Revised Technology lesson plans:

Support synopsis
https://docs.google.com/document/u/1/d/1IjyFjYAXFrl05AfLNemivb_gZiGq3er2gB2gTV_Hl5I/pub
Lesson plan
https://docs.google.com/document/u/1/d/1aWbpZm5u7YWUcMKcDRcc4H3WK3daQWlEFivF6Ih1gQI/pub
Rubric
https://lat.taskstream.com/rubricExternal/a7elfjflfifif6eb

Keystone Assignment

Reflection on the Teaching

https://docs.google.com/document/d/1G0FOzBtxcthny_pW1U55LTxzBLRN5M9qoI0pJhI6Abo/pub

Implementation Report

https://docs.google.com/document/d/1mKpAlY6YuP07SOt5E8DbjZO2mu8X6F66-oRCGPCzJUg/pub

Keystone Lesson

https://docs.google.com/document/d/1PJOAKNnhLJjFWYoIBLue4aD-yZtdr9qAY54EKTKroUY/pub

Students Evaluation Rubric

https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=kjf5e9e5ejfif6ew&platform=LAT

 

Week 13 Assignment

1.       When I was in sixth grade, my teacher introduced the unit of the five ancient civilizations in social studies by making it into a project for us. There were five groups (one for each civilization) and each group have time to work in school and at home teach the class about their civilization. Each group had to present a tri-board which included the civilizations dress, history, culture, and language. Each group also had to put on some kind of skit of game to teach the information to the class and then create a song with some information and share that with the class as well. I still remember some of the songs until today!

2.       Based on this lesson and other well designed lessons I have come across, I have noticed some things that are built into these lessons which make them such great lessons. First, it is interactive; it involves a lot more than the teacher lecturing and the students taking notes. What makes these lessons engaging to students is when there are multiple activities going on in the lesson like visual, auditory, and hands on activities. Last, the lesson has to be somewhat challenging but not too difficult for the students because a lesson that is too easy the students will get bored and a lesson that is too difficult is frustrating for students and they tend to give up.

3.       The school which I taught in has a yearly social studies or science fair. I think that this is a great opportunity for teachers to implement lessons with the characteristics of the best design. In is very educational and the students feel good about themselves and motivated for such projects because they have something to present to others which they know is a product of their hard work and effort.

4.       Some characteristics of a well-designed lesson are:

·         interactive

·         multiple classroom activities

·         use of ICTs

·          lesson is challenging yet not too difficult

Instructions for using Google Maps or Google Earth:

·        If you are using google maps, you can use any browser and just type in google maps

·        If you want to use google earth, chrome is the recommended browser. Type in google earth and then click download.

·        Once you have either google maps or google earth opened click in the search box (magnifying glass symbol) to put in each of the five ancient civilizations (you must do one at a time).

·        Once google maps/earth takes you to your destination you may need to zoom in or out to see its location.

·        Students should notice how each country is settled around a body of water (usually identified by its blue color.

·        Students should write down the name of each body of water that corresponds to each of the five ancient civilizations.

·        Although it is not a requirement, students can play around with the features of google maps/earth to find more information about each place and to learn more about this digital tool.

Explore and Enjoy!

 

Edmodo is a fantastic tool that can be of great use for teachers and students. Whether taking an online class or not, Edmodo is very beneficial for the classroom, especially though for online students. Teachers can post all their class materials such as assignments, pictures, and quizzes, on their page and the class can link onto the teacher's page and access all the information needed at any given time. In addition each students can create their own group and allow their peers to join their group which allows for a lot of class collaboration.
As a teacher, I would use Edmodo as an extension of class. This means that everything we learn in class I will then post on the website so that students can use it if they forgot their learning materials at school or if they forgot what the homework assignment was they can check it up online.

Google Maps/ Google Earth Lesson Plan

Your name: Shaindy Schwartz

Grade Level: 6

Title of the lesson: The Five Ancient Civilizations

Length of the lesson: 50 minutes

 

 

Central focus and central technology of the lesson (The central focus should align with the CCSS/content/ISTE standards)   Key questions: ●     what do you want your students to learn? Students will learn about the five ancient civilizations ●     what are the important understandings, core concepts, and skills you want students to develop within the learning segment? Students will gain an understanding about how geography/topography effects early settlements.

