Teaching Without Excuses Technology Integration Resource Guide
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Technology Integration Booklet Dr. Nicole K. Arrighi, Fall 2019
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Purpose: This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools and EDCI 5190- Technology Integration in the Instructional Settings at Tennessee State University. These students seek to provide a service to their future colleagues through their understanding of technology as a beneficial resource in today’s classroom. Within our global society, digital learners seek opportunities to expand their knowledge beyond textbooks, worksheets, and other traditional resources. Technology is a familiar tool to students whether used for educational or entertainment purposes. It is likely that teachers are not as equipped with materials that incorporate technology effectively in the curriculum. The contributors of this resource guide hope to assist other practitioners with promoting critical thinking, instructional engagement, and curricular enhancements through effective technology integration. The activities support Common Core/Tennessee curriculum standards, ISTE 2017 technology principles, and TSU’s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes the following six (6) projects: unit word cloud, a unit rationale (with links to NearPod Digital Lesson), technology-based ASSURE lesson plan, media share resources, opening unit commercial, and Wix Showcase portfolio.
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Contributors:
Kimberly Bradley, Apple Teacher https://kimberlyannebradle.wixsite.com/mysite “My career goal is to gain employment as a Kindergarten or 1st-grade teacher. My future plan is to pursue a Master’s as a Reading Specialist. My other credentials consist of ELL endorsement, Ignite Technology Unconference, and STEA.”
Taylor Crawford, Apple Teacher https://taylorycrawford.wixsite.com/website “I am an upbeat and highly capable Early Childhood Educator devoted to promoting student learning and enhancing individual potential; Skilled in directing classroom environments and enhancing student behavior through positive and forward-thinking approaches; Caring relationship-builder with analytical mindset and good decision-making skills.”
Preston Dean, Apple Teacher https://prestonbdean24.wixsite.com/mysite “I strive every day to be a learner, leader, citizen, collaborator, designer, facilitator, and analyst.”
Madison Dotson madisondotson.com “I believe in academic studio practices that integrate arts and technology to prepare students for real world problem-solving through hands-on learning and innovative thinking.”
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Asqa Gilani, Apple Teacher https://aqsag83.wixsite.com/mysite/home “My career objective is Seeking an educational opportunity where I can utilize my experience, knowledge and skills.”
Bisa Gilchrist, Apple Teacher https://bisagilchrist.weebly.com/ “I want to aid students in the right direction according to what they want/need. It is my responsibility to facilitate, not think for them.”
Ashley Hammock https://jahammock2011.wixsite.com/mysite “My professional aim is to leverage academic experience and a proven knowledge of classroom management, lesson planning, and adaptive teaching; Frequently praised as hard-working by my peers, I can be relied upon to help students achieve their goals.”
Anna Hopkins, Apple Teacher https://annahopkins31.wixsite.com/mysite Favorite Quote: "It is the supreme art of the teacher to awaken joy in creative expression and knowledge." - Albert Einstein
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Courtney (Conyer) Jones, Apple Teacher https://courtneyalexis98.wixsite.com/mysite Favorite Quote: “Their philosophy is understanding that each child brings a unique quality to the classroom. As teachers we have to attend to that quality and bring things out of the kids that they wouldn’t bring out in themselves.” –Jack Murphy
Asja Jordan http://ajordanexperience.weebly.com/ “My career objective is to obtain a position in a well establish setting offering opportunities while gaining invaluable learning experience.”
Sydney Koch, Apple Teacher https://sydneykoch.wixsite.com/mysite “My professional objective is to create a positive learning environment that motivates, encourages, and teaches all students. I want to facilitate a life-long love of learning and teach students the importance of academics, community responsibility, and self-recognition.”
Kayla McDowell, Apple Teacher https://kaylalarobyn.wixsite.com/mysite “I have worked in daycare, Sunday school, teacher assisting, and substitute teaching settings within Sumner County and have seen through my experiences that teaching is my true calling!”
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Kristen (Brittany) Moulten, Apple Teacher https://kmoulton17.wixsite.com/website “My professional objective is to teach and care for children in a motivational way and accommodate all students needs to be successful, to provide leadership and positivity in the classroom, to keep up to date with new technology and new teaching techniques, and to always be the best teacher I can be.”
Amy Mryncza, Apple Teacher https://sheluk78.wixsite.com/mryncza “I believe that each child deserves to be treated like his or her unique individual self. It is necessary as an educator to help children feel that they are important and that I value their contribution in our classroom. I want children to belong in our community and have the freedom to grow and develop not only intellectually but as a “whole person.”
John Penmore, Apple Teacher https://www.penmore.org/ “While in the United States Navy, I earned my Qualification in Submarines. Such a certification represents a rigorous and documented process greater than any school I have attended. Integrity is a firm adherence to a code of values. My integrity is measurable of my adherence to honor, courage, and commitment. I am committed to professional learning and ethical practice.”
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Shai Polston https://holidaycheermeiste.wixsite.com/mysite “I am an adamant believer in the idea that each child’s needs differ from the next. Therefore, it is my responsibility as an educator to decipher and fulfill those needs individually.”
Kalyn Pruett https://kpruettto94.wixsite.com/mysite-kalyn-pruett “My personal philosophy entails having good attitude, energy, and effort through every opportunity and disappointment. Furthermore, continuing to mold oneself every day to build a tougher mentality and the determination to want to be successful.”
Chad Stem https://chadstem.wordpress.com “My personal quote is "Engage, make it meaningful, and love every student earnestly for who they are."
Eunicia Turner, Apple Teacher https://eturne14.wixsite.com/mysite “I have a passion for teaching and look forward to making a difference in students’ lives to help them become lifetime learners and successful in their studies. I have the ability of being a quick learner, a hard worker, and an organized individual.”
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Jennifer Wall-Muniz, Apple Teacher https://fosteringharmony.wixsite.com/mysite “This has been a wonderful journey, where I have learned not only about educational practices but about myself as well. Along my journey, I have met amazing educators and future educators and built a network of support and friendship. I can honestly say that I am ready for the next chapter.”
Kerrisha Wilkerson https://kwilker2.wixsite.com/mysite “My career goal is to enhance my creativity, teaching experiences, and apply my philosophy of education.”
Jennifer Zaragoza, Apple Teacher https://jenniferzaragoza11.wixsite.com/website “I am an enthusiastic individual with superior skills in working and both team-based and independent capacities. Bringing strong work ethic and excellent organizational skills to any setting. Excited to begin a new challenge with a successful team.”
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Table of Contents Author Kim Bradley
Grade Subject/Content Level Area K Math
Topic
Description
Decompose Numbers less than or equal to 10
In this unit, kindergarten students will be learning to decompose numbers less than or equal to 10 into addend pairs in multiple ways. In this unit, kindergarten students will be learning about key details in a text by identifying important details and events as well as characters in a story. In this unit, first grade students are learning to measure using nonstandard units of measurement. In this unit, first-grade students will learn about different parts of plants and their functions. In this unit, first grade students will be using text to comprehend how a character overcame their obstacles for ELA. In this unit, first grade students will be learning about the structure of plants (roots, stems, leaves, flowers) and describe their functions. In this unit, second grade students will be learning how to skip count within 1000. In this unit, second grade students will be learning how to compare and contrast two versions of the same story by different cultures.
Asja Jordan
K
Literacy
Key Details
Taylor Crawford
1
Math
Non-standard Units of Measurements
Aqsa Gilani
1
Science
Structure and Functions of Parts in a Plant
Bisa LascoGilchrist
1
Literacy
Overcoming Obstacles
Amy Mryncza
1
Science
Structure of Plants
Preston Dean
2
Math
Skip Count within 1000
Anna Hopkins
2
Literacy
Compare and Contrast
Page 12
23
32
39
49
59
71
81
9
Kayla McDowell
2
Math
Telling Time
Kristen Moulten
2
Literacy
Subject, Verb, Adjective, Conjunctions
John Penmore
2
Literacy
Reading and Responding to Narrative Texts
Jennifer Zaragoza
2
Math
Solving Contextual Problems that Involve Money
Sydney Koch
3
Literacy
Opinion Writing
Shai Polston
3
Science
Body Parts and Senses of a Shark
Jennifer WallMuniz
3
Math
Multiplication
Courtney Conyer
4
Literacy
Character Traits
In this unit, second graders will learn how to count out and tell time in specific intervals. In this unit, second graders will be instructed about multiple subjects in a sentence, using adjectives to add detail, experiment with multiple verbs, and using conjunctions. In this unit, second grade students will be instructed about reading and responding to narrative texts. In this unit, second grade students will be learning how to solve contextual problems that involve dollar bills, quarters, dimes, nickels, and pennies. In this unit, students will be engaged in opinion writing on topics and texts, and they will support a point of view with reasons. Third grade students are required to understand that animals use their body parts and senses for a variety of reasons, such as hunting and protecting themselves. In this unit, third grade students will be learning how to interpret the factors and products in whole number multiplication equations. In this unit, fourth-grade students will learn how to describe a character from a novel we read about and
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107
117
126
135
143
150
10
Ashley Hammock
4
Math
Multi-Digit Multiplication
Eunicia Turner
4
Math
Place Value
Madison Dotson
5
Visual Art
Element of Color
Kerrisha Wilkerson
6
Social Studies
Ancient India: c. 2500-400 BCE
Chad Stem
8
Science
Newton’s Law
Kalyn Pruett
9-12
Physical Education
Soccer
use evidence from the text to support their thoughts. For this unit, fourth grade students will be learning multi-digit multiplication and early division. In this unit, fourth grade students will be learning about place value, getting an understanding of multidigit whole numbers, and comparing the numbers. In this unit, fifth-grade students will be learning about the Color Wheel, parts of the color wheel and how colors interact on the color wheel. In this unit, sixth grade students will analyze the geographic, political, economic, and cultural structure of Ancient India. In this unit, 8th graders will be learning about how motion and stability works based on the different forces described in Newton’s laws of motion and other terms. In this Physical Education Unit, the secondary education students will be learning about the history, rules, and physical performance/enhancement of the game of soccer.
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Kim Bradley Unit Rationale – Decompose Numbers less than or equal to 10
In this unit, kindergarten students will be learning to decompose numbers less than or equal to 10 into addend pairs in multiple ways. Students may find this lesson challenging if they have not grasped the concept of adding to a number within 0 to 10 or counting forward and backward with numbers 0 to 10. Also, students may not understand the definition of decompose, addend, addend pairs, addition, putting together, adding to, subtraction, taking apart, taking from, expressions, or equations. ELL students may find the vocabulary even more challenging. Students will have multiple opportunities to participate in class-wide demonstrations as the concept of decomposing numbers is introduced. Students will participate in class discussions to become familiar with the vocabulary terms: of decompose, addend, addend pairs, addition, putting together, adding to, subtraction, taking apart, taking from, expressions, or equations. For ELL students the vocabulary will be translated in native language. The teacher will build on students’ prior knowledge through modeling and students will have the opportunity to further their knowledge through simulations, class-wide instruction, one-to-one instruction, printed media, word walls with pictures, learning stations, and the use of various manipulatives. Knowledge about decomposing numbers is important for the society students live in because it teaches students to add simple numbers; it also lays the foundation for the future to solve ordinary daily encounters with numbers and problem solving. Once students understand the academic language and vocabulary terms, they will eventually be able to apply those terms to more complex math equations when advancing on to higher mathematics.
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Understanding addition as putting together and adding to and understanding subtraction as taking apart and taking from is a learning cluster outlined in Common Core Mathematics: Operations and Algebraic Thinking, Standard 3. Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation.
Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/BlGZjaK2v0 v Opening Commercial: Available upon request
ASSURE Lesson Plan Template
Decompose Numbers Less Than or Equal to 10 Name: Kim Bradley Subject Area(s): Mathematics Duration of Lesson: 35 minutes Grade Level: Kindergarten
Analyze learners
Millersville Elementary School is a Title One school that provides free lunch for students represented by low socio-economic status. In the kindergarten class, at Millersville Elementary School, there are sixteen students, which include ten males and six females and are between the ages of five and six. The classroom population consists of nine Caucasians, one African American, one Asian, and five Hispanic ELL students. Of the five ELL’s, one has an IEP for Autism and speech and receives the following services: preschool consultation for one hour, once per week, on Monday; inclusion ELA work skills daily, for thirty minutes; inclusion Math work skills daily, for thirty minutes; inclusion check in/check out daily, for ten minutes, twice per day; language therapy for thirty minutes twice per week and language therapy for fifteen minutes three times per week; ELL services daily, for one hour. Planning will be affected for students with IEP’s and underperforming students, who will need additional support and scaffolding until their proficiency has increased enough to perform independently. Also, students who are exceeding performance expectations, will need more challenging opportunities for learning. When listening to students’ casual conversation amongst themselves and during lessons, the five ELL students are 13
stronger with conversational English than academic English, however, they still fall far below their Native English speaking peers, who have strong conversational and academic English skills. For the ELL students, demonstrating academic English and concepts are much easier than communicating them verbally. The prior knowledge, skills, and academic background students possess is one-to-one correspondence, subitizing, counting and cardinality, and can recognize several 2-D and 3-D shapes from previous lessons taught and documented assessment data. Students are also familiar with logging onto Reading Eggs and navigating through essential literacy skills lessons. While all students have been exposed to the aforementioned, the levels of proficiency vary. With instruction and modeling, students will be able to navigate through IXL website to practice their math skills. With regard to the standards and objectives of this lesson, students are familiar with oral and visual addition, on ten-frames, up to 20, within a whole group. State Standard State & NETS*S objectives
K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation. ISTE Standard Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Behavioral Objective: Given two website videos, Decompose Numbers Video: Decompose Number Sums Song-Learn Addition and Number Bond Video: Secret Agent Number Bond that students will view and given Unifix cubes, a number bond template, and an equation template handout, with partners, students will create equations and record them as addition sentences by decomposing at least three numbers less than or equal to 10 to prove their comprehension of decomposing numbers less than or equal to 10 into addend pairs in more than one way during instruction. Then, individually, students will complete 5 equations from the website (IXL) to demonstrate their understanding of the terms and standard. Language Objective: 14
The following key vocabulary terms: decompose, addend, addend pairs, number bond, plus sign, minus sign, equal sign, addition, putting together, adding to, subtraction, taking apart, taking from, expression, and equation will be introduced with a short video, taught as a whole group, and discussed throughout the lesson as each vocabulary term presents itself. The teacher will provide a word wall that includes a brief definition and visual to accompany key vocabulary terms.
Academic Language Function:
Select instructional methods, media, and materials
To express understanding of key vocabulary terms listed above, with their partners and to the teacher, students will be able to explain the process of decomposing numbers with number bonds as they create and record their equations. ELL students will be able to express their understanding and explain the process of decomposing numbers by referring to the word wall, with visuals, to order and number each step. Curriculum Material • • • • • • • •
8 number bond template handouts for student partner work (studentcentered) 16 equation template handouts for student partner work (studentcentered) 160 Unifix cubes- (10 yellow and 10 blue) for each group (studentcentered) 16 pencils (student-centered) 1 number bond template (teacher-centered) 1 equation template (teacher-centered) 10 Unifix cubes- (10 yellow and 10 blue) (teacher-centered) 1 marker (teacher-centered)
Technological Material •
•
Decompose Numbers Video- Decompose Number Sums Song-Learn Addition. n.d. (2016, February 22). [Web Cost: Free]. Retrieved November 15, 2019, from https://www.youtube.com/watch?v=BQxTmT9Ebuk. (studentcentered) Number Bond Video- Secret Agent Number Bond. n.d. (2014, October 25). [Web Cost: Free]. Retrieved November 15, 2019,
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•
• • • • •
from https://www.youtube.com/watch?v=cwYu2er_XsU. (studentcentered) IXL: Make a number using addition - sums up to 10: Kindergarten math. (n.d.). [Web, Cost: Free Trial-9.95+/month]. Retrieved November 15, 2019, from https://www.ixl.com/math/kindergarten/make-a-numberusing-addition-sums-up-to-10. (student-centered) 16 iPads with Wi-Fi/internet connection (student-centered) 1 iPad with Wi-Fi/internet connection (teacher-centered) ELMO to display video (teacher-centered) Projector screen (teacher-centered) Dry erase board and marker (teacher and student-centered)
Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan Utilize media and materials
Media and Material • • • • • • •
Preview and upload Decompose Numbers Video (teacher iPad) Preview and upload Number Bond Video (teacher iPad) Preview and upload IXL: Make a Number Using Addition website (teacher iPad) Preview and upload IXL: Make a Number Using Addition website (16 student iPads) Check for properly working iPads and connections Check for properly working ELMO and connections Supply 3 (different color) dry-erase markers
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Print and copy 16 number bond template handouts for student partner work
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Print and copy 16 equation template handouts for student partner work
Classroom • • •
Turn ceiling lights off while using projector Pull down projector screen Turn on projector and ELMO
Learner •
Introduce the lesson with the Decompose Numbers video, (then)
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Provide a verbal definition of the vocabulary: decompose, addend, addend pairs, subtraction, taking apart, taking from (elaborate throughout lesson) • Display vocabulary word wall with visuals (for above vocabulary) • Continue lesson introduction with the Number Bond video, (then) • Provide a verbal definition of the vocabulary: number bond, plus sign, minus sign, equal sign, addition, putting together, adding to, expression, and equation (elaborate throughout lesson) • Display vocabulary word wall with visuals (for above vocabulary) • Model for students how to use the volume and how to enter an answer on IXL website • Review and complete 3 problems as a whole class and direct students to the box on the right-hand side that displays their score • Students will work with partners, but will have individual iPads • Students will complete at least 5 out of 6 questions correctly on IXL website for independent practice After students view both engaging videos on decomposing numbers and Require number bonds, after teacher and students discuss the vocabulary, and after learner participation instruction and teacher modeling on how to decompose numbers students will work with partners to practice decomposing numbers with Unifix cubes and the number bond template during structured practice. Simultaneously, students will create equations on an equation template for the numbers they decompose. Once structured practice has been completed, students will work independently and will log into their individual iPads and pull up the IXL practice website, that has been preloaded. Students will complete at least 5 out of 6 questions correctly. Less proficient students will be able to use Unifix cubes to represent the numbers in the equations on the IXL website to assist them with cardinality This independent practice will serve as an informal summative assessment of the lesson objectives. Formative Assessment (Process): Evaluate and revise The informal and formative assessment used in this lesson includes observation of partner work during instruction and structured practice. Students will demonstrate their understanding while decomposing numbers less than or equal to 10 into addend pairs with the number bond template and writing the equations on a template with their partners. Students will also demonstrate their understanding by using the academic vocabulary associated with the lesson objectives, with their partners, to explain their work. As I model the lesson objective during instruction and structured practice, I will observe students work to determine whether I continue with current instruction or whether I need to readjust my instruction. To decompose 3, I expect to observe students placing one Unifix cube on the bottom left (part) circle and 2 Unifix cubes on the bottom right (part) circle of the number bond template and writing the equation (1 + 2 = 3) on the equation template. I will use a written checklist, that consists of decompose/number bond; write equations; use correct symbols;
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use vocabulary to explain; participation, to record what I hear and see. I will use immediate, verbal feedback in the form of questioning and redirection to support students in meeting the lesson objectives. The criteria I will use to judge whether students are or are not meeting lesson objectives is mastery, proficient, needs more practice, needs content retaught. If only a few students have mastered the lesson objectives, I will reteach the lesson at a future date. If only a few students have not mastered the lesson objective, I will reteach the lesson as a small group, to those students, during stations or RTI.
Summative Assessment (Product): The informal, summative assessment will include the website activity, IXL, for which students will independently complete at least 5 out of 6 questions correctly. This assessment will allow all students to show what they know or have learned according to the lesson objectives when given sufficient time to complete the task, allowed to use manipulatives, and given the opportunity to explain their understanding . The student with an IEP will receive push in assistance to complete the assignment. Also, the assessment can be modified by reducing the number of questions for students needing support or scaffolding. Students will be able to reflect upon and self-assess their learning when the program marks the answer as correct or incorrect. If the answer is incorrect, students will be able to learn with feedback and an example. The criteria I will use to judge whether students are or are not meeting lesson objectives is mastery (3), proficient (2), needs more practice (1), needs content retaught (0) regarding questions completed and correct, and a reasonable explanation of conceptual understanding using academic vocabulary. Both my formative and summative assessments align with my lesson objectives, which are to decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings; to record each decomposition using a drawing or writing an equation; and for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
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RUBRIC
MASTERY
PROFICIENT
NEEDS MORE PRACTICE
NEEDS LESSON RETAUGHT
3
2
1
0
Completed Questions
At least 5/6 At least 4/6 completed completed and correct and correct
At least 3/6 1/6 or less completed completed and correct and correct
Reasonable Explanation of Conceptual Understanding
Uses academic vocabulary
Uses little academic vocabulary
Uses some academic vocabulary
Uses no academic vocabulary
Unit Media Share ABC Mouse The ABC Mouse website app offers a full online curriculum for children ages 2-8 where they are guided into each additional phase of learning. This site offers a reward system and tracks the learners progress with easy-to-read graphs. In addition, there are many interactive games to enhance learning and keep students motivated and engaged in learning foundational skills. A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation The Age of Learning, Inc. 2007-2019. ABC Mouse: Early Learning Academy [Website App, 9.95/month]. Retrieved on September 16, 2019 from https://www.abcmouse.com/landing/sem:bing?msclkid=e6c41fb2789010f17d08423 3fc33a051
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Online Math Learning Online Math Learning website offers several choices of instructional or song videos for students to learn, visualize, and understand how to decompose numbers less than or equal to 10 into pairs utilizing several strategies, for example; number bonds, number partners, or ten frames. This website also offers interactive practice for addition up to 10 using various manipulatives with number sentences or equations. Students will be excited to use this interactive website to increase their math skills. To further students’ math skills, Online Math Learning offers Common Core State Standards lesson plans for grades K-12 that contain academic rigor. A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation. Online Math Learning, 2005, 2018. Decompose Numbers (Kindergarten). [Website, free]. Retrieved on September 16, 2019 from https://www.onlinemathlearning.com/decomposenumbers-kindergarten.html PK1Homeschool Fun This PK1Homeschool Fun YouTube video uses frogs on a log in a pond to teach students how to make 10 in multiple ways. The second half of the video utilizes number equations to reinforce the concept of making 10 in multiple ways, also. The pacing of the instruction leaves students enough time to record these equations in their math journals to reference in future lessons. This video assists teachers in teaching kindergarteners a foundational Common Core State Standard. A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation PK1Homeschool Fun, 2015. Addition Facts Sums to 10-Lets Make 10! [YouTube Video, free]. Retrieved on September 16, 2019 from https://www.youtube.com/watch?v=866DEi3GKf4 Rocking Dan This Rocking Dan YouTube video is very engaging for kindergarteners as they begin learning how to pair numbers together that make 10. This instructional video’s lyrics are accompanied by a catchy tune that kindergarteners will master quickly. The video utilizes the tens frame and displays equations that display decomposed numbers less than or equal to 10 into addend pairs in more than one way. This is an important math skill for kindergarteners to master as they continue building on this foundational skill.
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A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation Rocking Dan Teaching Man. 2015. The Friends of 10 (Original version). [YouTube Video, free]. Retrieved on September 16, 2019 from https://www.youtube.com/watch?v=QS5w8LRnnp0 Splash Math The Splash Math website app is a free, interactive app that offers K-5 students practice on Common Core State Standards foundational math skills. Kindergarteners will enjoy working in small groups during math stations or as a whole class on the standard K.OA.A.3 that addresses decomposing numbers less than or equal to 10 into addend pairs in more than one way. Students will be able to visualize objects representing numbers and then record each decomposition using a drawing or writing an equation in their math journals. A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation Splash Math. 2019. Splash Math: Games for Kindergarteners [Website App, Free]. Retrieved on September 16, 2019 from https://www.splashmath.com/math-games-for-kindergarteners Varsity Tutors Varsity Tutors website titled “Common Core: Kindergarten Math: Decompose Numbers Less Than or Equal to 10 into Pairs� offers twenty-one equation examples of decomposing numbers less than or equal to 10 into pairs. The equations contain academic rigor and are a great companion resource for kindergartners learning how to write and solve equations while using manipulatives to assist in their learning. This website meets Common Core State Standards and students will enjoy practicing their math skills. A. Understand addition as putting together and adding to and understand subtraction as taking apart and taking from. K.OA.A.3 Decompose numbers less than or equal to 10 into addend pairs in more than one way (e.g., 5 = 2 + 3 and 5 = 4 + 1) by using objects or drawings. Record each decomposition using a drawing or writing an equation. Varsity Tutors, 2009-2017. Common Core: Kindergarten Math: Decompose Numbers Less Than or Equal to 10 into Pairs: CCSS.Math.Content.K.OA.A.3: Study concepts, example
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questions & explanations for Common Core: Kindergarten Math. [Website, free]. Retrieved on September 16, 2019 from https://www.varsitytutors.com/common_core_kindergarten_math-help/decomposenumbers-less-than-or-equal-to-10-into-pairs-ccss-math-content-k-oa-a-3?page=1
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Asja Jordan
Unit Rationale – Key Details In this unit, kindergarten students will be learning about key details in a text by identifying important details and events as well as characters in a story. Concepts in this unit will be break broken down for each day of the week. Students may have trouble identifying characters in certain text due to the illustrations. Through various texts, students will have the opportunity to identify these various forms of key details aspects. Students will be provided with the chance to participate in partner and whole class discussion as these key details are identify identified in stories. Discussions will be prompted by open -ended questions. As an entire class, students will discuss vocabulary for this unit: key details, characters and events. Visual aids will be created as vocabulary is discussed. Students will be able to deepen their knowledge through printed media and class wide discussion. Students daily master of key details will be assessed with exit tickets and retell. Having knowledge about key details will help students not only relate to the text but also, understand the main idea of the story.
Understanding and studying key ideas and details is covered under the Tennessee Reading Standards: READING STANDARDS: Key Ideas and Details – Standard 3 R.KID.3 Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. K.RL.KID.3 With prompting and support, orally identify characters, setting, and major events in a story.
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Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/e/frPbViHFB0 v Opening Commercial: Available upon request
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Name: Asja Jordan Duration of Lesson: 30 minutes Analyze learners
Key Details Subject Area(s): English-Language Arts Grade Level: Kindergarten
General Characteristics KIPP Antioch has 30 faculty members serving students in grades K-First. This school is located in the southeast district of Metro-Davidson County. The students come from a mixed range of socio-economic backgrounds and now is offered free or reduced lunch to every student. The school has 244 students from 25 different countries. The school also has a high population of Exceptional Education students, although the exact number is unknown. The school’s mission statement is “From our culture of kindness, we are pursuing our passions to middle school and beyond.” In the Kindergarten classroom, there are 29 assigned students, with 12 males and 17 female’s students. There is one student who is assigned to the class roll, but only attends recess and lunch with the other students. This student receives specialized instruction in another classroom with a paraprofessional during most the day. There are five classifieds as English language learners. These students all speak English, but still need assistance with reading and comprehending the English language. During reading lessons, these children switch classrooms and receive their lesson from a teacher who specializes in English Language Learner instruction. The five EL students in the class are pulled out for small group support with the school EL coordinator. In class many visual aids and simple phase are used while students are in their homeroom class. There is not any IEP in place for the one special needs student yet. One will be set in place by October 31,2019 per request her parental figure. Curriculum Competencies To complete this lesson, students will need to know what an author and illustrator does. Students will also need to know the parts of a book(front cover, title page, pictures, pages, and back cover). Technology Competencies To complete this lesson, students will need to know how to navigate a chrome book laptop and how to scan QR codes.
State & NETS*S objectives
State Standard:
CCSS.ELA-LITERACY.RI.K.1
With prompting and support, ask and answer questions about key details in a text. ISTE Standard: 1. a. Apply existing knowledge to generate new ideas, products, or processes
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Behavioral Objective: Given the Imagine Learning website, a personalized Chromebook, as well as QR codes, the kindergarten students will navigate the imagine learning software. Students will rotate in five groups of six to different tables, where they will use prior knowledge about authors and illustrators’ jobs to generate new ideas about parts of a book and key details to show understanding of the state standard. During the rotation students will scan their QR codes and be shown examples of key details. Language Objective: Key vocabulary: character, setting, events, key details, tap dancing, historical fiction Academic Language Functions: To demonstrate understanding of the content being taught, students will use the following terms to orally explain what key details consist of. Students will also use these terms to answer questions about the key details from our text Rap A Tap Tap. Following the oral explanation, students will demonstrate their understanding by drawing and labeling a picture. Students will be asked to draw their favorite part of the story. The students must label the character, setting, and event taking place in the drawing. The teacher will be walking around to assist students with correct spelling of terms.
Select instructional methods, media, and materials
The vocabulary will be introduced at the beginning of the lesson. The purpose is to help student develop a concrete understanding of key details as the text is read during the lesson. After the text is read, students will have more expose to terms during the QR code rotations and independent practice of drawing and labeling. Curriculum Materials • • •
29 Pencils 29 handouts for independent practice 29 QR codes Technology materials
Jordan, A.L(2019,October 7) Key Details Retrieved from https://share.nearpod.com/u41w1EnFB0 [ Nearpod lesson] (Teacher and student centered)
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• • • • • • • Utilize media and materials
mysticmoon1984. (2010, February 28). Little Colonel Bojangles Dance. Retrieved from https://www.youtube.com/watch?v=wtHvetGnOdM&feature=youtu.be. ( Teacher and student centered) Fergus, M. (2017, February 15). How to Tap Dance. Retrieved from https://www.liveabout.com/how-to-tap-dance-1007440. ( Teacher and student centered) 15 media devices ( Google Chromebook with Wi-Fi/Internet Connection (student centered) Dell laptop for video (teacher centered) ELMO to display video (teacher centered) Pull-down display screen (teacher centered) Dry erase board (teacher and student centered) Printer with ink and paper (student centered)
Preview and Prepare Materials: ● Preview the website for the Nearpod lesson (key details) -- *previewed and approved* ● Preview the Bojangles Dance Video-- *previewed and approved* ● Preview the website about Tap Dancing-- *previewed and approved* ● Check the printer, ink, and paper supply ● Make sure the printer is connected to the CPU ● Print 29 handouts for each student ● Have the video prepared on the dell laptop ● Check for properly working ELMO ● Check for connection of Dell laptop and ELMO ● Have the website prepared on the dell laptop Prepare the Classroom ● Turn the lights to scene 3 for the projector. ● Pull-down display screen ● Turn the projector and ELMO on Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the Nearpod provided (https://share.nearpod.com/u41w1EnFB0). ● Present the Bojangles dance video ● Present website for tap dancing ● Model for students how to utilize QR codes and how to identify key details within a text. ● As a class, identify, two characters and a one setting from the text.. ● Students will divide into 5 groups based off their colored tables. 3 Chromebook will be placed at each color table for students to scan codes. ● Group of students will scan QR codes in 5-minute rotations. The QR codes will show videos visualizations and definitions of key details 27
attributes After the instruction on how to use the QR code rotation, students will return to Require their assigned colored table. Students will then, be provided with a pencil and a learner participation handout, and 3 Chromebook. From there, students will be instructed to use their QR codes to display the key details visualizations and definition. The students will then draw and label one key detail from the historical fiction text Rap A Tap Tap. Each group will use their handout to explain which key detail attribute their group. Following the group explanation, student’s drawing will be collected and checked for understanding. Use the information in the labeled drawing, the teacher will then go over the key details listed in the Nearpod lesson. The data collected from the independent practice will be used to direct the next lesson following day. Formative Assessment (Process): Evaluate The formative assessments used in this lesson include group observation during and revise QR code rotation and while creating their own labeled drawings of key details from the story Rap A Tap Tap. The formative assessment should be recorded on a group record sheet and entered into the class tracker. The independent practice assignment will be split into two groups. The two groups will Identify students who have shown mastery on the concept being taught and students who have not shown mastery of the concept being taught. The formative assessment will take place while the QR code rotations are taking place and after independent practice. During the QR code rotation I will provide my students will verbal feedback. This data received will then be entered into the mastery track as well. Once in the mastery tracker the data will be analyze. The information receive will dictate what direction the lesson for the following day will go in. Summative Assessment: The summative assessment will consist of two components, student’s participation and a complete we well as correctly labeled drawing from the student’s independent practice. Student’s independent practice assignment will be assessed for correct labeling of key details from the text that supports the lesson , Rap A Tap Tap. The student’s work will assess the student’s ability to identify key details within a text with prompting and support (CCSS.ELA-LITERACY.RI.K.1) and their ability to apply existing knowledge to generate new ideas, products, or processes (ISTE 1.a). It will also demonstrate the student’s ability to operate Chromebook laptop and scan QR codes to access technology-based practices in a collaborative style of learning.
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Unit Media Share HOMER HOMER is a free app that provides students with the opportunity to create a personalized learnto- read program. HOMER target audience are children from ages 2-8. This app aims to use the child’s interest to help introduce reading. In addition to this, HOMER has been proven to increase a child’s early reading score by 74%.
