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Cumulating Project
For RDG 543
April 18, 2015
Dan hartman
Cuthbertson High School
April 18, 2015
Dan hartman
Cuthbertson High School

Door
Door
PART ONE: PHYSICAL CLASSROOM SETTING 12 | Student workstations
Student workstations
13 | 14 | 15 | 16 | 17 | 18 |
Objectives and Procedures in English and Spanish
Objectives and Procedures in English and Spanish

11 | | Student
Discussion
And
Reading
Area
Student
Discussion
And
Reading
Area
| 19 | Student work stations
Student work stations
10 | | | Student work stations
Student work stations
20 | 9 | | | 21 | 8 | | | 22 | 7 | | | 23 | 6 | | | 24 | 5 | | | 25 | 4 | | | 26 | 3 | | | 27 | 2 | | | 28 | 1 | | Teacher Desk
Teacher Desk | 29 | | | 30 | | Teacher Resource area
Teacher Resource area
DoorSmart Board
Smart Board | |

Classroom dimensions: approximately 27’ by 42’
Classroom consists of 30 desktop PC’s for individual student use. These PC’s are situated on a shelf that is built into the wall and not able to be moved. The PC’s are hard wired into the network for internet connections. PC’s are all configured with Microsoft Office 2013. In addition to individual student PC’s, there are 15 traditional student desks that are used for discussion areas and for students to use when not on the PC. Some students find it more convenient to use the traditional desks when watching a video on the Smart Board.
Individual student work area includes a desktop PC that includes speakers and text book.
Text Book
Speakers
Text Book
Speakers

All students in our county have been issued Chrome books at have WiFi connections to the school network and are about to be connected at home. These Chrome books are not able to have Microsoft Office on them, rendering them just about useless for my class.

PART TWO: ASSESSMENT PLAN

Formal Assessment related to instruction plan:
The North Carolina Department of Public Instruction (DPI), has created unit quizzes, benchmark, midterm and final exams in our Career and Technical Education testing software named Thinkgate. Unit 2.09 is the lesson on Animations in PowerPoint.
All quizzes and tests are kept on a secure server. Students have access to the formal assessment when their teacher provides the appropriate test ID number. The quiz itself is not able to be downloaded nor copied.
The unit 2.09 quiz has 20 questions related to animations and related Power Point areas.

Informal Assessment related to instruction plan:
Below is a project that I developed and refined in this University of Phoenix course. From its original version, the project has grown to include students with different interests beside sports, and has included students who speak different languages beside English. It includes Spanish and Russian, although Russian speaking students in the school, I have never had a student who speaks Russian.
Animation and object layering Project –
Option A – Football Field and Players * Open PPT and save the file as yourlast_yourfirst_animatelayering_todaysdate * Insert a green rectangle onto the first slide. Search Google images for a grass texture. Make that picture your fill. * Draw white vertical lines across it to make it look like a football field. Draw the field with 10-yard increments. Insert numbers every 10 yard as yardage markers. * Give the field a 3D appearance by choosing the Riblet bevel. * Group the field and yard lines. * Find a football picture on Google. Insert it into a blank slide and remove the background. Size the football so that it is 1.5 inches high. * Insert the football onto the field. Use an entrance animation that brings the football onto the field from off the left slide and have the football come to rest in the right end zone. * Find three silhouettes of cheer leaders and bring them across the field using 3 different entrance animations * Add mid field and end zone decorations as you see fit

Animation and object layering Project –
Option B – Fashion show * Open PPT and save the file as yourlast_yourfirst_animatelayering_todaysdate * Insert a rectangle onto the first slide that will become your stage. Search Google images for a suitable texture to apply to your stage. Make that picture your fill. * Draw new rectangles to create side stage runways for the models to walk down. * Draw white vertical lines across the runway to give your models a reference line for walking in low light conditions. * Give the stage a 3D appearance by choosing the Riblet bevel. * Group the stage and line markings. * Find a three silhouettes of models on Google. Insert it into a blank slide and remove the background. Size each model so that it is 1.5 inches high. * Insert the model onto the stage. Use an entrance animation that brings the model onto the stage from off the left slide and have the model walk to the in the right side. * Add fashion logos and decorations as you see fit
Animation and object layering Project –
Option C – African Savannah * Open PPT and save the file as yourlast_yourfirst_animatelayering_todaysdate * Insert a green rectangle onto the first slide. Search Google images for a grass texture. Make that picture your fill. * Draw at least three different trees using only shapes from the insert tab. Insert other vegetation using shapes as you see fit. * Give the savannah a 3D appearance by choosing the Riblet bevel. * Group the savannah and trees/vegetation. * Find a lion picture on Google. Insert it into a blank slide and remove the background. Size the lion so that it is 1.5 inches high. * Insert the lion into the savannah. Use an entrance animation that brings the lion onto the savannah from off the left slide and have the lion come to rest in the right side. * Find three silhouettes of other African animals and bring them across the savannah using 3 different entrance animations. * Add a sun set, birds flying and a “tree of life” as you see fit.

Animación y capas de los objetos del proyecto -
Opción A - El campo y los jugadores de fútbol
• PPT Abrir y guardar el archivo como yourlast_yourfirst_animatelayering_todaysdate
• Inserte un rectángulo verde en la primera diapositiva. Buscar en Google imágenes para una textura de hierba. Hacer que la imagen de su llenado.
• Dibujar líneas verticales blancas a través de ella para que se vea como un campo de fútbol. Dibuje el campo con incrementos de 10 yardas. Insertar números de cada 10 yardas como marcadores de yardas.
• Dar el campo una apariencia 3D eligiendo el extremo de costilla bisel.
• Las líneas del Grupo del campo y el patio.
• Buscar una imagen de fútbol en Google. Insertarlo en una diapositiva en blanco y eliminar el fondo. Ajuste el tamaño del fútbol para que sea 1.5 pulgadas de alto.
• Inserte el fútbol sobre el campo. Utilice una animación de entrada que lleva el fútbol en el campo desde fuera de la diapositiva izquierda y ha llegado el fútbol para descansar en la zona de extremo derecho.
• Encuentra tres siluetas de líderes de la alegría y llevarlos a través del campo con 3 animaciones de entrada diferentes
• Añadir mediados campo y zona de anotación decoraciones como mejor le parezca

