2011+Language+Arts

**//The Giver// Lesson - iPhoto ** **__TN Standards__ ** SPI 0701.3.1 Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade, to entertain). SPI 0701.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
 * Scenario #1 - Mrs. Perry - HOMS **

Students read Lois Lowry’s Novel //The Giver// in class. Throughout the reading and during class discussions, the students identified similarities and differences between their world and the community where Jonas, the main character, lives. As a culminating project, the students made two lists. One list was of items and events in their own lives. The second list was of items and events in Jonas’ world. Students then used iPhoto to create scrapbooks which included pictures of things in both worlds. The students also journaled in the scrapbooks about the similarities and differences between their real world and the fictional world in which the novel is set. The students used the compare/ contrast text structure and discussed how it differs from other text structures they have used. Students used the settings feature to change pictures from color to black and white to illustrate the absence of color in Jonas’ world. They kept some pictures in color to illustrate the presence of color in their own lives. Students journaled about this difference as well. The students found that this compare/ contrast format allowed them to connect to the story on a more personal level.

__Student Samples__   

SPI 0701.3.2 Identify the audience for which a text is written. SPI 0701.3.13 Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).
 * Scenario #2 - Mrs. Perry - HOMS **
 * Digital Resume - iWeb **
 * __TN Standards__ **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> Students participated in a class discussion about the many different projects they had completed in their classes during their seventh grade year. Students then were asked how they might be able to showcase their best work if they were trying to get into an honors program for high school. The students mentioned facebook, but felt it would not be appropriate in this case. Students then discussed the idea of a website and what they would like to highlight on their own website. They made a list of work including poetry projects, propaganda posters, appetizing adjective menus and their social studies posters. Students began working on their projects on iWeb and divided their site into four pages including: Welcome, Education, Experience, and Skills. Students were asked to consider what a future administrator or employer might find interesting and valuable. Students chose their best works and downloaded or imported the necessary work to create a favorable presentation in iWeb. Websites highlighted poems and speeches recorded in iMovie as well as finished written work. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> __Student Samples__ <span style="background-color: initial; font-family: Arial,Helvetica,sans-serif;"> <span style="background-color: initial; font-family: Arial,Helvetica,sans-serif;"> <span style="background-color: initial; font-family: Arial,Helvetica,sans-serif;">

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #3 - Mrs. A. Jones - HOMS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Spelling Lesson - Pages ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0707.1.1 Demonstrate control of Standard English through grammar usage, and mechanics (punctuation, capitalization and spelling). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.3.1 Write in variety of modes and genres for different audiences and purposes. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.7.4 Apply and adapt principles of written composition to create coherent media productions.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> The students in reinforcement typically participate in activities geared to strengthen skills and concepts learned in a regular Language Arts class. In order to increase control of misspellings, the students created a advertisement brochure. The challenge was to use the week’s twenty-five spelling words that would depict their very own real estate property. The students were also incorporating persuasion techniques and composition principles in writing. This activity was completed using Pages a MAC application for creating brochures. The studentes were encouraged to select a trifold template. The students had to research pictures which would illustrate their investment property. The students wrote in a manner of persuasiveness detailing each aspect of their imaginary spa, museum, amusement park, shopping mall, and/or business complex. Because of the nature of the reinforcement class, student work was not assessed by the normal grading system. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Samples__

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #4 - Mrs. A. Jones - HOMS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Oral Presentation Techniques - Comic Life ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.3.1 Write in variety of modes and genres, including description, narration, exposition, persuasion, literary response, personal expression, and imaginative. Identify ways family, groups, and community influence daily life and personal choices. 3.3 Create somewhat complicated work-related texts such as instructions, directions, letters, memos, emails, and reports. 0701.2.5 Understand strategies for expressing ideas clearly and effectively in a variety of oral contexts.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students were reviewing various material normally found on the TCAP exam. An activity to reinforce various tips for making effective oral presentations was to create a “Comic Book” using Comic Life depicting distinctive points. First the teacher modeled through lecture some tips for making oral presentations. The students were encouraged to take notes during lecture as well as add additional tips. The students then took some time to choose at least five tips from the list previously created by them and the teacher. Students were encouraged to make use of appropriate pictures from the internet or take pictures of themselves and/or peers. The students were taught how to copy and paste pictures and photographs and save them in a folder for future use. The students were given at 15 minutes to list their choices and brainstorm on how they would display them. The students then chose the number of pages they desired for their comic book as well as select a template style. The students added text boxes and titles boxes applying their own style and preferences. Each student was asked to select two or more pages for their comic book including a cover page, a page or pages that only included pictures (no text), and the next page to follow with the explanations. Also, the students were expected to explain in summative detail each tip as it related to each picture/photograph displayed. The students’ finished projects were graded using a rubric that included columns for by peer, self, and teacher assessments.

