MATH, ELA, & READING HELP FOR ALL: "Getting Better All The Time!"

In an attempt to help ALL of our students here at the CCS-515 building, I want to make sure you know about, and use, the following resources:

Quill.org
CSA Class Code: pen-crib

Quill provides free writing and grammar activities for elementary, middle, and high school students.

Vocabulary.com

Vocabulary.com combines the world's smartest dictionary with an adaptive learning game that will have you mastering new words in no time.

Computer Skills & Apps. Class Link: http://vocab.com/join/4FG6DCH

ReadTheory.org

Click the link above to go to READTHEORY.ORG.  

Create a Student Account using your CCS Gmail address.  Click on the Teachers tab,

Add Mr. Scribner (hscribner@ccs.us),

Complete the Pre-Test.  

Once completed, you can go to this site to read and respond to different prompts according to your individual reading levels.  As you progress, you will gradually have the reading level raised, and you will improve your comprehension.  According to the website,7.4 Million students have completed 130 million quizzes on this site (to date).

NoRedInk.com

Students will Create and Account on NoRedInk.com.  Make sure you use your CCS Gmail Account.  Get the Class Code from Mr. Scribner to join the class for the period you are in the Technology Lab.

NoRedInk helps students practice their grammar and writing skills. Students work with engaging and often humorous sentences that incorporate their favorite characters, musicians, athletes, books, movies, sports teams, and celebrities.

SumDog.COM

Sumdog is a highly engaging games-based learning service to help students practice their numeracy and literacy.  Designed to supplement teaching, it motivates students by adapting to each child's level.  Sumdog works both on internet browsers and apps on iOS, Android and Kindle.  Sumdog has been developed with the help of teachers and educational experts around the world.

Student Log-In Information for CCS-515:
     Username:  Student ID# (Lunch Pin)
     Password:  ccs515
     School Code:  collegiumcs

Our research methodologies include:

• Working with experienced educationalists to develop Sumdog's pedagogy
• Regular focus groups among teachers, students, and parents, to refine existing features and develop new ones
• Ongoing user research questionnaires, conducted both by telephone and online
• Curriculum alignment with detailed consultation from independent experts
• Data analysis to refine educational algorithms and site user experience.

The diagnostic test will place students in the correct grade/year level based on their ability. They will then be asked questions from this grade/year level. This means each student will be answering questions according to their ability.

To do this, Sumdog needs to get to know the students' strengths and weaknesses.  This is done with our diagnostic test which runs automatically the first time students play Sumdog.

During the test, the games run as normal. Students may get asked tricky questions, as we check what level they've reached. Please ask them not to worry. They should simply guess answers: the learning engine will understand what's happening, and place them in the correct level.

Once the diagnostic test is complete, we'll reward students with their first pet.

ProdigyGame.com

Students in CSA and STEAM-E will Create and Account on ProdigyGame.com.  Once created, they will progress through various challenges (grade-level-specific), and improve their Math Skills.  This resource can be used anytime, anywhere with access to the website.  Specific Class Codes will be 

Prodigy is a free to use, curriculum-aligned, adaptive, online, RPG (Role Playing Game) style video game. Join 800,000 teachers and over 28 million registered students throughout 2800+ school districts in using the game that will revolutionize the way you approach math instruction!

Featuring over 50,000 questions spanning Grades 1 - 8 in 6 different curricula, players will get to watch their very own wizard grow stronger, learn new spells and acquire new equipment while facing ever more powerful opponents, all by answering math questions!

What does all that mean? Let us break it down for you:  (Click Here For Information)

KhanAcademy.org

Students in CSA and STEAM-E will be joining Khan Academy to work independently on their MATH skills, by grade.

Everyone at Collegium (Building 515) will use their @ccs.us GMail Account to create an Account on KhanAcademy.Org! 

Make sure that you finish updating your profile once you sign in. 

Go to your Profile screen and ADD Mr. Scribner as a Coach by entering the Khan Academy Class Code Below!

Every student can use Khan Academy as an online tutor at home. You can pick just about any Subject and Level and view video lessons, answer practice questions, or ask a coach a question. There are tutorials for all of your subjects on this fantastic resource! Make sure you check out all the classes you can complete and help yourself with!

Khan Academy Class Tutor Code (Mr. S): CHVJTZ

FreeRice.com

Use the link above to visit the Beta Version of FreeRice.com.  Create an Account using a Username (First Name Initial and Last Name), and enter a Password you can remember.  Then click on "Groups" and enter the following code to join the CCS-515 Group:  Group code: 2FXTSTBV

Start Answering Questions!  Track Your Achievements!

