Anne Kornfeld
kalambrocha@gmail.com
Newcomers
HS
28-01 41
Avenue
Long
Island City, NY 11101
Grade/Subject: High School: Technology, ELA
About the Grant: |
Materials:
· Students will need computers with Internet access with current
versions of browsers and must have Macromedia Flash Plug-in to do
this program
· SMART Board or LCD projector and computer to
use for demonstrations
· Color printer (optional)
Description:
Glogster originated as an online poster maker. Now students will
be able to use it to create online reviews of books and films that
utilize multimedia to review content. By utilizing a web-based
application, students will be able to employ their creativity and
reach a broad audience. Glogster can also be used as pre-writing
information-gathering activity for writing essays. Beyond all this,
it’s fun!
How It Works:
Students, after reading a book or viewing a film, will create an
interactive poster, or “Glog”, using prompts to fulfill
relevant points and information.
Final Project/Product:
Students will have created an interactive poster that contains a
review of a film or book which others can view and comment upon. The
Glog can be embedded to a wiki, blog, or website. Students will make
comments and give feedback on each other’s online work.
Overall Value:
Students will be able to apply a myriad of technology skills
related to Internet usage by downloading and uploading various forms
of media. Student work will have the potential to be seen by
numerous viewers beyond the classroom which, when students become
aware of this potential, increases the quality of their
work.
Tips for the Teacher:
· As
teacher-administrator you will be able to assign your students
Glogster accounts and have all work on one homepage for you to check
on.
· Students can continue working on a Glog till the
desired final project is finished, and only then do they need to
“publish.”
· Students can creating electronic “sticky
notes” and the information gleaned for this project can then be
used.
· When doing Google image searches, have students
check the “show options” box and chose the "medium" or "icon" size
so that there will be less resizing of images when uploaded to the
Glog. Students can also search for specific types of images, such as
sketches, or by color palette.
· Print out student Glogs
upon their completion and create a bulletin board or booklet of
these works.
· The final Glogs can be either embedded with
their code (available from the thumbnail on the Glogster dashboard)
or as a link on a wiki or blog where others can comment. Creating
the external link is much easier.
· Use the educator version
to avoid inappropriate content. There is a “flag” button for any
questionable material on Glogster.edu. |
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Objectives |
1.
Downloading and uploading various media from predesignated
folders.
2.
Accessing copyright-free materials for online usage.
3.
Designing an interactive online poster.
4.
Utilizing traditional prompts for reviews in a new and exciting
format.
5.
Embedding code from one website to another.
6.
Evaluating and giving online feedback. |
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Websites Used |
http://glogster.com
The
Glogster site shows how students are using Glogs for personal
expression. Some students may already be familiar with
this.
http://edu.glogster.com/
The
educational version of Glogster. This is where you sign up for an
account and will be given a number of student accounts to be under
your control on your Glogster homepage as an educator.
http://scribd.com/doc/14015153/Glogster-Instructions
Step-by-step
instructions for setting up Glogs on the educator version.
http://boxoftricks.net/?p=936
Instructions
for embedding a Glog in a blog, wiki, or website.
http://creativecommons.org/
A
resource for finding copyright-free multi-media.
http://smalltowncritic.com/2009/02/24/a-moviefilm-review-lesson-plan-for-teachers-by-coop/
Gives a Word
download with step-by-step template for writing a movie review, with
a list relevant terms.
http://washpost.com/nielessonplans.nsf/0/b9151dfbe809cfd785256b0b00560201?OpenDocument&sol=0
Uses the
Harry Potter book series as an example for writing a film review.
http://readwritethink.org/classroom-resources/lesson-plans/book-reviews-annotation-technology-137.html
This
contains an NCTE lesson plan for writing book reviews.
http://teachersnetwork.org/readysettech/torres/torres.htm
This site
contains pertinent links and a graphic organizer while offering a
basic way of doing a book review.
http://groovemaker.com/home/
This is a
site for creating original music files.
http://epals.com/
This is a
safe site for the creation of education-related blogs that Glogs can
be embedded into. Using Internet safety controls, Glogs can be
shared with students in a worldwide network.
http://wikispaces.com/
This site
houses wikis and can also be used to share student
Glogs.
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Standards Addressed: |
Standard
1:
Students
demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. They apply
existing knowledge to generate new ideas, products, or processes;
create original works as a means of personal or group expression;
use models and simulations to explore complex systems and issues;
and identify trends and forecast
possibilities.
Grade: High
School
Subject: Technology
Standard 2:
Students use
digital media and environments to communicate and work
collaboratively, including at a distance, to support individual
learning and contribute to the learning of others. They interact,
collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media; and communicate
information and ideas effectively to multiple audiences using a
variety of media and formats.
Grade: High
School
Subject: Technology
Standard
3:
Students will actively engage in the processes
that constitute creation and performance in the
arts.
Grade: High
School
Subject: Art
Standard
4:
Students will be knowledgeable about and make
use of the materials and resources available for participation in
the arts in various roles.
Grade: High
School
Subject: Art
Students will
read, write, listen, and speak for information and understanding. As
listeners and readers, they will collect data, facts, and ideas;
discover relationships, concepts, and generalizations; and use
knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written
language to acquire, interpret, apply, and transmit
information.
Grade: High
School
Subject: ELA
Standard
6:
Students will
read, write, listen, and speak for literary response and expression.
They will read and listen to oral, written and electronically
produced texts and performances; relate texts and performances to
their own lives; and develop an understanding of the diverse social,
historical, and cultural dimensions the texts and performances
represent. As speakers and writers, students will use written
language for self-expression and artistic
creation.