Knowledge and skills of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Key questions: ●     What do students know, what can they do, what are they learning to do? Students know how to research information on their own to learn about new topics, not they are learning how to read and interpret maps. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students enjoy learning new things especially new digital tools.

Common Core State Standards/Content Standards/ ISTE Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. ISTE Standards 1.Creativity and Innovation d. Identify trends and forecast possibilities. 3. Research and Information Fluency Students apply digital tools to gather, evaluate and use information. a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results. 4. Critical Thinking, Problem Solving and Decision Making d. Collect and analyze data to identify solutions and/or make informed decisions. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. b. Select and use applications effectively and productively. d. Transfer current knowledge to learning of new technologies.

Support literacy (traditional literacy, domain specific literacy, or new literacy) development through language (academic language)   ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●     Describe language demands (written or oral) students need to understand and/or use.   Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Discourse ●     Text structure, message, conversation, discussion   Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?   Students will interpret maps to understand certain concepts and be able to express their understanding in an oral and written fashion.

Learning objectives ·         Students will learn about the five ancient civilizations ·         Students will learn the effects of living near a body of water ·         Students will learn how to use google maps and/or google earth ·         Students will learn how to read and interpret maps

Formal and informal assessment (including type[s] of assessment and what is being assessed)   ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.   Formal- teacher will collect and grade students’ assignments Informal- Teacher will float around the class while students are working are their assignments.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and theory and technology affordances ●     developmental appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. 1.    Teacher will begin the lesson with a question/assignment: Use Google Maps and/or Google Earth to understand why the five ancient civilization began/settled where they did. 2.    Teacher will show students on the smartboard how to use Google Maps and Google Earth. 3.    Students will have time to use computers provided in the classroom to do their assignment. 4.    After using Google Maps/Earth, students will write jot down answers to the question then they will write a paragraph on the subject. 5.    Students will hand in their paragraphs to the teacher. 6.    Teacher will go over the answer to the assignment using Google Maps/Earth with the class. 7.    Teacher will conduct an informal class discussion about why the five ancient civilization all settled around a body of water.

Instructional resources and materials used to engage students in learning. ·         Smartboard ·         Computers ·         Google Maps ·         Google Earth

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? yes ●     What changes would you make to support better student learning of the central focus? I would not make any changes for I feel that the central focus is well supported in the lesson. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

 

 

Link to my game
http://screencast-o-matic.com/watch/cbf0b0XXOv

Assignment #2

House Flip

1.       Gaming elements that provides learning content:

·         Text- players have to read texts to go through the whole game starting with buying a house, creating an open house, choosing an action, choosing a target, and viewing an understanding your progress screen and your baking situation. Without understanding what you are reading, you cannot play successfully. This teaches players all about houses and banking.

·         Visual-graphic elements- players learn about designing/fixing a house using graphics such as blueprints to either inspect, clean, upgrade, and repair.

·         Audio elements- For this game, audio elements does not provide learning content for players; players can technically play the game without sound at all.

2.       The goal of the game is to sell as many houses as possible to make money so that you can compete with the high score board and that gives you the opportunity to collect tokens and trophies for the game.

3.       The rules of the game:

First you need to buy houses, but you have to make sure that you have enough money to make your purchases, then you make open house for the houses that you are trying to sell, next you fix up the house based on the wants of the buyer. If you can afford to buy a house, the bank will give you a loan, but you cannot submit anything to the high score board while you are in debt. Last, if you earn more than 10 million dollars, 5 million will go to charity automatically.

