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Persuasive Essays using a blog
Students will collaborate with peers on the class blog to revise and edit their persuasive essay Student will write rough drafts Student will learn how to utilize blog to edit the stages of the writing process using peer collaboration and develop rules for blog use, students sign contract. Teacher print copies from: [] Resources: [|www.readwritethink.org] and [|www.dibat.wordpress.com] Students will work individually while writing persuasive essays. Students will be assigned small groups for editing, revising and collaborating on the blog. Groups have been predetermined by mixed ability level. [] Students will use attached rubric for peer evaluation of essay. Teacher Name: **Mrs. DiBattista** Student Name: ||  ||
 * // Blog Lesson Plan by Kellie //**
 * Lesson Plan: Online Collaboration using a blog to enhance students’ persuasive writing project**
 * **Objective or goal of lesson**
 * **Overview**
 * Week #1**
 * Monday**- (classroom) Explain Persuasive Writing Project using Power Point [|http://www.readwritethink.org/lesson_images/lesson56/persuasive_strategies.pps#256,1]
 * **Homework**: brainstorm topics for persuasive essay
 * Tuesday**- Students will discuss persuasive writing topics, each student should choose one topic and begin to complete graphic organizer used to plan persuasive writing essay.
 * **Homework:** finish persuasive writing graphic organizer
 * Wednesday-** (classroom) teacher modeling using graphic organizer to write persuasive essay and students begin writing rough draft of persuasive essay
 * **Homework:** finish rough draft
 * Thursday-** (meets in computer lab-bring rough draft) Students begin typing rough draft of persuasive essay in computer lab, save to classroom blog. Teacher will model how to save essays to blog and navigate through the blog. Student should save essay as their last name DRAFT Persuasive essay
 * **Homework:** finish typing rough draft, save to blog
 * Friday-** (computer lab) read at least 3 of your peer’s essays on the blog and offer comments in the comment section of their page regarding focus, organization, content, conventions and style.
 * **Homework-** finish reading and responding to at least 3 peer essays using your home computer or borrow a school lap top
 * Week #2**
 * Monday-** (computer lab) access your rough draft on the blog, read through suggestions left by your classmates. Begin to edit your rough draft.
 * **Homework- (**optional) read through additional essays, offer feedback where desired
 * Tuesday-** (computer lab) Make final revisions to your essay based on feedback. Type, print 2 copies and save final copy as your last name FINAL persuasive essay in the blog.
 * **Homework-** finish typing final copy and print 2 copies
 * Wednesday-** (classroom) Hand in one final copy to teacher. With your small group, share your persuasive essay and complete a peer evaluation rubric for each essay. (See attached document)
 * Thursday** (classroom) Re-read your essay and complete a self-evaluation sheet. Staple the self-evaluation sheet to your essay and hand it in. []
 * Friday –** (classroom) Students volunteer to read a few final essays aloud. Students offer feedback and comment on project.
 * Homework:** Write a letter in your writing portfolio to yourself. Reflect on the process of writing your persuasive essay. What strategies worked for you? What do you need to work on? What will you do differently next time? What was your greatest accomplishment?
 * Assessment:** Students will use this rubric to self-assess their final product persuasive essay, teacher will use same rubric for final assessment
 * || ** Persuasive Essay project using blog **


 * CATEGORY || ** 4 ** || ** 3 ** || ** 2 ** || ** 1 ** ||
 * ** Focus on Topic (Content) ** || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. || Main idea is clear but the supporting information is general. || Main idea is somewhat clear but there is a need for more supporting information. || The main idea is not clear. There is a seemingly random collection of information. ||
 * ** Introduction (Organization) ** || The introduction is inviting, states the main topic and previews the structure of the paper. || The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader. || The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. || There is no clear introduction of the main topic or structure of the paper. ||
 * ** Persuasiveness ** || Writer uses at least 3 good arguments to convince the reader || Writer uses 2 arguments to convince the reader || Writer arguments are weak and don’t really convince the reader || Writer includes no evidence of trying to persuade the reader. ||
 * ** Blog use ** || Student added essay to blog in timely fashion and posted more times than necessary feedback to peers || Student added essay to blog and posted necessary feedback || Student added essay to blog and/or posted necessary feedback past the due date || Student never posted essay to blog or provided any feedback to peers. ||
 * ** Grammar & Spelling (Conventions) ** || Writer makes no errors in grammar or spelling on essay or blog that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||

