My dog at Kapiolani Park, with Diamond Head in the background. (Uploaded from Flickr)
Photo uploaded from Flickr. (Created by: AndyMc73)
Lisa and my video on UH Fitness Center Procedures. Enjoy! :)
YouTube Video: Google Docs in Plain English
Friday, April 11, 2008
Videoblogging Assignment
My dog at Kapiolani Park, with Diamond Head in the background. (Uploaded from Flickr)
Photo uploaded from Flickr. (Created by: AndyMc73)
Lisa and my video on UH Fitness Center Procedures. Enjoy! :)
YouTube Video: Google Docs in Plain English
Just for Fun :)
I think this video is hilarious! So, I decided to post it just for fun. :)
*Note: Contains some profanity*
David Blaine Street Magic: YouTube Edition!
If you liked this video, there are two more videos you can enjoy! :)
(David Blaine Street Magic Part 2 & David Blaine Street Magic Part 3)
*Note: Contains some profanity*
David Blaine Street Magic: YouTube Edition!
If you liked this video, there are two more videos you can enjoy! :)
(David Blaine Street Magic Part 2 & David Blaine Street Magic Part 3)
Friday, March 7, 2008
Friday, February 29, 2008
Technology Lesson Plan: Historical Reality TV
Performance Objective:
In groups of five, the 9th grade history student will create a 10-15 minute reality show based on a historical event the student chooses. The student will choose an event from the provided list of historical events in Hawaiian history. The student’s video must recreate the historical event he or she has chosen, with at least three major points from the textbook regarding the event chosen. The video must include narration, on what is going on in the scene, and at least three confessionals from at least two of the characters, talking about how he or she feels about the situation the character is placed in. The video must also include text, transitions and at least one special effect. After completing the video, the student will upload his or her video onto YouTube by Friday, April 18, 2008.
A: the 9th grade history student
B: will create a 10-15 minute reality show based on a historical event. After completing the video, the student will upload his or her video onto YouTube by Friday, April 18, 2008.
C: choose an event from the provided list of historical events in Hawaiian history.
D: The student’s video must recreate the historical event he or she has chosen, with at least three major points from the textbook regarding the event chosen. The video must include narration, on what is going on in the scene, and at least three confessionals from at least two of the characters, talking about how he or she feels about the situation the character is placed in. The video must also include text, transitions and at least one special effect.
HCPS III Content Area Standards:
Social Studies
Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
Standard 3: History: MODERN HAWAIIAN HISTORY-Understand important historical events in Modern Hawaiian History
Language Arts
Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes
Standard 7: Oral Communication: RHETORIC: Adapt messages appropriately to address audience, purpose, and situation
Fine Arts
Standard 3: DRAMA AND THEATRE: Understand and apply the skills of acting, design, and technical theatre and understand the role of drama in various cultures throughout history
NETS Technology Standards:
1 Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.
2 Social, ethical, and human issues
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3 Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4 Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
In groups of five, the 9th grade history student will create a 10-15 minute reality show based on a historical event the student chooses. The student will choose an event from the provided list of historical events in Hawaiian history. The student’s video must recreate the historical event he or she has chosen, with at least three major points from the textbook regarding the event chosen. The video must include narration, on what is going on in the scene, and at least three confessionals from at least two of the characters, talking about how he or she feels about the situation the character is placed in. The video must also include text, transitions and at least one special effect. After completing the video, the student will upload his or her video onto YouTube by Friday, April 18, 2008.
A: the 9th grade history student
B: will create a 10-15 minute reality show based on a historical event. After completing the video, the student will upload his or her video onto YouTube by Friday, April 18, 2008.
C: choose an event from the provided list of historical events in Hawaiian history.
D: The student’s video must recreate the historical event he or she has chosen, with at least three major points from the textbook regarding the event chosen. The video must include narration, on what is going on in the scene, and at least three confessionals from at least two of the characters, talking about how he or she feels about the situation the character is placed in. The video must also include text, transitions and at least one special effect.
