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Be A Leader

Page history last edited by Ms. Edwards 15 years, 7 months ago

5 B's Leadership Project

Be here. Be kind. Be respecful. Be safe. Be productive.


Page Contents

Click links to page parts:

 




Overview

As leaders of the school community, we have been asked to create two wiki pages,  both to explain our school standards: The 5B's.  One page will explain in definitions, examples, and illustrations for intermediate students (Grades 4-8), and one page will explain in definitions, examples, and illustrations for primary students (Grades K-4).

 

This is an introduction to Wiki and a School Service Project.

 

Wiki Introduction

1. Form five teams and choose a director. Send the director to me for computer number.

 

2. What is a wiki page? (2a-d)

2a. Find the answer here: Read Me

2b. As a team, decide how you would clearly explain this wiki to your family.

2c. Open up the link number below that corresponds to your computer number. Follow the directions on that page for editing, and type your answer.

sandbox1

sandbox2

sandbox3

sandbox4

sandbox5

2d. Remember to click "Save" in the lower lefthand corner of your wiki page.

 

3. When directed to by your teacher, and after saving your sandbox page, click the sandbox number one up from your number (sandbox1 chooses sandbox2 -- of course, sandbox5 will choose sandbox1). 

3a. Read the answer from that team's page.  With your own behavior, use the 5 B's as you edit on their page, and be an example of the 5B's as you respond.  Click edit page, and do the following:

  • What part did you like about their answer?  Tell them below their answer, in a new paragraph.
    
  • What else could you add (an idea, feeling, question, rephrasing, example, elaboration, experience, etc.).
  • Sign your team's name (Team 1 -- or whatever number/name we all know you by).
  • Remember to click !

 

 

3b. Return to your own sandbox page and read the new response.  Debriefing:

What happened?

How do you feel about it? 

Were you able to complete all of your tasks?

What worked? What didn't?

What could make the task work better?

How did the 5 B's help?

 

4. To help with teamwork and project success, learn about Team Roles.  Click the link to open in a new tab (see menu bar at top of page), read the roles.  Do the following after you choose your role: Team Roles

4a. Return to your first response on your original sandbox page (open in new tab), and follow the roles -- help each other learn by moving back and forth from tab to tab. You can check the whole page, even the parts you did not write. You should have three tabs open now: this page, team roles, and your sandbox.

 

4b. Use your new team roles to add to another sandbox page -- this time two-up from your original number (sandbox1 adds to sandbox 3; sandbox5 adds to sandbox2, etc.)

  • What part did you like about their answer?  Tell them below their answer, in a new paragraph.
    
  • What else could you add (an idea, feeling, question, rephrasing, example, elaboration, experience, etc.).
  • Sign your team's name (Team 1 -- or whatever number/name we all know you by).
  • Remember to click !

 

4c. Return to your page and read the new response.  Debriefing:

What happened?

How do you feel about it? 

What worked? What didn't?

What could make the task be work better?

How did the 5 B's help?

How do the Team Roles help?

 

5. What questions do you have about using a wiki?  Check out this page: Wiki Problem Page.  Here's a page you can add/answer questions so we all learn, we all teach, and we all succeed. This page is for wiki problems only.  You can also add something you already know how to do by asking the question your task will answer, then explain how to do it. 

 

Note:  Only one person can edit a page.  If it's busy, you'll need to do some other writing while you wait.

 

6. What about project problems?  Check out this page: Project Problem Page. Here's a page you can add/answer questions so we all learn, we all teach, and we all succeed. This page is for project/assignment problems only.  You can also add something you already know how to do by asking the question your task will answer, then explain how to do it.

 

7. Whew!  That's a lot to learn!  We practiced some basics so we can complete our project.  So, what did your team learn?  Let's create our first page to write what we have learned so far -- read these directions first before you start:

 

7a. Click "Create new page" at the upper right of the wiki page

7b. Click options.

7c. Scroll down the list of templates until you see: Project Notes (not My Project Notes -- just PROJECT NOTES) and check that box.

7d. Scroll back up and choose the W8 folder to put it in

7e. Now the name: you'll name it your team, the project, and notes like this example:

Example: "T1 Bs Notes" (without quotations) will be the title for the page for Team 1, the 5B Project.  and Notes for Notes.

