100822: Meme's For Fun

BACKGROUND
"BELONG MEME" THEME:  "Feeling like you are part of a group while knowing you are special for who you are. Your uniqueness and individuality are what make you a special and important part of the school. It is important for you to feel a sense of Belonging in order to be truly who you are and who you want to be" (Quagley, Corso, & Hellerstein 2015)

(❗️) MEME PROJECT:
Students should be able to create a MEME about Belonging, Respect, Tolerance, Being Proactive, or something funny (but not offensive) about our Community.  Remember, Comments MUST be constructive and positive, negative comments will be filtered and those posting them will be subject to consequences for violating the class honor code.

Your MEME MUST CONFORM to all Freire Charter HS Rules & Regulations about appropriate content. Once you have completed your entry, use the DropBox Link below to upload it for credit, and Add It to the Google Slides Document for review and peer comments.

STEP-BY-STEP DIRECTIONS
Find a picture online (Must Conform To Freire HS Standard Use Guidelines) and use PIXLR.Com to change it and make it your own. Follow the directions below:

1. Choose a Picture from Google Images

2. Save the Picture to the Desktop

3. Open PIXLR.COM (PIXLR X)

4. Load Picture into PIXLR.COM (PIXLR X) Application from Desktop

5. Make changes to picture

a. You must add some text for the MEME. You can also add a background, and change the color or another feature for credit.

6. Save Formatted Picture to Desktop

7. SIGN IN TO YOUR GOOGLE DRIVE, CLICK NEW AND UPLOAD THE FILE AND CHOOSE THE PICTURE YOU JUST CREATED.

8. Once you have Uploaded the File, SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit.

9. DROPBOX UPLOAD LINK (CLICK LINK BELOW)

(https://www.dropbox.com/request/tTEi4zbT86AeLnfmDFDj) and UPLOAD your file here in addition to SHARING it with me on Google DRIVE.

If you are finished early, log into your Typing.Com or Khan Academy account and work on your typing practice. I hope you enjoy this project as we start to think about future projects for this school year.

VOCABULARY (KEYWORDS)

• Irony

• Metaphor

• Joke

• Meme

• Word Art

REFERENCE LINKS
CANVA.com: CANVA Application Sign Up Link

Youtube Video: "Intro to CANVA" by Abby Ashley

CANVA Video Tutorials: "Getting Started with CANVA" by Design School

ADOBE SPARK 

Account Setup: Adobe Spark enables you to tell stories and share ideas quickly and beautifully. There is a free account that you can set up using your School Gmail Address.

Spark lets you create three types of content:

Use Page to create a story using text, images, and video. When you're done we'll present your story as a responsive web page that can be viewed in any web browser.

Use Post to create images optimized for social media; you provide images and text and we'll help with the design. We'll even help you create the right shape and size image for each social media platform.

Use Video to create, well, a video. Add videos from your computer or iOS camera roll, overlay text, add your voice and background music, and we’ll help turn your story into an amazing video to share with the world.

You can create individual Pages, Posts, and Videos, or you can use the formats together (including a Post image in a Video, or a Video in a Page, you get the idea).

CANVA 

Account Setup: Design presentations, social media graphics, and more with thousands of beautiful layouts. Click the links below and watch the videos to understand how CANVA.com works. You should then click the link to create an account on CANVA.com so it will help save some of your work. YOU DO NOT NEED TO PAY FOR ANYTHING, the FREE ACCOUNT is enough.

Spend time in class today understanding how to use the tools on PIXLR.com, Adobe Spark, and Canva.com to edit, organize, and display photos for digital publishing!

ESSENTIAL QUESTION(S)

• How can I demonstrate my knowledge in a unique and visual way?

• How can I use an image and words to communicate a larger concept?

OBJECTIVE(S)
SWBAT create, highlight, and share projects, files, images, videos, and other items as they make progress toward their diploma.

• Achieve the following objectives:

• Create an original meme about a topic or concept

• Make a comment or statement about their topic using words and images

• Internalize the following enduring understandings:

• I can use a meme to make my own statement about what I have learned.

• I can pair text and images together to create a more complex meaning or joke

KNOW: The importance of creating and maintaining a digital record of their achievements for use in interviews, applying for colleges, and showing marked improvement in different areas of study.

UNDERSTAND: What should be posted to a digital portfolio and why. How to organize different sections and what types of items should remain private.

DEMONSTRATE: The ability to use different media to create a digital portfolio. How to save and utilize media from cloud-based storage mediums (Google Drive), and how to add other content as required.

ACADEMIC STANDARD(S)
Reference Business, Computer and Information Technologies 15.4.12.B
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work
15.4.12.G: Create an advanced digital project using sophisticated design and appropriate software/applications.

100622: Digital Portfolios (Google Sites)

BACKGROUND
Resumes used to be the only tool you had to showcase your academic and professional achievements when you were looking for a new job. Today you have so many more options, one of which is to create a Digital Portfolio. This visual representation of your history and greatest achievements provides employers with proof of what you can do and helps them see why they should consider hiring you. It also sets you apart from all the other candidates who simply send in a resume and cover letter.

