Its finished!!!! For Now :)

My GLP Webstie!! 

Click the above.

Its Up!! Well in its Infancy

the Seas the Limit

Trust/Monitor Policy

New Kid Project GLP
http://www.mrhenges.com/newkidproject/?page_id=332

This trust/monitor policy, from one of our own that came before us, is short and sweet. I think it’s a good thing. I realize that websites that see a larger amount of web traffic have to be more thorough. However, in this case I think short and sweet fit. This policy emphasizes teacher approval and what is expected in the forums

Twitter
http://support.twitter.com/articles/18311

Considerably longer than the first, Twitter just about covers everything. The first part of the policy focuses on not breaking the law. On Twitter you may not post threats, other people’s personal information, infringe on any copyright or trademark, or impersonate someone else. Twitter follows with a lengthy section on rules to ensure its users have a good experience, such as forbidding spam and selling user names. What’s interesting is that both policies state that they can change at any time. It just made me realize that even though something might be considered obvious it needs to be stated


My GLP Trust/Monitor Policy

The following are rules, that participants of this project need to follow when on this website. The intention of these rules are to provide a fun and safe atmosphere for all involved.
-The use of this website is intended and reserved for students and teachers
participating in the project
-All activity on the site must be teacher directed and will be monitored.
-All posts to the forum should be appropriate, positive, and on topic with the
topic.
-No personal information, such as home address or personal pictures, should be
shared during the project.

Email widget for my contact page :)

For my help section (Test)

Week 5 Reflection

A link to my Mock-Up

http://creately.com/diagram/gkroydsw2/Web%2BMock-up

Awesome Quote!!

If you saw the Oscars Sunday night you saw this quote but I just had to share it again to point out how awesome it is!!

"It's not the load that breaks you but how you carry it"
Lena Horne

Which instantly made me think of this passage!!

Matthew 11:28-30 (The Message)

28-30"Are you tired? Worn out? Burned out on religion? Come to me. Get away with me and you'll recover your life. I'll show you how to take a real rest. Walk with me and work with me—watch how I do it. Learn the unforced rhythms of grace. I won't lay anything heavy or ill-fitting on you. Keep company with me and you'll learn to live freely and lightly."

Week 1 Reflection

Sorry to bother you guys (if it wasn't bothering you it sure bothered me) I went ahead and took down my week one reflection since it played automatically after you loaded my page and since I'm sure everyone has heard it by now.

You Guys ROCK!!

My Site Flow Chart

My Site outline

Am I missing anything???

1)   GLP Home “I’ve Been There

a)    Students

i)     Forums

(1) North America

(2) South America

(3) Europe

(4) Asia

(5) Africa

ii)    Google Maps

iii)  How to screen cast videos

b)   Teachers

i)     Details about the project

ii)    Sign Up Information

iii)  Contact information

iv)  Additional ideas about the project

c)    Help Section

My GLP Masterpiece

GLP Proposal

Tim Abbas

Azusa Pacific University

1.     Working Title: Dude, I’ve been there!

2.     Subject: This GLP will be a database creation focusing on reoccurring themes about geography through out the standards.

3.     Type of participants: The main focus of the GLP will be 6^th and 7^th grade students but will be open to anyone that wants to emphasize geography.  My attention is that this GLP will be broad enough for teachers of multiple grades to be able to implement this into their social science curriculum.

4.     Timeframe: indefinite   (My hope is that it can be an ongoing creation)

5.     Rationale: Geography is an area that most students struggle in.  It is also a need in a world that is constantly shrinking.

6.     Synopsis:   Dude, I’ve been there is a GLP that emphasizes on strengthening geography skills while letting students show off where they have been or live.   Students will post pictures of places they have been, locate and mark their place on a Google map, and write about what it was like.   Afterwards students can connect with each other through shared experiences all while strengthening their geography skills.

7.     Learning Outcomes: Students will focus on strengthening geography skills found in reoccurring social studies standards. 

