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Table of Contents
Holiday Card Exchange
● Implementation Plan
● Webcapture
● Learning Experience
Birthday Buddies
● Implementation Plan
● Webcapture
● Learning Experience
Mystery Skype
● Implementation Plan
● Webcapture
● Learning Experience
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Holiday Card Exchange Project
DESCRIPTION
Student will share seasonal cards with students around the world ranging
from K- 6th grade. The theme for 2017 is to decorate the cards with stars.
Our classroom is in group #32 and will be sending cards to 29 other
classrooms via post mail. We are to send one card to each classroom and
to also send one to a local community service. The cards will be sent by
December 13th. Although the project is titled “Holiday Card Exchange” ,
this can be easily turned into a seasonal greeting card which allows all
students to participate.
http://holidaycardproject.weebly.com/
TELECOLLABORATIVE STRUCTURE
● Global/Flat Classrooms
● Information Exchange
● Sequential Creations
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Holiday Card Exchange Project 2017 Implementation Plan
Objectives
Students will write and publish a holiday card that explains three facts about their classroom,
the average temperature in December where we live, and share our school’s websites link.
Standards
CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ISTE Standard
7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally. 7a
Students use digital tools to connect with learners from a variety of backgrounds and cultures,
engaging with them in ways that broaden mutual understanding and learning.
Implementation
Introduction- As an opening, I will model using a describing THINKING Map to brainstorm ideas
with students. Students will share three things they enjoy about their classroom and I will chart
down their responses.
Day 1 (November 28)- Students will use their personal describing map on Google Slides to draft
notes about what they like about their classroom. With a partner aloud during Think-Pair-Share
in a statues and movers activity, they will then share what they will write. “Statues” stay still and
“movers” pick a new partner to speak with when the bell is rang. This activity will allow me to
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listen to student responses and understanding. After the activity, students will sit down and
fill in their describing map.
Day 2 (November 29)- Students will then use each stem from their describing map to make a
complete sentence of each detai (google slides)l. In order to check for understanding,
non-volunteers will be selected with random selectors to share their detail in a complete
sentence . Students will then draft their paragraph that describes their favorite things about our
classroom and use transition words.
Day 3-4 : Students publish their writing by typing on to Google Docs and I will check then allow
students to print. I will then model how to make a card on the document camera and show them
images of holiday cards. I will tell the students the theme is stars for this year’s group. Students
will then use art supplies to decorate card and fill out the form created by the website creators.
Closing- After our class receives their cards from Group 32, we will take pictures and send them
to the project creators for sharing. Students will video themselves sharing their experience of
the project on their Class Dojo student profile. Our class will also map where our cards are from
and note take the average temperature for others.
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Holiday Card Project
Welcome Information Resources Standards Archives
Welcome to the
Holiday CARD
EXCHANGE
PROJECT
Join with classrooms around the world as we
WELCOME!
to the Holiday Card Project 2017
Join with classrooms around the world as we celebrate the joy of the Holiday Season in
December by sharing greeting cards!
We will also be building a Google Presentation where you can share a picture of your card plus
pictures of your students participating in this project!
I have been hosting this project for 10 years and it is one of my most favorite projects to host.
Writing skills, geography skills, math skills, creativity skills and more!!!
Jennifer Wagner
projectsbyjen.com coordinator
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Student Learning - anonymous student sample: As one can see, this students followed her
slides on Google Slides and completed the bubble map in note form. She then took her notes
and made them into complete sentences on the next slide. After, she took her sentences and
filled out the template created by the website.
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SYNOPSIS
After implementing and doing the lesson with my students, I found that they really loved this.
The idea of sending a card with a stamp was just amazing to them since they have not had this
experience. The students enjoyed seeing where the cards came from and circling on our
classroom map where the card came from. Word traveled around our campus and we had
students from other classrooms coming in to see the cards from around the U.S. I
underestimated how much this would affect my students, in a positive way.
However, the students and myself were a bit confused with the project’s title and the disconnect
from what the project expected. We made the connection to decorate our cards for the holidays,
but the content did not match the title “Holiday Card Exchange”. The students and I were under
the impression that we were going to write about the holidays and the season of Winter, based
off the title. After sorting out what was expected, we then understood it was only titled in this
fashion because of the decorating and the time frame of exchanging cards in December.
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Birthday Buddies
DESCRIPTION
Students will collaborate with others from around the world. Students will
be creating projects to share about their family’s birthday tradition. The way
students present their tradition is up to them, however; ideas are provided
as a guideline. For an age appropriate project, students will write a narrative
to explain their tradition and draw a picture to illustrate their birthday. The
goal is for students to learn about how birthday traditions are the same or
different, as well as to involve family and have them participate.
https://jward16.wixsite.com/birthdaybuddies17
TELECOLLABORATIVE STRUCTURES
● Exchanging Information
● Global/ Flat Classrooms
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Implementation Plan
Objectives
Students will write a personal narrative to tell about a time they had a birthday party and
traditions that take place.