Please watch the videos below for tips on what to include in your portfolio as you get older:

A DIGITAL PORTFOLIO IS AN ONLINE COLLECTION OF YOUR VERY BEST WORK, THAT VISUALLY PROVES WHAT YOU CAN DO!

Resource: https://www.everydayinterviewtips.com/how-to-create-a-digital-portfolio-for-your-job-interview/

"If you’re in the process of developing a digital portfolio, you can’t afford to view it as a mere collection of work samples; you need to think of it as your preeminent marketing piece." - Ram Castillo (Award Winning Designer and Art Director)
Resource: https://www.roberthalf.com/blog/writing-a-resume/expert-tips-on-how-to-create-a-killer-digital-portfolio

"One of the inherent dangers with digital portfolios, for example, is that the technological novelty of the product could overshadow the purpose of the portfolio."
- Digital portfolios: fact or fashion?" by Helen Woodward & Phil Nanlohy
Resource: https://www.tandfonline.com/doi/abs/10.1080/0260293042000188492?journalCode=caeh20

According to Inc. Magazine (Online) and the Young Entrepreneur Council, you should turn experiences into a story worth sharing. According to the article "How to Create a Digital Portfolio That Stands Out From The Pack", some of the main reasons to create a Digital Portfolio are to:

• SHOW OFF YOUR BEST WORK
• TELL YOUR STORY
• FEATURE REFERENCES & RECOMMENDATIONS
• EMBED A VIDEO OR PROJECT

Reference: https://www.inc.com/young-entrepreneur-council/how-to-create-a-digital-portfolio-that-stands-out-from-pack.html

One of the best resources for creating a Digital Portfolio is at https://info.portfolium.com/blog/digital-portfolio-tips. There are 10 PRO Tips that are discussed in the article that you should consider using in this project.

Here is the Process of Creating an Electronic Portfolio developed by Helen C. Barrett, Ph.D.:1 Creating an Interactive Portfolio with Google Sites1.1 Getting started
2 Keeping a Learning Journal
3 Authoring an electronic portfolio3.1 Create a first page - Introduction & Table of Contents
3.2 Set up a structure using goals (or themes) as an organizing framework
3.3 Create one page for each section
3.4 Upload artifacts/create hyperlinks
3.5 Write reflections for each goal/skill and each artifact
3.6 Write future learning goals
3.7 Publish Portfolio - Seek Feedback
4 Evaluating Portfolios

Mr. Scribner's Sample Google Digital Portfolio Site

(❗️) TF DIGITAL PORTFOLIO (Google Sites) PROJECT

STEP-BY-STEP INSTRUCTIONS
Step 1: Sign In to Google
Step 2: Click your "Waffle" (Upper Right Corner) to open your list of Google Applications (Google Apps Button)
Step 3: Click on Google Sites
Step 4: Watch The Video Below:

Step 5: Design Your Site Home Page

1. Upper Left Corner - Change the Site Name to TFDL Student Portfolio, and ADD a Logo of your choice.
   
   
2. Change the Site TITLE to your Full Name.
   
   
3. Move the Pointer to the Lower Left Corner of the Heading and choose the type of Image used for the Background. You may also Click Header Type to change the Header area.
   
   
4. Click on the TEXT BOX button (under Insert in the menu on the right side of the screen), and add space below the Header for a Personal Mission Statement / Memorable Quote / Job or Position you are interested in.
   
   
5. Click on one of the Layouts (under Insert in the menu on the right side of the screen), and add an "ABOUT ME:" section below the Text Box. See the sample site at https://sites.google.com/ccs.us/hscribner/home for what to write in this section.
   
   
6. Click on one of the Layouts (under Insert in the menu on the right side of the screen), and add an additional section for at least 2 of the most recent projects that you are proud of.
   
   
7. Click the PAGES link in the menu on the right side of the screen. Add a PAGE labeled "TFDL Projects". Add TEXT Boxes for Title Bars, and Insert Sections to add all of your work for each project. You can Upload files, or link directly to your Google Drive.
   
   
8. Click the PAGES link in the menu on the right side of the screen. Add a PAGE labeled "CEW Evidence". Use this page to link/post information about anything that would qualify as evidence for PA Career Education & Work Standards. These can include resumes, cover letters, career project investigation surveys or worksheets, individual assessment forms, and any other documents from work you have completed. Remember, 8th-Grade students, are required to have at least eight (8) items in this section prior to heading to high school. You MUST have an Individual Career Plan started as well. See your counselor for help with this.
   