Earn The Badges!  HAVE FUN!

Freerice is a 100% non-profit website that is owned by and supports the United Nations World Food Programme.

Freerice has two goals:

• Provide education to everyone for free.  
• Help end world hunger by providing rice to hungry people for free.

Each time you answer a question right, the banner ad that you see generates enough money for the World Food Programme to buy 10 grains of rice to help reach Zero Hunger.

JUST FOR FUN:

LittleAlchemy2.com

Little Alchemy 2 (2017) is a crafting game enjoyed by millions of players. It features hundreds of items, fresh art style and charming music.  Mix items and create the world from scratch! Discover exciting items accompanied by funny descriptions and lose yourself exploring the huge library!

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MyBIO Google Slides Presentations 18-19 S1

MyBio Google Slides Presentation

MR. SCRIBNER'S EXAMPLE PRESENTATION (Click Here)

SEE EXAMPLE AUTOBIOGRAPHY (CLICK HERE) 

Your assignment is to create a GOOGLE SLIDES PRESENTATION Slide Show that is all about you. Here is a list of the requirements and some suggestions for what to include in your slides.

A) PRESENTATION
(1) Saved as “(Your Name) Bio” and emailed to Mr. S

  

(2) Have a logical order to your slides

     (a) Do NOT follow the slide suggestions order
  

(3) Use correct spelling, grammar, and punctuation
  

(4) Have 10 Slides
     (a) Include a Title Slide
     (b) Include a Birth Information Slide

(5) Have at least 4 Graphics/Photos that are related to their slides

Slide Suggestions: You may use these suggestions or come up with your own (APPROPRIATE CONTENT)

Title: First and Last Name **
Birth Information: Birthday, Birthplace, Length, Weight, and Time **

Accomplishments: List at least three accomplishments.
(Future) Career: What you want to be? How you will do this?
Class Schedule: What is your schedule this semester?
Dislikes: Identify your dislikes.
Family Information: Family Size, Parents Names, Siblings
Favorites: Identify your favorite things.
Friends: Who are you friends? What do you do with them for fun?
Goals: List short-term goals (for the year). List intermediate goals (for the next 3 years).
List long-term goals ("Bucket-List" for the next 10 years).
Hobbies: Identify your hobbies.
Job: What is your job? What are your job duties?
Likes: Identify your likes.
People: Have different people make comments about you.

** Required Slides

STEPS TO COMPLETE PROJECT (READ ALL DIRECTIONS FIRST!)
1. Sign into Google Drive
2. Open NEW Slides Presentation
3. Rename SLIDES "MyBio (Your Last Name) P(?) S1"

     Example: MyBio SCRIBNER P1 S1

4. Open new Browser Tab to Google Images
5. Select VIEW IMAGE of Full Size Pictures (You need at least 4 images in your project)
6. Save Images or Image URL's for Use In Presentation
7. Choose Template Style
8. Begin to enter personal information on each Slide.
9. Complete each slide by adding information and photos
10. SHARE with Mr. S for credit! DO NOT EMAIL! JUST SHARE IT!
11. Be Prepared To Present This To The Class In The Future!

OBJECTIVE & STUDENT OUTCOMES

 Students will use online collaboration tools (Google Drive) to create a 10-slide multimedia presentation.  Students will follow directions and use photos, text, and color to highlight specific facts about their topic.  Students will be able to understand the difference between a written report and how writing for a presentation requires bullet-style sentences.

STUDENTS MUST READ ALL DIRECTIONS ON THIS WEBSITE PRIOR TO STARTING ANY ASSIGNED TASKS.  PLEASE FOLLOW ALL DIRECTIONS AS GIVEN FOR FULL CREDIT!

  Students will log into their Google Drive and open a New PRESENTATION.  Students will learn the basic tools used to create a presentation.  Students will create a MY BIO Presentation about themselves.  Students will use Google Images to select pictures for use today.  Students will Copy the pictures selected to the desktop of the computer they are working with.  Students use PIXLR.Com to upload, manipulate, adjust, save and add pictures to their project.  Students must complete the steps below to CREATE and SHARE a MY BIO Presentation for credit.

