The Theory of Plate Tectonics

Do we remember what we discussed yesterday in class?

What are the continents doing?

 

Simon Says

What happened?

Digital Media Project

Here is my digital media project.  I worked pretty hard on it – so I hope you enjoy. 

The purpose of my project was to explain the difference between affect and effect.  Here is the results of my work.

Learning Through Creation…..

I have always had a slight difficulty differentiating between the words effect and affect.  Both words sound almost exactly alike and have very similar meanings.  Both an affect and effect cause a result.  An affect influences while an effect causes a result.  The similarities are so close that it makes these two terms confusing.  I know if I still struggle a little with these two terms then students may as well be perplexed by these words.  For my digital media project I wanted to create a MovieMaker video to help clarify the differences between the use of either effect or affect.

 

Well after I had idea then I had to decide how to demonstrate them.  A friend mentioned to me that the cartoon Curious George had much to do with affect and effect (I guess because George is always causing trouble).  So having no other ideas myself I adopted this one.  I developed the idea that I would take a cartoon and compare events for George as either an affect or effect.  To capture a cartoon I downloaded one off of YouTube buy using the tool KeepVid.   Once I had the cartoon downloaded I did not know how to transfer it to MovieMaker.  I did some research and discovered if I downloaded WinFF I could covert video media to other formats.  Once I had the cartoon ready for adjustments in MovieMaker the project took on a life of its own. 

 

 In the cartoon, George is reading a book.  I thought this clip would be an awesome introduction to these two terms.  In my introduction, George is reading his favorite book and enjoying a red apple.  He notices two words on the page that are similar, affect and effect.  George, in his confusion, looks quickly around the room and notices a dictionary on the floor.  George picks up the dictionary and continues eating his apple.  For this scene I spliced two video clips together.  I repeated the previous clip of George reading a book with George looking at a dirty room.  The book lying on the messy floor would be the dictionary that George noticed.  To signify that George is using a dictionary I transitioned to a picture of a dictionary with a blue cover.  The book that George is reading is also blue which was a consistency that I was looking for.  While George is sifting through the dictionary I wanted the viewer (my students) to also be reading the definitions for the terms.  To give the viewer a sensation of reading the dictionary along with George I downloaded a picture of an open book.  Inside the book I detailed the descriptions for both affect and effect.  Between these two definitions on different pages I used transitions in MovieMaker to visualize page turning.  To further emphasize the use of these two terms I cut away from the Curious George cartoon to explain the terms more in depth.  In order to bring the viewer away from the cartoon I used a picture of film and imprinted text on it.  With the text I could give the viewer more information to help them understand these two terms while they view the rest of the video.  After I have explained the terms fully as an editor I transition back to Curious George and allow the viewer to watch a portion of the cartoon.  While watching the cartoon the viewer will be encouraged to be thinking about effect and affect.  During the cartoon, sentences and questions will be displayed to keep the students thinking about these two terms.  As a final touch to the video clip I added the song “Upside Down” by Jack Johnson to emphasize the confusing circumstances between affect and effect.  Since the two terms are similar in spelling, sound, and definition Curious Georges thoughts are upside down. 

 

I felt my final production would be very affective to utilize in a classroom setting.  First I would introduce the two terms to students and ask them if they knew what each meant.  I would ask if anyone knew how to use either term correctly in a sentence.  Then as a class we would go over the definition for each term.  Afterwards I would play the video clip.  The video would reintroduce each term, their definition, and examples of their uses.   When the video finishes I will lead the class into more discussion on the terms.  I would ask more students to give me sentences properly using affect or effect.

 

