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The link to EDUC 553 wiki is [|here]!=====

__**The Joys of Xtranormal **__  Xtranormal is a tool that allows the user to create personalized videos that can be utilized in a number of ways: from greeting cards to class projects. When a free account is created the user is given 300 xp, which is the currency used for Xtranormal, the currency can be used to purchase different sets, avatars, and prop customizations for publications. Once the items are purchased they may be used again without charge. If the user discovers more xp currency is necessary points may be purchased in bundles for a minimum of $10.00. Memberships other than the basic free one include unlimited access to most props. The educator membership is $10 a month and the professional membership is $50 a month. The user can choose from a variety of settings, sounds, and characters to create their own story, the user can even incorporate their own voice in the video.Once the props and characters are chosen the user adds simple dialog, movement, hand gestures, and facial expressions to create a story. The user can then change the angel of the camera to capture the expressions and body movements in different way until the video they have created is their own masterpiece.

Similar to YouTube, Xtranormal also contains videos published by other users for public use. A quick search turned up 14989 videos on the blanket term "math". With some detailed searching educators could locate a number of videos to match a curriculum unit without having to create new ones. Xtranormal launched in October 2008, after 4 years of earlier software development. Even though it was originally intended as a way for filmmakers to quickly produce storyboards, its emphasis shifted towards commercial use. Users who log into the site may create videos by scripting the dialog and choosing from a menu of camera angles and predesigned characters and scenes. Xtranormal videos may also be created through an interface on the YouTube website, and Xtranormal's animation software, originally called State, which is being superseded by software called Xtranormal Desktop (currently in Beta), may be downloaded free and run offline. JG

[|Voki Free Site K.A.] Voki is a free site to write their own stories. You can use these types of programs to make a video explaining the class rules. I have used the Voki to review learning about specific topics for example: we learned about President Lincoln and our class Voki reviewed the facts about him. I have used the Voki to praise my students on specific goals they reached. K.A.

Sample of Xtranormal Click on the following link to view a sample of this technology. []

Outline of Lesson Plan
 * Class**: Algebra I


 * Unit**: Linear Equations


 * Teacher**: Karen Kimmi


 * Day 1**


 * Objectives:** Students will be accurately graph equations onto a coordinate plane, write equations from graphs of equations, and analyze and interpret graphs.


 * Standards:** Math Common Core Standard F-LE-5


 * Anticipatory Set**: The students will write a journal entry discussing where they have seen a linear equation or graph before and what information they could get from the equation or graph.


 * Teaching:** Inform students that linear equations and graphs provide information beyond the graph. Interpretations about future behaviors can be made based on the equation and graph. This is utilized in a number of situations. Later in the lesson we will be creating a situation that utilizes graphs and equations to make predictions.

Show students how to graph an equation and how to write an equation. Then provide questions based on the graph and demonstrate how to find the solutions. Provide questions based on equations and demonstrate how to find the solutions in this way.


 * Students may be instructed at this point to create a music video based on the correct steps for graphing equations. The music lyrics can be used in Xtranormal to create a music video using the characters and the props available. **

Provide the students with worksheets, on one side the students will use equations to create the graph on the back side the students will use the graph to create an equation


 * Guided Practice**: In groups of 5 have the students work together to read the information concerning “spaghetti bridges”.


 * Day 2:** The students will complete the activity over bridges including a worksheet that requires interpretations.


 * Closure**: Review the main vocabulary and how the items are all interlaced. ** The students may use Xtranormal here to make a video using the vocabulary. **


 * Independent Practice:** Assign the students 10 problems from the book.


 * Materials:** worksheets, bridge lab, spaghetti, marbles, plastic cups, graph paper, ruler


 * Duration**: 2 days

Spaghetti Bridge Activity Engineers test the materials used in construction of buildings, roads, bridges, etc., for durability, strength, and safety. Testing models gives them the information in a manageable, cost efficient manner. The following activity is similar to a procedure used in testing the strength of bridge beams.

Students work in pairs.

