Tag Archive | "toondoo"

Why leave home? – 15MS800

This lesson is for : Grade 6:


Who doesn’t dream of running away from it all sometimes? Whether leaving for college, getting a job in a new city or deciding to visit another country we are motivated to leave our homes for lots of different reasons.

Students discover the political, economic, social and motivational reasons behind an explorers decision to leave their home countries. Using the information they collect, students create comic strips or audio pictures to represent one of four possible explorers. Students research the explorer of choice and answer key questions, i.e. – where were they born, why did they leave, and where did they go and why? Students demonstrate their knowledge of explorers by synthesizing research and communicating in a meaningful, original way.

TIPC Ratings

Research & Information Fluency

Rating: Developing – Explanation: Students researched answers to key questions using a search engine they chose. They decided which sources were reliable, valuable, and useful. Students demonstrated their knowledge of explorers by synthesizing research and communicating in a meaningful, original way.

Communication & Collaboration

Rating: Developing – Explanation: Students chose whether to work in groups or alone. Many chose to work independently. Students chose which digital tools to complete the assignment.

Critical Thinking & Problem Solving

Rating: Not observed – Explanation: This was not the focus of the lesson.

Creativity & Innovation

Rating: Approaching – Explanation: Students used the information they gathered and chose how to put their ideas together. They used either ToonDoo or Blabberize and created original work. Students took risks by adding their own ideas to create a robust product. Students shared their work with others and reflected on the quality of their work.

Student Artifact


Lesson Materials

H21 Lesson Artifacts

Posted in Comm/Collab - Dev, Creativity - App, Info Fluency - Dev, Middle School, Social Studies, US HistoryComments (0)


Teacher: Amanda Drinnon


In this lesson, students review the elements of drama and interact with a technology enhanced flipchart that simulates the upcoming Reading SOL. Student then demonstrate their understanding of the elements of drama by identifying the elements in a collaborative environment which culminates in the creation of a student created scene from a play that is visually represented.

TIPC Ratings

The focus of this lesson is not on this category

Students work in self selected groups to write and create a scene from a play. Students assign rolls and determine goals utilizing the googledoc. The teacher’s primary responsibility is creating and implementing the flipchart, utilizing ActivEngage, and faciliating and moderating the creation of the scenes.

Students are required to not only demonstrate an ability to identify elements of drama, but also evaluate and create those elements in the authentic task of creating a scene and adaptation. Students demonstrate a deeper understanding of the function of a variety of dramatic elements through their scene writing and adaptations using any format they choose.

The teacher creates an environment in which the students are engaged in authentic tasks that allow the students the freedom to use their creativity through application of a variety of dramatic elements. Students analyze existing scenes from plays and synthesis that information to create new products utilizing the elements studied. Students also become aware of how a variety of technologies can aid in, or hinder the process of adaptation.

Student Artifact

Froggy pt 1

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Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, English, High School, LessonComments (0)

Julius Caesar Animated – 6907

Submitted by: Nicole Sanchez-Coe

School: Varina High School


After reading The Tragedy of Julius Caesar in class and watching the movie, students must pick a group to work with (minimum 2 maximum 4) and create a movie based on one scene from the play. They may choose to act out the scene themselves, video tape it, then edit it using windows movie maker, or they can use active inspire to create their own animation, or they can use go animate to create a movie clip on the Internet. They can choose to keep the Shakespearean language or translate it into modern day language. They can also choose to keep the original scene as close to the Shakespeare version as possible or they can completely change the characters to whoever they want, as long as the meaning of the scene and it’s importance stay the same. The purpose of assigning this project is to get students to connect Shakespeare to their life and bring the language of the 14th century to present day. The students also must make creative decision while using technology and work together collaboratively.

TIPC Ratings

Approaching – Students had to decide if they wanted to keep the original version of the language or change the language into a modern day form. To help with the language conversion, they were allowed search for sites like No Fear Shakespeare and SparkNotes on their own. After they researched translations on their own, they could then hold a group conference with me about their ideas for their project and discuss any other issues they are having.

Approaching – I modeled a range of digital tools and communication methods by showing group examples the previous school year. Students had to choose their own group and set up their own group norms on how they would collaborate and participate in the process. Some groups chose to work on different parts separately and then bring them together, while some chose to work as a group in making decisions through the whole process. They were free to choose which digital tools they would like to use for the project and some groups even came up with tools that were brand new (an app on a cell phone that turned the video into pencil drawings). They were allowed to use their cell phones if they chose to video tape a scene by acting it out and they had a variety of ways to get the final project to me (Vimeo, Dropbox.com, YouTube, schoolspace, virtual share).

Approaching – Students had a lot to think about before they began this project with their group: How to keep the theme of the scene in-tact and understand the hidden meaning, how to translate it into a modern day version, how to coordinate a scene and have the characters make sense together,

how to make the setting modern (not just the language). Students had to use critical thinking skills to analyze the theme and decide whether they were going to keep the Shakespearean language or change it to modern day. They also had to decide how much of the scene they were going to condense and how much they were going to change. By creating a media project and presenting it to their classmates it helped the whole class see connections their classmates had made using different scenes from the play.

Ideal/Target – Students developed original ideas and created products by applying existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters (some students found an app on their cellphone that turned their video into a pencil sketching and they acted out the scene from Caesar using hand puppets with faces drawn on). The students had to present their final project to the class and we discussed why they chose those particular method and tools to portray the scene. We also discussed anything they could possibly work on for future projects similar to this one (the sound was low on some of the videos, some of the animation was a bit off from Active Inspire, some groups had a hard time getting the link to their Go Animate video to the teacher). Since the project was almost entirely student centered the classroom environment was one where students were engaged in their creativity and innovation the entire time.

Teacher Artifact 1

Student Artifact 1

Student Artifact 2

Student Artifact 3

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  • Lesson Plan
  • Rubric
  • Student Samples

Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - App, English, High School, Info Fluency - App, ProjectComments (0)

Chemical Reaction Cartoons

Submitted by: Kathryn Brock
Collaborators: Mike Dunavant (ITRT)
School: Varina High School


Students are given an explanation of the five different types of chemical reactions, with chemical equations as examples of each. Each example is explained in detail to show the specifics of the process taking place. Then students are assigned to groups to brainstorm and create a cartoon showing one of the five reaction types. Students are encouraged to be creative and place the reaction in the context of real world examples. My sample cartoon showed bread and cheese being combined into a cheese sandwich, as an example of a combination reaction. Students copy and paste their cartoon into a PowerPoint slide and submit to my dropbox on Schoolspace.

TIPC Ratings

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Approaching: Students used technology to solve the problem of how to communicate their ideas in a cartoon that accurately illustrated the reaction type. Construction of the cartoon required understanding the concept, communicating that understanding to the groups, building consensus in how best to illustrate the concept, and using various computer programs to accomplish the task.

Ideal/Target: Students use their critical thinking skills and knowledge to create an original cartoon to illustrate a type of chemical reaction.

Student Artifact

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Posted in Chemistry, Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, High School, Info Fluency - Target, Science, Subject, TIP ChartComments (0)

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