O'Hanlon's+Lesson+Plan+2

include component="comments" page="O'Hanlon's Lesson Plan 2" limit="30" ** Daily Lesson GAME Plan **
 * Teacher:** Jay O’Hanlon
 * Lesson Title:** Mythbusting Class Wiki
 * Subject**: Social Studies
 * Grade Level:** 8th
 * Related Lessons:** Columbus Day Lesson, True Story of Pocahontas/John Smith
 * Unit:** Exploration


 * __ Goals: __**
 * Content Standards:**
 * North America, originally inhabited by American Indians, was explored and colonized by Europeans for economic and religious reasons
 * Cultural biases, stereotypes and prejudices had social, political, and economic consequences for minority groups and the population as a whole
 * Informed citizens understand how media and communication technology influence public opinion

1. Creativity and Innovation 2. Communication and Collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decisions making 5. Digital citizenship 6. Technology operations and concepts
 * ISTE NETS-S**

The purpose of this lesson is to reinforce the concepts learned in the previous lesson about the mistreatment of the Taino by Columbus and other Spanish explorers. Students will also begin to learn how to collaborate with other students online through the use of a class wiki page. Students will begin to create pages on the class wiki dedicated to correcting historical inaccuracies or “myth busting”. This wiki will also be added to and updated throughout the school year as the students learn new information that may be contradictory or different than what they previously learned in school. This will allow students to think creatively as they are creating content on the wiki and drawing connections across multiple topics.
 * Instructional Objectives:**


 * __ Action: __**
 * Before-Class Preparation:**
 * The teacher should gauge students’ understanding of word processing skills and possible wiki use.
 * Teacher should set up a class wiki, and add students as members.
 * Teacher may need to familiarize him or herself with using Wikispaces, and seek technical support from IT support personnel if necessary.
 * Teacher may want to located tutorial resources such as videos in order to help students learn how to use wikis.
 * Teacher should make available previous primary sources for students to cite on their wiki pages:
 * o Sections from []
 * o Selection from class textbook (can use online textbook)
 * o Selection of Columbus Images (courtesy of Wikimedia commons)
 * o Letters from Columbus and Bartolome de las Cases from []


 * The teacher should create heterogeneous student groups of 4-6 students, depending on class size.
 * On the teacher webpage, the teacher should post an outline of the agenda for each day, as well as instructions for each class period.
 * Teacher should create a rubric to set high expectations for each group’s wiki page.


 * __ During Class: __**
 * Time:** One week. Only two days will be needed to work in class as the majority of the assignment can be done using online collaboration tools during students’ own time.

Students will be asked to view the Common Craft video about wikis ([]). After the video, the teacher will lead a question and answer session in order to gauge the students’ understanding and experience using wikis. Teacher will take note of students who have used wikis before or who have an interest in using computers. These students will be placed in different groups in order to provide support to their group members. The students will then view a tutorial on how to create wikis created by Garth Holman (used with permission) [] The teacher will introduce the wiki assignment to the students and explain that they will be creating wiki pages based on the information they learned in their Columbus projects. The groups will use Wikispaces to build a group wikipage and collaborate online. Students should embed their projects in their wiki page and add additional content to the page, according to the rubric. The teacher will then split the students into their wiki groups and allow them to log on and test how to edit their wiki pages while the teacher provides assistance.
 * Instructional Activities:**
 * Day 1:** **Introduce Wikis**

Students will work in their small groups to create their wikis outside of school. The teacher will post benchmarks or checkpoints in order to help students stay on time for their project. The teacher will also monitor each wiki group in order to be sure each member is contributing. In class, the teacher will allow students time at the beginning of each day for question and answers regarding their wikis. Time will be allowed also for sharing of any tips or tricks learned by the students in creating their wiki.
 * Day 2-5: Checkpoints, tips, and tricks.**

The students will share their wiki pages highlighting unique content and additional information that was added after their initial projects. The teacher will also inform the students that throughout the course they will be creating additional pages on the class wiki and that they are free to revisit their wiki pages at any time in order to improve them or add content to them. They will also be adding links connecting their wiki pages as they discover related themes and content throughout the course.
 * Final Day**


 * Materials and Resources:** Wikispaces accounts (Teacher will create class wikipage and have students create accounts and request to be added as users. LCD Projector and tutorial websites for Wikispaces introduction. Laptops, Wiki page Rubric


 * Notes:** Collaboration through Wikispaces and among group members is critical for higher-level thinking skills to be developed. It is important that students have a working knowledge of how to use Wikispaces as well as how to work effectively in groups prior to working on this project. If necessary, a teacher should review proper group work expectations. Additional time may be needed in order to familiarize students with Wikispaces or adding content to wiki pages. The teacher may also wish to include mini-lesson tutorials on other technological aspects.

The teacher should monitor and evaluate how each group is working every day by checking the wiki page. The teacher should reinforce the groups to meet the recommended benchmarks and may assign a grade for each group to motivate the students to work diligently and not fall behind. The teacher should also check to be sure each student is adding content in each group. Benchmarks can be listed in the instructions placed on the class website and displayed on the board to start class. The timelines suggested are rough estimates and may need to be adjusted based on student needs. It is the teacher’s responsibility to monitor and adjust in order to allow the students proper time to work on their assignments, without feeling rushed, in order to produce a high quality product. Conversely, too much time should not be given in order to reinforce on-task behavior.
 * __ Monitor: __**
 * Ongoing Assessments:**

Teachers can choose to have interventionists work along side students with special needs in order to provide individual accommodations and redirection. The teacher should also take the placement of special needs students into consideration when creating group. Each group should have assigned a “leader” role who assures all group members are working and understand the material. This individual should also have experience with Wikis or be technologically skilled. Gifted students will be able to extend their thinking by adding additional content to their class wiki page.
 * Accommodations and Extensions:**


 * Back-up Plan:** If students do not have online access, the teacher should make available laptops for students to use before and after school each day, either in the classroom or in the computer lab.

The group wiki should be assessed using a rubric that is created by the teacher in order to set high expectations for all students.
 * __ Evaluation: __**
 * Lesson Reflections and Notes:**