Dawn+Russon's+Cool+Tools+Review+and+Application+Plan

**Wordle, Del.icio.us, and Penzu** Wordle is an easy application to use for teachers and students. It does not require an account and can be saved and embedded into a wiki or other page. I envision it being used to analyze poems or speeches, reading comprehension for visual learners, editing writing (someone who uses the same word over and over), and giving students a new means in which to express their language capabilities. Penzu is free awesome application. Journaling has never been easier. It is perfect for the environment and budget crisis by helping to create a paperless way of doing class work. The work could be emailed and edited and sent back and forth between student and teacher. Delicious is good as a personal filing cabinet. Create URL for students and inside this bookmark there are sites I have tagged and want them to see. Can be accessed from any computer. Notefish may be a better alternative for the classroom. **Primary Access** Another great application that is free to use. It is a way to make digital documentation. The teacher uploads images for students to choose from for their project. Students then create script for the movie they have created. They are able to have subtitles, narration or both in their movie. Great way to integrate various subjects with language arts. **Fizz** It was mentioned during this presentation that a jump from email to Ning could be complicated for the average teacher however a flip camera can be a good segway towards New Literacies. I couldn’t agree more. I felt confident I could incorporate this into my daily plans easily. Students need guidance and knowledge on how to use it productively not harmfully. Otherwise they would be able to use it with ease as well. It would be great for summarizing end of day closing and enabling student engagement. Onfizz is not free but is a safe way to broadcast classroom videos. **Digital Video as Process and Product** Digital video is a perfect tool for documenting the learning process and producing a completed product. It can be part of a portfolio piece used to evaluate the writing process. Students still go through the writing process of Composing, Creating, and Crafting text but they also get to add Performing Text into the process and product. When digital video is used as text it adds sound, meaning, image, inflection, artifacts as symbols and interpretations (Auditory and Visual) of personal texts to create a second text. The students in the presentation loved being on film and all of my past experience with video taping my students they enjoyed it as well. This process will hopefully take the writing process to a level that all students can enjoy. **// MILS Lesson Plan //** Students will sequence the events, which forced the people to leave their town. **// Students would use primary access to sequence events .//** Students will record how the people met their needs in order to leave Chewandswallow.**// This could be done in Penzu or scripted and video recorded. //**  Students take a poll of fellow students to find out how many times they have moved. Make a table and graph the results. **// Poll can be recorded and graph created on computer. //**    || ** Interpersonal: Linguistic ** Students will work in pairs to compare and contrast their own needs with those of the people in the book. (Venn diagram) **// Wordle of own needs and wordle of chewandswallow needs compare. //** Students will discuss how we meet our needs.**// Discussion recorded and posted ONFZZ for parents to view. //** Students will discuss with a partner and record how the people must have felt when they first moved from Chewandswallow and realized that food would not fall from the sky. **// Students interview each other and record results with flip camera. //**  || Students will brainstorm some of the advantages and disadvantages of living in Chewandswallow and record on chart paper. **// Create advantages wordle and disadvantages wordle to analyze results. //**  Students may take pictures or draw pictures of things they find in their neighborhood or town, which show how people have changed to fit the environment in which they live. **// Students use flip //** **// camer //****// a to take pictures and upload results to voice thread with narration describing scenes. //** || ** Self-expressive: Linguistic, Visual ** Students may draw or construct an imaginary map showing the landmass of Chewandswallow, the water crossed and the new landmass they built on. **// Take pictures of creations to be posted for parents and other students to view. //** Students may write radio, television, or newspaper accounts of the strange weather occurrences in Chewandswallow.
 * Cool Tools Review and Application Plan** **Dawn Russo**
 * // Application Plan: The Cool Tool Applications implemented into the lesson will be bold, italics and blue. //**
 * Name: ** Dawn Russo
 * Grade / Subject **** : 1st ** grade Enrichment Pullout Group/ Social Studies, Language Arts
 * Concepts: ** Human/Environment Interaction, Movement
 * Topics: ** Environment, Geography, and Movement
 * Generalizations: ** People depend on their environment (Human/Environment Interaction) and the movement of people brings changes (Movement).
 * Lesson: Cloudy With a Chance of Meatballs **
 * ** Mastery: Mathematical, Linguistic **
 * ** Understanding: Linguistic, Visual **
 * // If radio show- use voice recording and upload for class listening. TV show recorded with flip camera using script. Newspaper can be cr //****// e //****// a //****// t //****// ed using glogster. //** ||