Sadie+Rodgers

I have been teaching for five years. My first year teaching was at Fairfield Central High School in Fairfield County. I have been in Lexington District II for the past four years. The first two years in this district I taught at Brookland Cayce High School until budgets were cut two years ago and I was transferred to Airport High School. I have two beautiful daughters and a husband who loves me very much. In my classroom I love to try new things. I am always looking for the newest in technology to include it in my classroom and that is what lead me to this degree choice. I can’t wait to see what I can do with my students in the future. Persuasive Essay writing Puritan Society and its Rules Digital Citizenship ||
 * = Daily Lesson GAME Plan Week 5 = ||
 * Lesson Title: Right and Wrong: Is there a middle ground? |||| Related Lessons:
 * Grade Level: 11th grade English III |||| Unit: The Scarlet Letter ||
 * == GOALS == ||
 * Content Standards: South Carolina English III Standards

**Standard E3-5** The student writes for a variety of purposes and audiences. Continue to address earlier indicators as needed and as they apply to more difficult texts. **Standard E3-6** The student accesses and uses information for a variety of purposes. ** Indicators: ** **E3-5.2** Create persuasive writing including arguments supported by facts, expert opinions, quotations, and logical reasoning. **E3.6.4** Use valid primary and secondary sources of information. **E3-6.5** Use paraphrases, direct quotations, summaries to integrate other’s ideas with the writer’s and to avoid plagiarism. **E3-6.6** Use parenthetical citations to document sources. **E3-6.7** Create presentations for a specific audience and purpose that combine texts, images, or sounds from various sources. **E3-6.8** Use appropriate charts, diagrams, or tables, to support oral, written, or visual presentations. **E3-6.9** Produce a works cited list crediting primary and secondary sources. || · Facilitate and Inspire Student Learning and Creativity · Promote and Model Digital Citizenship and Responsibility Instructional Objectives: || 10 minute
 * ISTE NETS-S
 * == ACTION == ||
 * Before-Class Preparation: I decided to utilize a pre made web quest for this assignment. I have not mastered all the skills it takes to create a webquest from scratch so I decided to search the internet for one on The Scarlet Letter. There were many to choose from but I found one that fit the needs of what I wanted my students to learn from this activity. After I found the webquest I had to go through it myself to make sure that all the links worked properly. If there was a broken link I found a website that contained the same information at a different location. Once all this was taken care of I had to schedule computer lab time for my students through our media center. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 minutes

60 minutes & continued for one more day |||| · Review The Scarlet Letter and its major themes · I will do a mini lecture on digital citizenship and I will start by giving credit to the author of the webquest and explain the importance of giving credit to my sources. · The students will go to the computer lab and complete the webquest located at []. · Once my students have completed all the tasks listed on the webquest they will begin an extension of the activity that will be of my own creation. The students will be required to save all their work in preparation for posting it on our class created wiki. Their page must include all the completed tasks and a persuasive essay that answers the following question “Is there a time when rules should be broken? Is right and wrong black and white or are there shades of grey in between?” || Copies of The Scarlet Letter Computers Paper and Pencils || I will assess my students informally and formally. I will make classroom observations and provide exit slips for day one so that students can ask me questions that will be answered the following day. Their personal wiki page will act as an ePortfolio for my students. I will provide them with a check list to make sure that all work is going as planned and a rubric to assess their final projects.
 * == MONITOR == ||
 * Ongoing Assessment(s):

Accommodations and Extensions: I will make necessary accommodations for any of my students with an IEP. A majority of the IEPs in my classroom require that my students receive additional time. I will not have a problem allowing my students more time if necessary and I will move around the room helping students through this process.