   
9. At any time during the design process, you can click the PREVIEW Button and see what your site will look like.

With your parent's permission, create a personal Google Account and use the following link to transfer your work to your own account. This way you will not lose this as you graduate, and stop using your ccs.us account:  https://support.google.com/a/answer/1041297?hl=en

PROJECT REQUIREMENTS / RUBRIC
You must have the following items for credit:

HEADER & HOME Page: The student must have a legible header with your site title (TFDL Student Portfolio) and a small logo of some sort. Students must also have a "Personal Mission Statement / Memorable Quote / Job or Position You Are Interested In" section. The "About Me" section must include a tasteful, professional-looking picture of the student (a School I.D. picture is recommended), and a paragraph or two as outlined on Mr. Scribner's Sample Site. Students must also have at least two (2) current projects outlined, with images, on the Home Page. Make sure all titles and additional pages are accessible from this page.

TECH FREIRE Projects Page: Students must add a section for Digital Literacy, and include enough sections for every project to date. The student should review their Google Drive and the Class Reference Site's Archive Section (https://tfdigitaltechphilly.blogspot.com/) to make sure they have all the previous projects. Add additional sections for other classes. There should, at minimum, be spaces for English Language Arts, Social Studies, and Science. Make sure to LINK any work from your Google Drive for each class.

CEW Evidence Page: Students should scan any external document to their Google Drive prior to adding them to this page (Try to add them as a PDF). Make sure to add all items from Digital Literacy classes that qualify as CEW Evidence here, instead of on the previous page.

JOURNAL Page: The student will create this page as a placeholder for Constructed Response Items, Journal, or other posts as required. Students can use this space to comment on news, events, or other interests. Make sure that anything posted is school-appropriate, and in good taste, even when it might be a controversial or inflammatory topic. Be respectful at all times.

Additional pages may be created for other projects, specific reasons, or at the request of other teachers. This site should be updated regularly with new work, and evidence for PA CEW Requirements. Use this site to reference work during interviews for jobs or college entrance meetings. Make sure that your parents see this site, and approve of anything you post.

When You Click "PUBLISH" You Must Title Your Page Using Your First Initial and Last Name. See the Example Below:

TURN IT IN BY EMAIL AND SEND THE PUBLISHED LINK TO MR. S (harvey.scribner@techfreire.org) FOR CREDIT!

ESSENTIAL QUESTION(S)
EQ: What is the difference between my personal and professional persona? How can I share my professional experiences and achievements in a meaningful space online so others can review and understand the work ethic and enthusiasm I would bring to my chosen career field?

OBJECTIVE(S)
SWBAT create, highlight, and share projects, files, images, videos, and other items as they make progress toward their diploma.

Students need to create a space online to display and share their work. Students should understand that the medium they choose should remain professionally focused and not include items of a personal nature. Students should be able to add and update the information for use in interviews, applications for jobs, post-graduate learning, and networking with other people on similar career paths.

KNOW: The importance of creating and maintaining a digital record of their achievements for use in interviews, applying for colleges, and showing marked improvement in different areas of study.

UNDERSTAND: What should be posted to a digital portfolio and why. How to organize different sections and what types of items should remain private.

DEMONSTRATE The ability to use different media to create a digital portfolio. How to save and utilize media from cloud-based storage mediums (Google Drive), and how to add other content as required.

ACADEMIC STANDARD(S)
Reference Business, Computer and Information Technologies 15.4.12.B
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work
15.4.12.G: Create an advanced digital project using sophisticated design and appropriate software/applications.

100422: Self-Awareness (CEW) Activity - Guest Teacher

OVERVIEW
Self-reflection can be a great tool for students to build confidence and improve in a variety of areas, but they need your guidance. Students need to learn to reflect on their strengths and weaknesses. Not just academic strengths and weaknesses but also personality and character traits. Students should be encouraged to reflect on their effort and their motivation.

Art allows us to express ourselves in ways that words cannot. When we tap into our creative brains, we can uncover feelings and thoughts that we were unable to see. The art project below invites students to explore how they view themselves, what makes them unique, and how that image fits into the world around them.

Create opportunities for sharing and discussion while doing this activity with a group. Although you do not have to share in detail, sharing our self-reflections out loud reinforces our feelings about those reflections and creates space to discover similarities, learn about our differences, and celebrate what makes us unique.

Make this activity your own! You can also create a collage, paint, draw, or doodle using the above reflections. Allow art to be an avenue for creative expression and self-exploration.

OBJECTIVE(S) / (SWBAT)
Students should have a basic understanding of how they view, and interact, with the world and their community. Understanding their approach to solving problems and how to harness their unique skills and abilities can give them insight into the ways that they communicate and collaborate with others.

KNOW: How they learn best, interact with others, and recognize leadership and personality strengths and areas of improvement.

UNDERSTAND: How they can focus their energy and gifts into the effort to complete work and be better members of the communities they find themselves in.

DEMONSTRATE: The ability to professionally reflect on their scores and understand what they mean in light of their mission and capabilities.

(❗️) Project / Lesson Task Overview
Using the "Picture Me" Google Slides Presentation listed below, find a picture online that best represents your response to the title of each slide.  There are many slides in the presentation, but you need only complete a minimum of eight (8).  Feel free to complete more if you like.  Please Delete the Slides you do not complete.  You must complete at least one (1) picture on each slide.  Be creative and have fun with this activity!