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K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce Homer Learning, . Š2014-2019 HomerLearning, Inc. HOMER. $0.00. AppStore/ Retrieved on September 8,2019. www.learnwithhomer.com Identifying Key Details Kimberly Fuentes created an interactive whiteboard for students regarding key details for kindergarten students and their parents. Throughout the interactive whiteboard she explains clearly and concisely each part of the term key details. She states the definition as well as provide examples with each defined aspect. READING STANDARDS: Key Ideas and Details Standard 3 R.KID.3 Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. K.RL.KID.3 With prompting and support, orally identify characters, setting, and major events in a story. Fuentes, K. (2017, April 25). Retrieved from YouTube on September 7, 2019. https://www.youtube.com/watch?v=vi_G7iUWSAA Kindergarten reading under the Common Core Standards Jessica Kelmon from Great School created an article about developing reading =[=skills for up and coming kindergarteners. The article is rooted in common core standards. Jessica makes great emphasis on how important it is for kindergarteners to develop a solid foundation the information on this site can be internalize by all guardians as well as educators. K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce Kelmon, J. (2017, October 1). Kindergarten reading under the Common Core Standards. Retrieved on September 6, 2019. https://www.greatschools.org/gk/articles/kindergarten-reading/ Parts of a Story | Language Arts Song for Kids | English for Kids Jack Hartman created a catchy brief music video on elements of a story. This video reviews important parts of a story such as characters, main ideas, settings, beginning, middle, and ends of a text. In addition to this, Jack Hartman pushes students to understand story retelling. Story retelling is really critical skills students must learn when practicing reading comprehension. READING STANDARDS: Key Ideas and Details
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Standard 3 R.KID.3 Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. K.RL.KID.3 With prompting and support, orally identify characters, setting, and major events in a story. Hartmann, J. (2017, December 29). Retrieved from YouTube on September 2019. https://www.youtube.com/watch?v=-_nePjWXecQ&t=92s Reading Rockets Reading Rockets is a national public literacy initiative that offers information and resources on how to teach young children how to read. They also identify why students struggle and how adults can assist. This website goal is to provide reading research and inform about reading instructions. Also, to help produce strategies that are effective and understood by parents and educators. K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce WETA. (2019, August 19). Reading Rockets: Launching Young Readers. Retrieved on September6, 2019. https://www.readingrockets.org/ Sight words & Phonic Reading This interactive app was created ABC sight words for kids. Children from age 2--6 can navigate this app with a character name Abby the monkey. With Abby children engage early comprehensive early programs like phonics, sight words, letter names and tracing. Lastly this app is free of charge. K.FFL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and begin to produce. 22 Learn, Š22learn LLC, Sight words & Phonic Reading. $4.99. AppStore. Retrieved on September 8, 2019. www.22learn.com
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Taylor Crawford Unit Rationale – Non-standard Units of Measurements In this unit, first grade students are learning to measure using nonstandard units of measurement. Students do not understand using nonstandard units of measurement, students do not understand the concept of measuring how long something is and how to represent the measurement, students cannot “connect� items that are not nonrelated by using more than or less than. The goal statements for this unit are the students will use multiple connected unifix cubes in trains of 10 to lay beside an object and peer to measure. The student will estimate, experiment and write the nonstandard unit of measurement for each item (ex. 70 unifix cubes or 7 unifix trains). The students will get to master this objective by measuring a classmate. One student will lay on the floor and the other students will place unifix trains beside the student until they reach the entire length of the student. Most likely, the student will not be an equal multiple of ten unifix trains long so the students will have to work with not only unifix trains of tens they will also be working with single unifix cubes to measure the student. To achieve this goal, I will explain the outcome, I will do the task as an example, we will do one together then the students will be on their own. We will also discuss in great detail the different objects that can be used as nonstandard units of measure and how to effectively use these examples. This is important because the students may have a job where they must use measurements or to decorate their future homes. Students may not always have a ruler or other standard units of measure and have to be creative to find the measurement of an object and they will need to be able to write what that unit of measurement was so they can attend to precision. The standards for this lesson are: 1.NBT group and count objects by 10s and 1s, 1.MD.2 measure the length of an object by laying multiple copies of a shorter unit end to end, 1.MD.2 express the length of an object as a whole number of units, 1.MD.2 demonstrate and understanding that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps, 1.MP.5 use appropriate tools strategically, and 1.MP.6 attend to precision. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/nfnKH1Ttl1
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v Opening Commercial: Available upon request ASSURE Lesson Plan Template Measuring with Non-Standard Units Name: Taylor Crawford Subject Area(s): Mathematics Duration of Lesson: 45 minutes Grade Level: 1st
Analyze learners
General Characteristics In the first-grade class at JW Wiseman Elementary School, there are fifteen students- which include eight females and seven males. The students range from Caucasian, African American, and Hispanic and are between the ages of six and seven. One student has an IEP and 504 for physical developmental delays and is allowed to leave the class at any time to go to the restroom. One student is an English Language Learner and spends time outside of the classroom with a speech therapist. The remaining students are fluent with the English language. The PK-5 school is predominantly Caucasian, but has a mixed population ranging from African American, Asian and Hispanic. The school is a part of the Free and Reduced Lunch Program, which entitles qualifying students to breakfast and lunch at little to no charge to the student. This helps allow for all students to receive the nutrients they need to learn and stay focused throughout the day. Curriculum Competencies To complete this lesson, students will need to know the basic steps of measurement and how to identify recurring smaller measurements inside a larger item. Technology Competencies To complete this lesson, students will need to know how to navigate a tablet, how to enter numerical digits onto the website and how to use a touch screen projector.
State & NETS*S objectives
State Standards 1.NBT group and count objects by 10s and 1s, 1.MD.2 measure the length of an object by laying multiple copies of a shorter unit end to end, 1.MD.2 express the length of an object as a whole number of units, 1.MD.2 demonstrate and understanding that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps, 1.MP.5 use appropriate tools strategically, and 1.MP.6 attend to precision. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
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Behavioral Objective Given 6 trains of 10 Unifix cubes and blank piece of paper, the students in the first-grade class will measure their partner, a desk and a chair using the unifix trains and they will record their answers using the non-standard unit terminology. Then, as a whole class the students will complete, at least 10 out of 15 nonstandard unit measurements from the provided game on the website (SplashMath.com) using the touch screen tv projector to effectively show their understanding of the terms and standard. Language Objective Key vocabulary: equal, length, less than, more than, question The vocabulary terms will be taught at the beginning of the lesson via PowerPoint presentation to provide the students with understanding of the words they will encounter as they complete the activities on the website and on the projector. The students will watch a video and then we will discuss the words and concepts as a whole group before an example of the activities is shown to the students.
Select instructional methods, media, and materials
Curriculum Materials ● 16 Expo markers (student centered) ● 16 Mini white boards (student centered) ● 8 sets: 6 Unifix trains of 10 (student centered) Technological Materials ● ● ● ●
ELMO to display video (teacher centered) Interactive Touch Screen TV with Stylus Pen (teacher centered) PowerPoint Presentation (teacher and student centered) Measurement Games for Kids Online. (n.d.). Retrieved from https://www.splashmath.com/measurement-games (student centered) ● Introduction to Nonstandard Measurement for Kids: Using Paper Clips to Measure. [YouTube Video] (2015). [Web, Cost: Free] Retrieved September 13, 2019, from https://www.bing.com/videos/search?q=introduction+to+nonstandard+me asurement+for+kids%3a+using+paper+clips+to+measure&view=detail& mid=78066D01D91A0E7D881E78066D01D91A0E7D881E&FORM=VI RE (student centered) ● Measuring with Non-Standard Unit [YouTube Video] (2017). [Web, Cost: Free] Retrieved September 14, 2019, from https://www.bing.com/videos/search?q=measuring+with+nonstandard+un its&&view=detail&mid=65847D66A6F840F238A665847D66A6F840F2 38A6&&FORM=VRDGAR (student centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***
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Utilize media and materials
Preview and Prepare Materials ● Preview the Non-Standard Units Video (1) ● Preview the Non-Standard Units Video (2) ● Create the PowerPoint ● Prepare the websites on different tabs with links on PowerPoint ● Have the video prepared on the PowerPoint ● Check for properly working ELMO ● Check for connection of Touch Screen Tv to ELMO ● Have writing utensil for touch screen tv board Prepare the Classroom ● Turn the lights off for the projector. ● Turn the Touch Screen TV on ● Turn the projector and ELMO on Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the videos provided (Measuring with Non-Standard Unit, Introduction to Nonstandard Measurement for Kids: Using Paper Clips to Measure) ● Present the PowerPoint ● Model for students how to utilize the unifix trains ● Complete a measurement of a student as a model for the class ● Students will divide into 7 groups, go around the room and measure their group members, a chair and a desk. ● Students will come back together as whole group and complete an interactive game
Require learner participation
After the instruction on how to use Unifix cubes and the technology (Touch Screen TV Projector), students will be broken into 7 groups (2 groups of 6 and 1 group of 3). The groups will then be provided with 6 “trains” of 10 unifix cubes. From there the students will be instructed to talk amongst their group to decide which child is going first to be measured. The students will then take turns measuring each other, a desk and a chair using the unifix trains. Once completed, the groups of students will come back together as a while group to play a measurement game on splashmath.com using the touch screen tv projector. The students will take turns coming to the front of the room to interact with the touch screen projector to answer the questions on the game. Once completed, the students may continue to practice measuring with nonstandard units or go to a different Bridges work place for the remainder of the math block. The exit ticket of the lesson will be a self-evaluation of how they feel they understood the lesson. If a student is showing signs that they do not understand the objective (measuring with non-standard units), ask one of the group members who is proficient to explain to the student by using examples of the task they are completing in their groups (measuring each other, a chair and a desk using Unifix “trains”). If peer
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tutoring does not work, I will pull the student aside during the work place time at the end and provide the student with one on one reteaching and support to assist the student in understanding. If the student still does not understand, you can have the student mirror you as you are conducting the activity and allow them to work one on one with you in the activity measuring a smaller item such as a pencil or notebook rather than a classmate, desk or chair.
Evaluate and revise
Formative Assessment Formative assessments used in this lesson include observation of group participation while measuring their classmates, their desk and their chair. Students will demonstrate understanding by working together to measure items and recording the group’s measurements to turn in. The formative assessment will also include the whole class participation during the game that is played whole class. The formative assessments should be recorded on an aggressive monitoring record sheet which looks for understanding of the standard and task. This will later be entered into the gradebook. The students will need to be graded individually during small group time and then as a whole group during the game. The formative assessment will take place as the group is working together to measure then as the whole class is using the interactive touch screen tv projector to play the game. I expect all students to participate and collaborate within their group and put forth effort in completing the assignment. I will provide the students with verbal feedback as I make laps around the classroom while they are completing their small group activity with encouraging words and/or appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and retaught by the teacher. If a student is not meeting the proficiency level throughout the formative assessments, then the student needs to try to complete the work through problems alone, rather than with a group if he/she is not willing to participate. Summative Assessment The summative assessment will come at the end of unit and will be a combination of this lesson and the rest of the workplaces that have been taught in this grading period. The students will be given a written test that includes content from this lesson such as questions that have a chair measured using paperclips and asking how many paperclips long the chair is in addition to like questions. The student’s work and answers on this assessment will document the student’s ability to measure the length of an object by laying multiple copies of a shorter unit end to end, express the length of an object as a whole number of units, and demonstrate and understanding that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps (TN Math standard 1.MD.2) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the student’s ability to enter numbers into a website game using a touch screen projector screen.
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Unit Media Share Internet4Classrooms - Inchy Game This website offers many different quizzes and interactive whole-group games that get the students involved in the lessons. This website takes a whole group approach rather than teams or individuals. This whole-group website is good for instruction and examples, it does not single students out and helps students learn from their peers. 1.MD.2 Measurement Games for Kids Online. (n.d.). Internet4Classrooms – Inchy Game. Retrieved from https://www.splashmath.com/measurement-games Introduction to Nonstandard Measurement for Kids: Using Paper Clips to Measure This video can be used as a really strong “hook” for the beginning of the lesson. At the beginning of the video it gives many examples of problems the students can across when trying to measure. This allows the students to see the misconceptions many of them may have before they occur. This is a very age appropriate video and will provide the students with a visual understanding of the task before they are asked to perform it. 1.MD.2 Teaching Without Frills (account holder). (2015). Introduction to Nonstandard Measurement for Kids: Using Paper Clips to Measure. [YouTube Video]. Retrieved September 13, 2019. https://www.bing.com/videos/search?q=introduction+to+nonstandard+measurement+for+ kids%3a+using+paper+clips+to+measure&view=detail&mid=78066D01D91A0E7D881E78066 D01D91A0E7D881E&FORM=VIRE Kids Measure Science Kids Measure Science is an intuitive and simple to use app. This app includes many exercises to help children practice a variety of measuring skills. These exercises help students to practice their scientific concepts in a practical way using made-up units of measure. This app is only available on Android. 1.MD.2 & 1.MP.5 & 1.MP.6 Educational App Store. Kids Measure Science [Android Store, Cost: 1.99]. Retrieved on September 17, 2019. https://www.educationalappstore.com Measuring with Non-Standard Unit
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This video explains the main problem with using a non-standard unit of measure, precision. This video explains that when using these units, you and another student may both measure with pencils however they could be different sizes so an explanation of the pencil would be needed. The video also uses strong comparison and contrasting of standard and non-standard, so the students realize there is a prominent difference. 1.MD.2 Al-Adwaa (account holder). (2017). Measuring with Non-Standard Unit [YouTube Video]. Retrieved September 14, 2019. https://www.bing.com/videos/search?q=measuring+with+nonstandard+units&&view=deta il&mid=65847D66A6F840F238A665847D66A6F840F238A6&&FORM=VRDGAR PBS Kids Games PBS Kids Games is a great way for students to have fun and play games while staying engaged in their education. This app has many measurement games where students will be reiterating the task of measuring objects with non standard units of measure with their favorite cartoon characters. Students will be able to play games with characters such as Curious George, Cat in the Hat, Sid the Science Kid and Elmo. The students will be actively engaged in these games because of their interest in the characters while applying their skills to measure. This app is compatible with iPad and requires iOS 9+. 1.MD.2 & 1.MP.5 & 1.MP.6 PBS Kids. 2016. PBS Kids Games [iTunes App, Cost: Free]. Retrieved on September 14, 2019. https://pbskids.org/apps/ Splash Math - Length Game This website offers many different games for students to play to help them understand the length of many different objects. This game would be used as a recap of what length is and how the length of objects is different. This game does not show standard or non-standard units of measure therefore it would not be a significant part of the instruction. This website is an interactive game to peak students’ interest and open their minds for the new material coming at them. 1.MD.2 Measurement Games for Kids Online. (n.d.). Splash Math – Length Game. Retrieved from https://www.splashmath.com/measurement-games
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Aqsa Gilani Rationale – Science Plants: Structure and Functions of parts of a Plant In this unit, first-grade students will learn about different parts of plants and their functions. Students may have difficulty differentiating between parts of the plant and recognizing their respective roles vital in keeping them nourished and alive. The vocabulary associated with this unit will be new to the students as well as the working systems of the plants, the Root System, and the Shoot System. For students, the concept of plants’ needs and requirements for growth and production of food that we need as our healthy food choices will be an extensive process to learn. Students will learn information through guided hands-on projects and demonstrations in class (experiments). Students will gain from an observational field trip to a natural environment (botanical garden, forest), art experiences, utilizing reading materials, and vocabulary and writing tasks incorporated in the lessons (matching exercises, diagrams, and labeling activities). Learning videos and the use of technology-embedded lesson plans will enhance a deeper understanding of the processes in plants. These activities are meant to increase students’ natural curiosity and show them how to investigate, find, and record answers. Studying plants’ uses and benefits to our lives ignite in us the urge to find innovative ways to keep the supply consistent. Students may further think about plants’ uses other than food, for example, making paper or their medicinal value. This unit will encourage them to think inquisitively about what they see around them in terms of Science feeding into a deeper and advance understanding of the importance of plants. Understanding of structures and processes of plants is a learning expectation covered under Tennessee State Standards for Life Sciences, •
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1.LS1.1. Recognize the structure of plants (roots, stem, leaves, flowers, fruits) and describe the function of the parts (taking in water, and air, producing food, making new plants). 1.LS1.3. Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways. 39
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1.LS2.1. Conduct an experiment to show how plants depend on air, water, minerals from the soil, and light to grow and thrive.
The English Language Arts and the Common Core Literacy/Writing Standards are mandatory learning practices, • • •
CCSS.ELA.LITERACY.W.1.2: Write informative /explanatory texts in which students name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA.LITERACY.W.1.7: Participate in shared research and writing projects. CCSS.ELA.LITERACY.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/XpJc6mSCB0 v Opening Commercial: Available upon request
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Parts of a Plant Name: Aqsa Gilani Duration of Lesson: 25 Minutes Analyze learners
Subject Area(s): Science Grade Level: 1st-grade
General Characteristics: In the 1-st grade class at Westmeade Elementary School, there are nineteen students, including twelve boys and seven girls. The students are from diverse backgrounds like Saudi Arabian, African American, and Hispanic. Five students are English Language Learners, and one student has an IEP as he is diagnosed with Cerebral Palsy. Modified instructional methods to the learning level, Spelling, Language Arts, Writing, Math, Science, Social Studies. All other students are fluent in English Language and at grade-level with their learning. Westmeade is a Title I MNPS elementary school with classes from K-4 and a diverse, rich multi-cultural group of students. The School is the part of the School-wide Breakfast Program, allowing all students to have breakfast cost-free. The student's Lunch program is income eligibility based and enables students to have all nutrition they need to stay focused on their learning. Curriculum Competencies: To complete this lesson, students will need to have prior knowledge about the basic human body parts and functions. Students will learn to draw a comparison between human and plant parts and their functions. Technology Competencies: To complete this lesson, the students will have to know how to work on an iPad and how to draw and enter answers. Tennessee State Standard for Life Sciences:
State & NETS*S objectives
â—?
1.LS1.1. Recognize the structure of plants (roots, stem, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).
ISTE Standard: •
1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Behavioral Objective: Given the technology embedded Nearpod lesson, the learners will navigate their iPads to participate in the formative assessments, draw and label to demonstrate an understanding of the parts of plants, and watch educational videos to enhance
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the learning of the objectives. Students will get instant feedback from the teacher on their iPad screens through which they will then progress in the needed direction for further knowledge and practice. Student Learning Objectives: Know—Understand—Do In this lesson for 1st-grade students: • Students will know different parts of a plant. • Students will understand that each part of a plant has a function. • Students will identify different parts of a plant and describe their functions using correct scientific vocabulary. • Students will label parts of a plant on a line diagram. Language Function: The language function is imperative in this lesson. Students will build upon language by using scientifically appropriate words and using them in grammatically, syntactically correct sentences. Students will recall and describe parts of a plant and its functions. Language Objective: A Vocabulary list of words/meanings will be provided during instruction time and put away during assessments. Matching and other interactive/embedded assessments allow students to show understanding of the words inappropriate context. • Roots • Stem • Leaves • Flower Expanded Vocabulary: Reproductive, disperse, pollination, pollinators, seeds, Shoot System, air, function, nutrients, minerals, label, record, investigate, process, diagram, survive. Select instructional methods, media, and materials
Materials List: Teacher-Centered Materials List • Exit tickets • My ‘Parts of a Plant’ NearPod Lesson. https://share.nearpod.com/FSBMCb64P0 • SmartBoard • Elmo, Pull-down screen • iPad with the WiFi connection Student-Centered Materials List • Paper • Pencil • Technology such as Nearpod Lesson Code • iPads
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Technology Learning Resources: (Supporting & Additional) • PBS Learning Media (2019). Plant Structure --Think Garden (PBS Video). Retrieved on September 9, 2019, from https://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff-982c8650f9429c01/think-garden-plant-structure/ (Student-centered) • Turtle Diary (n.d.). Turtlediary.com. (Website) Retrieved on September 8, 2019, from https://www.turtlediary.com (Student-centered)
Utilize media and materials
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Briefly describe how you will use the learning resources in the following three (3) areas: Preparations checklist: Material: • Check for the internet connection • Preview video and website preset the game on the website. • Check for Elmo and all-electric connections. • Start and preset the teacher’s iPad and the connection to all the other iPads for students. • Students will start out on the carpet and then go to their assigned seats, working individually on their iPads while the teacher monitors their work from her iPad. • Before we start, students check and preview their devices for proper start and enter the Nearpod code to begin. Classroom: • Turn the lights off for the screen. • Finalize the seating arrangement. Learners: • Students gather on the carpet and get introduced to the lesson. • Vocabulary read-aloud and introduction, writing support on paper with a pencil and visual support on the screen. • Draw a comparison of human body parts and parts of the plant via Nearpod lesson on the screen. • Students take a poll embedded in the lesson and check their understanding of the content. • Students get back to their seats and draw their plant with labeling at least three parts of a plant on their individual iPads. • Students then continue with the lesson, watch the video (supporting resource) • Students participate in the lesson embedded quiz as the formative assessment. Students get to see their results on their individual screens. 43
Differentiation: I will provide differentiated instruction and practice for the child with IEP on his electronic device. The assistance of para-pro for monitoring this student while the teacher advises fellow students. One student with IEP will use his electronic device for visual and auditory learning, and the teacher plans to provide him with educational touch-screen diagrams with labelings. He will learn through his device, a modified version of the same content topic as his classmates. ELL Students: The lesson is visually appealing and easy to read. Creative and with images for students with English as a second language to understand the content better. After the instruction on how to use the technology, Students will be introduced to Require the lesson. They will then log into their lessons via iPads. They draw a plant with learner participation at least three parts labeled on their plant. They will learn about each part and its function and then participate in the lesson embedded poll, a quiz (formative assessment) as an exit ticket. After the duration of the entire lesson, students will play the labeling game on the website mentioned in the resource section while practice labeling and matching the parts of the plant and its functions. Students will see immediate feedback on their devices on their individual participation. If a student seems not to understand the concept and demonstration of the required skills, then guide through the lesson and participation time. Reteach the lesson if necessary. Formative Assessment (Process): Evaluate The teacher has a lesson embedded poll that she uses to ask questions to the and revise students and gather answers for their understanding. The teacher informally assesses students by observing them, asking questions about the concepts, and checking for their participation in class. Summative Assessment (Product): The summative assessment will be a combination of students’ in-class participation, the ability to successfully complete the activities embedded in the lesson. The demonstration of the proper use of technology to accomplish tasks, take the poll, the quiz that goes with the Life Sciences standard of understanding parts of the plants, and the technology standards to ensure improved student learning.
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Unit Media Share Montessori Parts of Plants This app is an engaging way to introduce and practice the subject of plants and parts of plants. The app is intended for children under eight years old and perfect for 1st and 2nd graders. Students will engage in playing puzzles, for example, bringing parts of plants together for learning and practice. The app is sensitive to the need of children listening and speaking standard literacy requirement. This app is a google play app requiring android version 5.0 and up. The content complies with the digital literacy categories of Digital Citizenship and the Common Core Standards for Technology, •
Use age-appropriate technologies to locate, collect, organize content from media CCSS.RI.1 & CCSS.RI.7 (Research and gathering Information, digital literacy skills): collection for specific purposes, citing sources.
Montessori Mobile, Rantec Inc. (2019). Montessori Parts of Plants. [Google play app. Cost: $3.99]. Retrieved on September 9, 2019, from https://play.google.com/store/apps/details?id=com.mobilemontessori.plantparts& hl=en MyPlantie MyPlantie is the fun and motivational games app for kids in which they grow plants and learn to feel responsible for helping virtual plants grow healthy. It has vocabulary lists and reminders on how to make sure plants meet their nutritional needs every day, teaching them to live sustainably. This app supports the overall idea of plant education in terms of its importance in benefiting humanity, producing food, etc. and is designed for kids ages 6-8. The app is compatible with iOS 8.0 or later and iPhone, iPad, or iTouch. Common Core Standard for Life Sciences, CCSS.1. W.1.8: With guidance and support from adults, recall information from experiences, or gather information from provided sources to answer a question. (1-PS4-1), (1-PS4-2), (1- PS4-3) •
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Red Anchor Trading Corp, (n.d.). MyPlantie. [Cost: Free] Retrieved on September 9, 2019, from App Store, iPhone. Parts of A Plant—The Dr. Binocs Show This videos not only identify and show labeled images of plants but also draw a comparison between the human body and the structure of plants. These similarities make it easier for the children to understand the structure of plants. The Character of Dr. Binocs is interesting and speaking for kids’ further understanding. Teachers may explore many more video by subscribing the channel to support their lessons and providing children with a visual process of what plants need and how do they produce food to grow. •
CCSS.ELA.LITERACY.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Tennessee State Standards for Life Sciences, •
1.LS1.1. Recognize the structure of plants (roots, stem, leaves, flowers, fruits) and describe the function of the parts (taking in water, and air, producing food, making new plants).
Peekaboo Kidz. [You Tube Channel]. (2015, March 25). Parts of a Plant: The Dr. Binocs Show. [You Tube Video]. Retrieved on September 9, 2019, from https://www.youtube.com/watch?v=p3St51F4kE8 Plant Structure—Think Garden This video effectively summarizes the plant structure and function from the seed plantation to the flower pollination, which will be a great benefit for the learner. Even though the video is intended for upper elementary grades from 3-5, yet it gives closure to the topic of interest, i.e., structure and function of a plant: root and shoot system. The vocabulary and terms used are academically apt and may start new discussions for the extension of the subject. The video complies with the common core standards of technology for elementary grades such as: •
CCSS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1), (1-PS4-2), (1- PS4-3)
PBS Learning Media (2019). Plant Structure --Think Garden (PBS Video). Retrieved on September 9, 2019, from https://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff-982c8650f9429c01/think-garden-plant-structure/
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ScienceKids.co.nz This is a free website that has interactive lesson ideas, educational videos for visual learning and games for students to practice and master the content goals. Teachers will be able to incorporate many experiment ideas and activities to support the units they want to teach. This website is overall ‘Science made easy’ for kids encouraging a deeper understanding of the text and topics. The content of the site is intended for elementary to high school kids providing them with challenging facts and materials about a wide variety of topics in Science (Standardized or non-Standardized). I have found the subject of interest ‘Plants: Structure and Function’ supported by hands-on activities/experiments compliant to the Common Core Standard for Life Sciences, • CCSS.1. W.1.8: With guidance and support from adults, recall information from experiences, or gather information from provided sources to answer a question. (1-PS4-1), (1-PS4-2), (1- PS4-3) • CCSS.1.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (1-PS4-1), (1-PS4-2), (1- PS4-3)
Smith, R. (2018, December 20). Science Kids: Plants for Kids. (Website) Retrieved on September 8, 2019, from http://www.sciencekids.co.nz/plants.html Turtlediary.com The website is an excellent way for students to learn interactively by playing games and visualizing the content presented to them. Turtlediary.com is a skills-rich resource for teachers as it contains unit activities and experiment ideas based on grade levels along with quizzes/assessments to support the learning objectives. The website has embedded videos that are informative and content- specific so that the students’ learning is not compromised. Plants and their structure and function (parts of the plants) are explained concisely with opportunities to identify/ label, printable worksheets which increases and clarifies the students’ concepts of plants, their importance, and needs. The premium membership is $79.99 for a year of subscription for the whole class, for teachers. The website requires an updated version of Adobe Flash and has an app as well for apple and google play users. The content complies with the digital literacy categories of Digital Citizenship and the Common Core Standards for Technology, •
Use age-appropriate technologies to locate, collect, organize content from media CCSS.RI.1 & CCSS.RI.7 (Research and gathering Information, digital literacy skills): collection for specific purposes, citing sources.
Turtle Diary (n.d.). Turtlediary.com. (Website) Retrieved on September 8, 2019, from
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https://www.turtlediary.com
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Bisa Lasco-Gilchrist Unit Rationale – Overcoming Obstacles In this unit, first grade students will be using text to comprehend how a character overcame their obstacles for ELA. The texts that will be read during this unit include texts based on a character that had to move from their home country and adjust to a new country. Some students were born and raised in Nashville and may not understand those hardships. However, there are some students that have moved from a different country and are able to relate to the hardships of the character. I have a class that thrives on collaboration. I will use this opportunity to have students collaborate with their thoughts on how they felt when the overcame something. I will relate this text to them by activating their prior knowledge with questions such as “How did it feel to overcome Kindergarten?” Through prior knowledge and events in the book, students will be able to decipher how a character feels. The idea of overcoming obstacles are not only essential to the text, but is also a connection to the students that they too can overcome obstacles. They will observe how the character overcame their hardships. My goal is to make sure that students understand how a character overcomes obstacles. Collaboration of students that have and have not experienced overcoming obstacles will aid this goal. I will utilize resources to research more about the places that the characters are from. I will pull from those resource information that will help the students understand the perspective of these characters. I will also use videos related to a character or person overcoming an obstacle. Students will participate in discussions related to how a character felt throughout the story while utilizing video and/or text evidence to support findings. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 3A. Demonstrate awareness of and consideration of other people’s emotions, perspectives, and social cues. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/M6iIeFvGN1 v Opening Commercial: Available upon request
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ASSURE Lesson Plan The Hungry Alligator Name: Bisa Lasco-Gilchrist
Subject Area(s): Math
Duration of Lesson: 25-30 minutes
Grade Level: 1st grade
Analyze learners
General Characteristics I will be teaching a small group of 5. In this group, there are 3 females and 2 males. The grade of students that I will be teaching are in 1st grade. o This group of students are mostly proficient. We are still working on academic language. I have students that speak English but are proficient in conversational English. This information is still current according to assessments and data. o o
Students learned how to add and subtract before this lesson. A method that’s was used to help them remember which number goes where was the big daddy, medium mama, and little baby method. Big daddy is the biggest number. Medium mama is the smallest number. Little baby is the smallest number. For example, if students were given the following number: 6, 10, and 4. They are also given this equation will all unknown positions: _+_= _. They know that for addition that big daddy must go at the end and for subtraction, big daddy must go at the beginning (_+_=10, 10-_=_). Through this method do they know how to find the smaller and larger number. Students are used to coming up to the smart board and using drawing/writing on it. Even though the technological product differs (smart board/ iPad), they still have the same concept. This lesson is in a small group of students that do not have 504s or IEPs. o Three of my students in this group are Hispanic, one is Kurdish, and one is African American. Most of my students are in the lower middle class. They are familiar with some forms of technology because technology is used at home. During planning, I take make sure that I consider their interest. This group of students enjoy animals and movements, thus is why I am deciding to teach greater than, less than, and equal to using an alligator analogy. o
o
Curriculum Competencies
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Students know how to find which number is larger/smaller. I will use the big daddy/ medium mama method to familiarize them with the objective that I want them to reach according to the standard. To complete this lesson, students will need to know how to compare two number. Technology Competencies Students are familiar with the iPads that we will be using. They already know how it feels (weight, texture), and where the home button is so I do not need to spend time allowing them to familiarize themselves with the product (not the app). To complete this lesson, students will need to understand how to use the notes app utilizing the text tool, drawing tool, and picture tool. State & NETS*S objectives
State Standard 1.NBT.B.3 Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given the use of iPads and the notes application, the learners will compare two two-digit numbers in order to demonstrate their understanding of the relationship between two numbers using greater than, equal to, and less than through the utilizing technology. Students will utilize technology to deepen and demonstrate their understandings. Language Objective: Key vocabulary: less than, greater than, equal to, compare. Academic Language Function The key vocabulary that will be taught during this lesson will be greater than, less than, and equal to. I will use the alligator analogy to teach these vocabulary words. The alligator eats the larger number so the alligator will be facing the greatest number. Students will evaluate two numbers to compare and/or contrast the numbers while using greater than, less than, or equal to. In order to express their understanding, students need to use these following words and phrases: smaller (or synonym of such), larger (or synonym of such), 51
Select instructional methods, media, and materials
greater than, less than, equal to. I will use the following sentence frames: ___ is larger than ___. ___ is smaller than ___. I will have this example on my board so that may look at my iPad as a reference for order/spelling. I will make sure that students are given the opportunity to practice the new language and develop fluency orally and written. Students will also be using syntax to understand the vocabulary (<, >, =) Teacher materials: • • • • • •
iPad Notes application Note pad Pen Blocks Alligator printable
•
Students materials:
• • •
iPad (one for each student) Notes application Items to compare of their choice (i.e. blocks, books, stuffed animals, etc.) Alligator printable (5 each) (see teacher materials)
•
Utilize media and materials
Material preparation For the teacher materials I would need to make sure that the iPad is charged and that the notes app doesn’t need any updates. I will have the bucket of blocks beside my desk for easy access when they are needed. I will have the alligator printable precut. For the student materials I will have the iPads charged and limited apps on the first page of the home screen (for easy access). I will have the alligator printable precut for each student. I will have items that they are able to access during the compare portion of the lesson in areas that are easy to find multiples or two sets of two-digit numbers. I will have each iPad signed into my email account so that it will be an easy transition to turn the work in. Classroom preparation I will make sure that the area we are working in has appropriate lighting. I will make sure that all the seats for the students (5) are not wobbly to cut out on distractions from the lesson that hinder student participation. I will make sure that the temperature is appropriate and comfortable for my students.
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Learner preparation
Require learner participation
1.
2.
3. 4.
5.
I will focus on comparing numbers first. I will write a two two-digit numbers on the whiteboard. I will ask students if they see anything different/similar about the two digits. I will ask students which one is smaller, and which one is larger. I will then write the same two-digit numbers on the white board and ask the same sequence of numbers. I will ask which one is smaller/larger. This question may be tricky for students because it is the same number. I will focus on comparing numbers first. I will write a two two-digit numbers on the whiteboard. I will ask students if they see anything different/similar about the two digits. I will ask students which one is smaller, and which one is larger. I will then write the same two-digit numbers on the white board and ask the same sequence of numbers. I will ask which one is smaller/larger. This question may be tricky for students because it is the same number I will directly teach that the alligator eats the larger number, so its mouth always faces the larger number. If the mouth is facing away, that means that number is smaller. If the alligator sees two numbers that are the same, it gets confused that has a straight face. The straight face means that they are equal. We will then practice with blocks. I will have 12 blocks on one side and 25 blocks on one side. I will model counting the blocks and thinking through the problem (i.e. I see that there are 16 blocks over here and 11 blocks over here. I know that the alligator eats that the alligator eats the greatest number, so it must face the 16 because 16 is greater than 11.). I will then go through this same process for less than and equal to utilize 20 and 10 for less than and 15 and 15 for equal to. Explain to students that we will use iPads to maximize our learning experience (or change how we usually do math). (NEEDS TO BE MODELED WHILE EXPLAINING) I will ask students to go open their iPads and find the notes app. They will click on this app and wait for further instructions. I will then go on how we will use this app. I will instruct students to tap the notes button at the bottom write. I will explain what each symbol means (1. Chart 2. Change the format of words/ note. 3. Create a checklist. 4. Take a picture. 5. Draw with finger). For this lesson, we will only be using 4 and 5. I will model how to use each and how to find the members and symbols on the keyboard. I will have students write their favorite number on their iPad utilizing the drawing feature. In pairs we will use the alligator mouths to find which number is greater than, less than, and equal to. I student sill partner with me. Each pair will be comparing their number to their partner. We will complete rotations times so that I am able to work with each student. I will note their answers (during the time with me) on a note pad.
