My objective in the Communication Lab is to extend and enhance upon the academic concepts covered in the classroom while introducing a variety of tools that students can use now and in their future academic careers to present information well and communicate well with audiences of any age. The Communication Lab should foster learning that embraces the 4 C's, with a particular emphasis on communication. The learning opportunities will be differentiated and scaled appropriately for age levels and grades. The expectations will be to develop the ability to use tools to present information (as a group or individually), while honing English and Language Arts standards like speaking and listening, asking and answering questions, writing, citing evidence to support one's opinion, and more, all while meeting the themed units objectives and academic standards of the different grade levels. These skills should allow the students to take ownership of their learning, create digital examples of work that they can present and share, and allow them to work on their lab projects (as well as others that they might desire to create once they learn the tools) both in the lab and on their own time. The learning that takes place in the lab should foster a love of communication using these tools that will inspire creation to continue beyond the physical walls and scheduled time slots of the Communication Lab. Communication Lab Goals: To best prepare these elementary graduates for their middle school experiences and expectations, the plan is to spend the first semester on working to create Prezi projects. The first quarter visit will be to learn how to create Prezi's as a group. The second and third visit will be to create individual or partner Prezi's on topics focused on in their thematic plan. 1 st Semester: If possible, I would like to introduce simple Web Design during the first visit to the lab as a group using an easy to design web creation software or website, such as Sparkle or WordPress. During the consecutive visits to the lab, I would support students as they use the laptops and I-pads to design their own websites that introduce the audience to the subjects being focused on according to their grade level thematic plan. 2 nd Semester: *Look into differentiating group/individual expectations by assigning varying age audiences and have them create for that age. (Ex: a web page for Kindergarten students to explore, versus a web page for parents, etc.) *If time allows, have students choose either a Prezi or a Web Page that they have created and record them presenting it to the group. Allow them to self evaluate their performance with a simple rubric, looking for areas of strength and ways to improve when presenting to an audience. 5 th Grade: We will create, review, and share Poetry. We will submit poems to the National Student Poetry 1 st Semester: Contest Fall Edition. In an effort to participate in the MCPSS film making initiative, "Lights, Camera, Engage", culminating in an annual spring film festival, 4 th grade will be 2 nd Semester: 4 th Grade: Goals and Grade Level Objectives: Thursday, July 7, 2016 3:15 PM Communication Lab Long Range Plan 2016-2017 Page 1
Transcript
My objective in the Communication Lab is to extend and enhance upon the academic concepts covered in the classroom while introducing a variety of tools that students can use now and in their future academic careers to present information well and communicate well with audiences of any age. The Communication Lab should foster learning that embraces the 4 C's, with a particular emphasis on communication. The learning opportunities will be differentiated and scaled appropriately for age levels and grades. The expectations will be to develop the ability to use tools to present information (as a group or individually), while honing English and Language Arts standards like speaking and listening, asking and answering questions, writing, citing evidence to support one's opinion, and more, all while meeting the themed units objectives and academic standards of the different grade levels. These skills should allow the students to take ownership of their learning, create digital examples of work that they can present and share, and allow them to work on their lab projects (as well as others that they might desire to create once they learn the tools) both in the lab and on their own time. The learning that takes place in the lab should foster a love of communication using these tools that will inspire creation to continue beyond the physical walls and scheduled time slots of the Communication Lab.
Communication Lab Goals:
To best prepare these elementary graduates for their middle school experiences and expectations, the plan is to spend the first semester on working to create Prezi projects. The first quarter visit will be to learn how to create Prezi's as a group. The second and third visit will be to create individual or partner Prezi's on topics focused on in their thematic plan.
1st Semester:
If possible, I would like to introduce simple Web Design during the first visit to the lab as a group using an easy to design web creation software or website, such as Sparkle or WordPress. During the consecutive visits to the lab, I would support students as they use the laptops and I-pads to design their own websites that introduce the audience to the subjects being focused on according to their grade level thematic plan.
2nd Semester:
*Look into differentiating group/individual expectations by assigning varying age audiences and have them create for that age. (Ex: a web page for Kindergarten students to explore, versus a web page for parents, etc.)
*If time allows, have students choose either a Prezi or a Web Page that they have created and record them presenting it to the group. Allow them to self evaluate their performance with a simple rubric, looking for areas of strength and ways to improve when presenting to an audience.
