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Lesson Plan:

What Do You Do

With All the

Access?

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Purpose: The Academic need

^{ISTE Standards for Students}

Click to Access All ISTE Student Standards

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Anticipatory Set: Getting the Learners Prepped

^Watch

Click image to access video

^Do

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Purpose: The Academic need

^{What is Digital Media?}

^{What is Social Media?}

^{Add to Discussion & Comment}

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Input: Students need information and facts

^{What is the importance of being critical consumers and creators in our digital world?}

^{Wordsplash - Turn & Talk}

^{“How’s the Abundance…” Quotes}

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A great way to avoid the dreaded lecture is to facilitate reading protocols that get students thinking and talking. It’s also a great way to bring current, relevant reading material into the classroom. The Block Party Reading Protocol can be used for pre, during, and after reading. In this lesson it is used to essentially “read” a current high level text.

You will see in the doc of quotes from the text that quotes were simplified from the original text. This was a way to bring the level down so the 7th graders could understand their quotes. The activity also began with a wordsplash. Students had these words in their ELA journals and discussed them as a table group. Then the discussion turned whole class with students adding definitions in their own words to their journals

To begin the Block Party, a brief summary was provided to the students and then each student received a quote from the text.

In a small group (table group), have students share their quote and explain it to their group. This allows for practice and clarification. Walk around, listening and adding clarification as necessary for students.
Have students stand up, push in chairs, have quotes in hand.
When the music plays, students meander around the room.
When the music stops, students partner up with the nearest person. One person reads their quote and says something about it. The next person does the same. The conversation continues until the music starts up again.
Repeat the process 3-4 times, or as many times as necessary.
After multiple pairings, students return to their seats to have a whole class discussion. Questions may include: What interesting idea or fact did you hear? Why was it interesting? What did you hear that shocked you? Why? What did the information that you heard tell us about how society views digital/social media? Does this change the way you view the use of digital/social media? Why/why not? After hearing this information, how do you think you need to be critical in your use of digital media/social media?

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Modeling: What does the product look Like?

^{How can we be, or what should we remember about being, critical consumers of digital media?}

^{Collaborative Slidedeck}

Apply what you learned from the

Worst Preso Unit!

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Check for Understanding: Know what they know

^observe

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Independent Practice: Time to work/create

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Closure: The finalization of the work

^{Review all 3 classes, look for similarities & differences.}

^{What is most important for us to remember?}

^Sample

^Classwork

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LINKS:

Trisha Sanchez

@techishtrish

tsanchez@natomascharter.org

^{ISTE Student Standards} ^{"Did You Know" Video} ^{Block Party Reading Protocol}	^{“How’s the Abundance…” Quotes} ^{Collaborative Slidedeck Template} ^{Student Sample of Collaborative Slidedeck}