial','sans-serif';"> Smartboard with Word to record the student’s questions. || 15 minutes || <span style="font-family: 'Arial','sans-serif';"> Bring the groups back together to compile the best questions into one list. Make sure there are no duplicate questions. Help the students organize the questions into a sensible order. ||  || 30 minutes || <span style="font-family: 'Arial','sans-serif';"> Using Skype, contact the expert at the appointed time. Introduce the expert and allow the students to ask their questions. Make sure a few scribes are recording responses. Ask expert if they will be willing to visit our VoiceThread and offer their insight on the project. Repeat with other experts, if any. || <span style="font-family: 'Arial','sans-serif';"> Smartboard with webcam and microphone || 30 minutes || <span style="font-family: 'Arial','sans-serif';"> Have the students revise their wiki pages with the information gained from the Skype interviews. || <span style="font-family: 'Arial','sans-serif';"> Computer lab or mobile laptop lab || 60 minutes || <span style="font-family: 'Arial','sans-serif';"> When the wiki pages are revised, have the students work in groups of four to select photographs and descriptions to put on a class VoiceThread. Each group should add two photographs to the VoiceThread and read the accompanying description. Each group can either select a narrator or take turns reading the description. (The teacher will upload the photographs and no two groups should choose the same photographs. The students can add their own comments to photographs posted by other groups once the other group has finished with their own comments.) || <span style="font-family: 'Arial','sans-serif';"> Computers for students
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Communication and collaboration
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Research and information fluency || **<span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Critical thinking, problem-solving, & decision-making
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Digital citizenship
 * <span style="font-family: 'Arial','sans-serif';">x **<span style="font-family: 'Arial','sans-serif';"> Technology operations and concepts ||
 * <span style="font-family: 'Arial','sans-serif';">Instructional objective(s): **
 * <span style="font-family: 'Arial','sans-serif';">Students will interview senior adults to hear first-hand accounts of what life was like during the depression. **
 * <span style="font-family: 'Arial','sans-serif';">Students will post what they have learned about life for children during the depression on a VoiceThread project and solicit elaboration and corrections from experts and senior adults. **
 * <span style="font-family: 'Arial','sans-serif';">Students will use the knowledge that they gain from the interview and VoiceThread responses to revise and add to their class wiki. **
 * ACTION ||
 * **<span style="font-family: 'Arial','sans-serif';">Before-class preparation: **<span style="font-family: 'Arial','sans-serif';">Students will have already created a class wiki page with photographs and descriptions of life for children during the Great Depression. This was done in the lesson, “Introduction to Childhood During the Depression.”
 * **<span style="font-family: 'Arial','sans-serif';">During class ** ||
 * **//<span style="font-family: 'Arial','sans-serif';">Time //** || **//<span style="font-family: 'Arial','sans-serif';">Instructional Activities //** || **//<span style="font-family: 'Arial','sans-serif';">Materials & Resources //** ||
 * <span style="font-family: 'Arial','sans-serif';">10 minutes || <span style="font-family: 'Arial','sans-serif';">Review Leah’s problem in //Leah’s Pony// and go over the class wiki the students created in the lesson “Introduction to Childhood During the Depression.
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Teacher VoiceThread account || Once the VoiceThread is posted, the students will have to wait for the experts to add their comments. Once the comments are there, the students will be ready for the next portion of the lesson. ||  || <span style="font-family: 'Arial','sans-serif';">Notes: Students will be allowed to communicate with their classmates as they work on this project.
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 * MONITOR ||

<span style="font-family: 'Arial','sans-serif';">Ongoing assessment(s): The teacher should circulate throughout the room to ensure that students are developing appropriate questions. The teacher should also monitor postings to the class wiki to assess students understanding of life in the Depression. Accommodations and extensions: This lesson could be taught in the computer lab or on the mobile laptop carts. The inter view portion of the lesson could either be done in one big group with one expert, or the students could be divided in groups with each group interviewing a different expert. That will just depend upon the experts the teacher locates. All students will be expected to add to descriptions on the wiki pages, but students will have the choice to read aloud on the VoiceThread or not. Backup plan: In case the internet is down, the experts will be contacted by speaker phone in the classroom. In this case, the students would record notes about the interview in their Social Studies journal. <span style="font-family: 'Arial','sans-serif';">Lesson reflections and notes: The formal assessment for this unit will occur in lesson three on digital storytelling.
 * EVALUATE AND EXTEND ||