Animación y capas de los objetos del proyecto -
Opción B - Moda espectáculo
• PPT Abrir y guardar el archivo como yourlast_yourfirst_animatelayering_todaysdate
• Inserte un rectángulo sobre la primera diapositiva que se convertirá en su escenario. Buscar en Google imágenes para una textura adecuada para aplicar a su escenario. Hacer que la imagen de su llenado.
• Elaborar nuevos rectángulos para crear pistas de etapa secundarios para los modelos a pie hacia abajo.
• Dibujar líneas verticales blancas que cruzan la pista para dar a sus modelos una línea de referencia para caminar en condiciones de poca luz.
• Dar el escenario un aspecto 3D eligiendo el extremo de costilla bisel.
• Marcas de Grupo de la etapa y de línea.
• Buscar un tres siluetas de modelos en Google. Insertarlo en una diapositiva en blanco y eliminar el fondo. Tamaño cada modelo de modo que es 1,5 pulgadas de alto.
• Introduzca el modelo en el escenario. Utilice una animación de entrada que trae el modelo en el escenario desde fuera de la diapositiva izquierda y tienen el modelo de paseo a la en el lado derecho.
• Añadir logotipos de moda y decoraciones como mejor le parezca
Animación y capas de los objetos del proyecto -
Opción C - Sabana Africana
• PPT Abrir y guardar el archivo como yourlast_yourfirst_animatelayering_todaysdate
• Inserte un rectángulo verde en la primera diapositiva. Buscar en Google imágenes para una textura de hierba. Hacer que la imagen de su llenado.
• Dibuja al menos tres árboles diferentes utilizando sólo las formas de la lengüeta de la tapa. Inserte otras formas de vegetación utilizando como mejor le parezca.
• Dar la sabana una apariencia 3D eligiendo el extremo de costilla bisel.
• Grupo de la sabana y los árboles / vegetación.
• Buscar una imagen león en Google. Insertarlo en una diapositiva en blanco y eliminar el fondo. Tamaño El león de modo que es 1.5 pulgadas de alto.
• Inserte el león en la sabana. Utilice una animación de entrada que lleva al león en la sabana de fuera de la diapositiva izquierda y tiene el león viene a descansar en el lado derecho.
• Encuentra tres siluetas de otros animales africanos y llevarlos a través de la sabana con 3 animaciones de entrada diferentes.
• Agregar una puesta de sol, los pájaros que vuelan y un "árbol de la vida" como mejor le parezca.
Анимация и объект отводками Project -
Вариант - Футбол поля, и игроки
• Открыть PPT и сохраните файл как yourlast_yourfirst_animatelayering_todaysdate
• Вставьте зеленый прямоугольник на первом слайде. Поиск Google Images для текстурой травы. Сделать эту картину свою долю.
• Нарисуйте белые вертикальные линии на ней, чтобы сделать его похожим на футбольном поле. Нарисуйте поле с шагом 10 ярдов. Вставьте число, каждый 10 метров в ярдах маркеров.
• Дайте области 3D-вид, выбрав передними ребрами фаски.
• Группа полей и двор линии.
• Найти футбольную картину на Google. Вставьте его в пустой слайд и удалить фон. Размер футбол, так что это 1,5 дюймов.
• Вставьте в футбол на поле. Используйте вход анимацию, которая приносит футбол на поле с от левой слайд и футбол приехали отдыхать в конце зоны вправо.
• Найдите три силуэты лидеров настроение и принести их по полю с помощью 3 различных вступительные анимации
• Добавить середине поля и Endzone украшения, как вы считаете нужным

Анимация и объект отводками Project -
Вариант B - Fashion-шоу
• Открыть PPT и сохраните файл как yourlast_yourfirst_animatelayering_todaysdate
• Вставьте прямоугольник на первый слайд, который станет вашим этап. Поиск Google Images подходящего текстуры для применения к сцене. Сделать эту картину свою долю.
• Нарисуйте новые прямоугольники, чтобы создать побочные стадии взлетно-посадочные полосы для модели, чтобы спуститься.
• Нарисуйте белые вертикальные линии на взлетно-посадочной полосе, чтобы дать вашей модели базовую линию для прогулок в условиях низкой освещенности.
• Дайте Stage 3D-вид, выбрав передними ребрами фаски.
• Группа театра и линии разметки.
• Найти три силуэты моделей на Google. Вставьте его в пустой слайд и удалить фон. Размер каждой модели так, чтобы оно 1,5 дюймов.
• Вставьте модель на сцену. Используйте вход анимацию, которая приносит модели на сцену из отключить левую слайд и есть модель ходьбы в правой части.
• Добавить моды логотипы и украшения, как вы считаете нужным
Анимация и объект отводками Project -
Вариант C - африканская саванна
• Открыть PPT и сохраните файл как yourlast_yourfirst_animatelayering_todaysdate
• Вставьте зеленый прямоугольник на первом слайде. Поиск Google Images для текстурой травы. Сделать эту картину свою долю.
• Нарисуйте по крайней мере три различных деревьев, используя только формы на вкладке вставки. Вставьте другой растительности с помощью формы, как вы считаете нужным.
• Дайте Саванна 3D-вид, выбрав передними ребрами фаски.
• Группа саванны и деревья / растительность.
• Найти льва изображение на Google. Вставьте его в пустой слайд и удалить фон. Размер льва, так что это 1,5 дюймов.
• Вставьте льва в саванне. Используйте вход анимацию, которая приносит льва на саванне, удаленных от левой слайд и есть лев приехать на отдых в правую сторону.
• Найдите три силуэты других африканских животных и приносить их по саванне с помощью 3 различных вступительные анимации.
• Добавить набор ВС, птицы летают и "древо жизни", как вы считаете нужным.
Three Tier Response to Intervention Plan
Union County Public Schools
Level I Intervention Form

