Resources

=Resources, links and other useful tools by indicator.=

General Resources, Useful for Many Outcomes
[] ELA Curricula - [] Viewing and representing support document for ELA 10, 20, and 30

TechnoTeaching
This is a Weebly site, designed by some presenters at the ITSummit 2012 conference, that lists many ways to incorporate technology into the classroom. What makes this site special is that it: []
 * 1) Doesn't just talk about tools, it discusses how incorporate them into the planning and implementation of a solid program
 * 2) Is linked to the nine stratagies identified by Marzano et al. as having the "highest probability of enhancing student achievement for all students in all subject areas at all grade levels."

Media Smarts/Media Awareness Network
This Canadian Site has many resources for examining and deconstructing media texts. It has just changed it's name from Media Awareness Network to Media Smarts. Click the "Teacher's Resources" link, and browse the Lessons and Articles. There are specific lessons based on such media issues as Body Image, Marketing, and Movies, among others.

http://mediasmarts.ca/

Posters related to agency, efficacy, and social responsibility: []

Here is a worksheet on deconstructing web pages
Site about aspertanme
 * []
 * []
 * Have students analyze this website []
 * Use photo-essay: [] to identify audience/ author point of view and intent.
 * Use photo-essay: [] to identify audience/ author point of view and intent.

The Media Triangle can be used to analyze any media text. There are questions on each side of the triangle at the following link.

[]



The following link from The Media Awareness Network has a good procedure for deconstructing web pages. []

**2 CR 20.2 Indicator d. Bullets 8-10 & Indicator e**
[]

[]

[] (great website for creating ads and evaluating them)

[] (great for creating discussion with students about how their movements online are being "watched" and used by companies for "interest-based advertising")

[] (connects to the social responsibility/action component. Good backgrounder for teachers, lots of things for students - videos, webinars, etc)

[] (awesome resource for handouts and other informational material relating to media, including films and advertising)

[] (great resource for First Nations)

[] (this is from a grade 6 social studies pages but it could be changed to work with this outcome)

[] (lengthy but thorough handout that asks the key questions about deconstructing ads)

[] (comments made about deconstruction of certain ads - great to see how other individuals pull the ads apart)

[] (a good explanation of the term "propaganda" and how it relates to media)

[] (best webside for videos for use in class)

[] (link to NESD rubrics - Sk curriculum. A good starting point for creating your own rubrics).


 * Have stduents go to the following site to gather information: [|www.umich.edu/~engtt516/] (Do not tell them that this artist did not really exist):
 * 1) Give students several minutes to browse this site.
 * 2) Begin to suggest that they look for other websites as well.
 * 3) Inform them that if they go to the "Analysis" link at the top of the page and then select "Supplimenti" they will find a list of links to famous artists.
 * 4) Ask some of them to check out the link to the Encyclopedia Brittanica page on Jacopo.
 * 5) Wait a few moments and have another student TYPE in the URL [|http://www.britannica.com] and search for "Jacopo DI Poggibonsi."
 * 6) Wait a few more minutes (or until someone figures it out) and then tell them to stop.
 * 7) Let them know that **they cannot do this project**because this artist does not exist. The web site, including the Brittanica page, are fake.
 * 8) Do this by asking them to go to "Analysis" - "Supplementi" and look for "Fakes and Forgeries." Have them click on the link to "Micristi, Marisarcco DI Master Forgers."


 * This page explains that Jabopo is a fictitious character.

// The ABC’s of Web Literacy // at the following link: []
 * Have students visit each of the following websites and complete the //Questions to Ask About a Web Page// form for **__EACH__**.
 * 1) [|www.improb.com/airchives/classical/cat/cat.html]
 * 2) [|www.msu.edu/~jdowell/miner.html]
 * 3) [|www.molossia.org/countryeng.html]
 * 4) [|www.cimms.ou.edu/~doswell/Conference_papers/SELS96/WoO.html]

NOTE TO TEACHER: NONE OF THESE SITES ARE LEGITIMATE!

Here is a PowerPoint of some of the notes
 * [|Details]
 * [[file:ela20tech/Plagiarism.pptx|Download]]
 * 103 KB

Here is a Word copy of the // Questions to Ask About a Web Page. //
 * [|Details]
 * [[file:ela20tech/Questions to Ask About a Web Page.docx|Download]]
 * 17 KB

The following link will take you to the page students can use to complete the first activity about Jacopo DI Poggibonsi

This link will take you to the pages students can use to complete the second activity: True or False?

**3 CR 20.2 Indicator k**
> [] > > > (This is another rubric for analyzing websites.)
 * The following link from The Media Awareness Network has a good procedure for deconstructing web pages.
 * [](This is a rubric for analyzing websites.)
 * [](This is another rubric for evaluating website design.)
 * [](This is an example of a website which addresses website credibility.)
 * [](student rubric to evaluate websites)
 * [] (generic rubric to evaluate websites - student/teacher)


 * 9 Essential Principles for Good Website Design
 * []
 * [](constructive ideas for effective web page creation)
 * [](implementing website ideas)
 * [](10 things to consider when creating a website)
 * [|http://www.webdesignfromscratch.com/web-design/10-best-designed-web-sites/#1](examples of good web design)
 * [] (examples of bad web design)

> []
 * A Look Into Colour/Graphics in WebDesign
 * [] (This article looks at the Colour Wheel and the power of colour in web design.)