Each pair needs:
 * 1 paper cup with 2 holes punched on opposite sides
 * 1 cupful of pennies (about 100)
 * Uncooked spaghetti (about 25 pieces)


 * 1) Thread a piece of spaghetti through the holes in the cup.
 * 2) One person will suspend the cup by placing each index finger approximately one inch in from the ends of the spaghetti.
 * 3) Another student will carefully add pennies to the cup, one at a time, until the spaghetti breaks.
 * 4) Record results below.
 * 5) Repeat the above procedure with 2, 3, 4, and 5 pieces of spaghetti until one or more pieces of spaghetti breaks.
 * **(x) **

** (Independent Variable) **

** # of spaghetti ** || **<span style="font-family: 'Arial','sans-serif';">(y) **

**<span style="font-family: 'Arial','sans-serif';"> (Dependent Variable) **

**<span style="font-family: 'Arial','sans-serif';"> # of pennies ** || > > Use the **graph** to answer the following:
 * **<span style="font-family: 'Arial','sans-serif';">1 ** ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">2 ** ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">3 ** ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">4 ** ||  ||
 * **<span style="font-family: 'Arial','sans-serif';">5 ** ||  ||
 * 1) **<span style="font-family: 'Arial','sans-serif';">GRAPH THE RESULTS: **<span style="font-family: 'Arial','sans-serif';"> Plot the data from your table on a coordinate plane as ordered pairs **(x, y)**.
 * 2) **<span style="font-family: 'Arial','sans-serif';">READ THE RESULTS: **<span style="font-family: 'Arial','sans-serif';"> Looking at your graphed points, do they seem to lie along a straight line or curve?
 * 1) **<span style="font-family: 'Arial','sans-serif';">READ THE RESULTS: **<span style="font-family: 'Arial','sans-serif';"> Looking at your graphed points, do they seem to lie along a straight line or curve?
 * 1) <span style="font-family: 'Arial','sans-serif';">Find the number of pennies needed to break "bridges" of 6 pieces: _ pennies, 7 pieces:_ pennies, 8 pieces:_ pennies.


 * 1) <span style="font-family: 'Arial','sans-serif';">About how many more pennies are required to break a "bridge" each time another piece of spaghetti was added? How can you tell this from your graph?


 * 1) <span style="font-family: 'Arial','sans-serif';">Extend the line or curve you have drawn so that it crosses the y-axis. Identify the ordered pair where this occurs: (0, _ ). __It sounds crazy, but the graph may suggest that a bridge of no spaghetti would crumple with a weight of__ pennies.
 * 2) <span style="font-family: 'Arial','sans-serif';">Describe **in words** how to determine the number of pennies needed to break a bridge if you know the number of pieces of spaghetti.


 * 1) <span style="font-family: 'Arial','sans-serif';">Use your description to predict how many pennies would be needed before a bridge of 20 pieces of spaghetti would break. Show your work!

<span style="font-family: 'Arial','sans-serif';"> y =
 * 1) <span style="font-family: 'Arial','sans-serif';">Translate your words above to an equation that could be used to determine the number of pennies **(y)** needed if you know the number of pieces of spaghetti **(x)**.
 * 1) <span style="font-family: 'Arial','sans-serif';">Use your **equation** to predict the number of pennies needed to break a bridge of 50 pieces of spaghetti.

<span style="font-family: 'Arial','sans-serif';">As a result of this activity, students will be able to collect, graph and interpret data.

<span style="font-family: 'Arial','sans-serif';">Have students write answers to the following questions in their journals:
 * 1) <span style="font-family: 'Arial','sans-serif';">Explain how they knew the graph was linear.

<span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Using the equation, find the number of pennies needed to break a bridge of 75 pieces of spaghetti.

How To Use Xtranormal in the Previous Lesson Plan Outline = =
 * Students can be instructed to research what other jobs user linear models and create a video based on the job/career they choose.
 * Students can make a video on Xtranormal using the vocabulary words from the unit.
 * Students may create a song/or rap on the proper steps to graphing, then choose the appropriate props to create a music video on Xtranormal.


 * Click on the help link above to learn more about how to use your wiki.<span class="wiki_link_ext">Link for the xtranormal website


 * Edited by JG **

<span style="color: #008080; font-family: 'Comic Sans MS',cursive;">A suggestion I have for the xtranormal lesson plan would be to use more than one day for each movie making activity in the lesson plan. I have found that having students create movies builds students' planning skills. When doing a movie project, I give students at least a day to plan write the script (song lyrics in one of your activities), one day to map out how they want their video to look/sound, and at least a day to create the actual video. I have found that the xtranormal site can be slower on our school computers, so plan a few extra days for projects like this. If students are given ample time- the quality of the finished product and the learning experience will be much more meaningful. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">*E.L.