Recent Changes

Miscellaneous Materials
{Excel Grade Book.xlsx}

Second Life Scavanger Hunt
{secondlife-postcard.jpg}
Meet Larissa Darkbyrd. Larissa was born into the Second Life world on November 11, 2010.
Initially, I was very uneasy regarding the Second Life experience. After having created an avatar and having some time experimenting with it, I feel as though Second Life could be a resourceful tool to use occasionally in the classroom. I do believe that interactive programming such as Second Life takes away from social interaction between students and their peers, as well as students and their teachers. The program does offer, however, a more unique way to learn. As we have noted before, it takes more than one method of teaching and learning to achieve mastery of a given subject matter. Experimenting with different mediums allows students to broaden their horizons regarding the "paper-and-pencil-pushing" learning process.

Collaborative TeacherTube Project with EDF 319
The above video was created as a result of a collaborative project between my CI 350 course and a peer's EDF319 course. I feel as though the final result of the project was successful, but I also feel that the process to accomplish the final task was tedious and frustrating. Collaboration is extremely important in the classroom and in the workplace (even as the video suggests), however, I find that this process was disorganized. Due dates were not clear between the two courses which caused chaos for many of those involved. The inability to meet was also a problem. More often than never, college students' schedules conflict because of prior responsibilities, and unfortunately, this project in particular took the backburner.
Overall, the idea was worth while. I think that the process is, indeed, a learning process and that improvements will be made in the futre to make the project a smoother experience for both the students and the instructors.
I am pleased with the final result of our project, given the circumstances of multiple difficulties along the way. There is great room for improvement, but because of lack of time and ability to collaborate, such improvements could not be made.

UTILIZE MEDIA AND MATERIALS:
Day 1: Today will be an introductory period. Students will be exposed to the elements of poetry as well as the rhetorical devices used in poetry such as similes, metaphors, imagery, and personification. PowerPoint #1 will be used to introduce these concepts. Review concepts that expand on synonyms, homonyms, multiple-meaning words, and antonyms. Each student will be given a copy of “Windy Nights.” As a class we will read the poem. Together, we will identify the previously stated elements. After verbal mastery, students will identify these elements again with small groups with limited teacher assistance. When given another piece entitled “Winter Time,” students will individually identify a simile, metaphor, example of imagery, and personification. To assess this, students will use the Student Response System. For the purposes of grading, students will receive participation points. Responses will not count for or against them.
{Presentation 1.pptx}
Day 2: Teacher will provide many different items that appeal to the 5 senses: cooked spaghetti, uncooked elbow macaroni, cotton balls, cinnamon, satin, wine bottle opener, clay, sand, etc. For each item, students will share how it appeals to his or her 5 senses after listening to, hearing, smelling, and touching each item. A few volunteers may choose to wear a blindfold. After each student has experienced each item, groups of 5 will be formed. Together, students will compile a list of adjectives and then choose 5 to 7 of the most challenging or lively. Teacher should encourage and reward very descriptive language as well as rich vocabulary. One group member will move to the technology stations in the classroom and submit their adjectives to a designated wiki discussion board. When each group has submitted their adjectives, the compilation will be displayed in front of the class. This exercise will enable students to grasp the importance of details and rhetorical devices in their writing. As a class, teacher and students will create a poem (rhyming or not rhyming) about the objects presented and how they appealed to any or all of the five senses. The primary objective of this activity is to challenge students to think creatively and critically to express ideas.
Day 3: Poetry will be expanded upon and the students will be introduced to several types of poetry, including but not limited to narrative poems, lyrics, haiku, limericks, acrostic, and concrete poems. PowerPoint #2 will be presented. A brief recap of the previous day’s material will be covered to maintain mastery and retention. Review concepts of rhythm and rhyme by completing ASSURE Unit Plan Worksheets #1 and #3. Use excerpts from Dr. Seuss’s work Oh the Places You’ll Go. After having mastered the basic knowledge of each poetry classification, students will be able to create their own poem of choice. Examples of concrete, acrostic, and limerick poetry will be displayed on the SmartBoard using a previously compiled PowerPoint as a visual aid. Students will begin the writing process by producing a student/teacher-created rubric and pre-write using the rubric guidelines. Rubric should include mastery levels of structure, correct spelling, use of rhythm or systematic organization, and details.
{Presentation2.pptx}
{CI 350 - Worksheet 1.pdf} {CI 350 - Worksheet 3.pdf} {CI 350 - Worksheet 1.docx} {CI 350 - Worksheet 3.docx}
Day 4: Mastery of poetic concepts will be tested by completing ASSURE Unit Plan Worksheet #2. Students will continue through the writing process by writing the rough draft of their poetry. Exemplary models will be displayed under the Document Camera. After having reviewed the rubric and expectations and model poems, students will divide into pairs and peer revise poems.
{CI 350 - Worksheet 2.pdf} {CI 350 - Worksheet 2.docx}
Day 5: Before continuing the writing process, students will discuss as a class what troubles they may be having with their projects. Positive and negative comments are encouraged, as both good experiences and bad experiences are those to be either applauded or attended to by peers. Teacher will give suggestions for further success and will encourage students to continue to seek aid as necessary. Imagery and rich vocabulary will be encouraged as well by the teacher. These suggestions will be displayed on the SmartBoard as a reference throughout the duration of the students’ writing process. Students will continue the writing process by making revisions and edits to their drafts. As they finish, students will present draft with edits to teacher, who will then making final revision suggestions. After approval for progression, students will move on to publish their drafts on a word processor. Students will be given the freedom to format their poem however desired. Final drafts will then be submitted as an attachment to the teacher. A paper copy will also be expected to be turned in.
Day 6: Students will be given this day to finish their poems. As some are finishing, students will be given free discovery of posted poetry throughout the room. Groups of 3 or 4 will be permitted to use audio poems. Later as a class, students will compare and contrast 2 poems based on rhetorical devices, descriptive language, rich vocabulary, format, and topic. Comparison and Contrast will be posted on a Venn Diagram in the classroom.