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6. I will stop for any questions/clarification. 7. Will explain to students that they will now use their alligators to create examples of greater than, less than and equal to. I will model organizing my example item, have shown whether itâ&#x20AC;&#x2122;s greater than, less than, or qual to using my alligator, and then take a picture within note. I will do this three time, one for each content specific vocabulary word. Each student will practice with blocks before doing the activity independently to receive feedback from me. They will find an item they prefer to work with that has at least more than 40 (not actually counting the item, but by guessing). I will refer to me using the blocks earlier as an example. They will take a picture of each example. Students that have finished their examples will then use the camera to take a video explain greater than, equal to, and less than. 8. To wrap up the lesson, I will have students send me their work from notes. I will walk them through how to do so (clicking share, clicking email, finding my email, and clicking send). 9. We will have share outs about what we learned. Evaluate and revise
Formative Assessment (Process): For the formative assessment, students will be partner with a classmate (or myself). They will use vocabulary during discussion and ask/answer questions related to the content. Students will demonstrate their understanding by actively comparing and using content specific language (greater than, less than, equal to. During this portion of the lesson, I can work one-on-one with each student. I will use this opportunity to guide students by asking content specific questions (ex. If this number is greater, should the alligator be open or away from this number?). I expect the use of vocabulary and correctly comparing the numbers using greater than, less than, or equal to. I will note their answers on a note pad. I will use the time that they spent with me to assess. I will be noting if they used content vocabulary and if they used the symbols correctly. I will use the one-on-one time to give feedback. I will use guiding questions to assist in guidance to where I need them to be. If they are simply not getting it, I will use this opportunity to revisit the teaching of the content. 54
If I notice that most students are not grasping the concept, we will revisit the teaching segment and practice more with number (not objects).
Summative Assessment (Product): Students will be turning in their notes and work to me at the end of the lesson. From this, I can assess (specifically from pictures and/or video). The picture is a direct resource of what students can do. These resources of student work will allow to go back and answer if students were able to master the objective. The assessment allows for creativity and creating using what they know of the content. This is a direct image of what they know or have learned. For my more advanced students, I will ask them to write 2-3 sentence explaining their picture. I will allow my lower level students to use onedigit number so that be can build on the concept and work our way to using two-digit numbers. Students will be allowed 10-15 to finish their assessment. This also allows time for them to think about their work and review what they have done. The assessments require students to compare the numbers using greater than, less than, or equal to. With this requirement, the assessments are aligned with the objectives. Rubric
Greater than
3
2
1
Student is able use two-digit numbers to compare and find the greatest number between the two number.
Students can compare the two numbers but is not numerically correct or and/ doesnâ&#x20AC;&#x2122;t use two-digit numbers.
The student is inaccurate according to the term.
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Less than
Student is able use two-digit numbers to compare and find the smallest number between the two number.
Students can compare the two numbers but is not numerically correct or and/ doesnâ&#x20AC;&#x2122;t use two-digit numbers.
The student is inaccurate according to the term.
Equal to
Student is able use two-digit numbers to compare and that the two numbers are equal.
Students can compare the two numbers but is not numerically correct or and/ doesnâ&#x20AC;&#x2122;t use two-digit numbers.
The student is inaccurate according to the term.
Unit Media Share Emogo Emogo allows for collaboration outside of the classroom. Teachers and students can use this app to collaborate outside of the classroom. Information found outside of the classroom does not need to wait until the next time the class meets. For example, students may know someone who has moved from a different country. They may choose to do a mini interview on that person and post it to the app with the help of the parent. The teacher and students can see this example before the next class period and gain new insight the subject though the interview. They are also to comment on content posted. This app relates to the standard because this app can allow the students to collaborate.
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Woods, Jon (2014) Emogo [iTunes App, Cost: Free [ Retrieved on September 16, 2019 from https://emogo.io/ 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. Every culture During this unit, we are exploring people who have oved from their home country to another. We’re exploring the comparison and contrast from how the character was at the beginning and at the end. According to one of our key standards, students must be able to demonstrate awareness on another’s culture. This website is a great tool for us to explore the cultures of characters such as Sangoel and Yoon. We may also use this website to explore the home of students in the class who are not from the state. (The link is for South Korea, birthplace of Yoon). Every Culture (2019). South Korea [Website] Retrieved on August 16, 2019 from https://www.everyculture.com/Ja-Ma/South-Korea.html 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 3A. Demonstrate awareness of and consideration of other people’s emotions, perspectives, and social cues. Google Arts & Culture This app allows one to explore the areas mentioned in the text through photos. It is a way to do virtual filed trips. Through this, students can better understand the perspective of the characters. They can do this through seeing the culture of the character through photos. This app related to the standards because the students can see understand someone’s perspective. Google LLC (2015) Google Art & Culture [iTunes App, Cost, Free] Retrieved on September 16, 2019 from https://apps.apple.com/us/app/google-arts-culture/id1050970557 3A. Demonstrate awareness of and consideration of other people’s emotions, perspectives, and social cues. My Name is Sangoel 1 This video will be used for my auditory learners. It is a reading of one of the two stories that will be focused on during this unit. This method allows for students to listen and read along for those on a higher level and just listen for those on a lower level. Students are also able to hear the correct comprehension of Sangoel’s name through this. April Pleasants (Account Holder) (2017) My Name is Sangoel 1. [YouTube Video]. Retrieved on August 13, 2019.https://www.youtube.com/watch?v=jTW4iiejDoc&t=47s
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3A. Demonstrate awareness of and consideration of other people’s emotions, perspectives, and social cues. My Name Is Yoon This video will be used for my auditory learners. It is a reading of one of the two stories that will be focused on during this unit. This method allows for students to listen and read along for those on a higher level and just listen for those on a lower level. I can pause for questions during this hearing which can be used as a time for collaboration. Students are also able to hear the correct pronunciation of Yoon’s name. Nancy Gambuti (Account holder) (2016). My Name Is Yoon. [YouTube Video]. Retrieved on August 13. 2019 from https://www.youtube.com/watch?v=4kawh9S_UUU 3A. Demonstrate awareness of and consideration of other people’s emotions, perspectives, and social cues. Pink Cat Games This site allows me to create review question about the topics discussed. Students will be able to collaborate in teams to answer the questions. This allows for students to gain more insight on the topic through collaboration. Pink Cat Games (2019) First Grade Quizzes [Website] Retrieved on August 16, 2019 from https://www.pinkcatgames.com/play?Grade=%5B3%5D&Language=%5B39%5D&search =1 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.
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Amy Mryncza Unit Rationale â&#x20AC;&#x201C; Structure of Plants In this unit, first grade students will be learning about the structure of plants (roots, stems, leaves, flowers) and describe their functions. Students may not understand that trees, grass, fruits, and vegetables are all plants. To enhance the students learning there will be a hands-on activity with a lima bean seed. They will plant a seed in a clear bag so they can observe the different structures as a seed begins to grow. Students will also go on a field trip to explore Cheekwood Botanical Gardensâ&#x20AC;&#x2122;. This will allow students to see the various types of plants and stages of growth that grow here in Middle Tennessee. It is important for students to understand how important plants and their functions are to life on Earth. Without plants we would not be able to eat, breathe, and grow. 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/vsph/oYVQUK9MLu v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Plant Discovery Unit Name: Amy Mryncza Duration of Lesson: 30 minutes
Analyze learners
Subject Area(s): Science Grade Level: 1st
General Characteristics Westmeade Elementary School is located in the suburbs of Nashville Tennessee. This school has a unique culture that believes that the well-being and health of its students is its top priority. In this first-grade classroom there are twenty students which include 11 females and nine males. The classroom population is very diverse. Students range from Caucasian, African American, Asian, Hispanic, and Middle Eastern. The students have a well-rounded curriculum that includes the opportunity to engage in related arts such as Physical Education, Music, and Art. As well as many clubs such as garden club, accelerated reader, science club, and young naturalist. Westmeade serves grades Kindergarten through fourth grade which include approximately 459 students. The student population is predominantly Caucasian however the minority enrollment is 45% (majority African American and Hispanic). The school follows an early intervention program. This ensure that students work in small leveled groups in Math and English Language Arts. These small groups allow for the teachers to base their instruction on the specific needs of the students. Curriculum Competencies To complete this lesson, students will need to know that plants grow in the ground and that all living organisms need water to grow. Technology Competencies To complete this lesson, students will need to know how to navigate a tablet and how to drag and drop to sequence a plants life cycle.
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State & NETS*S objectives
State Standard 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). 1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details.
ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective Given the website, From Seed to Plant: https://www.pbslearningmedia.org/resource/evscps.sci.life.seedint/from-seed-tofruit-interactive/the students in the first-grade class will watch a short informational video that will review the key vocabulary and definitions with examples. This video will go through the life cycle of a plant starting with a seed ending with a fruit. After the informational video students are required to arrange the pictures in the correct order of a plants life cycle by dragging them in the correct sequence. They will be required to complete at least 6 out of the 8 sections correctly. Language Objective Key vocabulary: seed, roots, soil, plant, flowers, fruit. Academic Language Functions To express understanding, students will need to understand and be able to apply the key vocabulary terms. They will need to understand that every plantâ&#x20AC;&#x2122;s life cycle is predictable and that every plant begins as a seed. After working on this website students will be required to help complete an anchor chart that follows the plants life cycle while using academic language.to compose their own word problem using the addends that equal 20 or less. The group of students will then use their knowledge to complete at least 8 out of 10-word problems on the provided website. After whole class completion, the groups of students will present their word problems to the class and will be completed with guidance from the teacher. The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they solve the word problems. The students will watch a video and then we will discuss the words as a whole group and the teacher will write the terms on the dry erase board for the remainder of the lesson.
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Select instructional methods, media, and materials
Curriculum Materials ● ● ● ● ● ●
5 Life cycle of a plant graphic organizer (student centered) 20 pencils (student centered) 5 sets of crayons (student centered) The Tiny Seed By: Eric Carle (teacher centered) Plant Life Cycle anchor chart (teacher centered Vocabulary cards (teacher centered)
Technological Materials • Ket. (2019, October 5). From Seed to Fruit: Interactive: Everyday Learning. Retrieved November 17, 2019, from https://www.pbslearningmedia.org/resource/evscps.sci.life.seedint/from-seedto-fruit-interactive/. (student centered) • Life Cycle of Plants. (n.d.). Retrieved November 17, 2019, from https://www.youtube.com/watch?v=2GBp-GTnXW4. (teacher centered) ● 5 media devices (tablet or laptop) with Wi-Fi/internet connection (student centered) ● Laptop for video (teacher centered) ● Pull-down display screen (teacher centered) ● Projector (teacher centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***
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Utilize media and materials
Preview and Prepare Materials ● Preview the Life cycle of plants video *previewed and approved* ● Preview the website From seed to fruit *previewed and approve ● Print the life cycle of a plant graphic organizer ● Have the video prepared on the tablet/laptop ● Check for connection of Laptop and projector ● Have writing utensils for all students ● Have the website prepared on the tablets Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the projector and laptop Prepare the Learner ● Introduce the lesson by reviewing vocabulary cards and showing the video provided (Life Cycle of Plants). ● Read The Tiny Seed by Eric Carle ● Present the practice website (From Seed to Fruit). ● Model for students how to utilize the sound availability and how to click on the arrows to move to the next screen. Also show students how to drag and drop the pictures when completing the life cycle of a plant. ● Students will divide into 5 groups at one of the 5 available tablets ● Group of students will complete the graphic organizer on the tablet/laptop as well as the printed copy of the graphic organizer.
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Require learner participation
After the instruction on how to use the technology, students will be broken into 5 groups (5 groups of 4). The groups will then be provided with a pencil, handout of the graphic organizer, and a tablet/laptop. From there the students will be instructed to watch the informative video and talk amongst their group to complete the sequence of events at the end of the video. After completing the online version, the students will then be asked to complete the paper copy of the graphic organizer. They are required to use the key vocabulary terms we discussed at the beginning of the lesson. They will also be required to draw an appropriate visual representation of the corresponding vocabulary. Once completed, the students will meet on the rug. The last portion of the lesson will be used for group presentations of the graphic organizers they created. The students in the presenting group will display their graphic organizer they completed. The students will be graded on their completion of the the graphic organizer and the key vocabulary they used and their participation in the group. If a student is showing signs that they do not understand the objective (the predictable life cycle of a plant), provide assistant to this student by giving them a set of vocabulary cards with a definition and corresponding picture. If the student is still struggling provide this student with a completed graphic organizer.
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Evaluate and revise
Formative Assessment Formative assessments used in this lesson include asking text dependent questions during the interactive read aloud. Asking these questions during the read about will ensure that students are comprehending not only the text but the plants predictable life cycle. I will encourage students to use the key vocabulary terms that I printed out on the vocabulary cards and reviewed prior to the lesson. I will also by observing the group participation while students are watching the Seed to Fruit instructional video. By ensuring that all students are engaging with the informational video this will increase their comprehension and improve their ability to successfully complete the graphic organizer. Students will demonstrate understanding by working together to form their own logic and working together to complete the graphic organizer correctly. The students will need to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to complete the graphic organizer. Students are expected to participate and work together within their group to complete the task. Students are also required to participate in the presentation of their graphic organizer to the whole class. Students are required to speak at least one time while they are presenting. After each group presents, I will provide the group with verbal feedback. This immediate feedback will be instant and motivating to the students in their groups. After the students present and it is evident that the objective is not being met then I will go back and explicitly reteach the lesson. Summative Assessment The summative assessment includes the studentâ&#x20AC;&#x2122;s effort within their group as well as their ability to correctly complete the graphic organizer. Students are required to use the key vocabulary terms that was explicitly taught at the beginning of the lesson. These vocabulary words are printed and displayed throughout the classroom. Students will receive a grade for their participation within their group, successfully completing the anchor chart, and the presentation of their graphic organizer. The graphic organizer will prove that the students know and understand the predicable life cycle of a plant as well as the parts of a plant.
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Group Grading Rubric 3
2
1
Vocabulary Terms of a plant’s life cycle
The created graphic organizer consists of 3 or more of the listed vocabulary terms from the board.
The created graphic organizer consists of 2 of the listed vocabulary terms from the board.
The created graphic organizer consists of 1 of the listed vocabulary terms from the board.
The created graphic organizer does not list any of the vocabulary terms from the board.
Visual representation of a plant’s life cycle
The created graphic organizer shows 3 or more correct visual representations.
The created graphic organizer shows 2 or more correct visual representations.
The created graphic organizer shows 1 or more correct visual representations.
The created graphic organizer does not show any correct visual representations.
Correct sequence of a plant’s life cycle
The completed graphic organizer has the 5 correct stages of a plant’s life cycle.
The completed graphic organizer has the 4 correct stages of a plant’s life cycle.
The completed graphic organizer has the 3 correct stages of a plant’s life cycle.
The completed graphic organizer has the 2 or less correct stages of a plant’s life cycle.
Total
0
/9
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Student Grading Rubric 3
2
1
0
Student Work Effort
The student contributed a significant amount of work within their group.
The student contributed a fair amount of work within their group.
The student rarely helped with the work within their group.
The student did not contribute any help within their group.
Studentâ&#x20AC;&#x2122;s Role in the group presentation
The student clearly explained/ played a significant role in the presentation.
The student vaguely explained and spoke during the presentation.
The student said very few words in the group presentation.
The student did not play a role in the groupâ&#x20AC;&#x2122;s presentation.
Total
/6
Unit Media Share
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Happy Little Farmer The app Happy Little Farmer is a great app that teaches students how things grow. In this app they will rake, dig, trim, and water to show what things are necessary for a plant’s life cycle. There are 15 activities to complete that includes chasing bugs away before they eat all of the leaves. Students will enjoy “working” on the farm and watching their plants grow. Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). GiggleUp Kids App and Educational Games Pty Ltd. Happy Little Farmer. [iTunes App, Cost: $2.99] Retreived on September 10, 2019 from https://apps.apple.com/us/app/happy-littlefarmer/id564100079. Picture This The app Picture This allows for users to instantly identify plants. Take a walk outside with students and take a picture of a plant and it will instantly identify the plant. It provides a description, interesting facts and tips about the plants you take a picture of. This app has a large database that you can access from users around the world. You can research all kinds of plants including: flowers, trees, succulents, mushrooms, herbs, shrubs, grasses, and more. You can use this app to go on a virtual field trip! Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Glority LLC. Picture This. [iTunes app, Free] Retreived on September 10, 2019 from https://apps.apple.com/us/app/picturethis-plant-identifier/id1252497129. Plants: 11 Study Jams! Interactive Science Activities The website Plants: 11 Study Jams! Interactive Science Activities is a great resource for those classrooms with interactive white boards. This website helps students gain a better understanding of stems, photosynthesis, plants, seeds, etc. At the beginning of each activity there is key vocabulary that they have listed. In the activites students can play interactive slide shows, play videos, and even sing kareoke. At the end of each activity students can take a quick quiz and it will display the results. Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Scholastic, (2019). Plants: Study Jams! [Website, free]. Retrieved on September 10, 2019 from http://studyjams.scholastic.com/studyjams/jams/science/plants/plant-with-seeds.htm.
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Plant Parts and Functions The short video Plant Parts and Functions is a fun educational video for students to better understand the parts of plants and their functions. It breaks down the 6 major plant parts into 2 categories. The first set of parts that make food, get water, and grow are the roots, stems, and leaves. The second category is about what helps plants, make more plants and include flower, fruits, and seeds. This animated video grabs the student’s attention as they explore the different parts and includes real pictures of the parts of a plant. Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). Homeschool Pop, (February 2, 2017). Plant Parts and Functions: First and Second Grade Science Lessons For Kids. [YouTube video, Free]. Retrieved on September 10, 2019 from https://www.youtube.com/watch?v=18amLZ9vfG8. Plant Structure-Think Garden The short video Plant Structure-Think Garden is a great video for teachers to use to help students better understand plant parts and their structures. This video examines the root and shoot system as well as stems, leaves, flowers, and seeds through engaging animation. During the video they have clearly labeled all the major parts so that students are able to see the vocabulary that is important for them to know. There is also support material for the teacher which includes background reading and discussion questions. Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants). KET Education, 2019. Plant Structure-Think Garden. [Website, Free]. Retreived on September 10, 2019 from https://www.pbslearningmedia.org/resource/5dea21b4-6c92-46ff982c-8650f9429c01/think-garden-plant-structure/#.XXkxvmbMzq0. The Great Plant Escape The website The Great Plant Escape is a fun interactive website that allows students to play a detective to help solve the mystery of plant life. In this website there are 6 “cases” that students can find clues, conduct experiments, and solve problems as they navigate through the “world of plants.” The website also has a glossary with over 90 words and their definitions listed. Under the green links tab you can find links to valuable resources which include: 8 websites about plants, 6 links to customizable lesson plans, 6 links to fun activities, links to 12 resourceful websites, and links for grants. Science Standards: 1.LS1.1 Recognize the structure of plants (roots, stems, leaves, flowers, fruits) and describe the function of the parts (taking in water and air, producing food, making new plants).
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University of Illinois Extension, (2019). The Great Escape. [Website, Free.] Retrieved on September 10, 2019 from https://web.extension.illinois.edu/gpe/links/index.html.
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Preston Dean Unit Rationale – Skip Count within 1000 In this unit, second grade students will be learning how to skip count within 1000. Students will start from any number and skip count by 5’s, 10’s, and 100’s. Students will struggle skip counting by 5’s. Students will struggle with recognizing the pattern that is created when skip counting by 5’s. Students will struggle skip counting from less “perfect numbers”. For example, 73 or 117 instead of 70 and 120. Students will struggle with crossing the “99 barrier”. For example, 199, 200, 201 and 999,1000,1001. Most students will have experience skip counting by 5’s and 10’s from zero. The vocabulary that will be covered in this unit is digit, value, place, and regroup. Students will experience this lesson through large group discussion, peer to peer interaction, the use of manipulatives, the use of technology, peer teaching, and reflection. My goals for the students are for them to use currency to skip count numbers within 1000 and use technology to practice and reinforce. My goals for myself are to practice effective classroom management, reinforce areas students are struggling with, and record effective data during and after the lesson. This is a very useful skill. Many daily activities involve skip counting. For example, counting currency, counting items in bulk quickly, and basic multiplication. 2.NBT.A.2 Count within 1000. Skip count within 1000 by 5’s, 10’s, and 100’s, starting from any number in its skip counting sequence. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/ZHN7DClzP1 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Skip Counting by Fives, Tens, and Hundreds Name: Preston Dean Subject Area(s): Mathematics Duration of Lesson: 30-40 minutes Grade Level: 2nd
General Characteristics
Analyze learners
In the second grade class at Gower Elementary, there are 20 students which include ten females and ten males. The studentâ&#x20AC;&#x2122;s ethnicities range from AfricanAmerican, Caucasian, Hispanic, and Middle Eastern. The students range in age from seven to eight years old. Two students in in the class have an IEP for learning disabilities. These students receive push in and pull out services with the special education teacher. None of the students within the class are English language learners. Gower is a very diverse school with 59% white students, 22% black, 8-9% Hispanic and Asian. At Gower 48% of the students come from low income families.
Curriculum Competencies In order to find success within the lesson, the students will need to know how to skip count by fives, tens, and hundreds, starting from any number. To find success with skip counting the students should have prior knowledge and understanding of place value.
Technology Competencies In order to complete this lesson and find success, students will need to understand how to navigate the classroom set of iPads. The students will be responsible for logging into the Nearpod session, and responding to questions within the interactive Nearpod quizzes. State Standard
State & NETS*S objectives
2. NBT.A.2-Skip count within 1000 by fives, tens, and hundreds, starting from any number.
ISTE Standard
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1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Behavioral Objective Given a Nearpod lesson including differentiated instruction and technological integration, the learners will discuss, solve and be assessed on skip counting in order to demonstrate an understanding of skip counting within 1000 by fives, tens, and hundreds, starting from any number. All students should find success within the lesson. Students should effectively collaborate and explain patterns using vocabulary words like ones place, tens place, and hundreds place. They should also be able to find the missing number in two different types of number sequences. They should also be able to find ten more, ten less, hundred more, and hundred less to any number. Students should master place value in this lesson. Students should master skip counting starting at zero. The students should be working toward mastery in skip counting starting from any number.
Language Objective At the end of the lesson the students will understand the key vocabulary words of place value, tens place, ones place, hundreds place, number sequence, and pattern. Academic Language Functions During the lesson students will be describing patterns that they see within number sequences. They will do so collaboratively through peer to peer discussion. Students will also identify missing numbers within a number sequence. They will present their answers written on their personal whiteboard. The key vocabulary terms that are directly tied to place value will be covered in the beginning of the lesson. These place value vocabulary terms are also visible on an anchor chart hanging on the wall within the classroom. The terms number sequence and pattern will be covered during the instruction problem solving portion of the lesson.
Select instructional methods,
Curriculum Materials â&#x20AC;˘
Class set of six to nine sided dice (students centered)
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media, and materials
•
Notebook and printer paper (student centered)
•
Class set of pencils (student centered)
Technological Materials •
Nearpod lesson (teacher and student centered) Dean, P. (2019, October 8). Skip Counting. Retrieved from https://share.nearpod.com/hDO40Q75C0.
•
Place value song YouTube video (student centered) Numberock Youtube Video. Video by Math Songs by Numberock. Copyright 2016. Avaliable Under a Creative Commons Public License https://www.youtube.com/watch?v=a4FXl4zb3E4&t=161s
•
Interactive online quiz on place value (student centered) Dean, P. (2019, October 8). Skip Counting. Retrieved from https://share.nearpod.com/hDO40Q75C0.
•
Kinesthetic count by fives YouTube video (student centered) Jack Hartman Youtube Video. Video by Jack Hartman Kids Music Channel. Copyright 2015. Avaliable Under a Creative Commons Public License https://www.youtube.com/watch?v=amxVL9KUmq8&t=1s
•
•
•
Skip counting number sequence PowerPoint slides (teacher centered) Dean, P. (2019, October 8). Skip Counting. Retrieved from https://share.nearpod.com/hDO40Q75C0. Two skip counting number sequence online quizzes (student centered) Dean, P. (2019, October 8). Skip Counting. Retrieved from https://share.nearpod.com/hDO40Q75C0. Summative online assessment (student centered) Dean, P. (2019, October 8). Skip Counting. Retrieved from https://share.nearpod.com/hDO40Q75C0.
•
Online math game website (student centered)
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Math Games. (n.d.). Retrieved November 22, 2019, from https://www.mathgames.com/skill/2.45-counting-and-number-patternsskip-counting-sequences.
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***
Utilize media and materials
Preview and Prepare Materials and Classroom • • • • • • • • • • • • • • •
Bring in the class set of computer tablets one for each student Pull down projector screen Turn on projector Connect computer to projector screen Pull up the Nearpod website and log in to the account. Test Nearpod connectivity to classroom tablets Preview the place value song YouTube video Preview the online place value quiz Preview the kinesthetic count by fives YouTube video Preview skip counting number sequence instruction slides Preview the two-skip counting number sequence online quizzes Preview the online summative assessment. Get classroom set of dice out and set on teacher desk Get out class set of paper and pencil and place near class set of dice. Turn off half of the classroom lights so the projector is more visible
Prepare the Learner • • • • •
Require learner participation
Teacher will set behavioral expectations for the lesson Teacher will introduce the topic of the lesson Teacher will introduce the standard that the instruction will teach Teacher will introduce the lesson objectives for the lesson Teacher will reintroduce and review place value.
The students will use their provided tablet to log on to Nearpod.com. They will then enter the provided lesson code. This will pull up their view of the Nearpod lesson. The teacher will then begin the lesson. This will start with the establishment of behavioral expectations. The standard and lesson objectives will then be introduced. The place value song video will then be played. The students will have the opportunity to watch sing and move along to the song that will activate prior knowledge of place value. The students will then go through a 75
place value review led by the teacher using a PowerPoint slide. The students then participate in an online quiz that will assess the students understanding of place value. The lesson will then transition into skip counting. The students will view a video that will guide them through skip counting by fives using kinesthetic movement. The students will then be lead through some skip counting instruction. This will use a PowerPoint presentation to present different number sequences the students will collaborate about patterns that they see. They will also solve the problems and present the answers on their personal white boards. The students will then participate in a quiz that assesses their ability to skip count to find the missing number in a number sequence. The students will then be exposed to a different type of number sequence. This instruction will look like the previous number sequence instruction. It will similarly include an online quiz assessment. The students will then move into the activity of the lesson. They will be playing a skip counting dice game. The students should receive a paper and pencil from the teacher as well as a dice. The students will then break into different parts of the classroom and play the dice game for 10-12 minutes. After this activity the students will return to their seats and tablets. They will then participate in an online summative assessment. Upon completion of the summative assessment the students can go to the mathgames.com link and play skip counting math games.
Evaluate
Formative Assessment
and revise
During the process of the lesson the students will be taking many different formative assessments. Through the use of technology, the results of the different online formative assessment are available instantly. The students are first formatively assessed on place value. At this point this should be prior knowledge. Results are available immediately so the teacher can identify and support students who may be behind the majority of the class. Then a simple number sequence will be introduced. After this instruction the students will be assessed on their ability to use skip counting to find the missing number of the sequence. The results are available instantly. The teacher can use these results to determine if he or she needs to set up a small instruction group during the next formative assessment to help build the students skills before moving on to the harder skip counting problem coming up in the lesson. The next formative assessment is an online quiz on a more difficult skip counting problem. The students will then play the dice skip counting game which will assess their knowledge of skip counting of tens and fives from ANY number. The students will then take the summative assessment. Summative Assessment During the summative assessment the students will be proving their understanding of the entire lesson. There will be both skip counting problem types that appear in the lesson and a place value only question. The assessment data will be automatically compiled and instantly available for teacher review. If a student has been identified struggling throughout the lesson it would be 76
beneficial for the teacher to aid them in the completion of the summative assessment. This will allow the student to work in a small group environment with the teacher that can answer any questions and reinforce steps for success. The summative assessment assesses the studentâ&#x20AC;&#x2122;s ability to skip count within 1000 by fives, tens, and hundreds, starting from any number. As well as their understanding of place value.
Student Grading Rubric 3
2
1
0
Dice Game
Successfully participated and played 5+ rounds producing correct answers
Successfully participated and played 34 rounds producing correct answers
Successfully participated and played 12 rounds producing correct answers
No participation and played 0 rounds producing correct answers
Student Showcase
Student showcased correct answer 100% of the time
Student showcased correct answer 50% of the time
Student showcased correct answer 30% of the time
Student showcased correct answer 0% of the time
Student Formative an Summative Assessment Participation
The student participated in
The student participated in 50% of the formative
The student participated in 30% of the formative
The student participated in 0% of the formative
2
1
0
100% of the formative assessment quizzes
Total
/9
Group Grading Rubric 3
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Student Work Effort
The student contributed a significant amount of work within their group.
The student contributed a fair amount of work within their group.
The student rarely helped with the work within their group.
The student did not contribute any help within their group.
Peer to Peer Discussion
Student collaborated in peer to peer discussion 100% of the time
Student collaborated in peer to peer discussion 50%% of the time
Student collaborated in peer to peer discussion 30% of the time
Student collaborated in peer to peer discussion 0% of the time
Total
/6
Unit Media Share How To Teach Skip Counting by 2s, 5s, 10s. This is a great resource that the teacher can use to bring value to the learner. This video can expose the teacher to new ways to use manipulatives to help student understand the common core standard of count within 1000; skip-count by 5s, 10s, and 100s. This is a great resource that the teacher can use to aid the visual learning student’s understanding of the standard skip count within 1000 by 5’s, 10’s, and 100’s, starting from any number in its skip counting sequence. Fun Hands-on Learning, (May 21, 2018). How to Teach Skip Counting by 2s, 5s, 10s. [YouTube, free] [9/17/2019] [https://www.youtube.com/watch?v=hyz4p7w74ww] Jump Numbers Jump Numbers is a great app to have students practice the common core standard of count within 1000; skip-count by 5s, 10s, and 100s. The students guide an animal up a number ladder stepping only on the correct numbers figured out by skip counting. This is a fun way to have students practice this
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skill. The students can compete to see who can get the farthest. It will also sharpen their speed of skip counting. Skip count within 1000 by 5’s, 10’s, and 100’s, starting from any number in its skip counting sequence. Jump Numbers, (2019). Jump Numbers. [app store, 2.99] [9/17/2019] [https://apps.apple.com/us/app/jump-numbers/id1073602039] Kahoot! Kahoot! This would be a great app to use to create my own count within 1000; skip-count by 5s, 10s, and 100s jeopardy game. If you have teams competing together to try and fill in the skip counting pattern among many other skills the students would love. This will also allow for data to be recorded and used in real time. The students would be very engaged in the lesson. They will be collaborating/discussing with peers. Kahoot, (2019). Play and Create Quizzes. [app store, free] [9/17/2019] [https://kahoot.com/] Math Games Second Grade This website will be able to be used by every student in the class during the technology portion of my lesson on counting within 1000; skip-count by 5s, 10s, and 100s (which is the common core standard). There are many different games that allows for exciting practice of all levels of skip counting. It would also be able to be used for practicing almost every concept imaginable for every elementary level. 2.NBT.A.2 Count within 1000. Skip count within 1000 by 5’s, 10’s, and 100’s, starting from any number in its skip counting sequence. Math Games, (n.d.). Math Games Second Grade. [website, free]. [9/17/2019] [https://www.mathgames.com/grade2] Skip Counting by 2, 5 10 – Using a Hundreds Chart This would be a great video to reinforce the patterns that are created when skip counting. The video can be paused while the teacher further explains what is going on. The students can also follow along and highlight with the video. Then the students can do problems on their own using this different strategy. 2.NBT.A.2 Count within 1000. Skip count within 1000 by 5’s, 10’s, and 100’s, starting from any number in its skip counting sequence. Tenmarks Amazon, (October 6, 2017). Skip Counting by 2, 5, 10 Using a Hundred Chart: 2.NBT.2. [YouTube, free] [9/17/2019 [https://www.youtube.com/watch?v=y9NMa10UNt4] SplashMath – 2nd Grade This is a math game website. There are many types of games for levels K-5.
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Some of the topics the games help teach are skip counting, addition, subtraction, multiplication, and division. This website will help the students to count within 1000; skip-count by 5s, 10s, and 100s (which is the common core standard). This website will help some lower ability students reinforce the basics of skip counting before moving to more advanced variations. Splash Math, (n.d.). Math Games for 2nd Grade Kids Online. [website, free]. [9/17/2019] [https://www.splashmath.com/counting-games-for-2nd-graders]
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Anna Hopkins Unit Rationale â&#x20AC;&#x201C; Compare and Contrast In this unit, second grade students will be learning how to compare and contrast two versions of the same story by different cultures. Students may not understand the concept of different cultures having their own version of the same story. The students will have the chance to further their knowledge through hands-on activities, partner work, and educational technology resources. These various activities aim to assist students when they determine the similarities and difference between two versions of the same story by different cultures. Knowledge about comparing and contrasting stories from different cultures is important for students because it helps them to use an organizational skill to arrange information in such a way that it can be understood or presented more effectively. Once students understand how to find similarities and differences between two versions of the same story, they will then be able to organize both new and known information. Students will understand how to compare and contrast to improve their comprehension level. Analyzing two or more texts using the skill compare and contrast is a learning expectation covered by Common Core English Language Arts Grade 2, Reading Standard 9 Compare and contrast two or more versions of the same story by different authors or different cultures. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/vsph/65MOtJWpMu v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Name: Anna Hopkins Duration of Lesson: 45 minutes
Subject Area(s): ELA Grade Level: 2nd
General Characteristics Analyze learners
In the second-grade class at Howard Elementary School, there are eighteen students- which include seven females and eleven males. The students range from Caucasian, African American, and Hispanic and are between the ages of seven and eight. Two students have IEPSâ&#x20AC;&#x2122;s for language, speech, and occupational therapy. These students would receive accommodations and modifications based off their IEPs. For example, extended time, shorter assignments, or the read aloud option are few modification and accommodations written in their IEP. I also have two other students who have IEPâ&#x20AC;&#x2122;s for speech. These two students have the read aloud accommodation on assignments as well as extended time. I do not have any English Language Learners in the classroom meaning all of my students are fluent with the English language. I know my students are fluent with the English language because of the everyday conversations I have with the them and from listening to partner pairs discussing during instruction time. For this lesson, students will bring prior knowledge of what the terms compare and contrast mean as well as how to accurately compare and contrast two different things. The technology competencies that a student should for this lesson is how to navigate the features on an iPad
State & NETS*S objectives
State Standard 2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given two different versions of the same story and the Venn Diagram app, the learners will compare and contrast the stories in order to demonstrate their understanding of two of the same story from different cultures. With their partner, students will read both stories and note the similarities and differences on
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the Venn Diagram app. Then, the partner groups will present their Venn diagram to the whole class explaining their findings. Language Objective: Key vocabulary: similarly, similar, different, opposed, however, equally, but, both, like, also, same, difference, although, likewise, while
The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they complete and present their Venn diagram. The students will watch the Compare and Contrast video on Flocabulary and then, we will complete the vocabulary game as a whole group to review and discuss the terms that were in the video. List educational resources that will you use. ( identify digital, non-digital, and Select instructional web 2.0 resources ) methods, • What materials will the YOU (teacher-centered) need in order to teach media, and this lesson? materials • • • •
Computer (digital) Projector (digital Smart board (digital) Flocabulary (digital)- Flocabulary, (2019). Compare and Contrast. [Video]. Retrieved on September 15, 2019from https://www.flocabulary.com/unit/compare-and-contrast/
•
What materials will your students (student-centered) need?
