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storybird homework assignment

http://storybird.com/books/a-family-story-33/?token=zhd9vqenm3 After you read the story write a summary of the events that take place. Don't forget the beginning, middle, and end.

How to Summarize a Story

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Summarize a Story with Rita Booker -

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"My Technology Lesson Plan”

Lorrie Kondas K-3 Language Arts EDUC 2220- Educational Technology Lesson Plan

Common Core Standards: RL.K2.1a Ask and answer who, what, where, when or how questions to demonstrate understanding of text. RL.K2.2a Retell fables, folktales or other stories including the central message and supporting details. RL.2.7a Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. W.K2.5a With guidance and support, revise writing to maintain focus on a topic. W.K2.3a Generate text to communicate a sequence of events that tell a story. RL.K2.7a Use illustrations and text to describe the characters, setting or events from a story.  SL.K2.1a Participate in group discussions about grade-level/age-appropriate topics and text. • Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking) • Ask questions for clarification. SL.K2.5a Add visuals or audio to enhance a presentation and clarify details presented orally. Lesson Summary: The purpose of this lesson plan: focus on summarizing skills. Students will summarize the text used in class read aloud.     Estimated Duration: This lesson will be broke up into 4 days although the first day will be the pre-assessment and not included in my lesson planning time but I will allow 15 to 20 for the first day for the pre-assessment. The second day I will begin with an introduction of new vocabulary and “the hook”. Students will participate by providing teacher with a summary of her story. The total time for this lesson is 125 to 135 minutes and it will be broke into 3 days. The final day will require extra time so the students can use the computer lab, estimated time 35 to 45 minutes. Commentary:  To create interest in this lesson plan: I will create my own tall-tale. My story will include many details and I will make it very dramatic. Then I will chose students to recall my story. Telling us only the important parts. Remind them to keep it short and sweet. The challenges I anticipate: students will summarize the story with too many details. I will allow extra time for this portion. Instructional Procedures: Day One: Pre-Assessment  15 to 20 minutes Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and access each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Day Two Step one: 20 minutes First: Introduce new vocabulary- tall-tale. Ask the students if they can recall any tall-tales that they have read. Second: Begin the “hook”. Tell the students that you are going to tell them a story about the worst weather they have ever experienced. I will give students many details and make the story very dramatic. Example, how I went on a boat trip and it was a beautiful sunny day. I could see the sun glistening on the water. After we were out to sea a storm popped up… out of nowhere. We lost power on the boat… we were stranded at sea for days without food or water… Step two: 20 minutes Have the students take turns retelling the story. Be sure to record each student. Keep calling on students until someone retells only the important parts. After each student tries remind them to keep it short and sweet. I will continue until someone gives me a short summary. Day 3: After discussion of a summary introduce students to the story map on the board. Explain how this will help guide them……………. Step One: 20 minutes Have the class move their chairs into a semi-circle grouped by two’s. Introduce the text Cloudy with a Chance of Meatballs by Judi Barrett. Begin your read aloud. Remember to stop and talk throughout the read aloud. Be sure to have stop and talks that relate to the story map on the board. Throughout the story have the class I will… Step Two: 30 minutes Have students return to their desks. In groups of four have students discuss and complete the story map that you have provided for them. Tell students be sure to use the example on the board. Teacher will access students by walking around to each group and listening to their ideas. If needed, teacher will guide students in the right direction. Afterwards each student should have completed their story map handout. The story map will help students tomorrow when they create their digital story map. Day 4: Students will create and illustrate a summary book of their very own. Students will share their book with the class. Finally, students will take their books home to share with their families. 35 to 45 minutes Pre-Assessment:   15 to 20 minutes  I will use my day one lesson plan because it is my pre-assessment. Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and assess each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Scoring Guidelines RUBRIC Point Value     Points Earned  Criteria 10                    Summarize text without help  20                    Can complete a Story map and Jigsaw method (10 each) 10                    Understands the 5 W’s- who what when where why (2 points each) 10                    Understand the difference between retelling a story or to summarize a story Post-Assessment: Have students create their own summary video on Go Animate of their favorite book. Scoring Guidelines: I will use a rubric as my Post-assessment. Total project will be worth 50 points. Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students:  The text level could be changed depending on the students reading level. This could make the lesson easier or harder. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: Review the story map using an easier text.  Extension This is a great website has printouts for different types of story maps: http://www.education.com/slideshow/printable-story-maps/ This is a great website to learn more about summarizing. http://www.readingrockets.org/strategies/summarizing Homework Options and Home Connections:  Students will share their summary books at home with their family. Interdisciplinary Connections Science: you could discuss deferent types of weather and create weather charts. Art: Have student illustrate a book cover for their favorite book. Materials and Resources: For teachers Paper, Pencils, and markers. Story map on the board. Provide each student with a copy of the story map. Tape recorder. Computer lab. Book: Cloudy with a Chance of Meatballs by Judi Barrett Books in class library. For students Paper, Pencils, and markers. Their own story map. Computer lab time. Assess to tape recorder. Key Vocabulary tall-tale summary story map Additional Notes If students are working at a faster pace have them select their favorite book to create an additional story map.