5th Grade:
We will create, review, and share Poetry. We will submit poems to the National Student Poetry
1st Semester: Contest Fall Edition.
In an effort to participate in the MCPSS film making initiative, "Lights, Camera, Engage", culminating in an annual spring film festival, 4th grade will be
2nd Semester:
4th Grade:
Goals and Grade Level Objectives:Thursday, July 7, 2016 3:15 PM
Communication Lab Long Range Plan 2016-2017 Page 1
"Lights, Camera, Engage", culminating in an annual spring film festival, 4th grade will be introduced to story boarding and I-movie or Movie Maker editing software. We will use I-movie commercial software to build book trailers for our Newberry book choices read during 2nd quarter.
We will continue to design and create a book trailer commercial. Also, If possible, we will story board and then film/edit submissions for the film festival. The groups that complete these before the end of the year can then use the I-movie commercial builder software to create a movie trailer for their movies.
We will use a comic strip creation website or app to make short stories (similar to story boarding, but condensed into only a few boxes). We will use the thematic units to set our stories, while attempting to show personal reflection from the main character(s). LEGO Story Visualizer.
1st Semester:
We will use Lego Story Starter Kits to build and photograph/record their comics that they created first semester. If possible, we will record in a stop motion style video with audio added in. The final project should show reflective narrative elements around the big idea of "Making a World of Difference."
2nd Semester:
3rd Grade:
We will use the green screen and record informational videos about local endangered animals and how we can make a difference there. We will discuss the elements of a narrative writing (Character, Setting, Problem/Solution or Action with Sequenced Events) and begin writing and illustrating a book that we hope to publish in the spring.
1st Semester:/
We will complete the books and publish them in the spring. If time allows, we will then record and edit our books as I-movies.
*Look into publishing through MCPSS Print Shop versus Student Creations, etc.
2nd Semester:
2nd Grade:
1st grade students are at varying degrees of reading/writing readiness at the beginning of the school year. I would use the first meeting to introduce PowerPoint as a great tool for presenting information. Then during the following meetings, we would work together to create a group Power Point project on a topic that they are learning about in the classroom/thematic unit.
1st Semester:
At this time in the year the students are growing in independence and academic knowledge and can focus on creating their own, individual Power Point projects on academic topics being discussed in the room. (I will be able to scaffold this process and work more closely with those still needing more help, and partner students accordingly as well.) I would like for the students to be able to present their Power Point to the group or class as if they were the teacher, while being recorded. If possible, they can watch and self evaluate with a simple check list to assess how well they presented their information, how they could improve, what they liked, what they'd do differently next time, etc.
2nd Semester:
1st Grade:
Communication Lab Long Range Plan 2016-2017 Page 2
improve, what they liked, what they'd do differently next time, etc.
Kindergarten students are working on social skills and thriving in a school setting. I would focus on the topics suggested by the K teachers and thematic plan to create communication projects that extend on the learning in the classroom. Perhaps videos on the green screen to be shown to the class later, and shared with parents via e-mail. Perhaps a paper slide video or wordless picture books or Pic Jointer/Pic. Collages to sequence a story or show steps in order ("how to" story, etc.).
1st and 2nd semester:Kindergarten:
Creative writing- Books, Poetry, Fab Vocab, etc.1st and 2nd semester:
Clubs:
This is a flexible plan for the Communication Lab for 2016-17. It can be modified to better meet the needs of the school/teachers/students as the year advances. All ideas and/or suggestions for improvement are welcome! The grade level specific sections will be added to as the year progresses and thematic unit plans are created, and after collaboration takes place between myself and the teachers from that grade level.
Communication Lab Long Range Plan 2016-2017 Page 3
Kindergarten Standards and Objectives:
SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and largergroups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
1st grade Standards and Objectives:
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer questions.
TRAITS WRITING LESSONS: (Unit 1,
Week 3) Drafting
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed upon rules for discussion (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversation by responding to comment of others through multiple exchanges.