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Schoology Accounts / Heritage Email Response

Thank You for being mature, young-adults while I am away from class.   Please enter the room quietly, and read ALL THE DIRECTIONS listed below.  Get right to work, and follow all the rules, as outlined in the syllabus.  I truly appreciate that I can be out of town (family wedding), and know that you are all doing the right thing, acting with PRIDE, and being respectful of my room, and the people around you!

Sincerely,

Mr. S

INSTRUCTIONS FOR TODAY:

EVERYONE MUST JOIN SCHOOLOGY, and add Mr. Scribner's Computer Skills & Applications Course.  We will use this to have online commenting/conversations about different topics!  Please feel free to suggest a topic that has some impact on the material we are working on, or something you think would be helpful for everyone to see/read and discuss!

SCHOOLOGY SIGN UP STEP-BY-STEP:

Step 1:  Go to SCHOOLOGY.com

Step 2:  Click on "Sign Up"

Step 3:  Click on "Student" from the drop-down list.

Step 4:  Enter the following Course Code:  HX95R-7NDRZ

Step 5:  Enter First Name, Last Name, CCS Email Address, a PASSWORD you can remember, and enter the PASSWORD again in the Confirm Password Box, your Birthday, and click the BOX to agree with Terms and Policies.

Step 6:  Review the Course Updates so far, and comment on the ones that have questions.  Make sure you remember you passwords.  We will be using this as a way to discuss issues, articles, and videos online, and sharing responses.  You can also send email responses if you do not want to share them publicly.

Heritage GMAIL/SCHOOLOGY RESPONSES:

All students will complete an GMail to Mr. Scribner (hscribner@ccs.us) about "Heritage" (See Below).  You may also use SCHOOLOGY to complete the project.

Once complete, you can use your class time to complete the FAMILY TREE & PERSONAL TIMELINE Project on DRAW.IO. If you complete that, show your completed project online and your hand drawn version to the teacher covering the class. If they agree it is complete, you may then work on CODE.Org, Typing.com (Tutorial Only), or something for another class / homework! You may quietly listen to music while you work, but you must not listen to anything inappropriate, or sit and watch videos / play games.

"HERITAGE"

Please read the following article "What Is Heritage" below and write a Constructed Response GMail (4-5 Sentences) about why learning about your own family heritage should be important to you. Please include a brief description of where your family is from, and how you could spend time in search of your ancestors (What sources could you use to help find out about your Heritage?)

Heritage is the full range of our inherited traditions, monuments, objects, and culture. Most important, it is the range of contemporary activities, meanings, and behaviors that we draw from them. Heritage includes, but is much more than preserving, excavating, displaying, or restoring a collection of old things. It is both tangible and intangible, in the sense that ideas and memories--of songs, recipes, language, dances, and many other elements of who we are and how we identify ourselves--are as important as historical buildings and archaeological sites.

Heritage is, or should be, the subject of active public reflection, debate, and discussion. What is worth saving? What can we, or should we, forget? What memories can we enjoy, regret, or learn from? Who owns "The Past" and who is entitled to speak for past generations? Active public discussion about material and intangible heritage--of individuals, groups, communities, and nations--is a valuable facet of public life in our multicultural world.

Heritage is a contemporary activity with far-reaching effects. It can be an element of far-sighted urban and regional planning. It can be the platform for political recognition, a medium for intercultural dialogue, a means of ethical reflection, and the potential basis for local economic development. It is simultaneously local and particular, global and shared.

Heritage is an essential part of the present we live in--and of the future we will build.

Article taken from the following website: WHAT IS HERITAGE ARTICLE (CLICK HERE)

"HERITAGE" EMAIL To Mr. S:

Please open your GMail Account.  Click "COMPOSE".  Enter Mr. Scribner's Email in the "To:" space.  Write "Heritage" in the Subject Line.  In the BODY of the Email please write at least 3 sentences about what the term "Heritage" means to you.  Reflect on the information in the article above, and reference the article at least once in your Email.  When you have completed the Email, click SEND for credit.

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Draw.IO Graphic Organizers S1 18-19

Today you will design graphic organizers on DRAW.IO. Please create a Personal Timeline and Family Tree in a digital format. You must create these from scratch using DRAW.IO.

YOU MUST CREATE A HAND-DRAWN VERSION BEFORE WORKING ON A DIGITAL VERSION ONLINE!