7f. Click "create page."

7g. Now you can edit the page, and write what you have learned, following the Team Roles. You can type in paragraphs, lists (bullets or numbers), whatever fits your team style.

7h. Click "Save" when you are finished.

 

8. Take time to read what others have learned, then return to your page and add any ideas you may have forgotten.  How can you find other pages? Click "view all pages" at the top right of the wiki page. Do not change or add to their page, but you can add a postive comment by clicking the comment button.

 

9. On to the project:

 

As leaders of the school community, we have been asked to create two wiki pages,  both to explain our school standards: The 5B's.  One page will explain in definitions, examples, and illustrations for intermediate students (Grades 4-8), and one page will explain in definitions, examples, and illustrations for primary students (Grades K-4).   Be here. Be kind. Be respecful. Be safe. Be productive.

 

Discussion Questions:

Why do we need two pages?

Why were we asked to create the pages?

How can we help our school by completing this project?

What are the 5B's and what do they mean anyway?

 

9a. Using the technique we learned in the wiki introduction lessons, create a new page using the "Discussion" template. Remember the naming protocol: team/project/title (T1 Bs Discussion). Read and follow the directions to answer the above questions on your "Discussion" page. Follow team roles.

 

9b. When finished, read what others have said, comment positively on the bottom of their page using your code name and your comment in the comment box.

 

9c. Add more to your own discussin page if they helped you think of other ideas.

 

9d. Add any ideas to your "Project Notes" page that you created in step 7. 

 

9e. Ask any wiki or project questions/answers on the problem pages.

 

9f. Read your team assignment below, and have fun while you help our school!



 

Objectives

GLE: Grade Level Expectations

2.3.1  The student writes in a variety of forms for different audiences and purposes.  Write in a variety of forms/genres. Uses a variety of forms/genres.                

Grades 2-9: Maintains a log/portfolio to track variety of forms/genres used. Includes forms/genres from previous years.               

1.1.1 Analyzes and selects effective strategies for generating ideas and planning writing.

·       Uses prewriting stage to determine purpose, analyze audience, select form, research background information, formulate theme (for narrative writing) or a thesis, and/or organize text.

1.2.1 Analyzes task and composes multiple drafts when appropriate.

·     a.  Refers to prewriting plan.

·     b.  Drafts according to audience, purpose, and time.

·     c.  Drafts by hand and/or electronically.

·     d.  Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. d. Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups). e.  Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision).  f.  Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).  g.  Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice.

·       Writes with a clearly defined voice appropriate to audience.

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes. 

Selects and uses precise language in poetic and narrative writing.

·       Uses the vernacular appropriately.

·       Selects and uses specialized vocabulary relevant to a specific content area (e.g., meteorologist, climatology).

·       Selects and uses persuasive techniques (e.g., powerful and emotional imagery).

·       Selects and uses literary devices (e.g., metaphor, symbols, analogies).

·       Selects and uses sound devices in prose and poetry (e.g., two-syllable rhyme, repetition, rhythm, rhyme schemes).

·       Considers connotation and denotation when selecting works (plump vs. fat, shack vs. house).

1.5.1 Publishes in formats that are appropriate for specific audiences and purposes.Publishes material in appropriate form  and format. Publishes using visual and dramatic presentations.


 

General Directions for All Teams

Goal:

Collaborate on writing a single, concise, seamless project using appropriate words and pictures to explain the 5B's to K-8 students.

 

General Tasks:

1. Each team creates a "Project Tracker Page" using the Sample Tracker Template to track and discuss your project's tasks and timelines.

Naming Protocol: team, project, tracker  Sample: T2 Bs Tracker

2. Each team creates a Notes/Discussion page to add and revise individual ideas and solutions. (Done)

3. Each team member asks a question and answers a question on the Project Problem Page.

4. Each team member creates a note page for his/her own notes and citation/source to research answers; use the My Project Notes template.

Naming Protocol: team, code name, project, notes   Sample: T3 shee Bs Notes

5. Each team member writes gist statements about his/her research and project progress on the Team Project Notes page.

6. Each team starts a blank page for its draft of the project.

Naming Protocol: team, title   Sample: T2 Be Kind

7. Each team will peer review another team's project, offering compliments and suggestions in the comment section. 

8. Each team decides how to rotate the Team Roles, so everyone tries a role. Determine the best choices for team success.