8.     Cross-cultural connections: My hope is that students will be able to share about where they live as well as where they have been.  Students will be able to bond over similarities and celebrate about what makes their homes different.    

9.     Assessment: Students will be graded on their written descriptions, posted picture, and comments on other participants.

10.  Purposed Websites: Google Maps, Wix.com, and a forum such as Nabble

11. Planned Advertisement: I plan on submitting it to iEARN, globalschool.net, or try finding a teacher to connect with through teachers connecting.

12.  Collaboration: Teachers will connect through email while students in the same class and abroad will connect in the forum.   Students will post independently but will interact through commenting on each other’s posts.  It will be left open to teachers on how much commenting will be required and how to use it to fit into their classroom.  I’m envisioning having my students comment on at least three other people’s posts from other classes.  

13.  Activities: Students will post pictures of themselves in certain places around the world, locate their place on a custom goggle map, and describe where they went.  The description will include what the climate was like there, what natural disasters occur there, was it crowded, or whatever else might have stood out to them.

14.  Constraints: The biggest stress I have right now is finding participants.   Will my idea spur participants or will I end up begging a teacher friend to do the GLP to get credit for my project.

My Super Sweet Brochure

My Final Opus

Name            Tim Abbas            Lesson Plan Title Spotting Renaissance Art       

Target Learner    7^th Grade History                 Abilities Identifying period Art

Stage 1 –Desired Results

Established Goals

CA State Standard 7.8.1 Describe the way in which revival of classical learning and the arts fostered a new interest in humanism

Desired Understandings

Big Idea: Art Shows, through our art we can be seen and we can learn about others.

Essential Questions to Consider

Through looking at Renaissance art we can learn about what they valued (the Real World, balance between intellect and religious faith)

Desired Key Knowledge

Key aspects of Classical, Medieval, and Renaissance Art (Movement, Realism, and Color)

Desired Key Skills

Students will be able to identify Classical, Medieval and Religious Art

Name          Tim Abbas                  Lesson Plan Title Spotting Renaissance Art.

Target Learner   7^th Grade History      Abilities Identifying Period Art

Stage 2 –Evidence

Stage 1	Stage 2
If the desired result is for learners to…	Then, you need evidence of the student’s ability to …	SO, the assessment needs to include some things like…
Understand that: (U) Big Idea: Art Shows, through our art we can be seen and we can learn about others. And thoughtfully consider the questions (Q) Through looking at Renaissance art we can learn about what they valued (the Real World, balance between intellect and religious faith)	Identify: Students will be able to identify Classical, Medieval and Religious Art through common characteristics with an emphasis being on Renaissance Art. Compare and Contrast: Through looking at Renaissance art we can learn about what they valued as opposed to the Medieval, and Classical Periods as well as today.	Performance Tasks #1 (T): and/or Other Evidence(s) (OE) Students will Draw a map of their room and identify pieces of art and summarize what it reveals about themselves Homework (10pts) Students will be able to recognize Renaissance art on a quiz and be able to list 3 common characteristics on a chart

Name      Tim   Abbas                     Lesson Plan Title _Spotting Renaissance Art___

Target Learner    7^th Grade History           Abilities ___Identifying Period Art___

Stage 3 –Learning Plan

W = Whereto; Where from

By understanding three characteristics of Renaissance art students will uncover what was important to people during that time.   Students will connect that to the big idea that art shows the maker.

H = Hook and Hold

Journal and Discuss personal experiences:  What is up on your bedroom walls?  If someone were to study you only by looking at what where on the walls of your room what would they found out?

E = Equip for Expected Performance

Students, in groups of three, will compare and contrast 9 works of art. (Renaissance, Medieval, and Classical)  Students will group them in three groups and write down why the grouped them in the way they did way.  Students will take notes on the characteristic of Renaissance Art using a spider diagram and draw out examples of each characteristic.

R = Rethink, Revise/Refine, Reflect

Using Powerpoint, characteristics of period art will be put up one at a time.   Students will match them to their groups and check to see if their findings match up.