__Rubric__ __Student Examples__ <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #5 - Logan- EPMS **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Author Study - Word/Pages/Glogster **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**SPI 0701.8.1** Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.
 * SPI 0701.8.2** Identify the author’s point of view (i.e., first person, third-person objective, third-person limited, third-person omniscient).
 * SPI 0701.8.3** Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics.
 * SPI 0701.8.4** Determine the common characteristics of literary drama, nonfiction, novels, poetry, and short stories.
 * SPI 0701.8.5** Identify the stated or implied theme of a literary text.
 * SPI 0701.8.6** Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).
 * SPI 0701.8.7** Identify flashback, foreshadowing, and symbolism within context.
 * SPI 0701.8.8** Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context.
 * SPI 0701.8.9** Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).
 * SPI 0701.8.10** Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, personification, pun) within context.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">An author study involves making a reading and writing connection between a selection of books a student reads by a particular author and the writer's life. The goal is for the student to improve his or her writing skills by studying the author's writing style and techniques. The author actually becomes a writing mentor for the reader.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">During this semester long project, students chose an author to conduct an in-depth independent research study. They read multiple literary works by the same author and shared a plethora of information about their author through an array of student products. Below are some products we incorporated in our author studies.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Make a time line for the events in the author's life.
 * <span style="color: #330000; font-family: 'Comic Sans MS',cursive; font-size: 14px;">Pick one of the author’s works. Using Microsoft Word, write a recipe based on the book's message such as "A Recipe for Friendship" or "A Recipe for Combating Prejudice."
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> P lan an imaginary trip to the places featured in the book. Using Pages, create a travel brochure to a place mentioned in the book.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using Pages, write a letter from one of the characters in the book to a character in another book by your author. Discuss similarities, differences, within the books, as well as the author’s writing style, etc.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using Glogster.com, create a Glog page portraying aspects from the author’s works as well as the author's life.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #6 - Kelsey- HMS ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Words of a Different Color - Visual Thesaurus **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"> **SPI 0701.1.19** Replace unknown words in context with appropriate synonyms or antonyms. This was a two-week poetry unit. The first week the students read and discussed the meaning of various types of poetry. The second week the students had to create their own poetry. After primary instruction on the construction of the actual poems students were encouraged to use a variety of diverse vocabulary words in their poetry. To assist with this, students used a Web2.0 tool, Visual Thesaurus, to "replace unknown words in context with appropriate synonyms or antonyms." This site gives the students alternatives to the word and alternative uses of the word. It also includes a verbal pronunciation of the word. The site gives examples of how each word is used in a sentence so that can better understand the context of the word. **<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Sample__ ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">   <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Sample__ **

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #7 - Trenthem- HMS **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Grammer Mechanics - Word **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">SPIs: 0701.1.5, 0701.1.2, 0701.1.7   <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Prior to recording their “Rap” rhyme, the students are given a seemingly random assignment. The students shall be grouped in random rows. The student in the first seat will have a laptop. They will make a simple table using Word. If the skill involved is to recognize transitive verbs, the student in the first seat is told to add an action verb in one cell and hand the laptop to the student sitting behind, who in turn adds an action verb in the next cell, passing the laptop back until every student in the row adds an action verb. The last student in the row brings the laptop back to the front, where that student adds a ”the” beside his/her original verb, passing the laptop back, starting the cycle over. When the last student receives the paper and writes his/her “the”, the laptop is returned to the front, where the student supplies a noun, passing the laptop back for a final round. Through this deductive exercise, the students compose many interesting transitive verbs such as “fly the building” or “dance the duck”. This exercise works equally well with prepositional and/or participial phrases. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">__Student Sample__ ** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #8 - Trenthem- HMS **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Recording of Grammatical Concepts - Garageband **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"> SPIs: 0701.2.5, 0701.7.1, 0701.7.4, .7.1.7.3 Prior to this lesson, the students worked in groups to recognize and compose various facets of grammar i.e. transitive verbs, prepositional phrases, participial phrases, etc. In this lesson, the students will work to synthesize their various products into a “rap” which will be recorded over a provided background. The terminal objective of this lesson is to play the recording for different groups of students and, through deductive reasoning, those students identify the grammatical concept being presented. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> media type="file" key="lesson 2 sample1.m4a" width="300" height="50" media type="file" key="lesson2 sample2.m4a" width="300" height="50" media type="file" key="lesson2 sample3.m4a" width="300" height="50"
 * __Student Sample__**

