Here is my final, “From Typewriters to Word Processors”

From Typewriters to Word Processors

And my references:

A Brief History of Typewriters. The Classic Typewriter Page. http://staff.xu.edu/~polt/typewriters/tw-history.html

American Index 2 Typewriter No. 2. The Classic Typewriter Page. http://staff.xu.edu/~polt/typewriters/american.html

Antique Office Typewriters. Early Office Museum. http://www.officemuseum.com/typewriters_office_models.htm

Business College Photos. Early Office Museum. http://www.earlyofficemuseum.com/photo_gallery_business%20classes.htm

Bellis, Mary. Word Star – The First Word Processor. http://inventors.about.com/od/wstartinventions/a/WordStar.htm

Calagraph. The Classic Typewriter Page. http://staff.xu.edu/~polt/typewriters/caligraph.html

History. Tactus Touch Typing Keyboard. http://www.tactuskeyboard.com/history.htm#top

History of IBM Typewriter. http://www.etypewriters.com/history.htm

History of Typewriters. Big Site of Amazing Facts. 12 September 2007. http://www.bigsiteofamazingfacts.com/history-of-typewriters

History of Word Processors. http://www.cs.umd.edu/class/spring2002/cmsc434-0101/MUIseum/applications/wordhistory.html

Rehr, Darryl. The First Typewriter. http://home.earthlink.net/~dcrehr/firsttw.html

Smith Premier 2. The Classic Typewriter Page. http://staff.xu.edu/~polt/typewriters/SmithPremier.html

The Typewriter: an informal history. IBM. http://www-03.ibm.com/ibm/history/exhibits/modelb/modelb_informal.html

Who’s Minding the Store. Dir. Frank Tashlin. 1963. Video Cassette. Paramount Home Video. 2000.

Williams. The Classic Typewriter Page. http://staff.xu.edu/~polt/typewriters/williams.html

ZDNet Definition for: QWERTY Keyboard. ZDNet. 2008. http://dictionary.zdnet.com/definition/QWERTY+keyboard.html

The Delegates of the Constitutional Convention

A podcast that shows the members of the Constitutional Convention including what state each member was from and if the signed the Constitution or not.

California Standards

History-8th Grade

8.1 Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.

8.1.1.-Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor.

8.2-Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

8.2.4.-Describe the political philosophy underpinning the Constitution as specified in the Federalist Papers (authored by James Madison, Alexander Hamilton, and John Jay) and the role of such leaders as Madison, George Washington, Roger Sherman, Gouverneur Morris, and James Wilson in the writing and ratification of the Constitution.

8.3 Students understand the foundation of the American political system and the ways in which citizens participate in it.

8.3.1.-Analyze the principles and concepts codified in state constitutions between 1777 and 1781 that created the context out of which American political institutions and ideas developed.

8.3.6.-Describe the basic law-making process and how the Constitution provides numerous opportunities for citizens to participate in the political process and to monitor and influence government (e.g., function of elections, political parties, interest groups).

A review and summary of the article “25 Days That Changed Everything” from the article in PC World Starting in 1986-2007.

http://www.pcworld.com/article/141699/25_days_that_changed_everything.html

25 Days That Changed Everything

Poem Sample: “How to Torture Your Students” by Jane Pomazal and Bruce Lansky

(click on book)

Subject: Language Arts Time of Lesson: 11 days/50minutes

Grade: Eighth

Age Range of Students: 12-14

Number of Female Students: XX

Number of Male Students: XX

Total Number of Students: XX

1. This is a class of Eighth grade students.

2. There is XX English Language learner(s) in the class.

3. There doesn’t seem to be any students with special needs per say. But some students could require a bit of on-on-one attention to assist them in the lesson.

4. Students will read works of classic literature to identify setting, mood, tone, and significant literary devices.

5. California State Standards:

Reading

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development

Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Vocabulary and Concept Development

1.1 Analyze idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

3.4 Analyze the relevance of the setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.

Listening & Speaking

2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.

NETS-Standards

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)

6. Objectives:

• Students will read poems aloud either in class or create a podcast.
• Students will identify significant literary devices in selected text.
• Students will understand the elements of poetry

7. Materials:

A. Student anthologies.

B. Poetry books

C. Notebook paper for graphic organizers

D. Computer with internet access

E. Microphone (with or without headphones)

F. Audacity or similar audio recording software

G. Blog site

H. Audio CD

I. CD player (may use computer)

8. Procedure:

A. Motivation: Students will read aloud either in class or on an audio podcast a poem of their choice that is “school appropriate”.