STEP BY STEP
STEP 1:  Click on the "Picture Me!" Google Slides Presentation Link Below

STEP 2:  Click FILE and MAKE A COPY

STEP 3:  Click SHARE and add Mr. Harvey and Ms. Jaleesa for credit

STEP 4:  Use Google, the Camera on your Phone, or other resources to create at least eight (8) slides of the presentation.  You may also draw, write poetry or a short paragraph, or express yourself in other ways on each slide.

IMPORTANT NOTE:  You are only graded on adding content to the slides, the content itself is not judged or graded in any way.  You MUST include only items on the slides that are school appropriate.  Please do not include anything that might need to be reported as inappropriate for school use, or search for anything inappropriate on school-issued devices or networks to avoid disciplinary trouble.

LINKS & RESOURCES
"Picture Me!" Google Slides Presentation (Click Here)

(❗️) POST-PROJECT GMAIL REFLECTION / ASSESSMENT ACTIVITY

1. What mood were you in prior to starting the project?  

2. How do you think that affected the images you chose?  

3.  When you found your images, what feelings did you have about who you are, and how

     did that affect your choices?  

Example Gmail
TO: jaleesa.thomas@techfreire.org, harvey.scribner@techfreire.org
SUBJECT: Picture Me!
Body of Message: Answer All Questions Listed Above (Copy/Paste Questions into Gmail)

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question,
C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

BACKGROUND
Self-awareness is defined as “the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts… including capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose” (CASEL, 2019). Confidence is a key component of self-awareness and is a skill that requires lifelong exploration. Confidence can be defined as the way in which we view ourselves and our ability to achieve our goals. There are many internal and external factors that contribute to our confidence. As we get older, we develop a deeper sense of self as we push through challenges, celebrate successes, and everything in between. External factors such as support of family and friends, education, and community relations affect our confidence and sense of self. As adults, we can help to create safe and supportive environments for our children to have the space to learn, grow, and gain confidence in themselves.

KEY TERMS
https://www.merriam-webster.com/thesaurus/self-reflection

Self-reflection is an essential skill for personal growth. Without it, we walk around unconscious and often reactive to others and even our own selves.

CAUTION: if self-reflection becomes obsessive, it can turn into self-judgment

ESSENTIAL QUESTION(S)
EQ: How can I take a snapshot of the way I process information, react to situations, and identify strengths and areas of improvement to be more successful at leadership, teamwork, and how I function in a community, classroom, or career environment.

ACADEMIC STANDARD(S) (PA)
Reference: Business, Computer and Information Technologies
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work

PA BCIT 15.4.12.G: Create an advanced digital project using sophisticated design and appropriate software/applications.

PA CE&W 13.3.11.11A: Evaluate personal attitudes and work habits that support career retention and advancement.

PA BCIT 15.3.12.D: Evaluate business materials (including web-based resources) for value related to purpose, quality, and appropriateness. Understands that interactions among learning, inheritance and physical development affect human behavior. Understands that differences in the behavior of individuals arise from the interaction of heredity and experience.

ADDITIONAL PROJECTS

Here are ideas to help students remember what they did and evaluate their outcomes.

Sketch or Draw
Have students draw what they’ve learned or how they feel. Having a piece of art they can view is an excellent way to reflect on in the future. For example, if a child is very frustrated with a new concept, they could draw a picture of how they feel at that time. Over time as the concept becomes easier, they could draw another illustration of how they feel after making progress. They’ll see how far they have come and recognize how their hard work and effort paid off.

Make it Fun
Make reflection a game. Just like with any other skill, self-reflection takes a lot of practice, and kids are usually not very interested in rote memorization or repetitive drills, so make it fun! For example, you could put reflection questions on dice, use apps, or play games to help students practice answering reflection questions after ordering or even before a lesson.

Portfolio
Portfolios lend themselves to student reflection. They have the added benefit of being available for parents to reflect on their kids’ work and to help their children reflect on their work. Things to include in a portfolio include student work samples or graphs that show anything from student behavior to growth in academic areas. When children look at their portfolios and see the growth they have made, it reinforces the value of self-reflection.

Journaling
Journals have many of the same benefits portfolios except that they get into the heart of what a student is honestly thinking. When children journal, they can share their thoughts and feelings at the moment and then look back at them later. Even younger children or those who are unable to write independently can draw pictures, or they can have someone dictate for them.

092922: Resume & Cover Letter

BACKGROUND
“A resume summarizes your skills, experiences, and accomplishments, and it is not just for adults applying for jobs. High school students need a resume to apply to college, scholarships, employment, and internships. Your resume is an important marketing tool. A well-written high school resume represents your character, your skills and accomplishments, and how you spend your time. Someone reading your resume should get an idea of who you are, both personally and professionally.”