L.1.2 Demonstrate command of conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuations for sentences. d. Use conventional spellings for words with common spelling patterns and for occurring irregular words. (-at)
Social Studies
ACOS #3 Recognize leaders and their roles in the local community. (School Helpers)
ACOS #1 Construct timelines. • Use vocabulary associated with time, including past, present, and future. ACOS #6 Compare ways individuals and groups in the local community and state lived in the past to how they live today. (Transportation
2nd grade Standards and Objectives:
RL.2.3 Describe how characters respond to major events and challenges.
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL.2.1 Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to one at a time about topics and texts under discussion).
b.Build on others’ talk in conversations by linking together their comments to the remarks of others.
3rd grade Standards and Objectives:
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contributeto the sequence of events.
L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Produce, expand, and rearrange complete simple and compound sentences.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
d. Generalize learned spelling patterns when writing words.
Standards & ObjectivesFriday, August 26, 2016 10:55 AM
Communication Lab Long Range Plan 2016-2017 Page 4
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to tasks and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4th Grade Standards and Objectives:
RL.4.10 By the end of the year, read and comprehend literature,including stories, dramas, and poetry, in the Grades 4-5 text
complexity band proficiently, with scaffolding as needed at thehigh end of the range.
RI.4.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity bandproficiently, with scaffolding as needed at the high end of therange.
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., acharacter’s thoughts, words, or actions).
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
5th Grade Standards and Objectives:W.5.4 Produce clear and coherent writing in
which the development and organization are appropriate to task, purpose, and
audience. W.5.5 With guidance and support from
peers and adults, develop and strengthen[][\]\
.,/m./,m . ./,./,mm,./,m./,./, writing as needed by planning, revising, editing, rewriting, or trying a new approach.
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.
5th grade Standards and Objectives
W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
From <https://mcpss-my.sharepoint.com/personal/mpouliot_mcpss_com/Documents/Comm%20Lab%20Standards%20and%20Objectives.docx>
Communication Lab Long Range Plan 2016-2017 Page 5
Thematic Unit Focus: "How can we as travel agents create a travel package/plan for individuals interested in traveling to a particular planet in outer space?"
Communication Lab Objective: Introduce Prezi and how to operate/create. Work as a group to create a Prezi on one of the different planets. Incorporate persuasive elements to make Prezi enticing to a potential traveler.
Prezi getting started quick videos
Quarter 1: The students will create a Prezi account and complete a brief tutorial after watching a couple simple "how to" Prezi videos and practicing whole group with the teacher. They are encouraged to continue practicing in Prezi whenever they can, to check www.prezi.com/support for help troubleshooting when outside the Communication Lab, and to come ready to create awesome space themed persuasive Prezi presentations 2nd quarter! :)
Quarter 2: Work individually or in partner groups to create and share Prezi projects.
Communication Lab Focus Tool: Web Design (Sparkle or Word Press?)
Thematic Unit Focus:
Communication Lab Objective: Students will create Web Pages appropriate for a variety of audiences.
Quarter 3: As a whole group we will explore and create a Web Page on a topic covered in class.
Quarter 4: As small groups or individually, students will design a web page on a topic from the thematic unit. I will be there for support.
2nd SemesterThursday, July 7, 2016 4:32 PM
5th grade Page 7
We are discussing Prezi as a powerful way to present information. We watch (while pausing to point out/discuss) elements of the highlight video, 2 short "how to" create Prezi videos. We then create free accounts for the students and they use the remaining time to create work on completing the tutorial.
Q1Wednesday, September 21, 2016 2:40 PM
5th grade Page 8
Communication Lab Focus Tool: Microsoft Word, Story Boarding, I-Movie recording, editing, and commercial building software.
Thematic Unit Focus:
Communication Lab Objective: Students will be introduced to and participate in creating story boards, commercials for books, and editing any filming that they may do for their movies.
Quarter 1: National Student Poetry Contest, Fall Edition : Introduce the contest, review different forms of poetry, and create Poems of no more than 20 lines on any subject in any style except shape poems.
Quarter 2:Introduce I-Movie Trailers, and model how to build movies about books, encouraging others to want to read that book. This quarter we work together about a familiar text. Next quarter, the students work on creating individual book trailers for their Newbery book choices.I-movie commercial building for book trailers based on their Newbery book of choice.
1st Semester:Thursday, July 7, 2016 4:44 PM
4th grade Page 9
Communication Lab Focus Tool: I-pad I-movie editing software and commercial builder
Thematic Unit Focus:
Communication Lab Objective: Students will film their movies and edit using I-movie software, and if time allows,
Quarter 3: Film and edit movies.