4.       House flip has an embedded in curriculum-related content scenario game design.

 

Week 9 Technology integrated unit plan
https://docs.google.com/document/d/1aWbpZm5u7YWUcMKcDRcc4H3WK3daQWlEFivF6Ih1gQI/pub

Week 8, Assignment #2
link to my math lesson plan
https://docs.google.com/a/nyit.edu/document/d/19vpok1FvFPtVtfc5OZkqnGHt4X_1kvnTVxxqrrO911w/edit?usp=sharing

Week 8, Assignment #1

1.       Besides for basics like calculations, creativity, neatness, and writing assignment as part of her rubric, Ms. Hobbs also takes into account how she wants their final projects to look before creating her rubric.

2.       Designing rubrics are time consuming, but I think very important in the process of lesson planning. A good strategy for designing a rubric if a teacher does not know where to start is to use the tactic that Ms. Hobbs used of thinking about how she wants the final project to look before creating the rubric. This gives a teacher a base to help them get started in creating rubric. They can see what is important to them and makes those things that are important to them the components part of the rubric.

3.       The students get a better picture of what the teacher is looking for when doing a mid-project rubric review. It gives them a chance to analyze what they did thus far and see what they still need to do.

link to my lesson plan week 7 which you can comment on

https://docs.google.com/a/nyit.edu/document/d/1pUXIlhcfeWQAjIoyuixhc1K55n5MQXjFjOzrNkHA0E8/edit?usp=sharing

Lesson Plan Template

Activity-based lesson adjusted to common core

 

Lesson topic: Complete sentences and paragraphs

Grade level: 1

 

Aim questions:

1. What learning objectives/main ideas do students need to know (maximum of

3)?

·         Students will learn to put parts of a sentence together to create a complete sentence.

·         Students will learn to put sentences together to create a paragraph

2. What common core skills will be introduced or reinforced during this lesson?

    CCSS.ELA-Literacy.W.1.2

    Write informative/explanatory texts in which they name a topic, supply some facts         about the topic, and provide some sense of closure.

3. Which content area standards are addressed in this lesson?

·         Using given parts of sentences, students will make sense of words and form them into a meaningful paragraph

4. What academic and content specific vocabulary is introduced in this lesson?

·         The sentences will contain vocabulary words which students will make sense of based on the meaning of the sentence.

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Sentence strips

·         Markers/crayons for illustrations

6. What activity, if any, will I use to settle students and establish a context (DO

NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

·         Teacher will read parts of sentences together which do not make sense and ask the students to explain what the sentence means.

8. What additional Full class/group/individual activities will I use to help students

discover what they need to learn (suggest three)? If there are group activities,

how will student groups be organized?

1.    Full class- each student will have a chance to pick sentence strips with different parts of sentences and place a complete sentence on the board.

The teacher will ask the student comprehension questions about the sentence they created.

2.    Group- the students will work with a partner. One will put sentence strips together to form a meaningful sentence, and the other will have to illustrate what they think the meaning of the sentence is.

3.    Individually- each student will have to put sentence strips together to form a paragraph which makes sense containing at least six sentences. Then they will have to create an image which expresses the main idea of their paragraph.

9. How will I differentiate instruction with multiple entry points for diverse

learners?

·         Visual learners- creating an image of their paragraph.

·         Kinesthetic learners- putting sentence strips together on the board which make sense.

10. What HOT (High Order Thinking) questions will I ask to encourage students in

analysis and discussion?

·         Why they chose to write about the topic that they did in their paragraphs.

11. How will I assess student mastery of the skills, content, and concepts taught in

this lesson?

·         I will collect and read their paragraphs.

12. How will I bring the lesson to closure (Summary Questions)?

·         Each student will have a chance to present their paragraph to the class

13. How will I reinforce and extend student learning?

CLASS APPLICTION/FOLLOW-UP

ENRICHMENT ACTIVITIES

HOMEWORK

·         After the teacher returns the students’ paragraphs, they will place it into their writing portfolio binder along with all the other writing assignment from the past and future writing assignments for the year.

·         At the end of the year students will be able to take home their binders and show it to their parents and they can read their own writings which are nicely compiled almost like a book.

14. What topics come next?

TOMORROW

DAY AFTER

·         After students learn how to write a meaningful paragraph, they will learn how to write a structured paragraph will a topic sentence, body, and conclusion.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful

is, which is different from student assessment itself. You can use student

assessment results as one evidence for your lesson’ success though.)

