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Blogs
| Grade Level | 3rd grade |
| Content Area | Language Arts/Reading |
| Purpose | To have students share books that they enjoy to read. |
| Brief Description | Each student will post what book they read for that weeks free read. They will give a brief review of the book to hook others into wanting to read it. As well as explain why they liked it so much. They will then review a fellow classmates blog and post their feelings on that students book (only if they have read that book before. If they haven't read the book they will ask a question or make a connection to previous content). They will also have questions to help them anaylsis the books characters, plot, ect. |
| Resources | students free read of the week, blogging site |
| Highest Blooms | Synthesis- students will be taking what they have read and making connections to other students reading as well as sharing their thoughts and feelings. They will also be forming new opinions based on the information provided. |
| Learning Styles | Visual- students will be reading books to create blogs as well as reading fellow students blogs. Kinesthetic- students will be moving around on the computer to create their blogs. |
| MIs Addressed | Visual- helps students who need writing and pictures to understand meaning. Reading books and blogs are both visual ways of helping these students. The students will be designing their own blog spots and reading and writing using the via the computer screen.. kinesthetic- helps students who like to move around by allowing them to move around by typing and using the mouse. The students will have to type and use the mouse to navigate the computer systems. Interpersonal- helps students see that there is more than one of looking at a book. As well as allows them to communicate different ideas and way of thinking. |
| Student Name | Heather Hord |
| Grade Level(s) | 5th and up |
| Content area | Social Studies and Social Tools |
| Purpose |
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| Brief description |
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| Resources | http://k6educators.about.com/cs/languagearts/a/penpalprogram.htm
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| What is the highest level of Bloom's Taxonomy reached? Explain | Synthesis Students will be using the infomation that they receive from their blog pals and classroom assignments and discussion to form connections and comparisons regarding social studies issues. They will have to use these ideas to create new ideas and conclusion. They will have intergrate their prior knowledge and opinions with their new information to formulate cohesive topics to share and discuss with their class. |
| Which learning styles are addressed? How? | Visual Student will be viewing information, messages, and pictures on the computer screen. Visual learners learn best from visual displays. Auditory Students will be engaging in group and whole class discussions sharing and listening to ideas and information. Auditory learners learn best through verbal discussions. Kinesthetic Students will have navigate the mouse to get to the blogs and will also have to type their discussions on the their blog. Kinesthetic learners learn best through hands-on interaction and actively exploring. |
| Which MIs are addressed? How? | Visual/Spatial The students will be designing their own blog spots and reading and writing viewing the text via the computer screen. Verbal/Linguistic The students will have to speak to the other students articulately to communicate their discoveries, as well as having to communicate with another student from another country. Bodily/kinesthetic The students will have to type and use the mouse to navigate the computer systems. Interpersonal Students will have try and see other people's point of view as they discuss issues that may be controversial or present ideas that are very different then their own. |
| Name | Toshira Popo |
| Grade level(s) | 4th and up |
| Content area(s) | Science and technology |
| Purpose | The purpose of this activity is for students to learn more about science in their everyday lives, and for students to use technology (blogs) to communicate with each other about what they have learned. |
| Brief description | Each week, students will find a science related newspaper article. They will each create a blog each week with a summary of their article and their reactions. They will also need to include why this article is relevant to their lives. This will help students understand that science is everywhere and impacts our daily lives. Students will also be required to read two of their classmates blogs each week and respond to them. Students will be graded on the quality of their summary, response, and their grammar, spelling, and punctuation. |
| Resources | Computer, newspaper article |
| What is the highest level of Bloom's Taxonomy reached? Explain | Application: Students will be reading science articles and then relating that topic to their lives. By creating blogs, they are also demonstrating that they understand how to use this type of technology. |
| Which learning styles are addressed? How? | Visual: Students will be reading articles each week, as well as reading other students' blogs. Kinesthetic/tactilce: Students will be typing on the keyboard and using the mouse when they create blogs and read their peers'. |
| Which MIs are addressed? How? | Linguistic: Students will be reading articles, writing their own blogs, and reading and responding to their peers. |
| Student's Name | Haleigh Dillender |
| Grade level(s) | 5-6 |
| Content area(s) | Social Studies |
| Purpose | To have students talk about their feelings as they are reading The Adventures of Tom Sawyer by Mark Twain. |
| Brief description | The students will write their personal reactions to the story as they are reading each chapter (or every few chapters). This assignment will be completely open for them to write about however they are feeling about the reading. The purpose is for them to express their personal feelings, not summarize the content. They will update their blogs on the assigned dates for the teacher to check. |
| Resources | The Adventures of Tom Sawyer by Mark Twain |
| What is the highest level of Bloom's taxonomy reached? Explain | Application. The students are using the information they read to apply it to their own lives and their own feelings. They are not simply recalling information; they have to understand it and then make their own meanings of what they read in order to have their own feelings about it. |
| Which learning styles are addressed? How? | Visual learners are definitely going to benefit from this. They have to read the book and write their own reactions. In addition, kinesthetic learners benefit as they get to type the information onto a blog using the computer. |
| Which MIs are addressed? How? | Verbal/linguistic learners will have the opportunity to both read and write. Writing about their feelings is a great way for verbal/linguistic learners to express themselves. They will have the opportunity to play with words and write creatively. Visual/spatial learners also love to see things visually, and reading and writing are both visual activities. Kinesthetic learners will get to use the computer (mouse, keyboard) to write their blogs. Intrapersonal learners will have the opportunity to express their feelings through writing a blog. Hopefully, they will have an even better sense of who they are through this project. |
| Student's name | Danielle Heaton |