While creating this video project I learned more than how to define the differences between affect and effect.  I also learned more about technology: downloading MovieMaker, downloading from YouTube, formatting video, saving video to a movie, and reposting my movie to YouTube.  All of these tasks were challenging and I had to research to understand how to perform each.  To download MovieMaker I had to find an alternate copy because I was unable to download from the Windows Website.  Second, I knew how to download video from YouTube by using KeepVid.  But I discovered on my own to download WinFF to format the video to be used in MovieMaker.  I originally formatted the video in wmv format which later proved to be a mistake.  While using MovieMaker the program crashed constantly which I never learned how to prevent.  I just had to edit a little bit of video clips at a time.  Once I had all my video clips completed I tried to transfer the project into a movie but the effort was unsuccessful.  I learned avi formatting was much better than wmv to transfer video into movie format.  Then I had to reformat my video clips.  Then the whole movie was completed in avi format and I felt I was done.  When I tried to upload the video project to my blog I could not find the ability to upload directly to my computer.  I researched different sites to upload video too but discovered YouTube to be one of the best options.  On my first try downloading my movie to YouTube, the movie was still too large.  In order to most effectively upload the movie to YouTube I reformatted the whole movie again into avi format which condensed the movie.   Then by utilizing YouTube I was able to post the movie into my blog.  Well maybe this process for being able to download video, create a personal video, and upload the video back to the internet sounds lengthy (and it was).  Now that I have learned so much this process will be a simple task.

Update on MovieMaker

Well I still do not think MovieMaker is the easiest visual media program I have ever used.  But I do feel like I have figured how to make the program useful for the time being.  It appears that MovieMaker has some difficulties dealing with certain video files.  I had originally converted all my video to vmw format before starting my project.  It turned out to be a big mistake because I was not able to convert my projects into movie format.  I discovered all my video had to be converted into avi format before working with them in a project.  Then after I had used the avi formatting, my project could be converted into a movie. 

 Review: thumbs down on MovieMaker.  In the future I will look for a different program.

- but if you must use MovieMaker use avi files.

Anybody else having trouble with Windows MovieMaker?

I tried downloading MovieMaker vi Windows update but everytime I never received MovieMaker.  Finally I downloaded a copy off the internet but it did not work so well.  The copy I have works fine with a few slides but crashes after too many slides.  Is anybody experiencing the same problems?  Anybody order the cd in which they can pass the program along?  Well if anyone has some advice on MovieMaker crashing and attaining a better copy let me know.

Wait there is more….

Bringing Creative Writing to Life

   

 

Students will be shown a video of a 3d Chinese animation.  Students will be asked how they can develop a still moment into a 3d picture with their writing.  Students will be split into groups to brainstorm together and then each student will separately write a short descriptive piece.  Students would be graded by participation.  As a class, everybody will give feedback on each others work for interesting and enjoyable qualities.  

Assignment Introduction: 

This animation was created from a Chinese painting.  How did the artist envision a realistic scene that would bring the painting to life?  Notice how the animator moved across each small scene to focus on the lotus flower, the firefly, and the koi fish.  The animator then drew back the lens to capture the whole picture.  The animated picture is couples with an ode, Ode to Summer, which describes each small element to the picture.  In an ode as the one entailed in this video each visual element is described with adjectives, the first line noting the moment and the last line refers to an overall idea or concept.  When a picture is visualized or a memory comes to mind, brainstorm to pick out detailing elements, for each element try to capture its defining qualities in adjectives.  Ask yourself what is the concept, emotion, action, reflection of the picture or memory.   Express each element, defining qualities, and overall idea in an ode, poem or haiku.In class, separate into groups with a picture to collectively brainstorm.  As a group, point out detailing elements in the picture and defining qualities.  Or individually brainstorm on a picture or a personal memory.  Once the brainstorming has been completed, individually develop writing in the form of an ode, prose, poetry or haiku.  Carefully and thoughtfully develop the writing to capture the details of the picture for interest.  The written piece will be four to eight lines and when completed will be shared with the class.  Each piece should be able to help the listener visualize the moment without seeing the picture.

The painting in this animation was also brought to life in a written ode.

Ode to Summer
Lively shadows dance among green shores on a long summer’s day.
  Dragonflies and koi play joyously and gay.
  The water ripples and the lotus sways
Evoking an endless fragrance reminding us of summer’s way.

 The completed written piece will be evaluated for following directions, use of alliterations, how clearly the final concept is captured.

Final Product: 

Each student will write a short descriptive piece in their choice of poetry, prose, haiku, or ode.  Each piece will be four to eight lines long; rhyming may be used if necessary for the chosen writing style.  If the student is writing in haiku or an ode they will be expected to use proper form.  The form would be writing about time, nature, weather, or season.  The last sentence should state a concept or feeling.   Students will read their piece for their peers in class.  

Grading: 

Students will have class discussion after the presentations are given.  Students will be able to give input on what was interesting or enjoyable.  Students will be graded for participation. 

