Jessica+N.+&+Megan+A.

Story Board: ||  Lacked integration, and rigorous 21st century skills, and cooperative learning. ||  Student collaboration   || from Kristy: I love how carefully you have planned this out! You have taken integration to a new level. I can't wait to hear about your students' successes! __**ILP Working Plan**__ //**Compelling Question:**// How can dipity.com and Photo Story help students make insightful connections between Edgar Allan Poe's life experiences and his short stories and poetry?
 * IMAGE   ||    AUDIO/TOPIC
 * Slide showing ILP question  ||   ILP question, and all other q’s it led us to   ||
 * Old Excel sheet  ||   How assign used to be done/poor exam. of TPACK
 * Dipity.com logo  ||   How dipity better model of TPACK & 21st skills/ethics. Integration of S.S. & Cooperative learning   ||
 * Survey Monkey, screen shot of survey  ||   From survey, 80% agree tech. should be incorporated   ||
 * Video of students working/Still shots  ||   Allowed students real-world 21st skills…hiccups,frustrations along the way
 * Video of students interviews explaining dipity  ||   Students explaining what doing on dipity…insights   ||
 * Video of self assessment of timelines  ||   Peer and self eval. Reflections on final timeline & overall performance   ||
 * Video and still shots of class discussions  ||   Teacher directed discussions, student led discussion of Raven (also read Tell Tale, Red Death)   ||
 * Screen shot of diary assignment  ||   Explaining the final assessment: students take what learn in dipity, apply what they learned in class, to make connection btw. Poe’s life & stories   ||
 * Images from Poe’s stories  ||   Students will be asked to use imagery, practice figurative language and first person narration to tell story of Poe’s life and impact it had on his writings   ||
 * Photo Story Screen Shot  ||   Students will us Photo Story to put narratives to picture to create a digital story of what they’ve learned   ||
 * Example of Student Photo Story  ||     ||
 * Wrap Up…Image sum up of entire unit: excel, dipity, researching, picture of reading Poe, Photo Story  ||   Quotes from: Pink, digital story-telling, TPACK, new literacies. Our own appreciations of these, and how impacted student learning.   ||
 * Out takes of students  ||   Overall experience using dipity, digital story -telling, & Poe   ||

From Hiller: Great project topic! I like your first question because it brings in to focus the content that you want students to learn.

//**Proposed Resources:**// //**[|Letter To Parents.doc]**// [|Introduction to Research.pptx] icue.com [|Guided Notes.docx] Student Survey [|A&E Biography of Edgar Allan Poe] [|Poe Video Guided Notes.doc] Poe Museum [|Image Source] www.dipity.com [|Student Instructions for How to Begin Using Dipity.docx] [|Poe's Diary.doc] Photo Story


 * //Lesson Design://**
 * //Content: The life and writings of Edgar Allan Poe//
 * //Content Skills: 21st century Research Skills, Digital Story Telling, Critical Reading, Higher Order Thinking, Narrative Writing//
 * Standard Course of Study: English Language Arts 8th Grade >>
 * Objectives Covered in ILP Lesson:
 * Competency Goal 1: Objectives 1.01, 1.02, 1.03
 * Competency Goal 2: Objectives 2.01, 2.02
 * Competency Goal 4: Objective 4.01
 * Competency Goal 5: Objectives 5.01, 5.02
 * Competency Goal 6: Objective 6.01


 * //Pedagogical Approaches://
 * Lecture
 * Scaffold Instruction
 * Cooperative Learning (dipity.com) - Building Background Knowledge
 * Reciprocal Teaching (Questioning, Predicting, Clarifying)
 * Psychoanalytic Criticism (Literary Theory)
 * Narrative Writing - text to pseudo-self connection (Photo Story)
 * Digital Story Telling (dipity.com and Photo Story)


 * //Technology://
 * Classroom projector (for Edgar Allan Poe Biography, Research Skills and Ethics Presentation, Demonstration of www.dipity.com)
 * Teacher laptop (for Edgar Allan Poe Biography, Research Skills and Ethics Presentation, Demonstration of www.dipity.com)
 * icue.com for enhancement of Research Skills and Ethics Presentation
 * A&E Biography of Edgar Allan Poe (streamed via the internet from [|A&E Biography])
 * Student laptops
 * World Wide Web resources for research and image gathering
 * www.dipity.com for the creation of their timeline
 * Microsoft Word for the creation of their diary entry
 * Photo Story for the recording and final presentations of their diary entry


 * //Proposed Action Steps of Lesson://
 * Step 1: Introduce Students to Research Skills and Ethics (source and image retrieval).
 * Step 2: Students conduct research on-line finding information on Edgar Allan Poe's life. Students will gather information of what they believe to be the ten most influential moments of his life. Students will also conduct research and gather what they believe to be the 10 most significant historical events occurring during Poe's life.
 * Step 3: Students watch and actively listen (guided note taking) to the A&E Biography of Edgar Allan Poe to gather further insight into the author's life.
 * Step 4: Students compile all research into dipity.com creating a digital story of Poe's life by supporting their researched facts with images and/or video
 * Step 5: Students read works of Edgar Allan Poe: //The Tell Tale Heart; The Masque of the Red Death; The Raven//
 * Step 6: Students analyze the meaning, purpose, and literary devices found within the above readings through various activities and class discussions
 * Step 7: Students demonstrate their understanding of the significance of Edgar Allan Poe's tragic life and the impact his personal tragedies had on his writing. Students will write a pseudo-diary entry in which they take on the persona of Edgar Allan Poe. Students will be required to mimic Poe's voice and style, specifically his use of imagery within their final written product. In the entry students will choose the one most influential event from their dipity.com timeline that they believe impacted Poe's life the most and write about that moment. Students will write in first person and explain how their picked moment influenced Poe's idea for either //The Tell Tale Heart; The Masque of the Red Death;// or //The Raven.//
 * Step 8: Using Photo Story, students will record their diary entry, setting their recording to images that help enhance the story and mood of their creative work. Students will share their final products with their peers.

//**ILP Implementation:**// //**ILP Timeline**//: Week of October 11 - Introduce students to research skills and ethical standards; send out Parent/Student letter Week of October 18 - Finish research introduction; introduce the life of Edgar Allan Poe through lecture and A&E Biography; students take survey Week of October 25 - Introduce the dipity.com project and students begin research and creation (Megan visits Mrs. Nelson's class and begins to film) Week of November 1 - Students read "The Raven" and "The Tell Tale Heart" (Megan visits Mrs. Nelson's class and continues to capture video and interview students about dipity.com) Week of November 8 - Students read "Masque of the Red Death" and wrap up (Megan visits Mrs. Nelson's class and continues to capture video and continues to interview students about what they are learning about Poe) Week of November 15 - Students write their Poe Diary and create their digital stories (student samples are chosen for ILP presentation)
 * //Place:// Jessica Nelson's classroom at Centennial Campus Magnet Middle School - 8th grade Language Arts, Core 3
 * //ILP Action Steps://
 * Step 1: Students sign video/picture release and parent letter sent home explaining project's purpose.
 * Step 2: Students take a survey to assess their prior knowledge and comfort level with the proposed technology and content
 * Step 3: Lesson is implemented
 * Step 4: Students take an exit survey to assess their "gained" appreciation or lack there of for the proposed technology and content
 * Step 5: ILP is presented to ECI 546 in which insight, data, and experience are shared

Your project is coming along! I look forward to seeing the final product. From Hiller