Student Blogging Introduction
**An Introduction to Student Blogging**

Students will experiment with blogging, discovering their writing style and voice in an initial blog posting. ||
 * **Section:** || **Content:** ||
 * ** Subject/Concept: ** || Students need to be responsible writers and disseminate their opinions online and in the classroom in an effective and purposeful manner. Blogging is one way to do this. ||
 * ** Broad Learning Goals: ** || **Goal**:
 * ** Learning Objectives: ** || * Objective 1: Students will craft an essay/blog post in which they discuss one technology-based application or tool they use in language arts class.


 * Objective 2: Students will defend the merits of their choice suing persuasive writing techniques


 * Objective 3: Students will post their essays to the appropriate area on the teacher’s blog area following the guidelines for appropriate comments/postings. ||
 * ** Required Materials and Time: ** || **Materials**:
 * Computer
 * Blog Rubric
 * Technology-based application or device (installed on their educational device or the website from which it can be downloaded)
 * Access to Warwick School District’s Portal
 * Directory of web-based applications/tools
 * Jing (optional for extensions)


 * Time**: (4) 42-minute periods ||
 * ** Student Prerequisite Knowledge: ** || Students will need to know the following:
 * Access the Moodle Blog via Warwick’s District Portal
 * Fully use and explain the application or tool they are recommending
 * Utilize persuasive writing techniques learned in class
 * Be cognizant of the guidelines and rubric set forth at the beginning of the year in regard to blog comments ||
 * ** Anticipatory Set: ** || Students will listen to an editorial outlining the best features of a new appliance. The appliance, imaginary, will have incredible features.

Students will get into groups and create a list of five applications they have used in LA class that make studying or time management simpler for them.

Students will report to the entire class as a whole and make a master list to be posted by the teacher online. || Students will conference with the teacher to assess the web-based application/tool, at which time, the student will show the teacher how the application works. ||
 * ** Steps: ** || # After brainstorming with the entire class, students will choose an application they are familiar with and write a t-chart of positives and negatives for the web-based app.
 * 1) Students will then write three ways they can effectively use the application and in what setting.
 * 2) Students will complete their initial findings by taking time to examine and explore the web-based application further.
 * 3) Regroup with class to review the format for persuasive writing and blog commenting guidelines
 * 4) Introduce the guidelines to blogging. ||
 * ** Plan for Independent Practice: ** || # Students will craft a persuasive essay outlining the benefits of the particular web-based application they have chosen.
 * 1) Students will have another student proofread their essay.
 * 2) After they have checked the essay to the rubric, students will post their essay to the class blog. ||
 * ** Closure: ** || Students will post their recommendation/review to the teacher’s blog site **and** comment on one other student’s post. ||
 * ** Assessment Based on Objectives: ** || Students will be assessed on their posting following the blog rubric, outlining appropriate blog postings/comments and also by the rubric for persuasive writing techniques. ||
 * ** Adaptations for Students with Learning Disabilities: ** || The teacher will assign applications to students.
 * ** Extensions (For Gifted Students) ** || Students will complete two or more of the following:
 * Link an external site to their posting which recommends the application
 * Link one or more online recommendations for their application or tool to their posting
 * Find a similar application in which the same concept applies and compare the two in a separate posting
 * Using Jing and PowerPoint, create a short commercial for the application ||
 * ** Possible Connections to Other Subjects ** || Because the lesson is technology-based with the personal educational devices and/or applications/tools, students will be able to use this in all their classes. Additionally, other teachers may want to include applications/tools that are based solely on their own subject matter.

Computer applications teachers may want to further this with students and create links to recommendations to post online. Students can review all types of web tools.

