Leveraged Lesson

Submitted by: Kelly Coleman

C&I 416; Summer 2012
PART A: Lesson Outline NETST to be Modeled by the Library Media Specialist: 1) Facilitate and Inspire Student Learning and Creativity a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources d. Model collaborative knowledge construction by engaging in learning with students colleagues, and others in face-to-face and virtual environments 2) Design and Develop Digital Age Learning Experiences and Assessments a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity 3) Model Digital Age Work and Learning a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning I-SAIL Grade Level(s), Standard(s), Benchmark(s), and Objective(s): Standard 3: Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society Benchmark A. Organize and synthesize information from multiple sources Benchmark B. Create and effectively communicate information and ideas to others Objective 3. Create a product using technology when appropriate Objective 4. Present, perform, share, and evaluate the results of information searches in a new form

Standard 4: Appreciate literature and other creative expressions of thoughts and ideas and pursue knowledge related to personal interests and aesthetic growth Benchmark A. Use both text and visuals to understand literature Benchmark D. Analyze and understand information presented creatively in various nontextual formats Benchmark F. Select resources and materials based on need and appropriateness Objective 4. Read and comprehend informational texts Objective 9. Appreciate information presented creatively in various formats Objective 10. Read for pleasure, seek answers, and explore topics of personal interest Objective 11. Access libraries, library staff, and library resources both personally virtually Common Core Standard(s): 7th Grade Language Arts (coding from District 41s Standards-Based Report Card) CI=Comprehending Informational Text, WC=Writes to Communicate for a Variety of Purposes, R=Research, L&S=Listening and Speaking CI3: Analyze the interactions between individuals, events, and ideas in a text CI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas CI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims WC3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture action and convey experiences and events WC6: Use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others R8: Gather relevant information from multiple print and digital sources; R9: Draw evidence from literary or informational texts to support analysis, reflection, and research. L&S2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. L&S5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Required Equipment: Large Screen and Projector connected to Computer Class set of iPads Applications of Twitter, Aurasma, and Wikispaces on iPad Camera/video applications on iPad

Required Resources: As this is a mystery-solving activity, students will need to have resources introducing the crime, the suspects, and the directions of how to hunt for clues. A Wiki will be created as a sort of home-base for the crime-solving teams. It will serve as the equivalent of a detectives working crime file: photographs of crime scene, witness statements, background information on suspects, etc. Though the Wiki is a piece of technology that will figure prominently into this assignment, it is not one of the two pieces of technology that will be demonstrated for the leveraged lesson. Thus, the Wiki has not yet been created.

Instructional Sequence: Including Estimated Time Allotments Lesson Background/Context: Prior to this lesson, the students will have already completed a Mystery Unit in Literacy class. They will have studied the elements of the mystery genre, received guided instruction in inductive/deductive reasoning, practiced working in a small group to solve problems and discuss text, and read at least two mysteries: one of their free choice, and Agatha Christies And Then There Were None. The students have already received the Introductory lesson of this activity where the activity as a whole is presented to them, and they see the big picture of what will be accomplished. The big picture is this: students will work in groups of three to solve a mystery that has occurred at their school. They will be building background knowledge by exploring the information provided in the Wiki (the detectives file). They will receive clues via Twitter, and will hunt for clues using Aurasma, as well as other reading/deciphering skills. They will document their findings with both still and video images, and use Twitter to communicate to the Library Media Specialist that they are ready for the next step in the hunt for clues. As this is an activity that will occur over several days/class periods, the lesson documented below is only a portion of this culminating activityone in which the students are introduced to the technological tools of Twitter and Aurasma, and are taught how to use them appropriately.

Lesson Component Introduction to Twitter: What is it? How/why is it used? What is a hashtag? What does it mean to follow someone? Etc. [Teacher demonstrates through Screencast video] Student time to practice Tweeting on iPads, under teacher guidance and supervision Introduction to Aurasma: What is it? How is it used? [Teacher demonstrates via Application sharing on SMART board] Student time to practice using Aurasma application and detecting practice auras teacher has placed in classroom Debriefing/Questions

Estimated Time 10 minutes 10-12 minutes 10 minutes 10-12 minutes 5-10 minutes

PART B: Lesson Construction Leveraged "Technology Tool" #1 Name: Twitter Rationale: Twitter is a fast and simple way for a teacher/librarian to communicate with students real-time from a remote location. It allows for differentiation because the teacher can send different clues via Tweets to different groups at different times. The student groups can send responses back to the teacher/librarian, which is an efficient and effective way for the teacher/librarian to track where students are in the building, and to what degree they are on-task. The communications received via Twitter could also serve as a formative assessment.