| Grade level(s | 5 |
| Content area(s) | Social Studies - Holocaust |
| Purpose | To allow students to express their feelings and ideas about the book Number the Stars by Lois Lawry This activity works at meeting the Sunshine State Standards that says fifth grade students will "understand selected causes, key events, people, and effects of World War II (for example, major battles such as the D -Day Invasion, the dropping of the atomic bomb on Japan, reasons for the Allied victory, and the Holocaust)" SS.A.5.2.6 |
| Brief description | After reading each chapter, the students will be able to make a blog post giving their reactions to the events in each chapter. While their responses will be unstructured, students will be encouraged to give their thoughts, fears, predictions to "what if" situations, and even create new chapter ending. In their responses, they may address one or many of these points so long as a personal connection is demonstrated. |
| Resources | http://www.mce.k12tn.net/reading23/number_the_stars.htm Book: Number the Stars by Lois Lawry |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis - While writing their blog posts, students are expected to express their feelings, anticipate or speculate future occurrences, create or rewrite endings, and validate their thoughts on the topic. |
| Which learning styles are addressed | Visual learners will benefit from this activity because these students will be able to see their thoughts transformed into print. Kinesthetic/tactile learners will also benefit from the act of typing their thoughts out using a keyboard. With this, as their minds move, so do their hands. |
| Which MIs are addressed? How? | There are three multiple intelligences addressed with this activity. The first is the linguistic/verbal intelligence. Students are able to read the emotional words of the story and then express their feelings using words as well. It is expected that these students will create strong adjectives to explain their feelings. The second multiple intelligence addressed is intrapersonal intelligence. These students will be thrilled with the opportunity to look inside themselves and analyze the feelings they are having about this particular topic. The third intelligence addressed is bodily/kinesthetic intelligence. Bodily/kinesthetic students will be able to complete this assignment using their hands to click and type. As with the learning styles, these students will be able to use their hands while their thoughts are flowing. |
| Student's name | Jacqueline Edge |
| Grade level(s) | Fifth Grade |
| Content area(s) | Social Studies/History |
| Purpose | To relate and understand the persecution and fear of another human being. |
| Brief description | Each student after reading Anne Frank's Diary in class, will write why they think that Anne Frank felt the way she did. Also they will explain how they would feel if they were in Anne Franke's posistion on the internet in a blog. Students will read their peer's reactions of what they post in their blog. |
| Resources | Anne Franke's Diary & Computer |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level reached is Evaluation because the students have to make judgements based off Anne Franke's diary and their own personality. This is done when they explain how they would feel if they were in her place and in her situation. |
| Which learning styles are addressed? How? | Visual because the diary is the book the students will look through and read. Also I will give handouts with pictures that illustrate the holocaust. |
| Which MIs are addressed? How? | Linguistic/Verbal/Intrapersonal - These three are addressed because as stated above the diary is the foundation for the assignment. Verbal/Linguistic is used because they will respond to the assignment writing and understanding why they are writing what they are writing. Intrapersonal is used because they will respond to how they feel inside when asked how they would feel in her situation. |
| Student's name | Shane Erb |
| Grade level(s) | 5th grade | ||
| Content area(s) | Language Arts | ||
| Purpose | The purpose of this activity is to meet the Sunshine State Standard that says fifth graders will "use a variety of criteria to choose own reading (for example, author’s style, themes, knowledge of genres, text difficulty, recommendations of others)." | ||
| Brief description | Students will select a book of their choice to do a book report on. The students will have to read the book and complete a book report, but first they will have to post a Blog discussing why they chose their books. The Blog post must address why they chose their book based on criteria such as the author's style, themes, knowledge of genres, text difficulty, etc. Basically they will have to justify why they chose the book they chose. The Blog posts will allow the students to look at their peers' posts, and see why each student chose the book they did. This way the students will have a resource to check the next time they choose a book to read. | ||
| Resources | a list of approved books, book, computer | ||
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis- This is the highest level of Bloom's Taxonomy reached because the students must analyze why they chose the book they did. They have to compare/contrast author's styles, themes, and genres of other books on the approved book list in order to find what styles/authors/books they enjoy reading. | ||
| Which learning styles are addressed? How? | Visual- This learning style is addressed through the Blog post because students can see their thoughts on the computer. They can also see their peers' thoughts. Tactile/Kinesthetic- This learning style is addressed because the students can use their hands to type their thoughts onto their Blog posts. | ||
| Which MIs are addressed? How? | Visual/Spatial- This MI is addressed because these learners are good at reading and writing. Both of these tasks are a part of this activity. Also, there is room for creativity when creating a Blog post. The students can choose a layout and add pictures if they please. These types of learners benefit from this type of activity because they learn best when they can picture the information in their minds. If they create their own Blog, they know what it looks like and will be able to retain the information better. Verbal/Linguistic- This MI is addressed because the students are writing their thoughts on the Blog. These learners benefit from this activity because they have a strong sense of word usage and are able to clarify their thoughts by writing them down. Bodily/Kinesthethic- This MI is addressed because the students are typing their ideas onto the Blog post. These types of learners learn best when exerting some type of energy or using some part of their body during the learning process. Intrapersonal- This type of MI is addressed because the students are writing about their personal feelings and strengths and weaknesses when it comes to reading/choosing a book. These types of learners are good at reflecting on their personal feelings, wishes, dreams, etc. | | |
| Student's name | Katie Vallillo |
| Grade level(s) | 3rd and higher |
| Content area(s) | creative writing |
| Purpose | To give students a creative outlet to express themselves and give other students a chance to learn who they are. |
| Brief description | Each child will be required to do a weekly posting. Since this is creative, I do not want it to have many, if any restrictions. The only thing is it can not be used to say negative things about others or slander anyone's name. |