- https://www.asvabprogram.com/media-center-article/64

OVERVIEW
Your resume and cover letter will be a living document. That means that it will evolve and change over the course of your life depending on your experience, education, interests, and job history. All of these experiences will be added in a one-page summary of what you will bring to the table for a future employer. Other organizations will also need to see a resume.

OBJECTIVE(S) / (SWBAT)

Students will participate in the discussion about the importance of a Resume and Cover Letter when applying for a promotion, job, scholarship, or presenting information professionally to peers. While a cover letter is not always needed, it does however highlight greeting someone respectfully and professionally when sending a document for review.

(❗️) PROJECT / LESSON / TASK OVERVIEW

Students will create an individual Resume following the instructions on the class website. Students will search for a job they are interested in and tailor a Cover Letter to the specific job posting. They must copy and paste the job listing online into the Google Document for credit. They may be called upon to “interview” for the position with a member of the staff at school.

EXAMPLE DOCUMENTS

SAMPLE STUDENT RESUME TEMPLATE

BASIC STUDENT RESUME AND COVER LETTER TEMPLATE

GRADING RUBRIC
10 pts - Emailed Link To Job to Instructor
60 pts - Resume (GOOGLE DOCUMENT)
10 pts - Title Block
10 pts - Objective
10 pts - Experience/Work History
10 pts - Education
10 pts - Other Skills / Additional Information
20 pts - Grammar, Spelling, Layout
60pts - Cover Letter (Proper Format, Layout, Grammar, Spelling)

STEP BY STEP
1. Using one of the career/job websites listed below (Or any other website you like), find a job you are interested in. Email the link for the job to the instructor. (Copy& Paste Link into the body of the email).

YOU MUST COPY THE ENTIRE JOB POSTING AND PASTE IT ONTO THE LAST FULL PAGE OF YOUR COVER LETTER. YOU MUST FIND AND INCLUDE THE MAILING ADDRESS OF THE JOB PRIOR TO WRITING THE LETTER.

2. You may create a resume for yourself using the Resume Builder on ReadWriteThink.org, or any of the templates on Google Docs

3. Re-Type or Cut & Paste your resume into a Google Drive Document. You may use any template you like as a guide.

4. Create a Cover Letter (Use the Letter of Recommendation format) for your RESUME for the job you have chosen.

5. Save your Resume & Cover Letter as a SINGLE file on Google DRIVE and email the link to your instructor.

6. Cover Letter and Resume must be Single Spaced, Formatted to match examples below, and Times New Roman (11 or 12 font size only!)

YOU MUST SHARE ALL DOCUMENTS FROM YOUR GOOGLE DRIVE FOR CREDIT

LINKS & RESOURCES
Mr. Scribner's Resume Sample (Google Document)
Resume Breakdown: VIDEO 1 - Basic Resume
Resume Builder: WEBSITE - READWRITETHINK.ORG Resume Builder

Career & Job Search Website Examples
https://www.indeed.com/
https://www.monster.com/
https://www.careerbuilder.com/
https://www.aftercollege.com/

PRE-WORK

Students should create a brief timeline of their address history, school history, work history, and sports or interests prior to starting this project.

KEY TERMS
Keywords and Terms Article Online (Click Here)

  RESUME (DEFINITION):
  Re·su·me 2 [rez-oo-mey, rez-oo-mey] noun résumé. [rez-oo-mey, rez-oo-mey]
  noun

  1. a summing up; summary.
  2. a brief written account of personal, educational, and professional qualifications and

      experience, as that prepared by an applicant for a job.

  Also, resume, re·su·mé.

  Origin:
  1795–1805; < French, noun use of past participle of résumer to resume, sum up

  VISUAL THESAURUS

ESSENTIAL QUESTION(S) [Libraries & Literacy Lesson Plan Excerpt]

Q. What is a resume?

A. A resume is a document that summarizes your skills, experience, and educational background. Employers look at resumes to find qualified employees.

Q. Who needs a resume?

A. EVERYBODY who wants a job needs a resume!

Q. Why is a resume important?

A. A resume is like an “advertisement” that sells you to an employer. It is almost always the first step to getting an interview.

Q. How have resumes changed with technology?

A. Today, resumes must be created with word processing software. Many employers now only accept resumes submitted through e-mail or the web.

Q. What makes a “good” resume?

A. A good resume should tell YOUR story. It should demonstrate professional growth and development. A good resume needs to be thorough yet concise. Why concise? See the next question:

Q. How long does an employer typically look at a resume?

A. Less than 1 minute! You must make a good first impression. Even the tiniest mistake can mean the difference between an interview or not!

ANATOMY OF A RESUME
A resume usually has these 5 Sections:

  1. Contact Information
  2. Professional Summary/Objective/Career Profile
  3. Employment History
  4. Educational Background
  5. Other Skills, Non-Work Experience, and References

(❗️) GMAIL REFLECTION / POST-ASSESSMENT ACTIVITY
Email the link to a job you would like to apply for to Mr. S (harvey.scribner@techfreire.org) for credit and answer the following questions with a well-written paragraph:

Why should high school students need to create a resume and cover letter?