Standards
CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ISTE Standard
NETS.S2 Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Implementation-
Introduction(December 6) - I will show students pictures of a time that I had a birthday party with
my family. I will sequence the picture using a flow map from THINKING Maps. I will use the flow
map to sequence the events that took place by placing a picture in each box. I will then write three
details using adjectives and fragments on the bottom of each picture to describe the picture. I will
use checks for understanding to see what students noticed about the picture and the order that
they were in. I will then stress the importance of telling a story in order.
Day 1 (December 6) - Students will get a personal flow map to draw a time they had a birthday
party in order, and write three details using adjectives and fragments at the bottom of each
illustration. Students will collaborate with their peers to talk about what they are drawing in each
scene using A/B partners for think pair share as well as create a title for their story.
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Days 2- 3: Students will take their flow map and transition it to a writing map called “G BOP
Stop”/ “Fleep Map”. I will reintroduce my flow map from day 1 and demonstrate how I will now be
inserting transition words and make complete sentences out of my three details adjectives.
Students will need an introduction, three body paragraphs, and a conclusion.
Day 4 (Closing) - Students will publish their narratives and read it back to themselves on
Voicethread. Students writing process and narratives will then be collected, copied, and sent in to
the Birthday Buddies website for sharing.
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Create Your Site
Birthday
ABOUT
HOME ABOUT JOIN US
Buddies
BIRTHDAY CALENDAR PROJECT GALLERY TEACHER RESOURCES BB PEN PALS CONTACT
GLP
T&M APA
+
When:
A Global Learning Project (GLP) is an educational opportunity
for students to collaborate all around the world. The project timeline for
birthday tradition
In our GLP students will be creating projects sharing about their project submissions is
September 5, to
families unique birthday traditions. As students share their
December 22,
traditions we can connect and learn from each other's
JOIN
2017.
similar and different traditions.
The Global Birthday
Each classes final project may be different based on your Buddies Calendar will
OUR GLP!
student's age/grade and ability levels, but we encourage be open and available
to join all year.
everyone to join.
The Birthday Buddies
PROJECT DETAILS:
pen pals (optional) will
be available to join
during the GLP window,
but participation
is open all year.
2. Brainstorm: Give students a brief time to share a quick example. Compile your
and the ability to
email.
students' responses and brainstorm ideas on a graphic organizer of your choice. This could be a chart
paper bubble map, student list, Google Doc, etc, whatever works for your classroom.
Contact us:
4. Drafting: Return to your discussion and encourage your students to start drafting their
birthdaybuddies17
@gmail.com
traditions. Drafting can be a drawing for younger students and a list for older students.
First Grade (6 & 7 years old) Second Grade (7 & 8 years old)
Students will create a drawing that showcases their birthday Students will create a drawing that showcases their birthday
tradition. Have students write 1-2+ sentences explaining their tradition (optional). Have students write 5+ sentences
Third Grade
birthday tradition.
Click here to go to the First Grade lesson page
explaining their birthday tradition.
Click here to go to the Second Grade lesson page
Please take photos, or scan your final project. If including photos, please do not send in pictures of
your students (for confidentiality and privacy reasons).
Upload your project to Google Drive and send a link to our Birthday Buddies email:
birthdaybuddies17@gmail.com
and we will upload the project to the website gallery for all to see your wonderful projects.
You can also check out the Global Birthday Calendar to see if you have any buddies worldwide who
share your birthday!
And spread the news! We are looking for classes all over the world to join!
● Student will do during birthday party and will explain how they celebrated. What are we going to
(skill)?
Independent Practice
(day 1 of 3) What are we going to
do with (concept)?
CCSS.ELA-LITERACY.W.3.6
ISTE Standard
NETS.S2
Activate Prior Connect to Learning
Objective
Knowledge
● Univ. Exp: Already know
When we read a story, how it is it told? Who is in a story?
make describing map
● Sub-skills: Review What other elements does a story have? for elements of a
story
CONTENT PRESENTATION
Concept Development
● WHAT: Define/Rule
Today, you will write details about a birthday party you had. RAJ
What is an
● Critical Attributes You will write your details in order. illustration ?
● Example/Non-example What’s an
example of a
When telling or writing a story you will include characters, setting?
dialogue, a setting, and include details. You will draw Share A/B to
explain what I
illustrations to help you write your story. Most importantly, am missing.
you need to tell your story in order.
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so excited when I woke up. It
was over because it was time
to go.