| Resources | their imagination, classroom items, ideas from friends, etc. |
| What is the highest level of Bloom's taxonomy reached? Explain | application- children need to apply tools and knowledge from the classroom and use it in their blog. It can be academic, social, a combination. However children need to have a focus for each entry |
| Which learning styles are addressed? How? | Kinsenthetic- hands on in the creation on the computer Visual- they make it look the way theywant |
| Which MIs are addressed? How? | All- becasue it is creative and the children are the was choosing which one they like most. |
| Student's name | Alli Fields |
| Grade level(s) | Fifth Grade |
| Content area(s) | History and Reading |
| Purpose | To allow students to freely express their feelings and beliefs about the book Mississippi Trial, as well as reply to other students and their posts. |
| Brief description | To have students read the book Mississippi Trial and post blogs that are accessible to everyone in the classroom. The blogs will be reactions, concerns, and questions that the students have once they have read the assigned pages or chapters. Students will be required to reply to at least five other blogs that other students have posted. In their posts and replies, students must maintain a professional attitude and understand that everyone is entitled to their own opinion. Students will be graded on whether they posted and replied on time. |
| Resources | Mississippi Trial, computer |
| What is the highest level of Bloom's taxonomy reached? Explain |
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| Which learning styles are addressed? How? |
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| Which MIs are addressed? How? |
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| Student's name | Jennifer Martin |
| Grade level(s) | 4th or 5th Grade |
| Content area(s) | Reading, Social Studies/History |
| Purpose | Students will be able to express their feelings toward the book as they read the Roll of Thunder Hear My Cry. written by Mildred D. Taylor. |
| Brief description | Students will get the opportunity to post their reactions, concerns, and overall feelings toward the subject matter addressed in the book. Not only this, but other students will have the chance to reply and see how their classmates are feeling as they all read the book together. The comments and responses made to the blog must of course be respectful of others. |
| Resources | As resources the students will have their textbooks and the actual book that they are reading. |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy would be analysis. The students are being asked to analyze what is going on in the book and from there on give a reaction to it. Throughout the whole book, the students will encounter issues such as racism, the great depression, and poverty. Therefore the are going to have to look at the bigger picture and share with the rest of the class what their opinions and thoughts in regards to the various subjects. |
| Which learning styles are addressed? How? | This activity addresses two learning styles in particular. The kinesthetic and the visual learners. Those students who are visual learners will get the chance to look at the responses of other classmates as well as their own. With this in mind they are learning by getting a visual of what other peers are thinking. Those students who are kinesthetic learners will benefit from this activity because they will be using their hands in order to type their responses to the blogs. This will help them tremendously because they will constantly be using their hands not only to type but to move the mouse around as well. |
| Which MIs are addressed? How? | Verbal/Linguistic: Students will be given the opportunity to express themselves through the blog. Bodily/Kinesthetic: Students will be using their hands in order to type their responses in and to move the mouse around. Intrapersonal: The students will be asked to convey their thoughts and opinions towards the book in their blogs. Therefore they are going to have to think about their feelings and how the feel about what is going on in the book. |
| Student's name | Ingrid Amezquita |
| Grade level(s) | Grade 5 |
| Content area(s) | Social Studies |
| Purpose | The purpose of this activity is so that the students will become familiar with blogs and how they work. They will be exposed to this type of communication and maybe use it for useful purposes in the future. |
| Brief description | Based on previous dicussion and reading in class about immigrants and how they are treated today as oppsed to 100 years ago, the students will use the blog to write their opinion about the discussion. Through the blog, they will be able to see other students' blog entries. They will express their feelings about what they observe today and what they predict will happen in the future as far as how immigrants are treated. |
| Resources | www.rss-specifications.com/kids-blogging.htm www.creativekidsathome.com/creative kids/ |
| What is the highest level of Bloom's taxonomy reached? Explain | Students will achieve the second highest level of Bloom's which is Evaluating. The students will be taking the information given and forming their own ideas and opinions. |
| Which learning styles are addressed? How? | Visual- the students will be using the internet and typing the information in the blog. Auditory- The students will be hearing the information in class and actively participating in the class discussion. |
| Which MIs are addressed? How? | Linguistic- the students are going to see the information in the text as well as the blogs. Interpersonal- The students will be talking about others in society which will depend on their interpersonal skills. Intrapersonal-Students will be analyzing their own opinions and own experiences to form an opinion on this subject. |
| Student's name | Cheryl Jensen |
| Grade level(s) | Fifth or above |
| Content area(s) | Language Arts |
| Purpose | To help students gain an understanding of the connections between context (setting) and personal responses in literature. This activity will meet the Language Arts SSS for Grades 3-5: Reading, Standard 2: the student constructs meaning from a wide range of texts. |
| Brief description | The student will participate in reading the novel Bud, Not Buddy by Christopher Paul Curtis with the class. As students are reading, they will use a blog to complete a progressive writing journal. The students will write their entries as if they are an autobiographer/reporter,noting how the historical contexts of the book effected and shaped the personality and choices of the main character. |
| Resources | Online and/or in-class encyclopedias and reference materials. Optional: Media or print resources (videos, fiction/non-fiction texts, recorded speeches and music) that relate to the issues in the book: orphanages, the Great Depression, 1930's music history and culture, etc. |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: The student will be making inferences and drawing conclusions about how the environmental factors and situations in the story shaped the character's personal development, and how these events can be generalized in literature and their own lives. |
| Which learning styles are addressed? How? | Visual and Auditory: Students will have access to movies, auditory materials, photos and texts that enable them to see, read and write about how Americans in the 1930's lived. |
