Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
DWP Spring '11
Transcript of DWP Spring '11
Literary Genres The Animoto Way Project:
Day 1 —In group discussion, the class will review the various literary genres and how text structures vary within them. Students will then draw a genre from a hat. They will begin to create a plan. This should include any necessary research of that genre, including the location of book titles and images. They may also plan photos or video they wish to use. Day 2 —Students should lay out their tentative plan on paper, a story board, if you will. They may be photographing as well as locating images. Day 3 —Students will work on the Animoto process, inserting their text and images into the movie. Students will make an audio choice from Animoto or bring an appropriate one of their choice from home. Day 4 Students will work on the Animoto process, inserting their text and images into the movie. Students will make an audio choice from Animoto or bring an appropriate piece from their collection from home. Day 5 —Students will present their shows, interjecting any additional personal comments to try to sell their classmates on the power of their genre. Classmates may want to take notes during the presentations and ask questions afterwards. Show Time! Here is an example of a student's work spring semester '11 Homestead Act of 1862
via Voicethread fall semester project Insight about integrating technology into writing We began an attempt to use Glogster My initial lesson involved Glogster. I had a few students practice creating posters with a spelling and vocabulary unit. They had fun creating them, but we were never able to view the text at school. An important lesson I've learned through integrating technology in writing is flexibility. ALWAYS have a plan B. Lark's insight on integrating technology in writing: The students loved doing both projects. In future assignments, I want to encompass more actual writing. I don't feel comfortable calling either task a writing project. On page 18 in 'Using Technology to Improve Adolescent Writing' the authors say, "When a teacher imagines the vastness of information and the sea of people who are accessible literally at the fingertips of digital natives, possibilities are endless." I know this to be true, yet I see how imperative it is to convince the natives! Students created a presentation about the criteria for the Homestead Act of 1862 on PowerPoint or Word. They posted these to a Voicethread page. After completing their project, they viewed those of their classmates and gave positive feedback, written or audio recorded. Lark Bennett I decided to go with Animoto. Since it was not an environment we used in DWP, I have included the layout of the lesson, as well as an example of a student's project. Our students have so much available to them, yet often only see technology as an entertainment tool. That is one of the challenges we face in preparing our students as 21st Century Learners. They need to see how it can be integrated into every part of their lives, including their education.