Importance
● WHY:
Why do you think it’s important to use plenty of details and Classdojo will
use
Pers/Acad/Life tell a story in order? non-volunteers
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Students will partner talk about what happened first, next,
and last at their birthday party.
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Student Learning- Sample of Google Slides for writing
implementation
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SYNOPSIS
During our lesson, the students responded with 80% accuracy or better when checking for
understanding. Something that went well with this lesson was the connection they had to the
prompt and seeing images from my own birthday party. Students were already familiar with
sequencing and what made this assignment unique was that it was about themselves which made
it easier for students to create a narrative.
The Birthday Buddies project website lacked a few items. The website still had tester tabs, the
response to participation was slow and disorganized. In addition, there were no standards found
in their website. I created the standards myself and looked up my own ISTE standard to include. I
was a bit disappointed in this experience. It felt unorganized and difficult to participate and work
with. The creator(s) left little room for collaboration for students to view what others have shared.
I felt as though I had to finish the project that was created myself.
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Mystery Skype
DESCRIPTION
Student will video conference with a guest speaker. They will take turns
asking our guest questions about his/her profession. This experience will
allow students to speak in a respectful and meaningful manner. They will
practice speaking and listening, researching and reporting, and questioning
skills.
https://education.microsoft.com/skype-in-the-classroom/mystery-skype
TELECOLLABORATIVE STRUCTURE
● Global/Flat Classrooms
● Information Exchange
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Implementation Plan
Objectives
Students will interview a guest speaker using question frames in order to practice research and
inquiry.
Standards
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
ISTE Standard
NETS.S2 Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Implementation-
Introduction( January ) - To introduce the concept, I will show students a sample of a Mystery
Skype from YouTube. We will partner talk about what we noticed took place. We will make a T-
Chart for social skills on how one listens and speaks during an interview. Students will then write
an exit ticket sharing which social skills they saw in the video.
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Day 1 - We will revisit our T-Chart for social skills and circle which skills we find most
important when speaking to someone. Students will then practice modeling these social skills in
scenarios that I will set up. After practicing the social skills, students will place which job they
would like to take when interviewing our own guest speaker.
Days 2: Students will go to their ClassDojo profiles with a partner. The students will then have a
mock interview with their partner using the question frames that will be later used during our
Mystery Skype with our guest. Each student will reverse roles as the professional and the
interviewer.
Day 3 - Students roles will be chosen by teacher. They will practice having a whole group interview
with our principal and notetake responses in order to prepare for our Mystery Skype.
Day 4- We will Mystery Skype with our guest and attempt to guess which profession they have.
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Mystery Skype
DESCRIPTION
Student will video conference with a guest speaker. They will take turns
asking our guest questions about his/her profession. This experience will
allow students to speak in a respectful and meaningful manner. They will
practice speaking and listening, researching and reporting, and questioning
skills.
https://education.microsoft.com/skype-in-the-classroom/mystery-skype
TELECOLLABORATIVE STRUCTURE
● Global/Flat Classrooms
● Information Exchange
Implementation Plan
Objectives
Students will interview a guest speaker using question frames in order to practice research and
inquiry.
Standards
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
ISTE Standard
NETS.S2 Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others.
Implementation-
Introduction( May ) - To introduce the concept, I will show students a sample of a Mystery Skype
from YouTube. We will partner talk about what we noticed took place. We will make a T- Chart for
social skills on how one listens and speaks during an interview. Students will then write an exit
ticket sharing which social skills they saw in the video.
Day 1 - We will revisit our T-Chart for social skills and circle which skills we find most
important when speaking to someone. Students will then practice modeling these social skills in
scenarios that I will set up. After practicing the social skills, students will place which job they
would like to take when interviewing our own guest speaker.
Days 2: Students will go to their ClassDojo profiles with a partner. The students will then have a
mock interview with their partner using the question frames that will be later used during our
Mystery Skype with our guest. Each student will reverse roles as the professional and the
interviewer.
Day 3 - Students roles will be chosen by teacher. They will practice having a whole group interview
with our principal and notetake responses in order to prepare for our Mystery Skype.
Day 4- We will Mystery Skype with our guest and attempt to guess which profession they have.
Bottom Left- Students are note taking for each answer by guest
SYNOPSIS
During our lesson, the implementation plan, students role played how to conduct a proper
interview. Our T- Chart created social norms that we acceptable when speaking to someone. The
students enjoyed interviewing each other as practice which set them up for success.
The Mystery Skype with our guest, Constance Marquez, went smoothly. Each student was able to
ask two questions at a time and all students were responsible for note taking. A recorder would
cross out the professions as students collaborated and agreed. After collaborating with each
other, the students determined that Constance was a teacher. They were very proud of
themselves!