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Stephanie Chapman's Lesson Plan
Goal: Students will be able to evaluate and analyze a painting by Frida Kahlo and describe the symbolism they see based on what they have observed in other works by the artist. Prior Knowledge: 1. Students will have read the biography of Frida Kahlo at ( [] ) 2. Students have watched the movie “Frida”. 3. Students will know how to respond thoughtfully to a blog View slides of the following Frida works…. 1. The Two Fridas 2. Tree of Hope 3. Diego and I (1949) Discussion points: 1. How her heritage and political views influenced her artwork 2. How her accident as a teenager influenced her artwork 3. How her relationship with Diego Rivera influenced her artwork a. Diego’s affairs b. Inability to have children c. Belief that she was nothing without him Project: Google the painting titled “Roots” by Frida Kahlo. In the classroom blog reflect on this painting. What symbolism did you see in the painting? Do you think she was Frida was happy in her marriage at this point in her career? Why or why not? What do you think Frida was feeling when she was creating this painting? Respond thoughtfully to at least 3 of your classmate’s posts.

**Lesson Objectives:**
The students will 1. Self-assess and reflect on his or her personal fitness, and needs on their blog. 2. Establish and apply a personal fitness goal. 3. Create a personal fitness plan. 4. Implement a personal fitness plan. 5. Monitor and adjust a personal fitness plan. 6. Use self monitoring equipment such as heart rate monitors, pedometer, and fitness logs to track progress and monitor ones' personal goal and progress. 7. Establish a motivational plan prior to engaging in the fitness workout plan. 8. Self - assess needs for fitness. 9. Cooperate and collaborate in partners and with the class as a whole in an effort to complete the tasks at hand and facilitate others to fulfill his or her workout. == 10. Evaluate ones plan and make necessary changes in order to achieve ones fitness goal. ==

Rubric Fitness Blog for 4 weeks: Write on your blog an analysis of your present fitness level. 10 points

Set one short term and one long term fitness goal for five fitness components(cardiovascular endurance, flexibility, muscular strength, muscular endurance and body composition). Short term goals are measurable(reps, pounds, time). Long term goals are bigger, and take longer to accomplish. Also you must set five personal goals of your own, they do not have to be fitness goals. Write about these on your blog. 20 points

List 10 strategies that will help you stay motivated. Blog about what works and doesn’t work for you. Post 2 comments on fellow students blogs on same subject. 10 points

Blog daily the activities that you are doing, along with your heart rate before and after exercising. You must include 2 activities a day, and relate how the activities relate to each fitness components. 20 points

Self asses on your blog what you have learned over the past month, and how the changes you have made have made you feel overall in relation to your fitness level. 15 points

Jen Adams's Lesson Plan
3rd Grade/Language Arts

o 1.1.G. After reading demonstrate understanding and interpretation of both fiction and nonfiction text. o 1.3.F. Read and respond to nonfiction and fiction, including poetry and drama.
 * Objective**: Students will respond to literature using a classroom blog.
 * PA State Standards**:
 * Materials**: Laptops, Internet access, Classroom Library, Computer Lab


 * Purpose**: Our classroom blog will serve as a forum for discussing literature. I currently use a Google Doc for students to report to me about books they have read. This method will allow students to share books with their classmates, rather than just the teacher. Using the blog will create a dialog among the students. As I have discovered with my former method, students enjoy being able to use the computer to respond to literature, rather than pencil and paper!

· Students will read appropriate materials during Reading Workshop. · When a book is completed, the student will access the classroom blog at the Laptop Station. · The student will create a post that meets the requirements of the checklist below. · During our weekly class Computer Lab time, students will have the opportunity to read each other’s entries and comment. (I will moderate comments and conduct mini-lessons on the use of constructive criticism.)
 * Procedure**:

Students must include each item on the checklist in their response, or they will need to edit their work. Checklists will be kept at the Laptop Station.
 * Evaluation**:


 * **X if completed** || **I must have…** ||
 * || Author ||
 * || Book Title ||
 * || Genre ||
 * || I recommend this book because… ||
 * || This book would be better if… ||

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**Accounting Blog Lesson Plan (T.Keck) ** Objectives: · Students will be able to apply the material learned in the chapter to a real life case. · Students will be able to blog their answer with other classmates.

