David Douglas Student Login How to turn in assignments... If you are turning in late work, you need to turn it in using the original link, then send me an email mike_costello@ddsd40.org Turn back the clock PACK THE PLACE basketball game vs Reynolds High School Friday January 20th at the DDHS north gym. The girls varsity starts at 6pm and the boys varsity starts at 7:30. |
2016 Sem 1
January 24th-26th
Typing.com (20) Work time (20) -A-Day = Late (70%) Turn in HS Plan For Success HERE XC Presentations (20) Typing/Study time |
Rest of the semester
January 18th- B Day Day 1 Final January 19th- A Day Day 2 Final January 20th- B Day Day 2 Final January 23rd- A Day Day 3 Final (Slideshow Due) January 24th- Finals 2, 3, 4 January 25th- Finals 6, 7, 8 January 26th- Finals 1, 5 I will accept Finals for full credit until the day of your final after that, you will get docked points Turn in HS Plan For Success HERE Present on Finals Day for EXTRA CREDIT Advanced Typing Lessons now Due 1/27th -Makeup time before/after school -January 27th? Final worth 60 points ![]() |
January 10th-11th
Typing - 20 min Login: lastfirstdd Password: ID# Advanced Lessons finished by 1/26 for full credit -Extra Credit for Practice Lessons New link to instructions CLICK BELOW!!! New Instructions CLICK->Digital Literacy Final at least 13 slides long Digital Literacy Final RubricYou will be making a Google Presentation that covers the material listed above, in addition we want: -Personal Mission Statement (right after Title Slide) (+1 Slide) -2 Short Term Goals and 2 Long Term Goals (+2 slides) -Ideal Career and Backup Career listed on every slide -How Class will support Career on every slide Use the following tools to find classes/clubs and career info so you can make an informed decision on your classes/clubs/activities going into your Sophomore, Junior and Senior Years Tools to help: List of Clubs in your Planner |
January 6th-9th
Final Blog New online Smarter Balanced tests: Oregon schools more worried about students' typing skills than Internet connections, computer capacity READ THE COMMENTS TOO!!! (NEAR THE BOTTOM) Tell me in 4-5 sentences why the state is concerned about your typing skills, use facts, statistics from the article to help you! ex: "At least half of districts said their technology is up to giving every student in grades three through eight plus grade 11 a digitally advanced test in math and in reading and writing" Intro Create Folder: "Education Plan & Profile" Education Plan (today) Answer in complete sentences! Education Profile (next class) Tools to help: List of Clubs in your Planner Finished? |
January 4th/5th
Intro Create Folder: "Education Plan & Profile" Education Plan (today) Answer in complete sentences! Education Profile (next class) Tools to help: List of Clubs in your Planner |
The rest of the semester...
Finish Cyberbully (1 day) Personal Education Plan/Profile (1 day) Final Presentation (3 days) -What is your HS Plan? -Plan for after HS? Present (2 days) Finish Advanced Lessons on typing.com 1 more Blog (20 total) |
December 14-15th
Finish SHMOOP Day 3 (20 Min) LAST STEP Visit the NYT section on Cyberbullying -Pick one of the articles
Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view Cyberbully Movie -Questions (if absent) |
December 12-13th
Typing web - 20 min (advanced) Finish SHMOOP Day 2 Step 9 (15-20 mins): Students show off what they've learned by creating a Top 10 (or more) list of their own policies for staying safe and secure online. Students should use their own words for this and yes, Internet slang and abbreves are more than okay. Step 10 (Costello) Insert an Image as a Drawing and create your own “Safe Password Meme”Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view" -Open a New Document -Title it "Shmoop Day 3-Cyberbullying" Activity: The Golden Rule Goes Online: Preventing and Stopping CyberbullyingInstructions for You – 75” – Step 4 – Create Guidelines for skits (Turn in script | Quick discussion after each skit)Objective: Being a member of an online community doesn't just mean understanding what browsers and cookies are and keeping a handle on your private information. Using the Internet comes with certain responsibilities to others, namely, being a cool digital citizen. One of the main parts of being a good digital citizen is having respect for others and shutting down cyberbullying. In recent years we've seen many examples in the news of the dangers of cyberbullying. Students have skipped a lot of school, suffered serious depression, and even committed suicide, thanks to cyberbullying. Students need to learn about the damage that can be done by bullying or by being a passive bystander. In this activity, students identify what cyberbullying looks like and how to end it. Length of Lesson: One class session (about an hour) Materials Needed:
Step 1 (10 mins): As a class we will watch the video on this website and then you will independently read the Internet Safety 101 webpage on cyberbullying the website. Afterwards, copy & paste the following questions into a Google Doc you create in your Digital Literacy Folder and name it: P#_First Last Name_SHMOOP2
Step 2 (10 mins): Watch CNN's report on Hope Witsell's suicide and copy & paste the following questions. Transition: Now that we know a bit about what cyberbullying is, let's take a look at some of its real-life consequences.
