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Kristie Argot's Lesson Plan
NETS-S: Communication and Collaboration-Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. Objective: Students will be able to insert a picture of their K’NEX into a blog and then name the simple machine in the picture and describe two-three characteristics of the simple machine. Activities: Evaluation: Students will be evaluated by the following rubric:
 * 1) Create a new blog post labeled “Simple Machines”
 * 2) Insert a picture of a simple machine made of K’NEX
 * 3) The following must be included in the blog:
 * 4) Name of simple machine
 * 5) Definition of simple machine
 * 6) Two-three characteristics of why the K’NEX in the picture is a simple machine


 * || O points || 5 points || 10points ||
 * Blog Post Label || No blog post label included || Incorrect blog post label included || Correct blog post label included ||
 * Picture || No picture or label included || Only a picture or only the label included || Both a picture and label included ||
 * Simple Machine Definition || No definition provided for simple machine || A vague/incorrect definition included || Correct definition included ||
 * Picture Description || No characteristics of how picture is a simple machine included || 1 characteristic of how picture is a simple machine included || 2-3 characteristics of how picture is a simple machine included ||

Mary Elvin's Lesson Plan

 * Lesson Objective:** Under construction Stayed tuned!


 * Lesson Summary:** Students will be completing an online lab demonstrating and constructing electrical circuits. As an interdisciplinary part of the lesson students will research Thomas Edison and his many inventions and write a personal blog on what his inventions mean to them today. Finally students will extend their knowledge of electricity and its relation to magnetism by reviewing a NASA website regarding questions related to electromagnetism. All work will be completed during class time in the library computer lab.

The Online lab can be found here: [|Electricity Lab] Read about [|Thomas Edison].
 * Lesson Plan:**
 * Blog #1 -** Briefly discuss the results of your online electricity lab. What types of resistors did you use? What type of circuit did you use? Why did you use this combination?
 * **1** || **3** || **5** ||
 * Description of experience is poorly done. One or more of the following is lacking detail: discussion of resistors, reasoning of circuit construction, sentence structure and grammar. || Description of experience needs more detail. Resistors are discussed. Reasons for construction of circuits is given but not defended. Sentences and grammar needs some editing. || Description of experience in the lab is thorough. Types of resistors are discussed. Reasons for construction of circuits is given and defended. Sentence structure and grammar are well done ||
 * Blog #2 –** Thomas Edison was one individual who made many contributions to the study of electricity through his various inventions. Read about Edison’s life in the link below and then blog about what you think is his most important invention or contribution to our life. Be sure to explain why you think your pick is the most important. Once you have posted your blog pick a classmates blog and respond to their post.
 * **Blog Post** || **1** || **3** || **5** ||
 * ^  || Blog post is poorly done. Information is summarized with no personal detail or response. Choice of most important invention is not explained. || Blog post is completed with a sincere effort. Be careful to edit your work before posting Information is discussed with a little uncertainty. Choice of most important invention is mentioned. || Blog post is well done! Information is discussed with good reason and justification. Choice of most important invention is explained well. ||
 * **Blog Response** || **1** || **3** || **5** ||
 * ^  || Response shows very little effort. Feedback is inappropriate, unrelated to the subject, and/or written with poor sentence structure/grammar. || Response is acceptable. Appropriate feedback is given to your classmate with only one sentence. || Response is well done! Appropriate feedback is given to your classmate with more than one sentence. ||
 * Blog #3** – Read the NASA link [|“Ask A Scientist”]. Select two questions from the list and read the answers that the scientists wrote. Summarize what you find in a blog post below. Be sure to also include a link back to your question for others to see the original answer.
 * **1** || **2** || **3** ||
 * Assignment is incomplete, partially done. Summary of answer does not make sense. No link to original answer is given. || Assignment response needs to have more attention to details. Summary of answer could be clarified a little bit better. Link to original answer is given. || Assignment is done in an outstanding manner. Summary of answer is thorough and demonstrates thinking beyond the topic. Link to original answer is given. ||

Angelika Koerner's Lesson Plan
Learning Activity 2-D-2 Angelika Koerner Blog Lesson Plan

Develop a lesson plan for your classroom, which asks students to blog. Ideally, this should be an actual lesson, which you hope to implement. Include either a summary of how you will evaluate the project or a rubric. Submit the lesson plan to your instructor as a .doc or .rtf file.