Adapting the Assignment:  

For students who quickly learn the writing format, they could try to develop a photo story or PowerPoint to accompany their writing.  Students could also try to write more than one piece to give them more practice in writing different styles.   Students whom have trouble adopting the new formats can try writing in prose first.  Students will be given guidance and encouragement to write descriptively.  Students will also have help from their peers by brainstorming in groups. 

Timeline:   

This activity should only take 2 days to introduce the activity and present each student’s writing. 

Primary Learning Outcome:  

This assignment will help students learn more about descriptive writing.  This will help students focus are the elements in situational writing.  Students will employ some form to their writing.  Students’ will practice on their peers through feedback to learn how their writing was more interesting or enjoyable.  

 
Assessed GPSs:   

• ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

 Students will read their written work to their peers. 

• ELA7W1.  The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

 The students will practice structure and form in their written work as prose, poetry, haiku, or ode. 

• ELA7W4.  The student consistently uses the writing process to develop, revise, and evaluate writing.

 The students will brainstorm for ideas either individually or in groups.  Each student will separately develop their own written piece of work.  The students will discuss and give feedback on each others work paying note what was interesting or enjoyable. 

• ELA7LSV1.  The student participates in student-to-teacher, student-to-student, and group verbal interactions.

 Students present their written work for their peers. 

• ELA7LSV2.  The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools.

 Students will present their written work for their peers.  The class will help asses the writing by giving feedback on what they felt was interesting or enjoyable. 

Holy Smokes! This is My Lesson Plan.

Holy Smokes! This is My Lesson Plan.

The sharing of information across the internet has led to many internet memes. One particularly interesting and funny meme is Captain Obvious. Captain Obvious is supposedly a hero but it is unknown if he has down anything heroic at all. His input in every situation is to state the obvious. Captain Obvious has a sidekick by the name of Readily Apparent Boy who only reiterates and makes more obvious statements. Captain Oblivious, also a so-called hero, always seems lost and asks questions about the obvious. Their arch nemesis, Professor subtle is coy about his statements. These four characters interactions lead to funny and ridiculous dialogue.

The students will be introduced to these four characters. It will be discussed how statements can be obvious or subtle. Students will be given handouts and split into groups of four. The students will either individually or as a group develop each character. When the students are done, as a group they will each choose a character and read their scene and dialogue for their peers. The activity will help students learn about simple and detailed writing. As a class it will be discussed how stating the obvious is unnecessary and sometimes leads to boring dialogue. In this case, by stating the obvious, the dialogue is funny. For Professor Subtle’s character, students will have to be a little more innovative in their writing to convey the character’s cunningness. It will be discussed that writing subtly is more interesting. The students will be asked to write more detailed and avoid the obvious when writing their scenes.

Assignment Introduction:

Writing fully developed interesting characters and scenes takes voice and tone. We are going to practice developing plot and dialogue with four characters: Captain Obvious, Readily Apparent Boy, Captain Oblivious, and Professor Subtle.

Captain Obvious thinks of himself as a superhero but he never seems to have done anything heroic. He always states the obvious, which never helps the victim, sometimes inadvertently helps the villain, and other time gets Captain Obvious and his companions into trouble. Captain Obvious, whose secret identity may be Mr. Obvious due to the fact they are never in the same place. Mr. Obvious would exit a situation by loudly stating, “I’m leaving now, but not to do anything interesting! I’m certainly not switching to my superhero identity, which of course, I do not have, as most people do not!” Moments later Captain Obvious would appear to state the obvious by declaring, “You are being robbed.” The victim would sarcastically say, “Thank you Captain Obvious.” In response Captain Obvious proclaims, “No, don’t thank me. It’s all in a day’s work for Captain Obvious.”

Captain Obvious has a sidekick known as Readily Apparent Boy. Both characters will get lost in conversations in unnecessary dialogue about the obvious. While Captain Obvious and Readily Apparent Boy drone on their villain gets away.

Captain Obvious and Readily Apparent Boy in the adventures will run into their fellow so-called superhero Captain Oblivious. Captain Oblivious is so confused most of the time he cannot even recall his own name. He usually asks questions in reply to every statement that is made to him. Captain Oblivious would ask, “You are being robbed?… They took your purse?… They are getting away?”