E = Encourage Self-Evaluation

Walk-around-the-room-quiz-game; can you correctly guess the period from the art.  Students will examine other examples of art hanging around the room and match them to the correct period.

T = Tailor for Diverse Learners

During the lesson students will work in groups, discuss as a class, write about there findings, match their findings through examining more examples of art, and walk around the room. Students how do not want to write out their spider diagram can draw it out.

O = Organize The Learning

1. Journal and Discussion: What’s in your room? 2. Group work: What is in common with your examples? Could we put them in any groups? 3. Powerpoint: The reveal: How do your findings match up?  4. Spider Diagram: What are the characteristics of each period art pieces 5. Review:  Walk-around-the-room-quiz-game; can you correctly guess the period from the art. 6. Closure: what does this tell us about the people that lived in Renaissance times? 7.  Homework: Draw out what is on your walls in your bedroom and write down what can tell us about you.

Stage 3 - Whereto thou Romeo

Name      Tim   Abbas                     Lesson Plan Title _Spotting Renaissance Art___

Target Learner    7^th Grade History           Abilities ___Identifying Period Art___

Stage 3 –Learning Plan [ DRAFT ]

W = Whereto; Where from

By understanding three characteristics of Renaissance art students will uncover what was important to people during that time.   Students will connect that to the big idea that art shows the maker.

H = Hook and Hold

Journal and Discuss personal experiences:  What is up on your bedroom walls?  If someone were to study you only by looking at what where on the walls of your room what would they found out?

E = Equip for Expected Performance

Students, in groups of three, will compare and contrast 9 works of art. (Renaissance, Medieval, and Classical)  Students will group them in three groups and write down why the grouped them in the way they did way.  Students will take notes on the characteristic of Renaissance Art using a spider diagram and draw out examples of each characteristic.

R = Rethink, Revise/Refine, Reflect

Using Powerpoint, characteristics of period art will be put up one at a time.   Students will match them to their groups and check to see if their findings match up.

E = Encourage Self-Evaluation

Walk-around-the-room-quiz-game; can you correctly guess the period from the art.  Students will examine other examples of art hanging around the room and match them to the correct period.

T = Tailor for Diverse Learners

During the lesson students will work in groups, discuss as a class, write about there findings, match their findings through examining more examples of art, and walk around the room. Students how do not want to write out their spider diagram can draw it out.

O = Organize The Learning

1. Journal and Discussion: What’s in your room? 2. Group work: What is in common with your examples? Could we put them in any groups? 3. Powerpoint: The reveal: How do your findings match up?  4. Spider Diagram: What are the characteristics of each period art pieces 5. Review:  Walk-around-the-room-quiz-game; can you correctly guess the period from the art. 6. Closure: what does this tell us about the people that lived in Renaissance times? 7.  Homework: Draw out what is on your walls in your bedroom and write down what can tell us about you.

Stage 2 - The Evidence

Name          Tim Abbas                  Lesson Plan Title  Spotting Renaissance Art.

Target Learner   7^th Grade History      Abilities Identifying Period Art

Stage 2 –Evidence [ DRAFT ]

Stage 1	Stage 2
If the desired result is for learners to…	Then, you need evidence of the student’s ability to …	SO, the assessment needs to include some things like…
Understand that: (U) Big Idea: Art Shows, through our art we can be seen and we can learn about others. And thoughtfully consider the questions (Q) Through looking at Renaissance art we can learn about what they valued (the Real World, balance between intellect and religious faith)	Identify: Students will be able to identify Classical, Medieval and Religious Art through common characteristics Compare and Contrast: Through looking at Renaissance art we can learn about what they valued as opposed to the Medieval, and Classical Periods as well as today.	Performance Tasks #1 (T): and/or Other Evidence(s) (OE) Students will prove during a discussion what period of art provided examples are from Students will Draw a map of their room and identify pieces of art that reveal about themselves Students will be able to recognize Renaissance art on a quiz and be able to list 3 common characteristics.