To start, use a blank piece of paper to list your birthday, list all the schools you have attended, list any significant events in your life (birthdays, deaths, weddings, graduations, holidays, family trips, honors, awards, or any other events you can remember) and the dates they happened. Sign In to Google. Open DRAW.IO and CONNECT it to your Google Drive. Open a New Blank Document. Begin to drag boxes into the timeline and label them in order. Once you have created your first box with a date underneath, you can now select the box, copy and paste a new one next to it, and link them with an arrow. Continue until you have listed all the events up to today's date. You need to list 15 events to complete the project.

To create your Family Tree, make a complete list of all of your parents, step-parents, aunts and uncles, brothers and sisters, grandparents, and any other family members you can think of. Now begin dragging in boxes and labeling them with each person's name and date of birth (if you know it). Now list weddings in text between married couples. Make sure to line up each place-marker with others in the same generation. Make sure you include extended family (Aunts, Uncles, Brothers, Sisters, Etc.) I would like you to do your best to include at least 3 levels of your family tree. These should include siblings, parents, aunts & uncles, grandparents, and anyone else you might know. Once you have your Timeline and Family Tree on one document, Go To FILE and EXPORT and save it to the desktop as an IMAGE (JPEG) File. Upload the PNG File to DROPBOX Link below for credit. YOU MUST ALSO UPLOAD THIS JPEG FILE TO YOUR GOOGLE DRIVE AND SHARE IT FOR CREDIT,

See the sample above for some more clarity. Good Luck!

- Mr. S

STEP BY STEP INSTRUCTIONS:
1. HAND-DRAW A VERSION FIRST! LOG INTO YOUR GOOGLE ACCOUNT

2. Open DRAW.IO on your computer and Click DIAGRAM Button to create a blank Diagram. Connect the DRAW.IO Application to your Google Account.

3. Drag enough blocks into the workspace to allow for one block for each person in your IMMEDIATE Family.

4: Label Each Block with Person's Title (Dad, Mom, etc.) and First Name

5. Connect each block with who is related to who.

6. For the Timeline, you must drag in at least 15 blocks.

7. Label each block with event from your life.

8. Make a connection, in the order that the events occurred in your life, from one event to the next.

9. If you have not completed your work before class ends, If you successfully connected your DRAW IO account to your Google Account, your progress should automatically be saved.

10. Once complete, Click the SHARE Button and add Mr. S (hscribner@ccs.us). Make sure you click CAN EDIT for credit. You also need to EXPORT your file as a Graphic Image (JPEG) and Upload the Picture to the DROPBOX Link Below!

 
11. Open your Google Drive and click "NEW", Click "UPLOAD FILE", and choose your JPEG File from your Desktop. Once the file is uploaded, Click "SHARE" and add hscribner@ccs.us to SHARE the file with me for credit.

FAMILY TREE & TIMELINE PROJECT UPLOAD LINK (CLICK HERE)

ACADEMIC/LEARNING OBJECTIVE 

Today students will be creating a Personal Timeline and Family Tree with DRAW.IO. Students will outline major events in their lives and a complete list of family members. They will organize their items in chronological order, create hand-drawn organizers, create digital versions of their work, and SHARE their work using Google Drive.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING! 

Students will work individually on the assigned projects. Students must complete a hand-drawn version of the project prior to starting on their computer.

Standards Covered In This Class

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

ALTERNATE PROGRAMS ONLINE: https://cacoo.com/ or https://bubbl.us/mindmap

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HERO COLLABORATION PROJECT 2018-2019 (CCS 515)

Please think about the following project for this school year in preparation for the 9/11 Rememberance Activities, Veteran's Day in November and Memorial Day in May:

What is a HERO?i(Click Here for Video)

While we remember the terrible events of 9/11, celebrate our Veteran's in November, or reflect on Memorial Day in May, please bear in mind that these days should be a solemn time for us.  The following excerpt from About.com explains the difference between Veteran's Day and Memorial Day like this:  "Many people confuse Memorial Day and Veterans Day. Memorial Day is a day for remembering and honoring military personnel who died in the service of their country, particularly those who died in battle or as a result of wounds sustained in battle. While those who died are also remembered on Veterans Day, Veterans Day is the day set aside to thank and honor ALL those who served honorably in the military - in wartime or peacetime."

Use the following links to find out more about the history of Memorial Day, and why you should be thankful for the sacrifices made on your behalf.  We are not a perfect nation, but the blood of a few has been given so we can enjoy the freedoms we have.  