Back-Up Plan: Students can research historical events where rules were broken for the greater good in the library using print sources. The students will also be required to make connections between the themes of The Scarlet Letter and how they apply to breaking the rules of a rigid society. || Below is the rubric that I made specifically for the class wiki page. Students will need to make sure that they follow it. ||  ||  **Exemplary **
 * == EVALUATION == ||
 * . (Be specific and include the evaluation that you will use for this lesson)
 * 3 ** ||  **Proficient **
 * 2 ** ||  **Partially Proficient **
 * 1 ** ||  **Unsatisfactory **
 * 0 ** ||  **POINTS **  ||

(more than 6 errors) || /10 || Persuasive Essay writing Puritan Society and its Rules Digital Citizenship || .  ||   Content Standards: South Carolina English III Standards
 * ** Organization ** || All task are included and organized and a table of contents is provided || Some but not all task are included and organized appropriately || Organization attempted || Consistent structure/organization not present || /10 ||
 * ** Text Layout ** || All headings and fonts enhance the visual appeal of the text || Occasionally uses headings and fonts that enhance the visual appeal || Minimal use of headings and fonts || No headings and fonts used || /10 ||
 * ** Graphics and Multimedia ** || High quality graphics used appropriately || Mostly uses high quality graphics || Uses low quality graphics that do not enhance the material || No graphics used || /10 ||
 * ** Writing Mechanics ** || No errors || Minor editing required || Errors distract from readability (4 or more) || Numerous errors distract the reader and major editing is necessary
 * ** Citation ** || Accurately cites all sources (100 %) || Most sources are cited ( 80 %)  ||  Few sources are cited (50 %)  || Sources not cited ||  / 10  ||
 * =  Daily Lesson GAME Plan Week 6   = ||
 * Lesson Title: Right and Wrong: Is there a middle ground?  ||||  Related Lessons:
 * =  Daily Lesson GAME Plan Week 6   = ||
 * Lesson Title: Right and Wrong: Is there a middle ground?  ||||  Related Lessons:
 * Grade Level: 11th grade English III  ||||  Unit: The Scarlet Letter  ||
 * == GOALS  == ||
 * Content Standards:

** Standard E3-5  ** The student writes for a variety of purposes and audiences. Continue to address earlier indicators as needed and as they apply to more difficult texts. ** Standard E3-6  ** The student accesses and uses information for a variety of    purposes. ** E3-5.2  ** Create persuasive writing including arguments supported by facts, expert opinions, quotations, and logical reasoning. ** E3.6.4  ** Use valid primary and secondary sources of information. ** E3-6.5  ** Use paraphrases, direct quotations, summaries to integrate other’s ideas with the writer’s and to avoid plagiarism. ** E3-6.6  ** Use parenthetical citations to document sources. ** E3-6.7  ** Create presentations for a specific audience and purpose that combine texts, images, or sounds from various sources. ** E3-6.8  ** Use appropriate charts, diagrams, or tables, to support oral, written, or    visual presentations. ** E3-6.9  ** Produce a works cited list crediting primary and secondary sources.   || || ·  Facilitate and Inspire Student Learning and Creativity · Promote and Model Digital Citizenship and Responsibility Instructional Objectives:  || 30 min 45 min ||||  I will lecture on the benefits and uses of a class wiki. I will model on the Smartboard the process that each student will use to create their own page. Next with the help of our media specialist I will work with my students to set up their own page. Students will use the rest of the class period to put their persuasive essays on their wiki. For my students this will be a process that will take the remainder of the class period. If students finish this part of the activity before the bell rings they will be required to move on to the next phase. After the students have completed their page they will be required to read at least two of their classmate’s pages and respond to their persuasive argument. || Computer Paper Pens/Pencils || Students will receive credit for their participation and their grade will also be based on the rubric provided with the first lesson. Accommodations and Extensions: Students with IEPs will be given extra time to complete their assignments. Back-Up Plan: If a back-up plan is necessary students will work with a partner and exchange papers. They will read each other’s persuasive essay and write a response to their classmate’s paper. ||
 * Indicators:  **
 * ISTE NETS-S
 * == ACTION  == ||
 * Before-Class Preparation: I will have to schedule two days in our media center computer lab. I have spoken to our Media Center Specialist and she has agreed to help me work with my students to create their personal wiki pages on a host site.  ||
 * During Class  ||
 * Time  ||||  Instructional Activities   ||  Materials and Resources   ||
 * 15 min
 * == MONITOR  == ||
 * Ongoing Assessment(s):
 * == EVALUATION  == ||
 * . (Be specific and include the evaluation that you will use for this lesson) I will use informal observation and the rubric that was provided with the first lesson to evaluate my students’ progress. ||