Lesson Plan Title Women in ancient Rome

Concept / Topic To Teach The social status and daily lives of women in ancient Rome

Essential Questions · Which rights did women in ancient Rome enjoy? · Which social roles were accepted, expected and encouraged? · How were the daily lives of women of different social strata? · How does the social place of a Roman woman compare to that of women today? How does it compare to that of woman in other ancient cultures?

Skills · Students demonstrate awareness of the concept of inequality in ancient societies and its ramifications for individuals and society. · Students describe ancient and contemporary social structures through comparison and contrast. · Students are able to differentiate between women belonging to different social classes. · Students demonstrate use of discussion boards / forums and weblogs to express ideas and react to ideas proposed by others.

Required Materials · [] · [] · computer access

Day 1: Brief in-class brainstorming (5 minutes): What do you think the daily life of a woman in ancient Rome may have been like? What may have been her status and social role in society? Day 2: 1. Read either article about Roman women. If you read the second article, also choose one of the links at the bottom and read that page. 2. Go to the Forum “Roman Women” and post your reply to the prompt: Which similarities do you see between the life of a Roman woman and a contemporary woman (in the U.S. or in other cultures)? Which facts did the author mention that surprised you, in light of yesterday’s class discussion? Please provide a hyperlink to the website you consulted. After Day 2: Read the responses of two classmates (one of whom preferably read the article you did not choose) and post your reply. Give an original and thoughtful opinion. Explain why you agree or disagree by providing specific examples. Refrain from merely restating an already published opinion. Within the next 3 days: 1. Blog about how you would have liked to have been a woman in ancient Rome. If you could choose your social setting, what would your ideal circumstances be? Why? 2. Read a classmate’s blogpost and comment, giving your reaction to his/her blogpost. Within the next 3 days: 1. Research the life of women from other ancient cultures (Greece, Egypt, China etc.). The following link may be a starting point: http://www.womenintheancientworld.com/ 2. Blog about how Roman women fared in comparison to women in the culture you choose. Provide three links to different websites you consulted. 3. Read a classmate’s blogpost and comment thoughtfully.
 * Step-By-Step Procedures**

Evaluation Rubric for Blog posts, Blog comments, Forum posts and Forum responses Beginner || 2 Capable || 3 Accomplished || 4 Expert || Presentation X 1 || - many words misspelled
 * || 1

- many grammar errors

- formatting makes post difficult to follow or read || - several spelling errors

- several grammar errors

- formatting makes it difficult to follow or read || - few spelling errors

- few grammar errors

- some formatting to help make the post easier to read || - all words spelled correctly

- no grammar errors

- formatting makes the post more interesting and easier to read || Intellectual Engagement with Key Concepts X 2 || Blog entries/ Forum posts make no reference to issues raised through readings and/or class activities || Blog entries / Forum posts make some reference to issues raised through readings and/or class activities || Blog entries / Forum posts demonstrate awareness of most of the key issues raised through readings and/or class activities || -Blog entries/ Forum posts demonstrate engagement with the important issues raised through readings and/or class activities -Blog entries demonstrate the author's growth through reflection || Community X 2 || - one or no links to websites consulted

- one or no response to classmates' posts || - two or three links to websites consulted

- only "easy" links

- two or more responses to classmates' posts || - several links included that add to the reader's understanding

- required number of responses to classmates' posts

- responses show evidence of some personal and / or intellectual engagement with key concepts || - several links to places that add to reader's understanding

- required number of responses to classmates' posts

- responses show strong evidence of personal or intellectual engagement with key concepts ||