• •
9 iPads (1 per partner pair) (digital) 9 books of Little Red Riding Hood (non-digital)- Goldsack, G., & Kolanović
Dubravka. (2015). Little Red Riding Hood. New York, NY: Parragon. 9 books of Lon Po Po (non-digital)- Young, E. (2012). Lon Po Po: a RedRiding Hood story from China. New York: Penguin Putnam Books for Young Readers. • Venn Diagram App (digital)- International Reading Association, (2013). Venn Diagram [App Store, Cost: Free]. Retrieved on September 16, 2019 from https://apps.apple.com/us/app/venn-diagram/id666981188 Briefly describe how you will use the learning resources in the following three (3) areas: •
Utilize media and materials
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•
What preparations are required for the MEDIA AND MATERIAL? To prepare the media, I will need to preview the Comparing and Contrasting video on Flocabulary to make sure it is age appropriate and covers the appropriate content. For the video, I will also have the video prepared to play so I have not having to find it. I will also need to preview the Venn Diagram app to make sure it properly functions and that I am able to navigate the app so I can instruct my students on how to use it. I will have this app prepared on all the iPads for the partner groups. I will also check the connection of the iPads, that the ELMO is properly working, and the computer’s connection is working.
•
What preparations are required for the CLASSROOM? I will have the lights, projector, computer and ELMO turned on. I will have the iPads on and setup up for each group.
•
Explain how you will prepare the LEARNER for the instructional experience, prior to using the technology.
I will prepare the leaner by explaining our objectives for the day and that they will be learning how to compare and contrast two of the same stories from different cultures. After introducing the lesson, I will play the Flocabulary video to discuss the vocabulary terms. I will then introduce the stories Little Red Riding Hood and Lon Po Po to the students. I will explain to them that with a partner they will read and discuss the stories and use the Venn diagram app to note the similarities and differences. I will model how to navigate the Venn Diagram app and show them how to write in the bubbles. We will use the two stories that we have already read, The Three Little Pigs and The True Story of the 3 Little Pigs to complete the Venn Diagram app. After modeling how to use two stories and the app, I will partner students to complete their own Venn diagram. Students will complete this assignment and share their Venn diagram with the whole class. After the instruction on how to use the technology, students will be split into nine Require (9) groups of two (2). The groups will then be provided with the books Little Red learner participation Riding Hood, Lon Po Po, and iPad. From there the students will be instructed to read both books and that once they are finished to discuss what happened in both. Once the students have read both books, they will be instructed to discuss the similarities and differences between the books and type those on the Venn diagram app. After students have completed their Venn diagram, they will provide the teacher with evidence of completion and that everything is correct. The students will then be instructed to save it and email it to the teacher. The last
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portion of the lesson will be used for group presentations of the Venn diagrams they created. The students in the presenting group will display on the smartboard their Venn diagram and discuss the similarities and difference they found from the two stories. The students will be graded on their completion of the Venn diagram, identifying correct similarities and differences, and their effort to participate within the group.
Evaluate and revise
If a student is showing signs that they do not understand the objective (comparing and contrasting two stories and completing a venn diagram), ask one of the group members who is proficient to give the student additional instruction or examples of what to do. If peer tutoring does not work, provide the student with examples and extra instruction. Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric
Formative Assessment (Process): Formative assessments used in this lesson include observation of group participation while reading the stories, completing the venn diagram, and presenting their completed venn diagram. Students will demonstrate understanding by working together to identify similarities and differences between the two stories and noting these findings on the venn diagram app. The formative assessment should be recorded on a group record sheet that will be entered into the gradebook. The students will to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to read the story, complete the venn diagram, and present. I expect all students to participate and collaborate with their partner and put forth effort in completing the assignment. While presenting, I expect both partners to talk at least once either reading the differences or similarities. I will provide students with verbal feedback directly after their presentation with encouraging words and/or appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to work on their own venn diagram alone, rather than with a partner if he/she is not willing to participate.
Summative Assessment (Product):
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The summative assessment will be the combination of the partner’s effort and correctness of their venn diagram, completion of the venn diagram, and the presentation of their venn diagram. The students will receive a grade for their work effort within their partner group, identifying correct differences and similarities, correctly using the vocabulary terms when presenting their venn diagram, completion of the assignment, and the student’s role in the partner presentation. The student’s work will document the student’s ability to compare and contrast two or more versions of the same story by different authors or different cultures (TN ELA standard 2.RL.IKI.9) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the student’s ability to operate an iPad and navigate an app.
Partner Grading Rubric
Vocabulary Terms of Compare and Contrast
Correctly identifies differences and similarities.
3
2
1
0
The presenters verbally use 3 or more of the listed vocabulary terms when presenting their venn diagram.
The presenters verbally use 2 of the listed vocabulary terms when presenting their venn diagram.
The presenters verbally use 1 of the listed vocabulary terms when presenting their venn diagram.
The presenters dos not verbally use any of the vocabulary terms.
All difference and similarities correctly identified.
Most differences and similarities identified.
Some differences and similarities correctly identified.
No differences and similarities correctly identified.
The group completed 2 sections of the Venn Diagram.
The group completed 1 section of the Venn Diagram.
The group did not complete any of the sections of the Venn Diagram.
Completion of The group the Venn completed all 3 sections of Diagram the Venn Diagram.
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Total
/9
Student Grading Rubric 3 Student Work Effort
The student contributed a significant amount of work within their group.
Student’s Role The student in the group clearly explained/ presentation played a significant role in the presentation.
2
1
The student contributed a fair amount of work within their group.
The student rarely helped with the work within their group.
The student did not contribute any help within their group.
The student vaguely explained and spoke during the presentation.
The student said very few words in the group presentation.
The student did not play a role in the group’s presentation.
Total
0
/6
Unit Media Share BrainPop Jr. BrainPop Jr. is a website that engages learners through games, animated movies, and activities. This website provides various ways to enhance a student’s learning. Students will enjoy learning about compare and contrast when completing activities on this website. This website offers quizzes based on difficulty to assess the students learning. This website assists a teachers teaching while enhancing a student’s learning.
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2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. BrainPop Jr, (1999-2019). Compare and Contrast. [Website]. Retrieved on September 15, 2019 from https://jr.brainpop.com/readingandwriting/comprehension/compareandcontrast/ Compare and Contrast Fun Deck Compare and Contrast Fun Deck is a great to give students extra practice with comparing and contrasting. This educational app has 52 illustrated picture flash cards (plus audio for each card). The teacher can select the cards they want the students to see for them to compare and contrast. Each student looks at an illustration, and either reads the prompt or touches the screen to listen to the prompt. The student gives a verbal response, then after each answer the teacher will tap the green (correct) or red (incorrect) button to score the studentâ&#x20AC;&#x2122;s verbal response. You can move to the next player after this turn is over. This app is a great, fun engagement activity for students to complete. It is also a great to assess a student on the compare and contrast standard. This app requires iOS 8.0 or later and is compatible with iPhone, iPad, and iPod touch. 2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. Super Duper Publications, (2012). Compare and Contrast Fun Deck. [App Store, Cost: $3.99] Retrieved on September 16, 2019 from https://apps.apple.com/us/app/compare-and-contrast-fundeck/id506033113 Comparing and Contrasting Comparing and Contrasting is a terrific resource for teaching students how to compare and contrast. This video uses Marlin and Dorothy from the movie Nemo to engage the learners because the characters are familiar to children. This video also introduces the vocabulary words associated with comparing and contrasting. This video allows for students to interact by completing a Venn diagram while watching. By using this interaction, it helps students to pay attention and not get distracted. This video is perfect for teaching comparing and contrasting. 2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. Fallon, Nicole, (2013). Comparing and Contrasting. [YouTube Video] Retrieved on September 15, 2019 from https://www.youtube.com/watch?v=x8KIAmHc3Ts Comparing Stories and Text This educationgalaxy.com website titled â&#x20AC;&#x153;Comparing Stories and Textâ&#x20AC;? offers lessons on comparing and contrasting through study sessions or gaming activities. This website provides the student with the skill their state requires them to master. For example, on comparing stories and text, the box at the bottom tells the grade level, state test, state standards, subject, topic name, standard, and description. This website will engage the learner through fun and exciting activities.
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2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. Education Galaxy, (2019). Comparing Stories and Text. [Website]. Retrieved on September 15, 2019 from https://app.educationgalaxy.com/practice/practicetest.aspx?topicId=65876 Flocabulary Flocabulary is a great resource for engaging students for your lesson. This website has videos for any grade and most topics from a subject. The comparing and contrasting video introduces the topic and skill through a rap song. This song is catchy and fun to sing along. This resource will help students to memorize the skill through a fun song. This video also has vocabulary cards, vocabulary game, read and response questions and a quiz that students can complete on their own to help strengthen their knowledge on the topic. Second graders love to sing and dance which makes this video perfect for teaching about comparing and contrasting. 2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. Flocabulary, (2019). Compare and Contrast. [Video]. Retrieved on September 15, 2019 from https://www.flocabulary.com/unit/compare-and-contrast/ Venn Diagram The Venn Diagram app allows students or users to create Venn diagrams which contain 2 overlapping circles. Students can then give their Venn diagram a tittle, label each area and then can record concepts into the appropriate area. This allows students to organize their information logically. Using this digital Venn diagram incorporates the 21st century into the lesson. After each student completes their Venn diagram, they can email or save it to the deviceâ&#x20AC;&#x2122;s photo album. This way is does not get lost on the app. This app is great for completing as a whole group with the teacher as they discuss the similarities and difference between the two books. 2.RL.IKI.9 Compare and contrast two or more versions of the same story by different authors or different cultures. International Reading Association, (2013). Venn Diagram [App Store, Cost: Free]. Retrieved on September 16, 2019 from https://apps.apple.com/us/app/venn-diagram/id666981188
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Kayla McDowell Unit Rationale â&#x20AC;&#x201C; Telling Time In this unit, second graders will learn how to count out and tell time in specific intervals. Students may not understand the concept of counting by quarter hours and nearest fiveminute intervals due to the prior knowledge of only counting by hours and half hours from the first-grade standard. As well, students may be confused to the new time interval terms such as quarter hour, analog, and digital. Students have the chance to participate actively in the concept of telling time as a group during their Number Corner session each day. The teacher discusses time-specific terms each day such as analog, digital, hours, minutes, seconds, quarters, and half hours. The students further their understanding of telling time by going through examples of elapsed time with the teacher as a group in their Number Corner, as well as activity pages in their Number Corner activity book. Knowing how to correctly tell time is vital for the society we live in today. Time is what keeps track of our lives and assures constant order in everyday life. Teaching students how to keep time also assures that they are prepared to exit school into the workforce with a professional concept of the value of time and scheduling for their future employers. Telling time is outlined in the Tennessee Math Standards cluster heading of Measurement and Data section C: Working with Time and Money 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/p2HlakQGC0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template (respond in narrative, not bullets) Letâ&#x20AC;&#x2122;s Tell Time! Name: Kayla McDowell Duration of Lesson: 1 Hour Grade Level: 2nd
Analyze learners
Subject Area(s): Mathematics
Characteristics: In this second-grade class at Beech Elementary, there are nineteen students of Asian, Caucasian, and African American decent. There are nine boys and ten girls that range from 7 to 8 years old. There is one ELL student who receives outside instruction for 30 minutes daily following lunch and three other students who receive outside instruction for Dyslexia and RTI support. Beech Elementary provides after school clubs and programs to provide students safe and beneficial extracurricular activities such as Running Club, Art Club, Spanish Club, and Bravo for theatre. Beech also participates in Fun Company, an after-school program open from dismissal to 6 pm for those students with parents who work after school hours and cannot retrieve the students at dismissal time. Curriculum Competencies: Students must be able to read a digital and analog clock and identify the numbers associated with the times of each hour and half hour to accurately maneuver this lesson.
State & NETS*S objectives
Technology Competencies: Students must know how to effectively use a computer and tablet to maneuver in and out of an app, as well as basic typing skills to enter answers into the app. TN Standard: 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. ISTE Standard: 1.C: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Behavioral Objective:
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Using their IXL accounts, the second-grade students are going to complete questions requiring solving for accurate elapsed time and time identification with at least 70% accuracy. They will then create their own story problems requiring elapsed time to be solved based on their comprehension of the material to be solved as a set of rotations in groups upon completion to prove their understanding of the language and concepts. Language Objectives: Key Vocabulary: Analog, Digital, Half past, Seconds, Minutes, Hours, Second hand, Minute hand, Hour hand, A.M., P.M., Quarter to, Five to. Academic Language Function: To convey understanding, the class will accurately use the above vocabulary terms to solve at least 70% of 15 problems from the above websites accurately and create their own story problems requiring elapsed time and time identification to be solved in groups as rotations upon completion with teacher assistance. The terms and details of the assignment will be discussed at the start of the lesson to diminish any confusion that may come to pass throughout the lesson. The class will go through a Nearpod lesson and class discussion as a review prior to the activities and the terms will remain displayed through the lessonâ&#x20AC;&#x2122;s completion for added support as the teacher tracks their progress. Select instructional methods, media, and materials
Curriculum Materials: -19 Handouts (Student) -19 Pencils (Student) -19 sets of Crayons/Colored Pencils (Student) Technological Materials - IXL (2019). IXL Second Grade Math. [Website] Retrieved on September 11th, 2019 from https://www.ixl.com/math/grade-2. (Student) -19 Computers in School Computer Lab (Student) -Computer to display Nearpod lesson (Teacher)
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-ELMO to display video (Teacher) -Pull-down display screen (Teacher) -Printer with ink and paper (Student) Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan Utilize media and materials
Preview and Prep Materials: -Preview Nearpod presentationâ&#x20AC;&#x201D;(previewed/approved) -Preview IXL for studentsâ&#x20AC;&#x201D;(previewed/approved) -Have Nearpod prepared on computer/projector -Check computer lab computers for functionality/internet connection -Check printer, ink, and paper -Check printer connection to internet -Print 19 handouts for student to create story problems -Check ELMO connection/functionality -Check for working utensils for writing on whiteboard -Have IXL site listed on board for student login Prepare the Classroom: -Pull down display screen -Turn on ELMO and Projector -Turn off lights for Nearpod presentation -Turn on computer lab lights/computers -List website/logins on computer lab board Prepare the Learner: -Introduce lesson with Nearpod Presentation: https://share.nearpod.com/p2HlakQGC0 -Discuss vocabulary terms throughout presentation -Present the three websites for students to use for example problems (www.ixl.com) -Model maneuvering each website for the class
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-Complete an example problem on each website as a class -Students walk to computer lab and complete 15 problems from IXL -Students will complete their own elapsed time story problems -Students will be grouped and rotate into 4 separate stations to solve the 19 story problems During the Nearpod presentation, students will engage with table partners to Require give answers, ask questions and discuss the content of elapsed time to reinforce learner participation class comprehension. Upon completing the Nearpod lesson, students will individually work from the school computer lab to complete 15 questions from one of the three offered websites for practice to prepare for creating their own story problems. Upon completing the practice problems and showing the teacher they have finished, the students will use a handout to complete their own story problems for elapsed time to be solved in groups for rotations around the classroom. Once finished, the class will return from the computer lab and be grouped (4 groups of 4 and 1 group of 3) and set up in rotations around the classroom to solve the 19 created story problems. The students will be graded on their participation, completion of the practice problems, completion of creating their story problems, and cooperating effectively in the rotation groups. If students show confusion or lack of comprehension of the material, the students will be directed to ask three peers for clarification. Following peer tutoring, the teacher will provide website and completed classmate examples to provide extra support if needed. If students still struggle to comprehend, completing a created problem of your own together with possible preset leading vocabulary from the lesson. Evaluate and revise
Formative Assessments: Formative assessments in this lesson include observations of group participation during the rotations for solving the story problems, creation of the word problems, and completing solving the story problems in the rotations. Students show comprehension by working together to solve their created story problems in each rotation. These assessments should be recorded on a record sheet to be recorded in a gradebook. Students need to be graded first individually, and then as a class for effort. Assessments will take place during the completion of creating their story problems and during the class rotations. Students are expected to participate and complete their assignments effectively and efficiently individually and as their groups. All students are expected to present ideas or strategies for solving each story problem in the groups and discuss how that would or would not work and why to solve. Students will be provided 94
verbal feedback and redirection during the rotations to affirm and encourage appropriate participation. If the class is not meeting the objectives, the lesson will then be stopped and reassessed as needed. If students are not meeting the requirements, adjustments will be made to enhance comprehension to their needs, such as solving problems on their own outside of the group or extra material supports with guiding manipulatives such as practice clocks.
Summative Assessment: The summative assessment will be the studentâ&#x20AC;&#x2122;s effort and correctness of their composed word problem, the completion of the 10 practice problems correctly, and their group effort to solve the problems during rotations. The students will receive a grade for their work effort within their group and solving of the story problems, their completion of their story problems, and their completion of the 10 practice problems. These assignments will document the studentâ&#x20AC;&#x2122;s ability to tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks (TN Math Standard 2.MD.C.7), the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c).
Unit Media Share Elapsed Time Unique in style, the Educational App Store downloadable game Elapsed Time is set up to give students an exploratory experience in learning and telling elapsed time in different intervals. In two settings, Daily Activities and Elapsed Time, the students use activities and events that act as a timeline to deal with real-life scenarios of elapsed time. This app is available for iOS or Windows. This app meets the TN Mathematics Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks for Second Graders. EducationalAppStore Ltd. (2019). Elapsed Time [Apple and Windows, Cost: $3.69] Retrieved on September 12, 2019 from https://www.educationalappstore.com/app/elapsed-time.
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IXL.com This website offers a plethora of mathematics, ELA, science, and social studies activities for every grade level from K-12. The second-grade mathematics activities offer 10 different divisions of question sections pertaining to telling time for practice and mastery of the skill: Match digital clocks and times, Match analog clocks and times, Match analog and digital clocks, Read clocks and write times: hour and half hour, Read clocks and write times, Time words: o'clock, half, quarter, A.M. or P.M., Compare clocks, Elapsed time I and Elapsed time II. Using these skill activities and questions supports the TN Mathematics Learning Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. IXL (2019). IXL Second Grade Math. [Website] Retrieved on September 11th, 2019 from https://www.ixl.com/math/grade-2. Lesson Video for “Tell Time to the nearest Five Minutes using Analog and Digital Clocks” From LearnZillion, this video describes in detail and on grade level how telling time on an analog and digital clock works and how to do it in intervals. Videos in LearnZillion come as part of a package deal with other lesson plan materials to include for deeper comprehension and engagement of the material. This video meets the TN Mathematics Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks for Second Graders. LearnZilla (Website) (2019). Lesson Video for “Tell Time to the nearest Five Minutes using Analog and Digital Clocks” [LearnZilla Video]. Retrieved on September 12th, 2019 from https://learnzillion.com/resources/9215/. Set the Clock-Telling Time This app sold by Frank Guchelaar teaches and enforces telling time skills through interactive questions and activities using real time analog clocks and vocabulary. Giving numerical and word problems, the students learn how to read and develop their clock skills in vocabulary and in interactive chances for telling and correcting time. This app is available for Android and Apple updates past version 6.0 or later. This app meets the Second Grade TN Mathematics Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. Awesomeation (2017). Set the Clock-Telling Time [Apple and Windows app, Cost: 0.99]. Retrieved on September 12, 2019, from https://apps.apple.com/us/app/set-the-clock-telling-timelearn-to-tell-time/id531809006. SplashMath.com Splash Math offers a variety of mathematics standard based games for grades K-5 to keep math engaging and entertaining! For 2nd graders, Splash Math provides Time Games that involve practice with telling time to 5 minutes and to quarter hours, as well as to the hour and half hour. These games have students solve interactive problems setting time on an analog clock, reading time, and telling the same time in different ways. These games meet the TN Mathematics Learning Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five
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minutes (in a.m. and p.m.) using analog and digital clocks. Splash Math (2019). Time Games [Website]. Retrieved on September 11th, 2019 from https://www.splashmath.com/time games?adCampaign=6477683512&adGroup=86163859668&adTag=&adID=380621690148&ip ad_blocker_disabled=1&gclid=CjwKCAjwtuLrBRAlEiwAPVcZBhBCNuSxT4ddxFF63tZxiM5 c7xD5gL3ZmZOLGEr3kns_GCbsofZX2RoC5asQAvD_BwE. Telling Time to Five Minutes Flocabulary is a fun and funky way to get your class into the groove to learn! This site involves a plethora of catchy songs and raps to help your students learn everything from sums to the seasons and anything in between. This video linked below is titled â&#x20AC;&#x153;Telling Time to Five Minutesâ&#x20AC;? and describes telling time through animations of bears and other characters telling time with the song. The video meets the TN Mathematics Standard 2.MD.C.7: Tell and write time in quarter hours and to the nearest five minutes (in a.m. and p.m.) using analog and digital clocks. Flocabulary (Website) (2019). Telling Time to Five Minutes [Flocabulary Video]. Retrieved on September 12, 2019 from https://www.flocabulary.com/unit/telling-time-five-minutes/.
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Kristen (Brittany) Moulten Unit Rationale â&#x20AC;&#x201C; Subject, Verb, Adjective, and Conjunctions In this unit, second graders will be instructed about multiple subjects in a sentence, using adjectives to add detail, experiment with multiple verbs, and using conjunctions. Students may find this unit to be challenging if they have not mastered what subjects, verbs, adjectives, and conjunctions are. The class will discuss vocabulary from two different text, The Little Yellow Leaf and A Color of His Own, that will be used in this unit such as; camouflage, scarlet, and flurry. Students will have the opportunity to participate in think-pair-share throughout the unit and will participate in whole group discussions. Students will also have the opportunity to write in their knowledge journals. Students will be able to revise their work using adjectives to add detail. Students will be able to construct simple sentences with one or more subjects and multiple verbs. Students will also be able to combine sentences using conjunctions. In writing, it is important for students to improve their writing by making it more interesting, allow the reader to visualize the scenes being described, and make it easier for the reader to understand. Revise written work composed during the main lesson, using adjectives to add detail. (L.2.1.e) Form complete sentences with multiple subjects. (L.2.1.f) Construct simple sentences with one or more subjects and multiple verbs based on the characters in A Color of His Own. (L.2.1.f) Vary sentence structures by combining sentences using conjunctions. (L.2.1.f) Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/gNPWr2myC0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template
Adjectives Name: Brittany Moulton Subject Area(s): ELA Duration of Lesson: 30 minutes Grade Level: 2nd
Analyze learners
In the second-grade class at Millersville Elementary, there are twenty students which includes eight males and twelve females. The students range from Caucasian, African American, and Hispanic and are between the ages of seven and eight. One student has an IEP. Four students are English Language Learners. The remaining students are fluent with the English language. Students prior knowledge is they know what a noun is. I will be linking new content by explaining that an adjective describes a noun and provides more detail. A motivational strategy used here to support students attempts to understand is to build on their prior knowledge. I will use multiple instructional strategies; the adjective song, Think-Pair-Share, and visuals for different types of learners. A word wall is provided for academic language. I will model instruction for my ELL students and my IEP student. Repeat of instruction and more clarification as well as individual instruction when needed. Curriculum Competencies To complete this lesson, students will need to know the definition of a noun.
Technology Competencies To complete this lesson, students will need to know how to navigate their chrome book. State Standard State & NETS*S objectives
2. FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. e. Use adjectives and adverbs correctly.
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Revise written work composed during the main lesson, using adjectives to add detail. (L.2.1.e)
ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective Given chrome books and the agenda web website, the students in the secondgrade class will be able to practice and prove their understanding of adjectives. During these exercises’ students are given a picture and they are to choose the correct adjective that describes the image. For example, there is a picture of a rabbit and students either choose the adjective slow or fast. Another is a little girl and students choose between the adjective young or old. Then, the students will revise their writing from a previous lesson adding adjectives to add detail to their writing to show their understanding of the standards.
Language Objective Key vocabulary: Crackly, fiery, scarlet, bare, noun, adjective The vocabulary for this lesson will be addressed at the beginning of the lesson to provide students with understanding of the words they will be using in their writing. We will go over the terms and their definitions as whole group. For support, vocabulary terms are posted on the wall along with pictures. A list of adjectives is also posted on the wall along with pictures they are describing. I will show an adjective video Select Curriculum Materials instructional methods, • Student writing from previous lesson. (student centered) media, and • Pencils (student centered) materials • Vocabulary terms and pictures
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Technological Materials •
•
• • • • •
Webiste-Adjectives 1 - opposites. (n.d.). Retrieved from https://agendaweb.org/exercises/grammar/adjectives1/index.html.Channel, J. H. K. M. (2018, May 30). (student centered) Adjective video-What is an Adjective | Parts of Speech Song for Kids | Jack Hartmann. Retrieved from https://www.youtube.com/watch?v=QxoDGlPUmyU.SchoolRocksVideos. (2011, March 28). (student centered) 20 Chrome Books with Wi-Fi/internet connection (student centered) Labtop for video (teacher centered) ELMO to display video (teacher centered) Pull-down display screen (teacher centered) White Board (teacher centered)
Utilize media Preview and Prepare Materials and • Preview the Adjective Video materials • Preview the website for adjective exercises •
Have student writing from previous lesson
• • • •
Have the website prepared on the chrome book Check for properly working ELMO Check for connection of laptop and ELMO Have working dry erase marker for white board
• •
Have the adjective video prepared on the laptop Have vocabulary terms and pictures posted on wall
Prepare the Classroom • • •
Turn the lights off for the projector. Pull-down display screen Turn the projector and ELMO on
Prepare the Learner •
Introduce the lesson and vocabulary terms by referring to the vocabulary wall, pictures, and to the video provided (Adjective Term Video)
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•
Present the practice website (Adjective exercises)
•
Model for students how to do one of the adjective exercises.
•
Share my expectations for their writing.
Require After the instruction on how to use the technology, students will be called one learner table at a time to get their chrome books. The agenda web website will already participation be pulled up for the students on their chrome book so once they return to their desk they can get started on the adjective exercises. During these exercises’ students are given a picture and they are to choose the correct adjective that describes the image. After the students are finished with their exercises, we will go over their answers and discuss them. Afterwards, students will return their chrome books. Then, students will come to me to get their writing from the previous lesson. They will return to their desk and add adjectives to their writing. I will circulate around the room to offer support for students that need it. To close the lesson students will be asked to “Think-Pair-Share” how adding adjectives helped improved their writing. Evaluate and revise
Formative Assessment (Process): Formative assessments will be done throughout the lesson through questioning, observing/listening, Think-Pair-Share, and discussions. I will know that students are learning through their responses during “Think-Pair-Share” and during discussions. I will monitor student progress by circulating the room while students are doing their exercises on their chrome books. If a student is struggling, I can offer support and allow them to do another exercise for extra practice. I will provide students with verbal feedback during all formative assessments. All feedback will be positive and/ or constructive criticism.
Summative Assessment (Product): The summative assessment is individually students will revise written work composed from the previous lesson, using adjectives to add detail and will turn in. (Revise written work composed during the main lesson, using adjectives to add detail. (L.2.1.e) Students are also required to use correct capitalization, punctuation, and grammar in their writing. (2. FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and
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punctuation, when writing. e. Use adjectives and adverbs correctly.) The summative assessment will show evidence of student understanding of using adjectives in their writing. The rubric for the summative assessment measures students writing by the number of adjectives they added in their writing and if they used them correctly. The rubric also measures students using correct grammar, punctuation, and capitalization. Students will receive feedback after their writing has been graded. I will provide students the opportunity to correct or improve their writing and ask questions.
Writing: Adjectives CATEGORY
4
3
2
1
Grammar & spelling Writer makes no Writer makes 1-2 (conventions) errors in grammar or errors in grammar spelling. and/or spelling.
Writer makes 3-4 errors in grammar and/or spelling
Writer makes more than 4 errors in grammar and/or spelling.
Capitalization and Punctuation
Writer makes no errors in capitalization and punctuation.
Writer makes 1-2 errors in capitalization and punctuation.
Writer makes 3-4 errors in capitalization and punctuation.
Writer makes more than 4 errors in capitalization and punctuation.
Neatness
Paper is clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.
Paper is neatly hand- Paper is crumpled or written, clean, not slightly stained. It wrinkled, and is easy may have 1-2 to read with no distracting error distracting error corrections. It was corrections. It was done with some done with care. care.
Adjectives
4 or more adjectives 3 adjectives were were used correctly. used correctly.
2 adjectives were used correctly.
Paper looks like it had been shoved in a pocket or desk. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly. 1 or less adjectives were used correctly.
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Unit Media Share Adjectives Fun Deck Adjectives Fun Deck is a colorful educational App for the iPhone®, iPad®, and iPod touch® has all 52 illustrated picture flash cards (plus audio of each card’s text) from the Adjectives Fun Deck. Select the cards you want students to see, and have your students fill in the blank to improve their grammar, syntax, and vocabulary skills. The prompts include statements like, “Brett bought a (new) pair of pants” and “The (strong) woman lifts weights.” The Automatic Scoring option allows the students to choose from one of two answers to complete the sentence correctly. This is a fun game to engage the students! (2. FL.SC.6.e Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. E. Use adjectives and adverbs correctly). Publications, S. D. (2013, July 7). Adjectives Fun Deck. Retrieved from https://apps.apple.com/us/app/adjectives-fun-deck/id664767736?ign-mpt=uo=8. Available in the Apple App store for $3.99 Education.com: Word Transport: Adjectives and Nouns Education.com has a lot of learning games for kids. Students play this game and practice categorizing common nouns by the adjectives that describe them. In this grammar activity, students will read two different adjectives and sort pictures of different nouns under each one. For the word transporter machines to work, they will have to sort them correctly. This educational resource pairs well with the second-grade curriculum. This game compliments the core standard (CCSS.ELA-LITERACY.L.2.1.E" Use adjectives and adverbs, and choose between them depending on what is to be modified"). Education.com. (2019, August 14). Adjectives and Nouns: Word Transporter: Game. Retrieved from https://www.education.com/game/word-transporter/. English Grammar for Kids A perfect app for kids to practice the 8 parts of speech: Noun, Pronoun, Adjective, Adverb, Verb, Preposition, Conjunction and Interjection. With 1000 sentences and unlimited questions, a child will be a master of the parts of speech if he/she solves all 10 levels. This app compliments core standards (2. FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.)
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Limited, I. D. Z. D. P. (2013, July 18). English Grammar For Kids. Retrieved from https://apps.apple.com/us/app/grammar-for-kids-learn-parts-of-speech/id649820441. Available in the Apple App store for free. Schoolhouse Rock: Grammar- Conjunction Junction Music Video “Conjunction Junction, what’s your function?” The classic Jack Sheldon favorite from Schoolhouse Rock. This video plays a song on conjunctions that is catchy for kids. It gives examples of conjunctions and what they are used for. In this video it uses conjunctions and, but, or. The video compliments the core standard (2. FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. g. Use common coordinating conjunctions.) Schoolhouse Rock: Grammar - Conjunction Junction Music Video. (n.d.). Retrieved from https://www.youtube.com/watch?time_continue=33&v=RPoBE-E8VOc. Turtle Diary: Action Word Verb Game TurtleDiary.com is a great website for kids. In this challenging verb games for 2nd grade, students will be able to enjoy an adventurous and interactive online experience to learn how to distinguish verbs from nouns and adjectives, a crucial skill in the early stages of learning grammar. The verbs that are incorporated in this game are of all types of conjugations and overall difficult to recognize. This verb game incorporates adventure, colorful graphics, and fun music - the perfect trifecta for an exciting and interactive online learning experience. This game compliments the core standard (Identify and correctly use adjectives (i.e., descriptive, comparative, superlative), nouns (i.e., common and proper, singular and plural, possessive), pronouns (i.e., substitution for nouns), and verbs (i.e., past and present tense, action and linking, regular and irregular, subject-verb agreement). Online Games for Kids | Turtle Diary. (n.d.). Retrieved from https://www.turtlediary.com/games.html. What is an Adjective| Parts of Speech Song for Kids| Jack Hartmann Students learn about adjectives in this adjective song for kids. Students learn that adjectives describe nouns in this song about adjectives. The song in the video give examples of adjectives for a person, place, and thing. The video highlights the adjective in each example and shows that and adjectives describe and tell you more information about a noun. It tells students that adjectives make your reading and writing more exciting by using descriptive and colorful words to describe nouns. The video compliments the core standard (2. FL.SC.6.e Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. E. Use adjectives and adverbs correctly).
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What is an Adjective | Parts of Speech Song for Kids ... (n.d.)? Retrieved from https://mikishiran.com/video/what-is-an-adjective-parts-of-speech-song-for-kids-jackhartmann/UXhvREdsUFVteVU.
