Magdalena Jefferson 

Azusa Pacific University 

November 27, 2017  

Telecollaborative 
eNotebook 

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 Click on page
corner for
Table of Contents

Table of Contents 
Holiday Card Exchange 
● Implementation Plan

● Webcapture

● Learning Experience

Birthday Buddies 
● Implementation Plan

● Webcapture

● Learning Experience

Mystery Skype 
● Implementation Plan

● Webcapture

● Learning Experience

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Holiday Card Exchange Project 
DESCRIPTION 
Student will share seasonal cards with students around the world ranging 
from K- 6th grade. The theme for 2017 is to decorate the cards with stars. 
Our classroom is in group #32 and will be sending cards to 29 other 
classrooms via post mail. We are to send one card to each classroom and 
to also send one to a local community service. The cards will be sent by 
December 13th. Although the project is titled “Holiday Card Exchange” , 
this can be easily turned into a seasonal greeting card which allows all 
students to participate.  

http://holidaycardproject.weebly.com/ 

TELECOLLABORATIVE STRUCTURE 
● Global/Flat Classrooms
● Information Exchange
● Sequential Creations

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Holiday Card Exchange Project 2017 Implementation Plan 

Objectives 

Students will write and publish a holiday card that explains three facts about their classroom, 
the average temperature in December where we live, and share our school’s websites link.  

Standards 

CCSS.ELA-LITERACY.W.3.6 ​With guidance and support from adults, use technology to produce 
and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 

ISTE Standard 

7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally. 7a 
Students use digital tools to connect with learners from a variety of backgrounds and cultures, 
engaging with them in ways that broaden mutual understanding and learning. 

Implementation 

Introduction- As an opening, I will model using a describing THINKING Map to brainstorm ideas 
with students. Students will share three things they enjoy about their classroom and I will chart 
down their responses.  

Day 1 (November 28)- Students will use their personal describing map on Google Slides to draft 
notes about what they like about their classroom. With a partner aloud during Think-Pair-Share 
in a statues and movers activity, they will then share what they will write. “Statues” stay still and 
“movers” pick a new partner to speak with when the bell is rang. This activity will allow me to 

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listen to student responses and understanding. After the activity, students will sit down and 
fill in their describing map.  

Day 2 (November 29)- Students will then use each stem from their describing map to make a 
complete sentence of each detai (google slides)l. In order to check for understanding, 
non-volunteers will be selected with random selectors to share their detail in a complete 
sentence . Students will then draft their paragraph that describes their favorite things about our 
classroom and use transition words.  

Day 3-4 : Students publish their writing by typing on to Google Docs and I will check then allow 
students to print. I will then model how to make a card on the document camera and show them 
images of holiday cards. I will tell the students the theme is stars for this year’s group. Students 
will then use art supplies to decorate card and fill out the form created by the website creators.  

Closing- After our class receives their cards from Group 32, we will take pictures and send them 
to the project creators for sharing. Students will video themselves sharing their experience of 
the project on their Class Dojo student profile. Our class will also map where our cards are from 
and note take the average temperature for others.  

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Holiday Card Project
Welcome Information Resources Standards Archives

​Welcome to the
Holiday CARD
EXCHANGE
PROJECT
Join with classrooms around the world as we

celebrate the December Holidays

Registration for 2017 will open

in November 2017.  The theme will
be STARS!

Click Here For More Information

WELCOME!
to the Holiday Card Project 2017

Join with classrooms around the world as we celebrate the joy of the Holiday Season in
December by sharing greeting cards!

We will also be building a Google Presentation where you can share a picture of your card plus
pictures of your students participating in this project!

I have been hosting this project for 10 years and it is one of my most favorite projects to host.

Writing skills, geography skills, math skills, creativity skills and more!!!

I am happy you wish to join us!

Jennifer Wagner
projectsbyjen.com coordinator

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Student Learning​ - anonymous student sample: As one can see, this students followed her 
slides on Google Slides and completed the bubble map in note form. She then took her notes 
and made them into complete sentences on the next slide. After, she took her sentences and 
filled out the template created by the website.  

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SYNOPSIS 

After implementing and doing the lesson with my students, I found that they really loved this. 
The idea of sending a card with a stamp was just amazing to them since they have not had this 
experience. The students enjoyed seeing where the cards came from and circling on our 
classroom map where the card came from. Word traveled around our campus and we had 
students from other classrooms coming in to see the cards from around the U.S. I 
underestimated how much this would affect my students, in a positive way.  