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I.) Student Name: Tommy Case NCWISE#: 12345678
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LEVEL I Intervention Notification by (Dan Hartman) on
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------------------------------------------------- Parent(s) Name: Joseph Case Parent Phone(s): 704-296-0105
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Parent Address: 1400 Cuthbertson Rd, Waxhaw, NC 28173
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Teacher/Team: Dan Hartman
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DOB: 07/14/1998 Grade: 10 Ethnicity: White
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------------------------------------------------- Date PEP written: 10/20/15
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Areas addressed in PEP: XX Reading Math XX Writing Behavior
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------------------------------------------------- Check Areas that Apply: AIG 504 EC Title I ESL
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(If ESL, please list most current IPT results )

II.) Attendance/Tardies: Grade: | Current Grade: | Previous Grade: | Previous Grade: | Previous Grade: | Days Absent | 2 | 3 | 4 | 4 | Tardies (if available) | 2 | 3 | 4 | 4 |

III.) Summary of Parent Contacts (must be at least two): | | Form of Contact- Check One | | Date of Attempt: | Person Making Contact: (name and position) | Conference | Phone Call | Letter/Note (attach copy) | Email(attach copy) | Home Visit | Comments/Outcome: | 10/15/14 | Dan Hartman Teacher | | | | | | Told dad of not completed assignment. He will talk to him | 10/22/14 | Dan Hartman Teacher | | | | | | Told dad of low quiz score. Dad is helping with homework | 10/29/15 | Dan Hartman Teacher | | | | | | Told dad seems like things are improving. Turned in homework | 11/5/15 | Dan Hartman Teacher | | | | | | Quiz score up from last week. Things are loong good. |

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Summary of Impact/Change As a Result of Parent Contacts: Dad is helping with home work and more in touch with son's grades. Dad is helping and offered incnetives for doing well. It seems to be working.
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IV.) Vision Screening Results: Date: 7/14/14 Pass Fail
With glasses/corrective lenses Results: Near: (L) 20 (R) 23 (BOTH) 20
Without glasses/correction Far: (L) 20 (R) 23 (BOTH) 20

Hearing Screening Results: Date: 7/14/14 Pass Fail Results: 27dB (Intensity Level) 78Hz (Frequencies)

V.) Background: Subject Area: | Current Year Grades: | Previous Year Grades: | Reading | 80 | 85 | Math | 78 | 80 | Microsoft | 92 | n/a |

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Student Strengths (Write a brief description):
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Tommy will sit and appear to be working on an assignment. He will not get up not be interuptive. He rarely has questions or talks to other students.
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Are there any special factors to consider?
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Review Each: 1) -------------------------------------------------
Retentions:
2) -------------------------------------------------
Attendance:
3) -------------------------------------------------
Environmental Factors: 4) -------------------------------------------------
Previous Evaluations: 10/1/12 5) -------------------------------------------------
Local/State Assessment Data:

VI.) Areas of Concern/Needs (check all that apply and circle key areas to target for intervention): Language Arts: | Mathematics: | Behavior: | Other: | Phonemic Awareness Phonics Sight Word Vocabulary Fluency Reading Vocabulary Reading Comprehension Fact/Opinion Inferences Literal ?’s Non-literal ?’s Main Idea Retell Story Written Expression Conventions Content Other: | Counting/Number Sense Basic Math Facts (circle any): +, -, x, / Place Value Equality Estimation Geometry Word Problems Algebra Measurement Probability Problem-Solving Fractions Data Analysis Other: | Noncompliance Motivation Peer relations Withdrawn/Moody Verbally Aggressive Physically Aggressive Social Difficulties-------------------------------------------------
He will sit and stare Frequently Inattentive(careless mistakes, forgetful) Hyperactive (fidgets, talks excessively) Impulsive(blurts out, interrupts others)late work has been found in his backpack Disorganized(loses/misplaces materials) | Science Social Studies Medical Concerns Motor Skills Fine Motor Gross Motor Speech ___ Artic, Voice, Fluency*Alert Speech/Lang. Pathologist Language Receptive Expressive Pragmatic Other: |

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VII.) Current Assessment Information for Area(s) of Concern
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(ex: running record, math facts known, sight words known, # of targeted comprehension questions correct, benchmark testing results ---may attach DRA score report, etc.):
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Tommy is not able to pull facts from the article. When I help him read the article he can "get it", bu tnot on his own.
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VIII.) Date of 1st Meeting:
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Interventions/Strategies developed by team for targeted area(s) of concern – i.e.: what will occur to help improve the targeted area(s) of concern? (Focus on the biggest area(s) of concern first):
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When Tommy is given an assignment, teacher will go over it with him on a 1-1 basis. Teacher will have him repeat back what the assignment will look like in the end and how he will go about completing it. Teacher will check back frequently to keep Tommy on track as needed and answer questions that may arise during the project.
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Measurement: (How will progress be measured?)
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When the project is submitted, is it completed according to the rubric? If yes, the we have determined what is needed for future projects. If not, why did it not happen
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Meeting Notes - 1st Meeting (Plan should be reviewed by team within 6 weeks):
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Parents, teacher, administrative team and EC representative will attend meeting in 5 weeks
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Signatures of Attendees 1st Meeting:
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_____________________________________ _______________________________________
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_____________________________________ _______________________________________
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_____________________________________ _______________________________________
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_____________________________________ _______________________________________
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Plan Review Meeting Date: (should be within 6 weeks)

