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"There's enough for "There's enough for everyone's need, everyone's need, not everyone's not everyone's greed."greed."
James Lee
Adams, Sr.
15 POINTS = 15 MINS. 15 POINTS = 15 MINS. CHOICE!CHOICE!
Period 2b 2 Starting Again
Period 3a 12
Period 4b 10b
Period 6 0
Period 7Period 7 44
Warm-up Target: TECH OPERATIONS AND CONCEPTS
NETS 6CIVICS STANDARDS
Increase AWPM Learn to Type Special
Characters & Learn Civics Through Games
FIRST TAKE 4 PRACTICE TESTS AT FIRST TAKE 4 PRACTICE TESTS AT WWW.TYPINGTEST.COM, then try these: , then try these: 1. http://www.wikihow.com/Type-the-Trademark-Symbol2. http://www.howtotype.net3. http://fsymbols.com/keyboard/windows4. http://windows.microsoft.com/en-US/windows-vista/Insert-a-special-character-into-a-document-ASCII-codes
5. http://www.howtogeek.com/howto/21187/insert-any-special-character-with-a-single-keystroke
35
Try At Home
http://www.codecademy.com/You’ll need Chrome, Firefox, or Opera
5 for A 5 for A
5 for A 7 for B
5 for B 5 for A
32 Electoral Votes for A12 Electoral Votes for B
6 for A 6 For A
4rm 4
5 Electors b 6b
5rm 5b
5 5
6TH GRADE
TARGETS STANDARD 3 RESEARCH
Students willStudents will1.Learn how to conduct an effective search on the Internet using keywords2.Learn how to refine a keyword combination (also known as a search phrase) to yield better focused results3.Understand the difference between effective and ineffective keyword combinations4.Apply search strategies and skills by researching a variety of topics
•Save your clicks for the GOOD Save your clicks for the GOOD STUFF to save frustration and time.STUFF to save frustration and time.
•ReadRead the hyperlink and description. A good link for your research will have a hyperlink name and a description that answers the question you started with.
•To focus a search you should use at at least 3 keywordsleast 3 keywords, and for many topics you will do better with 5 or 6.
• For example, if you are only looking for how the Chinese New Year is celebrated in America, add the word America to the search.
REVIEWREVIEW About Effective About Effective Searches:Searches:
•Good keyword searching uses primarily nouns, primarily nouns, eliminating unimportant words such as the, and, what, or in.
•When you enter a complete question or sentence, the unneeded words prevent the unneeded words prevent the search engine from focusing search engine from focusing on the main topic of the search. (Of course modern search engines can deal with questions, but your results won’t be as good.)
REVIEWREVIEW About About Effective Searches:Effective Searches:
CHECK FOR CHECK FOR UNDERSTANDINGUNDERSTANDING: : 1.1.What keyword What keyword combinations yielded the combinations yielded the best search results in our best search results in our class?class?2.2.Sometimes 2 searches Sometimes 2 searches are equally good even if are equally good even if they use different they use different keywords. keywords. 3.3.How did we refine our How did we refine our searches?searches?
Section B
Section B 4. Take notes about all three topics. 4. Take notes about all three topics. You will probably discover that you can You will probably discover that you can find more information on some topics find more information on some topics than on others. than on others. •Copy the URLs of the websites where you get your information, so you can credit your sources if you quote or paraphrase any of the sites in your projects.6.6.At the end of the session, circle At the end of the session, circle
the topic on which you have the the topic on which you have the most information for a project. most information for a project.
7.7.You must save your handouts You must save your handouts and notes to my INBOX so I can and notes to my INBOX so I can assess (grade) whether you have assess (grade) whether you have found information directly found information directly relevant to your topic, employed relevant to your topic, employed the search strategies learned in the search strategies learned in the previous session, noted the the previous session, noted the URLs where you found your URLs where you found your information.information.
CNN STUDENT News Partial Start at 3:37http://www.cnn.com/2012/10/09/studentnews/sn-transcript-wed/index.html
Transcript in Word
CHOOSE ONE! RAPP it!
A. When is Fire Prevention Week? According to the segment, what are some causes of fires in the home? How do you think that these kinds of fires might be prevented? What could you do to raise awareness among your family members regarding potential fire dangers your home? What factors would you consider in a fire escape plan for your home?
B.According to a research study, about how many students are chronically absent each year? How did the study define "chronic absence"? Why do you think that relatively few states measure chronic absences? What do you think that states and school districts could do with data on chronic absenteeism? How is the school district featured in the program dealing with this issue? What reasons do you think students might give for skipping school? What do you think could be done to address this issue?
C.How can a viewer identify what group produced a political ad? How might this information be useful?