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #9 - Burton- CMS ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Book Ads - PowerPoint **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **  <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0701.2.7 Select the most appropriate behaviors for participating productively in a team. SPI 0701.2.8 Identify the functions and responsibilities of individual roles within an organized group. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This is part one of a two part project. The students will use Powerpoint to create a slide show for a book advertisement. Students will 1st choose a favorite book and focus on the things that make your favorite. They will then select pictures that represent that book and apply text in order to persuade the audience to read the chosen book. Students will need to remember that this is not a summary. Associating a book trailer with a movie trailer will help them visualize a product.

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #10 - Steward- Riverdale **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Shakespeare Newsletter - Pages **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **  <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">ELA Standard 1: Students will read, write, listen, and speak for information and understanding. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">ELS Standard 4: Students will read, write, listen, and speak for social interaction. <span style="color: #153299; font-family: 'Comic Sans MS',cursive; font-size: 14px;"> This is a lesson that I designed for eighth grade students as an introduction to Shakespeare. The students are able to gain background knowledge, integrate technology, work collaboratively, create a product, and gain motivation to study Shakespeare. As a pre-reading activity, students will conduct research on William Shakespeare, his life and times, in order to create a newsletter using PAGES. Since this is the first time most of the students have ever read Shakespeare, they first need to gain some background knowledge. Students have been instructed to browse the sites about Shakespeare and the Elizabethan Era, and use the information to create a newsletter that would have appeared during Shakespeare's time. Students are to work as a group (2-3 students per group) and decide what information they will include in the 2 page newsletter. Criteria: Newsletter must be 2 pages (must include one feature article) Minimum of 3 pictures Minimum of 1 advertisement, cartoons, coupons, crossword puzzles, and/or review of a play

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #11 - Steward- Riverdale **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Verbal Phrases Newsletter - Pages **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="color: #153299; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">ELA Standard 1: Students will read, write, listen, and speak for information and understanding. <span style="color: #153299; display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">ELA Standard 4: Students will read, write, listen, and speak for social interaction. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> Using pages, my language arts students were instructed to create a newsletter demonstrating their knowledge of verbals and verbal phrases that were discussed in class. Students were guided through the lesson using the generic terms of verbal, gerund, participle, and infinitive to have a visual understanding of the layout being requested. Students then worked alone using notes that they had taken in class to create the newsletter. Students were shown how to change shapes, colors, font, and how to add clipart. Since students have been covering the verbals and phrases all week, they did not need much guidance on this assignment. The newsletter was to include : the verbal (i.e. gerund, infinitive, participle), definition, and an example of the verbal used in 2 sentences. Students were also instructed to put in 2 pictures indicating the verbal. I think this lesson enabled students to take concepts that have already been covered and refine their study skills. It gave them another way to look at what they already know and aided in retention of the information. The project took 2 days to complete. The only drawback was that it took some students much longer than others to create the final product. This lesson allows students to: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;"> Criteria: Newsletter must be 2 pages, must include definition for each verbal type & verbal phrase, must have a minimum of 2 pictures for each verbal type, and must include two sentences for each verbal must also be included.
 * __Student Sample__**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Gather and organize information
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Use graphics for the purpose of interpreting, clarifying, and communicating information
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Analyze, evaluate and think critically
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">See patterns and relationships and categorize ideas
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #12 - C.Smith - Shadowlawn **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Defining Literary Terms - Inspiration **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, personification, pun) within context. SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context. SPI 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context. SPI 0701.8.3 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. SPI 0701.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">For the Inspiration project, students had to define literary terms and give examples for each term. Students were to have the research part of the project already written before starting on the Inspiration program. The students enjoyed the project. They especially like the fact that they could add sound. By using inspiration to define terms, students were able to get much needed reinforcement to learning unfamiliar concepts. The fact that they could print their assignments added another dynamic to the learning process. The only drawback to using inspiration is the time factor. If students were absent when the assignment was first given they only had a limited amount of time to finish the project depending on the number of days that the computer carts were assigned to the teacher. In order to make the most of our time, students were required to have their notes on the project prior to using the program. If students did not have their definitions and examples, they had to do an alternate assignment due to the time constraints with the computer usage. Because students knew in advance to have their notes, most were motivated to come to class prepared so they had ample time to do an excellent job on the project.
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #13 - C.Smith - Shadowlawn **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Propaganda Techniques - Flip Camera **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0701.2.4 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate). SPI 0701.2.5 Organize ideas in the most effective order for an oral presentation. SPI 0701.5.12 Identify the persuasive devices in written and oral communication (e.g., bandwagon, loaded terms, testimonial, name-calling, plain folks). SPI 0701.5.13 Explore common logical fallacies (e.g., appeal to fear, personal attack, false dilemma, false analogy) in a variety of texts. SPI 0701.7.4 Present a clearly identifiable, explicit message, using visual, audio, and graphic effects and interactive features. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">Students studied several propaganda techniques that are used in advertisement. Afterwards, students put together a one minute commercial to advertise a product of their choice and highlight a propaganda technique. The students worked collaboratively and came up with creative ideas for their commercials. Students had fun with the project and learned from each other. They gave positive feedback to their peers and performed well overall on their test. Since the project had to be postponed due to snow days, students had to wait weeks after they had written the commercials before they filmed them. I gave the class additional time to revisit their commercials and skits so that it would be fresh in their minds during filming. This additional time cut into lessons that were devoted to learning other skills. It would have been ideal to write the commercials and film within a matter of days. Overall, the project was a success and I plan to use the flip cameras to record upcoming student projects. media type="file" key="VID00604.mov" width="189" height="189"
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #14 - Goodwin - Lowrance MS **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Researching Careers - Pages **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> GLE 0701.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions. 0701.4.2 Take and organize notes on what is known and <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students are to research a career. They are to find out the kinds of school their job requires, how much money they make on the average, and what duties a person in that field has to accomplish.
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #15 - Goodwin - Lowrance MS **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">What Is Figurative Language? - Comic Life **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">personification, pun) within context.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students were to get a phrase of figurative language. The students are to illustrate the difference between what the literal and figurative language means.