Persuasive writing can be used in social studies, language arts, or reading classes. ||

Chris Lloyd's Lesson Plan
Blog Lesson Plan – 2-D-2 Science Labs – Using Blogger


 * __Objectives__**: The students will use their prior knowledge of Science material to complete the respective lab relating to the material. Students will be documenting their experiments online. Students will demonstrate mastery of the scientific method by consistently creating lab reports that address all of the parts of the scientific method and posting them on Blogger. This project can be used with Chemistry, Biology, or Physics Science classes. Documenting experiments online will increase student awareness of the scientific method and sound research/experimental techniques.


 * __Introduction__**The teacher will provide an overview of Blogger and how it will be used when documenting their in-class experiments. Blogger is a web 2.0 application that allows users to create online journals and blogs easily. The Science classes are equipped with lab stations and computers with internet access at each lab station. The teacher will review the expectations of each group, when posting or not posting the lab findings. This reporting and communication method will be used throughout the course. Show the class an example of a lab posting.


 * __Procedure__**


 * 1) The students will be using the desktop computers that are at each Science lab station. The teacher will create a Blogger account for the class.
 * 2) Review the directions on how to use the Blogger website. Check for student questions about reporting through the use of a blog.
 * 3) Each week, one lab group will be assigned the task of posting their lab report to Blogger.
 * 4) Students who are not assigned to post for a given week will be expected to make changes and improvements to the posting students’ report.
 * 5) Digital cameras will be available for the students to use to take pictures during their experiments. These pictures can be used to post on the blog with their entries.
 * 6) The students will have time in class during their labs to post their narratives concerning the experiments.


 * __Closing:__** At the conclusion of each lab day, the students will fill-out their status report. The status report is just a one or two line summary of what they completed on that day’s class. There is also a section for them to ask questions relating to the lab. The teacher will review these reports to check for work completion and to help answer any outstanding questions about the project. Also, there will be a section on the blog that all students can ask questions and help each other answer them. There will be a daily homework assignment/expectation to check the Class Blog at home or in school (the Library) to ask questions and assist in answering them. Each day after the blog has been started; the teacher will start off by addressing any posted questions. This process is attempting to motivate students to work better during the labs by providing them with a space where they can provide each other with feedback about their experiments.


 * __Assessment__**

Students will be assessed on their ability to:


 * Create timely submissions of a written post.
 * Provide descriptions of lab procedures and findings.
 * Use school appropriate language and subject matter.
 * Reference the Blogging Rubric.

**//Blogging Rubric//** Name Date ___ TOTAL _
 * || **1** || **2** || **3** || **4** || **Total** ||
 * **Ideas & Content** || The ideas expressed are not original, often confused and are not connected to discussions around the lab material. || The ideas expressed are not necessarily original, and are not usually connected to discussions around the lab material. || The student expresses some original ideas. The majority of ideas are related the lab material. || The student has many original ideas and expresses them clearly. The great majority of ideas are related to the lab material. || /4 ||
 * Comments: ||
 * **Post Frequency** || The post frequency is well below course expectations. || The post frequency is slightly below average. || The post frequency is slightly above average. || The post frequency greatly exceeds course expectations. || /4 ||
 * Comments: ||
 * **Writing Quality** || Posts are of very poor quality. There is little to no evidence of reading other information in order to form new meaning of the topics at-hand. || Posts show a below average, overly casual writing style with a lack of attention to style. Students pay little attention to other reading and mostly regurgitate previous personal views. || Posts show above average writing style. The content demonstrates that the student reads moderately, and attempts to synthesize information and form new meaning. || Posts are well-written, and are characterized by elements of a strong writing style. The content demonstrates that the student is well read, synthesizes learned content and constructs new meaning. || /4 ||
 * Comments: ||
 * **Community** || Students do not show evidence in any participation in the blogging community, or the course community. || Students rarely participated in the blogging community. Most, if not all, participation was limited to the weblogs of other classmates. || The student participated moderately in the blogging community. There was some evidence of out-of-class participation. || The student participated actively in the blogging community via comments on other entries, and citing others in their research and writing. || /4 ||
 * Comments: ||
 * **Use of Enhancements** || The student did nothing to enhance or personalize the weblog space. || There is very little evidence of multimedia enhancement and the student blog is primarily text-based. || The student enhanced their weblog to some extent using video, audio, images or other add-ons. || The student greatly enhanced their weblog space using video, audio, images or other add-ons. || /4 ||
 * Comments: ||
 * **Ideas & Content** || The ideas expressed are not original, often confused and are not connected to discussions around the lab material. || The ideas expressed are not necessarily original, and are not usually connected to discussions around the lab material. || The student expresses some original ideas. The majority of ideas are related to the lab material. || The student has many original ideas and expresses them clearly. The great majority of ideas are related the lab material. || /4 ||