Reference Article Links:

http://usmilitary.about.com/od/theorderlyroom/a/memorialday.htm
http://www.usmemorialday.org/backgrnd.html

HISTORY OF VETERANS DAY VIDEO LINK (CLICK HERE)

HISTORY OF MEMORIAL  DAY VIDEO LINK (CLICK HERE)

CLICK HERE TO SEE THE VETERAN / HERO SLIDE SHOW FOR 2016/2017

Google Slides Collaboration Project:  HERO PROJECT 2018-2019

3rd Herd - Prior to Deployment (Fall 2007)

Please talk to a veteran that you know. (NOT MR. S!)  This assignment is due prior to the end of the First Marking Period.  You must find a relative or friend that has served our country in the armed forces and interview them.
  
Step 1:  Interview A Veteran -  With your parent's permission, interview someone that served in the armed forces.  Find out when and where they served.  Find out why they signed up, and what job(s) they did while they were serving.  Make sure to think about what the term "service" means to you (after your interview).

Step 2:  Create a Single-Slide Presentation to be added to our class project for the year, and SHARE it with Mr. S for credit.  

Make sure to include how long the person served, why they joined, what was the hardest and easiest part of their service, and what they feel about others serving.  Try to include a picture of the person in uniform if possible.  Please SHARE this interview with me so I can add them to the overall project.   Make sure you end your slide with how you feel about service, and how your view might have changed in light of the interview you conducted. Why is it important to serve your country/community in any capacity?

HERO PROJECT 2018-2019 (CLICK HERE FOR ACCESS)

THE KEY TO THIS ASSIGNMENT IS TO INTERVIEW SOMEONE AND COME AWAY WITH THE CONNECTION BETWEEN A WILLFULLY SELFLESS ACT AND THE IMPACT THAT ACT HAS ON OTHERS!  MAKE SURE YOU MAKE THAT CONNECTION WITH YOUR SLIDE PRESENTATION. 

IF YOU ABSOLUTELY CANNOT FIND SOMEONE YOU, OR YOUR FAMILY KNOWS, THAT HAS SERVED IN THE MILITARY, YOU MAY INTERVIEW SOMEONE WHO IS A LEADER IN YOUR COMMUNITY AND SERVES YOUR REGION, COUNTY, OR AREA IN SOME SUBSTANTIAL WAY.  YOU MUST GET PRIOR APPROVAL TO INTERVIEW A NON-VETERAN FROM MR. S!

Thanks for your input on this project.

- Mr. S

ACADEMIC/LEARNING OBJECTIVE

Today students will use a time in class to reflect on how they might be able to serve their country someday.  Students will be assigned a Journal Entry to write about what they think the meaning of military service is.  Students use the balance of class time to complete the MyBIO Project and anything else that is outstanding to date.  Students will create documents and upload files appropriately for credit.  Students are required to finish a homework interview outside of class before the end of the 1st Marking Period.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

Students will review ALL of the directions below prior to starting the project!  Students will go to begin by writing in their TECHNOLOGY JOURNAL about the question above.  Finally, students will utilize class time to complete the MyBIO Project assigned last week.  All other outstanding work will be submitted for credit prior to the end of the 1st Marking Period.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!
Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011 / CSTA Tied With Common Core ELA/Math rev. 2014 

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Google Docs Autobiography Project 18-19 S1

Autobiography Project Instructions

Today you will log in to your Google Gmail Account and then open your Google Drive. You will CREATE a new document. This document will eventually be a full-page Autobiography (all about you). I have copied and pasted my example below. Please use the whole page to describe everything about you since you were born. You must use proper grammar, spelling, sentences, and be prepared to SHARE it directly from Google Drive to Mr. S. You must use no larger than a 12-font Times New Roman and single-space lines. Please leave a line between paragraphs. I am looking forward to reading these, and you will be creating a Presentation from the content later this week. Make sure you include LIKES, DISLIKES, where you grew up, things you did, schools and activities you participated in, and add some things people do not know about you. Good Luck!

Click Here For A GREAT Article That Will Help You Get Started!

Please click here to watch a video with more information about
"What Is An Autobiography?"