"Growing Up Online"

“Growing Up Online”

I think most parents have no idea what teens do online. It has become a world that teens can hide from their parents watchful eyes. Teens can say just about anything without worrying about using their true identify. It has become a social network that has a dark side, such as a place where teens can trade sex for drugs, and a place where teens use anonymity to post things about themselves and others.

The first girl posted pictures of herself in her underwear and sent them to her boyfriend and of course most of the time the boyfriends sends them to everyone else.

Another young girl was known as the “goth” girl at school.  She was depressed because she felt like she didn’t fit in anyplace. She began to post pinup pictures of herself online. She instantly became popular until students at school told the principle that she was posting nude photographs of herself. Her parents were called and informed of their daughter’s online activity. They had no idea of their daughter’s secret life. She became depressed and suicidal so her parents agreed that she could keep her website but no nude photos and they could monitor the website.

 Another group of teens snuck into a concert and got drunk. They took pictures of teens vomiting, doing drugs then they posed them on the internet. One of the boy’s parents found out so she decided to call some of the parents. Instead of grateful parents they were upset because this wasn’t any of her business. Even though the ER was full of underage kids with alcohol poising and kids over dosing that night.

I was not surprised or shocked by Frontlines “growing up online”. Since I have worked at a high school for many years now I am not surprised by too many things. It is shocking sometimes because you never know who the internet will suck into its clutches even an honor roll student. Parents beware and never say never.

QUESTIONS:

1.A survey by the Pew Internet & American Life Project found that in 2004, 67 percent of parents said the Internet has been a good thing for their children. However, this number decreased to 59 percent in 2006. In 2012, 69% of parents of online teens said they were concerned about how their child’s online activity might affect their future academic or employment opportunities, with some 44% being “very” concerned. Cite some reasons why parental support for their children’s independent internet use is decreasing. Why do you think the number of parents who reported the Internet being a good thing for their children has decreased?

In 2004, 67 percent of parents said the internet has been a good thing for their children because they saw the internet as a learning tool. The internet is a great way to find research for papers and a vast source of knowledge but there is a dark side. With the use of social media, such as Fackbook, Twiter, and Yik Yak teens use anonymity to post comments without worrying about repercussions. Teens say things they normally wouldn’t say to someone’s face, nothing is private. It has become a common place for bullying, sending explicit photos of themselves or others, and a place that predators prey for new victims. Nothing or no one is safe. That is why the number has decreased to 59 percent in 2006 and 69 percent in 2012. Parents are concerned and they should be.

2. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. How can we as educators stop students from using material they found online as their own work? Should that be considered cheating, in your opinion?

More teachers are using tools like Turninin.com to detect cheating but some teachers do not use the resources they have. Our students are always one step ahead of us when it comes to cheating. I am always amazed how a student that is behind in credits can catch up quickly with online learning. As educators I am not sure if we can detect all plagiarism. We will always have students that want to cheat. I don’t think we can stop that but we can make it harder with resources like Turnitin.com. I hope students remember if they are using ideas from a source they remember to cite the source. In the long run they are only hurting themselves.

3,One student claims he "never reads books" but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, "I feel like I kind of cheated it." In your opinion, should he feel guilty? Why or why not?

I am sure there are more than one student that “never reads books” than there are students that read books. In part it comes from heavy workloads, such as honor and AP classes. Along with extra activities or responsibilities. Their time is limited so they use the resources they have like summaries and annotated notes.

 They should feel like they are cheating but I see their point.  We are in such a hurry to push students to the limits and it’s a race to the top. Who is the best? Who had the highest ACT scores? Why the hurry? Let them have time to be kids. We are creating a new generation of young people that have high levels of anxiety, panic attacks, and suffer from depression.

