Title: Glogster Introduction/Career Project
Learning Standards: Common Core
Fluency
Standard (RF.5.4) – Read with
sufficient accuracy and fluency to support comprehension.
Standard (RF.5.4a) – Read on-level text with
purpose and understanding.
Text Types & Purpose
Standard (W.5.2) – Write informative/explanatory
texts to examine a topic and convey ideas and information clearly. Standard (W.5.2a) – Introduce a topic clearly,
provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations and multimedia
when useful to aiding comprehension.
Standard (W.5.2d) – Use precise language and
domain-specific vocabulary to information about or explain the topic.
International Society for
Technology in Education: NETs
1. Creativity and Innovation:
Students demonstrate creative thinking, construct knowledge and develop
innovative products and processes using technology.
a.
Apply existing knowledge to generate new ideas, products or processes.
2. Communication and
Collaboration: Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a) Interact,
collaborate, and publish with peers, experts and others employing a variety of
digital environments and media.
b) Communicate
information and ideas effectively to multiple audiences using a variety of
media and formats.
Objectives/Instructional Outcomes:
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Students will apply existing knowledge of
drawing tools, including programs such Microsoft Word Drawing Tools and Tux
Paint, to generate original glogs.
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Students will learn how to create digital
interactive poster using Glogster.
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Students will apply their knowledge of digital
tools to evaluate, gather and use information to research diverse careers.
-
Students collaborate and publish virtually to
review, share, and provide feedback with their peers using a variety of digital
environments using resources such as Moodle and Glogster.
Required Materials: The materials that are required for this lesson
plan include computers, internet access to Moodle and Glogster, overhead
projector, and Glogster Helpful Handout.
Anticipatory Set (Lead-in): Prior to class starting I will
previously have posted the agenda and the learning goal for the day on the
board. Learning Goal: Students will use Glogster to create interactive posters about various careers.
Agenda:
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Moodle: Introduction to Careers & Glogster
Project
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Example Project
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Glogster: Login & Introduction
-
Start Career Research
Step-by-Step Procedure:
1. At the beginning of class, I
will have students enter the classroom, and log onto the computer. While the
students are logging onto the computer, I will take attendance. When the
students are logged onto the computer, I will go over the daily agenda with the
students.
2. After I have gone over the class
agenda, students will log onto Moodle. When students log-onto Moodle, as a
class, we will review the directions for the Careers & Glogster Project.
When the directions have been read and the rubric has been explained, students
will log onto edu.glogster.com.
3. When students have logged onto
Glogster, I will briefly demonstrate how to create an interactive poster. I
will also provide students with a physical handout that will provide tips and
explanations of the buttons and vocabulary used on the Glogster website.
4. Once how to use Glogster has
been demonstrated, students will randomly select a career and begin researching
their assigned career on the website www.vaview.org.
Students will also be provided with a Research Career Worksheet to help them
organize and write down facts and information about their career.
Closure/Wrap Up: When there are approximately five minutes left of
class, students will each post an online journal entry on Moodle. Students will
write three things they learned, two things they have a question about or would
like to know how to do, and one thing they would like the instructor to know.
By completing the 3-2-1 exercise I will have a better understanding of what the
students feel comfortable with (researching their career, or creating their Glog), and how I can better
help them succeed in the classroom.
Assessments Based on Objectives:
-
Summative Assessment: Journal Question on
Moodle; allows me to gauge students’ knowledge and understanding after the
initial introduction day.
-
Formative Assessment: Completed Glogster Poster;
this assessment will not be available until the project is completed.
CATEGORY
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4
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3
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2
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1
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Required Elements
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The poster includes all required
elements as well as additional information.
|
All required elements are included on
the poster.
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All but 1 of the required elements
are included on the poster.
|
Several required elements were
missing.
|
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Content - Accuracy
|
At least 7 accurate facts are
displayed on the poster.
|
5-6 accurate facts are displayed on
the poster.
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3-4 accurate facts are displayed on
the poster.
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Less than 3 accurate facts are
displayed on the poster.
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Use of Class Time
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Used time well during each class
period. Focused on getting the project done. Never distracted others.
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Used time well during each class
period. Usually focused on getting the project done and never distracted
others.
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Used some of the time well during
each class period. There was some focus on getting the project done but
occasionally distracted others.
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Did not use class time to focus on
the project OR often distracted others.
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Attractiveness
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The poster is exceptionally
attractive in terms of design, layout, and neatness.
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The poster is attractive in terms of
design, layout and neatness.
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The poster is acceptably attractive
though it may be a bit messy.
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The poster is distractingly messy or
very poorly designed. It is not attractive.
|
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Graphics -
Relevance
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All graphics are related to the topic
and make it easier to understand.
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All graphics are related to the topic
and most make it easier to understand.
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Most graphics relate to the topic.
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Graphics do not relate to the topic.
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Mechanics
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Capitalization and punctuation are
correct throughout the poster.
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There is 1 error in capitalization or
punctuation.
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There are 2 errors in capitalization
or punctuation.
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There are more than 2 errors in
capitalization or punctuation.
|
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Modifications/Accommodations: Modifications will be made as needed
for students previously identified through IEP’s or 504 plans. Some potential
modifications could include:
-
Assigned a career with language and terminology
that is easier to read and identify. This would help the student when
navigating the internet and when creating their Glogster.
-
Frequent check-ins with student, ask student to
repeat directions to make sure they understand what they are doing, as well as,
what is expected of them.
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Less fact requirements for project, or
assistance when finding facts/information.
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