However, the students and myself were a bit confused with the project’s title and the disconnect 
from what the project expected. We made the connection to decorate our cards for the holidays, 
but the content did not match the title “Holiday Card Exchange”. The students and I were under 
the impression that we were going to write about the holidays and the season of Winter, based 
off the title. After sorting out what was expected, we then understood it was only titled in this 
fashion because of the decorating and the time frame of exchanging cards in December.  

11
 Birthday Buddies 
DESCRIPTION 
Students will collaborate with others from around the world. Students will 
be creating projects to share about their family’s birthday tradition. The way 
students present their tradition is up to them, however; ideas are provided 
as a guideline. For an age appropriate project, students will write a narrative 
to explain their tradition and draw a picture to illustrate their birthday. The 
goal is for students to learn about how birthday traditions are the same or 
different, as well as to involve family and have them participate. 

https://jward16.wixsite.com/birthdaybuddies17 

TELECOLLABORATIVE STRUCTURES 
● Exchanging Information
● Global/ Flat Classrooms

12
 Implementation Plan

Objectives 

Students will write a personal narrative to tell about a time they had a birthday party and 
traditions that take place. 

Standards 

CCSS.ELA-LITERACY.W.3.6 ​With guidance and support from adults, use technology to produce 
and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 

ISTE Standard 

NETS.S2 Students use digital media and environments to communicate and work collaboratively, 
including at a distance, to support individual learning and contribute to the learning of others.  

Implementation- 

Introduction(December 6) - I will show students pictures of a time that I had a birthday party with 
my family. I will sequence the picture using a flow map from THINKING Maps. I will use the flow 
map to sequence the events that took place by placing a picture in each box. I will then write three 
details using adjectives and fragments on the bottom of each picture to describe the picture. I will 
use checks for understanding to see what students noticed about the picture and the order that 
they were in. I will then stress the importance of telling a story in order. 

Day 1 (December 6) - Students will get a personal flow map to draw a time they had a birthday 
party in order, and write three details using adjectives and fragments at the bottom of each 
illustration. Students will collaborate with their peers to talk about what they are drawing in each 
scene using A/B partners for think pair share as well as create a title for their story.  

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Days 2- 3: Students will take their flow map and transition it to a writing map called “G BOP 
Stop”/ “Fleep Map”. I will reintroduce my flow map from day 1 and demonstrate how I will now be 
inserting transition words and make complete sentences out of my three details adjectives. 
Students will need an introduction, three body paragraphs, and a conclusion.  

Day 4 (Closing) - Students will publish their narratives and read it back to themselves on 
Voicethread. Students writing process and narratives will then be collected, copied, and sent in to 
the Birthday Buddies website for sharing.  

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 Create Your Site

Birthday
ABOUT
HOME ABOUT JOIN US

Buddies
BIRTHDAY CALENDAR PROJECT GALLERY TEACHER RESOURCES BB PEN PALS CONTACT

GLP
T&M APA

Birthday Buddies GLP: Info:

Who should join:
​
All families have important traditions. In our We are looking for
GLP we want to learn about your families classes with students
aged 4-9 (grades
birthday tradition.  PreK-3rd). 

 +
When:
A Global Learning Project (GLP) is an educational opportunity
for students to collaborate all around the world.  The project timeline for
birthday tradition
In our GLP students will be creating projects sharing about their project submissions is
September 5, to
families unique birthday traditions. As students share their
December 22,
traditions we can connect and learn from each other's

JOIN
2017.
similar and different traditions. 
The Global Birthday
Each classes final project may be different based on your Buddies Calendar will

OUR GLP!
student's age/grade and ability levels, but we encourage be open and available
to join all year.
everyone to join.
​ The Birthday Buddies

PROJECT DETAILS:
pen pals (optional) will
be available to join
during the GLP window,
but participation
is open all year.