| Which MIs are addressed? How? | Linguistic: Reading various forms of text resources and creating written responses. Interpersonal: Reflecting on how a child their age responded to personal struggles. Learning how to view the world from a perspective other than their own. |
| Student's name | Nicole Knox |
| Grade level(s) | 2nd - 5th |
| Content area(s) | Ice breaker/ Community Building |
| Purpose | To get the students familiar with each other, while teaching them how to create and use a blog. |
| Brief description | During the first week of school, the students will learn how to set up a blog account and how to access it. Each student will write a blog about themselves - birthday, nicknames, interests/hobbies, favorite subject, goals, funny fact. The students will also get to design or choose a lay-out for their blog. Once the blogs have been created, the students must view the other students' blogs and post a comment about each. This can continue throughout the school year with many other subjects because the students will already know how to use the blog site. |
| Resources | www.blogspot.com |
| What is the highest level of Bloom's taxonomy reached? Explain | No level of Bloom's Taxonomy is addressed in this activity. This is more of a community building activity and does not address the cognitive levels of Bloom's Taxonomy. |
| Which learning styles are addressed? How? | Visual learners will benefit from this activity because they will be able to read the information and more easily retain the information about their peers. Kinesthetic learners will enjoy navigating through the blogs and they will keep their hands moving on the keyboard and the mouse. |
| Which MIs are addressed? How? | Interpersonal - The students will be reading each other's blogs and posting responses back and forth. Intrapersonal - If the requirements for the blog include personal goals or thoughts about something, it would require students to really think about their feelings. Bodily-Kinesthetic - Students will be able to use the mouse to go from one page to another. Also, they will be typing a response for each student's blog. Verbal/Linguistic - The students will basically be writing a short biography on themselves. |
| Student's name | Erin Byrne |
| Grade level(s) | 3rd through 5th grade |
| Content area(s) | Language Arts |
| Purpose | To improve student’s writing and typing skills. Blogs give students a chance to express themselves. |
| Brief description | Replacing the traditional writing journals with an online blog. Students would have two or three writing topics over a week and during writing time would have access to write their blog at their leisure. The teacher would have access to each student’s blog thus an organized way to read and comment on each student’s writing. At the same times student’s writing and typing skills will be improving. Blogs also give students the opportunity to add photos and sound if it will enhance their writing. |
| Resources | Accounts on Blogger.com (or other school approved blog site) and access to several classroom computers. |
| What is the highest level of Bloom's taxonomy reached? Explain | Depending on the writing topic for the day students will be asked to describe, analyze, synthesis, and even the most complex level of evaluating. |
| Which learning styles are addressed? How? | Visual learners will be addressed by allowing the students to see their writing in a different medium rather the traditional paper and pencil. They will also be able to enhance their writing by adding visual aids whether that is photographs or videos. While kinesthetic learners will enjoy this lesson because of being able to touch and manipulate the keyboard and mouse. |
| Which MIs are addressed? How? | Visual and Kinesthetic intelligences due to the same reasoning as the learning styles above. Linguistic learners will thrive because of the use of words to express themselves. Musical intelligences can use music to boost their writings. Interpersonal intelligences have this blog as a chance to express themselves while intrapersonal intelligences have the chance to make their blogs public to the class in order to get their peers feedback. |
| Student's name | Christine Brown |
| Grade level(s) | 4th grade | |
| Content area(s) | Language Arts, Technology, Children’s Literature | |
| Purpose |
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| Brief description | Students will be encouraged to read a children’s literature book of their choosing, and respond to the text using technology. The students will post a journal entry to a reputable blog site such as blogger.com. Students should not provide a summary of the text read, but rather a response to how the book made them feel, why they were drawn to this text, what they learned from the book, and how the text is related to their every day life. | |
| Resources | ||
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s Taxonomy reached through this lesson is Synthesis. Through creating a blog site and adding posts on a children’s literature text of their choice, the students are generating new ideas and ways of viewing things about literature, writing, and technology. Through creating a blog and adding posts, the students are able to design the site, construct the posts in a way that is personal to them, plan out the things they would like to discuss, and produce a blog website with posts regarding children’s literature. | |
| Which learning styles are addressed? How? | I believe that all three learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this technology and children’s literature lesson. Visual learners benefit by reading the text as well as the material about the text on the computer screen that they have generated. As, students also have the opportunity to incorporate images into their posts, it allows students they opportunity to be creative and use their visual imaginations. Auditory learners can benefit through the incorporation of sound clips into their post. For example, I child may include on his blog site an authors voice as he reads a short clip from the children’s literature text. In addition, tactile-kinesthetic learners benefit as they must input the information and graphics to the computer using their hands. | |
| Which MIs are addressed? How? |
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| Student's name | Amber Bush |
| Grade level(s) | 2nd-5th grade |
| Content area(s) | Reading, Writing |
| Purpose | For the students to discuss their favorite picture book in particular genres every week and to connect with other students' ideas and interpretations. |
| Brief description | Each day, the students will have silent reading time. The teacher will choose a different genre each week and the students will have to read books within that genre each day. Some examples are historical fiction, multicultural, fantasy, science fiction, and nonfiction. At the end of each week, the students will choose one out of the five books read and will post information on a blog. The students will be required to write a few sentences about the book, why they chose it, how it relates to the chosen genre, and their reactions. In addition to posting their book on the blog, they will also be required to ask other students about their posts. Some students may have already read the book and can offer plenty of feedback. Other students may ask for information because they are interested in reading it. This will continue throughout the year and will encourage communication outside of the typical classroom setting. Students may also decide that they like what was said about a certain book so they might want to read it next. They could reply to other postings about the book and include their own thoughts and comments. |