Quarter 4: Complete movies and if time allows, create movie trailers.
2nd Semester:Thursday, July 7, 2016 4:44 PM
4th grade Page 10
We are watching a "Brain Pop Jr" video on Poetry, pausing it throughout to discuss elements of acrostic poetry, Haiku poetry, using the senses and rhyming words, etc. Afterwards I share a few examples of poems from Poetry books checked out of our library: "Mary had a Vampire Bat" from "Monster Goose" and "One Old Owl" from "The Frogs Wore Red Suspenders" and "Sick" from "Where the Sidewalk Ends" etc.
We discuss creating our own poem that will sway the audience to CARE about endangered animals and then we write on paper a poem before leaving. I will type and submit the completed poetry to a National Poetry competition.
PoetryWednesday, September 21, 2016 2:37 PM
4th grade Page 11
Communication Lab Focus Tool: Discovery Ed Board Builder
Thematic Unit Focus: Gulf Coast Q1, Fairy Tales Q2
Communication Lab Objective: Create Comic / Graphic Novel style stories in the Lego Story Visualizer App
Quarter 1:Comic Creations introduced and produced with a setting of the Gulf Coast.
Quarter 2: Continue using story boarding with comic creations in Lego Story Visualizer with a Fairy Tale Setting.
Meeting 1- Review Comic formatting and features such as Word Art, Illustrations, Text Boxes, etc. Discuss traditional Fairy Tale characteristics. Use this PowerPoint to review:
Fairy TaleElements
Use blank comic book print outs to help students draw/create rough draft fairy tale comics.
Meeting 2- Focus on the ART! Practice drawing realistically on card stock paper. Draw humans with realistic faces and bodies. Draw fantasy creatures that will be in their fairy tales like unicorns/dragons.
Fairy tales to be completed next quarter.
1st SemesterThursday, July 7, 2016 8:53 PM
3rd grade Page 12
Communication Lab Focus Tool:
Thematic Unit Focus:
Communication Lab Objective: Continue to develop comic creation skills. Introduce rubric that shows how final product will be graded. Give students time to create and capture their electronic comics. Print finished comics and grade them.
Quarter 3: Create the comics as described above. Use the two meetings to draw/color/capture and build electronic copies of their comic books.
Quarter 4: Perhaps gather these into a compilation of comics per class and sell them as entrepreneurs? Make an info graphic or thinglink to advertise for your comic. Persuasive commercials perhaps depending on time? The third grade comic book shop? Or LIBRARY?
2nd SemesterThursday, July 7, 2016 8:53 PM
3rd grade Page 13
We spend time learning about and exploring features of comics and graphic novels such as boxed layouts, word art, speech bubbles/thought bubbles, how to do a rough draft and then a final with color and detail, and then we learn how to use and create our own comics in the Lego Story Visualizer APP on our I-Pads.
Comic CreationWednesday, September 21, 2016 2:30 PM
3rd grade Page 14
Communication Lab Focus Tool: Narrative Writing, illustrations, publishing, I-pad recording of books.
Thematic Unit Focus:
Communication Lab Objective: Sharing information in a variety of ways; storytelling and illustrating
Quarter 1: Use I-Movie on I Pads to record and edit informational videos about endangered local animals and use the green screen by do-ink app (or other green screen editing software like Camtasia) and replace with images of the animals being discussed.
Quarter 2: Review narrative writing expectations, book formatting, and illustration expectations. Brainstorm and rough draft.Begin writing stories.
1st SemesterThursday, July 7, 2016 8:54 PM
2nd grade Page 15
Communication Lab Focus Tool: publisher and I-movie on ipads
Thematic Unit Focus:
Communication Lab Objective: Create and publish books and possibly record stories.
Quarter 3: Continue writing/typing narrative stories and illustrating them.
Quarter 4: Publish stories and if time allows, photograph and read/record in I-movie. Record the students reading their story with the illustration image replacing the green screen behind them.
2nd SemesterThursday, July 7, 2016 8:54 PM
2nd grade Page 16
We are working on researching and then quickly creating an informative video that tells about the animal, why the animal is endangered, and how we can try to conserve the animal.