B. Sequence of events:

1. Day 1—Poetry Terms (50 minutes)

a) Students use a graphic organizer to write down the terms associated with poem.

i) Types of poems

ii) Literary elements of poems

iii) Introduce vocabulary: rhythm, elegy, meter, end rhymes, couplet, internal rhymes, exact rhymes, approximates or near rhymes, free verse, alliteration, assonance, and onomatopoeia.

b) Discuss different authors of poetry

i) Edgar Allen Poe

ii) Shel Silverstein

iii) Emily Dickenson

iv) Tupac Shakur

2. Day 2—“Valentine for Ernest Mann” (50 minutes)

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “Valentine for Ernest Mann” by Naomi Shihab Nye

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found.

3. Day 3—“Paul Revere’s Ride” (50 minutes)

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “Paul Revere’s Ride” by Henry Wadsworth Longfellow

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found.

4. Day 4—“The Cremation of Sam McGee”; “The Dying Cowboy”; “Maiden-Savin’ Sam” (50 minutes)

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “The Cremation of Sam McGee” by Robert W. Service; “The Dying Cowboy” by Henry Maynard; “Maiden-Savin’ Sam” by Jenny Ellison

c) Listen to poems on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found.

5. Day 5—“Beowulf”; “Casey at the Bat”

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “Beowulf” by Dr. David Breeden; “Casey at the Bat” by Ernest Lawrence Thayer

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found.

6. Day 6—“Oda a las gracias”/“Ode to Thanks”; “Birdfoot’s Grandpa”; “Ode to a Toad”

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “Oda a las gracias”/“Ode to Thanks” by Pablo Neruda; “Birdfoot’s Grandpa” by Joseph Bruchac; “Ode to a Toad”

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found

7. Day 7—“On the Grasshopper and the Cricket”; “Oh Captain! My Captain!”

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “On the Grasshopper and the Cricket” by John Keats; “Oh Captain! My Captain!” by Walt Whitman

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found

8. Day 8—“I Hear America Singing”; “I, Too”

a) Review the vocabulary (rhythm, elegy, meter, end rhymes, etc.)

b) Read “I Hear America Singing” by Walt Whitman; “I, Too” by Langston Hughes

c) Listen to poem on audio cod

d) Have students answer comprehension questions after they read.

e) Using a 3 column graphic organizer, have students document the type of poem and what literary elements are found

9. Day 9-10—Student Poetry Recital

a) Students to read aloud a poem of their choosing not from the anthology either in class or on a pod cast

i) Poems must be a minimum of 6 lines

ii) Poems must be “school appropriate”

iii) Poems may be student authored

iv) Those who chose to use a podcast can either have the recording played in class or privately.

b) A sample podcast will be provided on the teacher’s blog.

10. Day 11—Review and Assessment

a) Review the poems and terms

b) Test on poetry terms and give sample poems for students to identify they types of poetry and the elements of the poem

9. Assessment: How well students identify elements of poetry and can the different types

10. Assignment:

A. Students will answer comprehension questions about the poems.

B. Students will create a graphic organizer to show examples of poetry including styles and literary devices.

C. Read aloud a poem of their choice either in class or on a podcast.

11. Reflection:

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All questions must be answered in complete sentences.

1. Define the 14th Amendment of the United States Constitution. What groups were excluded in its ratification? What is the minimum age for voting?
2. How did the 15th Amendment of the United States Constitution change the exclusions of the 14th Amendment? What groups (if any) were still excluded?
3. What Constitutional Amendment gave women the right to vote (suffrage)? When was it ratified (date)?
4. What Constitutional Amendment lowered the voting age? What is the current minimum voting age? When was this Amendment ratified (date)?

Since it appears that I’ll be teaching English, History, and Science, a way I would have the different classes use blogging for a different purpose. For my English students, I would have them blog the drafts of their book reports so they can get feed back so they can earn full credit for the assignment. For History and Science, I would post questions on a blog and have the students reply back their answers (these could be either pre-questions to assess what they know about a given topic or follow up questions about what they should have learned to help me guide the lessons and reteach more quickly as to help fill any holes or gaps that may have occurred during their learning.

Students will:

1. Understand the voting rights as defined by the US Constitution. (History 8.2.2)
2. Answer questions in complete sentences. (W 1.4; LC 1.1, 1.4, 1.5, 1.6)
   
3. Understand amendments pertaining to voting rights. (History 8.2.2; 8.3.6; 8.6.6)

Here is our first in-class podcast about our plans to use blogs and podcasts in our classrooms.

Click here to listen

Anne

Ok, since podcasts are pretty new for me I went through iTunes to find things. I subscribed to Comedy Central and HBO Comedy as well as Real Time With Bill Maher and NYT Su Doku. I’m sure I’ll subscribe to more “academic” ones, but these seemed interesting because many had video. I want to subscribe to the class ones but for some reasons they aren’t working for me. I’m looking forward to subscribing to many more podcasts in the future.

So here I am in summer school starting the adventure of podcasting and blogging. I’m looking forward to learning to new stuff and what we will be doing in this class.