Grade: High
School
Subject: ELA
Students will
read, write, listen, and speak for critical analysis and
evaluation.
As listeners and readers, they will analyze
experiences, ideas, information, and issues presented by others
using a variety of established criteria. As speakers and writers,
they will present, in oral and written language and from a variety
of perspectives, their opinions and judgments on experiences, ideas,
information, and issues.
Grade: High
School
Subject: ELA |
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Lesson 1: |
Title: Getting
Started with Glogster EDU
Project
Objectives:
1. To
acquaint Students with Glogster EDU
2.
Creation of Glogster accounts.
Procedures:
1.
Direct students to an overview of Glogster and, via class
discussion, solicit what they think that Glogs are and what may be
possible when creating one.
2.
Students are assigned accounts. These accounts are given to
you, the educator, when you sign up for Glogster EDU. Have students
sign into these accounts and change their account names to first
name and last name initial only.
3.
Have students discuss which book or film they would like to review
and why. They can write short persuasive essays about why they
believe the book or film is worthy of a review.
Homework:
Read sample
book/film reviews that have been supplied or from the newspaper or
blog of your choice. |
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Lesson 2: |
Title:
Research
Project
Objectives:
1.
To research material needed for the creation of the interactive
poster review.
2.
To utilize the Internet for finding relevant, multi-media material
apropos to the project.
3.
To have students set up folders for the different type of media they
find/create for their Glogs.
4.
To download the media into the appropriate folders.
Materials: The same
materials are used throughout this project.
Procedures:
1:
Students should be given pre-set prompts/outline for structuring
their Glog. I recommend:
· Title
· Author
or director
· Characters
(actors)
· Year of
publication or release
· Country of
origin
· Short
synopsis
· Theme
· Character
analysis
· Explanation
of recommendation of book/film to others
This
information should be saved in a Word document.
2.
Students create folders for images, sound, video, and
writing.
3.
Students search for images that will enhance their Glog (use
Creative Commons to find copyright-free images). They can also
search the Glogster site for graphics that may fit into their theme.
Download and save images to a designated folder. When doing a Google
image search, make sure that students have utilized the “custom”
tool to choose small to medium sizes to avoid resizing.
4.
Repeat the above step, but look for a piece of music to be inserted
into the Glog. Save it to a folder.
Assessment:
Do
the students have designated folders for images, writing, sound, and
video? Have they downloaded images that are appropriate for their
Glog? |
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Lesson 3: |
Title: Create a Glog
Project
Objectives:
1.
To upload previously searched material.
2. To
create an attractive Glog that is readable and appropriate to the
content of a book/film.
3.
Use aesthetic consideration to choose proper fonts, colors,
background, texture, music, and graphic elements for the content of
the book/film.
Materials: The same
materials are used throughout this project.
Procedures:
Begin by
reminding students that they will be making aesthetic decisions and
in order to create unity within their design, they may want to keep
a limited color palette such as warm or cool. Similarly, they should
employ limited fonts. Their work will constantly need to be checked
for readability, making sure there is enough contrast between type
color and background color, and that the font styles and sizes are
appropriate. You can also tell students that they must have a
certain number of different types of media. This can be checked for
in the assessment/evaluation.
1.
Students log on to their Glogster accounts.
2.
Although there can be numerous ways of starting a Glog, I prefer
that they “trash” all preexisting items from the template.
3.
Choose a background to complement the book/film content.
4.
Add the elements they want to have in their Glog.
5.
Upload material from the previous day’s folders as needed, and copy
and paste bits of text to go into the appropriate spaces.
6.
Drag and move the design units around so that it is visually
pleasing and readable to the viewer, avoiding too much blank space
(unless used for a valid dramatic reason) or too much imagery on one
part of the page.
7.
Make the title of the book/film stand out from the other part of the
image and remember to constantly and finally SAVE!
Homework:
Students can
continue to work on Glog at home. |
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Lesson 4 |
Title: Reviewing Glogs and Giving
Feedback
Objectives:
1.
Embedding a Glog into a wiki/blog or making comments on
Glogster.
2.
Giving construction criticism to one another.
Materials: The same
materials are used throughout this project.
Procedures:
1.
Having created their Glogs, students will see certain prompts on
their Glogster page next to the thumbnail of their Glog at the
bottom of the page.
2.
You will now see a prompt to “Embed & Link to this page”. At
this point you can either click "copy a link to the Glog" or you can
copy the code of the Glog and embed it into a previously existing
wiki or blog. If you choose to copy the code and embed it in a wiki,
such as wikispaces, follow the instructions to change the dimensions
of the Glog so that it fits well onto a wiki or blog space:
http://boxoftricks.net/?p=936
3.
After the Glogs are posted, students (and others) will be able to
give feedback on a wiki or blog discussion area by using the
following suggested guidelines for peer assessment.
Assessment:
· What
is the first thing you notice when you open the Glog?
· Which
elements are effective? Which elements might make it difficult to
see the content?
· If there is
music, is it appropriate to the mood or is it distracting?
· Does the
Glog convey a certain mood? Does this mood match the theme of the
book/film?
· Is this Glog
attractive and appealing to the viewer? Why or why not?
· Does this
Glog make you want to read the book/see the film? Why or why not? |
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Anne
Kornfeld teaches digital media in all of its many wondrous forms at
Newcomers High School in Long Island City, Queens. She also teaches the
Web 2.0 Tools class for Teachers Network.
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