A New Ramble to an Old Haunt

Subject Area: English Language Arts
Grade Level: 6
Source of URL: http://www.gov.pe.ca/greengables/index.php3

Description of Multimedia Learning Objective: Students will take a virtual tour of the Anne of Green Gables house in PEI to better visualize and understand the context of the book.

Description of Integration Idea: While doing a novel study, as places are discussed in Anne of Green Gables, student can take a virtual tour of Green Gables to enhance their understanding and further discussion. Later students could choose to do a presentation on a certain room.

Planning and Preparation: The teacher should go through the tour first, making note of points to discuss with students. Quick Time will need to be in place to run tour.

Subject Outcome:
General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

ICT Outcome:
C1
Students will access, use and communicate information from a variety of technologies.
C2
Students will seek alternative viewpoints, using information technologies.
C5
Students will use technology to aid collaboration during inquiry.

Be Safe...Not Silly

Although the internet is an amazing resource for education, it also poses many risks to students. Due to the accessibility and incredible size if the internet, it is a prime place for dangers and predators of all kinds. One of the most prevalent threats to students online today is cyber bullying.
Thus, it is crucial to teach students skills and precautions in surfing the web. Students must learn to discern fact from opinion and the ploys of online marketers. Teachers must emphasize the value of one’s privacy and how to protect that online. Students must be made aware of how to deal with and steer clear of inappropriate content and predators. Teacher’s have to think through these issues and implement ways of teaching students about how to be safe and productive online.

Daring Discussion Boards

I'm not sure why I called discussion boards "daring". Perhaps because they're something new for me or maybe it was just a nice "d" word for alliteration's sake. =)
Pros of Discussion Boards:
1) Facilitates group work
2) Gives all group members a chance to contribute/speak
3) Board can be accessed anytime
4) Teacher's can monitor

Cons of Discussion Boards: (As I haven't used discussion boards in the past, I found it difficult to come up with some specific draw backs. These are more general cons)
1) Minimizes face to face, personal interaction
2) Students are vulnerable to online dangers
3) Cyber bullying

Five ways to implement Discussion Boards in the classroom to enhance learning:
1) Teacher posts class information
2) Students can communicate about assignments, events, etc.
3) Students can compile information/research for class projects
4) Teachers or parents can use discussion boards to communicate
5) Students can practice leading/facilitating a discussion

Family Trees and Technology

I chose to use concept mapping to chart a family tree. This could be adapted for nearly every grade level as a way to help students learn about their community/family. Concept mapping lends itself fabulously to this activity, presenting the geneologies in a clear, organized fashion. This activity facilitates many of the outcomes for ICT, but some the general outcomes from division two this activity could encompass are:
C.1 - Students will access, use and communicate information from a variety of technologies.
C.4 - Students will use organizational processes and tools to manage inquiry.
C.7 - Students will use electronic research techniques to construct personal knowledge and meaning.
F.1 - Students will demonstrate an understanding of the nature of technology.
Specific Outcomes
F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.

It would be important to teach students about concept maps prior to giving them this assignment. The teacher could model concept mapping skills in front of the whole class before having students create thier own. The teacher should allow many different styles of mapping to encourage creativity and individual preference.

Grade 8 English Lesson Plan

Title: Characterization in a novel study

References:
(2000) Illustrative Examples for English Language Arts Kindergarten to Grade 9
Retrieved: September 29, 2007
http://www.education.gov.ab.ca/k%5F12/curriculum/bySubject/english/grade8.pdf

Miller, Laura (2003) Elements of the Novel: An Introduction to The Call of the Wild
Retrieved: September 29, 2007
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Literature/Childrens_Literature/CHL0233.html

Scrimger, Richard, (no date given) Nose from Jupiter
Retrieved: September 29, 2007
http://www.scrimger.ca/nosefromjupiter.htm

Grade 8 English Language Arts

Materials:
• Nose from Jupiter by Richard Scrimger
• Concept Mapping software

Procedure:
Introduction
• Review key elements of the book Nose from Jupiter including setting, characters, plot
Body
• Have students pick a main character from the book
• Using Concept Mapping software, students will create a map of this characters qualities including physical characteristics and personality traits
• These observations should be supported by textual evidence as well as what the student knows about a particular quality.
Closure
• Have students reflect in their journals about their project and how they are similar or different from their character