7TH GRADE
Let’s Finish Let’s Finish Scoring Our Scoring Our CNN News CNN News ResponsesResponses
CNN Student News Oct. 8 http://www.cnn.com/studentnews/
Writing Constructed Responses CHOOSE ONE Colored SECTION ONLY
SEE ALSO NEXT SLIDE FOR MORE CHOICES
___________________________________________________Can TV reports about athletes from diverse
backgrounds have an impact on viewers? Explain.___________________________________________________
What is the jobs number for September? How is it calculated? According to experts, how many jobs
need to be added each month to keep up with population growth? What is the current U.S.
unemployment rate? How is it calculated? What factors might influence both the jobs number and
the unemployment rate? How might these numbers factor in to political campaigns? Explain.
CNN Student News Oct. 8 http://www.cnn.com/studentnews/
Constructed Response - CHOOSE ONE SECTION ONLY
SEE ALSO PREVIOUS SLIDE FOR MORE CHOICES!_________________________________________________________
What does a scientist say about the physical characteristics of a newly-described dinosaur? What do
you think can be learned from fossils? Is this information useful today? Explain.
____________________________________________________________Would you pay to promote a post you made on social media? If so, how much? If not, why not? What do you think might
be the arguments for and against this feature?___________________________________________________________
What is NASCAR? What is the purpose of NASCAR's "Drive for Diversity" program? What is your opinion of this
program? What might be the benefits and challenges of being a trailblazer in a sport?
NEED THE PRINTED TRANSCRIPT? HERE IT IS:
Lesson 8 TargetAppreciate the meaning of privacy both conceptually and practicallyLesson 9 Targets•Understand what content is and is not copyrighted.•Understand that the best way to avoid copyright infringement online is only by posting 100% original content you create.•Review the key takeaways from all the lessons.
REVIEW
REVIEW
8TH GRADE
NET NET StandardsStandards#3 Research and Information Fluency
#2 Communication#4 Critical Thinking & Problem Solving
#5 Digital Citizenship#6 Technology Operations/Concepts
SAVE THISSAVE THIS
Now let’s see what you’ve discovered Now let’s see what you’ve discovered from the name stories you’ve heard. from the name stories you’ve heard. Reply to the following questions at Reply to the following questions at http://thetechtrainer.squarespace.com/forums/post/1977191
ANSWER IN STANDARD ENGLISH, USE ANSWER IN STANDARD ENGLISH, USE COMPLETE SENTENCES, AND SHOW WHAT COMPLETE SENTENCES, AND SHOW WHAT YOU KNOW!YOU KNOW!
A.A. What do names tell us about people? What do names tell us about people? B.B. How are names part of a person’s How are names part of a person’s
history? history? C.C. How were the names that weren’t How were the names that weren’t
chosen part of the stories? chosen part of the stories? D.D. How do name-giving practices vary How do name-giving practices vary
from one culture to another? from one culture to another? ChooseChoose REPLY TO THIS POSTREPLY TO THIS POST. . USE REAL NAMES & EMAIL. NO URL USE REAL NAMES & EMAIL. NO URL NEEDED.NEEDED.If the site goes down, use paper, If the site goes down, use paper, GoogleDocs, email, or Word.GoogleDocs, email, or Word.
HOW DO THE NAMES THAT WE HOW DO THE NAMES THAT WE USE CAN DEPEND UPON THE USE CAN DEPEND UPON THE SITUATIONS WE’RE IN AND THE SITUATIONS WE’RE IN AND THE PEOPLE WE ARE WITH?PEOPLE WE ARE WITH?1. We’ll be using the Naming Chart again. Use the back if necessary. Fill out the chart, using your own names, and the names of people in your Row Group. Don’t forget the person whom your explored in the Name Story Assignment if it wasn’t you. 2. Near the bottom of the chart, brainstorm a list of the different kinds of names and nicknames people can have (e.g., sports nicknames, family nicknames, full names, first name only). What role do the situation and audience play in how names are used?3. You will share your chart later today or tomorrow.
Per. 3 and 6 Did you Finish This?
Per. 3 and 6 Did you Finish This?
Audience -- a Audience -- a reading, viewing, or reading, viewing, or listening public listening public
(Author’s) Purpose (Author’s) Purpose -- The reason why a -- The reason why a writer has written a writer has written a text for readers.text for readers.
Session ThreeReview the rhetorical terms purpose and audience, using information from your textbook or this handout from the University of Houston, Victoria. Draw conclusions about the connections between the information on your Naming Charts and the ideas of purpose and audience? How do the situations that you are in and the people you are with determine the name(s) that you use?
