www.mrcostello.net Log into your student Google Account by clicking below...  Email account: <student ID>@stu.ddsd40.org example: 123456@stu.ddsd40.org User Name: <student ID> Password: DOB (format MM/DD/YYYY) example: Name: 123456 pw: 01011996 Having problems? Go Here StudentVUE District URL: https://student.cascadetech.org/ddsd40/   If you are turning in late work, you need to turn it in using the original link and then send me an email so I can check it mike_costello@ddsd40.org End Of Year Plan Final Typing Test May 26/27- Personal Ed Plan/Profile (Shmoop Post Test) May 31/1- Personal Ed Plan/Profile June 2/3- Final Presentation Prep 1 June 6/7- Final Presentation Prep 2 June 8/9- Final Presentation Prep 3 June 10/11- Day 1 Presentations Finals Week- Day 2 Presentations Last day late work accepted = June 3rd! |
S2. Dig Lit 2016
June 8th-9th
Typing.com (20 minutes) Goal today should be to finish -Typing games after FINAL Work Day 3!!! 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: Career InfoList of Clubs in your Planner (click to make bigger)  -This example would probably score a B/C, too many pictures and did not list their ideal/backup career on every slide when listing HS classes. -Too many pictures, and some of the font is not >18 Presentation Order (Click on Tab that has your Period #) Due June 9th!!! |
June 6th-7th
Typing.com (20 minutes) Goal today should be to finish slides 1-10 -Typing games if you finish -Or finish slide show FINAL Work Day 2!!! 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: Career InfoList of Clubs in your Planner (click to make bigger) -This example would probably score a B/C, too many pictures and did not list their ideal/backup career on every slide when listing HS classes. -Too many pictures, and some of the font is not >18 Presentation Order (Click on Tab that has your Period #) |
June 2nd-3rd
Typing.com FINAL Introduction!!! 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: Career InfoList of Clubs in your Planner (click to make bigger) -This example would probably score a B/C, too many pictures and did not list their ideal/backup career on every slide when listing HS classes. -Too many pictures, and some of the font is not >18 |
May 31st-June 1st
typing.com (20 min) 5 more classes to be finished with Advanced Practice Lessons for Extra Credit? Create Folder: "Education Plan & Profile" Education Plan (last class) Answer in complete sentences! Education Profile (today) Tools to help: List of Clubs in your Planner Blog at least 5 sentences Why do you think your teachers feel like creating an Education Plan/Profile is important? How can this help you in the future? Who can you share this with to help you? What tools/ideas does the Education Plan and Profile help you with? Blogs since last Blog Check (23-25 Total) Ed Plan/Profile Smarter Balance "Build a wall" Robot Operate Zuckerburg $ White Privilege Living comfortably in OR #IWishMyTeacherKnew Middle Skill Jobs Selfie Passwords 12 yr old handcuffed |
May 26-27th
Typing Web - 15 min AND New 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 Netiquette Post Test (Schoology) Per 1:RQ78J-VFFN4 Per 2: 4VX8J-P6XTG Per 5: T6R8V-33BDS Per 7: B57WC-WHQMZ Per 8: 292S8-XG3TN |
May 24th-25th
Read Pick 3 Quotes "Says, Means, Matters" for each Says: Quote Means: What the author is trying to say Matters: Why it is important SHMOOP #6 & #6.5 – Online Research and Keyword Search Techniques Activity: Research Basics & KeywordsInstructions for You – 75 MinsObjective: Looking for info today ≠ your granny’s library card catalog. The first, last, and oftentimes only line of defense that students use to do research (at least in high school and beyond) is the Internet. Along with a host of delicious morsels of 411 goodies, come the challenges of knowing howto find the information that a student actually needs. In this activity, students will explore and use different search engines. Students answer questions about the challenges of conducting online research, and learn how to narrow searches and find useful intel on the Web and specific websites. Materials Needed:
Step 1 (5-10 mins): How many of you use the Internet to find information, and what kind of information it is. It’s a big bad 411-filled world out there – and it’s got your number. Let’s see if you have its addy. How many of you have done research online before? What search sites did you use? [Possible answers: Google, Yahoo, Bing] What info were you looking for? Research sounds pretty academic and yawny, but it can also be fun. Whenever you check on a movie time, for example, you’re doing research. Yelping a new restaurant? Research! As a class, brainstorm what kinds of questions they might use the Internet to answer. Remind students that research doesn’t just mean school or academics. Here are some possible answers:
Step 2 (15 mins): Pass out copies of the "Google Search Madness" handout. Independently search for the answers to the questions on the handout. You will have 10 minutes to find the answers. When you have found all of the answers, raise your hand. Winners will earn 10 Bonus Points. Note: Do Not use Wikipedia.org Step 3 (3 mins): As a class we will watch the "Searching the Web" video, which will provide some useful tips on keywords and phrases. Step 4 (3-5 mins): As a class we will read through the four tips on the "Google Search Pro Tips" handout, which gives specific tips on improving the keywords and phrases you enter into the Google search engine. Does anyone have any other tips to add. Step 5 (10-15 mins): Students go to the second page of the handout, which lists search scenarios and requires them to come up with good search terms. You'll all be competing to see who comes up with the best search results (the keywords/phrases that offer the fewest total results on Google). Students read the scenarios, then come up with a few search terms they think are good, based on the tips they've learned. Be sure to enter your search terms into Google, recording the total number of results for each keyword/phrase (probably will be in the thousands, if not millions) and the number of websites that look relevant on the first page of their Google results. You will have 10 minutes to work on this then we will share your best search term and results for each of the four scenarios. The student with the lowest number of search results wins. (Use your judgment to ensure that the keyword/phrase will actually offer good results.) Winners will earn 10 Bonus Points Step 6 (5 mins): Discussion with students about using keywords:
Step 7 (4 minutes): At this point, some of your students might be pretty curious about how search engines work. Direct them to watch "How Search Works," a video created by Google. This video isn't only interesting, but also provides some useful info on how Google uses keywords to provide a list of results. |
May 20th
A-Day Typing 20 min Generation Like? Says, Means, Matters Pick 3 Quotes from the film -Says: What was said? Write the quote -Means: What do they mean? Why did they say it? -Matters: Why is it important? Standout? |
May 18th-19th
Read the article Summarize (5 sentences) Who-What-Where-When-Why Shmoop Day 5 Create a Google Doc in your Digital Literacy Folder –
Step 1 (15 mins): "Website Evaluation True or False Quiz." Take the quiz on their own and then “correct” your own quiz, as we discuss the answers as a whole class.
Everybody feeling good about collecting info from the Internet now? It’s something that we all get better and faster at with practice, so you’ll get a lot more comfortable with it the more often you do it. Kind of like updating your Facebook status, pretty soon you’ll be able to do it with one hand tied behind your back.
But let me ask you something. Do you guys hear any rumors going around school? Do you believe them all? How do you know whether to believe something that somebody tells you? [Possible answers: hear it from multiple trustworthy friends, see it first-hand, get evidence that it’s true, etc.]You have to approach the information you find on the Internet the same way that you should treat rumors in real life: don’t believe everything you read or hear.
Step 2 (2 mins): Ask students to watch the "Detecting Lies and Staying True" video.
· Take notes on the video in your SHMOOP Day 5 Doc
Step 3 (10 mins): After watching the video, review with students the guidelines outlined for detecting lies online. Hopefully they will have gathered all of the following tips:
· Copy & paste the following 6 items into your SHMOOP Day 5 Doc
After reviewing all of the tips, rewrite the guidelines in language that young people would easily understand. (Optional – Write these "translations" on butcher block paper and hangs up on wall in classroom for the rest of the semester, so that students can look up and remember these any time they need a refresher.)
Step 4 (20 mins): Give students the "Shady or Legit? Web Evaluation Form" handout and ask them to evaluate whether the listed websites seem to deserve an L (for legit) or S (for shady).
Now that we know a little bit about what to look for, let’s use this worksheet to evaluate whether some websites are valid and true or probably not.
Step 5 (15 mins): As a class, discuss the websites and how the students determined whether they were shady or legitimate.
Ask students to vote on which sites earn the following rewards:
Standards Met
|
1-10 of 46