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John Penmore Unit Rationale â&#x20AC;&#x201C; Reading and Responding to Narrative Texts In this unit, second grade students will be instructed about reading and responding to narrative texts. Students may have difficulty with this if they are unfamiliar with form and format of stories. English language learners may find this additionally difficult, because they will be reading about the story in English but are likely think about the story in another language. The overarching unit goal is that students make meaningful connections with the stories. The experiences I want the students to have are to make connections with texts, other peoplesâ&#x20AC;&#x2122; stories, and their own personal stories. Resources available to the class will include students themselves, student families, the families of students, the teacher, and the classroom environment itself. The class will build on available resources, making synergetic and authentic connections between multiple sourced stories It is imperative that students are able to identify key parts of narrative stories and be able to retell the story in their own words. Story telling is an integral part of all cultures. Mastering the basics of narratives is a necessary for higher order literature analysis. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 2.RL.KID.2 Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/e/anSU9NHiO1 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Why Strategies Work Name: John Penmore Duration of Lesson: 1-hour
Analyze learners
State & NETS*S objectives
Subject Area: Math Grade Level: 2nd
This lesson is designed for a second-grade class at Haywood Elementary. There are 17 students. There are 10 boys and seven girls. Most students are Hispanic, but two are Asian. Most students are from families in a low or medium socioeconomic background. None of the students have an IEP or 504 Plan. There are 4 students that are English Language Learners. These studentsâ&#x20AC;&#x2122; spoken English proficiency exceeds their reading ability. At this point in the year, these students are able to write what they need to when given appropriate assistance - such as sentence stems. . Students have demonstrated an ability to use web-browsers and wordprocessors. Students have demonstrated an ability to effectively use various addition and subtraction strategies, using correct academic vocabulary when doing so. Students have demonstrated a particular knack for using the number line strategy of addition. â&#x20AC;˘ State Standard: 2.NBT.B.9 Explain why addition and subtraction strategies work using properties of operations and place value. (Explanations may include words, drawing, or objects.) â&#x20AC;˘
ISTE Standard: 1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given an Addition with Number Lines Strategy anchor chart and a laptop computer, the learners will create and print written and illustrated explanations of the Number Line method of addition using properties of operations and place value, in order to demonstrate their understanding of the Number Line Strategy of Addition. Language Objective: Students will reference the various posted charts containing the terms during a vocabulary review and write those vocabulary words on a new anchor chart. The following words will be included in the review and be available for reference throughout the lesson: addition, addend, sum, number line, operation, strategy, place value
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• List key vocabulary, content-specific terms, word wall words, etc. you need to teach and how you will teach students that vocabulary in the lesson? • Academic language functions: Students will demonstrate their understanding through an explanation of an addition strategy. Students will label their illustrations with pertinent academic vocabulary.
Select instructional methods, media, and materials
• Linguistic forms: Students will be given an anchor chart with four sentence frames that they will be required to use. If students choose to modify the sentence frames that is acceptable but must verbally tell the teacher how they are doing so before proceeding. The sentence frames include the following: o “We draw the number line…” o “The place value of the numbers…” o “The first addend…” o “We find the sum…” Curriculum Materials • •
Number line Addition Strategy Chart (student centered) Sentence Stem chart (Student and teacher centered)
Technological Materials • • • •
Laptop computers with wifi connection (student centered) Web-browser - Chrome (student centered) Word processor - Microsoft Word (student centered) Web based graphic creator - jspaint.app (Odhner, 2019) (student centered) • Printer with paper and ink (student centered) • Smart board with computer link (student and teacher centered) • Chart Paper and marker (teacher and student centered) • Stapler with staples (student and teacher centered) Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Odhner, O. (2019) JS Paint. Retrieved from jspaint.app
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Utilize media and materials
What preparations are required for the MEDIA AND MATERIAL? •
Teacher will verify student computers are functioning, have Microsoft word, Chrome, and internet access. Teacher will preview and approve the website jspaint.app (Odhner, 2019). Teacher will confirm Smart Board is in working order for demonstration of task. Teacher will verify presence of Number line Addition Anchor Chart. Teacher will verify presence of vocabulary charts for review. Teacher will verify printer is functioning and has paper and ink. What preparations are required for the CLASSROOM? •
Teacher will set lights to proper level for Smart Board.
Explain how you will prepare the LEARNER for the instructional experience, prior to using the technology. •
Teacher will lead students in a review Number line Addition Strategy, using posted anchor chart. Teacher will lead review relevant vocabulary, citing current charts, having students write words on a new word chart. Teacher will demonstrate use of jspaint.app (Odhner, 2019) and how to print creations. Teacher will demonstrate use of Microsoft Word and how to print documents. Teacher will demonstrate appropriate use of stapler. Odhner, O. (2019) JS Paint. Retrieved from jspaint.app Require learner participation
1. Students will participate a vocabulary review. 2. Students will write definitions of vocabulary on new chart. 3. Students will participate in review of Number Line Addition Strategy, citing the relevant chart. 4. Students will actively participate in teacher led demonstration of use of technology, including word processor, illustration creation, printing, and stapling. 5. After review of strategies, vocabulary, and technology, students will begin their task. 6. Students will sit at a computer, open Microsoft word and begin typing. 7. Students will use the sentence frames provided and give a thorough explanation of why the number line strategy works, focusing on addition operations and place value. 8. Students will print their explanation. 9. Students will hand explanation to teacher for quick review. 10. If necessary, students will amend their work, and reprint. 11. Students will open Chrome and access the website jspaint.app (Odhner, 2019).
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12. Students will create a drawing and supports their explanation. 13. Students will print their drawings. 14. Students will hand their illustrations to the teacher for quick review. 15. If necessary, students will make changes and reprint. 16. Students will staple their drawings and explanations together. 17. Students will turn in their explanation sets in for summative evaluation. Evaluate and revise Formative Assessment (Process): Studentsâ&#x20AC;&#x2122; mastery of the applicable vocabulary will be informally assessed during the vocabulary review. By aurally observing their definitions of key vocabulary, the teacher can monitor proper comprehension of ideas. As students write the words and definitions on their new chart, the teacher can verify their understanding. Teacher will monitor their progress through the creation of explanation and accompanying illustrations. After each printing, the students will hand their work to the teacher for a quick review. If necessary, students will amend their work and reprint. This quick review will allow the student to know that the students are working towards the goal prior to the summative evaluation. Students will demonstrate their understanding at various times and in different ways. Students will demonstrate their understanding of vocabulary by verbally describing the meanings of prescribed vocabulary. Students will visually display their understanding through the creation of a vocabulary anchor chart. Students will demonstrate their understanding of the number line strategy of addition through their explanation and accompanying illustration.
The teacher will continuously assess and monitor student learning during the lesson. Students will be monitored during vocabulary review, during the writing of their explanation, during the creation of their illustration, and quantitatively and summatively upon completion of the task. During the vocabulary review, the teacher will insist on rigorous detail. This will allow the teacher to monitor their understanding of vocabulary. Their performance in the review will guide the teacher to dive deeper into the vocabulary when indicated. The teacher will monitor students as they compose their explanations. This will inform the teacher as to when students might require more differentiated instruction and support. After the students print their explanations, the students will submit them to the teacher for a quick review. The quick review will allow the teacher to monitor the studentâ&#x20AC;&#x2122;s learning prior to a final submission. This allows the teacher to modify instructions during the lesson to better support the students
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through differentiation. This quick review will also occur after the printing of the studentsâ&#x20AC;&#x2122; illustrations. The teacher should expect to observe active participation in the vocabulary review. This will be recorded in the form of the vocabulary anchor chart that the students will create. I expect to observe rigorous attention to detail in the writing and illustrating process. This will be recorded in the form of their printed explanation and illustration. Whether students are or are not meeting the vocabulary goals of the lesson will be the accurate completion of the vocabulary anchor chart. The measurement of other goals is stated explicitly in the rubrics at the end of this lesson plan. During the vocabulary review, students will receive verbal feedback regarding their definitions. After the student prints an item, the student will have the teacher preview the work. They will make corrections or adjustments as necessary and reprint their work if required. Upon final submission and evaluation, each student will receive differentiated feedback on their actual work. The level of detail in their vocabulary review will be indicative of the amount of support they will need during their writing and illustration. When students hand their work in for quick review, the teacher will take a moment to give feedback and direct some individual instruction. The degree to which students are able to explain the number line method of addition will guide how much review on the topic will be necessary. Because the method is fundamental and used in more advanced strategies, some spiral review is inevitable and necessary, but the assessment will guide such future reviews. Summative Assessment (Product): Student work will be evaluated using rubrics. Evidence of student learning will be collected in the form of a student created vocabulary chart and individually created explanations and illustrations of the Number Line Strategy of addition. Because the State Standard is to have students explain a method, their creations ARE evidence of achievement. Because the students will be writing their own words (with support), the students are able to truly demonstrate what they know and have learned. Some students will benefit from more support than the sentence stems that all will receive. These students will benefit from differentiated support in the form of peer translation assistance or preferred seating near the relevant anchor charts. The assessment rubrics are aligned with the standard, in that the rubrics assess the extent to which students explain why the addition strategy works. The state standard requires students to explain their strategy. The ISTE standard requires that they use technology to show their learning and receive feedback. This lesson is basically an alignment of those two standards.
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Explanation
3
2
1
0
Sentence Stems
All stems used
2 or more sentence stems used
1 sentence stem used.
No stems used
Complete
Explanation is complete.
Most steps of strategy is represented.
Vital steps of strategy represented.
Explanation does not match strategy.
Use of vocabulary
All vocabulary used correctly.
Some vocabulary used correctly.
Vocabulary used, but incorrectly.
No vocabulary used.
Sequence
Strategy explained in sequence.
1 step out of order.
Multiple steps out of order.
No valid sequence or missing multiple steps.
Use of place value and addition operations
Operations and place value explained thoroughly.
Operations and place value mostly explained.
Operations and place value explained poorly.
Operations and place value not explained.
Illustration
3
2
1
0
Clarity
Illustration is clear
Illustration is mostly clear.
Only a few parts are clear.
Illustration not clear at all.
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Labeling
All parts correctly labeled.
Most parts correctly labeled.
Many parts not labeled or labeled incorrectly.
No labeling, or all labels incorrect.
Neatness and organization.
Illustration is neat and organized.
Some parts are not neat, mostly organized.
Only some parts are neat, some organization.
Illustration not neat or organized.
Unit Media Share 8 Fun Second Grade Reading Comprehension Activities This weareteachers.com website titled “8 Fun Second Grade Reading Comprehension Activities” lists and describes eight ways to augment a reading lesson. It gives activities to keep students engaged and interested in going deep into the text. The activities are drawn from other online sources, giving teachers more leads on sourcing great ideas. Most of the activities are focused on emphasizing the key elements of the story in a grade appropriate way. The retelling gloves described on this site will address state standard 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Elizabeth Mulvahill / weareteachers.com, (March 29, 2018). 8 Fun Second Grade Reading Comprehension Activities. [Website]. Retrieved on September 17, 2019 from https://www.weareteachers.com/second-grade-reading-comprehension-activities/ Google Translate Google Translate is a great way for English Language Learners to access English text in their primary language. It is important for all students to be able to fully comprehend the texts that the class is working with. Google Translate can translate text that is manually entered, but it is the augmented reality feature that really makes this app so powerful. The app can use the device’s camera to show a text with the translation layered on the device’s display in real time. The app even matches the font and color of the text. It is important for students to learn to read and speak English. It is also important for students to have a deep understanding of and connection with school texts. This app can be used to provide English Language Learners with a copy of a story in their primary language, enabling them to better recall the story. This connects to state standard 2.RL.KID.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 114
Kahoot AS, (2019). Kahoot! Play & Create Quizzes. [Google Store, Cost: Free] Retrieved on September 1, 2019 from https://play.google.com/store/apps/details?id=no.mobitroll.kahoot.android&hl=en_US Kahoot! Kahoot! Is a great app for whole class participation and assessment. Each student or group has a device with the Kahoot app on it. The students participate in a real-time quiz that is either prepared or presented by the teacher. When the question comes up - on the smartboard and/or their devices, the students input or select an answer. The teacher can select the level of anonymity and form of answer and record results. Kahoot! quizzes really liven up a classroom. By promising a Kahoot! game about what’s in a story, students are motivated to pay attention to the story. This app provides a platform that can record student answers to questions as prescribed by state standard: 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Google, (2019). Google Translate. [App Store, Cost: Free] Retrieved on September 1, 2019 from https://apps.apple.com/us/app/google-translate/id414706506 Parts of a Story | Language Arts Song for Kids | English for Kids | Jack Hartmann This video is a great resource for teachers of students beginning to learn about stories. It keeps things very basic while covering all relevant information. It pairs the information with creative imagery and catchy music. The standards ask for students to identify questions like who (characters) and where (setting), and this video demonstrates how to identify these. This prepares students to better answer story questions as referenced in state standard 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Jack Hartmann Kids Music Channel, (December 29, 2017). Parts of a Story | Language Arts Song for Kids | English for Kids | Jack Hartmann. [YouTube Video]. Retrieved from September 17, 2019 https://www.youtube.com/watch?v=-_nePjWXecQ The Simple Summary This video demonstrates a great way to practice summarizing a story. As students do this, they will answer the who, what, when, where, why, and the how of the story that they’re summarizing, with five words or less for each question. Then the students put all the elements together and write it down. This makes sure that the students truly have good comprehension and are meeting the requirements our standards. This prepares students to better answer story questions as referenced in state standard 2.RI.KID.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Holly Bullock, (Jan 23, 2014). The Simple Summary. [YouTube Video]. Retrieved from September 17, 2019 https://www.youtube.com/watch?v=V-ki6TP4EYs Literacy Games This http://classroomgamenook.blogspot.com website titled “Literacy Games” gives twenty two games to use. The activities are categorized such as vocabulary, reading and writing prompts,
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reading comprehension, and even sight words. Most activities are printable and easily taught to students. These activities are easily adaptable to facilitate any activity a teacher would need. The Fact or Opinion activity supports state standard 2.W.TTP.1 Write opinion pieces on topics or texts. a. Introduce topic or text. b. State an opinion. Rachael Parlettl / classroomgamenook.blogspot.com, (November, 2016). Literacy Games. [Website]. Retrieved on September 17, 2019 from http://classroomgamenook.blogspot.com/p/literacy-games_16.html
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Jennifer Zaragoza Unit Rationale – Solving Contextual Problems that Involve Money In this unit, second grade students will be learning how to solve contextual problems that involve dollar bills, quarters, dimes, nickels, and pennies. The students will use the ¢ and $ symbols appropriately when solving each problem. Students who have trouble identifying the value of each coin and cannot count the value of a set of coins will find this lesson challenging. There will be visuals for each coin and bill to help students identify their value. The students will have learning experiences through a classroom play store and other engaging hands-on activities that involve money. Students who are kinesthetic or interpersonal learners will benefit from these activities because they will be physically active or socializing throughout the unit. It is crucial that students use money symbols appropriately and know how to solve problems that involve money because it is used in our everyday life. Understanding money is essential in our society. Working with money is a learning cluster outlined in the TN Math Standards: Measurement and Data, Standard 8. 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/aXOPO8wcF0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Solving Contextual Problems That Involve Money Name: Jennifer Zaragoza Duration of Lesson: 1.5 hour
Subject Area(s): Math Grade Level: 2nd
General Characteristics Analyze learners
There are seventeen students in the second-grade classroom at Vena Stuart Elementary School. The classroom consists of eight males and nine females. The classroom is consisting of Caucasian, African American, and Hispanic students who are between the ages of seven and eight. There is a student with an IEP in Speech in Language who gets services from a speech therapist. Two of the seventeen students are English Language Learners. During ELA RTI, the students get services from the ESL teacher. Even though the remaining fifteen students are fluent in English, more than half of the students are struggling readers and read below grade level. Due to the high number of struggling readers, I will read all instructions and expectations aloud. The PK-5 school has a mixed population ranging from African American, Hispanic, and Caucasian students. Vena Stuart has a high population of students whose second language is English. Curriculum Competencies To complete this lesson, students will need to know how to identify the penny, nickel, dime, and quarter and recognize the value of each coin. They also need to be able to identify and recognize the value of a one-dollar bill, five-dollar bill, and ten-dollar bill. They must know the value of a set of coins less than one dollar. When counting money, they need to know how to use the cent and the dollar symbol appropriately. Technology Competencies To complete this lesson, students will need to know how to navigate a Google Chromebook. The students must be able to navigate the Kroger website and the internet for images of money. They will need to know how to enter numerical digits, words, and ¢ and $ symbols onto Google slides. The students will need to know how to insert pictures on Google slides as well. State Standard
State & NETS*S objectives
2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. ISTE Standard
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7.c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. Behavioral Objective Given a Chromebook with access to the internet, the second-grade class will create contextual problems that involve money on Google slides and solve the problems they create in order to demonstrate that they can solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. The second-grade class will work in groups to create two contextual problems that involve money. There will be four students per group. In this case, there will be three groups of four students and one group of five students. Each student in the group will have a role. There will be a team lead, typer, timekeeper, and explorer. The group with five students will have two explorers. Each group will create two contextual problems that involve money using the Kroger website, Google images, and Google slides. After the students create their contextual problems, the students will share their problems with the classroom, and solve all the contextual problems they created. Language Objective Key vocabulary: money, coin, quarter, dime, nickel, penny, one-dollar bill, fivedollar bill, ten-dollar bill, total, cent symbol (¢) dollar symbol ($). Academic Language Functions To express understanding, students will use the following vocabulary terms in the contextual problems they create and in their answer. Students will use these terms in their question when identifying how much money the shopper has to spend or when identifying how much each item cost. The terms will be used in their answer when they identify the coins or bills, they have left in change or the total cost of the items. Once the students finish writing their questions with the appropriate terms, the students will present their word problems and solve the questions. The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words. The vocabulary words will be used in their questions and answers. The vocabulary words will be made into visuals. Each visual will have the term, definition, picture or example. The students will echo the vocabulary visual as the teacher reads it. The words will be on the board for students to reference to when using them in their problems. Select Teacher Materials instructional methods, • 12 vocabulary visuals
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media, and materials
•
1 expo marker
•
2 contextual problems that involve money (these will be used to model how to solve a problem)
•
2 contextual problems that involve money (these will be the problems the students complete on their white board)
Student Materials •
17 expo markers (1 for each student)
•
17 white boards (1 for each student)
•
17 sharpened pencils
•
17 clean sheets of notebook paper
Technological Materials •
17 Google Chromebook with internet access (student centered)
•
The Kroger Co, (2019). Kroger. [Website, Free] Retrieved on [November 19, 2019] from [https://www.kroger.com]. (student centered)
•
Google, (2019). Google Slides. [Website, Free]. Retrieved on [November 19, 2019] from [accounts.google.com] (teacher and student centered) Google, (2019). Google Images. [Website, Free]. Retrieved on [November 19, 2019] from [images.google.com]
•
•
Projector to display computer screen (teacher centered)
•
Pull-down display screen (teacher centered)
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Utilize media and materials
Preview and Prepare Materials • • • • •
Charge the Chromebooks Have student’s login info taped on Chromebook Check that the projector is properly working Check that the expo markers work Have vocabulary visuals printed out
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• • •
Have terms up on the board Have a list of the groups and role for each student Have 17sharpened pencils
Prepare the Classroom • • • • • •
Turn the lights off for the projector Pull-down display screen Turn the projector on Get students logged into Chromebook Get students logged in Google slides Have a tab open to the Kroger website on the students Chromebook
Prepare the Learner Introduce the lesson by reading the standard Go over vocabulary terms by having the students echo the vocabulary visuals • Model how to solve 2 contextual problems that involve money • Have the students complete 2 contextual problems that involve money on their white board • Write the vocabulary terms on the board. so the students can reference back to terms when creating their contextual problems • Explain to students that they will create 2 contextual problems on Google slides that involve money • Show students how to navigate the Kroger website when looking for items to use in their problems • Show the students how to look for images of money on Google Require After explaining to the students what they will be doing, I will put the students learner into groups. There will be 3 groups of four students and 1 group of 5 students participation Roles will be assigned to every student. The groups with four students will have a team lead, typer, timekeeper, and explorer. The group with five students will have a team lead, typer, timekeeper, and two explorers. The team lead will make sure everyone is doing their job and help the group, the typer will type the contextual problems, the time keeper will keep track of time and check the typers spelling, the explorer will look for the items, the item’s price, and images of money that will be used in the problems they create as a group. After the students create the problems, I will login to Google Slides where the students created their problems (the problems will be created on the same drive, so the teacher can have access to all the problems). I will go over one problem to show the students how to work it out and show their answer. As I show the problems the students created up on the board, the group that created the problem will go up front. The team lead of the group will read the problem (s). All students will complete the problems created by them on a blank sheet of notebook paper. Evaluate and Formative Assessment: revise • •
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The formative assessment for this lesson is the two questions the students answer on their white board. Students who are learning are participating and trying to get the right answer. The students will demonstrate their understanding by writing their answer using the cent or dollar symbol appropriately. After I model the first question, I will ask students questions about the second problem I will be modeling. I may ask, “How much was the item?” “Do I add or subtract?” “Am I using the dollar or cent symbol?” I will monitor student learning through questioning and by the students answers to the contextual problems. If the students understand the lesson, I will move on to the next activity. However, if the students are having trouble understanding the lesson, I will model how I work out another contextual problem and have them try another problem as well. I expect the students to know when to add or subtract, while using the cent and dollar symbol appropriately. I will have a checklist with student names and will look for 1) The students knows when to add or subtract (are they looking for the total of something or looking for how much money will be left over) 2) The student knows when to use the cent or dollar symbol. As the students show me their white board, I will put a check or x by the number 1 and 2. I will provide feedback as the students show me their white board. If they get the answer I will say “Good job!” “You got it!” However, if they do not get it right, I will say “Check your work.” “Take another look at the problem and check your symbol.” “Try it again.” The formative assessment will allow me to identify which students are not mastering the standard and need intervention. It will also help me determine if I need to rearrange the groups I am placing the students in for the activity that requires them to create contextual problems.
Summative Assessment: The summative assessment for this lesson will be the two contextual problems the groups create. Group effort in creating the problems with the appropriate terms and answering the contextual problems correctly will contribute to their grade. Students will demonstrate achievement by answering the contextual problems correctly and using the appropriate dollar or cent symbol. The assessment allows all students to show what they have learned because all of the students must answer the questions the class created. After the students finish answering the questions on their blank sheet of paper, I will go over the questions and answer any questions the students have. As I go over the questions, the students will have the opportunity to turn and talk to a partner to share how they worked out their problems and what symbol they used. This will allow students to reflect on their learning because they are getting feedback from each other. The student’s work will document the student’s ability to solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately (TN Math standard 2.MD.C.8) and if students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a
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common goal (ISTE 7.c.). This assessment will also document if the students can navigate the internet on a Chromebook and enter numerical digits, words, images and ¢ and $ symbols onto Google slides.
Unit Media Share Counting Money Problems for Kids Counting Money Problems for Kids is a great video because it reviews coins and their worth. The video gives tips on how to count money, shows students how to add coins, and uses the cent symbol. The video is also engaging because it uses a cartoon character and items students are familiar with. This YouTube video supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Math & Learning Videos 4 Kids, (2014). Money Part 2 for Second Grade - Counting Money Problems for Kids. [YouTube Video]. Retrived on September 16, 2019 from [https://www.youtube.com/watch?v=dhAVtj7ChkU]. IXL The website www.ixl.com has twenty-two math activities that relate to money. The math activities introduce money to students and contain many contextual math problems. The activities are great because they contain money visuals, allow students to add or subtract money, and allow them to make purchases. The math activities build on each other and challenge students along the way. This website supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. IXL Learning, (2019). Second Grade Math. [Website]. Retrieved on [September 15, 2019] from [https://www.ixl.com/math/grade-2]. Money Metropolis
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The website www.practicalmoneyskills.com has a game called Money Metropolis. Money Metropolis is a game that takes place in a city. Students create their own character and must make a certain amount of money to purchase a pet or go on a trip. Students are given an allowance and are allowed to make money or spend money in the city. The activities that allow students to make money may relate to other subjects. For example, in the library, students must sort books in alphabetical order if they want to earn $10. This website is great because it challenges students to manage their money if they want to make purchases. It allows students to see how money is earned and spent in our world. This website supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Practical Money Skills, (2019).Money Metropolis [Website]. Retrieved on [September 16, 2019] from [http://www.practicalmoneyskills.com/play/money_metropolis#]. Money Song for Kids Money Song for Kids is a unique video because the video introduces student to the US currency. The video introduces all the coins and dollar bills. The song explains who is on each bill and coin. Not only does the video identify the value of coins and bills, but it also represents the value of coins and bills through different combinations of coins or bills. This engaging video will help students remember money and their worth! This YouTube video supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Kids Learning Tube, (2016). Learning Money for Kids/Coin Song for Children/ Money Song for Kids. [YouTube Video]. Retrieved on September 16, 2019 from [https://www.youtube.com/watch?v=q9jexkHgjxo]. Peter Pig’s Money Counter Peter Pig’s Money Counter is an interactive app that teaches students how to count money. This app allows teachers to choose a level of difficulty for students. There are games that allow students to count and sort money. Each time a student gets a correct answer they are given virtual money. Students can use the virtual money to buy clothes and accessories for Peter Pig. This app will motivate students and teach them how to budget! This app supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Visa Inc. (2018). Peter Pig’s Money Counter. [iTunes App: Free] Retrieved on September 16,2019 on [https://apps.apple.com/us/app/peter-pigs-money-counter/id1093223171]. Splash Math Splash Math is an app that is full of engaging math activities for students in K-5. The app has 12 math sections that relate to money. Under the money section, students use their knowledge of money to identify money, identify its value, count money. Student can also compare amounts,
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make amounts, and make change. This app is great because it reads the question to students and provides detailed visuals of money. This app supports the TN Math standard: 2.MD.C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. StudyPad, Inc. (2018). Splash Math. [iTunes App: Free] Retrieved on September 16, 2019 on [https://apps.apple.com/us/app/splash-math-games-for-kids/id672658828].
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Sydney Koch Unit Rationale – Opinion Writing In this unit, students will be engaged in opinion writing on topics and texts, and they will support a point of view with reasons. Students may not know how to write an opinion piece, and students may not know how to support their opinion with reasoning. Also, they may not know how to organize their opinion. Moreover, some of my English Language Learners may not understand the term “opinion.” Throughout the unit, students will be engaged in prewriting activities such as an opinion piece graphic organizer. During writing, students will be conferencing with their peers and the teacher, as well as following the steps of the writing process. After writing, students will be engaged in debating their opinion as a whole group. These activities aim to help students write a well-developed opinion piece that is clearly organized and includes supportive reasoning. Opinion writing is extremely important to the students’ lives because the students need to understand that they have a voice and that their voice matters. However, they must learn how to clearly support their opinion in order for their voice to be heard. Moreover, the students will be reading and writing about an article called “Should Kids Have to Go to School Online on a Snow Day?” This article directly relates to their lives because they experience snow days in Tennessee. My expectations for this unit are that students will have very strong opinions about this subject. 3.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text. b. Develop an opinion with reasons that support the opinion. c. Create an organizational structure that lists supporting reasons. d. Provide a concluding statement or section. e. Use linking words and phrases to connect opinion and reasons. f. Apply language standards addressed in the Foundational Literacy standards Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/FCHNMiakD0
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v Opening Commercial: Available upon requestAvailable upon request
ASSURE Lesson Plan Template Name: Sydney Koch Duration of Lesson: 1 hour
Analyze learners
Subject Area(s): ELA Grade Level: Third
In the class at Vena Stuart Elementary School, there are twenty students in the class, which includes six males and fourteen females. The students range from Hispanic, African American, and Caucasian and are between the ages of eight and nine. Their cultural and ethnic backgrounds will help me to connect my planning, instruction, and assessment with their personal lives to keep them motivated and engaged. There are six English language learners who speak a variety of English other than academic language. There is one English language learner who only speaks a few words in English. All of these students receive pullout ESL services and accommodations within the classroom. Two students receive support for reading IEPs, one student receives support for a behavioral IEP, and one student receives support for hearing impairment. All of these students receive pullout services and accommodation in the classroom. As far as prior knowledge and skills in regard to the standard and objectives, in second grade students should have practiced second grade standard, “Write opinion pieces on topics or texts. A. Introduce topic or text. B. State an opinion. C. Supply reasons to support the opinion. D. Use linking words to connect the reasons to the opinion. E. Provide a concluding statement or section.” First grade standard states, “With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure.” Finally, kindergarten standard states, “With prompting and support, use a combination of drawing, dictating, and/or writing to compose opinion pieces.” Therefore, students should have prior background knowledge of opinion writing.
Curriculum Competencies To complete this lesson, students will need to know how to compose an opinion an opinion piece, supporting a point of view with reasons. Technology Competencies
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To complete this lesson, will need to know how to navigate Google Docs and how to record and respond to videos on FlipGrid. State Standard State & NETS*S objectives
3.W.TTP.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce a topic or text. b. Develop an opinion with reasons that support the opinion. c. Create an organizational structure that lists supporting reasons. d. Provide a concluding statement or section. e. Use linking words and phrases to connect opinion and reasons. f. Apply language standards addressed in the Foundational Literacy standards. ISTE Standard 6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Behavioral Objective: Given the TimeforKids article â&#x20AC;&#x153;Should Kids Have to Go to School Online on a Snow Day,â&#x20AC;? and access to Google Docs, the learners will compose an essay that develops an opinion with supportive reasons, an introduction, an organized structure, a conclusion, linking words, and application of the Foundational Literacy standards. Then, the students will record themselves on FlipGird reading their opinion piece to demonstrate the development of their opinion and supportive reasons. Language Objective: Key vocabulary: organization, revising, conclusion, revising, introduction, conferencing, debate, evidence, argument, topic, counterargument, elaborate, prewriting, editing, transition, reasoning, opinion The vocabulary terms will be taught at the beginning of the lesson to provide the students with an understanding of the words they will hear throughout the
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writing process. The students will watch a Flocabulary video that will preview the vocabulary words. Then, I will have the words on PowerPoint slides with definitions, visuals, and used in sentences. Curriculum Materials Select instructional • OREO graphic organizer methods, • Transition words handout media, and • 20 pencils materials Technological Materials • • •
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Utilize media and materials
20 Chromebooks (student-centered) Microsoft, (2019). FlipGrid. [App Store, Cost: Free]. Retrieved on September 16, 2019 from https://info.flipgrid.com/ (student-centered) Google. (n.d.). Google Docs: Free Online Documents for Personal Use. [Website]. Retrieved on September 16, 2019 from https://www.google.com/docs/about/ (student-centered) Interactive whiteboard (teacher-centered) ELMO (teacher-centered) Should Kids Have to Go to School Online on a Snow Day? (2019, January 25). Retrieved November 14, 2019, from https://www.timeforkids.com/g34/snow-day-debate-2/ (studentcentered) Jennifer Musick. (Account Holder). (2018). Opinion Writing Flocabulary. [YouTube Video]. Retrieved on September 16, 2019 from https://www.youtube.com/watch?v=fOCNsAn-hws (student-centered) PowerPoint Presentation (teacher-centered) Should Halloween Be Moved to a Saturday? (2019, October 4). Retrieved November 14, 2019 from https://www.timeforkids.com/g34/debatehalloween-saturday-2/ (teacher-centered)
Prepare Media and Materials • • • • • •
Preview the Flocabulary Video Preview the TimeforKids article “Should Halloween Be Moved to a Saturday?” Have the transition words handout printed for each student Have the OREO graphic organizer printed for each student Check for properly working Interactive White Board Check for properly working ELMO
Prepare the Classroom •
Turn on the projector
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• • •
Turn on the Interactive White Board Have Flocabulary video ready Have PowerPoint presentation ready
Prepare the Learner • • •
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Introduce the lesson with the Flocabulary video Teach “I can” statements. I can write an opinion piece. I can support a point of view with reasons. Teach the vocabulary terms; vocabulary terms will be on the PowerPoint slides with the definition, a visual, and they will be used in a sentence with the students’ names. Model reading “Should Halloween Be Moved to a Saturday,” and model writing an opinion piece supporting a point of view with reasons. Review transition words
To activate students’ background knowledge, they will be watching a Flocabulary video that they will sing along to. After this, I will move into my instruction. The instruction will begin with the “I can” statements, and then I will teach the vocabulary words, all of which will be on a PowerPoint presentation. Next, I will have instructional content on the next slides to teach students how to write an opinion piece that supports a point of view with reasons. Here, we will also review transition words. After this, I will model writing an opinion piece. I will model reading the article “Should Halloween Be Moved to a Saturday?” I will then demonstrate my thinking and complete the OREO graphic organizer and compose an opinion piece to support students’ understanding. After modeling, students will read the article “Should Kids Have to Go to School Require Online on a Snow Day?” on their Chromebook. Once they have read the article, learner participation they will then complete their OREO graphic organizer where they have to state their opinion, two reasons, examples, and restate their opinion. Upon completing the graphic organizer, students will compose an opinion piece using Google Docs and develop an opinion with reasons that support the opinion, create an organizational structure that lists supporting reasons, provide a concluding statement use linking words, and apply the Foundational Literacy standards. Once they have demonstrated their learning, they will record a reading of their opinion piece using FlipGrid and respond to two students in the class.
The students will be graded on their graphic organizer, typed Google document, and FlipGrid presentation. For the graphic organizer, students will be graded on whether or not they filled out each section. For the Google Document, students will be graded on the following aspects: develop an opinion with reasons that support the opinion, create an organizational structure that lists supporting 130
reasons, provide a concluding statement, use linking words, and apply the Foundational Literacy standards. For the FlipGrid video, students will be graded on reading their essay with a clear voice, reading their entire essay, and if they responded to two students in a professional and respectful way. Their responses should be 20 seconds each. If a student is showing signs that they do not understand the objective, I will go over the model I completed. If this does not work, I will scaffold through questioning and examples. Evaluate and revise
Formative Assessment (Process): Formative assessments used in this lesson include observation of students’ individual work and the OREO graphic organizer. Students will demonstrate their understanding by completing their graphic organizer. As students are completing their graphic organizer, I will be aggressively monitoring their work by making “laps” and recording evidence of their work. For example, my first lap will be going around and checking that students have the introduction section filled out. If they do and it is correct, they will get a check on their paper. If it is incorrect, I will put a dot on their paper so they know to go back and revisit. I will also be recording dots and checks on my lap sheet for student data. This will provide the students with immediate feedback. This monitoring will also help inform my teaching. I will know whether or not I need to reteach any content before the summative assessment, and it informs me of whether or not the students are prepared and ready for the summative assessment.
Summative Assessment (Product): The summative assessment will be the typed opinion piece on Google Docs and the FlipGrid video. The students’ work will document their ability to develop an opinion with reasons that support the opinion, provide an introduction statement, create an organizational structure that lists supporting reasons, provide a concluding statement, use linking words, and apply the Foundational Literacy standards. Students will be graded on their ability to introduce the topic, develop an opinion with reasons that support the opinion, create an organizational structure that lists supporting reasons, provide a concluding statement, use transition words, and apply the Foundational Literacy standards. For the FlipGrid video, students will be graded on if they read their composition and responded to two other students in a respectful and collaborative way. Their FlipGrid video lengths will vary by student based on the length of their essays, but their responses should be at least 20 seconds each. The students’ work on FlipGrid and Google Docs will document their ability to use technology to communicate clearly and express themselves creatively.