4.Before the Internet, in order to be seen by the world, you had to be portrayed in some form of mass media, and you had to be famous in some respect -- in the news, in politics or as a celebrity. Now anyone can be seen online by anyone else in the world. Some people have become famous for videos or photos they’ve posted (such as Autumn Edows). In your opinion, should people like Edows, or others who become “famous” through their online presence, be considered “celebrities?” Has the ability to create an online persona, and receive worldwide attention for it, affected our cultural values?

That’s true before the internet you had to be portrayed in some form of media like television or the tabloids and you had to be famous. Today with reality shows you don’t even need to have talent to be seen. You just need some type of drama in your life. People seem to crave that so with the internet you don’t need to be famous. You just need to be willing to tell it all or show it all to have followers.

I don’t feel that people who become famous by their online presence should be considered famous. Let’s look at a family who became “famous” because of a sex tape that went public. Really, why are we fascinated by all of the drama?   This family has their own show and are making millions because we want to see all of the drama in their life. They have no talent. I guess they are smart because they are getting rich and we still tune in every week to watch the drama. I am not  sure why we think it is okay for people on TV not to have any values. It has a trickle down affect because we start to dress like them and behave like them. Have you seen how high school girls dress now a days?

5. Shows like "To Catch a Predator" on Dateline NBC (http://www.nbcnews.com/id/10912603/) contribute to parental anxiety about online media. It is obvious that certain elements of programs like “To Catch a Predator,” and even this documentary, will likely increase parents’ fears.Cite one current event from the past year where a young person has been affected (positively or negatively) by being active online. (find a link to a news story, describe it in your answer to this question, and provide the link as well).

It is our responsibility to inform the public about how some people use the internet for evil, for example; cyber-bullying, predators, sexing, and social networking. Maybe it is the only way to inform parents of what their children are doing behind closed doors when parents assume they are doing homework. So if news shows like "To Catch a Predator" contributes to parental anxiety it should. Parents should be alarmed about cyber-bullying. Some parents have no clue what their child is saying on the internet. Children that are being bullied never get away from the bully. The internet allows for anonymity therefore people say things they would never say in person. Here is a link to an additional six stories like the Rebecca Sedwick story: http://nobullying.com/six-unforgettable-cyber-bullying-cases/. All six end up committing suicide because of cyber-bullying. Unfortunately, there are many more stories like that, they go unreported.

6.Teasing, lying, gossiping, threatening, spreading rumors or harassing online (and offline)can severely affect people’s self-concept and self-esteem and have an impact on their emotional state. In the     program, we see one girl who describes flirting with boys and then revealing she was just kidding. She explains: "You wouldn’t do that to someone’s face, but online is completely different. ... No one can do anything. You’re at your house, they’r e at their house." In her quote, this teen is describing Suler’s disinhibition effects. Which one do you think it is, and why?

Actually, there are a few of Suler’s disinhibition effects that apply to cyber-bullying, such as DISSOCIATION ANONYMITY and INVISIBILITY.  As people chat on the internet you may see a username or address but you don’t see the identity of the user. They can remain anonymous. They can say anything and not be held accountable for what they say, therefore; they become monsters.  Once you think you have things under control a new app is developed and the cycle begins again. Invisibility gives people courage so when they are in chat room they can become someone other than themselves. In emails or text messaging no one can see how you look and you can’t see disapproval. The teenage years are hard enough without cyber-bullying.

7.At the end of the program, Greg decides it’s time for him to "disconnect" by going to the Coast Guard Academy, where he will spend seven weeks without cell phones or the Internet. Have you ever thought about "disconnecting" from it all? Do you think it would be easy or difficult for you personally? What would you enjoy or dislike about disconnecting?

I like how Greg realized that he was struggling with the fact that he had to “disconnect” when he entered the Academy. I think everyone should be able to disconnect. Our brains need a break. Sometimes I forget my phone and I feel guilty that no one can get in touch with me. My family goes nuts and I hear I tried to call you but you forgot your phone. I think I forget my phone intentionally because it gives me freedom not to be connected.  I personally don’t need to be connected 24/7 but I am not a teen. I know life will continue without the internet. Last year we rented a condo on the beach for vacation and we had no internet. Everyone was upset at first but we spent more time together playing board games and just talking and laughing. I enjoyed the peace and quiet plus my brain needed the break. After a week I felt energized; everyone should try it!

Tech Tool Review