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(JOHN)

This student works closely with the scribe in order to finalize the presentation. When the presentation is complete, the presenter will do their best to accurately reflect the opinions of the entire group while presenting the information.

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Students who take this role will be responsible for keeping track of the progress of the group and checking goals.

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These students are going to review the information and the final project for errors. They will then submit the final draft.

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Students in this role will record the interviews. It will be up to the group to decide if this will be voice or video.

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Students in these roles will assume the role of those in Japanese internment camps, or they can be a reporter interviewing those within the camps.

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This could be the entire group! Students can create posters as props for their interviews that show anti-Japanese sentiments.

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The student who completes this activity will need to take the information from the researcher and organize it into a script for the "actors" to use.

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Assignment: Create a series of "live" interviews with Japanese-Americans in internment camps during WWII.
The student in this role will research the conditions within the camps, the circumstances that brought them there, and the activities they can or cannot participate in.  They will need to find a method to organize the information (i.e. Google Doc, padlet, script, etc).

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Students in teams take turns reading aloud the question that shows up from the race. The questions show up in regular intervals (usually in the curves of the track), so teams will rotate who reads the question

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Guzzardo: Station: SMART Board Racers - Text Structures and Organizational Patterns (SOL 8.6)

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Guzzardo: Station: SMART Board Racers - Text Structures and Organizational Patterns (SOL 8.6)

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Students are in 4 teams of 3-4 and will answer questions related to Text Structures. When students answer questions correctly, they get a boost for their racer. This can be used in a relay style or teams can play multiple times to allow all roles to switch.

Roles: Question Reader, Team Helpers, Answer Clicker

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Timekeeper – The timekeeper will ensure that the group stays on task along with the leader.  Being that there is only a certain amount of time given to complete the presentation, this is an important job.  Also, the timekeeper will ensure that the presentation is within the time limits the teacher has given.

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Editor – This person will be responsible for checking the presentation for errors.  Must have good language skills.

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Designer – This person will ensure that the Prezi is visually pleasing.  They will add pictures and clipart to the group’s presentation.

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Leader – Keeps the group on task and focused at all times.  Guides discussion about final project.  The leader ensures that all members should contribute to the information contained in the presentation.  Also, all team members should be given a part in the presentation of the Prezi.  The leader will help make sure that everyone is ready to present their part of the presentation.

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The students will make a Prezi to explain what money means to them and why it is an important, life-long skill to know and understand.  Working in a collaborative group, the following rolls would be important: Leader, typist, designer, editor, and time keeper.

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Chief Editor (Layne) (linguistic learner)

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Chief Editor (Layne) (linguistic learner)

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While all members of the group will be responsible for peer editing the chief editor will be responsible for viewing the final product and making changes to slide order so the presentation flows in an orderly manner. The student would also be responsible for making sure that captions on photos and videos were clearly understood and matched what each one was showing. He/she would ensure all grammar, spelling, and punctuation was correct before submitting it for class presentation and final grade.

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This person would be responsible for recording videos and taking pictures during classroom and field experiences.

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This person would be responsible for entering data into tables and graphs and  writing the final conclusion of water quality testings.

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This person would be responsible for presenting and explaining what was learned in the group to the rest of their peers and teacher.

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This person would be responsible for leading group discussions and asking questions to ensure students stay on topic .

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Science SOL 6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a watershed; f.)   major conservation, health, and safety issues associated with watersheds; and g.)  water monitoring and analysis using field equipment including hand-held technology.

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Science SOL 6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include a) the health of ecosystems and the abiotic factors of a watershed; f.)   major conservation, health, and safety issues associated with watersheds; and g.)  water monitoring and analysis using field equipment including hand-held technology.

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Lead Instructor (Interpersonal) Student will present the lesson to a audience. The lesson will be presented using power point presentation and tablets provided to the group.

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Role Model (Intrapersonal)
Student will demonstrate the various techniques to motivate a student to complete a task (s)

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This student is responsible for sharing information. Any group member can respond to questions asked after the presentation

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This student is responsible for using software such as iMovie to edit/enhance video clips.  All group members will work with the editor to finalize the videos/interviews. The editor will work closely with the software expert to import and edit/enhance the clips/interviews

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This student is responsible for recording video clips/interviews for the project

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This student is responsible for creating the presentation using Google Slides or Microsoft PowerPoint. All group members will work with the expert to finalize the presentation. The expert will work closely with the digital editor to import the video clips/interviews and to edit/enhance as necessary

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This student is responsible for documenting ideas regarding ways technology is used in education and new ways it can be implemented. Group members will brainstorm ideas and decide what ideas will be used for the project

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This student is responsible for keeping group members on task and making sure that each member is completing his/her part of the project

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This student records the information into the Tom and Ben App so the characters will say the required information.

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This student records all the information the team discusses and decides to put in their video.

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This student will ensure everyone is on task and doing the right job.  S/he will make sure the group is on target to reach their goals by the project deadline. This person assists all other roles with anything they might need to complete their job.

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This position requires the student to operate the iPad to record Tom and Ben saying the research information the group decides on.