 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #16 - Cocroft - Lowrance MS **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Analyze and Define Vocabulary - Inspiration **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">**Creativity and Innovation**: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.**Communication and Collaboration:** Students use digital media and environments to communicate.**Think Critically, Solve Problems, and Make Decisions:** Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

I asked students to demonstrate their knowledge of the vocabulary words presented in the first three chapters of __Sounder__ by creating a graphic organizer using **inspiration**, in which they provide synonyms, antonyms, and use the vocabulary words in context. The students worked in groups of two. Each group was responsible for using the terms and concepts from chapters one through three accurately and effectively.

After students were done creating the graphic organizer using synonyms and antonyms for vocabulary words, students had to collaborate by summarizing the first chapter in their own words. While summarizing the chapters, students were asked to use vocabulary words correctly within the summary. The students edited each other’s work by using the **tools** menu. Students also inserted pictures using **Google** and **Yahoo.** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #17 - Cocroft - Lowrance MS **  **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Constructing and Punctuating Sentences - Keynote **   **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ **<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">**Creativity and Innovation:** Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.**Conduct Research and use information**: Students will conduct research on a particular topic and use information.**Critical Thinking, Problem Solving, and Decision Making:** Students will use critical thinking skills to plan and manage projects, solve problems and make informed decisions using appropriate digital tools and resources. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">I asked the students to demonstrate their knowledge of constructing and punctuating sentences by creating a power point on the state of Virginia. Each student was asked to create five slides with at least three facts per slide on Virginia. I chose this topic because __Sounder__, the novel we are reading, takes place in Virginia. Students included vocabulary and a variety of sentences punctuated correctly. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 14px; text-align: left;">When students selected a **power point** template from Keynote, they had to use the **Yahoo,** **Google** or **Bing** search engines to research for information on Virginia. After researching information, students were asked to summarize the information using a variety of sentences: compound, simple, and complex. Students were also asked to use correct punctuation. While constructing these sentences, students used vocabulary words within the sentences. Once the students typed sentences on slides, they edited each other’s work for required effects. The effects included transitions from one slide to another, photos, color wheel, and formatting. Students also used the Internet to locate photos to insert on the slides. **__Student Sample__** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #18 - Secrist - Schilling Farms MS ****<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Figurative Language - iPods ****<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0701.8.10 Identify and analyze figurative language (i.e., hyperbole, simile, metaphor, personification, pun) within context. SPI 0701.8.8 Analyze the effects of sound (i.e., accent, alliteration, onomatopoeia, repetition, rhyme, internal rhyme) in context. SPI 0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation. SPI 0701.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Process (include strategies and activities):
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The teacher will assign an iPod touch to each student and review proper procedures.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The teacher will review figurative language, focusing on alliteration and simile.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students will view a movie clip on penguins with a focus on figurative language.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> Students will compose four sentences using figurative language and then submit them to the teacher via email.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> Students will create a comic using a visual image and original text to best communicate their message.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> Students will print the final product, or the teacher may have them email it.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Teacher will compile the comics into a PowerPoint presentation to share with the class.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 21px;">