- Mr. S

STEPS BY STEP INSTRUCTIONS

1. CREATE DOCUMENT IN GOOGLE DRIVE
2. RENAME DOCUMENT: AUTOBIOGRAPHY (LAST NAME) P(?) S1
3. SHARE DOCUMENT WITH Mr. S (hscribner@ccs.us)
4. Set FONT to Times New Roman
5. Set FONT SIZE to 12
6. Set LINE SPACE to Single
7. Type TITLE LINE: "Autobiography of (First Name) (Last Name)" [Bold & Underline]
8. Copy Questions Below Onto Document
9. Answer Each Question With A 4-5 Sentence Paragraph
10. Remove Questions (Delete) and leave a space between paragraphs
11. Add enough material to make sure you have typed a FULL PAGE for credit.
12. Notify Mr. Scribner you are finished by sending an EMAIL.
13. After Review, Make Any Requested Changes or Adjustments For Final Credit.

Questions To Get You Started (Copy and Paste Into Document To Help You):

1. Name, Birth Date, Family, Where You Were Born

2. What I Like Doing At Home, School, In My Community And Schools I Have Attended?

3. People and Things That Are Precious To Me And Why?

4. What Do I Want To Be When I Get Older?

5. How Do Others See Me? What Contributions Do I Make To My Family/Community?

6. What Are My Other Ambitions/Goals/Desires In Life?

7. Anything Else I Want People To Know.... 


TIPS TO HELP YOU!
From:  http://www.lifescript.com/well-being/articles/0/9_tips_for_writing_your_autobiography.aspx?p=1

• Get a feel for the work. ...
• Understand your intended audience. ...
• Develop a core concept. ...
• Jump-start your memories. ...
• Organize your story. ...
• Keep your focus. ...
• Keep it interesting. ...
• Use writing tools.

EXAMPLE PROJECT:

AUTOBIOGRAPHY OF MR. SCRIBNER

I was born in Bloomington, Indiana. I was raised in Indiana, Virginia, and Missouri until I was in the Second Grade. My family moved to western Montgomery County, Pennsylvania. I attended schools in the Upper Perkiomen School District from 2nd to 8th Grade. I was then transferred to St. Pius X High School in Pottstown, PA for grades 9 thru 12. 

Growing up in rural Pennsylvania had many advantages. I was active in sports, outdoor activities, and once I was in Middle School, I was able to ride my bicycle just about anywhere. I also had many part time jobs since the age of 12 to support myself. I started working on farms in my area to make extra money. I bailed hay, milked cows, and chased calves around the barn when I accidentally left the gate to their pen open. I then spent time working for a stone mason who lived on our block. I spent a summer lifting bricks and blocks, mixing cement and building scaffolding systems. I learned a lot. I also delivered papers, worked at local fast food restaurants, and did maintenance work on a local golf course throughout High School. 

My grades were horrible throughout school. I graduated at the bottom of the class from my high school despite scoring very well on standardized tests. I was accepted at Shippensburg University in 1986 for a summer program called Act 101. I was also accepted to the Antonelli School of Art and Design for my photography skills. In hindsight, I probably should have gone to the photography school. I did not succeed in college and partied too much. Eventually I flunked out. It was not all bad though, I was put in the position of needing to join the Army Reserve to help pay for school, and the leadership skills, training, and discipline would ultimately make that one of the best decisions I have made in my entire life. 

I went to Basic Training in 1988. I was stationed at Fort Jackson, SC for Initial training and Fort Gordon, GA for “Commo” school. I made some of the best friends of my life while serving my country. I have excelled at military training and went on to be deployed twice overseas after 9/11. I am still very interested in the firearms training, first-aid, and other classes I was required to take. My military service also allowed me to see the world and to really have an appreciation of what being born in the USA means. I have seen the advantages that are taken for granted by others who have not had the same vision of poverty and war. I am thankful for those experiences as well. 

I was married in 1992 to my oldest son’s mother. I was divorced and now am re-married to the mother of my other son’s. My sons are 25, 13, and 10 and are awesome! I will celebrate my 16th anniversary of my marriage to my wife this year. We live in our home near King of Prussia, PA. I began to try to be a teacher while at Shippensburg in 1987. I wanted to be a history teacher, but found my way into other jobs as I needed more money to support a family. I started in sales and customer service for various companies in the Philadelphia area in 1991. With a new family and child to support, I took whatever job was available at the time. I gradually, over the years, was able to turn one opportunity into another while moving from job to job every 3-4 years. I got better at sales and more professional in my manners and appearance. I have sold building products, health care services, engineering services, coatings and paints, and ultimately ended up as a kitchen designer and architectural sales representative. I also went to Gwynedd Mercy College from 2004-2006 and finished my degree in Business Administration 20 years after beginning it at Shippensburg University. 