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Unit Media Share Edpuzzle I will be using Edpuzzle as a way to track my students’ comprehension of the instructional videos I am using for my unit on opinion writing. Edpuzzle is a way to individualize videos based on your students’ needs and keep them engaged while watching. Edpuzzle allows the teacher to track student comprehension by asking questions throughout the video, and it allows the teacher to add their own voice narrative. Furthermore, Edpuzzle provides the teacher with information on which students watched the video, how many times they watched a section of the video, and if they understand the content. Edpuzzle connects to standard 3.WTTP.1 because students will be watching videos on how to write an opinion piece, answering questions throughout, and it will help me monitor students’ understanding of these videos. Edpuzzle Inc., (2019). Edpuzzle. [App Store, Cost: Free]. Retrieved on September 16, 2019 from https://edpuzzle.com/ Edublogs Edublogs is a website that allows students to publish their written work in blog form. With Edublogs, you can moderate all student posts and comments, make blogs private or public, leave private comments on student writing, organize students in groups, monitor student progress, and participate in a global blogging community. This website is of value to the learner because it allows them take ownership of their writing and publish written work they are proud of. Also, blogging is extremely popular with the younger generation, so I think this will engage students by connecting to their interests. Lastly, Edublogs connects to standard 3.W.TTP.1 because students will be publishing their written opinion pieces. Edublogs. (2019). Edublogs. [Website]. Retreived on September 16, 2019 from https://edublogs.org/ FlipGrid I will be using FlipGrid as a way to engage my students during my unit on opinion writing. FlipGrid is a way that students can showcase their learning and their ideas with the teacher and the class using video recordings. Students are also able to respond to each other’s videos, which 132
creates a great classroom discussion that is individualized. FlipGrid connects to standard 3.W.TTP.1 because after students write their opinion piece, they will record themselves reading it on FlipGrid. Once recorded, students must reply to two students stating whether or not they agree or disagree and why. Microsoft, (2019). FlipGrid. [App Store, Cost: Free]. Retrieved on September 16, 2019 from https://info.flipgrid.com/ Google Docs My classroom is a one-to-one classroom, so each student has a Chromebook. I would use Google Docs to have students type their final opinion writing drafts. Google Docs allows multiple people to work together in the same document, which would be very beneficial for students during peer review. It would also allow the teacher to go into the document and comment on the students’ writing while conferencing with the student. Google Docs also saves the document automatically so that students do not have to worry about accidentally deleting their work. Furthermore, Google Docs can be accessed from anywhere, not just the classroom, so students can work on their writing from home. Google Docs connects to standard 3.W.TTP.1 because it will allow students to write their opinion piece in a different format, helping them revise and edit their writing, and it gives students the opportunity to collaborate with each other. Google. (n.d.). Google Docs: Free Online Documents for Personal Use. [Website]. Retrieved on September 16, 2019 from https://www.google.com/docs/about/ Opinion Writing Flocabulary Opinion Writing Flocabulary is a great video for helping students understand how to write an opinion piece. The video discusses stating your opinion very clearly and using facts to support your opinion. It also gives the students examples of phrases that are used in opinion pieces such as “I think,” “To me,” and “In my opinion” and how to use adjectives to help describe your opinion. Furthermore, it tells the students to hook in the reader with an interesting introduction to keep the reader excited and to use supporting facts, such as reasons and examples, in your opinion writing. Lastly, the video suggests using linking words such as “first,” “next,” “finally,” “second,” and “third” to help the reader follow, which directly supports standard 3.W.TTP.1 part e, which states, “Use linking words and phrases to connect opinion and reasons.” Furthermore, I chose this video because it is a song and has the script in the video, which will be helpful for my EL students. Jennifer Musick. (Account Holder). (2018). Opinion Writing Flocabulary. [YouTube Video]. Retrieved on September 16, 2019 from https://www.youtube.com/watch?v=fOCNsAn-hws Opinion Writing for Kids | Episode 3 | Making a Plan Opinion Writing for Kids | Episode 3 | Making a Plan is a great video for helping students with the first step in the writing process, prewriting. This video is centered on making an opinionwriting plan, and it shows students how to use a graphic organizer for planning their writing.
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This graphic organizer has the students write their opinion in the middle and four reasons around that opinion. It also explains the term â&#x20AC;&#x153;reasons,â&#x20AC;? which I think will be helpful for my EL students. This instructional video connects to standard 3.W.TTP.1 because it discusses writing opinion pieces, and it helps students develop an opinion with reasons that support that opinion. Teaching Without Frills. (Account Holder). (2016). Opinion Writing for Kids | Episode 3 | Making a Plan. [YouTube Video]. Retrieved on September 16, 2019 from https://www.youtube.com/watch?v=7kYtkqfXMOg
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Shai Polston Unit Rationale â&#x20AC;&#x201C; Body Parts and Senses of a Shark The rationale behind choosing the selected standards is based on the scope of sequence. Third grade students are required to understand that animals use their body parts and senses for a variety of reasons, such as hunting and protecting themselves. The students may struggle with the tier III terms related to the body parts and senses of a shark, because this lesson may be their first-time hearing or reading the terms. In order to convey this concept clearly, I made sure to implement a variety of instructional strategies within the unit. Students will gain learning experiences through interactive read-aloud, engaging videos, and a virtual field trip. These diverse strategies aim to assist students when they are asked to identify the internal and external features, or body parts and senses, of a shark that assist with survival. Once students have fully comprehended how sharks use their body parts and senses to survive, they will be able to identify how other animals, plants, and humans use their body parts and senses. ELA Standards: 3.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas and information. a. Introduce a topic. b. Group related information together, including illustrations when needed, to provide clarity to the reader. c. Develop the topic with facts, definitions, and details. d. Provide a conclusion. e. Use linking words and phrases to connect ideas within categories of information. f. Use precise language to inform about or explain the topic. g. Apply language standards addressed in the Foundational Literacy standards. Science Standards: 3.LS1: From Molecules to Organisms: Structures and Processes 1) Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/S6CMf1ZuD0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Body Parts of a Shark and Their Purpose Name: (Shai Polston) Subject Area(s): (ELA/Science) Duration of Lesson: (45 minutes) Grade Level: (3rd Grade) General Characteristics Analyze learners
Bethpage Elementary School is a Title I school located in rural Bethpage, Tennessee. The K-5 school id predominantly Caucasian, with very few students of African American, Asian, and Hispanic descent. In the third-grade class at Bethpage Elementary School, there are twenty-four students- which include 11 females and 13 males. The students range between the ages of eight and nine. All of the students are fluent in the English language. Of the 24 students, 4 of the students have an IEP. Three of the IEPS are for ADHD, while the remaining IEP is for a learning disability. Curriculum Competencies To complete this lesson, students will need to know the body parts of a shark and their purpose. Technology Competencies To complete this lesson, students will need to know how to navigate a laptop, access Nearpod, access Flipgrid, and record/upload a video within the designated classroom grid on Flipgrid. State Standard
State & NETS*S objectives
Science Standards: 3.LS1: From Molecules to Organisms: Structures and Processes 1) Analyze the internal and external structures that aquatic and land animals and plants have to support survival, growth, behavior, and reproduction. ISTE Standard 6.D. Students publish or present content that customizes the message and medium for their intended audiences. Behavioral Objective: Given the use of Flipgrid and a labeled diagram of a shark, the students in the thirdgrade class will compose a video of themselves pointing to the body parts of a shark 136
on the diagram, naming the body parts, and identify the purpose of each body part in order to demonstrate their knowledge of external/internal structures and how they support survival. Language Objective: Key Vocabulary: pelvic fins, pectoral fins, dorsal fin, caudal fin, denticles, cartilage, lateral line organs, gills. Academic Language Functions To express understanding, students will be composing a video and using the listed vocabulary terms within the video. The students are required to record themselves as they display a provided labeled diagram of a shark, point to the individual body parts, name the shark’s body part (vocabulary term) and explain how it supports the shark’s survival. The vocabulary terms will be taught at the beginning of the lesson through the implementation of a Nearpod lesson created by the teacher. The Nearpod lesson will explicitly list and define each vocabulary term, as well as explain the body part’s purpose. A whole-class discussion over the vocabulary terms will take place throughout the Nearpod lesson. Curriculum Materials Select instructional • 24 Labeled Diagrams of a Shark (Student-Centered) methods, media, and Technological Materials materials
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Website from web- Flipgrid. (2019). Ms. Polston’s Classroom: Body Parts of a Shark. [Web, Cost: Free] Retrieved November 11, 2019, from https://flipgrid.com/340073f2. (Student-Centered) Website from web- Nearpod. (2019). Body Parts/Senses of a Shark. [Web, Cost: Free] Retrieved November 11, 2019, from https://app.nearpod.com/presentation?pin=1E1794B3FB20118C2EECE 041E2D58E2E-1. (Teacher-Centered)
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24 Individual Laptops (Student-Centered)
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Individual Laptop (Teacher-Centered)
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Elmo to display Nearpod Lesson (Teacher-Centered)
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Pull-Down Display Screen (Teacher-Centered)
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Projector (Teacher-Centered)
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Utilize media and materials
Preview and Prepare Materials • • • • • • •
Preview the Nearpod website containing the Body Parts/Senses of a Shark lesson-- *previewed and approved* Preview the Fligrid website containing the portal for student to upload their video-- *previewed and approved* Print 24 diagrams Have the Nearpod lesson prepared on the teacher laptop Check for properly working ELMO Check for connection of teacher laptop to ELMO/ELMO to projector Have the Flipgrid website prepared on the students’ laptops
Prepare the Classroom • • •
Turn the lights off for the projector Pull down display screen Turn the projector and ELMO on
Prepare the Learner Introduce the lesson and vocabulary terms by displaying the Nearpod lesson on the display screen. • Ask vocabulary comprehension questions throughout the lesson. • Model how to access the Nearpod lesson from the students’ own individual laptop as a reference. • Present the Ms. Polston’s classroom grid using the Flipgrid website. • Model for students how to navigate the website, locate the grid titled Body Parts of a Shark, record a video, and upload a video into the designated grid. • Hand out labeled diagram to the students • Students will record a video in which they point to and name body parts on the diagram, explain the purpose of each body part for survival, and upload the video into the designated grid. After the instruction on how to use the required technology, students will work Require individually. Each student will be provided a labeled diagram (an image of a shark learner participation with the body parts labeled). Each student will then log into their laptops pull up the Nearpod lesson titled Body Parts/Senses of a Shark. They will take notes from the lesson and write those notes on the diagram next to the body part in which they are taking notes over. After the students have taken notes, they will pull up the Flipgrid titled Ms. Polston’s Classroom. The students will click into the topic titled Body Parts of a Shark. Within this grid topic, the students will record a video of themselves pointing to and naming the body part on the diagram, explaining the •
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purpose of each body part (pelvic fins, pectoral fins, dorsal fin, caudal fin, denticles, cartilage, lateral line organs, gills), and uploading their video to the grid. If a student is showing signs that they do not understand the objective (identifying the body parts of a shark and explaining how they support a shark’s survival) they will ask a proficient neighbor to provide additional instruction or support. If peer tutoring does not work, one on one support from the teacher will take place. Evaluate and revise
Formative Assessment (Process): o
The formative assessment used within this lesson includes observation of the students as the record their videos. Students will demonstrate understanding by recording a video of themselves pointing to and naming the body part on the diagram, explaining the purpose of each body part (pelvic fins, pectoral fins, dorsal fin, caudal fin, denticles, cartilage, lateral line organs, gills), and uploading their video to the grid. The formative assessments will be recorded and entered into the gradebook. Each student will be graded individually. The grade is based on the students’ participation in creating/uploading the video, taking notes over the Nearpod lesson, and utilizing their diagram as a reference. As the students are recording, I will be walking around and observing the students. I will provide immediate verbal feedback, extra prompting if needed, and additional support to struggling students. If a large portion of the class is not mastering the objective, then the vocabulary terms (the body parts) and their purpose need to be readdressed in a more effective manner.
Summative Assessment (Product): The summative assessment will be the actual video created by each student. The assessment will be graded based on the recording and uploading of the video, inclusion of all eight body parts within the video, the displaying of the diagram while pointing to and naming the body parts, and correctly identifying each body part’s purpose for supporting a shark’s survival. The students’ work will document the students’ ability to analyze the internal and external structures that aquatic and land animals and plants have to support survival (TN Science Standard 3.LS1) and the students’ ability to publish or present content that customizes the message and medium for their intended audiences (ISTE 6.D.). It will also document the students’ ability to operate a laptop.
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Unit Media Share Advanced English Dictionary and Thesaurus The mobile app Advanced English Dictionary and Thesaurus provides an online dictionary for students to check for spelling and word meaning, as well as a thesaurus to seek out more advanced words to use within their writing. The app compliments the standard 2.W.TTP.2, because the students are able to reference this app while working on their expository paragraph independently. Standard: 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. Advanced English Dictionary and Thesaurus [Mobile Application Software]. (n.d.). Retrieved from https://play.google.com/store/apps/ details?id=com.mobisystems.msdict.embedded.wireless.wordnet Freemind The mobile app Freemind provides a variety of formats to organize a writerâ&#x20AC;&#x2122;s thoughts throughout the brainstorming process. The mobile app compliments the core standard 2.W.TTP.2. The students will be writing an expository paragraph detailing how sharks utilize their body parts and senses to survive. Students have been taught brainstorming is a part of the prewriting process. Freemind is a mobile app which helps guide the students through the brainstorming process. The app provides a variety of formats for the students to jot down their ideas. The students will then be able to reference their ideas on the app as they are writing their expository paragraph. The app is compatible with Android devices. Standard: 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. Foltin, C. (n.d.). Freemind [Mobile Application Software]. Retrieved from https://sourceforge.net/p/freemind/discussion/22101/thread/29ad2c65/
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“Hamburger” Paragraph Writing The educational video titled “Hamburger” Paragraph Writing details the components of a paragraph. The video explains that a paragraph should consist of a topic sentence in the beginning, supporting details in the middle of the paragraph, and a concluding sentence at the end. Within the video, the topic sentence is compared to the top bun of a hamburger, the supporting details are compared to the lettuce, cheese, and meat in the middle of the hamburger, and the concluding sentence is compared to the bottom bun. The video compliments standard 2.W.TTP.2, because the students will be asked to write an expository paragraph detailing the body parts and senses of a shark. The video will assist the students in writing wellorganized paragraphs. Standard: 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. Luzio, V. (2016, October 17). "Hamburger" Paragraph Writing [Video file]. Retrieved from https://www.youtube.com/watch?v=zeCv0ifsURA I Want to be a Marine Biologist The educational video titled I Want to be a Marine Biologist details the duties and job characteristics entailed when becoming a marine biologist. The video provides the students with background knowledge on the requirements of becoming a marine biologist, the responsibilities acquired once the job is obtained, and the different ocean animals in which marine biologists study. This information will be useful for the students when they complete their Marine Biologist application independently during lesson one. The application requires the students to write about the body parts and senses of a shark. Therefore, the video compliments standard 2.LS.1. The video also serves as a way to engage the students and lead into the lesson topic of sharks. Standard: Standard: 2.LS.1: From Molecules to Organisms: Structures and Processes 1) Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Radical Jr. (2017, March 19). I Want to be a Marine Biologist [Video file]. Retrieved from https://www.youtube.com/watch?v=WlB9D9Ob-6M Reading Rockets-Paragraph Hamburger
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The website Reading Rockets contains a page titled Paragraph Hamburger detailing the components of a paragraph. The web page explains that a paragraph should consist of a topic sentence in the beginning, supporting details in the middle of the paragraph, and a concluding sentence at the end. The topic sentence is compared to the top bun of a hamburger, the supporting details are compared to the lettuce, cheese, and meat in the middle of the hamburger, and the concluding sentence is compared to the bottom bun. There is also a power point located on the web page that provides examples of well-organized paragraphs using the hamburger paragraph method. The web page compliments standard 2.W.TTP.2, because the students will be asked to write an expository paragraph detailing the body parts and senses of a shark. The page will assist the students in writing well-organized paragraphs. Standard: 2.W.TTP.2 Write informative/explanatory texts. a. Introduce a topic. b. Use facts and definitions to provide information. c. Provide a concluding statement or section. Paragraph Hamburger. (n.d.). Retrieved September 18, 2019, from Reading Rockets website: https://www.readingrockets.org/strategies/paragraph_hamburger Visually- Super Sharks: What Makes Sharks Super Predators? The website Visually features a mini graphic titled Super Sharks: What Makes Sharks Super Predators. The mini graphic provides images of the body parts/senses of a shark, as well as captions detailing how each body part/sense is used to locate, catch, and digest prey. The graphic compliments the core standard 2.LS1. The standards requires students to explain how animals, in this case sharks, use their body parts and senses to survive. The students will need to provide this explanation in the form of an expository paragraph. Therefore, they can reference the mini graphic to write their paragraph. Standard: 2.LS1: From Molecules to Organisms: Structures and Processes 1) Use evidence and observations to explain that many animals use their body parts and senses in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. LeBaron, J. (2011, August 5). Super Sharks- What Makes Sharks Super Predators. Retrieved September 18, 2019, from https://visual.ly/community/infographic/ animals/super-sharks-what-makes-sharks-super-predator
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Jennifer Wall-Muniz Unit Rationale – Multiplication In this unit, third grade students will be learning how to interpret the factors and products in whole number multiplication equations. For many students this will be the first time they have been exposed to multiplication and they may feel more comfortable with repeated addition. Learning how to view the multiplication problem as a set number of groups with the same amount in them may also be difficult for students. Within this unit students will start by discussing ways they think we can multiply numbers and then we will learn about the vocabulary terms for multiplication. Students will further their knowledge with videos, direct instruction, hands on simulation using the SmartBoard, manipulative and center rotations. We will also go outside for class one day where we will have the opportunity to make arrays and groups to show our multiplication skills. Learning how to multiply is an important life skill that will be used continuously through the remainder of the students’ academic career as well as into their adult life. Understanding multiplication and how it’s factored will help students understand fractions and more challenging algebraic concepts in the future. 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/RS0mG9SnD0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Array City Name: Jennifer Wall-Muniz Duration of Lesson: 50 minutes
Subject Area(s): Mathematics Grade Level: 3rd grade
General Characteristics Analyze learners
In this third-grade class at Mt. Juliet Elementary School, there are 22 students that are comprised of 13 females and 9 females. The students ages range from eight to nine and they are a mix of Caucasian, African American, Hispanic, Asian and Middle Eastern. Four of the students have dual citizenship between United States and France, Africa, Egypt, and Mexico. There are no IEP or 504 accommodations in the class. There is one English Language Learner who spends time outside of the classroom in language emersion. The k-5 school is predominantly Caucasian, but has a mixed population ranging from African American, Hispanic, Middle Eastern, and Asian. The average daily attendance rate was 95% in the 2018-2019 school year (TNReportcard, 2019). Curriculum Competencies Tom complete this lesson, students will need to know the basic steps of multiplication and fact family relations. Technology Competencies To complete this lesson, students will need to know how to navigate Google Slides on their Chrome Book. State Standard
State & NETS*S objectives
3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)
ISTE Standard I.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective Given, students in the third-grade class will compose an array city using various factors to solve whole number multiplication equations. Students will then choose various shapes for their cityâ&#x20AC;&#x2122;s buildings and smaller shapes for their 144
building’s windows, that will represent the factors. The students will construct 10 buildings for their city, printing them out and then solving another classmates array city. Language Objective
Select instructional methods, media, and materials
Key vocabulary: factor, product, equation, array, groups, groups of Curriculum Materials • •
Multiplication flash cards or multiplication factors (student centered) Answer Sheet
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Equity Sticks
Technological Materials •
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Array City Introduction Video (first 50 seconds) (2018, Dec. 15) Math Lab {Web, Cost: Free} Retrieved November 2019 from https://www.youtube.com/watch?v=PssHZcoZ3Eg (student centered) Desktop computer (teacher centered)
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Class set of fully charged Chrome Books with Wi-Fi/internet connection (student centered)
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Projector to display samples (teacher centered)
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White Board (teacher and student centered)
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Printer with ink and paper (student centered)
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Utilize media and materials
Preview and Prepare Materials •
Preview the Array City Video
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Check the printer, ink and paper supply Print 25 answer sheets Put equity sticks on the back table Make sure the printer is connected to wireless printing (it is turned on) from the Chrome Books Have the Array City Video queued to play Have New Google Slide demonstration prepared Check for properly working projector Check for connections from the Desktop computer to the document camera
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Have properly functioning dry erase markers
Prepare the classroom • • •
Turn the lights off for the projector Project onto the white board Turn the projector on
Prepare the Learner Introduce the lesson to the class by referring to the video provided (https://www.youtube.com/watch?v=PssHZcoZ3Eg). Then review the vocabulary terms with the students, writing them on the board along with examples for the students to use during the lesson. Present the sample Google Slide and make an array building showing the students the steps to use to make the building, windows, and address label (will be blank, eventually the multiplication fact will go here). Complete another two array buildings having the students tell you the steps to create the building. Students can use any shapes (star, circle, square, etc.) to make the buildings windows, but they must be in a neat linear order. Finally, have students walk to the Chrome Book cart to pick up their Chrome Book and pass out the multiplication flash cards. After the instruction on how to use the technology, students will pick up their Require own Chrome Book and work independently in a spot of their choosing. The learner participation students will be provided with various multiplication facts or multiples based on their academic need, to use in creating their arrays. Students will complete ten arrays on three slides (three to four arrays per slide). Once they have completed their arrays, they will wirelessly print them off, retrieve them from the printer, staple them together and label the pack with their student number. Then the student will draw a number, using our equity sticks and find that student’s array city. If a student draws their own number, they should redraw a different number. Picking up the answer sheet off the back table, the student will then solve the array city by counting the rows and groups of, writing the information down for each building, and finally determine the multiplication fact each building represents. Evaluate and revise
Formative Assessment: Formative assessments used in this lesson include observation of participation while constructing their array city, completion on their city. Students will demonstrate understanding by working independently constructing their array city as well as answering a classmates’ city. As students are working, I will be rotating around the room to their table groups watching them construct their cities and asking students questions about their work and providing feedback about their city’s construction with encouraging words, assistance with the software, and/or appropriate constructive criticism. If the objective is not being 146
met by half the students, the lesson should be stopped and readdressed by the teacher. If a student is not meeting proficiency during formative assessments, the students needs additional instruction. Summative Assessment: The summative assessment with be a combination of effort, neatness, accuracy and creativity of the student’s arrays, as well as the completion of their answer sheet over a classmate’s array project. The students’ work will document the students’ ability to interpret the factors and products in whole number multiplication equations (TN Math standard OA.A.1) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.C). It will also document the students’ ability to operate a chrome book and Google Slides.
Unit Media Share Commutative Property of Multiplication This video created my Multiplication.com cover the commutative property of multiplication using cookies. The presenter has just baked a batch of fresh chocolate chip cookies and counts the chocolate chips in groups of on the cookies. While this video is based on commutive property, the presenter discusses the terms in groups of a number and then reverses the numbers to show that they will come to the same product whether 3 groups of 4 or 4 groups of 3. Multiplication. (2008, November 27). Commutative Property of Multiplication. Retrieved from multiplication.com: https://www.youtube.com/watch/?v=TfyJ1THD4_E 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 147
2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) Legends of Learning Legends of Learning is a great app for learners of all ages to learn math and science tailored to your state’s standards. The games and assessments are based on each standard and teachers rank each game based on its effectiveness within their classroom. Teachers can create quizzes based on questions tied to specific standards and Legends of Learning will grade these assessments. Teachers receive daily reports of student progress through the program. Teachers can set the order of activities and pass rate for students to move forward so that students can easily follow their assignments and not get lost being off task in the program. Downloadable forms allow you to export student grades to the gradebook. This app is free to teachers and students. Legends of Learning. (2019, September 17). Legends of Learning. Retrieved from https://www.legendsoflearning.com/ 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) Multiplication The website multiplication.com complies many different resources pertaining to teaching multiplication to students. The site is free to use though will occasionally send you to a site you need to either register for or subscribe to. The resources within this site cover more than 3.OA.A.1 and encompass most of the multiplication standards. Within the free site there are numerous links to instructional videos, activities, games, printable sheets, and fact memorization tables. There is a premium membership option that opens more resources and online games. The premium package also has a management system for teachers to see exactly how their students are progressing. IXL Learning. (2019, September). Multiplication. Retrieved from multiplication.com: https://www.multiplication.com/resources/resource-library 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) Prodigy Prodigy is a website focusing only on math activities, games and videos that will engage students in grades 1 through 8. It is a self-paced math practice website that students can access in school or at home. Teachers can differentiate instruction to student’s proficiency levels to ensure targeted assistance in areas where the students have a math deficit. Teachers can choose lessons within Prodigy that are curriculum aligned to each state standard. This is a free website, however there are limitations. A paid service will open full access to games and extra rewards and prizes for the students.
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prodigygame. (2019, September 17). Prodigy. Retrieved from prodigygame.com: https://www.prodigygame.com/ Rocket Math Rocket Math is an online mobile app for students to build fact fluency in addition, subtraction, multiplication and division. Fees for the online program range from $1.00 per student to $3.89 per student. Rocket Math turns the monotony of learning math facts into a game where students work in a timed environment practicing their math facts. When students make an error, mission control, tells the student to try again, once answered, mission control repeats the fact aloud for the student to also hear. As the student learns their math facts, the student unlocks higher levels where they are able to lift off. The system is set up so that students can only complete so many math facts, then they must ‘rest’ this allows the students time to retain the math facts they were practicing and also reduces the frustration level of students who may be on a difficult level. The teacher is provided reports and progress monitoring so that they know where each student is with their fact fluency. Don. (2019). RocketMath. Retrieved from rocketmath.com: https://www.rocketmath.com/rocketmath-game/ 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Thinking Blocks Thinking Blocks is a great resource for teaching students how to use multiplication to solve a word problem. Using an interactive screen, the presenter uses blocks to represent the groups and parts of the group to build an array. This visual allows students to see and hear as the presenter thinks aloud and walks through the process of multiplying to solve a word problem. This video is targeted to the students who are learning multiplication and could be modified to teach properties of multiplication. Math Playground. (2019, September 17). Thinking Blocks. Retrieved from Thinking Blocks Multiply/Divide: https://www.mathplayground.com/ThinkingBlocks/thinking_blocks_mu ltiply_divide_1.html 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)
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Courtney (Conyers) Jones Unit Rationale – Character Traits In this unit, fourth-grade students will learn how to describe a character from a novel we read about and use evidence from the text to support their thoughts. Some students might not understand how to fully emphasize with a character to understand their reasoning for their actions. Students will discuss the different traits that a character could have and discuss what they will look like in the text. Students will also draw on other characters from other texts they have read as examples of the traits. Students then would have the opportunity to pick a character from the novel they are reading as a class and use their multiple intelligences to come up with a project (art, song, poster, paragraph, etc.) to explain the traits of the character they chose and use text evidence to support it. Knowledge about character traits is important in society because it helps students be able to “look deeper” into why someone is acting a certain why so they could emphasize more with that person or character. Also, being able to “put yourself in someone else’s shoes” will make you understand people more and make reading more interesting. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Additional Resources: v NearPod Digital Lesson: Join Code - HNALF v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template
Characteristic Traits Name: Courtney Conyer Subject Area(s): ELA Duration of Lesson: Approximately 45 minutes to an hour Grade Level: 4th Grade
Analyze learners
I am currently placed in a 4th grade classroom at Watt Hardison Elementary School in Portland, Tennessee. This is a Title 1 school that is in rural area and 60% of the students are on free/reduced lunch. The student population is not very diverse with 87% of the students identifying as white, .06% identifying as Hispanic, and .03% identifying as other. In this classroom, we have 23 students. There are 10 females and 13 males. One of these students is in Special Education and only joins our class for lunch, recess, and other special activities. We have one ELL student, but he speaks fluent English and Spanish and is currently on grade-level. We have two students that are not at grade level and have 504 plans, so they receive accommodations, such as, read aloud. Then we have one behavioral IEP and one speech IEP. In ELA, the ELL student is pulled out and the two read alouds has a resource assistant that comes in and helps them. There is no current modification for the speech IEP, except for he sees a speech pathologist every so often. Then the behavioral IEP has his seat next to the podium and has to be redirected multiple times during the lesson. The students are very familiar with this standard because it was addressed last year and multiple times this year. Curriculum Competencies To complete this lesson, students will need to know what a characteristic trait is and how to locate it in a text. Technology Competencies To complete this lesson, students will need to know the basics on how to get into their Chromebook and on a website. The students are familiar with NearPod since we use it for every lesson. They are not familiar with FlipGrid; therefore, I will have to provide more assistance and support for that group. State Standard:
State & NETS*S objectives
4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a characterâ&#x20AC;&#x2122;s thoughts, words, or actions. ISTE Standard:
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3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Behavioral Objective: Given Google Docs or Flipgrid, 4th grade students will describe a character’s traits and supplying evidence to support their answers by writing/discussing three traits of a character and has one piece of evidence from the text per trait in a five paragraph essay or 3 minute video. Language Objective: •
•
Vocabulary words: playful, loyal, empathy, cunning, vengeful, fearless, different, reliable, talkative, determined, impatient, dishonest, confident, disrespectful, rude, mean, bossy, shy, sad, dominant, evil, courageous, authoritative, selfish, greedy, strong, happy, daring, lonely, charming, funny, smart, brave, wild The vocabulary words will be introduced in a Flocabulary video. Then the vocabulary words will be taught during the Nearpod lesson and the students will copy them down in their vocabulary journals. The students will then use the vocabulary words in their writing or Flipgrid videos when discussing the traits of a character.
Teacher Materials: Select instructional • Nearpod lesson on Characteristic Traits methods, o Create learningmoments that last. (n.d.). Retrieved November 19, 2019, media, and from https://nearpod.com/teach2?utm_expid=.IQhWxEpqQJ2aFjM5NSl4TQ. materials 1&utm_referrer= • • • • •
Laptop Elmo Projector Screen Flocabulary Video o
Harrison, B., Glover, D., & Fields, T. (n.d.). Characters - Character Traits Character Analysis. Retrieved November 19, 2019, from https://www.flocabulary.com/unit/characters/.
Student Materials: •
23 Hatchet Books o
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Microsoft. (2019). Flipgrid. Retrieved November 20, 2019, from https://info.flipgrid.com/.Paulsen, G. (2018). Hatchet. Waterville, ME: Thorndike Press, a part of Gale, a Cengage Company.
23 Chromebooks
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• • • • •
Google Docs 23 Vocabulary Journals 23 pencils paper FlipGrid o
Microsoft. (2019). Flipgrid. Retrieved November 20, 2019, from https://info.flipgrid.com/.
Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan Utilize media and materials
Preview and Prepare Materials • • • • • •
Preview the Flocabulary video Preview the text being used Check the chromebooks and make sure they are charged Make sure the laptop shows on the projector and the sound is on Make sure there is enough pencils and paper Make sure Nearpod pulls up
Prepare the Classroom • • •
Turn the lights off for the projector. Pull-down display screen Turn the projector and ELMO on
Prepare the Learner • •
Introduce and teach the lesson on Characteristic traits Have them write their vocabulary words in their journals for them to reference later
The students will watch a Flocabulary video on characteristics traits to activate their prior knowledge. Then we will go through the Nearpod lesson and the different characteristic traits and how to analyze them through the characters’ words, actions, thoughts. We will discuss several examples to make sure they understand what a trait is. Then we will look at examples of writing and Flipgrid videos to show them what theirs will need to include. They will then read the text and choose one character and brainstorm on a piece of paper what the traits are of that character and find where in the text it supports their answers. After the instruction, the students will grab their Chromebook and return to their seats. I Require will instruct them to either get on Google Docs or Flipgrid. If they choose to use Google learner participation Docs then they can start typing their short answer and raise their hand if they have a question and put a thumb up if they are finished and they are ready to send to me. The ones that will use Flipgrid, I will show them how to start recording, stop recording, and how to submit it to the board. These students will be allowed to move around the classroom to find a quiet space to record and they will raise their hands when they are
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finished and their videos are posted. As a facilitator, I will be walking around and making sure everyone is on track and answering any questions. When they are submitted, I will take a quick glance and make sure they described a character’s trait and used text evidence to support it. If they did then they can complete other work. If they did not, I will them verbal feedback on how they can improve it and have them fix it and resubmit. Evaluate and revise
Formative Assessment (Process): There will be multiple formative assessments taking place throughout the lesson. The first assessment will be informal questioning. I will be asking the students multiple questions during the lesson to make sure they are obtaining the information needed to be successful in the summative assessment. I will also be walking around with a clipboard with a checklist and check to see if each student is on task. The specific actions I am looking for is if they are on Google Docs or FlipGrid, they completed the brainstorming activity correctly, they are using the technology correctly, and more. I will prove verbal feedback while I am walking round. This will inform me if I need to reteach content or expectation or if they are good to move on. Summative Assessment (Product): The summative assessment will be either their typed response or video they created. They will describe a character’s traits and use text evidence to support their answers. This aligns to the standards and objective. This allows every student to demonstrate what they know about their character’s traits. The modifications will be the option of video or typing their response. I will have a rubric and checklist to evaluate their projects. They will not be a time limit or page limit as long as they demonstrate the mastery of the objective.
Unit Media Share BrainPop BrainPop is another great resource to finding entertaining videos for your standards. They have a video for almost every state standard and the students love the videos. They have videos for each grade level. They also have provided an easy quiz at the end of the videos to assess the students’ knowledge and see if they paid attention.