 * __Student Handout__**
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #19 - Secrist - Schilling Farms MS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Parts of Speech - Word ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0701.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives, direct/indirect objects, predicate) and pronouns (i.e., agreement, reflexive, interrogative, demonstrative) within context. SPI 0701.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context. SPI 0701.1.3 Identify the correct use of adjectives (i.e., common/proper, comparative/superlative, adjective clauses) and adverbs (i.e., comparative and superlative forms) within context. SPI 0701.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Objective: The students will use the eight parts of speech to fill in blanks in prewritten stories. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Purpose: The students will review the parts of speech in order to create stories for entertainment. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Materials: laptop computers <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Procedure: The students will access the following website: <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 14px;">[|__http://www.rinkworks.com/crazytales/__]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students will then choose a prewritten story from a list of story titles. The student will click on the title of their choice, and he or she will be asked to provide various parts of speech, as well as several other types of words. Once all the words are chosen, the student will click done. The prewritten story will appear with the words they have chosen. The student will then copy and paste it in a word document and print. The students will share the stories with the class.


 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #20 - Mays - Bon Lin MS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Pursuasive Letters - Word ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.3.13 Select the most appropriate format for writing a specific work-related text <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.3.10 Select an appropriate title that reflects the topic of a written selection <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Using **Microsoft** **Word**, my seventh grade students typed the final copy of their persuasive letter. Students knew how to open **Microsoft** **Word** and type their information, but knowing how to correctly format their letter was a challenge. The students were provided detailed instructions pertaining to: style and size of font, line spacing, margins, alignment of addresses to the left and right, using tab to indent, inserting a header, and properly saving their letter (see attached instructions).
 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #21 - Mays - Bon Lin MS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Poetry Web Quest - Word ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.3.13 Select the most appropriate format for writing a specific work-related text <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0701.1.13 Select the appropriate use of Underlining/italicizing with titles, specific works, numbers, and letters <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">As an introduction to poetry, students will complete a poetry web quest. They must type all of their answers in complete sentences using correct grammar and punctuation, paying special attention to italics and quotation marks with titles. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This activity requires them to be able to work on the Internet to search for answers as well as be able to continuously pull up their **Microsoft Word** document to type all answers correctly.


 * __Student Sample__**

**<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Scenario #22 - Venturini - Mt. Pisgah MS ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">Formatting Research Papers - Word ** **<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__TN Standards__ ** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">7TH GRADE STUDENTS ARE REQUIRED TO PROPERLY FORMAT AND TYPE THE RESEARCH PAPER IN THE 3RD QUARTER OF THE YEAR WHICH WILL COVER THE FOLLOWING CFU’S: CFU: 0701.3.16, 0701.4.19, 0701.4.20 <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> STUDENTS ARE REQUIRED TO DO A RESEARCH PAPER ON AN ANIMAL THAT THEY CHOOSE FROM A GIVEN LIST. THEY ARE TO DETERMINE THE DIFFERENCE BETWEEN PRIMARY AND SECONDARY SOURCES. THEY WILL GO INTO THE COMPUTER LAB AND SEARCH THROUGH VARIOUS SOURCES. WE WILL DISCUSS WHAT IS A SCHOLARLY SOURCE AND WHAT SITES ARE NOT ACCEPTABLE FOR THE ASSIGNMENT. STUDENTS WILL BE ASKED TO FIND TWO SCHOLARLY SOURCES FOR THE ASSIGNMENT, AND BE EXPECTED TO KNOW HOW TO PROPERLY SEARCH FOR THOSE SOURCES.


 * __Student Examples__**