| Resources | http://www.blogger.com/start to access the blog http://www.dawcl.com/ to find books The county or school library |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level reached is Comprehension. The students get to discuss the books with each other. They also get to explain and express themselves through writing. Other students can compare their blog entries with others. |
| Which learning styles are addressed? How? | Visual Learners are addressed because they get to see each other's reaction and read them on the computer besides only listening them. Kinesthetic Learners are also addressed because they get to navigate through the blog as well as type and control the mouse for this lesson. |
| Which MIs are addressed? How? | Visual/Spatial- The students get to look at the blogs and add to them. They get to read, write, and interpret the visual tables that include the information. Verbal/Linguistic- These students get to express themselves through words and language on the blog. They can explain their feelings through story-telling, humor, and teaching. Bodily/Kinesthetic- The students are able to handle the books, use the computer for the blogs, and control the mouse and keyboard. Intrapersonal- The students get to understand their inner feelings and express them on the blog. Interpersonal- The students get to look at things from others' points of view. They will try to understand and cooperate as well as communicate through the blogs. |
| Student's name | Jill Pluchino |
| Grade level(s) | 4-6 grades |
| Content area(s) | Language Arts |
| Purpose | To analyze and read the book Charlotte's Web. |
| Brief description | The teacher will assign specific chapters out of Charlotte's Web each week. The students will have to do the assigned readings each week. After they are done they will have to add their thoughts and reactions to the book and also make a prediction of what they think will happen next. The student will also have to reply and respond to 3 other student's reactions within their own blog. This is will help to create a class discussion during the rest of the week because the students will be prepared with their own responses as well as have something to say towards their classmates. |
| Resources | Charlotte's Web, preferred blog site, computers |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaluation because the students are assessing the book and critiquing it as well as assessing the work of their classmates. |
| Which learning styles are addressed? How? | Visual- the students will be able to look at the different blog entries, read the book. Kinesthetic- The students will be creating and adding onto different blog entries. |
| Which MIs are addressed? How? | Intrapersonal- because the students will be able reflect on the book and describe how it made them feel and about the different parts they liked through their own blog entry and as they respond to their classmates. Spatial- they will be able to create their own blog Interpersonal- responding to their classmates through the blog and then also through the class discussions Linguistic- the students will be using language abilities to read the book and then to respond to their classmates' blogs as well as adding to their own. |
| Student's name | Lindsey Pavlik |
| Grade level(s) | 3-5 |
| Content area(se) | Social Studies, Science, Language Arts |
| Purpose | To interact with other students while learning more about the place that they visited. |
| Brief Description | The student will go on the field trip to St. Augustine. (I will use St. Augustine as a specific example but this can be done with any field trip) The student will use the blog to complete a 3-2-1. The student will write down three main things about his/her experience and observations that he/she learned. The three things have to be related to academic learning from the classroom. For example, the student may write: I learned that the forts at St. Augustina are made out of coquina rock... The student will then write two things that just seemed "cool" or interesting to the student. The two things can be about anything at all. Lastly, the student will write down one question he/she has related to the field trip. The students will then read their peer's blogs and answer the questions that they posted. This activity will complete several goals: The students will write a review about their field trip in a more "fun" way. The students will work on their writing skills. The students will use the blog to interact with other students and learn through an academic community of their peers. |
| Resources | http://www.oldcity.com/ The student can research more information about St. Augustine. http://en.wikipedia.org/wiki/Blog The student can learn about the definition and different components of a blog. |
| What is the highest level of Bloom's taxonomy reached? Explain | Application because the students not only present information they have learned but apply their learning in order to answer questions from other their peers. |
| Which learning styles are addressed? How? | Visual: The students first visualize their learning on their field trip and then see their learning and their peer's learning typed out online. Kinesthetic: The students use the components of typing in order to learn through moving and doing. |
| Which MIs are addressed? How? | Visual: The student is seeing his/her learning on the field trip and also written out on the blog. Verbal: The student is using his/her verbal skills through writing. Intrapersonal: The students may read their peer's blogs and answer the questions that they present. Bodily/Kinesthetic: The students use the components of typing in order to learn. Interpersonal: The students must reflect on their personal experience in order to complete his/her blog. |
| Student's Name | Allison Buit |
| Grade level(s) | 3rd grade and up. |
| Content area(s) | Language Arts |
| Purpose | The purpose of this assignment is to help kids understand that the Internet can be used for many things, including personal/pleasure writing, not just for research projects. It is also useful to get kids to start a writing outlet to convey their thoughts/feelings into words to promote self-awareness. In addition, it can be used to keep the classroom community growing even when school is not in session. |
| Brief description | This could be an optional extra credit opportunity during a period of time where students are on vacation from school (Christmas break or Spring break). Students would be asked to keep an online personal blog that details their break from classes. They could report anything from their conversations with their siblings, daily activities, interesting facts, thought-provoking new knowledge, a new quote that they discovered, a poem they wrote – whatever they wanted, as long as somewhere within the daily blog, there is some sort of personal reaction. For those students who have a hard time coming up with ideas to write about or those who need a little more structure, they could refer to the teacher’s personal blog. On the teacher’s blog, (in addition to his/her blogging examples) there would be a list of hints for students to refer to, like interesting sites that might provoke thought, or a list of favorite quotes that students might take a liking to. All of the students taking part in this activity would have links to their blogs posted on the teacher’s page. Another part of the extra credit would be for students to comment on their classmates blogs, to give them feedback and support and thoughts. |