1. Launching the project!

This site was createdLet's
with .com. It's get
excited! 
easy & free.
Everyone
Create Your Website
has a birthday! Have a discussion with your classroom about birthdays. Talk about your special
birthday tradition, or, share our examples with your class (click here to read Mrs. Ward's birthday Where:
tradition) (click here to read other students birthday traditions to share). Remind students that Participate from your
everyone's traditions are special and can be different. own school site!
Participants will need
to have internet access

2. Brainstorm:  Give students a brief time to share a quick example. Compile your
and the ability to
email.
students' responses and brainstorm ideas on a graphic organizer of your choice. This could be a chart
paper bubble map, student list, Google Doc, etc, whatever works for your classroom.
Contact us:

3. Get families involved: Encourage students to go home and talk with their

Please feel free to
email us with any
questions you may
families about birthdays. When the whole family gets involved in a discussion, the richer our shared have. Our email
experiences will be. address is:
​

4. Drafting: Return to your discussion and encourage your students to start drafting their
birthdaybuddies17
@gmail.com
traditions. Drafting can be a drawing for younger students and a list for older students.

5. Composing your final project.

Recommended final project pieces: 15
 Pre-School or Pre-Kindergarten (4 years
old)
Students will create a drawing that showcases their birthday
tradition. Ask the student to describe the tradition and with
the help of an aid or teacher, write or type the students
response on the drawing (or with the drawing.)
Click here to go to the PreSchool lesson page
Transitional-Kindergarten and
Kindergarten
(4 & 5 years old)
Students will create a drawing that showcases their birthday
tradition. Ask the student to describe the tradition and with
the help of an aid or teacher, write or type the students
response on the drawing (or with the drawing).
If students are able to have them write one sentence about
their tradition.
Click here to go to the TK/Kindergarten lesson page

First Grade (6 & 7 years old) Second Grade (7 & 8 years old)
Students will create a drawing that showcases their birthday Students will create a drawing that showcases their birthday
tradition. Have students write 1-2+ sentences explaining their tradition (optional). Have students write 5+ sentences

Third Grade
birthday tradition.
Click here to go to the First Grade lesson page
explaining their birthday tradition.
Click here to go to the Second Grade lesson page

Third Grade (8 & 9 years old) Specialized Academic Instruction (PreK-

Students will create a drawing that showcases their birthday Specialized
3)
Academic
tradition (optional). Have students write a narrative about Using the examples for the other grade levels, find a project
their birthday tradition. style that will best fit the needs of the students in your
Click here to go to the Third Grade lesson page
Instruction (PreK-3)
 classroom. We encourage drawings or photos of students
birthday traditions.
Click here to go to the SAI lesson page

6. Submitting your final project:

When you have finalized your final projects make sure to take time and celebrate in your classroom.
Have your students share their birthday traditions with their peers. 

Please take photos, or scan your final project. If including photos, please do not send in pictures of
your students (for confidentiality and privacy reasons). 

Upload your project to Google Drive and send a link to our Birthday Buddies email:
birthdaybuddies17@gmail.com
and we will upload the project to the website gallery for all to see your wonderful projects. 

7. Come back and visit!

After the GLP has ended come back to the site and visit the Project Gallery to see everyone's
wonderful submissions!

You can also check out the Global Birthday Calendar to see if you have any buddies worldwide who
share your birthday!
​
And spread the news! We are looking for classes all over the world to join! 

JOIN OUR GLP!

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Learning Objective 
● Skill(verb)concept(noun)
● Student will do during
Independent Practice
Activate Prior  Connect to Learning
Knowledge 
● Univ. Exp: Already know
● Sub-skills: Review
Concept Development 
● WHAT​: Define/Rule
● Critical Attributes
● Example/Non-example
 Students will write a short story about a time they had a  What are we going to 
do today? 
birthday party and will explain how they celebrated.   What are we going to 
(skill)? 
(day 1 of 3)   What are we going to 
do with (concept)? 
CCSS.ELA-LITERACY.W.3.6 
ISTE Standard 
NETS.S2 
 
Objective 
When we read a story, how it is it told? Who is in a story? 
make describing map 
What other elements does a story have?  for elements of a 
story 
CONTENT PRESENTATION 
Today, you will write details about a birthday party you had.  RAJ 
What is an 
You will write your details in order.    illustration ? 
What’s an 
example of a 
When telling or writing a story you will include characters,  setting? 
dialogue, a setting, and include details. You will draw  Share A/B to 
explain what I 
illustrations to help you write your story. Most importantly,  am missing. 
you need to tell your story in order. 
I am going to tell you a story, and if it ​is​ in order, uses 
details, and has a setting; give me a thumbs up. If it doesn’t, 
give me a thumbs down : (non-example)  
One day, I had a cake and 
everyone sang happy birthday. 
First we invited friends and 
then they went home. We also 
ate pizza and ice cream. I was 
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 so excited when I woke up. It 
was over because it was time 
to go.  
Importance 
● WHY​:
 Why do you think it’s important to use plenty of details and  Classdojo will 
use 
Pers/Acad/Life tell a story in order?   non-volunteers 

- I think it’s important to tell a story in order and use

details because ………. 