Jen Kopinetz's Lesson Plan: **// Blogbusters //**
__ Blogging your way to a better understanding of the you, your views, the world, and the future. __ (adapted from: [|ReadWriteThink]) After reading __The Adoration of Jenna Fox__, __Michael Vey: Prisoner of Cell 25,__ or __Among the Hidden__, the students will create a group blog explaining their own version of a futurist society including the rules, procedures, and social classes. (Next lesson: How do I responsibly respond to others’ ideas?) After reading and discussing one of the novels as the assigned group, the students will be introduced to the NEW teacher-made class rules, procedures, and social classes. The student will then discuss the advantages and disadvantages of this new classroom operating procedures. After they have been introduced to blogging, have accounts set up, and have received the responsibilities and guidelines to blogging as well as a list of FAQs, students will begin to blog the tasks listed below: 1st entry - preliminary task- BRAINSTORMING: Each member of the group will blog his/her answers to the following questions: 2nd entry - preliminary task – Using a COMPARE AND CONTRAST matrix inserted into your blog: Discuss similarities and differences between students’ brainstorming ideas, current life in the United States, and life in the novels we read. Students will then collaborate by blogging with the group members to complete the following [|Blogging Assignment] using the [|BlogBusters Rubric] as a guide. Students can use as they compose and revise the text for the Blogtopia entries: Students will also be encouraged to use [|United States layout] as a guide for creating their own society. Instructor will evaluate the project using the [|BlogBusters Rubric]. []
 * // Essential Question //**// ( // Objective): How can I use blogs to effectively express my written ideas to others?
 * // Activating Strategy //** :
 * // Tasks //**// : (Teacher will monitor these tasks once directions have been given to group.) //
 * 1) If you could live anywhere in the world, where would you live?
 * 2) Why this location? What about this place appeals to you?
 * 3) Describe your perfect life.
 * 4) Who would you want with you?
 * 5) What would you do every day?
 * 6) How would you make money?
 * 7) What kind of rules would you follow (or not)?
 * //SUMMARIZING://**
 * Persuasion Map can be used to gather ideas for the Invitation to Friends and Advertisement.
 * Letter Generator can be used to create a rough draft of the Invitation to Friends. (Note that this text will need to be retyped.)
 * ReadWriteThink Notetaker can be used to outline any of the texts, but may be especially useful for the Daily Itinerary.

NOTE: **//__The next lesson__//** will teach students how to evaluate others’ blog entries, respond to them effectively, and respond to their experiences. Students will then critically explore other groups’ blogs and give feedback.
 * 1) A list of possible blog comments include :
 * Comment on what you liked.
 * Comment on anything that confused you.
 * Comment on anything that you did not like.
 * Offer any suggestions for improvement.
 * 1) After visiting the other blogs, each student should write a reflection about his or her own blog, focusing on one or more of the following questions:
 * What was your group trying to accomplish? Did you succeed? Why or why not?
 * What would you change about the group’s approach to the project? What did the group do well?
 * What did you like about the project? What was difficult? What was easy?
 * What grade does your blog deserve? Why?