While on deployment in the Middle East in 2008, I was given the opportunity to take my Praxis (teacher’s) exams. I scored very well with no preparation. When I returned from overseas, I went back to Gwynedd and enrolled in the Teacher Certification program. I also approached the School District of Philadelphia for a job. I was given an Emergency Certification and allowed to teach in January of 2009. I was at University City High School for 3 years. I also taught Middle School at Crossroads Accelerated Academy at Meade. Most recently, I was teaching K-8 classes at Roosevelt Elementary School in the Germantown section of Philadelphia, and at Universal Vare Middle School in South Philadelphia. I am excited to be working with you here at Collegium Charter School in Exton, Pennsylvania.

In addition to teaching, I coach many sports for my kids, I play volleyball and lead both worship and missions teams at my church, and I spend time with my family as much as possible. I am also a Boy Scout Leader for both of my son's troops. I am interested in sports, video games, and construction projects around my home. My family and I also enjoy spending time outdoors fishing, camping, hiking, and riding bicycles. 

Foods I enjoy include anything grilled, ice cream, and spinach dip with pumpernickel bread. I love to cook and enjoy cooking with my 14-year-old. In 2014 I completed my Masters Degree. I want to continue to coach sports, work with the Boy Scouts (BSA), improve the curriculum here at Collegium, and continue to teach as much as I can. Ultimately I might want to be a Principal or a Counselor as well.

ACADEMIC/LEARNING OBJECTIVE 
Students will learn to use Google Drive Documents by CREATING a ONE-PAGE Autobiography. Students spend the next two class periods completing the assignment. They must SHARE it with Instructor for Credit.

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Students will enter the room quietly. Once seated, they will log into their Google Account and Click on the Google Drive Button in the Applications Menu (Waffle) of the Browser. They will Create a NEW Document. They will immediately rename the document as outlined below. They Must SHARE the document with MR.S for Credit!  

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Google Drive Introduction: Collaboration Made Easy!

Today you will be learning the basics about using your Google Drive and other online and computer-based tools.  Read the passage below as an introduction to these tools, and be prepared to follow along in class while we Log-In, Create, Share, and Collaborate on different projects! 

Google Drive is a great way to create, store, share, and collaborate files such as documents, spreadsheets, photos, slide shows and PDFs.  If you create a personal Gmail account, then you automatically have 15 GB of free space.  If you have an education account, like all CCS Students, then you have unlimited space to store files.  Your files in Drive can be reached from any smart phone, tablet, or computer with an Internet connection. So wherever you go, your files follow.  What a deal, right?

You can quickly invite others to view, download, and collaborate on all the files you want.  There is no email with an attachment needed. One of the best things about Google Drive, which makes it a much better option than Dropbox, is the ability to work on your files with up go 50 people at the same time.  No more multiple versions of a document to keep up with .  No more carrying a thumb drive to and from school.  Everything is stored and updated immediately in Google Drive.

With Google Drive your files are private and for you to see only, until you decide to share them. You can quickly invite others to view, comment, and edit any file or folder that you choose.  This is great if you share lessons with other people on your team or at another school.  You can create a shared folder where everyone on the team can see and add to the shared lessons or unit. This is also perfect for student group projects.  Groups of students could each take a chapter of a novel an create a slide show that summarizes it.  Each student in the class could build a reaction slide to something that was covered in class and then those slides could be combined into one giant slide show.  The possibilities are endless.

Every file in Drive stays safe no matter what happens to your smart phone, tablet or computer. Drive uses the same security protocol used on Gmail and other Google services.
  
- Excerpt taken directly from http://evscicats.com/digital-tools/day-11-30dc14-what-can-google-drive-do-for-me/ 

VOCABULARY LIST 

GOOGLE DRIVE- THIS IS WHERE YOU SAVE EVERYTHING--think of it kind of like DROPBOX or the H DRIVE.

DOCS-DOCUMENTS (Like MICROSOFT WORD)

SHEETS-SPREADSHEETS (LIKE MICROSOFT EXCEL)

SLIDES-PRESENTATION (LIKE MICROSOFT POWERPOINT)

FORMS- CREATE FORMS, SURVEYS, QUIZZES

DRAWINGS- CREATE PICTURES USING TEXT, SHAPES, ARROWS, ETC. (MUCH LIKE YOU WOULD DO IN MICROSOFT WORD).

 

WHAT IS GOOGLE DRIVE?