STRENGTHS, WEAKNESSES, AREAS to WORK, THINGS TO CHANGE

·         The teacher will read the students’ paragraphs to check whether they were able to put pieces of sentences together to form a complete thought.

Lesson Plan Template

Activity based lesson adjusted to common core Lesson

 Topic: Reading

 Grade level:  2

Aim questions:

1.      What learning objectives/main ideas do students need to know (maximum of 3)?

·         Students will learn to put two words together to form a contraction

·         Students will learn to place an apostrophe in the correct place for contraction words.

2. What common core skills will be introduced or reinforced during this lesson?

     Common Core Language Standard L.2.2c: Use an apostrophe to form contractions.

3. Which content area standards are addressed in this lesson?

·         Conventions of the English language

 4. What academic and content specific vocabulary is introduced in this lesson?

·         Contractions and apostrophes

5. What materials (e.g. activity sheet, map, song) will I present to students?

·         Paper contraction cars

·         Song about contractions http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

Refrain:

We all know contractions,

 We all know the way,

 We all know contractions,

 This is what we say,

Could not ... Couldn’t, Would not ... Wouldn’t, Did not ... Didn’t, Should not ... Shouldn’t, We have ... We’ve, Should have ... Should’ve, They have ... They’ve, Could have ... Could’ve.

Refrain

Does not ... Doesn’t, Do not ... Don’t, Was not ... Wasn’t, Will not ... Won’t, That is ... That’s, He is ... He’s, What is ... What’s, She is ... She’s.

Refrain

Can not ... Can’t, Have not ... Haven’t,  Is not ... Isn’t, Has not ... Hasn’t, We will ... We’ll, She will ... She’ll, They will ...

·         Worksheets on contractions

 6. What activity, if any, will I use to settle students and establish a context (DO NOW)?

7. How will I open the lesson (MOTIVATION) and capture student interest?

Two students will “crash” with the paper cars that they will be wearing one word on each that together       make a contraction word.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized?

1.    Full class- as a class students will play out with the word cars the idea of contractions

2.    Group- students will work with a partner, one partner will have half the contraction word and the other partner will have the other half on the contraction word. They will put their words together and create contractions and then write them down on a paper using an apostrophe in the appropriate places. For example, one student will have the word “does” and the other will have the word “not” and they will form the contraction “doesn’t”.

3.    Individually- each student will work independently on a worksheet which involves reading sentences with a contraction word and next to each sentence they will write the contraction word they read in the sentence and place an apostrophe in the appropriate place.

9. How will I differentiate instruction with multiple entry points for diverse learners?

·         Visual learners- contraction worksheets
·         Auditory learners- the teacher will teach a song to the class about contractions
·         Kinesthetic learners- the car activity to introduce the lesson

 10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion?

·         Which words that you say in your day-to-day speech are contraction words?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson?

·         The students will independently do a worksheet on contractions which the teacher will collect and grade. http://www.ereadingworksheets.com/languageartsworksheets/free-grammar-worksheets/contractions-worksheets/

 12. How will I bring the lesson to closure?

·         The class will sing the contraction song http://www.songsforteaching.com/grammarpunctuationspelling/contractions.htm

 13. How will I reinforce and extend student learning? • CLASS APPLICTION/FOLLOW-UP • ENRICHMENT ACTIVITIES • HOMEWORK

·         Students will be called up to the board to write their own contraction words which they came up with and show the class where they will place the apostrophe.

14. What topics come next? TOMORROW DAY AFTER

      Using an apostrophe for possessive words

 15. How do I evaluate this lesson? (It is about to what extent your lesson was successful, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.) • STRENGTHS • WEAKNESSES • AREAS to WORK • THINGS TO CHANGE

·         Teacher will read through their contraction worksheets and evaluate the students’ work.

·         If the students generally did well, the lesson was a success

·         If the students overall did poorly, the teacher will reevaluate and think of another way to teach contractions based on the students’ needs which the teacher can see from the mistakes they made on their worksheet.