Student and Peer Assessment
Career Study Power Point Project
Below is an example of an informal assessment that I have used in class. It has a number of PowerPoint design elements that are graded by the student, one of their friends and then me.
In this project, you will be giving a PowerPoint Presentation on a career study of your choosing. You should select a career that you are interested in and your interest should come through in the presentation. Your grade will be comprised of your content, your content, PPT presentation and your Oral presentation.
Aptitudes - what natural talents are needed to be successful? For example a surgeon should be good with his hands, an accountant should be good with numbers, etc. Skills are practiced abilities. Skills are in knee surgery, or IRS laws.
Work Setting – A doctor works in a hospital, operating room and office, an accountant in an office and client location.
Wages – what does this person make in Charlotte and nationwide. Where are they paid the highest and lowest in US?
Physical demands – is this person sitting down at a computer, on their feet all day, how long is a typical day, is there a busy time of year, etc.
Work Activities – what does this person do in a typical day? A surgeon may spend part of his day in surgery, making rounds in the hospital and consulting patients in his office.
Current employment outlook – In Charlotte and nationwide. Wherein the US is this person most in demand, where least?
Tools Used – are scalpels, stethoscopes, computers and calculators.
Education – Degrees required and cost of those degrees. A doctor needs a BS and an MD degree. Use a school that you are interested in. If a typical NC school such as UNC or NC State has the program, use that one. Does the average person graduate with educational loans to pay off?
Training and Preparation – what training is required beyond education. Does the position require an internship or are they hired directly into the position
Advancement Opportunities – Where does someone advance to after this job? Does a doctor manage a group of doctors or teach new ones in medical school? Employees do not graduate from college, work in the same job for 40 years, and then retire.
Easy to see on screen – Is all text visible?
Graphics, Smart Art, Tables and Pictures – Are they appropriate, sized properly, scaled and cropped appropriately?
Sound – Is it appropriate?
Lines and/or borders – are they used to separate text or decorated the page?
Text appropriate length? Is there a paragraph with sentences or bullets?
Graph – is there at least one graph containing data appropriate for the type of graph. Are the axis’s labeled properly.
Transition effect are appropriate and varied.
Animation is appropriate or is it just moving something for the sake of moving it?
Hyperlink – Are there at least 3? Do they look appropriate?
Does not rely on notes – are you reading what is on screen or speaking about the items there? Use a printed copy for reference if needed.
Makes Eye contact with audience or reading? All material covered and adequately explained?
Presentation conducted in professional manner? How are you dressed? Speaks loud and clear?
Smooth transitions – are the automatic transitions timed appropriately?
Extra Credit – Did I say “wow” when you were done?

Content of Presentation (3 points each)
Description Section Student Peer Teacher
Aptitudes/Skills _________ ______ ______
Work Setting _________ ______ ______
Hiring Practices _________ ______ ______
Wages ________ ______ ______
Physical Demands ________ ______ ______
Work Activities ________ ______ ______
Current Employment Outlook ________ ______ ______

Preparation Section Tools Used _______ ______ ______
Education _______ ______ ______ Training and Preparation _______ ______ ______ Advancement Opportunities _______ ______ ______

PowerPoint Presentation (3 points each)
Screen Show Easy to see on screen ________ ______ ______ Appropriate graphics ________ ______ ______ Digital Photo used ________ ______ ______ Appropriate use of sound ________ ______ ______ Lines and/or border used ________ ______ ______ Text appropriate length on page
Not sentences ________ ______ ______ Graph: chart type appropriate for data; easy to see; explanation appropriate; correct labels ________ ______ ______

Transition effects appropriate ________ ______ ______

Use of animation appropriate ________ ______ ______

Oral Presentation (3 points each)

Does not rely too much on notes ________ ______ ______ Makes eye contact with audience ________ ______ ______ Presentation conducted in professional manner _______ ______ ______ Speaks clearly; volume appropriate ________ ______ ______ Smooth automatic transitions between items ________ ______ ______

Bonus (up to 5 points) Creative use of PowerPoint Presentation beyond expectations _______ ______ ______

Total _____ ______ ______

Culturally Responsive Family Involvement
The animation and layering project outlined above demonstrates culturally responsive teaching. By allowing students the option of selecting a project which interests them, they are more apt to put more effort into it and learn more of the intricacies of animating objects.
Parents are involved in the process by frequent emails and phone calls. Parents are involved in the educational process by their attendance at the several parent/teacher evening events that the school hosts each year.

Part Three: Culturally Responsive Instructional Plan
Two reading comprehension lessons in related to my subject area:
Lesson one
Objectives:
* PowerPoint Objective 2.08 - Students will apply knowledge to add graphics to a presentation * PowerPoint Objective 2.09 - Students will apply animations to text and graphics * World History Objective 3.3 - Analyze how innovations in agriculture, trade and business impacted the economic and social development of various medieval societies * World History Objective 4.3 - Explain how agricultural and technological improvements transformed daily life socially and economically * World History Objective 4.4 - Analyze the effects of increased global trade on the interactions between nations in Europe, Southwest Asia, the Americas and Africa.
Materials:
* Student desktop PC’s * Smart board * Internet
Instructional strategies to meet the needs of at least one other diverse learning group

* Collaboration through group work * Use of graphic organizers such as KWL charts * Project examples given before assignment

Computer Functions: * Students will watch a video on how to Animations. The video is located at: http://www.gcflearnfree.org/office2013/powerpoint2013/20 * After watching the video, we will use the Smart Board to create a KWL chart. This chart will establish some basis of knowledge. * K – What do prior knowledge do we already know about animations * W – What do we want to know? What did we see in the video that we want to implement into our project? * L – What have we learned? * Students will use the class Moodle site to review the project details and grading rubric. * Students will watch the peer tutor (this individual received an A in this course last year) demonstrate his project. In the demonstration, students will see appropriate use of animated text and graphics. * Students will search the internet for appropriate statistics and graphics

Specify the Problem
You are the Minister of Tourism for your assigned country. Your job is to create a PowerPoint presentation that will convince corporate leaders and foreign dignitaries they need to invest in your country. That means they will relocate offices, build factories and hire citizens of your country.
Research and Analysis
The students will form groups of three to discuss the following: * How was this study conducted? * What factors did the study consider? * Why is my country rated so high (or low)? * What animations did I like? * What animations would be appropriate for certain types of information? * What graphics should I use?