| Resources | How to get started on blogging |
| What is the highest level of Bloom's taxonomy reached? Explain | Application – Students are using the concept of “blogging” in a new situation, their own home. |
| Which learning styles are addressed? How? | Visual – Students are visualizing the words and sentences as they reread their own blog posts and make new ones. Kinesthetic – Students are initiating blogging themselves (as it is an optional project for extra credit), and they are learning new things about themselves and about blogging by actually thinking about, then typing out their thoughts into a blog. |
| Which MIs are addressed? How? | Linguistic – This assignment deals with words more than any other type of MI. It is all about writing with words in a blog to convey a message. Intrapersonal – As the student writes about topics of their choosing, they will eventually deal with themselves. As they reread their own writing, hopefully they would slowly understand themselves a little more, because they are thinking and evaluating how they acted/feel in a certain situation. Interpersonal - Students are commenting on their classmates' blogs, discussing and empathizing with others. |
| Student's name | Anne Hwang |
| Grade level(s) | Second Grade |
| Content area(s) | Anatomy |
| Purpose | Students will will create and demonstrate their understanding of the systems in the human body, And how each of these systems are used in making the body work. |
| Brief description | Students will create a blog representing their understanding of the information that they have received concerning the systems of the body. Collectively as a whole, students will receive information on and be educated on the systems of the body and their purpose. After instruction, students will be broken into groups and each group will be responsible for creating a blog on the system that they have been assigned. In the blogs students will demonstrate knowledge of material and their ability to successfully make a well organized blog. Every student in the class will have the oppurtunity to look at each group's blog. They will also have the oppurtunity to post their thoughts, other information, or comments that they feel might be helpful to the blog. |
| Resources | Powerpoint made by the teacher Handouts issued by the teacher Your Body's Systems http://www.factmonster.com/ipka/A0774536.html How the Body Works http://kidshealth.org/PageManager.jsp?lic=1&article _set=29673&ps=110 How to Setup a Blog www.blogger.com |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of learning that I believe will be achieved in this lesson is creating. Here students are creating a blog using based on knowledge and material that they have received in the classroom. It is soleley the groups (students) responsiblity to creatively create a blog while integrating presented information. Even the students that add posts on to other groups blogs has the ability to create. By this I mean that students are posting their thoughts and creatively adding to the blog. |
| Which learning styles are addressed? How? | Visual - Students are given the oppurtunity to read what groups wrote and see the information posted about the systems in the body Kinesthetic - Students have a hands on engagement in interacting with not only the computer, but also their peers. |
| Which MIs are addressed? How? | Linguistic - This lesson deals with words, and using words to relate information and create understanding. Interpersonal - Students work together in a roup setting to create their product. Visual/Spatial - Students are creating a blog and have to be aware of space and the overall setup and appearance. Bodily/Kinsthetic - Students interact with the computer and technology using their hands. |
| Student's name | Tiffany Brown |
| Grade level(s) | 3rd-4th Grade |
| Content area(s) | Science |
| Purpose | Students will be able to show their understanding of the solar system and learn how to create a web blog with the information they learn about the planets, sun, stars, and other aspects of the solar system. |
| Brief description | Students in groups of two will be assigned to gather research and design a web blog identifying one of the 9 planets, the stars, the sun, or the asteroid belt. Their research will then be compiled together to create a class web blog that will show their particular aspect of the solar system and the information that each group found. After the web blog is finished, the pairs will be able to share their research and comprehension of the part of the solar system they focused on. |
| Resources | Computer Internet Access Websites:
|
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: Students will required to plan, design, formulate, and create a informative research project of their particular characteristic of the solar system. In addition, the classroom will learn a new form of technology in which they can access by themselves at home on their computers and show their families. |
| Which learning styles are addressed? How? | Visual - Students are able to view and read what the other groups present in the blog. In addition, students will be able to watch certain videos about the solar system as a research source. Kinesthetic - Students will use their kinesthetic motor skills while using the computer's mouse. Also, the interactions between each group's participants will allow this form of style to be addressed. |
| Which MIs are addressed? How? | Visual/Spatial- Students are able to read, write, and evaluate the the information in the blogs and compare research strategies and data accumulated. Bodily/Kinesthetic- Students are able to use the computer mouse, resource books, and use other physical features in order to help the classroom understand their topic. Intrapersonal/Interpersonal- The students will get to understand their's and other's inner feelings and show what they interpreted on the blog. Cooperation and comprehension of others views will allow them to have a broader perspective of the solar system. |
| Student's name | Dustin Trahan |
| Grade level(s) | 4th- higher |
| Content area(s) | Language Arts |
| Purpose | The purpose is for students to read and make perdictions/anaysis of the book The Giver by Lois Lowry |
| Brief description | Each week students be be assigned chapters to read out of the book The Giver. After they are done with the assigned reading they will have to add their thoughts and reactions of the book and also make predictions of what they think will happen next in a blog online. Eeach student will be required to post their own thoughts as well as reply at at least one of their classmates. This is will help to create a class discussion the flowwing week and help stimulate interest in the book. |
| Resources | computer/internet and book |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaluation- The students are assessing and critiquing the book, as well as evalution what their classmates are writing about their opinions of the book. |
| Which learning styles are addressed? How? | Visual- Students are reading the book as well as reading the responces that their classmates are giving about the book. Kinesthetic- Students are using the computer and the mouse to type and add their own thoughts to the blog. |
| Which MIs are addressed? How? | Linguistic - The students are using words to express their thoughts and feelings about the book. Boily Kinesthetic- students are using their hands to work with technology(mouse/keyboard/computer) to express their feelings and thoughts. |
| Student's name | Kari Parrish |
