Group+5

Website of Tool:
[]

Screen Image of Tool and/or log:
[]

Does tool require Sign-in?
Yes to upload and respond, but not necessary to view other's work

Description of Tool:
Students can upload videos, documents, videos, images, etc. and allow other subscribers to respond. Students can create something for a small audience, such as a classroom, but once uploaded online, it is available for people throughout the world to react and give feedback. It allows students to get feedback from more than just the teacher. Instead of posting work on the walls of the classroom, it is posted online for the whole world to see.

How does tool apply to your curricular area? (if your group contains more than one curricular area, give an example in each area)
Students can create reactionary projects after reading stories, poems, or books. It can be a way to replace a traditional project with something that has a wider impact. Students can reach out to people who lived in an area or culture that is related to the classroom material. For example, if students are reading "All Quiet on the Western Front," the could upload questions for people who lived through World War I or people who live in Germany or France to put the work in context. It allows students to get and give peer feedback with other users outside their own classroom. Students can see a more global connection for their own classwork (and therefore see the use of their daily thoughts). They can also get feedback from other adults beyond just their classroom teacher. This activity can help the parts of the North Carolina Standard Course of Study in which students respond to a "variety of print and non-print" texts Students can do creative writing and presentation, such as creating a "poetry cafe," where work can be connected by theme, genre, or topic. This allows for reactions to texts at home as well as in the classroom.

Where does tool fit in Digital Blooms and why?
Analysing: by responding to other uploaded projects, stuents can connect what they are learning about to what other people have to say. They can analyze how different people view the themes they discuss in their own classroom Evaluating: they can evaluate how the use of this tool is related to their 21st Century Skills. Students can also evaluate each project because they will all have access to responding. They can give other students feedback as a class participation grade. Creating: Students have to actually create their own projects to upload. They have to use their critical thinking skills in order to understand how their own work is connected to what they are trying to respond to, while at the same time critically thinking when responding to the work of others. They can create doodles, poetry, videos, audio recordins, etc. to upload and share.

=Part 2=

Adapted Lesson Plan
Example: All Quiet on the Western Front

Students should respond to the following question: How does war affect individuals?

Students should create a video, picture, or poetic response to Paul's struggle in the novel. The project should last approximately 2 min and end with a question that they still have about how war affects an individual. (for example: How does what happened in WWI still impact your life today?) (or: How are soldiers who come home from war still "destroyed by war"?) (or: How are people who are related to soldiers affected by war?)

--- Randall Jarrell's "The Death of the Ball Turret Gunner" ||
 * [[image:http://school.discoveryeducation.com/images/lessonplans/spacer.gif width="1" height="1"]] || [[image:http://school.discoveryeducation.com/images/lessonplans/spacer.gif width="1" height="9"]] || **1.** || Acknowledge that the novel //All Quiet on the Western Front// is monumental—in the content it covers, in its sheer size, and in its impact on readers. Follow this observation with the statement that short literature—even a short poem—can have a monumental impact on readers as well. Explain that this project will involve creating videos inspired by //All Quiet on the Western Front,// first-hand war stories that students might have heard, or other works of art about war. ||
 * **2.** || Hold a brief discussion on a war poem the class has already encountered. Ask for volunteers to (a) name pieces of literature about war, (b) tell the class whether the piece is a patriotic call to arms or puts forth an anti-war sentiment, and (c) state what their reactions to the pieces were.
 * **2.** || Hold a brief discussion on a war poem the class has already encountered. Ask for volunteers to (a) name pieces of literature about war, (b) tell the class whether the piece is a patriotic call to arms or puts forth an anti-war sentiment, and (c) state what their reactions to the pieces were.


 * **3.** || In a series of minilessons, as enumerated below, teach or review with students how to proceed from prewriting a poem, through writing, to revising and editing. Give students time to apply each minilesson.

**Prewriting** //Notes for a Poem Content// //Wording//
 * 1) Open up thinking about poetic inspiration by telling students that they may get ideas for war poems from emotions they feel as they read //All Quiet// or other war literature, from a strong war image that pops into their minds, or from a word that is related to //war// and that makes a moving or unusual sound—in effect, from anything.
 * 2) Once students think they have a focused subject for a war poem—focused, perhaps, on a person, an animal, an object, a scene—show them the following list of questions, which can generate additional thoughts about their subject. Stress that students are not to feel locked in by these questions; they're only suggestions. Help with any confusion about terminology, as necessary, as students look over this list.
 * What is the subject of your poem?
 * How does the subject make you, the poet, feel?
 * What images of sight, sound, taste, smell, and touch does the subject call to mind?
 * What figures of speech—metaphors, similes, personification—can you connect to your subject?
 * Can you think of a phrase or a line that you'd like to repeat in various parts of the poem? || 4.

Students should respond to the following question: How does war affect individuals?

Students should create a video, picture, or poetic response to Paul's struggle in the novel. The project should last approximately 2 min and end with a question that they still have about how war affects an individual. (for example: How does what happened in WWI still impact your life today?) (or: How are soldiers who come home from war still "destroyed by war"?) (or: How are people who are related to soldiers affected by war?) ||