Here are some writing scenarios (situations). You must determine the audience and situation for each of the following scenarios and then to indicate how you would include your name on the piece or sign the message. Remember, you don’t actually write. You just pick the audiences & situations, then say which name you would use.
a.writing a letter to a college or university to ask about admissions b.e-mailing a classmate to ask about a definition you forgot to write
down in class c.writing to a friend in another state to catch up on his or her lifed.writing a research paper for a social studies classe.writing a thank you note to a grandparent or another adult for a gift f. writing an acceptance letter for a scholarshipg.e-mailing a teacher to find out about the assignment you missed
when you were absenth.writing a letter to the editor of the local newspaperi. posting a comment on a friend’s online journal (or blog)
Session Three (continued)Session Three (continued)As you think about the names that are appropriate for each situation, discuss how As you think about the names that are appropriate for each situation, discuss how you know which name to choose and how the purpose of your writing might be you know which name to choose and how the purpose of your writing might be affected if you made another choice (e.g., what if you chose a family nickname to affected if you made another choice (e.g., what if you chose a family nickname to sign a message to your teacher?). sign a message to your teacher?). Now think of the names people use in online spaces. Imagine that you have three e-Now think of the names people use in online spaces. Imagine that you have three e-mail addresses. You can use the readings here, which are based on Scout from mail addresses. You can use the readings here, which are based on Scout from To To Kill a MockingbirdKill a Mockingbird. . Try for a range of at least three addresses, such as the following: Try for a range of at least three addresses, such as the following:
A school address: [email protected] A school address: [email protected] A home address: [email protected] A home address: [email protected] A second home (and more personal) address: [email protected] A second home (and more personal) address: [email protected] Imagine that the character from the story is writing e-mail messages for each of the Imagine that the character from the story is writing e-mail messages for each of the situations. Which e-mail address Scout (or the character you’ve chosen) should you situations. Which e-mail address Scout (or the character you’ve chosen) should you use in each situation and audience? Explain your decisions. Correctly use the use in each situation and audience? Explain your decisions. Correctly use the rhetorical words of rhetorical words of audienceaudience and and purposepurpose as part of your explanations. as part of your explanations. Next, reflect in your Name Journal on the connections between the names that Next, reflect in your Name Journal on the connections between the names that people use and the audiences and purposes in which you use them. In particular, people use and the audiences and purposes in which you use them. In particular, consider how audience and purpose influences the use of names in digital settings. consider how audience and purpose influences the use of names in digital settings. Here’s a prompt for your reflection: How does audience and purpose influence what Here’s a prompt for your reflection: How does audience and purpose influence what you write or say about yourself and who you are? you write or say about yourself and who you are?
Questions About Part One?Part Two
NAMING T-CHART
You Should HAVE SEVERAL NAME STORIES FROM YOUR ROW GROUP
MS Word Student Copy HERE
Per. 3 and 6 TIME TO TURN THIS INPer. 3 and 6 TIME TO TURN THIS IN
STUDENT INTERACTIVESProfile PublisherStudents use the Profile Publisher to draft online social networking profiles, yearbook profiles, and newspaper or magazine profiles for themselves, other real or fictional characters. Grades K – 12 | Student Interactive | Organizing & SummarizingVenn Diagram, 2 CirclesThis interactive tool allows students to create Venn Diagrams that contain two overlapping circles, enabling them to organize their information logically. PRINTOUTS•Name Story AssignmentNaming T-ChartOnline Persona OptionsOnline Name FormOnline Profile TipsOnline Persona Evaluation Form WEBSITES•What’s in a Name Interactive •Tracking Teresa Interactive •Teen Safety on the Information Highway •How to Choose a Safe Screen Name •Safety: Safe Surfing Tips for Teens •MySpace Safety Tips •NetSmartz Teens •Keeping Kids Safer on the Internet: Tips for Parents and Guardians
(optional)•Model Acceptable Use Policy
This Page is for Miss
Shanks
This Page is for Miss
Shanks
If desired, pass out copies of the Teen Safety on the Information Highway, from the National Center for Missing & Exploited Children (or ask students to read the document online). Ask students to identify information in the brochure that is important to consider when choosing information to share through an online persona (e.g., what kinds of details should not be included an e-mail address?). Ask students to complete your reading before the next session.
OVERVIEW / Review 7th Digital Citizenship
Detecting Lies - (35 minutes) - Teacher's Guide Lesson 2, Slides Lesson 2
Safety Mode - (5 minutes) - Teacher's Guide Lesson 3, Slides Lesson 3
Online Reputation and Cyberbullying - (45 minutes) - Teacher's Guide Lesson 4, Slides Lesson 4
Policy - The Community Guidelines (20 minutes) - Teacher's Guide Lesson 5, Slides Lesson 5
Reporting content - Flagging (20 minutes) - Teacher's Guide Lesson 6, Slides Lesson 6
YOUTUBE & DIGITAL CITIZENSHIPFOR MISS SHANKShttps://docs.google.com/presentation/d/10cY9dynQWmgvbgi-33XV-aOjNdTPSk9Rfd5RFStFxEk/present?ueb=true#slide=id.g149e89a6_1_14
https://docs.google.com/document/d/1_-YG6FfpbwNCLiTooQpJvJ976dcn0XtwpWPRl0avrPY/edit
