Program Instruction Adted 506

Instruction in the High School Classroom
Delivery Format, Media and Timeline; Module 1 July 30, 2008
Penn State World Campus ADTED 506 Su 2008
Louise Berry


Task 1, 2, and 3. Subject: History, Language Arts, and Technology
Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher.
Setting: Classroom
Materials: Paper/Pencil
A pre-pared list of key words for student use in the search. (Brainstormed during class)
A printed example of what a page of notes looks like.
A printed example/diagram of what information is needed for correct MLA citations.
The URL address of Wiki-page set up for students to use, bookmarked in computers.
General instructions (printed) for how to edit the Wiki page.
Computer
Internet Connection
Programs to use: Ask.com
Google.com
Dogpile.com
PBWiki.com
MS Word or Works
(On the Wiki-page) A printed example of how to cite Internet references using MLA style and what a summary would entail. Dates, time, names, places, etc.
Time: 5 x 50 minute class periods. (One week of instruction)
Skills: Students will: Use the Internet for research.
Use search engines to find information about a topic.
Summarize information.
Use Works or Word to write a summary of information
Use a Wiki page to post and share information for others to read.
Use a Wiki page to read and share what others have researched.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students not having experience with work/works or net, or editing Wiki pages.
4 Students not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student drafts to show progress. (see formative assessment for further deliverables). One page of notes of approximately 250 words. 2 citations in MLA style of where information was obtained.
Formative Assessment:
Each student must enter at least one citation in MLA format into teacher’s drop box on the server every day. Each student will update the Wiki everyday. Students will post their current draft page of notes into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This is to include questions about dates, places etc.


Task 4: Subject: Art and History

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to draw with colored pencil and mark off even space.
Setting: Classroom
Materials: 5 ft lengths of butcher paper or long drawing paper
Colored pencils
Print outs from summaries of financial histories in Canada, US and Mexico (tasks 1-3).
Rulers
Time: 3 class periods @ 50 minutes.
Skills: Students will: Create a time line.
Draw or depict historical events.
Use color to differentiate activities and countries.
Place/read events on paper linearly.
Anticipated Challenges:
1 Students not certain how to draw events.
2 Students requiring assistance to distribute space on the time line.
3 Students need help to prioritize events.
Deliverables:
Individual timelines for the financial history of US, Canada and Mexico.
Formative Assessment:
While students are making this timeline, instructors to ensure inclusion should check key events.
Summative Evaluation:
Using key dates and events a fill in test will be created and administered.


Task 5. Subject: Visual and Performing Arts/English.

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Ability to speak clearly in either Spanish or English.
Setting: Classroom
Materials: Paper/Pencil
Computers
Video Camera
Battery charger and rechargeable batteries
iMovie HD
List of key terms to use in the program
List of key dates and locations for student use
Printed example of MLA citations style
Time: 5@ 50 minute class periods. (One week of instruction)
Skills: Students will: Use the search engines for research.
Use search engines to find photos and simulations.
Create a storyboard
Video other students
Use Works or Word to write a summary of information
Use a Wiki page to post and share videos for others to see.
Use Google Earth to find maps.
Cite sources using MLA style citations.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student uncertainty in writing. (stick with: Who, what, where, when and how format)
3 Technical issues: Students may not have experience with work/works or net, or Wiki editing.
4 Students may not have experience searching for information on the net. (encourage and persist)
Deliverable:
Daily delivery of student progress. (see formative assessment for further deliverables). One storyboard for video. One video, two citations in MLA style.
Formative Assessment:
Each student must enter at least two citations in MLA format into teacher’s drop box on the serve. Each student will send the link to their video on the Wiki with the draft storyboard and notes to the teacher’s drop box every day.
Each student will update the Wiki everyday. Each student will evaluate one other teams videos.
Summative Evaluation:
Students will be tested at the end of the week using the information that is posted on the Wiki page. This will include questions about dates, places etc.

Task 6. Subject: Mathematics.