From this discussion, students will update the KWL chart as they discover information about animations and their country. The will write these notes on a PowerPoint slide so they can use the information on their project.
Results Presentation
Each student will create a PowerPoint presentation on the country they have selected.
Activities During Computer Use: * Review the article on how the survey was conducted. * Find specifics about the student’s country * Identify websites that may provide the additional information. * Review how to apply animations * Update the KWL chart as needed
Activities Before Computer Use * Teacher discusses project with students. * Teacher accesses prior knowledge of animations. How were they used? What do you like? What do you dislike? * Teacher discusses economic terms such as GDP. What does it mean? Do not simply copy/paste data. Know what the various terms mean. * Teacher discusses sources and how to list them. * Teacher reviews project details and rubric. * Teacher reminds students of rubric and to check their project against it before turning in.
Project Details * Each student will create a PowerPoint presentation that meets the criteria in the project details below: * Multiple quick styles and different place holders (place holders do not have to be at the top of the page.) * You must have a relevant photo/clip art/graphic/smart art/table/illustration on each slide. * You must have at least one entrance and one exit animation on each slide. * The animations should enhance the material, not detract from it. * You should be able answer all of the following questions and tell me what that means. Do NOT simply copy something off a website (such as type of government) then NOT be able to tell me what it means. * Add anything else you think is relevant about your country:

* What is the Gross Domestic Product (GDP) of the country? * In your own words, what is GDP? * What is the population? How does that compare to the US, NC, Charlotte or Union County (whichever is most appropriate)?
Picture of the flag and meaning behind the various parts * Where is it located on a map? * Estimated land area and how does that compare to US, NC, Charlotte or Union County (whichever is most appropriate)? * Year of establishment? * Type of government? What does that mean? * Type of economy? What does that mean? * What Olympic sports are their best? * What is the ethnic make-up of the country? How does that compare to the US? * What is the primary language spoken? What are the top 5 languages spoken? * What are 5 traditional food dishes? * What is the most popular religion? What are the top 5 religions? * What is the average family size and what is a typical day like? * What are the top 3 industries? * What are the top technology based companies? * Why was the country so highly rated? What were their most highly rated categories? * What are the top rated universities/colleges for technology? * Is this a country you would like to visit? Why?
Activities After Computer Use: * Review the KWL chart. Did we learn what was expected?
Supporting Activities * Each student will present his project to the class. * Each student will evaluate the others project.
Assessment
* Did the student meet the criteria set forth in the rubric? * Did the other students think so? * Did students evaluate all of the other projects?

Lesson Two Objectives: * Word Objective 1.03 – Character formatting * Word Objective 1.04 – Paragraph formatting * Word Objective 1.13 – Protecting and sharing document * CCSS.ELA-LITERACY.RL.11-12.1 -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. * CCSS.ELA-LITERACY.RL.11-12.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. * CCSS.ELA-LITERACY.RL.11-12.3 - Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Materials: * Student desktop PC’s * Smart board * Internet
Instructional strategies to meet the needs of at least one other diverse learning group

* Collaboration through group work * Use of graphic organizers such as KWL charts * Project examples given before assignment

Computer Functions: * Students will watch a video on how to understand Line and Paragraph spacing. The video is located at: http://www.gcflearnfree.org/office2013/word2013/12 * After watching the video, we will use the Smart Board to create a KWL chart. This chart will establish some basis of knowledge. * K – What do prior knowledge do we already know about animations * W – What do we want to know? What did we see in the video that we want to implement into our project? * L – What have we learned? * Students will use the class Moodle site to review the project details and grading rubric. * Students will watch the peer tutor (this individual received an A in this course last year) demonstrate his project. In the demonstration, students will see appropriate use of animated text and graphics. * Students will search the internet for appropriate statistics and graphics

Specify the Problem
You will write a review on one of the books, short stories of poems from you English or Language Arts class.
Research and Analysis
The students will form groups of three to discuss the following: * What Literature have we read? * What literature did we like and why? * How do we properly incorporate the Word design elements * What are we supposed to do when I send this document to a classmate or when I receive theirs?

From this discussion, students will update the KWL chart as they discover information about line spacing and their piece of literature. The will write these notes in a Word document so they can use the information on their project.
Results Presentation
Each student will create a Word document on the piece of literature they have selected
Activities During Computer Use: * Review the piece of literature * Find specifics about the piece of literature * Identify websites that may provide the additional information. * Review how to apply line and paragraph spacing * Update the KWL chart as needed
Activities Before Computer Use * Teacher discusses project with students. * Teacher accesses prior knowledge of line and paragraph spacing. How were they used? What do you like? What do you dislike? * Teacher discusses Word terms such as “hanging indent”. What does it mean? Know what the various terms mean. * Teacher discusses sources and how to list them. * Teacher reviews project details and rubric. * Teacher reminds students of rubric and to check their project against it before turning in.
Project Details
English Class/Language Arts Project
Use the skills you have learned to write a review of at LEAST 3 paragraphs and 300 words about a book, poem, short story or play you have read in English or Language Arts. (See page 122 for an example) * Save the file as yourlast_yourfirst_englishclass_todaysdate. * Select the display elements that you think might help such as rulers and non-printing characters. Make sure that all the features you want to use are enabled such as AutoCorrect and Check Spelling as you Type. * Type the title at the beginning of the document centered and underlined. Include the authors name on a separate line. Remember you can select a font, font size, font style and set line spacing. Leave a space and then type a brief summary of the plot and your opinions about it. * Set the Paragraph spacing to be 0 points before, 12 points after and don’t add space between paragraphs of the same style. * Set the line spacing to 1.5 lines. * Create a hanging indent that is 0.5”. * Check it for spelling and grammar. If necessary, search the Thesaurus to find alternatives to common words such as go, went and said. * Display the document in Print Preview. * If necessary adjust the vertical alignment or shrink the document to fit on one page. * Send the document to a classmate. Use the Save & Send as an email if possible. Make at least 3 comments on the document and send it back. For example, you can suggest the use of bold, italics or underlined text. You can suggest where a paragraph might be moved or a sentence reworded. Incorporate those changes.
Activities After Computer Use: * Review the KWL chart. Did we learn what was expected?
Supporting Activities * Each student will evaluate their own project * Each student will evaluate the one of sent to them by a peer.
Assessment
* Did the student meet the criteria set forth in the rubric? * Did the other students think so? * Was it a legitimate evaluation?

