English,+Sense+of+Community+Group+Work

**Develop Student “Sense of Community”/Student Ownership/Netiquette & Ethics**  __Online Icebreakers__ 1. (Sarah Schulte) Creates a blog and each kid creates a page on it: profile, picture, 2. (Sarah Sch.) Kids setting rules for blog (netiquette)

__Teaching Technology__ 1. (Denny Hennigan) Have to teach them how to create a google account, twitter, etc.; step-by-step approach - (Michelle Barker) Take a day to set up and go through 2. (Sarah Sch.) Time to play around

__F2F Icebreakers__ 1. (Sarah Storm) Give One to Get One 2. (Mark Bunt) Amoeba Game: Blindfolded kids and he asks questions. They take one step forward and then they take the blindfolds off to see how many people have also experienced that. 3. (Sarah Sch.) Two Truths and a Lie 4. (Sarah Sch.) Three most important things about you 5. (Kirstey Ewald) Talyor Mali poem, what’s an impression that you that is not accurate, but is thought of you. How do you feel about it? How would you change it?

__Rubrics__ 1. (Mark) Create their own rubric for a particular assignment 2. (Michelle) Give input about a skeleton rubric and see where it needs to go

__Classroom Set Up__ 1. (Sarah Sch) Create a class mission statement 2. (Joleen Louwsma) Start off by showing them how to do things: how to organize the page, the web, the wiki - (Michelle) Student roles for the creation of the web 3. (Kirstey) Needs to be conversation about what our roles are: students’ expectations for themselves, for me, and teachers’ expectations for myself and students

__Classroom Curriculum__ 1. (Michelle) Setting goals for themselves as learners 2. (Kirstey) Who are you as a writer? Sharing excerpts

__Response to Students__ 1. (Mark) Respond to each kid 2. (Kirstey) Teach how to respond - (Kirstey) Essential components: in depth (detailed explanation of why), authentic (meaningful ideas that show thoughtful reflection), specific (respond to one part), comments that help the student move forward as learners - (Sarah Sch.) Respond to what, where, why, etc. of the piece - (Michelle) Work as a group for response 3. (Mark) Can lead kids to a critical analysis of literature

__Questions__ <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1. (Joni Madsen) How do we get the lurkers involved? - Responding to the blog helps those kids (Sarah Sch.) - Suggesting those kids who have strengths show other kids and/or class how to do (Michelle)


 * Valerie Blunt was also in our group.

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 11pt; font-style: normal; font-weight: normal; vertical-align: baseline;">__Timeline__ <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 11pt; font-style: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (Teach Technology throughout) 1. F2F Icebreakers 2. Student-developed classroom expectations (limited) - Netiquette - Overall Learning Goal - Classroom Mission Statement 3. Tech. Assessment (Google Form, KWL, etc.) 4. Technology Use - Time to play w/ Twitter, Blogs, wikis, - Pair Share/Small Groups w/ people they don’t know (change pairs in next unit) 5. Online Icebreaker - Blog - Choice - Formative Assessment of technology with this 6. Response to online Icebreaker - Model response - Create a response together - Student:Student Response 7. Classroom Curriculum - Individual Learning Goal 8. Student-Created Rubric - Skeleton Input - Survey of important factors of the “assignment”