What information should you highlight on your resume?

What is the difference between a skills-based resume and a chronological work history resume?

Why would you choose to format your resume with either style?

EXAMPLE GMAIL
TO: Teacher Email
SUBJECT: Resume & Cover Letter Reflection Response
Body of Message: Answer All Questions Listed Above (Copy/Paste Questions into Gmail)

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question,
C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

ACADEMIC STANDARD(S) (PA)
CSTA / ISTE / PA Common Core / PA Career Ed. & Work

092822: Introduction to Google Drive/Documents

OVERVIEW
Google Documents is an application online that is part of the Google Apps for Education.  This application is similar to Microsoft Office WORD.  Users can create, edit, save, and share documents using this application as part of their Google Drive.

OBJECTIVE(S) / (SWBAT)
create, highlight, and share projects, files, images, videos, and other items as they make progress toward their diploma.

KNOW: The importance of creating and maintaining a digital record of their achievements for use in interviews, to apply for colleges, and to show marked improvement in different areas of study.

UNDERSTAND: What should be posted to a digital portfolio and why. How to organize different sections and what types of items should remain private.

DEMONSTRATE The ability to use different media to create a digital portfolio. How to save and utilize media from cloud-based storage mediums (Google Drive), and how to add other content as required.

(❗️) PROJECT / LESSON TASK OVERVIEW
Students will follow along in class while we learn how to create Google Documents.  Using the toolbars and the ribbon, students will create different document templates and use new skills to change the look of those documents.

STEP-BY-STEP
STEP 1:  Follow along in class to create the following documents:

• Formal Letter Template
• MLA Short-Form Report Template

STEP 2: Learn to collaborate with others, review and reply to comments, and understand how to add images and other multimedia files to Google Documents.

LINKS & RESOURCES
How To Use Google Docs (Google Support Link)

GFCGlobal Online Training:  Google Drive (Click Here)

BACKGROUND
Students need to create a space online to display and share their work. Students should understand that the medium they choose should remain professionally focused and not include items of a personal nature. Students should be able to add and update the information for use in interviews, applications for jobs, post-graduate learning, and networking with other people in similar career paths.

KEY TERMS
Google Drive: An area which you can save and share all of your work

Google Document:  An application that allows you to create letters, documents, etc.

Share:  An option that allows you to share a file with other people.

Upload:  To move a file from a computer/device to the internet

Download:  To move a file from the internet to your computer/device.

Starred:  folder or file marked important

Can Edit:  owner allows another user to add or edit the content of a file or folder

Can Comment:  People can only comment on the file or folder

Can View:  People can only view the file, they cannot edit or comment.

Anyone With Link:  users must have a direct link to view the file or folder

Recent:  all files created, uploaded, or shared that have been opened recently.

ESSENTIAL QUESTION(S)
What is the difference between my personal and professional persona? How can I share my professional experiences and achievements in a meaningful space online so others can review and understand the work ethic and enthusiasm I would bring to my chosen career field?

ACADEMIC STANDARD(S) (PA)
Reference Business, Computer and Information Technologies 15.4.12.B
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work
15.4.12.G: Create an advanced digital project using sophisticated design and appropriate software/applications.

092322: 12x12x12 Rule & Essential "55"

12x12x12 Rule (B. Hilliard)

Today is a day for you to focus on a simple rule that we unconsciously should break.  As young adults, you will be asked to step into the offices and careers that will one day shape future generations. In an attempt to help you understand how important it is to be tolerant, accepting, and the person in the room who can lead from a higher point of view, please consider spending a few minutes today in reflection on the materials below. 

DO NOW ACTIVITY

Please READ the passage below (12x12x12 Rule)

12 by 12 by 12 is the distance at which you are being judged by the people you meet every day of every week of every year of your life. It is also the distance you judge others if you are not aware of this rule, and try to change this perception.

Your first impression starts 12 feet away. This is the distance people see what you are wearing and how you are acting. This is the first chance you have to make sure that people see you in a positive, accepting light.

At 12 inches away you are now about to speak. People will notice the minute details of the way your face looks as you smile, frown, or grimace. People are judging your looks, your demeanor, and the way you carry yourself. The way you shake a hand, smell to others, and present yourself are now under the microscope and you should be aware that what you are about to say will forever place a note in people’s heads about your level of maturity.

Finally, the first 12 words you speak are a reflection of your heritage, upbringing, and education level. Whether you like it or not, the person you are interacting with is taking a mental picture of you for future reference. What kind of picture have you given them? How can you make a difference in how you appear?

The mark we leave on the world is made up of the thousands of appearances in other people’s memories. How you are perceived by others is the only yardstick we are all measured equally by. Make your impression a positive lasting one with others, and you will make your world a better place to live in.