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4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. FWD Media Inc, (1999 – 2019). BrainPop, [Video, $230 per year]. Retrieved on September 17th, 2019 from https://www.brainpop.com/ Education Galaxy Education Galaxy is a great website that makes learning engaging. Students love Education Galaxy and they do not realize that they are learning. It tests them on standards that you select. You can select the standard of character traits and have them answer the questions and when they get it right, they can play a quick game to keep them motivated. This is a great way to assess and give the students practive with the standard and keep them engaged. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Verret, Jeremy, (2019). Education Galaxy, [Website, Free]. Retrieved on September 17th, 2019 from https://educationgalaxy.com/ Flipgrid Flipgrid is a wonderful resource to use for having students respond to a prompt and share their ideas. Students love to talk and use technology and the teacher does not have time to let every student respond verbally. Some students are auditory learners and the prefer to answer verbally instead of writing out their answer. This lets every student respond and the teacher can assess every student’s knowledge. The teacher can use this for almost every standard. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Microsoft, (2019). Flipgrid, [App, Free]. Retrieved on September 17th, 2019 from https://info.flipgrid.com Flocabulary This Flocabulary video “Characters” is a great resource to introduce students to character traits. This video introduces the students to characteristic traits and the vocabulary that goes along with it in an entertaining way. It is a rap that lists a few different character traits and uses examples of them. This video is also very catchy and students will want to hear it again. Character traits is an important skill for students to have to be able to fully comprehend a text and understand why someone did something. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Harrison, Blake; Glover, Devon; and Fields, Tavi, (2019). Flocabulary: Characters. [Video, Free]. Retrieved on September 17, 2019 from https://www.flocabulary.com/unit/characters/video/
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Quizlet Quizlet is wonderful resource that lets you quiz students individually or in groups in different formats, such as multiple choice or matching. This can be used with every standard and it would be a quick and easy way to assess students’ knowledge about character traits. You can list characters and traits and have them match them. Teachers can use this as a quick assessment to see if the students are understanding the concept. Teacher can use the free version, but there are more options with the version you pay for. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Sutherland, Andrew, (2019). Quizlet, [Website, $30 a month]. Retrieved on September 17th, 2019 from https://quizlet.com/ Trick or Treat Trick or treat is a great way for your lower students to learn character traits. It is also a Halloween theme so it great for the Fall. Students have to collect coins and capture the ghosts that has a character trait. There are ghosts that have words that do not have character traits so the students have to understand the difference to win the game. This is a great resource for students that cannot read or write themselves but still need to learn the content. 4.RL.KID.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character’s thoughts, words, or actions. Room Recess, (2016). Room Recess: Trick or treat, [Website, Free]. Retrieved on September 17th, 2019 from http://www.roomrecess.com/mobile/TrickOrTrait/play.html
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Ashley Hammock Unit Rationale â&#x20AC;&#x201C; Multi-Digit Multiplication For this unit, fourth grade students will be learning multi-digit multiplication and early division. A common misconception student may have is the order in which to multiply double digit by single digit, or their multiplication facts. In previous lessons, students may have struggled learning base ten, or measuring, therefore creating a struggle when sketching an array. Students will participate in hands on workstations, lectures, and YouTube videos for their method of learning. As students partake in this learning experience, they will develop a variety of effective strategies decomposing numbers, making them easier to multiply. By comprehending these strategies, students will be able to illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Knowing how to perform multi-digit multiplication is important for students because they will use it for real life situations, such as: grocery shopping, traveling, or measuring lengths. As students deepen their understanding of multi-digit multiplication, they can use their strategies for dividing multi-digit numbers in further modules. Learning multi-digit multiplication and early division is required for students to learn under the Tennessee State Math Standards. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Additional Resources: v NearPod Digital Lesson:https://share.nearpod.com/iM4x6sTOC0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Name: Ashley Hammock Subject Area(s): Mathematics Duration of Lesson: 30 minutes Grade Level: Fourth
Analyze learners
In the fourth grade at Bethpage Elementary, there are 24 students which include 10 females and 14 males. The students range from Caucasian and African American; they are between the ages of nine and ten. Three students have IEPâ&#x20AC;&#x2122;s for developmental delay. During RTI (response to intervention), the students will get in their small groups in each classroom. Students are also pulled out of the classroom throughout the day for one on one instructional time for 30 minutes with the special education teacher. During instruction time two teacher aides come in for support. Bethpage Elementary is a school wide Title One school providing supplemental instruction for the students falling below standard. Bethpage offers a complete special education program consisting of resource pull out, inclusion, and CDC classes.
Curriculum Competencies To complete this lesson, students will need to know their multiplication facts, how to group numbers, and how to solve multi-step multiplication problems.
Technology Competencies To complete this lesson, students will need to know how to use google slides on their Chromebook through google classroom, how to use digital manipulatives for grouping, and how to solve single step word problems. State Standard State & NETS*S objectives
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. ISTE Standard 2.c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
Behavioral Objective: 158
Given google classroom and using a google slide template, all students in this fourth-grade class will compose 4-word problems using whole numbers up to four digits to demonstrate multiplication by one digit when the word problems are solved by other students. The students will share their work with the class through google classroom, and students will be able to complete each other’s word problems.
Language Objective: Key vocabulary: product, multiply, divide, whole number, rectangular array, area model, equation.
The vocabulary terms will be taught at the beginning of the lesson to provide the students with an understanding of the words they will be exposed to for this lesson. The students will need to know what these words mean so they can incorporate them in their word problems. The students will watch a Flocabulary video uploaded in google classrooms. After they have watched the video, we will play a Kahoot game for students to receive more practice learning the words.
Select instructional methods, media, and materials
Curriculum Material: • • •
Google classroom on student Chromebook 24 individual student Chromebook Teacher Chromebook
Technological Material: • • • •
www.flocabulary.com (already uploaded for student access) Google slide template (already uploaded for student access) Document Camera to display teacher view of google slide Projector to display document camera
Website: Flocabulary (2019). Multiplying with arrays. [Web, cost: free trail] Retrieved November 18, 2019 from https://www.flocabulary.com/.
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Website: Kahoot. (2018). Kahoot. [Web, Cost: Free] Retrieved on November 18, 2019 from https://kahoot.it/ Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan Utilize media and materials
Require learner participation
Evaluate and revise
To preview and prepare materials, I will upload any documents, videos, and games into google classroom for student access. I will have already previewed and approved all material for safety and ethical use. I will check the Chromebooks on the cart the day before after dismissal to ensure all have been plugged in to charge for the next day. When I arrive in the classroom, I will turn on the projector and document camera to display teacher view on my computer for students to follow along. I will prepare the learners by guiding and modeling for students how to access google classroom and any uploaded documents. I will introduce objectives and standards orally. I will direct students to open the Flocabulary link, listen and watch video. I will then direct students to open the link for kahoot and enter code to begin playing the game for more vocabulary practice. I will direct and model how to open the template students will use today for google slides. I can model for students on the computer how to compose word problems and how to compose their own directions for other students to answer word problems using equations, rectangular arrays, or area models. Once I have accomplished these steps, I will tell students to begin composing their word problems using whole numbers up to four digits in their problems for students to multiply. The students are to create four problems in their google slide. As students are composing their problems the I can see their work on the computer as they are completing them. This allows the me to assess students as they work and think through the problems. If I see something that needs to be addressed, I can give immediate feedback for students to revise. When students have finished their problems, they will click submit so their work will automatically go to the teacher computer. After observing the studentâ&#x20AC;&#x2122;s word problems, the I will add their slides on google classroom. I will then instruct students to select a slide and work the word problems of multiplication using an equation, rectangular array, or area model and resubmit. Formative Assessment (Process): As the students are composing their word problems, I can see their progress on my computer. I can assess as the students work and give immediate feedback when necessary. The I will know if students are working towards the goal by observing the vocabulary use in their word problems. I will have a checklist while assessing each slide as the students are completing their problems. I can be doing aggressive monitoring by letting the students know I am looking for correct use of vocabulary words, looking for a variety of whole numbers up to four digits, and looking for strategy in their word problems. The criteria will be 160
their correct usage of words in the problems. As I see feedback is needed, I will call students up to my table one by one with their Chromebook and suggest ways or guide their thinking of what needs to be changed or added to their word problem for other students to be able to strategize through it.
Summative Assessment (Product): When students have submitted their slide of 4-word problems in google classroom I will post the slides and direct students to choose a slide that they did not compose and solve the problems. The students will have their own directions on their slide of how to solve the multi-digit multiplication numbers. The directions in some way should state for students to show their work with an equation, rectangular array, or area model. As the students solve the word problems, I will be able to observe students work on the slides as they complete it. When the students have submitted their finished work, I will be able to observe if students meet the standards and objectives. This criterion will be based on studentâ&#x20AC;&#x2122;s knowledge of the vocabulary, usage of word composition, how to use whole numbers for multi-digit multiplication, and how they strategized on the word problems to solve. (4.NBT.B.5) Since the work is completed on google slides, the teacher can write feedback within the slide directly showing the student how they were right or wrong. The students will be scored based on their correctness of composing the word problem and correctness of solving 4 of their peerâ&#x20AC;&#x2122;s word problems. The students will also be scored on how well they implemented their technological skills by using google classroom in an understanding way and respect for the rights and obligations of intellectual property. (ISTE 2.C)
Unit Media Share
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4.NBT.B.5 I believe this is a content filled video benefiting myself for learning how to teach this standard to my students. The instructor uses place value and properties of operation strategies to decompose four-digit numbers and multiply into one-digit obtaining partial products to add. Showing students how to find a short cut multiplying will prepare them for a fifth grade standard 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm. SEDL. (June 27, 2013) 4 nbt b 5 [YouTube Video] Retrieved on September 15, 2019. https://www.youtube.com/watch?v=3l341jJaaXI *This mathematics video is from the Common Core State Standards Video Series at http://secc.sedl.org/common_core_videos/ 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Math Fact Fluency Students in my classroom will have access to reflexmath.com 2-3 times daily using their Chromebook. As students log onto the website it will automatically assess the student to determine what math facts they are fluent in and what facts they will need more practice. This website individualizes each game to differentiate each student need for math fact fluency. Students will be engaged for longer periods of time practicing their multiplication math facts, developing fluency for multiples, in return making strategies related to 4.NBT.B.5 easier for students to master. ReflexMath. (2018). Math Fact Fluency. [Website] Retrieved on September 16, 2019 from https://www.reflexmath.com/. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Online State Test Preparation This website is a great educational program that will assist my students learning online. The site can be accessed at school or at home for extra instruction and support in their weak subjects. Education Galaxyâ&#x20AC;&#x2122;s games and exercises are engaging keeping the studentâ&#x20AC;&#x2122;s interest while they are practicing skills to aid in the mastery of the standard. As the students complete a level, rewards are given, such as rockets, so students will have an incentive to stay engaged while learning. The layout of the program is aligned with state standards and testing formats, therefore familiarizing students with tests they may see at the end of the year.
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Education Galaxy. (2019). Online State Test Preparation. [Website] Retrieved on September 17, 2019 from https://www.educationgalaxy.com/. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Quizlet I like this app for teachers and students. I think it is a great tool for a study companion at school or at home on their own time. Creating a study guide for multiplication facts is an interactive way students will be engaged to learn their facts. They can practice at school in small groups, at home, or on the go. To create a challenge for the students I would assign students to create their own study guide during class using math vocabulary pertaining to the unitâ&#x20AC;&#x2122;s standards, or creating their multiplication facts to study for fluency. Quizlet. 2019. [Android app, cost free] https://quizlet.com/mobile 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Rectangular Array (Area Model) Box Method for Multiplication 4th Grade Math This is a great resource for me to use in the classroom for whole or small group instruction. It aligns with the standard by using place value and rectangular array strategy for solving multiplication. As the teacher breaks down the numbers placing them in the box, students will visually decompose the numbers creating a short cut to multiply two two-digit numbers. By decomposing the numbers by place value, students will recognize partial products form the whole product from an original two-digit multiplication problem. This video will also be a resourceful tool at home for students to obtain more practice. 901 Math. (Jul 22, 2017) Rectangular Array (Area Model) Box Method for Multiplication 4th Grade Math. [YouTube Video] Retrieved on September 15, 2019. https://www.youtube.com/watch?v=j0YzPM2C8yQ 4.NBT.5 Use equations or rectangular arrays to explain strategies for multiplying with multidigit numbers. Splash Math- Fun Math Practice This mobile app allows access for K-5 students to practice math skills on their level, above, or below. I think this will benefit all learners in my classroom no matter their level. If higher level students have mastered his/her level, they can go beyond their grade level giving them a challenge. There is also a mobile app available for parents to track their childâ&#x20AC;&#x2122;s progress. Splash
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Math tracks the studentâ&#x20AC;&#x2122;s mastery level always keeping up with their progress and adding complexity each time they complete a level. This app also sends email to parents throughout the school year providing progress reports for their child. Using this app will connect with math standards we are mastering for our units. For this particular unit our focus is multiplying twodigit by one- digit and two-digit by two-digit using place value, equations, and rectangular arrays to explain our reasoning. Students can get practice with their multiplication facts with this mobile app. Splash Math [iTunes app, cost free] https://www.splashmath.com/ *I could not find a name or date on the website or mobile app. 4.NBT.5 Multiply a 2- or 3- digit whole number by a 1-digit whole number using strategies based on place value and the properties of operations.
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Eunicia Turner Unit Rationale â&#x20AC;&#x201C; Place Value In this unit, fourth grade students will be learning about place value, getting an understanding of multi-digit whole numbers, and comparing the numbers. Students may not understand how to write numbers that are given verbally; for example, when hearing one thousand and four, they might write 10004, instead of 1004. Also, when comparing two numbers against each other, a student might think the first number of the multi-digit value, determines which one is bigger; for example, they might thing 986 is greater than 1067, because the number 9 is bigger than the number 1. Students will have a learning experience through hands on experiences with place value boxes, note cards, place value charts, and number lines. They will also play computer games and receive number talks on the concept. Those activities will help the student receive multiple chances to read, write, and compare multi-digit whole numbers according to their place value. Place value is important to the students' lives because they have to be able to understand the order of numbers and the meaning of numbers. For example, if somebody offered the student $10 or $100, they need to be able to see that $100 is more money than $10, so that they should go with the greater value to get the most money. They will also see the importance of place value because they use numbers every day, and if they know the place value they will always know the number that people are referring to. Understanding place value for multi-digit whole numbers is a learning expectation of Tennessee and is covered in the Tennessee Math Standards of Number and Operations in Base Ten (NBT) under the standard code 4.NBT.A.2. Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multidigit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship. Additional Resources: 165
v NearPod Digital Lesson: https://share.nearpod.com/z8uJ6DeaF0 v Opening Commercial: Available upon request
ASSURE Lesson Plan Template Place Value Lesson Name: Eunicia Turner Duration of Lesson: 45 minutes
Analyze learners
Subject Area(s): Math Grade Level: 4
In the 4th grade classroom, at Pennington Elementary School there are 21 students in the classroom that I will be teaching, that consists of 13 males and 8 females. This school is zoned in the suburbs in the MNPS district. The teachers at this school use the Tennessee State Standards and the MNPS Scope and Sequence to plan lessons. The teachers come together as a team to discuss how to deliver the content from that plan. The subjects each have their own individualized resources and unit plans. The delivery of instruction is rooted in the MNPS Instructional Framework that has three major components: Ambitious Pedagogy, Equitable Pedagogy, and SEL Integrative Pedagogy. The students range from African American, Caucasian, Middle Eastern, and Hispanic. The age range of the students is between 9 and 10.
I have three students in my class that have an IEP. The classification for those IEPs are Health Impairment, Autism, and Speech Impairment. My student with Autism has a paraprofessional who is with her all day in the classroom and she gets pulled out during math and ELA. I also have two English Language Learners in my class. One of the English Language Learners does not speak English at all in the class and the other is very proficient and has almost tested out. The one who does not speak English is a new student from Guatemala. They are trying to figure out where he stands on the spectrum, but he has not been tested yet and he rarely responds in class when we talk to him. The other ELL is very proficient, and they only work on a couple skills with him, but he speaks English fluently in the classroom. They both spend some time outside of the classroom with a speech therapist in the school. Both my ELL students and the students who have IEPs all have special accommodations and modifications that I have to make in my lesson plans. The remaining students in the class speak English fluently and just need various supports implemented into the lesson plan if they are struggling readers or if they struggle with math. According to the Tennessee State Math Standards, the prior knowledge that students bring to the lesson is that in first grade they learned about the equal sign and how to compare two two-digit numbers based on the meanings of the digits
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in each place and use the symbols >, =, and < to show the relationship. In addition, in second grade the students should have learned to read and write numbers up to 1000 using standard form, word form, and expanded form and they learned to compare two three-digit numbers based on the meanings of the digits in each place and used the symbols >, =, and < to show the relationship. In regard to the standards and objectives of this lesson students should be comfortable with reading and writing numbers in different forms to at least up to the value of 1,000. Curriculum Competencies: To complete this lesson, students will need to know how to read and write numbers up to 1,000,000. Technology Competencies: To complete this lesson, students will need to know how login to their Splash Math dashboard to get to their assignment over Reading and Writing Numbers. State Standard State & NETS*S objectives
4.NBT.A.2. Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1). Compare two multi-digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship. ISTE Standard Computational Thinker- Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. 5c- Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Behavioral Objective Given an interactive game website called SplashMath, students in the fourthgrade class practice converting numbers from standard form to word form or expanded form and must obtain at the minimum 2 stars (or 20 questions correct) to determine mastery. Language Objective
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Key Vocabulary: standard form, digit, expanded form, convert, word form, place value, ones, tens, thousands, ten thousand, hundred thousand The students will be taught the key vocabulary before they begin to play and practice on the SplashMath website. A video will be viewed and I will explicitly teach the terms with examples of changing forms as a whole group from a PowerPoint presentation. Academic Language Functions To express understanding of the key vocabulary, students will read and write numbers in various forms (standard, word, expanded). Select instructional methods, media, and materials
Curriculum Materials: Non-Digital Resources • •
21 copies of a recording sheet for the students to record the problems that they answer on the website Hands-on Activity for struggling students
Technological Materials: Digital Resources • • • •
• •
21 Laptops (student centered) 1 Laptop or tablet (teacher centered) Smart Board to display code for the students to enter (student centered) Splash Math Website (student centered)(teacher centered-has to have an account) o Splash Math. Common Core Math Standards. [Website]. Retrieved on September 4, 2019 from https://www.splashmath.com/common-core-math/fourthgrade/number-and-operations-in-base-ten/2 PowerPoint Slides over key vocabulary (teacher centered) Video over reading and writing numbers (student/teacher centered) o TenMarks Amazon. (Account Holder). (Oct 4. 2017). Paragraph attack: Standard Form to Word and Expanded Forms. [YouTube Video]. Retrieved from September 4, 2019 https://youtu.be/Nf7yR3ocaD8
***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Utilize media and materials
Preview and Prepare Materials: • • •
Prepare SplashMath account (add students and add assignment) Prepare a PowerPoint Presentation over key vocabulary Preview Standard Form to Word and Expanded Forms YouTube video 168
• • • • •
Have SplashMath site prepared on the student computers Session code for SplashMath written on SmartBoard Check for Connection of Laptop, SmartBoard, and internet Prepare Recording sheet Prepare to charge laptops before the lesson
Prepare the Classroom: • •
Turn on SmartBoard Have laptops in central location in classroom
Prepare the Learner: • • • • •
Require learner participation
Give lesson overview to students State the lesson objectives Go over Vocabulary Terms and examples on the PowerPoint Practice Converting numbers to different forms Play Standard Form to Word and Expanded Forms video on the SmartBoard in front of the class • Display SplashMath screen • Pass out the Recording Sheet • Go through at least 3 examples of problem types (place value-how many digits in the number, standard form to word form, and standard form to expanded form) from the SplashMath from the Teacher Account and model how the students should record their responses • Freeze the SplashMath Screen, then add the code to the screen. After the learner is prepared to use the technology, instruct the students to grab a laptop from the laptop cart. The students will then open their laptops. The website will already be opened on the browser, all the students will have to do is enter the session code on their screen. They will then select their name from the class roster. The students will then click on the assignment titled Read and Write Numbers. From there the students will start the interactive game on SplashMath and play until they earn at least 2 stars on the assignment. Every question that they get on their screen, they are to record the question and the answer onto the Recording Sheet that was passed out to them. If they got the problem wrong, they are to write the explanation that the game provided them. The recording sheet and the SplashMath dashboard will provide the teacher with evidence of completion of the activity. Once finished, the students can continue to play the game to level up on the site and earn more stars. The students will be graded on completion of gaining 2 stars (or answering 20 questions), the correctness of their recording sheet and getting at least 75%, and their effort of completing the task. If a student(s) is(are) showing signs that they do not understand the objective (converting numbers in various forms), I will pull that student(s) to the back
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table to work with me on practice problems. I will have a hands-on activity at the table where the student(s) will work on converting numbers from various forms with me. If it seems that they are finally getting it, I will have them start a new session on their laptop and just practice problems without recording their answers on a recording sheet. Evaluate and revise
Formative Assessment (Process): The formative assessment used in this lesson is observation of group participation in the teaching of vocabulary, going over examples, and the practice of problems where the students are converting numbers to different forms. I expect all my students to participate and at least try to do the various conversions of a problem. Students will demonstrate their understanding by physically coming to the smart board and working through problems where they have to convert a number from standard form to word form, standard to expanded form, word to expanded, etc at least two times. This will allow the teacher to see what mistakes students might make or show common misunderstandings between the students before they complete independent work on the laptops. I will know that the students are learning/working towards the goals because I will see their ability to convert numbers. They will demonstrate their understanding on the SmartBoard so they can get feedback that will help them complete their individual assessment. I will monitor student learning during the lesson by asking students questions relating to place value and seeing if they are breaking the numbers down correctly in the right formats. I expect the students to know standard form, word form, and expanded form and be able to interchange the forms when they are instructed to. To record what I see and hear during my observation the students during the lesson, I will keep a running record of the students working through the various problem types. I will record if they did it converted the number form correctly or incorrectly. Then when they are doing the summative assessment, I will see if they improved this skill. The feedback that I provide to the students during the formative assessment will be verbal. As each student comes to the board and works through a problem, I will ask them questions and let them know if they did the work correctly or not on the board and give them an opportunity to correct their work that will be in the form of encouraging words and constructive criticism that will help them. The feedback will support the students meeting the goals because it will be personal and refer to the individualized mistakes that the student might make in the future and give them tips to help prepare them with the work that they will do with the technology. I will use the assessment to inform my teaching decision because it will let me know what I might need to reteach before the student do the summative assessment on the computer. I can specifically address the forms that students are having issues to convert. If the teacher sees that the objective is not being met by a large percentage of the class, then the lesson needs to be paused and the teacher needs to reteach the forms to the students and do more whole group practice with the students. If a student is still not meeting the proficiency level through the formative assessment, then the student will need
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the hands-on activity before the summative assessment that requires the student to use technology over the objective. Summative Assessment (Product): The summative assessment from the lesson that I will collect from the students will be the Recording Sheet of the problems from the computer and the results that SplashMath will generate to the teacher and the teacher can use that as a grade for the students. I will use that as evidence to document the student achievement because I will be able to see how the students did on the interactive assessment and will see if the students are meeting the objectives of the lesson and see if they are mastering the content. The assessment will show me what forms the students have trouble converting in and will show me what might need to be reviewed as a whole group or in small groups. The assessment allows all students to show what they know or have learned from the lesson. It will be individualized results because I will specifically see where each student struggles or masters on the content. I might modify to do the assessment as a whole group if the majority of the students are struggling on the formative assessment.I would display the assessment on the SmartBoard and have students come up and solve at least 2 problems on the board to show they are proficient and have students record the problems on their Recording Sheet so that they are still writing the problems down. The students will be able to self-assess their learning because they will be at the bottom of the Recording Sheet circle how comfortable they are with converting numbers and write a one -two sentences explaining to the teacher why they feel that way. That will allow the students the opportunity to reflect upon what they understood about the lesson and things that they might have some confusion on concerning the lesson. There is no rubric for this lesson. I am just trying to see how accurately the students can convert numbers. I am looking for them to earn at least 2 starts (or answer 15/20 conversion questions on the Recording Sheet) correctly on the game. This measures student proficiency in being able to convert correctly because you only get stars after answering a certain amount of problems correctly on the SplashMath website. My assessment is aligned with the behavioral objective of the lesson because the students are using an interactive game website called SplashMath to practice converting numbers from standard form to word form or expanded form and must obtain at the minimum 2 stars (or 20 questions correct) to determine their mastery of the standards. The studentâ&#x20AC;&#x2122;s work will document the studentâ&#x20AC;&#x2122;s ability to master the standard Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4 x 1000 + 2 x 100 + 5 x 10 + 6 x 1) (TN Math Standard 4.NBT.A.2) and the ability for students to use technology to break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving (ISTE Computational Thinker-5c).
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Formative Assessment (Running Record)
Student Name
Standard to Word
Standard to Expanded
Word to standard
Word to Expanded
Expanded to Standard
Expanded to Word
Summative Assessment
Unit Media Share Comparison in Math: Comparing Numbers Comparison in Math: Comparing numbers is a great resource for students to use when practicing how to compare numbers as being greater than, less than, or equal to. The students can choose to compare positive numbers, negative numbers, or both. If starting out with students who struggle with math, you can start them off with the basics of positive numbers, if you want to challenge your students they can work with positive or negative. The video is geared towards elementary school kids who are learning how to compare numbers as being greater than, less than, or equal to. It relates to the Tennessee Math Standard of 4.NBT.2..
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Boukapps Pro. (June 24, 2019). Comparison in Math: Comparing Numbers. [Android App, Cost: Free] Retrieved on September 4, 2019 from https://play.google.com/store/apps/details?id=com.kidsgame.numberCompare Kids Math Place Value Kids Math Place Value is a mobile app that is a great resource for students to explore with to learn about place value. The students can choose the option of learning, practicing, or playing games that refer to place value. Their is an easy, medium, and hard mode. You can use the Easy for ELL or struggling math students, medium for the students who are on level, and hard for the students who need more challenge. The video is geared towards elementary kids who are learning about place value. It relates to the Tennessee Math Standards of Numbers and Operations in Base 10. RamkyS Tech. (May 15, 2015). Kids Math Place Value. [Android App, Cost: Free] Retrieved on September 4, 2019 from https://play.google.com/store/apps/details?id=com.ramkystech.android.placevalue Math Nook- Common Core State Standard 4.NBT.A.2 Math Nook is a good website resource that can be used by the students. The student has the choice of four different cool math games that they can play. The games that the students play will help them practice the skills of comparing numbers or matching numbers to standard form. It relates to the Common Core State Standard 4.NBT.A.2 for fourth graders. Cool Math Games. Common Core State Standard 4.NBT.A.2. [Website]. Retrieved on September 4, 2019 from https://www.mathnook.com/math/ccss/4.NBT.A.2.php Read and write numbers in numeric form Read and write numbers in numeric form is a great resource for the teacher and the students to use to explain to students how they can read and write multi-digit numbers. The teacher can either play the instructional video or assign materials related to it during the lesson or the students can view the video in a center or before class. The video is geared towards fourth graders for their understanding of place value. It relates to the Tennessee Math Standard 4.NBT.2. Baldwin, Ginny. (2019). Read and write numbers in numeric form. [Learn Zillion]. Retrieved from September 4, 2019 https://learnzillion.com/lesson_plans/8981-read-and-write-numbers-innumeric-form/lesson Splash Math- 4.NBT.2 Splash Math is a good resource for the students to use. They have the opportunity to play math games that relate to their standard. The website offers three different games for the students to play to practice the skills in the standard. The games are Read and Write 173
Numbers, Compare Numbers, and Order Numbers. The games are geared towards fourth graders. The website relates to the Tennessee Math Standard of 4.NBT.2. Splash Math. Common Core Math Standards. [Website]. Retrieved on September 4, 2019 from https://www.splashmath.com/common-core-math/fourth-grade/number-and-operations-inbase-ten/2 Standard Form to Word and Expanded Forms: 4.NBT.2 Standard Form to Word and Expanded Forms: 4.NBT.2 is a great resource for a teacher to use to explain to students the concepts of standard, word, and expanded form. The video shows the students how to convert a multi-digit number in standard form to either word form or expanded form. This video is mainly geared towards fourth graders because it relates to the standard. It relates to the Tennessee Math Standard 4.NBT.2. TenMarks Amazon. (Account Holder). (Oct 4. 2017). Paragraph attack: Standard Form to Word and Expanded Forms. [YouTube Video]. Retrieved from September 4, 2019 https://youtu.be/Nf7yR3ocaD8
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Madison Dotson Unit Rationale - Understanding the Color Wheel In this unit, fifth-grade students will be learning about the Color Wheel, parts of the color wheel and how colors interact on the color wheel. Students may not understand why color theory is expressed with a circle, how to use the color wheel to mix new colors or how to apply color theory when making art. Students will have learning experiences through video, song, color mixing demonstrations, hands-on color experiments, and a color theory art project. These activities are designed to equip students with a fundamental understanding of Color as one of the 8 Elements of Art and support further explorations of the expressive and perceptive qualities of color. Color has a powerful influence over human behavior and, to some degree, can manipulate your perception of what you see and feel. Students need to understand the general application of color theory and the relationship between colors as well as the physiological impacts of certain color combinations. Once students understand this, they will be able to mix color with a limited palette and achieve intended visual effects. Students will also recognize, in both art and life, how color can be used to communicate ideas. 5.VA.Cr2.A • Experiment and develop skills in multiple art-making techniques and approaches through practice using developmentally appropriate craftsmanship. 5.VA.R2.A • Interpret art to identify ideas and mood conveyed by analyzing context, subject matter, and use of media while using appropriate art vocabulary. 5.VA.Cn1 • Create art based on personal experiences, current interests, and surroundings Additional Resources: 175
v NearPod Digital Lesson: https://share.nearpod.com/vsph/0DGmS7UWLu (Code CIFQT) v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template â&#x20AC;&#x153;Rainbow Pizza Paintingâ&#x20AC;? Elements of Art: Color Unit Name: Madison Dotson Duration of Lesson: 60 minutes Analyze learners
Subject Area(s): Visual Arts Grade Level: 5th & 6th
General Characteristics: In the visual arts program at Murrell School, the combined 5th & 6th grade class has twelve students, comprised of ten males and two females ranging between the ages or ten and twelve. Students attend Murrell from all over Davidson County, with densities around neighborhoods of lower socio-economic means. Two students are Hispanic by heritage, but English proficient for their grade level, at least conversationally. One of these students is also a gifted and talented learner. One student is Caucasian and lives in the relatively rural reaches of Davidson County. The remaining nine students are African American, including both females. Roughly half of this population live within two miles of the schoolâ&#x20AC;&#x2122;s location in East Nashville. These students come from varied educational experiences at home and in the zoned school(s) they previously attended. Students enroll, move, or transition back to their zoned school on a weekly basis. As a result, prior academic knowledge is difficult to access, but I have worked with many of them for enough time now to be familiar with their creative interests and typical processes through dialogue and observation. All of the students at Murrell have BIP plans as part of their IEPs, so students are assessed on behavior in the art room as a part of the school wide PBIS program. Part of that assessment is based on engagement and participation. To varying degrees, all of these students need support from the teacher, behavior coach, or paraprofessional present to remain safely, on task, creatively engaged, and personally responsible. When planning for materials, methods, and subject matter, consideration is paid to students' interest in popular culture. Students have had prior experience with the materials and methods being used, as well as the cultural discussions. In this lesson, students will be learning more vocabulary and conceptual information about Color before beginning a creative project. Curriculum Competencies: To complete this lesson, students will need to be familiar with the concept and process of mixing paint colors. Technological Competencies: To complete this lesson, students will need to know how to use a touch screen to manipulate objects in mobile app TN Visual Arts Standards:
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State & NETS*S objectives
5.VA.Cr2.A • Experiment and develop skills in multiple art-making techniques and approaches through practice using developmentally appropriate craftsmanship. ISTE Standard: 3.a. Students use technology tools to enhance learning, increase productivity, and promote creativity. Behavioral Objective: Given a set of paints, a palette, brush, the learners will be able to use primary colors to mix secondary colors , as well as white to create tints in order to decorate a “rainbow pizza” arranging colors into color spectrum in order to demonstrate an ability to successfully mix color and an understanding of color relationships. Language Objective: Students will be able to use the following terms: color wheel, primary colors, secondary color, warm color, cool color, shade, and tint. Students will be introduced to this vocabulary using a self-guided Nearpod lesson. A color board will be created to include key concepts, anchor charts, and visual reference for the lesson. Students will be able to discuss uses of color in popular culture using the lesson specific vocabulary terms. Student will be able to view a McDonalds logo and not that it consists of only “warm colors.” Similarly, students will be able to view a work of art and observe “this painting uses primary colors.” Students have the opportunity to practice using new vocabulary terms when we discuss color in pop culture, navigate the Kolormondo App, and when they choose a color palette to create a “rainbow pizza.”
Select instructional methods, media, and materials
Curriculum Materials: • 12 Pizza Templates on Bristol Paper (student-centered) • 12 Plastic Palettes (student-centered) • A few dozen paint brushes (student-centered) • Tempura paints in Red, Blue, Yellow and White (student-centered) • Plastic Knives (student-centered) • Compasses (student-centered) • Pencils (student-centered) • Aprons (student-centered) • Sink (student-centered) • Cups (student-centered) • Paper Towels (student-centered)
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Technological Materials: • A projector for computer display (teacher-centered) • Laptop with wi-fi connection (teacher-centered) • Color Visualizer Website (teacher-centered) • Elmo Display to Video (teacher-centered) • 12 Tablets with wi-fi connection (student-centered) • Virtual Color Sphere App - Kinch, Nicoline . (2013, January 8 ). Kolormondo Lite . [Google Play, Cost: Free] Retrieved on September 9, 2019 from https://play.google.com/store/apps/details?id=com.kolormondo.kolormondo&hl=en_US (student-centered) • Website - Morton, J.L.. (2019). Color Matters. [Website]. Retrieved on September 9, 2019 from https://www.colormatters.com Nearpod Presentation (student-centered) • Color Wheel Poster (teacher-centered) • Color Vocabulary Anchor Charts (teacher-centered) • Projector Screen Utilize media and materials
Preview and Prepare Materials • Preview Color Matters website • Preview Kolormondo App • Create 12 Pizza Templates on Bristol Paper using Compass and Pencil • Charge 12 tablets • Install app on all tablets • Open Nearpod lesson in all tablets • Check Elmo to make sure connections are working • Prepare Two Sample Rainbow Pizza Variations • Have paints, palettes, and brushes ready for distribution • Assemble and display Color Board with Color Wheel and Color Vocab Anchor Charts • Drying rack Prepare Classroom • Turn Lights on • Arrange seating for painting • Tape newspaper over tabletops • Turn Elmo On • Turn Tablets On Prepare the Learner • Introduce the Lesson Using Sample Work and Color Board • Present Nearpod Lesson • Model Color Sphere Visualizer 179
• • • Require learner participation
Evaluate and revise
Model mixing of secondary colors and tints Model painting “rainbow pizza” in spectrum order Provide painting materials and drawn template
Greet Students Introduce Project Samples and materials Introduce Color Board and Kolormondo app as tools Introduce Self-Guided Nearpod lesson Distribute Tablets Students will log into tablets and view self-guided Nearpod lesson Move through guided lesson on projector to help pace students and reinforce learning Draw students’ attention to color board anchor charts as visual reference in classroom during relevant Nearpod slides 9. After most students have completed Nearpod, model Kolormondo App for early finishers to explore 10. After all students have completed Nearpod lesson, teacher will review logo examples from Nearpod lesson along with a grid of others to engage students in a dialogue about color schemes in everyday popular culture 11. Using Elmo, demonstrate using primary colors to mix secondary colors. 12. Then demonstrate using white to mix tints of primary and secondary colors 13. Then demonstrate painting “rainbow pizza” toppings in color spectrum order referencing color wheel and color anchor charts on color board 14. Then teacher will introduce project grading rubric on board 15. Call students by table to put on apron and gather materials: brushes, palette, water, paper towels 16. While next group of students gather supplies, ask students with materials to write their name and color scheme (warm or cool) on the top right corner of their bristol paper template. 17. Teacher will distribute paint according to listed color scheme to each student, checking for theoretical understanding of color mixing 18. While students paint, teacher will move around room checking for practical understanding of color mixing 19. Teacher may guide, advise, or assist as needed to ensure students are able to successfully mix the colors of their selected palette 20. Teacher will give students a 10-minute, then 5-minute warning to clean-up. 21. At clean-up time, students will place wet paintings on appropriate drying rack shelves, dirty brushes in “hair down” in dirty brush bucket, paint palettes are rinsed/scrubbed/placed on drying mat, water is dumped, paper towels are thrown away, aprons are hung up. 1. 2. 3. 4. 5. 6. 7. 8.