 * Navigation Basics
 * []
 * [] (effective Navigation tools for your website)


 * 4 CR 20.3 Indicator e. Bullet 11 & CC 20.1 Indicator d Bullets 9, 10 & 16**

Microsoft Onenote (installed on all division computers) Start button -> All Program -> Microsoft Office -> Microsoft Onenote Microsoft Word (There are pre-made templates) Google Docs: Really good resource for classroom collaboration. Inspiration (installed on all division computers) Wikispaces Delicious Bib-me/EasyBib

[]
 * A helpful link created by EduPlace for graphic organizers: **
 * *Just a caution: Always remind your students of the acceptable use policy for school computers! **

Helpful Websites:** Wikispaces http://www.wikispaces.com Boolean (AND, OR, NOT) searching on the Internet [] There is a variety of ways to summarize here: [] A collection of tools specificllly for digital note-taking are found here: []

**5 CC 20.1 Indicator d. Bullets 8, 14, & 15.**
__ Resources that are useful for each of the indicator points __ 1) Accessing information using a variety of tools, skills, and sources to accomplish a particular purpose - [] an Alberta based document talking about inquiry-based learning - Google search: Gr. 10 ELA Inquiry Project : a PowerPoint that walks students through how to format an Inquiry Project

2) Gathering relevant information from a variety of print and digital sources as well as from direct observation, interviews, and surveys - [] Katie Couric explains how she prepares for an interview and what skills good interviewers possess - Google Docs – students or teachers can create forms and surveys, which they can use to collect data from other students - [|https://bitly.com] a website used to shorten long, ugly URLs - [] The process of conduction a survey and interpreting the results 3) makes distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites - Media Awareness [] A website with many resources that focus on learning how to authenticate web resources - [|www.whois.net] a website that can help students find out who published a website in order to authenticate the information

-Waybackmachine - [] Browse through over 150 billion web pages archived from 1996 to a few months ago.

Poll Everywhere [|http://www.polleverywhere.com]

Media Awareness Network List of Lesson, Games, Etc on Authenticating Online Information []

Whois services let one identify the owner of a particular website. []

**6 CC 20.2 Indicator d.**
Installed on Computers
 * Audacity (audio recording)
 * Premiere Elements (video editing)

Here is an example of a blog used to tell a story, and relay information. (And there's zombies!)

[]

50+ Web 2.0 Ways To Tell a Story http://50ways.wikispaces.com/ Note - This is a useful teacher resource, but may be overwhelming for students (too many options!).

XtraNormal [] A service that makes animated characters speak what you type in or record. Note - There are paid and unpaid elements available. Paying gives you more content.

Voicethread Here is a link to a sample Voicethread: [] Note - You can display only one picture at a time while playing your sound recording.

Make Beliefs Comix [] Create a comic strip online. Note - You cannot save your changes online, so you must complete your comic strip in one sitting.

Dear Photograph
This website encourages people to take a photo while holding an older photo in place, showing then and now. (Easier to see than explain.) This wouldn't need the website, other than for inspiration. []

Interactive Language Arts Site [|Click Here]

Facebook
Students create a facebook profile for a literary character that reflects the character's personality, interests and relationships prior to their appearance in the literary piece and reflecting what may have occur for the character once the events in the literary piece have concluded.
 * [|Details]
 * [[file:ela20tech/Facebook Assignment 2.doc|Download]]
 * 274 KB

Comic Strip
Students will create a before and after comic strip [|Click Here]

=
A recollection photograph or artistic rendition of a location related to your childhood. (before and after) Write a memory poem about the location showing how your perception of the location has changed as you have gotten older. =====

**8 CC 20.2 Indicator i.**
[]

questionable website; it looks good but we were unable to display much of what we put into our timeline. Perhaps some more experimenting on the site would be useful, but for now we can't recommend this particular tool.

[] this timeline works better than ours...

Another timeline tool. Dipity []

**On Computer:**
Powerpoint SMART Notebook

**Web**
50+ Web 2.0 Ways To Tell a Story http://50ways.wikispaces.com/ The updated version of the CogDogRoo 50 Web 2.0 ways to tell a story. This site gives several ways to tell stories, including comic book, map, audio and video.

Glogster

Prezi

Xtranormal

**9 CC 20.4 Indicator i**
Any blogging software will work here, {[|Blogger], Wordpress, ([]) Kidblog,([]) etc.} and most are fairly straightforward. There are online script writing programs that can be used to write radio or screenplays. Some examples are Plotbot, ([]) Scriptbuddy, ([]) and Rawscripts ([].)

Here is an example of how a blog is used for delivering a story and information, albeit fictional, in this case. (Zombie alert.) []

**10 CC 20.4 Indicator e**
> The Youth Canada (Government) guide to writing resumes > [] > []
 * The Service Canada Job Bank resume page

> []
 * Tips for Resume writing/cover letter

Other Tools and Resources.
"Educational Origami is a [|blog] and a wiki, about 21st Century Teaching and Learning." It contains great resources, including sheets to help get started using various Web 2.0 tools, as well as discussions about the changes taking place in education. Go to the page of the "21st Century Teacher" and watch the great video at the bottom. http://edorigami.wikispaces.com/

Google Doc of other useful resources. []

Educational Leadership Articles - The following three articles are combined into one PDF.
 * True or Not?
 * Reading Remixed
 * Five Reasons Readers Need Technology