Day+2+(Two)

· **Day Two: Feb 11th** o Finish district wide standards o Create benchmark activities to measure standards

**Activity One Warm-Up**
Skim one of these two articles: []

[]

Then create a short presentation or activity to summarize:
 * -How online content construction influences learning?
 * -How you currently take advantage of similar activities? Area where you school could improve.

2. Online Content Construction
//**I**s the process by which students construct and redesign knowledge by actively encoding and decoding meaning on the world through the use of ever shifting mutlimodal tools.//

Create a multimedia presentation on a given topic with a main idea and supporting evidence (visual, audio, text) Demonstrate a knowledge of design elements Provide basic citation of sources Understand different forms of copyright Create digital artifact with found footage Participate in a discussion forum Create and post to a blog
 * 5th Grade:**

Create a multimedia presentation (eg. video, website) with claims and evidence designed to persuade or instruct the audience Create a website on a topic of choice with embedded supporting evidence and links to outside evidence Provide author/publisher and date of information source Understand different forms of copyright and give examples of fair use in schools Modify collection of digital artifacts to create a new product Moderate a discussion forum Create and post and find relevant blogs and aggregate in an RSS feeder Contribute to a collaborative document
 * 8th Grade:**

Create a multimedia presentation (eg. video, website) with claims and evidence designed to persuade or instruct the audience on a chosen research topic Create a dynamic website on a topic of choice with embedded supporting evidence and links to outside evidence Correctly use the citation style of instructor's choice Understand different forms of copyright and give examples of fair use in schools, and be able to explain the legal consequences of copyright infringement and libel issues Create a scripted digital story with a combination of original and found footage Lead and moderate a discussion forum Create and post and find relevant blogs and aggregate in an RSS feeder, and actively promote and seek out an active audience for your blog. Contribute and assess to a collaborative document
 * 12 Grade:**

3. Online Reading Comprehension
//Includes the skills, strateggies, and disposition s that student need to drive the onine collaborative inquiry process through a problem-based approach that requires a choice-making process (question, location, synthesizing, evaluating and communicating information).//

5th Grade: Formulate search terms from a question Edit terms to broaden or narrow searches Use multiple search engines Determine best tool to find information Locate information within a website
 * Locating**

Judge the credibility of publisher Evaluate for reading level Judge the readability of a website Judge the accuracy of a claim with a secondary source
 * Evaluating**

Collect information using a graphic organizer Identify main ideas from a website Compose personal reflection on a topic Integrate main idea and personal reflection
 * Sythsizing**

8th Grade: Use advanced search techniques Use Boolean search techniques Identify better keywords from search results Use specialized search engines and databases Use social networking tools for searches Use short-cuts to search a page
 * Locating**

Judge expertise of an author Judge expertise of a publisher Distinguish between primary and secondary resources Evaluate the credibility of a source included within a website Evaluate the bias of an author's perspectives Understand how design features influence meaning Rebut a claim with a secondary source
 * Evaluating**

Develop a personal note-taking system Annotate websites electronically Uses social bookmaking tools Combine information from websites with personal reflections and judgements Discard information that is not necessary Use information from websites to support position
 * Synthesizing**

12 Grade: //**Locating**// //Use advanced search techniques// //Use Boolean search techniques// //Identify better keywords from search results// //Use specialized search engines and databases// //Use social networking tools for searches// //Use short-cuts to search a page//

//**Evaluating**// //Judge expertise of an author// //Judge expertise of a publisher// //Distinguish between primary and secondary resources// //Evaluate the credibility of a source included within a website// //Evaluate the bias of an author's perspectives// //Understand how design features influence meaning// //Rebut a claim with a secondary source//

//**Synthesizing**// //Develop a personal note-taking system// //Annotate websites electronically// //Uses social bookmaking tools// //Combine information from websites with personal reflections and judgements// //Discard information that is not necessary// //Use information from websites to support position//

**Roll-Out**
One learning activity each (tri) semester that addresses the three benchmark in each content area Teachers need to track student performance on the standards in each content area Teachers adapt current lessons. Do not re-invent the wheel


 * Semester 1 || Semester 2 || Semester 3 || Semester 4 ||
 * Science || Science ||~ Science || Science ||
 * ~ English || English || English || English ||
 * Math || Math || Math ||~ Math ||
 * Social Studies ||~ Social Studies || Social Studies || Social Studies ||
 * Foreign Language || Foreign Language || Foreign Language || Foreign Language ||