Lesson+Number+I+-+Module+Introduction

Skills Cluster I: Preparing for the Task and Using Tools
 * LESSON NUMBER 1 – MODULE INTRODUCTION **
 * Skills Cluster 1:Preparing for the task and using tools **
 * Quick Lesson Overview: ** This initial lesson provides an introduction to our new fantasy module.One unique feature of the module is the opportunity to work on a new digital platform called the Educurious platform.The first lesson will help students learn how to navigate within the platform and access its special features. After some practice with the new technological tools, the class will discuss and explore its knowledge and thoughts about fantasy literature. Finally, the lesson wraps up with a brief pre-­‐test.


 * Learning Objectives: **
 * 1) Discuss the expectations of working and communicating online
 * 2) Learn the components and how to use the Educurious system
 * 3) 3Practice navigating the Educurious pages

Gather relevant information from multiple authoritative print and digita lsources, using advanced searches effectively; assess the strength sand limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoidingplagiarism and over reliance on any one source and following a standard format for citation.
 * Standards Addressed in This Lesson:W 10.8 -­‐-­‐ **


 * Essential Lesson Question/s: **
 * // How can technology assist in accessing new learning information and communicating within a “learning community?” Why is the fantasy genre compelling for readers? //**

**// Mini-­‐tasks (Required mini-­‐task for this module) //**

**// Mini-­‐tasks continued (Required mini-­‐task for this module) //**
 * // Prompt: // After exposure to the main components of the Educurious platform: Main Page; Profile Page; Blog Page; Forum; Group Page; Messenger Page and Portfolio Page, students will complete their own personal Profile Page in Educurious.
 * // Mi**n**i-­‐task scoring: // No scoring

// Prompt: // Before discussing prior knowledge about fantasy literature, students will complete a brief free writing pre-­‐test about their understanding of the fantasy genre.
 * // Mi**n**i-­‐task scoring: // No scoring – used as base line information for project module


 * __ Pre-­‐planning __****__ Notes __****__ for __****__ the __****__ Teacher: __**

It’s a good idea to post the log-­in directions for Educurious on a large poster somewhere in the room for continued reference. Students enjoy using an avatar picture as part of their profile page. Be sure you can provide them with access to an avatar-­‐building site. It’s a good idea to develop your own teacher profile page ahead of time and you can use that as an example for students.


 * __ Lesson __****__ 1 __****__ Instructional __****__ Sequence: __**
 * 1) Teacher introduces the module to the students and gives an overview of the next five weeks. Be sure to mention that this module utilizes several unique features including an interactive technology platform, work on a final project, feedback from experts and some gaming aspects. The next lesson (Lesson 2) has a brief ppt presentation that can be used to review the unit as a whole. This can be shown now or in Lesson 2.
 * 2) Teacher introduces the role of technology in the unit and explains that they will communicate and engage in an online community. The teacher asks students to pair-­ share about their current online practices followed by a brief discussion.
 * 3) Teacher segues into the online communication expectations required during the unit.Everyone in the class will be posting to an online tool called Educurious. Sometimes they will post a group response to an activity and other times they will post their own work.Responding respectfully to classmates will be part of the work they do.Some schools will already have a set of rules about how to use the computers and what is appropriate use. Teacher gives students a tour of Educurious before they actually log on.

Students see:
 * M ain Page (where announcements and the daily activities are posted)
 * Profile Page (where students place a photo of themselves and other information)
 * Blog Page (where students write blogs and journal-­‐like entries)
 * Forum (where book groups will post responses and dialogue with other groups)
 * Debate Page (Although we are not using this section in our curriculum at this point it, if the teacher would like to we can.)
 * Groups Page (when students work in groups they can locate their common conversations and collaborations)
 * Messenger Page (this provides a way of communicating between students, teachers and experts)
 * Portfolio (where students post and store documents) (15 minutes)


 * 4. Mini-­‐task: Create a Educurious profile **
 * Teacher then reminds students of their first goal for the day: go into Educurious and complete the Profile page.
 * Teacher makes sure each student can access Educurious and is logged on
 * Many students will enjoy creating an “avatar” to match their profile. Encourage this and provide information about this resource
 * Students work in the system to complete their profile. (10 minutes)

Inform students that they will complete their first blog in Educurious as they also respond to a question.They should answer the following questions in the blog space on the Forum page in Educurious.The student’s response should be a couple of paragraphs in length and students will have about 15 to 20 minutes to complete their blog.
 * 5. Mini-­‐task: Completing a Free-­‐write Pre-­‐Test **


 * FREE-­‐WRITE BLOG QUESTIONS://What do you know about fantasy literature?Do you think of any particular themes or patterns that are found in this literature?Why do you believe fantasy literature has been around and popular for so long?// **

6. Wrap up the class period with a brief class discussion about fantasy literature—what students know; don’t know; want to know more about, etc.


 * __ Prior __****__ Knowledge: __**

Students will likely have plenty of experience with social networking sites.This prior knowledge should make it easy to jump to a discussion of the good and not-­‐so-­‐good communication opportunities afforded by these sites.Are there any connections to educational applications as well?

Knowledge of the fantasy genre will likely be quite varied.Try to get a sense of this in class discussion—quick thumbs up/thumbs down voting—etc.

ahead of time.
 * __ Possible __****__ Challenges: __** Be sure that you –the teacher—are comfortable with use of the Educurious system (log-­‐on; pages; navigation)