Team+4

Team 4: //Ali Dixon & Polly Miller//
[|http://www.vimeo.com/26931352]

5 Day Lesson Plan Materials: Computers for students and teachers; paper; media lab; media assistant Objectives: Day 1: Teach students how to use VOKI during class time. The remainder of class students will explore VOKI. Day 2: The class will learn how to use appropriate research methods. Students select historical or literary figure and use the remainder of class time to research in class and media center. Day 3: A lesson on proper presentation methods. Students will finalize their character or figure research. Day 4: Students create their VOKI to be presented to the class. All VOKIs must be finished by the end of class. Day 5: All students will present their VOKI with their partner or individually. The class will discuss the significance and effectiveness of VOKI avatars (can be continued on Day 6).
 * 1) Students will be able to appropriately analyze historical figures via their representations on Voki by using the 60-second audio to articulate their findings.
 * 2) Students will be able to portray important literary characters or key literary writers (such as Shakespeare) by using the visual and audio components of Voki.

Exploring Voki: Research:
 * Students will use the remainder of class time to explore Voki by becoming familiar with the technology. By the end of class time, students will be able to navigate successfully throughout Voki. Students will work with their partner in exploring Voki. Each group will be responsible for choosing 3 very diverse Voki avatars. (Preferably a religious avatar, a political avatar, and an avatar that is extremely different from the other 2.) Each group will discuss the visual representations of the avatars based on what they know about the characters. Students will be instructed to decide whether or not they think Voki did a “good job” depicting these historical figures. Students will also be encourage to discuss a character that Voki “forgot” to include, and the significance of the neglect. The groups will be responsible for recording their 3 chosen characters, and detailing in one fluid paragraph per character the analytical aspects they discussed. By the end of class, the groups will also be responsible for choosing an avatar they will research/present on Day 5. At the end of class, the paragraph assignment is due. Too, each group will be required to write their “new avatar” on the paper. The teacher will collect this assignment/avatar choice at the end of instruction.
 * L.A. activity: For example, if we were studying //Romeo & Juliet//, students would be responsible for creating avatars that represent a character from the play. (Or, if they were brave enough, they could create a Shakespeare avatar!) Students will work in groups of 2-3. Each group is required to create their avatar from scratch. The 60-second audio can be typed or spoken. Each group will fix a new modern script for their character. The 60-second spiel should be directed at another character in the play, and it should be blatantly obvious whom the avatar is speaking to. The audio can include, but not be limited to: something one character should have said to another, a re-write of original lines in a modern context, an original line of song to another character, a line of poetry, etc. The idea here is for the student to get really creative and engaged! (The teacher must approve any ideas not listed above.) On day 5 after each group presents, they will be required to give a 3-minute oral reflection to the class about why they chose the character they did, and the reasoning behind the audio clip. (Groups may use approved props to assist in reflection.)
 * Class = 1 hour 30 minutes
 * After groups have chosen their historical figure or literary character, on day 2 they will then formulate a compelling question to be researched and eventually answered. Students will be allowed about 10-minutes to create their question. Once the group has decided upon their question, they should raise their hand so the teacher can approve/critique the question. Students should use 1-hour of class time to gather/analyze information about their person. The last 20-minutes should be devoted to sketching out a plan for day 3. When designing their schedule for day 3, students will be instructed to make a detailed schedule of how much time will be devoted to each activity the following day. For example, if the group needs more time for research they should allot a decent amount of class time to research for day 3. However, students will be encouraged to allot at least 30 minutes on day 3 to creatively synthesize the information they found. On day 4, groups will critically evaluate/revise the information they found on their characters. Students will be required to finalize their product, and publish via Voki, by the end of class on day 4. On day 5, each group is required to share their finished product in the class’s design studio showcase. (Time on day 6 is available for presentations that ran over class time. Time is also available this day for reflection as a class.)

Presentation:
 * Presentations will be selected at random. All group names will be written on slips of paper and placed in a jar. Students will be required to take notes of the other presentations. The notes will be counted as a participation grade and are required as an exit slip from class. The notes must be succinct – meaning they have some structure and display thought/reflection upon the character being presented.
 * Time for each presentation = 5 minutes
 * 1 minute = setup
 * 1 minute = Voki audio
 * 3 minutes = oral reflection by group members
 * Specific topics/questions to be addressed: The topics/questions will vary according to the character chosen. The topics/questions addressed by the students during their presentation should be the most pertinent/interesting pertaining to their chosen character. (Prior to presentation day, the teacher will already approve the topics/questions during the PBI process on day 2.)


 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.**

Teachermedia type="custom" key="10085257" Studentmedia type="custom" key="10085303"

English: Due to time constrictions on revisions, and original sample (Voki avatar) of one of these ideas was not created. Examples of L.A. product: A Voki would be created displaying the //Romeo & Juliet// character. The audio could include but is not limited to:
 * Poem from Juliet to Romeo during the balcony scene spoofing his famous lines to her.
 * A soliloquy of Mercutio opinion of Romeo’s love for Juliet.
 * A rant from the Nurse about her opinion on the age-old family feud.
 * A rap from Friar Lawrence detailing his plan to help the two lovers wed/elope.
 * A twist on the end of the play: Juliet speaking about reasons why she isn’t going to kill herself. ||