Two Writing to Learn (WTL) lesson plans
Lesson one
Objectives:
* Word Objective 1.02 – Basic Editing * Word Objective 1.03 – Character formatting * Word Objective 1.04 – Paragraph formatting * CCSS.ELA-LITERACY.RL.11-12.1 -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Materials:
* Student desktop PC’s * Smart board * Internet
Instructional strategies to meet the needs of at least one other diverse learning group

* Collaboration through group work * Use of graphic organizers such as KWL charts * Project examples given before assignment

Computer Functions: * Students will watch a video on how to understand formatting text. The video is located at: http://www.gcflearnfree.org/office2013/word2013/8 * After watching the video, we will use the Smart Board to create a KWL chart. This chart will establish some basis of knowledge. * K – What do prior knowledge do we already know about animations * W – What do we want to know? What did we see in the video that we want to implement into our project? * L – What have we learned? * Students will use the class Moodle site to review the project details and grading rubric. * Students will watch the peer tutor (this individual received an A in this course last year) demonstrate his project. In the demonstration, students will see appropriate use of tabs, tab stops, inside address and signature block. * Students will search the internet for appropriate and interesting material to write their unsent letter
Specify the Problem
You will write an unsent letter to a CEO of a company in the news. In the letter, you will ask the CEO to clarify his position or to receive more information on the reason for the article.
Research and Analysis
The students will form groups of three to discuss the following: * What articles are interesting? * What companies do we like and why? * How do we properly incorporate the tabs, tab stops and format the letter properly? * What are we supposed to ask the CEO for? * How do we find their address?

From this discussion, students will update the KWL chart as they discover information about line spacing and their piece of literature. The will write these notes in a Word document so they can use the information on their project.
Results Presentation
Each student will use Word to create a letter that will demonstrate their knowledge of the company and the current issue at hand.
Activities During Computer Use: * Review the Yahoo, CNN, or other websites * Find a company, product or situation that interests you * Identify websites that may provide the additional information needed such as the CEO’s address. * Review how to apply tabs and tab stops * Update the KWL chart as needed
Activities Before Computer Use * Teacher discusses project with students. * Teacher accesses prior knowledge of tabs and tab stops. How were they used? What do you like? What do you dislike? * Teacher discusses the types of tabs and tab stops that Word has available, what they mean and which terms are appropriate for our use in this project. * Teacher discusses how we might find the CEO’s real address even though this letter will not be sent. * Teacher discusses sources and how to list them. * Teacher reviews project details and rubric. * Teacher reminds students of rubric and to check their project against it before turning in.
Project Details
Personal Business Letter
Go to Yahoo.com. In the finance section review the articles on today’s page. Write a 3 paragraph personal business letter asking the CEO of the company for more information on the company/event. * Find the CEO’s name and address. * Tell the CEO you are interested in his company and that you are interested in it for a school project. * Request more information on the article or event. * Thank the CEO for their assistance. * Provide your address so the know where to send the information. * Provide a proper signature block and space to sign. * Provide the proper post letter enclosures. * Review page 78 for formatting. * Save it as yourlast_yourfirst_CEOletter_date
Activities After Computer Use: * Review the KWL chart. Did we learn what was expected?
Supporting Activities * Each student will evaluate their own project
Assessment
* Did the student meet the criteria set forth in the rubric? * Did the letter follow the formatting as listed on page 78 of the text? * Does the student know how to format a personal business letter?

Lesson Two

Objectives: * PowerPoint Objective 2.03 – Working with Text * PowerPoint Objective 2.04 – Designing a Presentation * PowerPoint Objective 2.09 – Using Animation and Multimedia * CCSS.ELA-LITERACY.RL.11-12.1 -Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. * CCSS.ELA-LITERACY.RL.11-12.2 - Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Materials: * Student desktop PC’s * Smart board * Internet
Instructional strategies to meet the needs of at least one other diverse learning group

* Collaboration through group work * Use of graphic organizers such as KWL charts * Project examples given before assignment

Computer Functions: * Students previously completed several projects on transitions and animations. * We will use the Smart Board to create a KWL chart. This chart will review the information we already know about transitions and animations. * K – What do prior knowledge do we already know about animations * W – What do we want to know? What did we see in the video that we want to implement into our project? * L – What have we learned? * Students will use the class Moodle site to review the project details and grading rubric. * Students will search the internet for appropriate statistics and graphics
Specify the Problem
Imagine if you could listen in on a conversation between the Animation and Transition functions. * What do they look like physically?
Research and Analysis
The students will form groups of three to discuss the following: * How do we personify the animation and transition functions? * How do we write it out? Like a play? Like a letter? * What genders are the two functions? * Are they friends? * Do they have egos? * What do they look like physically?
From this discussion, students will update the KWL chart as they discover information about transition and animations. The will write these notes in a Word so they can use the information on their project.
Results Presentation
Each student will create a PowerPoint presentation outlining the interaction between the animation and transition functions.
Activities During Computer Use: * Review the animation and transition functions * Create their personalities * Create an interaction between them. * Create a story line to illustrate their personalities * Update the KWL chart as needed
Activities Before Computer Use * Teacher discusses project with students. * Teacher accesses prior knowledge of animations and transitions. How do we personify them? What are they like? What do you dislike? * Teacher reviews project details and rubric. * Teacher reminds students of rubric and to check their project against it before turning in.
Project Details
PowerPoint POV Dynamic Writing assignment.
Imagine if you could listen in on a conversation between the Animation and Transition functions. * What genders are the two functions? * Are they friends? * What do they look like physically? * Do they have egos?
In this exercise you will collaborate with your group of 2-3 students to discuss the “personalities” of the animation and transition commands. You may write this assignment in whatever style you like. It could be a script if you have a TV show or play in mind. It may be from the point of view of either of the two functions. How you choose to write this is up to you.
You will not be graded on your writing style or how you choose to create this interaction. But your project should be at least 500 words by the time you are done. In order to get to that point, you should think about the following: * Is each character fully developed? * Did I develop the above personality characteristics? * What situation will they be interacting in? Is the situation appropriately discussed to that another reader of my assignment will know what is going on?
When finished save as yourlast_yourfirst_PPTPOV_todaysdate.
Send it to me.
Activities After Computer Use: * Review the KWL chart. Did we learn what was expected?
Supporting Activities * Each student will evaluate their own project * Each student will evaluate the one of sent to them by a peer.
Assessment
* Did the student meet the criteria set forth in the rubric? * Did the other students think so? * Was it a legitimate evaluation?