Response sentence frames on window wall: 

- I think that…. 
- It seems to me that….. 
- In my opinion…
(sequence, tell it in order, to describe the setting, so the 
reader can understand what’s happening)  
Skill Development  How did you know the 
order of the story? 
● HOW​: Steps/ Maps Which words helped 
● Explain/Model/Demo you ?  
● Teacher
● Loop with Guided
practice
● All variations Come to carpet , and help me with my story. 
- Students will think-turn-talk with a partner to figure
out the order of my story using pictures and help me
to include details on my flow map
Guided Practice 
● Whole class
 Students will use Google Slides to fill out the elements of a  Partner talk 

● We/together story using a flow map whole group at their desks.  

● Rule of Two
● All variations
Step 1: Go to google classroom 
Step 2: Click on “My Birthday Story” 
Step 3: Type in my name and go to slide number 2. 
Step 4: Wait for Miss Jefferson.  
Step 5: We will do the first box together, we will talk about 
what happens first and talk about some details we can 
include.  

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 Students will partner talk about what happened first, next, 
and last at their birthday party.  

Students will then include details . After, they will print 

and illustrate pictures on their flow map to support language 
for drafting which is the next lesson.  

Closure (final CFU)  What is __? 

● Verify learning Why is __ 
● Prove ready for
Indep. Prac. (80%+) important? 
With your A/B partner, write down a reason it is important to tell  How do you 
solve __? 
a story in order and post it to the note paper in the back of the 
room.  
INDEPENDENT PRACTICE 
Independent Practice 
● Students
 Students will complete their flow map details during group  Individual or small 
group for extra 
practice,80% rotations and in the next lesson will include and opening and  help 
● Feedback=intervention
conclusion paragraph when we take their writing to a flee 
map.  
INSTRUCTIONAL NORMS 
Check for  Pair/Share A-B, B-A Track with Me  3x’s 
Understanding 
● T​each first Whiteboards: Chin-it Read with Me  HOQ 
●
●
A​sk specific question
P​ause (wait 3-10 sec) Use complete sentences Listen to Learn 
● P​ick non-volunteer
● L​isten to response
● E​ffect feedback (echo,
elaborate, explain)

19
Student Learning- Sample of Google Slides for writing
implementation

20
21
SYNOPSIS 

During our lesson, the students responded with 80% accuracy or better when checking for 
understanding. Something that went well with this lesson was the connection they had to the 
prompt and seeing images from my own birthday party. Students were already familiar with 
sequencing and what made this assignment unique was that it was about themselves which made 
it easier for students to create a narrative.  

The Birthday Buddies project website lacked a few items. The website still had tester tabs, the 
response to participation was slow and disorganized. In addition, there were no standards found 
in their website. I created the standards myself and looked up my own ISTE standard to include. I 
was a bit disappointed in this experience. It felt unorganized and difficult to participate and work 
with. The creator(s) left little room for collaboration for students to view what others have shared. 
I felt as though I had to finish the project that was created myself.  

22
 

Mystery Skype 
DESCRIPTION 
Student will video conference with a guest speaker. They will take turns 
asking our guest questions about his/her profession. This experience will 
allow students to speak in a respectful and meaningful manner. They will 
practice speaking and listening, researching and reporting, and questioning 
skills.  

https://education.microsoft.com/skype-in-the-classroom/mystery-skype 

TELECOLLABORATIVE STRUCTURE  
● Global/Flat Classrooms  
● Information Exchange  

   

 
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Implementation Plan
 
Objectives 

Students will interview a guest speaker using question frames in order to practice research and 
inquiry.  