Captain Oblivious, Captain Obvious and Readily Apparent Boy have an arch nemesis, Professor Subtle. Professor Subtle’s is always trying to foil the other superheroes and he usually does not have to try very hard. He is sneaky and coy, his character is more perplexing and his comments take more decoding.

For this assignment, develop a scene and a plot for these four characters in groups of four. Make the scene interesting and the plot descriptive. Try to put the characters in strange and hilarious situations. Give each character dialogue to interact with each other. Try to make the dialogue interesting and funny. After the scene is completed, each group will be able to present their work for the class. Have Fun! Handout to help students develop each character: Captain Obvious, Readily Apparent Boy, Captain Oblivious, Professor Subtle.

Final Product:

Each group will perform their written scene and dialogue for the class.

Grading:

Students will have class discussion after the presentations are given. Students will be able to give input on what made scenes more interesting or funny. Students will be graded for participation.

Adapting the Assignment:

Some students will already understand these characters and their character development. For these students, the option to create a video, PowerPoint, or picture story will also be included for the presentation. Some students may have trouble developing character dialogue. As the teacher, I will have example dialogue for each student to follow. The students will also be able to receive help from their peers while they brainstorm in groups.

Timeline:

This activity should only take 2-3 days to introduce the activity and perform the scenes.

Primary Learning Outcome:

This assignment will help students learn about character, scene, and plot development. Students will practice tone, voice, and mood. Students will also learn, although in this case it is employed for humor, stating the obvious can be unnecessary in writing. Students will also learn techniques to writing more effectively. Students will have practice for a humorous effect.

Assessed GPSs:

· ELA7R3. The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners.

Each student will read aloud their character for their peers as part of their group presentation.

· ELA7RC4. The student establishes a context for information acquired by reading across subject areas.

Students learn about new concepts such as: obvious, oblivious, and subtle. The students demonstrate the knowledge of these terms through their writing.

· ELA7W1. The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure.

Each student has practice in structuralized writing with plot, scene, and characters. The students are encouraged to be interesting, descriptive, and funny to engage their audience.

· ELA7W2.The student demonstrates competence in a variety of genres. The students as a group develop plot, scene, and characters.

The students practice writing with tone, voice, and mood.

· ELA7W4. The student consistently uses the writing process to develop, revise, and evaluate writing.

As a group, the class will discuss each others work to note which elements made the writing more interesting or enjoyable.

· ELA7LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions.

References:

http://en.wikipedia.org/wiki/Captain_obvious

http://www.realclearpolitics.com/articles/2006/12/captain_obvious_to_the_rescue.html

http://uncyclopedia.org/wiki/Captain_Oblivious

http://uncyclopedia.org/wiki/Captain_Obvious

TeacherTube clips

I never heard of TeacherTube before but I feel I will be using it often.  I found TeacherTube easy to use.  I found many videos on YouTube.com that would be instructional.  I did not upload many of them because I wanted to only keep the most interesting videos.  I kept unintentionally selecting all the videos with music.  I learned that I really like music and it will most likely end up in most of my lessons.  There are a lot of School House Rock video’s not loaded up to TeacherTube, so maybe i’ll get those later.  I downloaded one physics clip because I had trouble recreating physics experiments in class, thought the clip would be really useful for others.  I felt KeepVid.com was more useful to me.  I really enjoyed downloading videos to my personal computer.  I will be using KeepVid often and I am really glad to have learned about it.  Check out my videos.

Check out my postings to TeacherTube.

English Errors

I was searching the web and I found an interesting site: Common Errors in English. It list all the common mistakes and misuses in the English language – it even listed the misuse of everyday. I thought the site might be helpful for anyone on personal work or maybe it would be good for a laugh. Check it out.

Food for Thought

 

 I watched an interesting documentary tonight titled ‘McDonald’s Empire’. In the documentary when asked about their unhealthy hamburgers, McDonald’s representatives stated that people can choose what they eat. Representatives also stated that they try to advertise healthy foods such as fruit and milk for children – but the happy meal, unless it is requested, automatically comes with french fries. It was stated that Ronald McDonald was the second most recognizable figure, under Santa Clause, to children . While we are talking about advertising – I just thought a McDonald’s commercial would be a good advertisement to criticize or analyze.

I also looked up Ronald McDonald on YouTube and advertising in other countries looked like it could be even more interesting to reflect upon.