Marti Shirley's Lesson Plan
a. Walk them through the beginning steps of creating a profile.Have students input the user details) b. Provide link to student created review of unit terms & concepts. c. Discuss the idea of a digital footprint. d. Discuss the importance of proofreading, ensuring accurate spelling and grammar usage. e. Provide 30 minutes in class to write a blog post responding to one of the following topics: i. How does budgeting affect your life? ii. Will you use budgeting in your “adult” life? iii. What are ways you could reduce your expenses? f. Include at least one website reference (article, blog, etc…) supporting your viewpoint. g. Let students know if they need another prompt, they need instructor permission h. Students should read at least 2 blogs of their classmates & be prepared to discuss &share in class i. Their assignment must be posted by 8am tomorrow morning. (This allows time after school and before to complete the assignment if they did not finish in class and do not have a computer at home)
 * Course: ** Consumer Education
 * Lesson Plan Title: ** Personalize the Concept
 * Concept / Topic To Teach: ** Budgeting
 * General Goal(s): ** Students to synthesis information from the unit materials & make a personal connection
 * Specific Objectives: ** Create a blog post relating to budgeting using key terms & concepts from the text. Also include at least one link to site related to their post.
 * Required Materials: ** Internet Access, Computers (1 per student), Prior Knowledge
 * Anticipatory Set (Lead-In): ** Create a blog post that illustrates the difference in cost between 3 grocery bills of the same type& quantity of products. One bill is purchasing all generic products, one is all brand name products and one is a combination of generic and brand name with the use of coupons. A brief post causing readers to think and question their own grocery store choices.
 * Step-By-Step Procedures: ** Using the computer show students how to set up their own blog. Provide written step - by - step directions.

Students will be provided additional time if necessary. 2 chances policy in place (Their first submission may be a draft, after I return with corrections they must submit a “2 chance” posting within 2 days)
 * Plan Independent Work: ** Remind students that for each following chapter no class time will be provided, but these posts are still expected to be completed before arriving for class the day of the exam.
 * Closure: ** Showcase a few quality student blogs, and remind them to check your blog for new posts about the upcoming unit.
 * Assessment: ** Rubric - See Below
 * Adaptations (For Students With Learning Disabilities): **
 * Extensions (For Gifted Students): ** Create a 2nd post relating the topic to the outside world, showing how the concept is in play for society: locally, nationally or globally. This posting should have a minimum of 2 website references.
 * Possible Connections To Other Subjects: ** English, Reading, Social Studies

** Blog Posts Rubric ** Teacher Name: **Marti Shirley** Student Name:
 * CATEGORY || 5 || 4-3 || 2 || 1 - 0 ||
 * Content || Included key terms, key concepts, and a web reference, all identified clearly. || Included key terms, key concepts, and a web reference, all identified clearly. (missing 1 component) || Included key terms, key concepts, and a web reference, all identified clearly. (missing 2 components) || Included key terms, key concepts, and a web reference, all identified clearly. (missing 3 components) ||
 * Focus on Topic (Content) || There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. A personal connection is recognized. || Main idea is clear but the supporting information is general. The personal connection is recognized. || Main idea is somewhat clear but there is a need for more supporting information. The personal connection is unclear. || The main idea is not clear. There is a seemingly random collection of information. There is no personal connection. ||
 * Grammar & Spelling (Conventions) || Writer makes no errors in grammar or spelling that distract the reader from the content. || Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. || Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. || Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. ||
 * Completion/Timeliness || Student completed their blog profile. Student posted blog before/on the due date, and emailed the teacher with a working link to the blog. || Student posted blog before/on the due date, and emailed the teacher with a working link to the blog. Student did not complete their blog profile. || Student did not post blog before/on the due date or failed to email the teacher with a working link to the blog. Student did not complete their blog profile. || Student did not post blog before/on the due date and failed to email the teacher with a working link to the blog. Student did not complete their blog profile. ||


 * Comments:** **Total Score:** / 20

Robert McCord's Lesson Plan
Blog Lesson Plan

Robert McCord

June 14, 2010

//This is a lesson plan for a college freshman developmental English class. The students are almost ready for freshman comp, but they need a refresher course in the basics of college writing. I propose to have students write blogs on topics of their choice. The rules for blogging will follow those discussed in our course textbook.//

Instructions for setting up a blog Here is the homepage of Blogger: []

If you need to set up a Google account first, go here: []

After you set up your blog, email your instructor with a link to it. Use your first name and initial of your last name to identify yourself in the title of the blog. I will use this when I create a page with links to all the students’ blogs.