Materials: · Computer · Century 21 South-Western Accounting Textbook · []

Procedure/Content: 1. After completing Chapter 1, students will need to blog their response to the Cases for Critical Thinking at the end of the chapter, Page 23: a. Case 1: Akira Shinoda starts a new business. Mr.Shinoda uses his personal car in the business with the expectation that later the business can buy a car. All expenses for operating the car, including license plates, gasoline, oil, tune-ups, and new tires are paid out of business funds. Is this an acceptable procedure? Explain. 2. Students will blog their answer on my blog, []. They will need to answer the question and then comment on another student’s response. 3. I will remind students not to use full names; their response needs to be appropriate, they need to be respectful of others, and stay on topic. 4. The same procedure will be done at the end of each chapter. 5. Chapter 2 Cases for Critical Thinking, Page 50: <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">a. Aruna Patel records all cash receipts as revenue and all cash payments as expenses. Is Ms.Patel recording her cash receipts and cash payments correctly? Explain your answer. <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">6. Chapter 3 Cases for Critical Thinking, Page 84: <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 1in; text-indent: -0.25in;">a. During the summer, Willard Kelly does a variety of small jobs for many different people in the community to earn money. Mr. Kelly keeps all his money in a single checking account. He writes checks to pay for personal items and for business expenses. These payments include personal clothing, school supplies, gasoline for his car, and recreation. Mr. Kelly uses his check stubs as his accounting records. Are Mr. Kelly’s accounting procedures and records correct? Explain your answer.

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Assignment: · <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">The students will complete the blog for homework. I will explain the assignment to them in class and give them a rubric. They will have 3 days to complete it.

<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Evaluation: ·<span style="font: 12pt/115% 'Verdana','sans-serif';"> See attached rubric. <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">The total points for each Chapter Case are 25 points. <span style="font-family: 'Verdana','sans-serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt 0.5in; text-indent: -0.25in;">

Heidi Giordano 4-C-3
=**Lesson Plan for Social Bookmarking and Writing**=

Day 1-2 Students will be introduced to Google reader and create an account Day 3 - 4 Students will be introduced to Delicious Students will use a preset account and learn how to add bookmarks Students will add some fun bookmarks that are interesting to them Day 5 - 6 Students will be shown how assign a unique tag to their bookmark Students will be given a topic, (3 students will have the same topic) - and have to find 3 bookmarks on the topic Day 7 Students will learn how to add the class feed to the Google reader and add other 2 students with same topic Students may review the “finds” of the other students and discuss Day 8 - 10 Students will use bookmarks to write a summary about assigned topic using “works cited”

Crystale Getz'z Lesson Plan
Student Journal Blogging <span style="display: block; font-family: Georgia; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Classroom: Partial Hospitalization Classroom Therapeutic/Educational setting

Materials: Computer Internet access

Objectives: Student will compose a written blog on a private internet site, which they will post at least once a week. Students will show comprehension of their own emotions and how to control these emotions through a weekly written blog.

Procedure: 1. Students will discuss different emotions and how to rate their feelings on different occasions that they have experienced. 2. Students will discuss what a blog is and how blogs can be used in the classroom and personally. 3. Students will research different educational blogs on the internet and comment in writing about the blog they found to share with classmates. 4. Students will make their own blog on a free secure site. 5. Students will start by exploring the site and the abilities they will have on their new blog. 6. Their first post will be about themselves. 7. After their first blog, the students will be required to write on their blog once a week at their liking about what is going on in their lives, emotionally and physically and how this effects their lives in and out of school.

Evaluation: Teacher will check the students posts daily and weekly to make sure they are posting. Compliance with the weekly posts and link to their own life addresses the need in the classroom and result in an 100 for that week. Teacher won’t critic their writing just comment on their journal about what is happening and how they are dealing.