Standards 

CCSS.ELA-LITERACY.SL.3.1.B 

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to 
others with care, speaking one at a time about the topics and texts under discussion). 

CCSS.ELA-LITERACY.SL.3.3 

Ask and answer questions about information from a speaker, offering appropriate elaboration and 
detail. 

ISTE Standard 

NETS.S2 Students use digital media and environments to communicate and work collaboratively, 
including at a distance, to support individual learning and contribute to the learning of others.  

Implementation-  

Introduction( January ) - To introduce the concept, I will show students a sample of a Mystery 
Skype from YouTube. We will partner talk about what we noticed took place. We will make a T- 
Chart for social skills on how one listens and speaks during an interview. Students will then write 
an exit ticket sharing which social skills they saw in the video.   

   

 
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Day 1 - We will revisit our T-Chart for social skills and circle which skills we find most 
important when speaking to someone. Students will then practice modeling these social skills in 
scenarios that I will set up. After practicing the social skills, students will place which job they 
would like to take when interviewing our own guest speaker.  

Days 2: Students will go to their ClassDojo profiles with a partner. The students will then have a 
mock interview with their partner using the question frames that will be later used during our 
Mystery Skype with our guest. Each student will reverse roles as the professional and the 
interviewer.  

Day 3 - Students roles will be chosen by teacher. They will practice having a whole group interview 
with our principal and notetake responses in order to prepare for our Mystery Skype.  

Day 4- We will Mystery Skype with our guest and attempt to guess which profession they have.  

   

 
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Mystery Skype 
DESCRIPTION 
Student will video conference with a guest speaker. They will take turns 
asking our guest questions about his/her profession. This experience will 
allow students to speak in a respectful and meaningful manner. They will 
practice speaking and listening, researching and reporting, and questioning 
skills.  

https://education.microsoft.com/skype-in-the-classroom/mystery-skype 

TELECOLLABORATIVE STRUCTURE  
● Global/Flat Classrooms  
● Information Exchange  

   

 
 

Implementation Plan
 
Objectives 

Students will interview a guest speaker using question frames in order to practice research and 
inquiry.  

Standards 

CCSS.ELA-LITERACY.SL.3.1.B 

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to 
others with care, speaking one at a time about the topics and texts under discussion). 

CCSS.ELA-LITERACY.SL.3.3 

Ask and answer questions about information from a speaker, offering appropriate elaboration and 
detail. 

ISTE Standard 

NETS.S2 Students use digital media and environments to communicate and work collaboratively, 
including at a distance, to support individual learning and contribute to the learning of others.  

Implementation-  

Introduction( May ) - To introduce the concept, I will show students a sample of a Mystery Skype 
from YouTube. We will partner talk about what we noticed took place. We will make a T- Chart for 
social skills on how one listens and speaks during an interview. Students will then write an exit 
ticket sharing which social skills they saw in the video.   

   

 
 

Day 1 - We will revisit our T-Chart for social skills and circle which skills we find most 
important when speaking to someone. Students will then practice modeling these social skills in 
scenarios that I will set up. After practicing the social skills, students will place which job they 
would like to take when interviewing our own guest speaker.  

Days 2: Students will go to their ClassDojo profiles with a partner. The students will then have a 
mock interview with their partner using the question frames that will be later used during our 
Mystery Skype with our guest. Each student will reverse roles as the professional and the 
interviewer.  

Day 3 - Students roles will be chosen by teacher. They will practice having a whole group interview 
with our principal and notetake responses in order to prepare for our Mystery Skype.  

Day 4- We will Mystery Skype with our guest and attempt to guess which profession they have.  

   

 
 

Top Left - Mystery Skype Profession Questions 

Top Right- Student interviews guest 

Bottom Left- Students are note taking for each answer by guest 

Bottom Right- Students are thanking the guest speaker 

   

 
 

SYNOPSIS 

During our lesson, the implementation plan, students role played how to conduct a proper 
interview. Our T- Chart created social norms that we acceptable when speaking to someone. The 
students enjoyed interviewing each other as practice which set them up for success.   

The Mystery Skype with our guest, Constance Marquez, went smoothly. Each student was able to 
ask two questions at a time and all students were responsible for note taking. A recorder would 
cross out the professions as students collaborated and agreed. After collaborating with each 
other, the students determined that Constance was a teacher. They were very proud of 
themselves!