3.+Student+Workshop+-+Lesson+Plans

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= = = = = "//LIBRITO PENSEMOS VERDE// //project//" = = Group 1: K - 2nd grade Group 2: 3rd - 5th grade = = Workshop Daily Lesson Plans: =

Group 1 only
a. Buenos Dias song - English and Spanish b. Go over "Introductions" in English, go around room and practice with each one; video-record some c. Go over simple "recycling" vocabulary; introduce "Bele Bottle" & "Carlos Carton" d. Technology: 1. StarFall activity at [] - students play "game" where they recycle paper, plastic, & cans --Pre-activity: Go over vocabulary words in sentences: **--Every day is Earth Day. Let's clean up our planet. Can you help clean up this mess? paper, cans, plastic**

=Day 2:=

Group 2 only
a. Buenos Dias song - English and Spanish b. Go over "Introductions" in English, go around room and practice with each one; video-record some c. Go over simple "recycling" vocabulary; introduce "Bele Bottle" & "Carlos Carton" d. Technology:

1. Introductory Videos
media type="youtube" key="lzMlu6S4LxE" height="266" width="536"

([])

media type="youtube" key="VxwIoAC73PA" height="263" width="549"

([])

2. Introduction to Wikis -- set up workshop group website at http://pensemosverde.wikispaces.com/ **PLEASE NOTE THIS SITE FOR WORKSHOP PARTICIPANTS** --share webmail address and password with the students- Username: estudiantecrear PW: reciclaje1

3. Add vocabulary words/"flashcards" onto personal wiki page - basic English words & recycling vocabulary --Use Google Images to find representative pictures, as a group --- have them start vocabulary page, where all students contribute! --Use Microsoft Powerpoint, and create flashcard slides (possible activity, if time) --Use digital camera & take pictures of each other, and upload to personal page--may write short descritption, and what they think about CLUB TECNOLOGIA de Crear.

4. StarFall activity at [] - students play "game" where they recycle --Pre-activity: Go over vocabulary words in sentences: **--Every day is Earth Day. Let's clean up our planet. Can you help clean up this mess? paper, cans, plastic**

5. Game (physical activity): GEARS! (Engranajes!)

HW: add one vocabulary word, translate into English, add image to workshop group website at http://pensemosverde.wikispaces.com/. =Day 2:= Brainstorming activities-- --on paper: word webs --on computer with Web 2.0 tool-- Wordle: [] see examples below

media type="custom" key="6324299" media type="custom" key="6324215" width="96" height="96" media type="custom" key="6324297" Writing Activity: "Yo soy yo!" poem Project instructions:

Technology Activities: --Wordle --Glogster =Day 3:=

=media type="youtube" key="foyH-TEs9D0" height="317" width="536"=
 * []**

Writing Activity: Poem --**__Diary of a Worm__** by Doreen Cronin ... --video: []

Oral Activity: --Discussion: Standing up for a friend/family member; Standing in solidarity for a cause --Discussion: In "kid terms" discuss intellectual property and creative content --See my Glog: [] and break it down with students media type="custom" key="6324797" width="240" height="240"

Writing Activity: --on paper: journal about importance of personal/private property

Technology Activity: --Look at Flickr, and especially //Creative Commons// on Flickr --Use digital cameras to capture pictures; upload to Flickr and Wiki

HW: BRING RECYCLABLES TO WORKSHOP TOMORROW! (plastic bottles and bags, cardboard boxes, foam, cups, paper, string, paper...)


 * Fran's notes, related to topic: **

Digital: Intellectual Property and Creative Content Defined- > [] > > []
 * Associate intellectual property with various legal rights to protect creative content.
 * Utilize research techniques to determine public awareness of, and misconceptions about, intellectual property; effectively present their evaluation of data; and identify and share complexities and consequences related to violating creative rights.
 * Understand the importance of copyright laws and fair use exceptions of media reproduction, modification, distribution, public performance, and public display; determine effective steps to take when they discover unauthorized use of intellectual property; and recognize the importance of developing safeguards that will help them avoid copyright law violations.
 * Differentiate between commercial media products that are in the public domain and those that are protected under copyright laws; recognize and follow the protocols for obtaining the rights to use copyrighted material; and determine how best to develop a multiedia presentation within the parameters of copyright laws, as well as available time and equipment.
 * Use various information sources to determine how issues of intellectual property such as creative content are locally relevant; and answer personal questions, solve local problems, and impact local issues of copyright, fair use, and intellectual property.

Protect your Work, Respect your Work: []

=Day 4:= Writing Activity: Characterization

Oral Activity/Lecture: simple English body parts vocabulary
 * Mini Art Project - make something out of nothing -- using plastic "desechables"

- CREATE live Monster/Avatar...



Technology Activities: --Monster project - painting tool - www.sumopaint.com -or- --Voki - create an avatar: media type="custom" key="5301561" width="160" height="160"

HW: tomorrow, everyone must wear a "cap" to school

**Day 5:**
Writing Activity: Stories that have a beginning, middle, end... First, watch and listen to book **__Caps for Sale__** by Esphyr Slobodkina; complete worksheet. media type="youtube" key="yQygk9zfdR4" height="229" width="288" --http://www.youtube.com/watch?v=yQygk9zfdR4 (soldier dad reads story)

media type="youtube" key="qmzccfyehJQ" height="229" width="288" --http://www.youtube.com/watch?v=qmzccfyehJQ (animation)

Second, complete the Postcard Activity (On paper: write a postcard to friend in the US about ___. The story should have a clear beginning, middle, and end.)