I’ve Got a Blog…. Now What?

Remember from our class discussions that a blog is not a journal. We are not writing about the daily events of life, like in a diary. This blog is part of our course and has a specific set of goals. Here are the guidelines for blogging in English 095: Choose a specific topic to blog about. This can be anything (almost!): sports, fashion, movies, music, pets, history, politics, health issues, hobbies, spirituality, ethnic issues, cooking, travel, technology, etc. The idea of blogging is to read, reflect, and comment, all while thinking critically and creatively. Thus we will read about our topic, find interesting links, discuss them and analyze them, and make our own connections. Here is a typical blog entry format: discuss an issue in the topic; post a link to a site that also discusses it; comment/reflect on the link; compare/contrast your views with the views at the other website. Here is another blog entry format: Post a question that is current in the topic; briefly state your view; add a link to another site that deals with it; discuss and analyze the other site’s point of view; compare/ contrast your view and the other site’s view. Post twice a week; each post must contain a link to another site as well as thoughtful/critical/analytical discussion of an issue in the topic you chose. Once a week you must comment on another student’s blog in the course. The comment must be constructive and thoughtful, and not just “I agree with you.” Remember that all blog posts and comments might/can be discussed in class as part of the educational process. Don’t write anything you don’t want the entire class to read!

Grades: Each post is worth 10 points. Each comment is worth 5 points. That’s 25 points a week for blogging. Posts and comments are due by Sunday 11:55 pm. Late blogs and comments will lose half the points.

For more examples of blogs and blog entries, see the links on our Angel page. Also see Angel for a grading rubric that shows how the instructor will grade the blog entries and comments.

Kevin Deibert Lesson Plan
Students will complete the maze project for the gifted program and post a video of the activity on line.Each student must view other group member’s videos that were posted to the blog and respond/critique each member’s project.The project will be worth a class grade of 100%
 * 2D2 Blog Assignment **

For the activity they must develop a maze that they can drop a marble into and have the marble travel throughout the maze and pop back out of the box after moving for at least 15 seconds.Once the objective is accomplished, they must video tape their results and post the video to the blog.Other students must then watch the results and either approve or make suggestions to each others maze.Parents will also be encouraged to view the results.

70% of the score will come from the successful completion of the maze.The marble must be dropped into one side of the box/contraption and move for 15 seconds inside the maze.It must also travel through a hole to exit the maze.
 * Rubric **

10% Students must record the video with the class flip cam and post it to the blog

20%Students must respond to the other groups video’s and make suggestions on how to improve each others maze

Audra Deibert's Lesson Plan
Blog Lesson Plan

In Pennsylvania, 5th graders are assessed on reading, math and writing skills.When coming to me in the beginning of the year, their writing is not up to par.They fear writing a paragraph, let alone a five paragraph essay which is expected for testing.With this interactive lesson, I hope the students will feel more comfortable with their paragraph structure which will lead to better essays.

The lesson I would incorporate blogging would not be one day, one time.My lesson will be four times a week, every week of the year.

Yearly Lesson Plan Format:


 * Day One ** :Students given a journal prompt to respond to via blog.Only one paragraph responses necessary for the lesson.


 * Day Two ** : “Style Day”.Students will look through their individual journal response adding more style to their paragraph.Their goal on this day will be to add similes, metaphors, adverbs, adjectives, etc. They will also rewrite the topic sentence and be sure all the necessary details are given.


 * Day Three ** : “Revise, Proof, Edit”.This lesson is focused on cleaning up their journal entry.Their goal for this day is to edit and produce their final copy on the blogspot.


 * Day Four ** :“Comment, please”.The last day will consist of commenting on other students blogs.They are required to post to at least two other classmates journal entries.They are encouraged to be positive, but can offer suggestions to the writer of the blog entry.