Example video: Golden, 2A, Alabama beach mouse
Q1- Endangered Animal Research and Informative videosWednesday, September 21, 2016 2:27 PM
2nd grade Page 17
Communication Lab Focus Tool: Microsoft Power Point
Thematic Unit Focus:
Communication Lab Objective: Familiarize students with Microsoft PowerPoint Software and use it to create group presentations.
Quarter 1: Introduce software and as a group, model and build a PowerPoint presentation. Each child will do a slide where they search for and select an image of the career they would like to have one day. They will state why they want to do this when they are grown. We will print these slides and they can be attached as part of their 1st quarter PBL "Timeline" project.
Quarter 2: Build group presentations about the 2nd quarter project and field trip. Goal: 4 slides: Slide 1, introduction with name(s) of authors, slide 2- how I earned $, slide 3 - how I spent $, slide 4- how I made a difference in my local community.
1st SemesterThursday, July 7, 2016 8:54 PM
1st grade Page 18
Communication Lab Focus Tool: Microsoft PowerPoint
Thematic Unit Focus:
Communication Lab Objective: Create and present PowerPoint presentations
Quarter 3: Create and enhance PowerPoint presentations that could be "taught" by students to their peers in the group or in the classroom.
Quarter 4: Present, record, and self reflect on project (what went well, what could you improve on, what did you like/dislike, etc.)
2nd SemesterThursday, July 7, 2016 8:55 PM
1st grade Page 19
We are discovering some of the key PowerPoint features, such as: adding new slides, changing fonts size, color, and font selections, inserting and resizing pictures, inserting word art for titles, dragging images around the slide, adding text boxes for sentences, and resizing text boxes.
We are creating "When I grow up" slides, where each child gets his/her own slide and gets to choose an image from an internet search about a career of their choice, and I type what they say as their reason for why they want to pursue that job. We will print these and the students will cut and glue these slides to their timelines.
When IGrow Up, ...example
When I Grow UpWednesday, September 21, 2016 2:23 PM
1st grade Page 20
Communication Lab Focus Tool: public speaking, listening and following directions, etc.
Thematic Unit Focus:
Communication Lab Objective: Kindergarten students are working on social skills and thriving in a school setting. I would focus on the topics suggested by the K teachers and thematic plan to create communication projects that extend on the learning in the classroom. Perhaps videos on the green screen to be shown to the class later, and shared with parents via e-mail. Perhaps a paper slide video or wordless picture books or Pic Jointer/Pic. Collages to sequence a story or show steps in order ("how to" story, etc.).
Quarter 1: We will create brochures about different community helpers, their roles, transportation, tools, attire, and more. We will focus on Dentist/Doctor, Firefighter/Police, Baker, & Vet.
Quarter 2:
1st SemesterThursday, July 7, 2016 8:55 PM
Kindergarten Page 21
Communication Lab Focus Tool: listening, speaking, following directions, collaboration, etc.
Thematic Unit Focus:
Communication Lab Objective: Kindergarten students are working on social skills and thriving in a school setting. I would focus on the topics suggested by the K teachers and thematic plan to create communication projects that extend on the learning in the classroom. Perhaps videos on the green screen to be shown to the class later, and shared with parents via e-mail. Perhaps a paper slide video or wordless picture books or Pic Jointer/Pic. Collages to sequence a story or show steps in order ("how to" story, etc.).
Quarter 3:
Quarter 4:
2nd SemesterThursday, July 7, 2016 8:55 PM
Kindergarten Page 22
The Kindergarten students are working on a quarter long themed unit focusing on Community Helpers. In our Communication Lab we will research different special community helper roles, and then act as experts in that area and create our own informational video about that community helper. We will include information such as: attire, tools, where they work, what they do, how they are helpful, characteristics of this helper, etc.
We will use I-Movie to create and edit the recordings, then use Green Screen by DoInk App to change the background to match the information being shared. The students will help select appropriate images.
I've created a "Community Helpers" brochure for the students to fill out in class with a place for them to glue their QR codes to and share with home.
Example video: Curtis Group 1B- Veterinarians
Kindergarten Commu...
Q1 Community HelpersWednesday, September 21, 2016 1:43 PM
Kindergarten Page 23
Young Authors Group – Work with the 5th grade young authors to create chapter books and publish in the spring.