12x12x12 RULE by B. Hilliard (2017) (https://www.entrepreneur.com/article/302635)

1. "All Of Us" Video Link (Click Here)

2. "Too Quick to Judge" (Youtube)

GMAIL REFLECTION IV
(❗️) Open your GMAIL and make sure you are logged into your Tech Freire Gmail account (No Personal Gmails may be used to turn in work for this class).

A. Click COMPOSE and add Mr. S (harvey.scribner@techfreire.org) in the TO LINE.
B. Type "Gmail Reflection 12x12x12 in the SUBJECT LINE.
C. In the body of the Gmail please write 2-3 Sentences about your reaction to the 12x12x12 Rule.

GMAIL REFLECTION EXAMPLE
To: harvey.scribner@techfreire.org
Subject: 12x12x12 Rule
Body of Gmail: I feel like I am good at public speaking, helping others, and understanding when people are struggling. The 12x12x12 Rule seems logical at first, but upon deeper reflection is not fair, and does not allow people to be real with each other if they are being FAKE to make a good impression.

R.A.C.E.S. Method R - Repeat the Question, A - Answer the Question,
C - Cite Evidence, E - Examples / Explanation, S - Summarize your Thoughts

Essential "55" Rules (R. Clark)

BACKGROUND
Today I want you to think about your goals in life, and consider your actions in light of Ron Clark's "Essential 55 Rules". We will spend time reviewing Essential "55" by Ron Clark. Do you think they are appropriate? Why, or Why Not? Please follow the directions on the worksheet you received in class to complete this project for credit.

OBJECTIVE & STUDENT OUTCOMES

Students will reflect on their goals and talents after viewing a video designed to help them understand how important it is to recognize the power of having dreams and setting realistic goals to achieve them. Students have also been given instruction on the Essential "55" in most other classes. Students will be able to select, write, and comment on their TOP 3 rules. Students should list why they chose the rules.

STEP-BY-STEP

STEP 1: MAKE SURE YOUR READ ALL OF THE "55" RULES PRIOR TO CHOOSING THREE (3) TO WRITE ABOUT ON THE WORKSHEET.  

STEP 2: (❗️) MAKE A COPY of the Worksheet: You will need to Click the Link to the "Essential 55 Goal Worksheet" and it will open in your Google Drive. Click the Google Document " to create a copy of the worksheet in your own Google Drive. 

STEP 3: Complete the worksheet and then SHARE it with Mr. S (harvey.scribner@techfreire.org) for credit. 

NOTE: IF YOU WOULD LIKE TO MAKE UP A "RULE", YOU MAY INCLUDE ONE IN THE THIRD SPACE PROVIDED ON THE WORKSHEET. 

To Make Up a RULE you need to review the list of 55 Rules and create a new one to add to the list that is not a duplicate and is appropriate for school.

REFERENCE LINKS
(❗️) Essential "55" Goal Worksheet
Youtube Video: "Essential "55" Introduction" by Westwood Elementary Song 

Reference Document Essential "55" 55 Rules PDF (Reference Sheet) 

Presentation:  Essential "55" PREZI Essential "55" PPT

092222: Copyright & Wrong

BACKGROUND

Kids can be voracious consumers -- and creators -- of media, and it's easier than ever for them to find and share digital content online. But do middle schoolers know about concepts like fair use, copyright, and public domain? Give students a framework they can use to better understand how fair use works in the real world.

Students explore the legal and ethical dimensions of respecting creative work. First, they learn a basic foundation of legal principles and vocabulary related to copyright. They understand how such factors as the rules of copyright law, the values and intent of the original creator, and the audience and purpose should affect their decisions about using the creative work of others. Using the "Mad Men" Student Handout, students then apply these principles to a simulation activity in which they act as advertising executives who have to choose a photo for an ad campaign 

MAKE SURE TO COMPLETE THE DAILY CHECK-IN SURVEY 

STEP-BY-STEP

STEP 1: Watch the Youtube Video " Copyright and Fair Use Animation" by Common Sense Media 

STEP 2: (❗️) Copyrights & Wrongs Worksheet - Click on the Link below and make a copy of this worksheet automatically 

STEP 3: Pay attention and participate in the LIVE Discussion in class. Make sure to fill in your worksheet in class. 

STEP 4: Hand out the GROUP WORKSHEET.  Groups will be given time to review one of the scenarios in today's presentation. As a team, students will complete the worksheets based on their discussions. Teams will nominate a spokesperson to offer the details of their discussion about the scenario they work on during the full class wrap-up. Students will complete the questions on the worksheet for credit.

RESOURCE LINKS
Google Document: (❗️) Copyrights & Wrongs Worksheet 22-23 TDFL Scribner

Group Worksheet:  Copyrights & Wrongs Group Worksheet (pdf)

Note:  Copy and Hand Out the 3-page section of this document for students to work on the Mad Men Scenarios prior to class discussion.