 

 GETTING STARTED WITH GOOGLE DRIVE

GOOGLE MAP PICTURE PROJECT:

Students must Log-In to Google and Open Google Drive.  Students will open another TAB on their browser and go to Google Maps.  Using the Snippet Tool on Windows-Based computers, or the Print-Screen-Funtion, students will create a picture of a fun place to go.  They will open Microsoft PowerPoint on their Computer and copy the picture into a single-slide.  They will save this Presentation to their desktop.  Once saved, they will go on to Google Drive and create a FILE.  They will upload both the Powerpoint Presentation and the Picture to this Google Drive File.  Once they have uploaded their document and picture to Google Drive, they must SHARE the file with Mr. S (hscribner@ccs.us) for credit.  See instructions below for specific information:

STEP BY STEP INSTRUCTIONS:

1:  Log Into Google

2:  Open Google Drive

3.  Open Google Maps (Separate TAB)

4.  Choose Location  on Google Maps

5.  Identify Location and Write Notes on WHY you chose it.

6.  Use Snippet Tool (Windows-Based Computers) to take Picture (Image File) of Map

7.  Save Picture (Image File) to Desktop

8.  Open Powerpoint Application on Computer

9.  Create a Single Slide on Powerpoint with your Picture and Information about Location

10.  Save Powerpoint File to Desktop

11.  Open Google Drive

12.  Click NEW and CREATE FILE (Name File Maps Project)

13.  Click NEW and UPLOAD both Powerpoint and Image File to Maps Project File

14.  Once Files are loaded into Maps Project File, SHARE it with Mr. S (hscribner@ccs.us)for credit.

CLICK HERE FOR THE GCF-LEARNFREE.ORG GOOGLE DRIVE TRAINING SITE

OBJECTIVE & STUDENT OUTCOMES

 Students will be able to Log-In, Create, Share and Collaborate with Google Drive and the Google Suite of Applications.  Students will learn how to Upload Files.  Students will also be able to use the Snippet Tool on Windows-Based Computers to create images of items on the computer screen for use in web-based projects.  Students will succesfully share items and links with the others.

Students will enter the class quietly and quickly.  Will Log-In to Google and Open their Google Drive.  Students will participate in a class tutorial about accessing, creating and collaborating with the Google Suite of Applications.  Students will also learn to use the Windows-Based Snippet Tool!  Students will complete the lesson by Uploading and Sharing files for credit.

THANK YOU FOR YOUR ATTENTION AND POSITIVE ATTITUDE TODAY!

Standards Covered In This Class  

PA 3.7.7 & 11 Section C / ISTE 2011

CSTA Tied With Common Core ELA/Math rev. 2014

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Gamestar Mechanic Introduction 18-19 S1

Does teaching students to create their own video games help them learn?  Please read the following article from FORBES Magazine:  

http://www.forbes.com/sites/jordanshapiro/2013/07/09/are-kids-who-make-their-own-video-games-better-prepared-for-the-digital-future/print/

Turn to your neighbor and talk about the kind of game you would create, if you could, and what you would learn while you made it.  Use the Post-It Notes to write down the name of your game, and a brief description of the game.  LEAVE POST IT NOTES ON THE TABLE IN THE CENTER OF THE CLASSROOM FOR ME!

Today you will spend some time working on GAMESTAR MECHANIC!  This is an introductory program to teach the basics of creating video games.  Please use the link below to join our class: 

Gamestar Mechanic CCS515 18-19 S1 Sign-Up Link

Once you have joined, spend time in class today working through the QUEST and initial levels.  You can work on this from any place you have an internet connection.  Once you see how basic game design works, by completing the story-line and levels, you will then be able to put this together with the basic coding we work on later this year.  Take your time and work through this at your own pace.

Enjoy today's fun day, and be ready to work on Google Applications for Education tomorrow! 

- Mr. S 

ACADEMIC/LEARNING OBJECTIVE

Scholars use a link provided on the class website to begin learning about how video games are created.  Each scholar will work on their own to work through the storyline and levels of the game-making process.  Scholars will be required to use Peer Mentoring to help each other through difficult levels prior to instructor intervention.

STUDENTS WILL ENTER THE CLASS QUIETLY AND BEGIN WORKING!

STUDENTS MUST START BY READING ALL DIRECTIONS ON CLASS WEBSITE!

Scholars will create individual accounts on Gamestar Mechanic using the link provided on the class website.  Scholars will work independently on each level of the storyline to begin creating a video game.

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