Notes+to+the+Secretary

"As always, should you or any of your IM Force be caught or killed, the //Secretary// will disavow any knowledge of your actions." =Preparation:= = = =Room Setup:= Prior to class, turn on necessary computers, log in, and open Firefox browser to the Mission Possible wiki, then "hide" Firefox.
 * 1) Gather supplies:
 * 2) trench coat
 * 3) 4 dossier kits (black, blue, orange, red)
 * 4) Make copies:
 * 5) passports for the M.I. Teams, cut and organize
 * 6) CM presentation observation chart (1 per student) to put in the red dossier kit
 * 7) cyber bullying graphic organizer (1 per student) to put in the black dossier kit
 * 8) presentation rubric...don't put it in the red dossier kit (there's too much that's already confusing in there), hand it out when you are explaining the station
 * 9) Double check that there are 4 red pencils in the red dossier kit, 4 black pencils in the black dossier kit, 4 blue pencils in the blue dossier kit
 * 10) Put blank blue paper in the blue dossier kit
 * 11) Make sure directions are in each dossier kit and the name of the station faces out
 * 12) Print out these directions so you can follow your script and so you can add notes, make edits, etc.
 * 13) Print out the directions for each station so you can follow along as you walk around as well as make notes, edits, etc.
 * 14) Have enough copies of UMS harassment brochure

//address: missioncitizen.wikispaces.com//
__Pitch Black--Cyberbullying (video)__ 4 computers East wall __Code Blue--Plagiarism (Inspiration)__ 4 computers South wall __Agent Orange--Digital Citizenship / Etiquette__ 4 computers West wall __ Red Alert Red Herring--Classroom Management (not Digital Citizenship)__ 4 chairs & 2 computers Southwest corner

NOTE: The above setup is for 16 students If there are 17, use 5 computers at Black and Blue rendezvous points, 4 computers and 5 chairs at Orange, and 3 computers with 5 chairs at Red. If there are 18, use 6 computers at Black and Blue, 4 computers and 6 chairs at Orange, and 3 computers with 6 chairs at Red. If there are 12, have teams of 3, use 3 computers and 3 chairs at all stations. If there are 11 or fewer, use 3 teams and 1 station will be empty during the rotations.
 * 11=2 teams of 4 and 1 team of 3
 * 10=2 teams of 3 and 1 team of 4
 * 9=3 teams of 3

Place unused passports @ the stations grouped by teams (for example, the extra Blues Clues passports at the Blue Rendezvous Point, extra Clue passports at the Agent Orange Rendezvous Point, etc.) If there are only 3 teams, leave Red Alert with no passports. =Hook:= (Beginning of Presentation) Read from and follow the opening script.

=Lesson:=
 * 1) Hang out at Red Herring to help them get started and answer questions about the observation process. Once they get going, move on to check on the other stations.
 * 2) SEE SCRIPT for details of the next two parts:
 * 3) At the 10 minute mark, explain that there is about to be a musical cue warning that their time is approaching an end, however, they are not to move to the next rendezvous station until the second musical cue is played.
 * 4) Play Jeopardy theme as warning music (make sure everyone stays still), then play M:I theme (now everyone should be moving).
 * 5) Remind agents to move in a "counter agent" direction--counter clockwise.
 * 6) Write STOP and START times on the board at the end of each rendezvous.

=After presentation:=
 * 1) Have students return to center of room. Note the STOP time on the board. Calculate lesson time. Now I'm going to cheat and have follow-up that's not part of my 45 minutes, but that's due to the red herring. Had I only had 3 stations of content, I would've had a 45 minute presentation.
 * 2) Code Blue follow-up
 * 3) Look back (or think back) at your Inspiration/other notes--what strategy can you share for preventing digital plagiarism proactively? what strategies do you have for dealing with digital plagiarism reactively?
 * 4) Pitch Black follow-up
 * 5) What resources did you find that could help with cyberbullying? (look at delicious bookmarks)
 * 6) Describe the importance of knowing and following district and school policy in all things, including cyberbullying
 * 7) Hand out UMS brochure on harrassment as example of a policy brochure
 * 8) Agent Orange follow-up
 * 9) Hand out blank paper; individually, have everyone try to remember the 9 elements of digital citizenship. who can name them all in 90 seconds or less? did they survive the enemy agent test? You have 90 seconds to write it down. If your team worked together to remember the 9 elements, you can work together on this enemy agent test.
 * 10) Access
 * 11) Commerce
 * 12) Communication
 * 13) Literacy
 * 14) Etiquette
 * 15) Law
 * 16) Rights & Responsibilities
 * 17) Health & Wellness
 * 18) Security
 * 19) Hopefully, you had a chance to share with your teammates your fears and then found some solutions. what were your unanswered fears? what are possible solutions?
 * 20) Red Herring follow-up
 * 21) Return to original station and use calculator application to determine totals and percentages on your [[file:umfresources/ClassroomManagementObservationToolFall10.pdf|observation sheet.]] (Agents at the Red and Orange rendezvous points can share or extra agents can shift to Blue and Black rendezvous points)
 * 22) Compare minute-by-minute notes with your teammates--what scores did you have that were the same? what scores were different? why?
 * 23) Look at rubric and determine final assessment for technology and for engagement.
 * 24) What questions do you have about your CM presentation?
 * 25) Warning: Do not use //Mission: Impossible// for a theme for your CM presentation AND
 * 26) know that your presentation does NOT have to have a theme
 * 27) nor does it have to have stations
 * 28) who uses stations? [|Molly Olsen did in her English class when student teaching]
 * 29) you WILL want to have a hook
 * 30) you do need to be organized
 * 31) you do need to have students engaged
 * 32) you do need to insure that students learn the content
 * 33) notice that I had things for teams to do if they finished early--not busy work but things that would keep them engaged in the content. If students are killing time waiting for others, you lose their engagement in the content and in the activity, students stop learning, and transitions are harder
 * 34) What questions do you have about engagement points from the wiki page?
 * 35) If you have stations and everyone goes to each station in rotation, I will observe 1 station at a time; if you use stations in a Jigsaw cooperative structure with expert groups, then I'll observe all the stations in the first round and "average" the engagement points
 * 36) Teachable moment--handling transitions--what did I do today that made transitions go smoothly (or not)?

Good spy resource: http://people.howstuffworks.com/spy.htm