HCPS III Content Area Standards:
Social Studies
Standard 2: Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE- Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
Standard 3: History: MODERN HAWAIIAN HISTORY-Understand important historical events in Modern Hawaiian History
Language Arts
Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes
Standard 7: Oral Communication: RHETORIC: Adapt messages appropriately to address audience, purpose, and situation
Fine Arts
Standard 3: DRAMA AND THEATRE: Understand and apply the skills of acting, design, and technical theatre and understand the role of drama in various cultures throughout history
NETS Technology Standards:
1 Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.
2 Social, ethical, and human issues
• Students practice responsible use of technology systems, information, and software.
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3 Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4 Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
• Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Thursday, February 21, 2008
Blog Post #4: Social Studies Teacher Website
I found an educational website that focuses on my field of study, which is social studies. The website I found is called PBS Teachers. On this website, it lists media products, books and links that can help a social studies teacher. There is also a link to help incorporate media literacy into your classroom. The best part about this site, is there is an educational resources section. In this section it has different activities and lesson plans on different topics in social studies for students in pre-kindergarten through 12th grade. All you have to do is choose a grade level and a topic within your subject area, and the website will search for activities and lesson plans you can use in your classroom. Each activity or lesson plan provides you with an introduction to the lesson, the subject areas the lesson covers, the grade levels the lesson is appropriate for, lesson objectives, national standards the lesson follows, estimated amount of time to allot for the activity, materials that are going to be needed, procedures for the activity, additional resources that may help you, and printable handouts for your lesson. This website practically does all the work for you! :) This site is not only for social studies teachers, but there are links for math, science, reading/language arts, art, and health/fitness.
Here's the website: http://www.pbs.org/teachers/socialstudies/
You should definitely check it out! :)
Here's the website: http://www.pbs.org/teachers/socialstudies/
You should definitely check it out! :)
Thursday, February 7, 2008
Blog Post #2: Blog Comments
I visited three blogs, PerezHilton.com, Clumsy Cook and Freshome, to find out some of the reasons why people comment on other people's blogs. As I read through some of the comments, I noticed the different types of comments that were left on these blogs. People would leave comments on what their opinions were of the blog. People would also leave comments about the person who wrote the blog, what they think of the writer of the blog or what they think of the blog site itself. The third type of comment I noticed was the comments left on blogs that responded to other people's comments on that same blog. Sometimes it seems like a conversation between the two commenters. It’ s almost like reading someone’s IM chat conversation. Comments on blogs can be either positive or negative. I think because there is a sense of anonymity, people can be pretty harsh in what they say in comments. Or that could just be how that person is in real life … I don’t know …
I think the reason why people comment on other people’s blogs, is to voice their opinion. I think it’s the same reason why a person makes a blog in the first place. They have something to say about something, and they want other people to know what they think. I think people who leave comments on blogs want to do the same thing. I think they want the writer, and other people, to know what their opinion is on the topic, too. I think another reason people leave comments on blogs is to give the writer “props”. If a person thinks what the writer said is excellent, they want to let the writer know, so they leave a comment.
I think the reason why people comment on other people’s blogs, is to voice their opinion. I think it’s the same reason why a person makes a blog in the first place. They have something to say about something, and they want other people to know what they think. I think people who leave comments on blogs want to do the same thing. I think they want the writer, and other people, to know what their opinion is on the topic, too. I think another reason people leave comments on blogs is to give the writer “props”. If a person thinks what the writer said is excellent, they want to let the writer know, so they leave a comment.
Thursday, January 31, 2008
Blog Post #1
I found a blog created by Elizabeth Kincaid of Tuscaloosa, Alabama. Elizabeth teaches history at Northridge High School, and uses her blog for her classes (she uses blogger as well). On Elizabeth's personal profile, she has five links to other blogs, all relating to her history courses. On her blogs, she has assignment instructions, questions and links to different readings. One of the five blogs has information on the field trips her classes participate in. All of the field trips were to museums, so the blogs would have information about the field trip, brief summaries about the exhibits, and links to the museum/exhibits' web sites. I think this blog may be useful in my future teaching career, because it can give me ideas as to how I could incorporate blogs into my lessons. It has also opened my eyes to possible field trips I could take to help my students understand particular lessons in the class. I also like the idea of having instructions and assignments online so that they are accessible to students outside of school hours.
The blog web site is: http://room170online.blogspot.com/
The blog web site is: http://room170online.blogspot.com/
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