= Blog Reflections – Movie Making with Power Point - Louise Rice = //Goal // – describe the use of Shape tools in Power Point to draw a window frame and outdoor scene //Goal // – explain music genre selected in Aviary to mix background music //Goal // – reflect on the process of using these three tools and the purpose of the movie on the Inn’s Home page || ===//Objective // - Why did you use PPT to make this movie? Why did you put it on the Home Page on your site? What other elements did you include on the page and why did you include them? What was the purpose of this movie? Was your movie upbeat and energetic, or was it calm and relaxing? What appeal does your movie have on the prospective visitor at the Inn? === ===//Objective // - What worked well for this assignment? What didn't work well? How would you do it differently? What other applications might accomplish the same task? What other elements could be added to this page to enhance the content? Could you create this again, faster and easier? Why? Could you train a novice to make this movie? === ===//Objective // - Hyperlinks - List and hyperlink, or hyperlink a screen shot of, two sites for this topic === || Reflection: Blogger, web site pages, movies, Power Point, Aviary || //Prerequisite //: Power Point slide types, background options, Shape resizing and cropping, animating, transitioning //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Prerequisite: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Understanding and use of track structure in audio applications, fade tools, cut tools, download and save locations || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Reflection: Teacher assists with logging in to Blogger === · <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;">5/5 - Content: //<span style="color: #0000ff; font-family: "Arial","sans-serif"; font-size: 14.66px;"> thorough, adequate, or inadequate //<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;"> response === === · <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;">5/5 - Critical Thinking: //<span style="color: #0000ff; font-family: "Arial","sans-serif"; font-size: 14.66px;">great, some, or little //<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;"> insight and application === === · <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;">5/5 - Mechanics: //<span style="color: #0000ff; font-family: "Arial","sans-serif"; font-size: 14.66px;">0-1, 2-4, 4+ //<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;"> grammar, punctuation, or spelling errors === === · <span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;">5/5 - Post design: //<span style="color: #0000ff; font-family: "Arial","sans-serif"; font-size: 14.66px;">Pops, So-So, Fizzles //<span style="color: #ff0000; font-family: "Arial","sans-serif"; font-size: 14.66px;"> in appearance and impact === || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Snowflakes previously saved for student //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Background music previously saved for student //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Power Point scene can be simplistic //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Embedding from YouTube and the web page layout assistance is guided/given by teacher or peer //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Depending on interest/ ability – disabled students can just make a lot of snowflakes for the class or they can mix the music for everyone or they can draw scenes for the class || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Extension: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Create background music with intro, middle, and outro that match up with the length of the movie //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Extension: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Create a web page for the Inn that compiles several students’ movies, possibly labeled “Views from North, South, East, and West” or “Night and Day” or “December to March” || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Connection: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">“No two alike!” Snowflake uniqueness is a great opportunity during this phase to applaud everyone’s individuality, to acknowledge expertise or creativity, and to share products //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Connection: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Step-by-Step process is reviewed many times. Tasks that lead up to the final project require a vision, a plan, a purpose, and dedication to the ultimate goal. ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 18.66px;">Lesson Plan Title **<span style="font-family: "Arial","sans-serif"; font-size: 18.66px;">: Snowed Inn Home Page
 * **//<span style="font-family: "Arial","sans-serif";">Section and description //** || **//<span style="font-family: "Arial","sans-serif";">Content (some content refers to the actual project and some refers to the reflection posts in Blogger) //** ||
 * **<span style="font-family: "Arial","sans-serif";">Subject/Concept: ** || <span style="color: #000000; font-family: "Arial","sans-serif"; font-size: 14.66px;">Web Page Design: Students reflect on the Process, Purpose, and Possibilities in Blogger after they have combined virtual snowflakes and a music wav in a Power Point scene to create a movie for Snowed Inn’s Home Page. ||
 * **<span style="font-family: "Arial","sans-serif";">Description of Broad Learning Goal(s): ** || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Goal //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;"> – describe the interactive Web 2.0 tool [|Make-A-Flake]
 * **<span style="font-family: "Arial","sans-serif";">Learning Objectives: ** || ===//<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Objective //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;"> – In a blog post, explain how you created the Snow Movie. Name the application(s) you used and the task(s) you performed to create the window scene. How did you make the snowflakes? How did you animate them? Where did you get the music? How did you make the music? ===