Step 3 (5 mins): Go to The Beehive and as a class we will read about the warning signs of cyberbullying and how to stop a cyberbully. There is a video on this page as well, but it's mostly directed at parents. Discussion: Using your own words how would you to explain the strategies for dealing with cyberbullies. Step 4 (15-20 mins): Break up into small groups of 3, and each group will be assigned one type (or tactic, as they're called in the Internet Safety 101 article from Step 1) of cyberbullying. The types of bullying tactics are listed below. (Students should refer to the Internet Safety 101 article for definitions.)
Each group creates a skit about the type of bullying, how the victims can get help, and who they can get help from. The skits should each present at least one way to resolve the particular type of cyberbullying. Each groups’ skit script will be turned in at the end of class. Needs to be at least 10 conversation exchanges: -Example (1 exchange): -Joe Student: "Oh man these kids won't leave me alone online" -Mr. Teacher: "What's going on Joe?" Remember there are many different ways in which cyberbullying can take place and many ways to try and resolve it if/when it happens. LAST STEP Visit the NYT section on Cyberbullying -Pick one of the articles -Read and Summarize in 4 Sentences -Find 3 Facts/Statistics -2 ways it relates to you -1 way you can help stop CYBERBULLYING Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view Standards Met
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December 6-7th
www.typing.com -20 min -Finish Intermediate Lessons!!! -Due 12/9 Finish Day 1 Step 5 Step 5 (10 mins): Copy & paste the following questions into a Google Doc and answer the questions in complete sentences, restating the question in your answers. Class watches "Digital Dossier"
Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view" SHMOOP Day 2 Internet Privacy and Security Activity: Keeping It Real (Secret): Creating Strong Passwords and Avoiding Tricks Objective: Students have a sense that digital information is not private, but managing personal information on the world wide wacky web is not nearly as totes obvi as students might think. In this activity, students get a crash course on all the basics (and a few not-so-basics) about keeping their private info under wraps. After all, friends don't let friends e-cruise confused. Students learn how to create strong account passwords, avoid malware, manage their browser history, and check for secure sites. Students will develop their own list of policies to stay safe and secure online. Materials Needed:
Step 1 (5 mins): Remind students that the first and most important gatekeepers to their personal information online are passwords. Students control their own passwords and so have the power to create a strong wall of protection around their personal information. Students: Watch the "Passwords 101" video on YouTube and answer the following questions:
Step 2 (5 mins): After watching the video, CLASS DISCUSSION of what NOT to do when creating a password. DON’TS - - - - Now move on to brainstorming the characteristics of good passwords. Possible answers: DO'S
Step 3 (5 mins): Discuss ways to protect their passwords from others. Possible answers:
Step 4 (5 mins): Students, use the criteria you came up with for good and bad passwords to create a list of 5-10 bad (or weak) passwords, ones that are easy to guess. Students do this activity in your own GoogleDoc, you can work alone, or in partners. Then each student comes up with one good password that he/she keeps private. BAD 1. 2. 3. 4. 5. GOOD 1. Sample tip: One great idea for creating a really hard-to-guess password is to use the first letters from the words of a line from your favorite song. For example, take Lady Gaga's "Born This Way." The line "I'm beautiful in my way" would give you "IBIMW" and then you can combine that with other numbers, letters, and symbols. Just make sure you can remember your own password – and that you're not humming your favorite song at your desk all day. Hummers, beware. Now you try using this to create a good password: what would your secret tune be? Step 5 (5 mins): Time for the moment of truth. Direct students to the Password Meter site to test how tough their passwords are. If their passwords are weak, they should keep trying new possibilities until they settle on a good one. Remind students to not share the wealth of their private info, because anyone can use it to steal from them, impersonate them, or even worse. Dun dun dun. And no, we're not being drama queens here. Step 6 (5 mins): Remind students that they should always sign out and/or log off when they leave a computer or email program. Why? Step 7 (5 mins): Explain to students that even if they're super careful with their passwords, there are always viruses lurking in the background that can compromise their online security. Sample explanation: Viruses and other evil computer problems are called by a million dollar word: malware. Anyone have any idea what mal means? [Students may know that "mal" means bad in Spanish and a lot of other languages too.] That's right, viruses are bad news. If they sneak into your computer, they use and abuse your files and information. They can delete your diary entries and even software, which then costs money to replace. They can also steal all that personal information that you've worked so hard to keep private. Watch: Viruses, Worms and Trojans…Oh my! an animated video on YouTube that explains how these cyber bad guys work. Afterwards, answer the following questions:
Step 8 (5-10 mins): Class discussion about some ways to avoid malware. Come up with at least 5 tips Step 9 (15-20 mins): Students show off what they've learned by creating a Top 10 (or more) list of their own policies for staying safe and secure online. Students should use their own words for this and yes, Internet slang and abbreves are more than okay. Step 10 (Costello) Insert an Image as a Drawing and create your own “Safe Password Meme”Standards Met
Make sure document can be seen "by anyone with the link" -Share -More-> "Anyone with the link can view" |