9. Each team member helps the Discussion Director complete the Tracker page -- and uses the Directors questions to keep them on task, on time, on topic.

10. See Team Assigments below for project information.

 


 

Team Assignments

  • Team 1

Your topic: Be Here.

 

Your goal: Explain in definitions, examples, and illustrations for intermediate students (Grades 4-8), and explain in definitions, examples, and illustrations for primary students (Grades K-4).

 

Your product: Your approved final product will be placed on the primary and intermediate wiki site that explains the 5B's.

 

Possible Techniques:  Comic Creator (download planning sheet), BubbleShare, Compare What It Is to What It Is Not, Diamonte Poems, Profile Page (Sample), Animoto, Magazine Cover, workBench

 

Start: Make a chart for what someone who follows "Be Here"  will  Look/Act like, Sound like, Feel like by creating a "T" Chart.  Two options:

a. A two-column intereactive is here. Put Looks/Acts/Sounds together and Feels Like by itself. You'll need to print or take a screen shot to save it, or (if print to .pdf).

b. Create a new page using the T-Chart template.

 

Produce:  Create a finished product using one of the techniques.  If you have another idea, check it out with your teacher.

 

Your requirements: (At midpoint, we'll share drafts, discuss strengths, and develop a rubric together that will guide you in a successful, informative, polished project.)

Age appropriate words and images

Definitions

Examples (looks/acts like, sounds like)

Illustrations (stick figures to photo, images from google (cited) (Wki Help: How to Add Images)

Neat

Organized

Styled

Clear

Concise

Vivid

Correct Conventions (spelling, punctuation, grammar, margins, captialization, bullets, etc.)

Citations/Credits

 

 

  • Team 2-- all of the above with the topic: Be kind.
  • Team 3-- all of the above with the topic: Be respectful.
  • Team 4-- all of the above with the topic: Be safe.
  • Team 5-- all of the above with the topic: Be productive.

 

Team Expectations/Tips

Everyone participates (Use Team Roles) appropriately.

Professional Layout and Appearance

Ask and answer questions on the wiki problem page and the project problem page.

 


 

Timeline

  • Kickoff: W
  • Resources: Th
  • Roles: F
  • Tracker: M
  • Work: TW
  • Peer Preview Expectations: ThF
  • Publication: MT
  • Practice: TW
  • Presentation (TBA)

 

Tasks/Milestones

  • Introduction to Wiki and SandBox
  • Resources (Wiki and Project)
  • Roles & Idea Page
  • Team Project Tracker Page
  • Work
  • Peer Preview
  • Publication
  • Presentation Practice
  • Presentation
  • Celebration


 

Resources:

 

Maximum Moment Lessons:

Ask for any of these or wait for the lesson. Check the problem pages. I'll add to this list as the need arises.

  • Online Safety
  • Google Search
  • Insert/link images
  • Citations
  • Vivid Verbs and Nifty Nouns
  • Imagery
  • Description
  • Dialogue
  • Commenting
  • Rubric (student developed)
  • Style/Design
  • SlideShare, Zoho
  • Animoto
  • BigHugeLabs magazine cover
  • workBench
  • VideoCast
  • Podcast

 

Review of "Literate, learning, community"

 

A community is a group of people who act together under accepted standards of social interactions. Literate means having knowledge, especially in reading and writing. And, of course, learning means to gain knowledge or skill.  So a "literate and learning community" is a group of people with knowledge who work socially together to gain more knowledge.

 

Community Standards --  5Bs

Our community follows these standards in order to participate:

 

Be here.

Participate actively -- complete expected projects, collaborate with others, ask questions, help others.

Be kind.

Treat others as you want to be treated.  Use manners. Write positively, politely. Engage others.

Be respectful.

Again, treat others as you want to be treated.  Remember, what you write online may stay there forever, so maintain your character by treating yourself and others with dignity.

Be safe.

Use the protocol your teacher provides for you for identifying yourself to our wiki world. Leave your weekend discussions offline; work only on school projects. No personally identifying information or images should be provided. Review this site for the most accurate information on online safety for teens: www.pewinternet.org/PPF/r/247/report_display.asp

Be productive.

Collaborate to complete engaging writing projects which we will celebrate and share.



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