Oral Activity: --Oral discussion - Kids Recycling Campaign In Samara -- Make up story that contains a beginning, middle, and end

Technology Activity: --Bookr --create short book, containing beginning, middle, and end.

--Gather materials for next week's main project: Librito Pensemos Verde (sane materials to flashdrive or to personal page on class wiki) --choose partner, discuss project ideas with teacher, begin writing outline, groups may pick up storyboards if ready

HW: Ask for student volunteers to bring fruit to school on Monday (orange, lime, anything squeezable, JUICER, paper towels)

=Day 6:=

Oral Activity: "Making Orange Juice" in English (immersion experience) --Commands - go over simple grammar and vocab

Technology Activity: --use digital cameras and videocameras to create digital content for //**Librito Pensemos Verde**// project --finish up any unfinished projects from the week

Writing Activity: --Begin working on storyboards - due Tuesday

Day 7:
Oral Activity: "Being a Global Citizen" --Lecture: //"Be the change you wish to see in the world."// -- Mahatma Ghandi

(Teach children to be global citizens, to be moral, caring, seek better conditions, and the difference between being a "bystander and a rescuer." Teach respect, helping others, and that change is necessary in the world to bring about improvement...let them create goals.) --Discuss Video: [] media type="youtube" key="lk0bKfC8XSE" height="305" width="383"

Technology Activity: --Audio recordings using Audacity.com --downloading free music from []

Digital: Intellectual Property and Creative Content Defined- > [] > > []
 * Associate intellectual property with various legal rights to protect creative content.
 * Utilize research techniques to determine public awareness of, and misconceptions about, intellectual property; effectively present their evaluation of data; and identify and share complexities and consequences related to violating creative rights.
 * Understand the importance of copyright laws and fair use exceptions of media reproduction, modification, distribution, public performance, and public display; determine effective steps to take when they discover unauthorized use of intellectual property; and recognize the importance of developing safeguards that will help them avoid copyright law violations.
 * Differentiate between commercial media products that are in the public domain and those that are protected under copyright laws; recognize and follow the protocols for obtaining the rights to use copyrighted material; and determine how best to develop a multiedia presentation within the parameters of copyright laws, as well as available time and equipment.
 * Use various information sources to determine how issues of intellectual property such as creative content are locally relevant; and answer personal questions, solve local problems, and impact local issues of copyright, fair use, and intellectual property.

Protect your Work, Respect your Work: []

= Development of Workshop Content: = ​ NATIONAL STANDARDS: **// Communication, Cultures, Connections, Comparisons, //** and **// Communities //** —the five C’s of foreign language education.

Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature. Through the study of other languages, students gain a knowledge and understanding of the **// cultures //** that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. Learning languages provides **// connections //** to additional bodies of knowledge that may be unavailable to the monolingual English speaker. Through **// comparisons //** and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world. Together, these elements enable the student of languages to participate in multilingual **// communities //** at home and around the world in a variety of contexts and in culturally appropriate ways.

[]

DEVELOPING CONTENT KNOWLEDGE:
//"Be the change you wish to see in the world."// -- Mahatma Ghandi

Teach children to be global citizens, to be moral, caring, seek better conditions, and the difference between being a "bystander and a rescuer." Teach respect, helping others, and that change is necessary in the world to bring about improvement...let them create goals.

I need to explore content, construct content knolwedge, and develop it into developmentally appropriate knowledge for children. Explain relevance! (Dana & Yendol-Hoppey, 2009 p 35).How can I encourage students to discuss with each other (instaed of me the teacher) during discussions/projects? Involve simple story-writing techniques: beginning, middle, end....desciptive language...students' attitudes towards writing...will students gain confidence in their writing abilities, and their production abilities...how will they learn 21st Century learning skills...real-world experience in working together...

[]
 * Web 2.0 Tools:**

[] (Collaborative Storytelling.)

Animoto:

Glogster:

The Big Honey Hunt -- [] Bears in the Night -- []
 * Student Examples:**

Idea: students create characters - activity

-have students blog daily about what they learned and their personal reflections! The are little publishers!

--students create concept maps...

Song/videos: Recycle video on youtube with song: [] Directionals song/video: [] Personal Pronouns song/video: [] (better) Grammar Rock "pronoun": [] (SHR) A Noun is a person, place or thing: [] (SHR) How to make a pop tab Bracelet: []

Sample Lesson Plans: []

=Ten Step Project Design Process=

Bena Kallick, Patrick Laherty, Ed Murphy, John Schiller, and Don Zundel from //Project Design and Evaluation//
(Kallick, Bena. Patrick Laherty, Ed Murphy, John Schiller and Don Zundel. //Pesign and Evaluation: Working With Multimedia)//
 * 1) Set criteria for the project, let students know your expectations.
 * 2) Teams brainstorm and decide on the type of project, the subject and the audience(s).
 * 3) Teams write a proposal presenting their ideas in paragraph form.
 * 4) Teams have a proposal conference with the instructor.
 * 5) Teams present their proposal to the class and revise as necessary, based on feedback from the group.
 * 6) Teams write a script and/or storyboard including specific details.
 * 7) Teams meet with the instructor for script/storyboard approval.
 * 8) Teams conduct research, collect resources and build their project.
 * 9) When it is finished, teams "premier" the product along with the rest of the class and evaluate it.
 * 10) Teams re-edit the project/product if necessary.