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This position requires the student to find credible information including the definition of natural resources and several different types of natural resources.

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Interpersonal Intelligence Lesson Activity for Science SOL 1.8 Natural Resources (Dize)

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Interpersonal Intelligence Lesson Activity for Science SOL 1.8 Natural Resources (Dize)

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Technology activity: Create a video with voice over using Talking Tom and Ben News App that will teach younger students what natural resources are and provide examples (http://outfit7.com/apps/talking-news/).
Roles needed in each group: Tech Expert, Researcher, Project Coordinator, Writer, and Speaker

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Student roles: Webmasters (spatial & Logical-Mathematical learners)
This 2 person team will assemble all of the parts into a whole digital brochure.  They will collaborate with all of the teams to ensure a cohesive unit.

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student roles:
Writer (Linguistic learner)
This student would be responsible for the text that accompanies the photographs. Collaboration with the design team and the photographer will be necessary for this role.

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Student roles:
Lead designer (Interpersonal learner)
This student would lead the group, be responsible for the rubric, and make sure that all team member are on task.

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Student roles:

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student roles:  Photographer (spatial learner)
This student will be responsible for taking the digital photographs to be used in the brochure. They must collaborate with the design team to ensure that the selected elements and principles are represented in the photographs.

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Student roles: The elements and principles of design two member team (Existential learner) will decide on 4 elements and 4 principles to use for the brochure. These students will think with the end in mind!

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Concept / Topic To Teach: Art is part of our daily lives.  Graphic arts is a form of visual communication that uses words, pictures, and or symbols.  There are many careers in graphic arts. The student will construct a tri-fold brochure on a business/career of their choice.

Standards Addressed: North Carolina Art Education-Visual Arts

5.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.

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The director is the team member who helps the team practice the song until is is presentable to the class. The director leads song rehearsals.

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The musician finds and chooses the background music they will use to sing the words of the song with.

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The double checker makes sure that all requirements of the activity have been met by checking all directions and rubric thoroughly.

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(All members)

The wordsmiths collaborate to decide which words to use in the song.

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The typist types the words of the song into Microsoft Word and color codes and creates a key for each type of figurative language.

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Student Roles for Laura Shoup's Lesson Plan 

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Student Roles for Laura Shoup's Lesson Plan 

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Menu Option 3: Visit: http://eng.musicshake.com/create/ and, using this website program, create a song that contains no less than one example of each of the six different types of figurative language. Write your song in Microsoft Word and label each of the different types of figurative language by color coding the words.  Include a key that tells the reader which colors represent which types of figurative language. Present your song to the class.

·         Musical: This technology allows students the tool they need to show their knowledge by using their musical talents while thinking using sounds, melodies, and rhythms.

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Include the name or title of the role and a description of the duties that would be fulfilled by the student in that role. Descriptions can be visual in nature such as a collection of images to represent the role. Add each role as a separate post and include your name in each description.

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Include the name or title of the role and a description of the duties that would be fulfilled by the student in that role. Descriptions can be visual in nature such as a collection of images to represent the role. Add each role as a separate post and include your name in each description.

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This student will share the information gathered by the team on their specific polygon. This person will also be the spokesperson for the team in terms of questioning or discussions with the teacher.

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This student will be the one using the computer to find the research. This student also reads aloud the information shared so the team can decide what needs to be written by the recorder.

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This student will record all notes about the researched polygon on the paper. The student will then decide which three ideas are most important to share with the class about that polygon.

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Jigsaw Activity and Roles (4th grade)(Eichenlaub)

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Jigsaw Activity and Roles (4th grade)(Eichenlaub)

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Students will be split into groups of three. Each group will be given a polygon to research more interesting information about. The teams will be given one computer and research using an online encyclopedia. The teams will find three important facts to share with the class. Their facts should help other classmates understand that polygon.

The roles are as followed: researcher, recorder, and presenter.

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Leitner - SOL: 5.7 – Earth’s Changing Surface

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Leitner - SOL: 5.7 – Earth’s Changing Surface

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f) Weathering, erosion, and deposition.
● Differentiate between weathering, erosion, and deposition.
● Design an investigation to locate, chart, and report weathering, erosion, and
deposition at home and on the school grounds.
● Create a plan to solve erosion and/or deposition problems that may be found.

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More than student will need this job since there are more than on area where computers are needed.
One student will be in charge of creating the blog using the website blogger.com.
One student will be nces.ed.gov to create a chart from the data given to them by the recorder.
One student will be in charge of the website Coggle to make the web for the project.

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All students will be in charge of helping edit their project. The Editor-in-Chief will hold onto the final copy and will verify that the finished product is complete.

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A student will be in charge of taking notes that the group discusses. This will be held in a Google Doc so that all members have access. It will be organized so that each students name shows along with their comments on any particular subject tin regards to their project.

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A student will be in charge of the time. Due to teaching all five subjects, time is crucial and each minute needs to be well spent. This student will be one of my special education students. They will check on each member to make sure they are spending their time wisely as well as give updates on how much time is left in our science block.