Rubric for Grading: PSSA Writing Rubric:

[]

Audrey Slocum's Lesson Plan
Audrey K. Slocum Blog Lesson Plan __**Rationale**__: Most 9th grade students have not seriously considered what they will do beyond high school. This activity allows them to use their interest survey results to find careers that most closely match their interests. Because students should be exposed to as much career information as possible, students will post the results of their research on the class blog for others to review and post comments and opinions. Exposure to numerous careers will also allow students to think about possible careers that did not appear on their own interest survey list. Use of the blog requires students to be engaged in all aspects of the project unlike the presentation software that has been used in the past where students were easily distracted or lost interest while others were presenting. 1. Students will log in to their Career Cruising portfolio and the class blog. 2. Using the results from their Interest Survey, students will narrow their list to their favorite __two__ careers. 3. Students will use Career Cruising to research the following information about __each__ career: > (What will you do on a day-to-day basis on the job?) > (What education/training is necessary to be successful in this career?) > (What state school provides the necessary education/training? What out-of-state school provides the necessary education/training?) > (What do you need to be able to do well in order to be successful in this career?) > (What is the national average? What is the state average?) 4. All information will be organized and added as __one__ post to the class blog. All information will be in complete sentences. 5. Students are to comment on at least __three__ other posts and answer the following:
 * __Class__**: 9th Grade Professional Growth
 * __Unit__**: Career Exploration
 * __Lesson__**: Research & Blog about Career Facts
 * __Time__**: 2-3 class periods
 * __Materials__**: Computer with Internet Access, Career Cruising Website, Moodle (blog)
 * __Objective__**: Students will use the results of their Interest Survey to narrow their list of possible careers to two. These two careers will be researched and shared with the rest of the class via the class blog.
 * __Procedure__**:
 * **Job Description**
 * **Education/Training**
 * **School**
 * **Skills/Abilities**
 * **Salary/Wages**
 * Identify one of the two careers listed.
 * What do you like about this career?
 * What do you dislike about this career?
 * Why do you think this person will be successful in this career?
 * Would you consider this career as a profession? Why or why not?
 * All responses should be in complete sentences.
 * __Evaluation__**: The researched information for each career is worth 50 points (10 points per topic). The comments on other posts are worth 20 points (5 points per question). The entire assignment is worth a total of 160 points. One point will be deducted for every incomplete sentence.

[[file:2D2+Blogging+Lesson+Plan.doc]]
Above is an introduction to plan to scaffold information to special ed students.



Jim Mc Intyre's Lesson Plan
Blog Lesson Plan Students will use the Blog as a diary of their research for their paper assignment. The topic of the paper is agreed to between the student and the instructor prior t beginning the research. No papers on topics other than those agreed to will be accepted. Students are required to read five to seven sources for their research paper. Students must write and post summaries of the readings they have done to their blog. Each time they update their blog, the students must send an e-mail with the link to their latest post to the instructor. All the summaries cannot be done in a single post. The following rubric will be used in grading the project  Rubric

Points || 0 || 3 || 5 || 7 || 10 || Number of Posts || 0 || 1 || 3 || 5 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">7 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a clear summary of the main idea of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">No Posts || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a partial and unclear summary of the main idea of the reading || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains an incomplete and somewhat clear summary of the main idea of the reading || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains an unclear but complete summary of the main idea of the reading || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a thorough and clear summary of the main idea of the reading || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains critical analysis of the main ideas of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">No Posts || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains an uncritical analysis of the main ideas of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a somewhat critical analysis of the main ideas of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a critical analysis of the main ideas of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains a balanced and thoughtful analysis of the main ideas of the reading. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains clear bibliographical citation of the source, including link where applicable. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">No Posts || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains basic and incomplete bibliographical citation of the source, not including link where applicable. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains incomplete bibliographical citation of the source, not including link where applicable. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains clear bibliographical citation of the source, not including link where applicable. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Post contains clear bibliographical citation of the source, including link where applicable. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading clearly pertains to the topic of the research paper. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">No Posts || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading clearly does not pertain to the topic of the research paper. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading s’ connection to the topic of the research paper is tenuous. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading pertains indirectly to the topic of the research paper. || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Reading clearly pertains to the topic of the research paper. ||

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