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Byod

  1. 1. For the Teacher: To accomplish a simple webquest such as the example below the only tools necessary are for the students to have a barcode scanner on their device. One free example is i-nigma http://www.i-nigma.com/downloadi-nigmareader.html The teacher can create QR codes to direct the students to the appropriate websites through free-to-use tools such as
  2. 2. http://www.qrstuff.com/ One Example of how to use a QR Code:
  3. 3. Salem Witch Trials ThingLink African History and Culture Webquest Using the QR codes at the bottom of the page answer the following questions: 1. Who are griots, and what was their role in West African society 2. Describe the housing and daily life in Timbuktu at the end of this time period. Mention at least three of Leo Africanus’ observations. 3. Describe at least two traditional religious practices from West Africa. 4. Who was Mansa Musa? What role did he play in shaping the culture and religion of Mali? 5. How was Islam received by people who practiced traditional African religions?
  4. 4. Using the QR code at the bottom of the page go to the website and examine the art works from the following geographic areas: Western and Central Sudan (1400-1600) Guinea Coast (1400-1600) and (1800-1900) Answer the following questions: 1. Western and Central Sudan (1400-1600): Find the sculpture of the Seated Couple. Read the description and briefly summarize in your own words. Include a picture. 2. Choose TWO works from the Guinea coast, ONE from 1400-1600 and ONE 1800-1900. Then answer the following: a.) What is similar about the two works and b.) What is different about the two works? Include pictures on your word document.
  5. 5. Topic: Socrative/Space Race Questions/Main Ideas: Name: ________________________________ Date: _________________________________ Essential ?How can teachers integrate technology EASILY into their classrooms? Notes: Grouping Teacher will divide classroom into a maximum of 10 teams. The students will answer a series of multiple choice review questions dealing with the
  6. 6. current unit of study. I use cartoon grouping for randomness or number grouping for ability. Description Each team will be assigned a particular color of ship by the website. For every question they answer correctly, their corresponding ship will move across the screen. The further the ship gets the more questions they answered correctly. Following the game, the teacher will download the results from the website and discuss the FMQ (frequently missed questions) using the results with the students. QR code Qrstuff.com Students can use the QR code for “Socrative” (posted in the room) or they can go directly to the website. Note The quiz we are using today has fun questions so that you can see how socrative works. It took me about 20 minutes to create my first quiz. I have created 5 quizzes now. The 5th one took about 5 minutes.
  7. 7. Directions for the teacher: 1. Go to socrative.com Sign up for the free service. The website will keep your quizzes that you make. 2. Click the box that says, “I‟m a teacher”. This will take you to the “dashboard” 3. Click the box that says “manage quizzes” and then “create a quiz”. Follow the directions to type in multiple choice, true/false, or short answer questions. 4. Once the quiz is completed, click the button that says “save & exit”. 5. Now click “Space Race”. Select your quiz and the number of teams. Don‟t forget to start the activity. 6. Look below for the student directions. Directions for the student: 1. Using your QR reader, go to the socrative.com website. Click “I‟m a student” 2. Join the room using the room number – look on the smartboard for the room number 3. Enter your name. 4. Note the color of your space ship and begin the quiz.
  8. 8. Summary/Notes:
  9. 9. How can I modify existing lesson plans? Lesson – A Modernist Subject in Love Introducing Modern Poetry through “The Love Song of J. Alfred Prufrock” Standards Covered: CCSS.ELA-Literacy.RI.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.11-12.3 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). CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
  10. 10. Lesson Activities 1. Begin the lesson by asking students to define the term, “modern.” Discuss the students’ responses. Technology Option: Ask this question using the PollEverywhere app. Students can text message or tweet their responses. The question can also be revised as a multiple choice question if most students in the class have older cell phones. 2. Show a picture of Marcel DuChamp’s “Nude Descending a Staircase.” Ask students to answer the following questions: -Can you identify the subject of Duchamp‟s painting? Do you have problems identifying the subject? Why or why not? -What adjectives can be used to describe the subject of the painting? -How are time, space, and movement depicted in this painting? Technology Option: Call on students in the class randomly using the PickAStudent app. Hook your iPad up to a document camera so students can see their names being chosen. Allow the students selected to respond and comment on one another’s responses. 3. Refine your definition of “modern” using this picture. Redirect the class as necessary until they understand the basic characteristics of the time period and how it is different from the romantic period. 4. Before analyzing “The Love Song of J. Alfred Prufrock,” revisit a love poem by another American poet (try “Wild Nights, Wild Nights” by Emily Dickinson). Ask the students, “Why is this poem a love poem?” 5. Now ask students if this poem is a modern poem. Ask them for specific reasons why it is not, reminding them of the time period when Emily Dickinson wrote as a reason. 6. Point out to students that the poetic term “stanza” also means a “room” or “habitation.” Before reading “Prufrock,” tell students they should spend some time in each “room” to gain their footing before attempting to analyze the poem at large. 7. Pass out the Prufrock Analysis Worksheet, and read “Prufrock” with the class. Ask students to answer the questions, either individually or in groups.
  11. 11. Technology Option: Use PoppletLite to rework the worksheet into a graphic organizer that students can complete on their smart phones. 8. Lead a full class discussion on the poem, using guiding questions on the qorksheet to walk through each stanza of the poem. Technology Option: Rather than discussing in class, post a prompt to your classes’ Edmodo page. Ask students to respond to one another online. 9. After closely reading the poem as a class, ask students a few wrap-up questions: 9.1. How are the subject of Duchamp‟s painting and Prufrock similar? Consider the adjectives you used to describe the subject of Duchamp‟s painting. In other words, how is your experience viewing the painting (and others from the Armory Show) similar to your experience reading “The Love Song of J. Alfred Prufrock). How can you account for these similarities (e.g., sometimes you may not know exactly what you are viewing/reading)? 9.2. Ask students to compare Dickinson‟s love poem to Eliot‟s “love poem.” Now ask students the following questions: Is “Prufrock” really a love poem? What elements get in the way of Prufrock‟s “love”? Students might suggest any of the following: his digressions, his fear of socializing, his bitterness toward the social world, his linguistic impotence, his self- questioning, his repetition, his social paralysis, his fear of aging, his self-doubt, his fear of women, and so forth. Technology Option: Use ShowMe Interactive in order to record the entire lesson and post to your class website for any students who were absent or may need a review. Assessment 1. Collect each student‟s copy of the completed reading analysis worksheet for “The Love Song of J. Alfred Prufrock.” 2. Ask students to write a typed, one-page personal ad that describes J. Alfred Prufrock as an individual seeking love. The ad should be rooted in the poem itself, and you should use descriptive adjectives. 3. Ask students to write a character sketch of J. Alfred Prufrock. How do they picture him, and why? How would they describe his relationships with other people? 4. Write a typed, three-page paper on the following topic, “Describe modernist poetry as you understand it, using concrete examples from T.S. Eliot‟s „The Love Song of J. Alfred Prufrock.” Technology Option: Make any of these assessments mobile friendly by creating them on the 30Hands app.
  12. 12. More Options! Padlet Dropbox (or Dropittome) Kidblog Livebinders Weebly Check out blogs: http://www.teachthought.com/apps-2/the-55-best-best-free-education-apps-for-ipad/ http://adifference.blogspot.com/2011/07/how-would-i-prepare-to-teach-byod-class.html http://www.internet4classrooms.com/

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