 * **<span style="font-family: "Arial","sans-serif";">Required Materials: ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Project: Computer, Internet, headphones, Smart Board and projector for teacher, samples from previous years to introduce and motivate
 * **<span style="font-family: "Arial","sans-serif";">Student Prerequisite Knowledge: ** || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Prerequisite //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: knowledge of file types such as jpg, png, wav, mp3, ppt, pptx
 * **<span style="font-family: "Arial","sans-serif";">Anticipatory Set (Lead-In): ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Snowed Inn is failing and the student has been hired to spice up their web site. The Home Page needs to grab the web traveler’s attention. Describe the process to create the snow scene movie; explain how it invites and welcomes the traveler. Analyze the purpose of the movie; describe music type and impact on potential guests; describe what worked well and what didn’t; how could it be done differently. ||
 * **<span style="font-family: "Arial","sans-serif";">Steps: ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Project: Teacher modeling tasks via Smart Board and projector:
 * 1) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Student links to interactive Web 2.0 tool Make-A-Flake, save 5 flakes
 * 2) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students begins a Power Point, selects a background, then inserts Shape tools to draw an outdoor scene and window frame
 * 3) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students login to [|Aviary] (Educator account creates and monitors all student accounts) and mix background music
 * 4) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Student makes a welcoming movie by inserting background music and the snow flakes; animate snowflakes to simulate falling snow; set music to Play Across Slides
 * 1) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students read reflection instructions in Moodle course
 * 2) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Invitations to author in Blogger are sent to students by teacher
 * 3) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students login using district psdmail account from Google
 * 4) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students click New Post, enter a title, enter two labels (first name and topic)
 * 5) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students copy and paste reflection questions and begin responding
 * 6) <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Students polish their post using suggestions in Moodle assignment ||
 * **<span style="font-family: "Arial","sans-serif";">Plan For Independent Practice: ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Use of shape tools can be used any Office Application for any purpose; use of shape effects such as beveling, shadowing, reflections, and glows mimic realistic objects (glowing stars and moon, moon reflected over a frozen lake); unique snowflakes can be used in other upcoming projects for Snowed Inn ||
 * **<span style="font-family: "Arial","sans-serif";">Closure: ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">I run the playlist to the class via YouTube, [|MapleTube], as we all watch and comment; students visit another student’s site and makes a comment on the page; each student is peer assesses both the movie and the web page using provided criteria ||
 * **<span style="font-family: "Arial","sans-serif";">Assessment Based On Objectives: ** || <span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Rubric contains criteria and point values:
 * **<span style="font-family: "Arial","sans-serif";">Adaptations (For Students With Learning Disabilities): ** || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Adaptation //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Students will assist each other as needed (teacher paired or voluntarily)
 * **<span style="font-family: "Arial","sans-serif";">Extensions (For Gifted Students): ** || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Extension: //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Set snowflake animations that simulate a change in the weather, slow or fast, windy or calm
 * **<span style="font-family: "Arial","sans-serif";">Possible Connections To Other Subjects: ** || //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Connection //<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">: Rule of Thirds creates a focal point or horizon line, which creates a more interesting and dynamic image or movie. CARP (Contrast, Alignment, Repetition, Proximity) in end product (site page) is an objective in web page design

Brad J Introduction to Blogging
Assignment 2-D-2 Brad Jones

Anticipatory Set: Show of hands: How many of you are on a team? How many of your parents are on a team? How many of your grandparents are on a team? What types of activities for health do you participate in?

Lesson: History of activity. As we are younger, we are geared toward interactive team sports. As we age, we become more individualized and gravitate toward solo or small group games.

Read my blog on Individual Sports versus Team Sports. Write a response on which type of sports you prefer and why. Name a specific interest (sport). Tell your background with that sport. Ask one person a specific question about their activity. Answer all questions asked about your sport.

Rubric
 * || None 1  ||  Vague 3  ||  Detailed 5  ||
 * Response ||  ||   ||   ||
 * Interest ||  ||   ||   ||
 * Background ||  ||   ||   ||
 * Question Asked ||  ||   ||   ||
 * Question Answered ||  ||   ||   ||

Closure: As you have read, there are many different activities to be enjoyed. Don’t lock yourself into just one sport. Understand it is O.K. to enjoy many other sports. It doesn’t have to be the mainstream culture ones.

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