Part Four: Information and Communication Technologies
This section of the project is much easier for me than for core content teachers. My classroom is already wired with connections to the school network and to the internet. My classroom is already set up with traditional student desks for use as discussion areas or for students to work offline.
A typical lesson for my class involves a warm up activity where students must read instructions and activate previous knowledge which usually takes the form of something that we recently covered in class.
We then move into a lesson where we learn a new command of feature of the Microsoft program. In this discussion we talk about what the feature does and does not do as well as how to apply it.
Next we watch a video on the Smart Board. The topic is what we just discussed. We also use the Smart Board for quiz reviews by accessing websites such as Kahoot and Poll Everywhere.
After the Smart Board video, we discuss the project and what we already know and what we expect to learn by doing the project. My peer tutor demonstrates his project when he took the course last year.
Sometimes we adjourn directly into the project, sometimes to discussions in groups of 2-3.
Students most often will complete their own project on their own PC.
Different projects will incorporate different cross curriculums. We engage in projects that emphasize English, Math, Reading, Social Studies and Science.

Part Five – Student Texts * Create an annotated bibliography of 15 texts related to the culturally responsive instructional plan for students in your dynamic literacy classroom. * * Two picture books * Barack is a picture book biography of African-American senator and presidential candidate Barack Obama. Winter, J. (2008). Barack. New York: Katherine Tegen Books.

Duck for Turkey Day Is a picture book about a young girl named Tuyet. When she finds out that her Vietnamese family is having duck rather than turkey for Thanksgiving dinner, she is upset until she finds out that other children in her class did not eat turkey either. Jules, J. (2009). Duck for Turkey Day. Morton Grove, Ill: Martin Whitman.
Two Fiction Books (not picture books)
The Composition When a government official comes into a third grade classroom and tells the students to write a composition entitled "What My Family Does at Night," Pedro must decide how he feels about the military dictatorship that is running his country. English translation by Elisa Amado. This book is a Latin American fiction book dealing with military dictatorships. Skármeta, A. (2000). The Composition. Toronto: Groundwood Books.

The girl who loved wild horses is a story of a young Native American girl. Though she is fond of her people, a girl prefers to living among the wild horses where she is truly happy and free. Goble, P. (1978). The girl who loved wild horses. Scarsdale, NY: Bradbury Press.

Four nonfiction tradebooks
Beyond Bullet Points: Using Microsoft® PowerPoint® to Create Presentations that Inform, Motivate, and Inspire (Business Skills) - Unlock the amazing story buried in your presentation—and forget boring, bullet-point-riddled slides forever! Guided by communications expert Cliff Atkinson, you’ll walk you through an innovative, three-step methodology for increasing the impact of your presentation. Discover how to combine classic storytelling techniques with the power of visual media to create a rich, engaging experience with your audience. Fully updated for PowerPoint 2010, and featuring compelling presentation examples from classroom to boardroom, this book will help transform your presentations—and your business impact! This book is appropriate for HS students. Atkinson, C. (2011). Beyond Bullet Points: Using Microsoft® PowerPoint® to Create Presentations that Inform, Motivate, and Inspire (Business Skills). Redmond, WA: Microsoft Press.
Microsoft PowerPoint 2013 Plain & Simple - Get the guide that makes learning Microsoft PowerPoint 2013 plain and simple! This full color, no-nonsense book shows you the quickest ways to solve a problem or learn a skill, using easy-to-follow steps and concise, straightforward language. You'll analyze, manage, and share information in more ways than ever before. This book is appropriate for HS students. Muir, N. (2013). Microsoft PowerPoint 2013 Plain & Simple. Sebastopol, CA: O'Reilly Media.
Microsoft Word 2013 for Dummies - It′s a whole new Word, so jump right into this book and learn how to make the most of it. Bestselling For Dummies author Dan Gookin puts his usual fun and friendly candor back to work to show you how to navigate the new features of Word 2013. Completely in tune with the needs of the beginning user, Gookin explains how to use Word 2013 quickly and efficiently so that you can spend more time working on your projects and less time trying to figure it all out. This book is appropriate for HS students. Gookin, D. (2013). Microsoft Word 2013 for Dummies. Hoboken, NJ: John Wiley & Sons.
Professional Excel Development: The Definitive Guide to Developing Applications Using Microsoft Excel and VBA - Bestselling author John Walkenbach has written a comprehensive reference guide to Excel 2010. This perennial bestseller is indispensable no matter your level of skill, from Excel beginners and intermediate users to potential power users everywhere. Fully updated for the new release, this latest edition provides comprehensive coverage, delivering over 900 pages of Excel tips and techniques. Includes a CD that contains all the templates and worksheets used in the book plus John's award–winning Power Utility Pak. This book is appropriate for HS students. Walkenbach, J. (2010). Professional Excel Development: The Definitive Guide to Developing Applications Using Microsoft Excel and VBA. Indianapolis, IN. Wiley Publishing.
A Poem or Book of Poetry
The Antislavery Literature Project is a website with a collection of Antislavery poems. The goal of the Antislavery Literature Project is to increase public access to a body of literature crucial to understanding African American experience, US and hemispheric histories of slavery, and early human rights philosophies. These multilingual collections contribute to an educational consciousness of the role of many antislavery writers in creating contemporary concepts of freedom. This website and the contained articles are appropriate for HS students. The poetry section can be found at this website: http://antislavery.eserver.org/poetry.
Two Pieces of Environmental Print - Environmental Print is the print that is all around us and we take for granted as literate adults. Environmental print is a great way to get young children to read. Below are several examples of environmental print:

Environmental print is appropriate for very young readers.
Two web-based articles
Culturally Responsive Teaching - Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. A pedagogy that acknowledges, responds to, and celebrates fundamental cultures offers full, equitable access to education for students from all cultures.
The above referenced article is on the Brown University website. Brown University is the seven oldest University in the US. The website is appropriate for HS students.
A Framework for Culturally Responsive Teaching - To be effective in multicultural classrooms, teachers must relate teaching content to the cultural backgrounds of their students. According to the research, teaching that ignores student norms of behavior and communication provokes student resistance, while teaching that is responsive prompts student involvement (Olneck 1995). There is growing evidence that strong, continual engagement among diverse students requires a holistic approach—that is, an approach where the how, what, and why of teaching are unified and meaningful (Ogbu 1995).
ASCD is a global community dedicated to excellence in learning, teaching, and leading. ASCD has lessons and articles appropriate for all ages of students * Two interactive websites for students in grades 6–12
Kahoot.com - is an interactive website I have used particularly for quiz and test reviews. It allows me to type a question then have my students respond. Real-time results are posted on my Smart Board as the students submit their answers. Each question will display for a set number of seconds. I use the default at 30 seconds. After that time, the site displays the results. I can immediately assess whether my students know the question or not.
The downside to using the site is that questions are limited to 95 characters, which is not much if you have to provide background information to answer the question. This site is appropriate for HS students. The web address is: https://www.getkahoot.com/

Poll Everywhere.com - is an interactive website that I use when my students get tired of Kahoot. The main difference is there is no limit on the number of characters that can be used in the questions, and students can use their cell phones on this site. They can text their response for real-time results. A disadvantage with Poll Everywhere is that the site does not compile scores for individual students. This site is appropriate for HS students. The web address is: http://www.polleverywhere.com/

Part Six: Reflecting on and Sharing My Knowledge
When I was told that I needed a reading and literacy course to fulfill my license requirements, I was somewhat taken aback. I am teaching high school business. If a student lands in my classroom and I am the first teacher to identify his reading difficulties, then numerous teachers along the way have failed and failed miserably.
After taking this course, I definitely see how it can improve my students overall literacy, and make them better overall students. I think that if I am turning out better overall students, it would make sense that I am a better overall teacher. But is that what my evaluation will say? Will my test scores improve as a result of only my implementation of these literacy strategies? Probably not.
My test scores may improve if I can convince other teachers in my department to implement some of the strategies that I have learned in this course. Our Career and Technical Education Department (CTE) has 9 teachers. The one who would be most logical for me to convince is the other teacher of the same courses I teach.
Ms. A is a career status teacher and is nationally board certified. This is her first year teaching high school. I have sat in on her class and she is a very good teacher. She has excellent classroom management skills and very good test scores. She is always open to discussing her teaching and how she can improve. She does not seem to be as concerned about her scores as me.
Our school is ranked 12th on the list of high schools in the state of North Carolina. The students in our school are overwhelming preparing for college and beyond. I believe there is a place for teaching them how to be students, how to learn and how to excel. The biggest challenge I have found is getting my students to engage their brains and actually think for themselves. The implementation of the strategies learned in this course would help my students to increase their overall literacy while substantially increasing their content literacy.
Specifically, I intend to implement some of the Writing to Learn (WTL) strategies. The POVG and unsent letters can be immediately implemented as projects in support of different objectives in both of my classes (Word/PowerPoint and Excel/Access).
The project that will be more challenging for implementation is a cross curriculum project with the English department. My class is made up of all four high school years. Therefore, not everyone has English this year or semester. My thought is to implement a collaborative project involving one of the texts that students are currently reading. I have two English teachers on my hall who are very willing to share information and reinforce the implementation of such a project.
By making this a collaborative project, I can make sure that each group has at least one student currently engaged in the selected texts. I am not sure which of my content objectives that I would involve, but that part is easy enough to figure out. .
Ultimately, I have to answer this question: Am I a better teacher if I produce higher end of course test scores, or am I a better teacher if my students come back to me while they are in college to thank me for teaching them how to learn? Hopefully I can do both through using some of the techniques learned here.
Thank you Lynette for teaching this course and helping me to learn. References
Anti Slavery Literature - Poetry. (2012, January 31). Retrieved from Anti Slavery Literature: http://antislavery.eserver.org/
Atkinson, C. (2011). Beyond Bullet Points: Using Microsoft® PowerPoint® to Create Presentations that Inform, Motivate, and Inspire (Business Skills). Redmond, WA: Microsoft Press.
Goble, J. (1978). The girl who loved wild horses. Scarsdale, NY: Bradbury Press.
Gookin, D. (2013). Microsoft Word 2013 for Dummies. Hoboken, NJ: John Wiley & Sons.
Jules, J. (2009). Duck for Turkey Day. Morton Grove, Ill: Martin Whitman.
Muir, N. (2013). Microsoft PowerPoint 2013 Plain & Simple. Sebastopol, CA: O'Reilly Media.
Skármeta, A. (2000). The Composition. Toronto: Groundwood Books.
The Edcuational Alliance. (2015). Culturally REsponsive Teaching. Retrieved from Brown University: http://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0
Vacca, R. V. (2011). Content area reading: Literacy and learning across the curriculum. Boston, MA: Allyn & Bacon.
Walkenback, J. (2010). Professional Excel Development: The Definitive Guide to Developing Applications Using Microsoft Excel and VBA . Indianapolis, IN: Wiley Publishing.
Winter, J. (2008). Barack. New York: Katherine Tegen Books.
Wlodkowski, R. a. (1995, September). A Framework for Culturally Responsive Teaching. Retrieved from ASCD: http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx

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