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Blogging about Online Resources
//This lesson contributes to students’ attainment of the following standard:// 3.4.10.A3: Examine how **technology** transfer occurs when a new user applies an existing **innovation** developed for one purpose in a different function. 3.4.10.B1: Compare and contrast how the use of **technology** involves weighing the trade-offs between the positive and negative effects. ** 3.4.12.C3: ** Apply the concept that many technological problems require a multi-disciplinary approach. 3.4.10.E4: Evaluate the purpose and effectiveness of information and communication systems. 3.4.12.E4: Synthesize the effects of information and communication **systems** and **subsystems** as an integral part of the development of the Information Age.
 * // Course Title: //** Information and Communication Technology: ICT
 * // Teacher’s Name: //** Jason Jarrett
 * // Grade: //** 9-12
 * // Lesson Title: //** Blogging about Online Resources
 * // Class Length: //** 80 minute
 * // Lesson Length: //** 20 minute; skills use throughout the semester.
 * // Primary Pennsylvania Academic Standards for Science & Technology: //**

//This lesson contributes to student’s attainment of the following standards in other academic areas:// 1.6.8.D: Contribute to discussions. 1.6.10.A: Listen critically and respond to others in small and large group situations. 3.6.10.B: Apply knowledge of information technologies of encoding, transmitting, receiving, storing, retrieving, and decoding. A. During the lecture, the student will attentively listen without interrupting or distracting other students while actively participating by answering the instructor’s questions.
 * // Other Pennsylvanian Core Academic Standards (reading, math history, etc.): //**
 * // Behavioral (Performance) Objectives: //**

B. At the conclusion of the lecture, the student will be able to demonstrate their knowledge of the research skills, useful online resources, posting and hyper linking sites/forums, as well as commenting on their usefulness. I. State the Lesson Objectives and Example Postings? A. Where is the blog to post on? B. How do I post a link and my comment? C. What is an example of good resource? II. Blog Site A. BSHS Graphics: http://bshsgraphics.wordpress.com/ i. Online Resources Tab ii. Brushes & Fonts iii. Tutorials B. Short Comment i. Please describe the usefulness of your posting / link III. Lecture Review A. How do you hyperlink to a site? i. <a href=“website”>title</a>.
 * // Content Outline: //**
 * // Anticipatory Set: //**

**// Learning: //**The student will be able to research, post, and comment about online resources they have found useful while working on their projects.

**// Purpose: //**The students will be able to share the resources they have found with class mates, which will could be improve his or her current and future projects.

**// Transfer: //**The student will be able to learn a new skill, understand and recognize how this skill could be applied and possibly learn a new resource websites. This skill could be applied to improve a current or future project.

**// Motivation: //**The student will apply his or her understanding of the Blog posting assignment to share useful online resources to improve the quality of his or her current and future projects.

**// Instructional Aids or Resources: //** • Blog page developed • Computer with internet access • Example posting and comments
 * // • //**Instructional PDF with step by step directions

A. How do you hyperlink to a site ? i. <a herf=“website”>title</a>. B. What is an appropriate comment to describe a resource? i. Example: I used following resource to create a smoke effect on my self portrait project: [|http://10steps.sg/photoshop/creating-a-smoke-fading-effect/ - http://10steps.sg/photoshop/creating-a-smoke-fading-effect/] || A. How do you post a link? ||
 * // Procedures: //**
 * 1. || Set Induction: Explain today’s lesson objectives. ||
 * 2. || Teacher instructs students to login online and view BSHS Graphics Blog ||
 * 3. || Teacher goes over information on blog site demonstrating how to properly post and link a resource:
 * 3. || Teacher goes over information on blog site demonstrating how to properly post and link a resource:
 * 4. || Teacher shows how students can see each other’s work and learn from what other students are doing in class. ||
 * 5. || DEMO CONCLUSION: Ask the following questions as a quick review of lecture information:

**// Assessment: //** Each student will be required to post one resource and comment. The assignment will be evaluated upon completion.

**// Special Needs Accommodations: //** Be sure students with special needs are sitting up front for the lecture or are actively following along with the demonstration on his or hers computer. Follow-up after the conclusion of discussion to be sure they understand the content that was just presented. If they do not have an aid, actively work with them during the lab time to help further the lecture content.