Leveraged "Technology Tool" #2 Name: Aurasma Rationale: Aurasma allows the teacher/librarian to hide clues within concrete objects that may be scanned with an iPhone or iPad. If an aura is hidden within an object and a student scans the object, the aura will appear. Auras can appear in the form of text, image, or video. This tool allows students to use their deductive reasoning and reading comprehension skills in that they will first have to deduce where the auras are hidden. When detected, the appearance of an aura gives immediate feedback to students as to their success, and provides them more information that will help them solve the mystery. This tool is highly engaging for studentsimagine scanning a map of the school and finding a hidden video message from the school principal, or scanning a police report and finding a photo of the crime scene. Very powerful and appealing to multiple intelligences!

Evidence of "Technology Tool" #1 Description: This is a screencast I have created using Snag It software that introduces students to Twitter and how they will use it in the assignment. NoteAmy, as you will see at the end of the video, I was having major problems with Twitter. For whatever reason, the account names I set up would not show up. At the conclusion of what you see here, I spent about 90 minutes trying to Troubleshoot to no avail. I still have no idea why the profiles werent showing up. This is obviously something I will have to figure out before we do the project in class, but hopefully you will see from this that I know how to do a screencast, and that I know something about Twitter. Sorry for the incomplete aspect of this video. My intention was for you to see me have students follow me on Twitter, learn how to use the @ symbol to target an individual in a Tweet, use the # symbol to follow a conversation, and how to use Twitter settings to privatize Tweets. In the actual project, I would use Twitter to communicate clues and directions to the various groups of students. As they will all be in different places, following different clues at different times, Twitter will allow me to target each group with the right information at the right time, as opposed to posting a general message for everyone on a Web page. http://www.youtube.com/watch?v=B9MDxuflFeQ

Evidence of "Technology Tool" #2 Description: After I Tweet clues to groups of students that will (hopefully) direct them to the correct location in the school, they will have to use the Aurasma application to detect auras with more information necessary to solving their mystery. I will use SMART Notebook Application sharing to show students how to use the application. I will have set up some sample auras in my own classroom in order to allow students to practice using the application and get any questions answered. An example of how it would be used in solving the mystery, is this: Say I direct students to the Principals Office. Once outside the office, they will have to use their iPad to scan/try to detect auras. I will have used the principals name plate outside of his office to hide an aura. Once the aura is detected with the iPad, a video will pop up on the name plate showing secret video footage of what happened in the principals office on the day of the crime. In other locations in the school, the auras may consist of text files, photographs, maps, or other videos.

PART C: Related Student Activity, Task, or Project Summary: This is the handout students will receive as an introduction to the activity and a guide to the Web applications they will use throughout the activity. See next page for handout.

Mr. Leadaman is Missing

Some mysterious happenings have Hadley Jr. High and the Glen Ellyn police in an uproar. Social Studies teacher Brian Leadaman is missing, and he may be in grave danger. The authorities fear he has been kidnapped.or worse. Who would do such a thing? Why? Well, thats where YOU come in. Word has it that Mr. Leadaman sensed he was in danger and thus left behind a series of clues within the walls of Hadley. He entrusted the information to Ms. Coleman in the hopes that her students would use their deductive reasoning abilities, knowledge of mysteries, reading comprehension skills, and technology savvy to uncover the conspiracy that SOMEONE at Hadley is trying to hide. YOU will be the detectivesyou will work in teams of three, armed only with iPads, to unlock the secrets behind Mr. Leadamans disappearance. You will gain background information and clues to solve the mystery using three different Web applications: 1) Wikispaces: Mr.LeadamanisMissing

Here you will find background information, photographs, and access to what the police know about the crime so far. Each person in the group needs to read and familiarize themselves with the information on the Wiki. Much of it will be helpful in solving the crime. 2) Twitter

Each mystery group will have their own Twitter account through which they will receive Clues at certain times from Ms. Coleman. Teams will also tweet their progress to Ms. Coleman when appropriate. 3) Aurasma

While the clues from Twitter should direct you to the correct location in the building, Aurasma will help you detect text/image/video clues at those locations that will add to your knowledge base. You will not be able to solve the crime without the information hidden within the auras.