| Grade level(s) | 4th-5th grade |
| Content area(s) | Language Arts |
| Purpose | To incorporate technology and to build a positive learning environment for peers in and outside of the classroom. |
| Brief description | Every night, all students will read a chapter from the book assigned for that month in their language arts class. They will react in their personal blog in whatever creative way they want to (personal reactions, list of new words and definitions, making predictions for the next chapter, etc.) They will read other people's blogs and respond to at least one with thoughtful critique. |
| Resources | www.blogger.com or any other blogging website approved by your school |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaluation: Students are evaluating the material they have read by their blogger response. |
| Which learning styles are addressed? How? | Visual: Students will be reading their own blog and blogs and responses from their peers. Kinesthetic: Students will be using the mouse and keyboard as they edit their blog after reading each chapter. |
| Which MIs are addressed? How? | Verbal-lingusitic: Student's ability to read and write Interpersonal: Student's ability to communicate with others effectively. Intrapersonal: Student's ability to know oneself and reflect upon their new understanding. |
| Student's name | Meagan Gaffney |
| Grade level(s) | 1st and up |
| Content area(s) | This can be applied to all topic knowledge, as it is just helping students reinforce what the know and learn. |
| Purpose | The purpose of this activity is to help the students reinforce what they know and what they learn as they learn it. This will also be to help the teacher assess students knowledge as they move through a topic. |
| Brief description | At the beginning of a new topic, such as talking about the solar system, or more specifically the moon, students will start a KWL blog. They will write what they Know about the topic, and what they want to know. As the lessons progress through the topic students will continue to write blogs about what they learn, and what they think about it. Depending on the age of the students, and how many times they have done this activity the teacher may want to have question prompts for the students to answer. This will help students remember what they learn, and put all the information together. They will also be practicing their writing skills with each subject. This activity will also help the teacher assess students prior knowledge and follow what the students are understanding and what they seem to be struggling with. |
| Resources | Computer access for students A Blog program such as provided by www.blogger.com |
| What is the highest level of Bloom's taxonomy reached? Explain | I believe the highest level of Bloom’s Taxonomy reached with this activity is comprehension because with this activity the students must understand what they have just learned and demonstrate this by restating and reforming the information in their own words. |
| Which learning styles are addressed? How? | Visual: This style of learning is addressed as students write out on a computer what they have learned, which will reinforce their learning. Kinesthetic: This learning style is addressed by having the students type out their blogs. This physical activity will help them to focus more on what they are learning. |
| Which MIs are addressed? How? | Visual: This is addressed by having the students put what they have learned into a visual written work. With the blog they will be able to see and organize the points they have learned, and see how they continue to learn. With time students may also feel comfortable sharing their blogs, and students will be able to read through each others information. Kinesthetic: This intelligence is addressed when students are physically active by typing, and using the mouse to cut and paste points and ideas. |
| Student's name | Jessica Williams |
| Grade level(s) | Grades 5-8 |
| Content area(s) | Social Studies |
| Purpose | Students will analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire. |
| Brief description | In groups of four, students will research Roman entertainment--the gladiator games. After doing the research, the students will write a skit based on what they have found; making sure to include the four characters of spectator, emperor, lanista, and gladiator. After the skits are completed, the students will actively particpate in an online blog created by the teacher, representing the point(s) of view of their individual characters. |
| Resources | Website on Gladiators |
| What is the highest level of Bloom's taxonomy reached? Explain | Synethesis: Students must design and create their own characters from the information they have compiled. |
| Which learning styles are addressed? How? | Visual: The students will visually research the Internet for the information they need to create their skit. Auditory: Students will listen to each other's ideas in order to collaborate and design their final products. Kinesthetic: Students will physically find their information using a computer and will also have the option to act out their skits before participating in a blog. |
| Which MIs are addressed? How? | Linguistic: Students will need to know how to verbally explain and act out their characters in order to create their plays and include themselves in the blog. Bodily-Kinesthetic: Students will physically find their information using a computer and will also have the option to act out their skits before participating in a blog. Interpersonal: Students will work in groups, collaborating with one another to produce the best skit. |
| Student's name | Melissa Blanco |
| Grade Level | 3-5 |
| Content Area(s) | Science/Nutrition |
| Purpose | Students will apply their knowledge about nutrition to their own lives. Students will be more likely to make healthy nutritional choices when they are blogging about them. |
| Brief Description | Students will use their own personal My Pyramid to discover the amount of each food group they should consume each day. Students will create a blog, where they will document what they eat each day and whether or not they met their pyramid requirements. They can also talk about why they made the choices that they did and their nutritional goals. Part of they My Pyramid program is physical activity, so students will also include how they met these requirements each day in their blogs. Students can choose whether or not their blogs will be shared with classmates. If they are shared, classmates can read each others’ blogs and give advice on what foods their classmates can eat to help them meet their requirements. |
| Resources | Blogger.com Mypyramid.gov Computers |
| What is the highest level of Bloom’s Taxonomy reached? Explain. | Analysis: Students are not simply writing about what they eat, but are analyzing whether or not they met their personal requirements and how they will meet the requirements in the future. |
| Which learning styles are addressed? How? | Visual: Students are seeing and reading their blogs and blogs of their classmates. Kinesthetic: Students are using their fingers and the mouse to create their blogs. |
| Which MI’s are addressed? How? | Linguistic: Students must express themselves through language when writing their blogs. Logical-mathematical: Students must calculate the amount of food they are eating in each food group, and whether or not that equals the amounts they are supposed to eat. Intrapersonal: Students must be able to evaluate their own nutritional choices. Students must understand themselves to develop personal goals. |