1. Knowledge of major historical figures and popular literary characters
 * I. What is the compelling question you have regarding pedagogy? || How to use VOKI as a lens to view historical figures and literary characters? ||
 * II. How are new literacies featured in your compelling question? || VOKI; Visual; Audio; Historical; Cultural; Language Arts; Digital Media; Video ||
 * III. How will you organize or group your students for the PBI? || Groups of two, working alone is optional (must be teacher approved) ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Prior knowledge:

A selection of Voki examples: Historical characters and modern political figures: Abraham Lincoln – Former United States President Benjamin Franklin – Founding Father of the United States, scientist, inventor Jesus – Christian religion – God – Son of God Buddha – Spiritual teacher who founded Buddhism Pope – Bishop of Rome, leader of the worldwide Catholic Church Uncle Sam – National personification of the American government Queen Elizabeth – Queen of England Bill Clinton – Former United States President John Kerry – Senior US Senator from Massachusetts and was the presidential nominee of the Democratic Party in the 2004 presidential election John McCain – Senior US Senator from Arizona and was the presidential nominee of the Republican Party in the 2008 presidential election Hillary Clinton – 67th US Secretary of State, Former US Senator from New York and First Lady for Bill Clinton. Barack Obama – Current US President Sarah Palin – Former Governor of Alaska and potential candidate for the 2012 US presidential election

2. Computer literate Lessons before PBI 3. Educated about specific historical figures and literary characters 4. Pilot instruction on how to use VOKI Polly Miller: using Glogster to give VOKI instruction Glogster: 5. How to give a presentation ||
 * The teacher will use the Glogster to instruct students how to use Voki. On the first day of the unit, after explaining the PBI creative process we will be using for the week, the teacher will open the Glogster page and walk through the steps of how to use Voki. The teacher will ask students to take brief notes to use as an outline for using Voki on their own. The teacher will remind them that it is very important they pay attention and take notes because they need to take “digital responsibility” by not relying on the teacher to post their product to the Wiki.
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || Students will be scaffold and supported about appropriate Web searches and therefore learn about gathering and analyzing information. Monitoring will occur during assigned computer lab sessions by teachers, media coordinators and fellow classmates.

List of recommended resources for English/L.A.:
 * Wikipedia is allowed, however groups must use at least 2 other resources (books, articles, websites, etc.)
 * []
 * []
 * [|http://jc-schools.net/tutorials/eng9/romeo.htm]
 * The websites listed above are websites to begin actual research. Students will be required to find their own websites. But these 3 are full of other websites that offer specific information either about William Shakespeare, the characters, the acts, and/or a detailed analysis of each.
 * Guiding questions for L.A.: (Note: students are not limited to these questions. Students are encouraged to analyze their own original questions.)
 * How can I represent my character from the play both visually and via audio?
 * How can I depict this character in a modern way?
 * How can I change the opinion of this character?
 * How can I change the way my audience views this character?
 * How can I really show the main idea of this character’s personality?

Social Studies: What historical figures have influenced your life? Who do you think is the most significant of these figures? What is more important? A historical figure in politics or religion?

Recommended Resources: [|www.wikipedia.org] (in partnership with another source) http://www.britannica.com/ ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || The creative synthesis of information will supported by a guided handout including the PBI approach and TPACK. Historical figures in social studies as well as literary characters in English are available for student selection. To diversify presentations avatar character availability will be chosen on a first come first serve basis with no duplicates. Students will be responsible for submitting the handout upon completion of the [|exercise].

Social Studies Activities I. Students will brainstorm the most influential people in their lifetime. Then compare the list to the Voki options. Do the selections match up? Who should be included? What cultural focus is there on the Voki site? Do you think that the famous Vokis would translate well into the global community? II. Have a Voki debate with the political figures. Discuss the similarities and differences of the Voki political personalities. Who do you think would get along? Which characters would not work well together? Are there more Voki characters that would agree or disagree in the political or cultural arena? || Forms of Assessments: Presentation in front of the class - explaining how they used voki and the significance of their avatar. Students vote on top three VOKI avatars to be presented as examples for future students.
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Intellectual Elements: Critical thinking; utilizing significant research; concepts; interpretation and inference; collaboration; assumption; analyze and apply, evaluate and comprehension.

Social studies standards are essential to follow with the curriculum of the lesson. For national standards culture is a predominant aspect of student development. This Voki activity requires students to be aware of the avatar attributes, personalities and nationalities. Secondly, this allows students to see the relationship between technology and social studies. They are able to interact with the Voki to bring to life a deceased or far away historical figure. Thirdly, the Voki gives the ability for a global perspective on how the student’s Voki would be viewed by students in China or another foreign country.

http://www.socialstudies.org/standards/strands

NCTE/IRA: [|NCSCOS] [|lose weight]
 * Language Arts:
 * Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
 * Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
 * Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Rubrics:
 * Oral Presentation
 * Multimedia

Work expectations for the student historical Voki such as Lincoln are as follows. 1. Use of historical figure 2. Identify person 3. Comment on outward appearance 4. Give historical time period 5. One minute minimum Possible Checklist: Who? What? Where? When? Why? (use as scaffolding but all are not required)

The Voki could include an historical question or bring up a controversial subject. Due to malfunction from the Voki site the Voki could not be recreated. || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || VOKI is the technology product that will accompany the PBI Instructional Plan answering the question:How to use VOKI as a lens to view historical figures and literary characters? a) the VOKI supports the instruction well by exemplifying the ultimate goal of answering the question and expanding classroom knowledge and exploration of New Literacies. b) the VOKI avatar created by students is a example and product of the PBI Instruction Plan. c) we did BOTH || [|health and science] [|Home]
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it