Kyle Boots Lesson Plan
<span style="display: block; font-family: 'Times New Roman'; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">Cell Parts Blog Assignment

Assignment: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">1.) Look over Chapter 4 Section 3 in your Biology book. <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">2.) Choose an organelle from the cell that you want to do your project over <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">3.) Go to the internet and find a site that has information describing your organelle <span style="font-family: Times New Roman; margin: 0in 0in 0pt 0.5in; tabstops: list .5in; text-indent: -0.25in;">4.) Create a blog post that describes the organelle that you picked. The post must have the following: <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1in; tabstops: list 1.0in; text-indent: -0.25in;">a. at least 200 words <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1in; tabstops: list 1.0in; text-indent: -0.25in;">b. a picture <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1in; tabstops: list 1.0in; text-indent: -0.25in;">c. a link to the web page that you got information from <span style="font-family: Times New Roman; margin: 0in 0in 0pt 1in; tabstops: list 1.0in; text-indent: -0.25in;">d. your own work (plagiarism will be given a 0 and you will be punished in accordance with school policy)

Kristine Christensen | Using Blogger for Reflective Journaling
media type="custom" key="8950162"

Eboni Creighton-- iBlog Lesson Plan
· reflect upon their learning as an IB Learner. · communicate clearly about their reflections on their blog (twice a month). · read and respond to blog entries of other IB learners (through out the year). || · Student IB Unit Folders · Student Textbooks & Workbooks · iBlog Booklets (Resources for Blogging, Lesson Handouts, etc.) · School-Safe Email Accounts for Students (In order to set-Up blogs) · Teacher Blog for the Class || Blogging 101
 * Title || The iBlog Reflection Project ||
 * Author || Mrs. Eboni J. Creighton ||
 * Grade || 5th ||
 * Overview || Students will share their learning reflections as an International Baccalaureate (IB) Learner through a year-long blog. ||
 * Objectives || The students will:
 * Materials || · Computers with Internet Access
 * Session 1-

|| 1. Begin by introducing students to the blogging with a variety of blogs. 2. Facilitate a discussion around the following questions: -What is a blog? -What do bloggers do? -Have you ever blogged before? 3. Record the student’s observations and definitions on chart paper for future reference. 4. Provide the students with the Blogging 101 Hand-out (Definition, Expectations, and Examples), followed by a Q & A Discussion. 5. The students will post a quick summary of today’s Blogging 101 Key Points to the teacher’s blog. (A Blogging 101 Page will already be posted on the Teacher’s Blog.) The students will need to include a link to at least one blog that feel is a ‘good example.’ || iBlog
 * Session II-

|| 1. Begin with a discussion on the current IB Unit of study. Use the Unit’s Central Idea(s) to lead the conversation. 2. Create a ‘Reflection Means…’ Poster. Provide each student with a post-it note to record their response. After the class comes to a consensus about what reflection means to them, Introduce the iBlog Reflection Project. 3. Provide the students with the iBlog Reflection Project Hand-out. Discuss what the project involves. 4. Provide the students with the iBlog Rubric. Discuss what the children will be expected to do and how they will be graded. ||
 * Session III- Ongoing

|| 1. Divide students into small groups and help the children establish a blog account. (Select 2 or 3 student iBlog Captains who REALLY get it to assist other students who may need extra help. Be sure to teach iBlog captains ‘cool tricks’ to share with the advanced learners.) 2. Provide the children with class time to work on their iBlogs. 3. Encourage students who need help getting started by providing them with post-it notes to flag their IB Unit folders, Workbooks, and textbooks so they can formulate ideas and generate reflections for their iBlog. 4. Circulate and utilize iBlog Captains as needed. 5. Remind students to respond to each other’s blogs along the way. || · The teacher will provide time in class to complete the majority of the assignment at the mid and end points of each IB Unit. · There are (6) Units, so each student will have a total of (12) iBlog entries at the end of the school year. || · The student’s ‘best work’ samples can be added to their iBlogs to create more of an ePortfolio. · Students can create a CHARACTER BLOG page and add entries for the characters encountered through out the year. [] ||
 * Assessment || · Although students can reflect on their blog whenever they are inclined, they are expected to reflect twice a month.
 * Extensions || · Use the iBlog as a starting point for Parent Teacher Conferences.





Susanne Kreider
<span style="display: block; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"> Systems of Equations Blogging Activity <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Students will be presented with the three methods of solving systems of equations. They will have an opportunity to practice the three methods during various activities. Then students will be asked to blog about the following: <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">a. The positives and negative of using each method. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">b. When given three examples they will choose the method they would prefer to use and explain why those picked the method they did. They will then use their selected method to solve the system. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">c. Students will find a real-world problem that can be solved by suing a system of equations. Students will provide a link to the real-world problem that they found interesting. <span style="font-family: Calibri; margin-bottom: 10pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">d. They will read other student posts and comment on at least one.

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