| Student’s name | Marissa O’Keefe |
| Grade Level | 5 |
| Content Area(s) | Language Arts |
| Purpose | To increase reading level, prodosy, and ability to extract concepts and ideas from text. |
| Brief Description | Students are to read 3 chapter books of choice from a list of 6. Students respond to questions about each chapter of the particular book they read. They will find these questions online in a blog created by the teacher. Students will also include a short reaction to the book as a whole when they are finished. Students must reply to at least one other clasmate's reaction blog before starting on another book. |
| Resources | https://www2.blogger.com/start multiple copies of a variety of chapter books |
| What is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's reached is analysing. Students read for content, and then break that content up to answer questions and formulate their own opinions on three chapter books. |
| Which learning styles are addressed? Why? | Visual: Students read chapter books, and respond to questions by writing in a blog. Kinesthetic: Students use the computer to submit answers to book questions. |
| Which MIs are addressed? Why? | Linguistic: Students read for content and pleasure. They write in blogs to answer questions and discuss their reactions to three chapter books. Logical: Students extract meaning from text and interpret it to answer questions and create personal reactions. Body-Kinesthetic: Students use the computer to write in a blog. Interpersonal: Students respond to one another's reactions, and (depending on the questions) may have to relate to the characters in the books. Intrapersonal: Students develop their own opinion of three books and discuss it. |
| Student's Name | Sara Zabaroni |
| Grade Level | 3-4 |
| Content Area(s) | Language Arts -- Persuasive Writing |
| Purpose | Students will practice their persuasive writing skills by responding to a given prompt on a blog. |
| Brief Description | The teacher will first review the components of effective persuasive writing with the class. Then the students will be directed to a blog where they will respond to the prompt “Convince the principal to allow your class to take a field trip to _______.” Students will select from a list made by the teacher such as science museum, theme park, zoo, and candy factory. Each student will write a blog with their response, their goal being to persuade the reader. After all students have responded, the teacher can choose to send a link to the blog to a participating class or administrator. The outsider(s) will vote on the location they were most persuaded to choose. |
| Resources | Blogger: The teacher will create the blog and students will write their entries |
| What is the highest level of Bloom's Taxonomy reached? Explain. | Evaluation: The students will work to convince a reader that their opinion is correct. |
| Which learning styles are addressed? Why? | Visual: Students will see their writing on the computer screen as they write and edit. Kinesthetic: Students use the computer to create their persuasive writing. |
| Which MIs are addressed? Why? | Linguistic: Students will write in a plog with the purpose of persuading Logical: The act of persuasion requires logical reasoning and planning Body-Kinesthetic: Students use the computer to write in a blog. Interpersonal: Persuasive writing requires students to consider other people’s perspectives and write with the audience in mind. |
| Student's Name | Molly Shoniker |
| Grade Level | 5th grade |
| Content area | Social studies, creative writing |
| Purpose | To use knowledge learned in class and creativity to create a story about the civil war. |
| Brief Description | Students will be put into pairs and one student will take on the role of a "soldier" and the other student will be that soldier's family member. They will commuicate with each other by writing letters depicting themselves as thier characters would be during the civil war. So the soldier will decide what side of the war he is fighting on and write about different battles, fighting conditions and etc. The family member by choose what ever relationship they would like to be (ie mother, wife, son) and what part of the country they live in. they will use information about what life was like in that part to write back to their soldier. The partners will create a blog where they will write back and forth. Other members may add questions for either writer to the blog if they wish, in return the pair will research to answer that persons question. |
| Resources | computer, blogger- the teacher will set up the blogs for each pair. |
| Highest level of blooms taxnomy reached? explain | Application- the students must use knowledge about life during the civil war which was learned in class and apply it to this creative writing activity. |
| What learning styles are addressed? why? | Visual- Students can view different stories. Kinesthetic- Students are actively creating these blogs and using hand on experiences to write the entries. |
| Which MI's are addressed? why? | Interpersonal- Students are reflecting off of imaginary characters details and situations. They are also feeding off of classmates responses. Verbal-lingustic- Students must use writing skills and vocabulary to write these entries. Kinesthetic- Students are using hands on experience to type up and create these blogs. |
| Students name | Jessica Wagner |
| Grade level(s) | 3th grade |
| Content area(s) | Language Arts |
| Purpose | Students will learn about alliteration through a book presented in class. Students will then create a blog to use alliteration in a poem to share with others. Students will learn to express their feelings in new ways and use tools that writers use to develop words or create a mood in writing. |
| Brief description | The teacher will read students A My Name Is... by Alice Lyne. The teacher will introduce the concept of alliteration and ask students if they can guess what alliteration is by thinking about the story that they just read. The teacher will formally introduce that alliteration is the repetition of a consonant sound. Students will brainstorm a list of sounds that represent alliteration on the board. Students will practice writing a poem as a class that uses alliteration. The teacher will talk about how alliteration can create a mood or feeling in writing. Students will then be directed to create a blog creating a poem that uses alliteration. Students will have five other students read their poems. |
| Resources | https://www2.blogger.com/start A My Name Is... by Alice Lyne A whiteboard |
| What is the highest level of Bloom's taxonomy reached? Explain | Application, because students are using their newly gained knowledge about alliteration to create a blog with a poem that uses alliteration to share with others. |
| Which learning styles are addressed? How? | Visual: Students read blogs and the story with the teacher. Auditory: Students listen to the teacher read the story. Kinesthetic: Students use computers to create a blog with an original poem. |
| Which MIs are addressed? How? | Linguistic: Students read and write about alliteration. Spatial: Students see alliteration through the in class reading. Bodily-kinesthetic: Students work on the computer. Intrapersonal: Students express and think about their feelings to create an original poem. |
| Student's name ----------------------------------------------------------------------- | Tavia DeLisle |
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