Pre-requisites: Comprehend the sequence of numbers. Ability to: Place in order numbers from .001 to 1000.
Setting: Classroom
Materials: Paper/Pencil
A scanned image of Wall Street Journal clipping.
A pre-designed diagram with fill-in spaces.
Time: 2@ 50 minute class periods. (Two days of instruction)
Skills: Students will: Read a clip from the financial page with comprehension.
Be able to diagram an information packet so a novice can use it.
Evaluate the importance of specific attributes of Wall Street Journal information.
State in words what is important about these diagrams.
Anticipated Challenges:
1 Students going off in diverging directions and not staying focused on assignment.
2 Student complaints about not knowing what to write (stick with Who, what, where, when and how format)
3 Technical issues: Students unsure as how to use number lines.
4 Students not sure how to diagrams an object. (encourage and persist)
Deliverable:
Daily input to teacher’s inbox. Day 1: Scanned image. Day 2: Diagram of the image used on previous day.
Formative Assessment:
Each student will enter the work completed into the teacher’s drop box on the server every day.
Each student will answer the given survey questions as assigned each day.
Summative Evaluation:
Students will be tested at the end of the week. A clip from the Wall Street Journal will be used to create a diagram. A definition and description of various parts of the diagram will be completed. For the particular entry each student will conduct a brief analysis.


Task 7. Subject: Mathematics.

Pre-requisites: Reading level 5.6 or higher. Writing level 4.7 and higher. Students should have the ability to speak clearly in either Spanish or English. Completion of task 5 and 6.
Setting: Classroom
Materials: Paper/Pencil
Computer with MS Excel
Lesson: A short presentation about stock market trends and effects of large movements of money.
Several printed charts showing large volume stock sales.
Several printed scenarios about large sales of stock on the NYSE.
Several printed scenarios about large purchases of stock on the NYSE.
Calculator
Time: 2@ 50 minute class periods.
Skills: Students will: Analyze charts and write summaries of their findings.
Use formulas to create a spreadsheet used to calculate the amount of money moving in the market.
Be clear in summarizing information. (Use skills learned from task 5 and 6 to explain)
Use Works or Word to write a summary of information
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write. Students will use who, what, where, when and how format (WWWWH).
3 Technical issues: Students not having experience with calculators or Work/Word programs.
Deliverable: Daily delivery of student summaries, two diagramed stock charts, a brief summary of 100 words or less, outlining main concepts and a calculation sheet showing numbers used and final answers.
Formative Assessment:
Each student will turn in sketches onto the server (teacher’s drop box).
Each student will check another student’s calculation sheet.
Each student will proofread another student’s summary before it is posted.
Every student will post a summary into the teacher’s drop box daily.
Summative Evaluation:
Students will be tested at the end of the unit in using a chart, calculator and diagram to describe the action in the stock market.

Task 8. Subject: Mathematics/Technology/Language Arts.

Pre-requisites: Completion of task 5, 6 and 7.
Setting: Classroom. Students work in groups of 2
Materials: Paper/Pencil
Computers with MS PowerPoint, music clips and scanned images of diagrams from Task 6
Evaluation checklist
Calculator
Time: 5@ 50 minute class periods.
Skills: Students will: Write a storyboard.
Create a Power point presentation of 2 to 4 minutes in length.
Explain charts and trends in the stock market.
Explain percent change, both increase and decrease.
Explain commissions and sales in the market.
Describe how money is made in the market.
Any formulas students used will be included.
4 sources must be cited including the Wall Street Journal.
Anticipated Challenges:
1 Students learning English will need assistance with vocabulary and constructions.
2 Student complaints about not knowing what to write (use WWWWH).
3 Technical issues: Students not having experience with Power point and manipulating music or images on the computer.
Deliverable:
A 2-4 minute PowerPoint presentation with music and links. A summary of 100 words, or less including main concepts. An excel spreadsheet showing formulas, calculations, and numbers used for final answers.
Formative Assessment:
Each student team will turn in their power Point presentation onto the server (teacher’s drop box). Each student team will view another team’s work and evaluate it using the checklist adding comments as needed.
Every student team will post their evaluation checklist into the teacher’s drop box.
Summative Evaluation:
Students will be graded based on the quality of their presentation and content as determined by the evaluation checklist turned in by their peers and that of the instructor.

Material Requirements and Sources

Search engines:
Dogpile 2008 InfoSpace, Inc. Retrieved from:
http://www.dogpile.com

Askforkids. (2008). IAC Search & Media, Retrieved from:
http://www.askforkids.com/

Google (2008) Google, Retrieved from: http://www.google.com/

Wiki site. (2007). PBwiki, Inc.
http://pbwiki.com/education.wiki

Computer programs:
Firefox
PB Wiki
Microsoft Office Suite 2006 including PowerPoint, Excel and Word
Google Earth
On the Mac:
iMovie
ITunes
Garage Band
Works
Technical requirements:
Internet connection
Intranet (Server) connection
Computer (min. 1 for every 2 students)
Scanner
Printer
Overhead projector
Video camera (Flip camera)
Battery charger and 4 AA chargeable batteries.