Assessment Method:• Assess concept maps based on agreed upon criteria and rubric

General Outcome: Comprehend and respond personally and critically to oral, print and other media texts
Specific Outcome: 2.2 Respond to texts by constructing meaning through texts
• Identify and describe characters’ attributes and motivations, using evidence from the text and personal experiences
Objective:
Students will demonstrate their understanding of characterization by creating a mind map of character qualities.
ICT Outcomes:
C4 Students will use organizational processes and tools to manage inquiry
• 2.2 Organize information, using such tools as a database, spreadsheet or electronic webbing
• 2.3 Reflect on and describe the processes involved in completing a project

Rationale:
Concept mapping is an ideal way to have students brain storm and elaborate on characters in a book. By organizing their thought processes through mapping students are enabled to expand on and connect their ideas. Students are able to make these maps highly specialized and appropriate according to their task and preferences. The integration of this technology not only helps achieve language outcomes of understanding meaning from text, but familiarizes students with this valuable technological tool.

Technology: A Help or Hinderance to Learning

Like many things, technology can be a tremendous aid in teaching and learning or it can be nothing more than a road block or distraction. When integrated with the intention of supporting learning, technology can be highly effective. A great example from the reading was students studying birds, tracking on the web the migration of an eagle that was electronically tagged. Other examples could include smart boards, that make group instruction more interactive or the use of chat rooms for students in different countries to communicate, facilitating language or culture studies.
In contrast, when technology is integrated without adequate instruction, or no specific educational goal directing it, it can become both a danger and distraction in the learning process. Examples of inappropriate technological integration could be the teacher who does not know how to run the PowerPoint and spends half the class trying to get it running or the class that gets "computer time", but without clear objectives, spend the whole time surfing the web and chatting. These situations waste precious class time and can make students vulnerable. Barriers to good integration in schools could include a lack of trained ICT staff, shortage of funds for adequate equipment, or misunderstanding or ignorance regarding the suitable use of technology in teaching and learning. Technology must be integrated in a way that helps students learn and attain curricular objectives.

Blogging and Me?

This is my first time blogging! Whoot! I must say it rather enjoyable and as I love to conventionally journal, I can see myself getting into this. Wow, the possibilities for teaching and blogging are huge! From what I read, my favorite ideas for using blogs in the classroom are for classroom management, personal writing and portfolios. As a teacher, blogging would be a fabulous way to post class info, course descriptions, housekeeping, etc. in a way that is accessible to all students and parents. The beauty of the blog would be the ability to keep updating the information while having a record of past communication. When I think about my jr. high experience, blogging would have been a great way to do those personal journals we did in English class. It's so important for teachers to understand their students and having diary blogs could foster this process. Furthermore, these blogs could be expanded to include publication of student work in a way that facilitates affirmation and collaboration. Along these same lines, blogs could be used as portfolios of student work. Students could create their own blog to show their individuality and this combined with student assignments could help teachers authentically assess their students.
Although an exceptional tool, great caution should be used on the part of teachers in introducing and implementing blogs in their classroom. Students must be at an appropriate maturity to handle the technology safely and must be carefully taught about the purposes, dangers and expected etiquette of blogs. With this in place, blogs could be highly useful and engaging tool in many classrooms in any subject.

Wonder and Awe...

I love the prairie sky. It's incredible vastness, spectacular color and glorious majesty never fail to fill me with a deep sense of wonder and awe. I am not as central to this universe as I think. There is infinitely more than just me. I've called the prairie home for the last eight years and now that I've moved to Lethbridge I am so delighted to still be able to have the prairie and sky nearby. My major is General Humanities/English and I am thrilled to be on my way to becoming a teacher. Having lived overseas for a significant portion of my life, my dream is to someday teach overseas and yes, maybe leave my big sky behind...but just for awhile. I love my family, good books, tea and oatmeal raisin cookies, hiking, traveling, friends and flip flops.