Youtube Video: "Copyright and Fair Use Animation" by Common Sense Media

Google Slides Presentation: "Copyright & Wrong 22-23 TFDL Scribner"

Original Lesson Plan: 9-12-unit1 by Common Sense Media and The Good Play Project (Harvard)

OBJECTIVE(S)

Students should understand how to be safe when working with electronic equipment, and computers, and how to access information, applications, and communication tools online. This includes understanding how to protect their identity and not access information that is inappropriate or dangerous. Plagiarism and citing reputable sources will also be discussed.

ESSENTIAL QUESTIONS

How can I make responsible choices when I use other people’s creative work?  

How can I recognize and avoid inappropriate, dangerous, or threatening material online?

How can I keep myself, and my computer safe from electronic or online threats?

How can I protect myself while using online sources and materials?

ACADEMIC STANDARDS
Reference Business, Computer and Information Technologies 15.4.12.B
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work

15.3.12.L: Evaluate characteristics of positive role models and their contribution to the development of a professional image. Evaluate a speaker's reasoning and intent, and ask questions to deepen understanding of BCIT

15.3.12.F ELA CC.1.5.11-12.G & C BCIT

15.3.12.I Synthesize information gathered from multiple sources.

15.3.12.R: Evaluate best practices of communication-based on culture, practice, and laws related to supervising others in a corporate entity

15.3.12.T: Demonstrate the application of digital citizenship in work and personal situations.

The Big Data Dilemma (Grade 9 Lesson) Adapted from Common Sense Media
Copyright & Wrong (Common Sense Media Grade 9-12 Lesson - Adapted) 

DIGITAL LIFE / TIP SHEET / DIGITAL CITIZENSHIP / REV DATE 2016 www.commonsense.org/educators
CREATIVE COMMONS: ATTRIBUTION-NONCOMMERCIAL-SHAREALIKE

092122: Big Data Dilemma

BACKGROUND Many of us are aware that we're being tracked when we go online. It's one of the ways our favorite websites and apps know how to recommend content just for us. But how much information are companies actually collecting? And what are they doing with it? Digging into the details can help us make smart decisions about our online privacy and how to protect it.

OBJECTIVE(S)

Students will be able to: - Define online tracking and describe how companies use it. - Identify the benefits and drawbacks of online tracking to both companies and users. - Analyze specific examples of online tracking and take a position for or against them. KEY VOCABULARY

cookies

online tracking

personalized content

targeted advertising

third-party This lesson involves students choosing from a list of online resources, which they will use to explore and analyze the lesson topic

NOTE: EACH STUDENT SHOULD MAKE A DIGITAL COPY OF THE WORKSHEET AND SHARE IT FROM GOOGLE DRIVE WITH MR. S FOR CREDIT. STEP 1: Participate in the class discussion and exercise. Use the Google Slides Presentation "The Big Data Dilemma" to help you with STEP 2! STEP 2: (❗️) Complete the Google Docs Worksheet "Both Sides of the Track" Student Handout in small groups or with partners STEP 3: Be Prepared to SHARE OUT your results when we get back together. STEP 4: (❗️) TAKE THE LESSON QUIZ AFTER CLASS TO CHECK FOR UNDERSTANDING STEP 5: Use the Family Activity Link and Family Tips Link at home to discuss this further.

RESOURCE LINKS
Google Slides Presentation: "The Big Data Dilemma" by Common Sense Media

Activity Google Document Worksheet: (❗️) "Both Sides of the Track" Student Handout
NOTE: You will need to click FILE and MAKE A COPY, then click SHARE and add Mr. S Gmail address to turn it in (harvey.scribner@techfreire.org)

"Internet of Things" Newsela Article Link (Click Here)

End of Lesson QUIZ Link: SEE PAGE 4 OF THE HANDOUT

Common Sense Media FAMILY TIPS Worksheet / FAMILY ACTIVITY Worksheet

(Click here for the original lesson plan online from Common Sense Media)

OBJECTIVE(S)

Students should understand how to be safe when working with electronic equipment, and computers, and how to access information, applications, and communication tools online. This includes understanding how to protect their identity and not access information that is inappropriate or dangerous. Plagiarism and citing reputable sources will also be discussed.

ESSENTIAL QUESTIONS

How can I recognize and avoid inappropriate, dangerous, or threatening material online? 

How can I keep myself, and my computer safe from electronic or online threats?

How can I protect myself while using online sources and materials?

ACADEMIC STANDARDS
Reference Business, Computer and Information Technologies 15.4.12.B
PA SAS (BCIT) / ISTE / CSTA / NGSS / PA Career & Work

15.3.12.L: Evaluate characteristics of positive role models and their contribution to the development of a professional image. Evaluate a speaker's reasoning and intent, and ask questions to deepen understanding of BCIT 

15.3.12.F ELA CC.1.5.11-12.G & C BCIT 

15.3.12.I Synthesize information gathered from multiple sources. 

15.3.12.R: Evaluate best practices of communication-based on culture, practice, and laws related to supervising others in a corporate entity 

15.3.12.T: Demonstrate the application of digital citizenship in work and personal situations. 

 The Big Data Dilemma (Grade 9 Lesson) Adapted from Common Sense Media