Using Glogster for Presentations

I wanted to share with you this amazing website. As I was going through the websites that my group came up with for interactivity #3, I found this one and was amazed at the wonderful things that people can create with glogs. This is just an example of how a student made a glog/poster, but also incorporated a youtube video/song and animations. The example below was created for an English class that was studying Shakespeare's play "The Taming of the Shrew." I think this is a great activity to do with students and a great way to allow students to be creative.

CURR 316 Final Project

Technology Integration Matrix

For this project, I used a lesson plan that I had previously created for my CURR 310 class (Inclusion in Middle and Secondary Schools). This lessons are created for three blocks, meaning each lesson is 80 minutes long. Because I had to make modifications to my lesson in order to accommodate a hearing impaired student, I provided a lot of visuals and group work to make that student feel comfortable with the lesson. In fact, there is little to no teacher talk in this lesson because I feel like it will aid this auditory impaired student to perform better in the class and understand the lesson in a more profound way.

                As soon as the students come into the classroom, they are given a KWL chart, which will be completed individually on a graphic organizer found in the computers. Because realistically speaking, an English classroom will not have desktop computers for every student, most likely they will be using either laptops, or the classes will be held in the media center. After the students complete the first activity on the computers, they will be asked to set that information aside and turn to the Smartboard where the teacher has put up a PowerPoint presentation where she has incorporated the stories “The Three Little Pigs” and “The True Story of The Three Little Pigs.” The reason for using the PowerPoint presentation instead of the actual books for this lesson is because the PowerPoint is adapted for the hearing impaired student. The story is completely pasted into the PowerPoint in large font and pictures have been incorporated for the student to visually and orally see and hear the stories. After this is done, the students will discuss in small groups the differences between both stories, paying special attention to how the story changes when the point of view or person telling the story changes also. Then, the teacher will hand out the point of view graphic organizer and will discuss the three different types of point of views that they will concentrate on (First Person, Third Person Limited, and Third Person Omniscient). After, the students will be given a short fable and they have to re-write the fable from a different character’s point of view and post it on the classroom wiki. This will also serve as an assessment for the day. Lastly, to close the lesson, the students will go back to their KWL charts and will type up what they learned about the lesson.

                On day three, as soon as the students walk in, they will be broken up into groups of 7 and they will be told that they are going to play a point of view game. In this game, the teacher will put up a quote from a story, book, or novel on the Smartboard and the group will have one minute to decide if this passage is told in First Person, Third Person Limited or Third Person Omniscient. If the group fails to answer correctly, the passage will go on to the next group, which can decide to pass to a different passage, or give an answer to the one before. After the game is finished, the teacher will give the students the correct answers and together they will discuss why this answer is correct.  Then, the students will go to their computers and they will create a brainstorming web on Mindmeister that explores Harper Lee’s use of Scout’s perspective in the novel “To Kill a Mockingbird,” which they are reading in class. After they have finished their web, they will discuss their findings in their cooperative learning groups of 3 or 4 students and then discussion will be brought into a class discussion.

                On day three, the students will be broken up into groups of 2 and will be given a passage from “To Kill a Mockingbird,” which they must turn into another character’s point of view. After, they are to use Glogster to make a glog, using big font and decorations, which will be presented to the class. The students will be given 40 minutes of class time to work on their glog. After they have finished it, they must upload it to the classroom Dropbox. Once time is up, teacher will pull out one glog at a time and the two students will present to the class how their character reacted differently to a situation in the novel and why they chose to decorate it the way they did. The assessment for this day is the actual updated passage, the multimedia production and the way they present their product to the class. After all groups have presented, students are to take 5 minutes and write 3 things they learned, 2 questions they had, and 1 thing that was hard for them on the classroom wiki. Hopefully, by the end of the lesson, the students, including my hearing impaired student, will be able to see the huge impact that the author’s chosen point of view can have on a story.