Formative Assessment (Process):
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Formative assessment will take place observing students’ engagement with Nearpod lesson, color tools, subsequent group discussion about color in pop culture. Students will demonstrate their learning by using color vocabulary in discussions and when making creative choices about their “rainbow pizza.” During the instruction segment of class I will observe students’ comprehension by their Nearpod responses. During discussion, I will observe students’ responsiveness to concepts by their verbal insights. During the art-making portion of class, I will observe students practical understanding of the color spectrum by discussing and guiding their color mixing. Verbal feedback will be provided to students during the art making portion, encouraging, guiding or advising their color mixing. For example, instructing students to add small amounts of the more saturated color to the larger amounts of the lesser saturated color in order to transition color with more control and greater ease. Summative Assessment (Product): Students will create a painted “rainbow pizza” using a student-selected palette and arranging colors in color spectrum order. Students will present these in class the following week, after they’ve had time to complete painting and drying. Students will be evaluated based on their “naming” of a color scheme, the relative accuracy of their colors and arrangement, their craftsmanship, and the care of their tools. Students will pin their “rainbow pizzas” into a pizza box frame and turn in a completed self-assessment for approval, recording, and written feedback. Assessment Rubric: Student Name: _____________________ Color Mixing
Color Order
Craftsmanship and Care
WOW I mixed primary colors to create secondary colors. I can mix white to create many tints. I successfully achieved my chosen color scheme. I arranged the colors on my painting in order of the color spectrum to achieve a color wheel effect. I painted carefully and cleaned my workspace and tools completely.
Got the Idea I mixed primary colors to create secondary colors and created some tints, but I all the colors weren’t quite what I was going for.
Still Working on It I mixed primary colors but struggled to create intended secondary colors or did not attempt to create tints for my colors.
I started to arrange the colors of my painting in order of the color spectrum but got a little mixed up. Either my painting or my workspace was quite messy.
I was not able to arrange my colors in color spectrum order on my painting. I didn’t try very hard to paint neatly and did not take care of my workspace or materials.
Student Reflection (what I thought of my work, what I thought of this assignment):
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_____________________________________________ ________________________________________________________ ________________________________________________________ Teacher Feedback: ________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
Unit Media Share Color Matters This website has a wealth of information regarding how color is perceived, and importantly, how color is used to affect the viewer. This easy to navigate website is a matrix of articles and resources about color in the context of culture, psychology, physiology, and art. The Color Matters website shares facts about color that we intuitively know but don’t understand as well as some surprising facts about color. This website brings color home for students by exploring the color palettes of their favorite brands or encouraging students to ask and answer for themselves questions like, “why is a school bus yellow?” This resource helps students to consider decisions about color when they are making art and supports our goals of interpreting media and making art based on personal experiences. 5.VA.R2.A • Interpret art to identify ideas and mood conveyed by analyzing context, subject matter, and use of media while using appropriate art vocabulary. Morton, J.L. (2019). Color Matters. [Website]. Retrieved on September 9, 2019 from https://www.colormatters.com I Love Hue I Love Hue is a color and perception game. Players reorder mosaics of colorful tiles into accurately ordered spectrums. This game builds off of prior knowledge of the color spectrum learned in Kolormondo and guided hands-on color-blending exercises. Before an artist can master color theory, they must first learn to see color. This game encourages the player to really look at colors and apply their knowledge of color relationships. By playing this game, a student hones color perception and orientation abilities. 5.VA.Cr2.A • Experiment and develop skills in multiple art-making techniques and approaches through practice using developmentally appropriate craftsmanship.
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Zut Games, Ltd. (2019, February 19). I Love Hue. [Google Play and iTunes App, Cost: Free] Retrieved on September 9, 2019 from https://play.google.com/store/apps/details?id=com.zutgames.ilovehue&hl=en_US Kolormondo Lite Kolormondo is a tool for understanding the essential art element of color. This app takes the 2-dimensional color wheel and expands it into a virtual 3-dimensional sphere that can be explored inside and out with tints, shades, and hues. The user can rotate the globe, enlarge it, slice it horizontally, dive into the middle greyscale. The user can also see the RGB value of each color establishing basic exposure to the most common color identification system they’ll encounter across media which connects the concept of the traditional color wheel to real-life application. There is also a tactile version of the Kolormondo globe that can be used for handson exploration of the color sphere in the classroom. 5.VA.Cr2.A • Experiment and develop skills in multiple art-making techniques and approaches through practice using developmentally appropriate craftsmanship. Kinch, Nicoline. (2013, January 8). Kolormondo Lite. [Google Play, Cost: Free] Retrieved on September 9, 2019 from https://play.google.com/store/apps/details?id=com.kolormondo.kolormondo&hl=en_US Off Book: The Effect of Color The Effect of Color us a 7-minute video defines color as one of the fundamental elements of, not only art but our existence and defines our human experience in such unconscious ways that its effects are nearly imperceptible yet can be named and traced through history. From how we choose clothing each morning to how language is developed or how cultural color meanings can change across time and space. Additionally, this video explores the intersection of physics and physiology to help students understand the basic anatomy of color perception. This video answers some of the most common questions about color, including the classic, “why is the sky blue?”. 5.VA.R2.A • Interpret art to identify ideas and mood conveyed by analyzing context, subject matter, and use of media while using appropriate art vocabulary. PBS Digital Studios. (2012, October 17). Off Book: The Effect of Color. Retrieved on September 9, 2019 from https://www.pbs.org/video/-book-effect-color-book/ Sesame Street: OK Go - Three Primary Colors Three Primary Colors by OK Go is a fun resource for introducing or reviewing the primary colors, as well as the secondary colors they create. The song promotes the three primary colors, red, yellow and blue, and when mixed together, they create the secondary colors. The vibrant visuals and catchy tune make comprehending the color wheel relationships fun and easy. Students could also use this video as an inspiration to develop skills in other art-making techniques like stop motion video. 5.VA.Cn1 •. Create art based on personal experiences, current interests, and surroundings. Sesame Street (2012, January 30). Sesame Street: OK Go - Three Primary Colors.
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[YouTube Video]. Retrieved from YouTube on September 9, 2019 from https://www.youtube.com/watch?v=yu44JRTIxSQ
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Kerrisha Wilkerson Unit Rationale - Ancient India: c. 2500-400 BCE In this unit, sixth grade students will analyze the geographic, political, economic, and cultural structure of Ancient India. Students will learn about the caste systems and its effect on every-day life. Students will learn through direct instruction through power point notes, vocabulary group work, and citing information from notes Some students may have some minor difficulties understanding the topics, due to lack of prior knowledge, different learning styles, language deficiencies, and/or exceptional learners. Students may struggle with vocabulary and internalizing lessons which could become a whole class problem. Students will embrace this unit through creating a card sort for using the caste level, description and picture to represent caste level. Students will matriculate through the lesson by engaging in class discussions, group work, creating and an Ancient India Jeopardy games for review, and unit assessment. The activities and lesson aim for students is to explain how each level effects everyday life in ancient India. This lesson is important because it will help the students know the historical empathy towards the people in ancient India, the caste system and the time/era of history. TN State Standard Overview: Students will analyze the geographic, political, economic, and cultural structure of Ancient India. 6.27 Describe the social structure of the caste system and explain its effect on everyday life. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/BGraGKpOB0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Ancient India Name: Kerrisha Wilkerson Subject Area(s): Social Studies Duration of Lesson: 55 minutes Grade Level: 6th Analyze learners
General Characteristics Head Magnet is a math and science thematic magnet school. Students who attend Head Magnet obtain a rigorous and challenging educational experience. Head Magnet is a part of the massive urban school district called Metropolitan Nashville Public Schools in Davidson County. Students are admitted to Head by applying through the Optional School system. Students are selected randomly through drawing. According to MNPS records, Head Magnet has been the most requested school through the Optional School choice method for numerous years now. Head Middle Magnet serves 577 students from across Davidson County. There are 155 students in 5th grade, 191 students in 6th grade, 124 students in 7th grade and 107 students in 8th grade. Students come from across the school district, other MNPS schools, public charter schools, as well as private schools. The ethnicity breakdown is as follows: African-American – 57.7%; White – 30.2%; Asian – 7.5%; Hispanic or Latino – 4.5%; and Native Hawaiian/Pacific Islander – 0.2%. We have 273 girls which equates to 47% of our population, and 304 boys, which equates to 53% of the student population. While a large percentage of incoming students have advanced scores in reading and math, Head also has students who have below basic or basic scores and are working below grade level expectations. Although Head Magnet has less than 1% ELL students, it is a very diverse school with students who come from a wide range of backgrounds and speak as many as 25 different home languages. With less than 50% of our students qualifying for free and reduced lunch, Head Magnet is a NON- Title I School. HMMS has 41 faculty members, including an Executive Principal, an Assistant Principal, an Instructional Coach, two counselors, a librarian and 35 teachers. Our Vision Head Middle Magnet School will create a culture in which the academic and social foundations of all students are built and fostered beyond district and state expectations. Our Mission To achieve our vision, we must: provide meaningful, collaborative and professional development for all faculty and staff ensure ongoing communications between all stakeholders strengthen academic rigor for all students, in all subjects' value and embrace diversity promote global citizenship for all stakeholders In the sixth-grade class at Head Middle Magnet School, there are 24 students assigned to the second block social studies class. The assigned students in class consist of 13 females and 12 males. The different ethnicity groups involved range from Caucasian, African American, Asian, and Hispanic and are between the ages of eleven and twelve. Out of the whole class, there is one student that has
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an IEP for his dyslexia diagnosis. This student is present in all his classes, but he is given his own para-professional to help assist him and his needs.
State & NETS*S objectives
Curriculum Competencies To complete this lesson, students will need to know to what the caste system is and the different levels of the system. Technology Competencies To complete this lesson, students will need to know how to navigate a computer and how to search for adequate information on the selected website. State Standard Students will analyze the geographic, political, economic, and cultural structure of Ancient India. Describe the social structure of the caste system and explain its effect on everyday life. ISTE Standard 1.c. Students will stay current with research that supports improved student learning outcomes, including findings from learning sciences. Behavioral Objective Given creditable websites, the students will be assigned to a specific caste system group and will compose a research while answering the questions from the handout. Lastly, students will use the collected research and create a presentation for their selected caste group member. Language Objective: Key vocabulary: Brahmins, Kshatriya, Vaishya, Shudra, Untouchables, occupation, Varnes, caste system, Aryans Academic Language Functions: Students will understand the content being taught by following using the vocabulary terms. Selected students will explain their assigned term (groups of the caste system) thoroughly when presenting. After the oral presentation of each group students will be asked to write the remaining vocabulary terms down on their handout for a study guide. Students will then draw a pyramid and label each section with 5 facts about each social group individually. Finally, students will be asked to think-pair-share and discuss the similarities and differences about the different social groups. Only selected vocabulary will be taught at the beginning of the class, such as occupation, varnas, caste system, and Aryans. The rest of the terms will be given to the students to complete later throughout the lesson. The students will not know the meaning of each word until the research is completed and they have obtained enough information to restate what the term mean.
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Select instructional methods, media, and materials
Curriculum Materials • •
8 handouts for student work in group (student centered) 10 pencils
Technological Materials Wilkerson, K .(2019) Ancient India Retrieved from https://share.nearpod.com/cSEYpw0Zb1 on September 9, 2019 US History. (2008-2019). Ancient Civilizations: Caste Systems. [Website]. Retrieved on September 9, 2019 from http://www.ushistory.org/civ/8b.asp Lee, P. (2019). India National Geographic Kids [Website]. Retrieved on September 9, 2019 from https://kids.nationalgeographic.com/explore/countries/india/ • • • • Utilize media and materials
8 Laptops for each group (HP laptops with Wifi/Internet Connection (student centered) ELMO to display example handout [Teacher and student centered] Projector/Pull down display screen [Teacher centered] Dry erase board [Teacher centered]
Preview and Prepare Materials: • Preview the Nearpod lesson -- *previewed and approved* • Preview each resource website to ensure it is kid friendly -- *previewed and approved* • Print the packets/handouts • Check to ensure the ELMO is properly working. • Check for strong WIFI connection on computers • Have groups already divided into three before students arrive Prepare the Classroom • Divide desks into three small groups • Pull down display projector screen • Have computers on the desk and tuned on Prepare the Learner • Divide the students in groups of three • Assign the students to a certain social group • Introduce the lesson and expectation of the assignment • As a class introduce the selected vocabulary to students so they can write them down accordingly
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â&#x20AC;˘
Read the directions to the students to ensure that they understand their roles and what is expected â&#x20AC;˘ Group of students will begin researching and completing the questions on the handout. After instruction on how to use the technology, students will be broken up into a Require group of three (8 groups in total). The groups will be provided with one learner participation computer, a pencil (if needed), and the assigned packet/handout. Students will then be instructed to pay attention to the selected vocabulary to write down on their handouts. Next, students will then be instructed to complete the questions given to them about their assigned social group from the caste system. After completing all assigned questions per handout, the students will then present their social group to the class. Once completed with their presentation, the students will quietly sit and listen to other groups talk about their social group. While others are presenting students will be listening and writing down facts for the social groups they were not assigned to. This is important for the students to collect this information because students will need to know which social group belongs to the caste system pyramid. After all groups have presented, the teacher will use the ELMO to draw a pyramid and divide the pyramid in five sections. Students make theirs look like mine and we will label each section accordingly. This packet will be used for a study guide for the students. If a student is showing they do not understand they will be prompted to work along with the rest of the group and gain clarification. If peer to peer help does not work, then the student will address the teacher. The teacher will help the student get on track by rereading the directions and providing the student with different examples. If the student still does not understand the student will use the textbook to define terms and look up information for each social group. If a student is not working accordingly, he or she will be removed from the group and will begin working out the textbook to complete the packet/handout. Evaluate and revise
Formative Assessment: Formative assessments will be used in this lesson, which will include a visual observation of each group and group member. The teacher will pace the classroom to ensure that all students are on tasks and not viewing any other websites. The formative assessment will also be made up from the research that is being collected for the assigned social group. The formative assessment will be recorded on a group rubric, which will be entered into the gradebook. The assessment will take place when the group begins working and presenting. For each student to earn the formative grade, ALL students in the group should be working together. This grade would be a collaborative grade! When presenting, all students should be talking about the research that was collected. All students should be facing the classroom when presenting, making eye contact with their peers, and using an appropriate tone. If a student is not meeting the requirements, then this student will be graded separately from the group. I will provide all students with verbal feedback after their presentations with encouragement as well as some criticism, if needed. 189
Summative Assessment The summative assessment will be a combination of effort, credible information, and completion of the packet/handout. Students will receive a group grade and then receive an individual grade based on their individual effort, collaboration and completion of their packet/handout (writing information on social groups that the group was not assigned, completing the key terms, and pyramid). The studentâ&#x20AC;&#x2122;s work will determine the ability to analyze the geographic, political, economic, and cultural structure of Ancient India. Describe the social structure of the caste system and explain its effect on everyday life. (TN Social Studies standard) and demonstrate that students can stay current with research that supports improved student learning outcomes, including findings from learning sciences. Nevertheless, it will determine that students do know how to navigate a computer and how to search for adequate information on the selected website.
Group Rubric 15 Students made a group effort at a 100%
10 Students made a group effort at a 75%
5 Students made a group effort at a 50%
0 Students made a group effort at a 0%
Research
Students used ALL of the given resources to create an adequate research
Students used MOST of the given resources to create an adequate research
Students used SOME of the given resources to create an adequate research
Students used NONE of the given resources to create an adequate research
On-Task
Students remained on task at ALL times
Students remained on task MOST of the times
Students remained on task at SOME of the time
Students did not remain on task NONE of the times
Presentation
Students presented their assigned topic, ALL students spoke during the presentation at least once, and the tone was efficient.
Students presented their assigned topic, but not all students spoke during the presnetation, and the tone was not efficient.
Students presented their assigned topic, but only one student spoke during the presentation, and the tone was not efficient.
Students did not present their assigned topic, no students talked during the presentation, and the tone was not efficient.
Group Effort
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_________/60 Student Rubric Effort
Completion Collaboration
15 The student pushed themselves to work on a significant amount of work. The whole packet is completed The student shared ALL ideas and helped work towards ALL of the group goals.
10 The student fairly pushed themsel-ves to work on a significant amount of work Most of the packet is completed The student shared MOST ideas and helped work towards MOST of the group goals.
5 The student rarely pushed themselves to work on a significant amount of work Some of the packet is completed The student shared SOME ideas and helped work towards SOME the group goals.
0 The student did not push themselves to work on a significant amount of work Little to none of the packet is completed. The student shared NO ideas and helped work towards NONE of the group goals. ______/45
Unit Media Share Ancient Civilizations: The Caste System This ushistory.org website is titled â&#x20AC;&#x153;Ancient Civilizations: Caste Systemâ&#x20AC;? offers thousands of individual pages covering all aspects of U.S. History. The website compliments the TN Standard 6.27 - Describe the social structure of the caste system and explain its effect on everyday life. Students will learn about the caste system, the importance of the system and how they were used in the ancient India. This resource will help students understand the history of the caste system and how it is applied to the India population. This website gives an in-depth explanation of the different stages of the caste system. US History. (2008-2019). Ancient Civilizations: Caste Systems. [Website]. Retrieved on September 9, 2019 from http://www.ushistory.org/civ/8b.asp
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History for Kids History for Kids compliments the TN Standard 6.27 - Describe the social structure of the caste system and explain its effect on everyday life. In addition, students will learn more about the ancient India civilizations. It is s a fantastic way for students to learn more about historical factors. Students will enjoy the aspect of learning about India and discover the Ancient World with games and adventures for children to explore our world history. Planet Factory Interactive S.L. (2016). History for Kids. [Cost $ FREE] Retrieved from iTunes App Store on September 9, 2019 from https://apps.apple.com/us/app/history-for-kids-allcivilizations-learning-games/id1178034868 Indian History Indian History in English which compliments the TN Standard 6.27 - Describe the social structure of the caste system and explain its effect on everyday life. In addition, students will learn more about the ancient India civilizations. is a book that is very detailed in relation to the Indian history. Students will have access to the book which is subdivided into different historical events in chronological orders for the ease of read. This pocket application will provide you the detailed information about great rulers of India, historical battles, dynasties, freedom movements etc. Kanakarj,Sudhakar . (December 30, 2018). Indian History in English [Cost $FREE] Retrieved from Google Play on September 9, 2019 from https://play.google.com/store/apps/details?id=com.whiture.apps.en.india.history&hl=en_ US Kids History India, Part I Kids History India Part 1 compliments the TN Standard 6.27 - Describe the social structure of the caste system and explain its effect on everyday life. In addition, students will learn more about the ancient India civilizations. This short film is a great visual resource for teaching students about India. History Trailers create movie-like trailers for various historical topics. The video teaches about the history of India, culture, geographical features of India, religions, etc. This video will give students the insights on what India is like and how the background of how India is important is todayâ&#x20AC;&#x2122;s history. History Trailers (Account Holder). (2017). Kids History: India. [YouTube Video]. Retrieved from September 9, 2019 https://www.youtube.com/watch?v=gwj8FY9PrFA Kids History India, Part II Kids History India Part 2 is a continuation of part 1, which compliments the TN Standard 6.27 Describe the social structure of the caste system and explain its effect on everyday life. In addition, students will learn more about the ancient India civilizations. it is a great visual resource for teaching students about India. History Trailers create movie-like trailers for various historical topics. The video teaches about the history of India, culture, geographical features of India, religions, etc. This video will give students the insights on what India is like and how the background of how India is important is todayâ&#x20AC;&#x2122;s history. History Trailers (Account Holder). (2017). Kids History: India. [YouTube Video]. Retrieved from September 9, 2019 https://www.youtube.com/watch?v=mtQxwoC87ew National Geographic Kids The kids.nationalgeographic.com website titled Ancient India offers a growing library of premium quality educational materials, printable worksheets and teaching resources for use in the classroom. The website compliments the TN Standard 6.27 - Describe the social structure of the caste system and explain its effect on everyday life. In addition, students will learn more about the
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ancient India civilizations. This resource is used to understand the country India. It offers information about Indiaâ&#x20AC;&#x2122;s history, geography, fun facts, people, culture, nature, government, and economy. Lee, P. (2019). India National Geographic Kids [Website]. Retrieved on September 9, 2019 from https://kids.nationalgeographic.com/explore/countries/india/
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Chad Stem Unit Rationale – Newton’s Law of Motion In this unit, 8th graders will be learning about how motion and stability works based on the different forces described in Newton’s laws of motion and other terms. A problem that students will face may be their lack of understanding between similar, yet different vocabulary. An example is that students may believe that mass and weight, or even velocity and acceleration, mean the same thing. Both terms are different from the other. This may prove exceptionally difficult for ELL students. Students will learn with hands-on experiments and real-life examples of how different forces affect motion, offering both kinesthetic and visual learning. These activities will help students understand how gravity and other forces affect speed, acceleration, velocity, and more as well as contrast how each term is defined and solved through equations. This topic is very important for students since they may be very close to acquiring a license. This unit teaches informs students on how speed and other forces could affect how they drive. Learning about forces and motion can help prepare students for physics, giving base knowledge of students interested in engineering or working with cars. Finally, they may learn that going faster is not always better. Studying and understanding motion and stability and the effects on them by forces and interactions is a learning expectation covered under Tennessee State Standards for 8th grade science: 8.PS2.3) Create a demonstration of an object in motion and describe the position, force, and direction of the object. 8.PS2.4) Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
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8.PS2.5) Evaluate and interpret that for every force exerted on an object there is an equal force exerted in the opposite direction. Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/YddswMupB0 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Objects in Motion: Velocity Name: Chad Stem Duration of Lesson: 45 minutes Analyze learners
Subject Area(s): Science Grade Level: 8th Grade
General Characteristics: In an 8th grade Science class at John F. Kennedy Middle School there are 30 students. There are 17 females and 13 males. Their ethnicities range from Hispanic, African American, Middle Eastern, and Caucasian with an age range of 13 to 14 years old. Two students are English Language Learners that speak little English and work with bilingual students during this science class. They work with an ELL teacher during their English block. One other student as an IEP for Aspergerâ&#x20AC;&#x2122;s Syndrome. At John F. Kennedy Middle School, the demographics show that 76% of the students are minorities. 46% of those are of African American heritage, 27% Hispanic, 3% Asian American and 24% White. So, I will need to be culturally responsible when I am preparing lessons, making sure that each subject is relative to their lives. Some students at this school also receive free or reduced lunch, while even more receive food bags to take home on the weekends. This keeps the students focused on their lessons instead of any hunger they may be experiencing. Curriculum Competencies: For this lesson, students will need a basic understanding of the differences between speed and velocity, the formulas for both, understand the units of measurement for speed/velocity that we will use (centimeters per second), mass measurements (grams), and position (cm). Technology Competencies: The students will need to know how to operate the Physics Aethyn application on a tablet or phone in order to calculate velocity of an object. They will also need to know how to properly use the Timer II e device that will allow them to record the seconds it takes a car to travel from one photogate to another during their experiment.
State & NETS*S objectives
State Standards: 8.PS2.3 - Create a demonstration of an object in motion and describe the position, force, and direction of the object.
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8.PS2.4 Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object. ISTE Standard: 5.b. – Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making. Behavioral Objective: Given instructions on how to complete the car rolling down a ramp experiment with the TimerIIe and the Physics Aethyn application, the learners will be able to measure the mass, position and velocity of a car in motion to draw conclusions on how mass and position effects the car in motion. The students will collect data, organize the data, and calculate velocity using an application to determine the differences of how a greater mass either increases or decreases the velocity of an object moving down the ramp. Language Objective: Key Vocabulary: Speed, displacement, distance, time, acceleration, velocity, mass, position Academic Language Functions: The students will use their vocabulary words to understand certain formulas such as speed = distance/time, velocity = displacement/time, etc. Through these formulas and their observations during the experience, they will be able to form relationships between the terms. For example, the greater the mass, the greater the acceleration. After being instructed on how the experiment works, the students will conduct the experiment in steps. They’ll learn about position based on the ramp’s height (in cm). They’ll increase the mass (in grams) of the car by adding washers onto it. Then, they’ll record the velocity of the moving car when it passes through two photogates. The distance between the two photogates will be the measurement of change of distance (or displacement). Once they’ve acquired these pieces of data, they’ll use technology to calculate velocity. For their conclusion, students will write out their understanding of the relationships between mass, position, and velocity. They’ll know that when the mass is greater, the velocity will increase based on the downward ramp. Select instructional methods, media, and materials
Curriculum Materials: 7 Handouts to be given out to record data, report conclusions (student centered) by Gillette, S. Car and Ramp: Calculating Velocity. [Web. Cost: Free] Retrieved on November 18, 2019 from https://betterlesson.com/lesson/636334/car-andramp-calculating-velocity
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30 pencils (student centered) Textbook for a reference (student centered) Technological Materials: Elmo that is used for projections (teacher-centered). Computer with Powerpoint presentation (teacher-centered) Smart Board for projections (teacher-centered) Projecter (teacher-centered) TimerIIe (teacher and student-centered) Photogates (teacher and student centered) Tablets or Phones with Wi-Fi connection to use Aethyn Physics application (student-centered) Utilize media and materials
Preview and Prepare Materials: • Preview the website where lesson was found. *previewed and approved* • Check the printer, ink and paper supply. • Make sure printer is connected to the computer • Print sheets for each group. One instruction sheet, four graph sheets, one data sheet, and one reflection sheet for each student. • Set up experiment materials for each group. Place ramp in proper starting position, have cars, washers, photogates, physics stand, TimerIIe, etc., set out for students. • Make sure tablets have Physics Aethyn downloaded for students to use for calculations. • Place at least one tablet down for each group (if needed). Some groups may use phones if they have application downloaded (from a previous lesson). • Check to see if Elmo is connected and working properly. • Make sure the projector is on and able to switch from Elmo to the computer. • Check to see if smart board markers are working properly by synching it to the board. Prepare the Classroom:
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• • • •
Some tables will need to be pushed together in order to create space for different groups to work together and for the experiment materials to be properly set up. Chairs will need to be situated around the newly structured tables. Turn one light off for the projector during instruction time. Turn projector and Elmo on for instruction.
Prepare the Learner: • Introduce today’s lesson, review vocabulary terms and summarize the experiment from the day before. • Write formulas the students will use during today’s experiment on the smart board. • Model the correct starting position for the ramp. • Model which settings the TimerIIe should be on. • Model the distance needed between the two photogates and how to record the time as a car passes from the first photogate to the second. • Model how to input the data on the graph. • Model how to input data into the Physics Aethyn app to calculate the velocity of the car. • Split the students up into groups of 5, assigning each student a specific role: Materials manager, data recorder, car handler, captain, and positioner. • Students will conduct the experiment as a group and record the data individually. • Based off the results of the experiment, students will correctly assess both conclusion questions. After students have watched me model how the experiment is to be conducted, Require they will form their groups of 5 people. Once they are in their groups, each learner participation person will be assigned a specific job that they are required to do throughout the experiment. The captain oversees the overall flow of the experiment, keeping the time and managing the work of the others. The materials manager makes sure all the pieces are in place before each trial has been run. The car handler makes sure the car is in the proper place for release and is released in the same manner every time. The data recorder is in charge of the TimerIIe and recording the data for the rest of the class for each trial. The positioner makes sure the ramp has been put in the proper location for each trial and adjustment. The groups will be handed their instructions to follow as well as the four data graphs, their data sheet, and the conclusion sheet. From there, the students will conduct their experiment by recording how fast the car moves at the 4th position, 6th position, and 8th position on their physics ramp. They’ll record how fast the car moves four times at each position. After racing the card down the ramp at 0 grams of mass added, they will then add 5 grams, 10 grams, and 15 grams to measure the difference in time between the four different weights. This is measured by the TimerIIe as the car
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passes the first photogate into the second photogate. The distance between the photogates is recommended to be 50cm, but the students have the freedom to move them closer or further apart at their discretion. After the recording of all the data at the different positions and different masses have been completed, the students must use the Physics Aethyn app to begin calculating the velocity of the 12 runs of the car (4 runs at 3 different positions). Once they have calculated the velocity, they must graph them on the individual data sheets they received. Once they have completed the graph, they will then evaluate their results and report what they have learned on the two conclusion questions on the separate sheet. If a student is not showing understanding of the objective or standard, one of their partners can aid by pointing out how the speed of the car increased each time the position or mass was increased. If they still cannot grasp the concept, the teacher can provide a real-life example that the student may not encounter that they may be able to relate to. Evaluate and revise
Formative Assessment (Process): During the experiment, I will take on the role of facilitator, helping students if they run into technical problems with the experiment. The formative assessments of this lesson will be a mixture of questioning and looking over the students’ data. I will provide formative questioning to the students as they get further into the experiment, asking questions like “What are you noticing when you’re raising the position of the ramp from the 4th to the 6th position,” or “what are you noticing as the mass of the car is increased?” I expect to see each member of the groups fulfilling their assigned roles and recording data when they have completed one section of the experiment. As they are working, I will record a 0, 1, 2 or 3 by their name on a roster sheet for participation in their group. For the group work and individual sheets they will be completing, they will be addressed separately. For the group work, students will be graded on the consistency of their data compared to how the experiment results should have turned on based on the laws of motion. Individually, students will be assessed on how well of a job they did with each of their assigned positions in the group. If they did little to no work, they will receive a lower score on their rubric compared to someone else in their group. They will also be graded on their conclusion sheet and if they analyzed the results of the experiment correctly. I will not only provide verbal feedback on their results if they complete their data and conclusion sheets but will provide written feedback on their conclusion sheets as well on whether or not they analyzed their data correctly. If somehow their experiment does not provide accurate data, I may question the group on if their trials were consistent (releasing of the car, the position was correct, photogates were not moved, etc.). I may also provide reallife examples to the students to see if they understand how mass and position affects the motion of an object. Otherwise, I will have to stop the experiment and readdress the vocabulary, formulas, and go over the lesson once more.
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Summative Assessment (Product): The summative assessment of the experiment is reserved for the data graphs and the conclusion sheet provided to the students. If the student graphs correctly show that increases in mass and position increase the velocity of the car, then the students have successfully achieved the goal of the experiment. Since their standards are focused on both mass and position, their conclusion sheet will demonstrate that they understand the relationship between mass, position and velocity as it relates to Newtonâ&#x20AC;&#x2122;s second law of motion. The students will receive a grade from their group work, individual role within the group that was recorded through observation, accuracy of recorded data, and the conclusion sheet that they fill out at the end of the experiment. This conclusion sheet will provide the student time for self-reflection on the experiment they just conducted and assess what they learned. For students with accommodations, instead of answering a short answer question, they will be provided with multiple choice options instead for a conclusion. The goal for the student is to correctly answer both questions on their conclusion sheet. The graph, conclusion sheet, and rubrics are below:
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Group Grading Rubric 3
2
1
0
Consistency of Data
The data recorded is greatly consistent with the laws of motion
The data recorded is mostly consistent with the laws of motion
The data recorded is somewhat consistent with the laws of motion
The data recorded is not at all consistent with the laws of motion
Total
/3
2
1
0
Student Grading Rubric 3 Student Work Effort
The student contributed a significant amount of work within their group.
The student contributed a fair amount of work within their group.
The student rarely helped with the work within their group.
The student did not contribute any help within their group.
Studentâ&#x20AC;&#x2122;s Completion of Data Charts
The student successfully filled out all the data sheet and graphs
The student mostly filled out the data sheet and graphs. Student did not
The student somewhat filled out the data sheet or graphs.
The student did not fill out the data chart or graphs.
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use proper measurements
Student left sections blank.
Total
/6
Unit Media Share 2 Minute Classroom – Speed, Velocity and Acceleration 2 Minute Classroom is a YouTube channel that takes complicated lessons and simplifies them into two-three minute classes. In this video, Victor Ricks breaks down how speed, velocity, and acceleration are similar, yet different from one another. He talks about average speed vs. instantaneous speed as well as the differences that direction plays into measuring velocity. Finally, he concludes how acceleration changes when velocity shifts (often called displacement). Analyzing the differences between these terms helps students better understand how direction plays a role in affecting the motion of an object. 2 Minute Classroom’s quick breakdown simplifies this need for students to be successful in determining the differences. TN Science Standard 8.PS2.3 and 8.PS2.4 Ricks, V. [2 Minute Classroom]. (2018, August 6). Speed, Velocity, and Acceleration | Physics of Motion Explained. [Video File]. Retrieved from YouTube on September 3, 2019 from https://www.youtube.com/watch?v=Jyiw6KkedDY Brilliant Brilliant is an education application that challenges students with higher thinking abilities. It provides excellent quizzes, courses, and practice problems to challenge the brightest of students. The premium version unlocks all courses at a stiff price. Otherwise, you’ll have to work through each course to unlock new sections. It provides puzzles, moving examples, equations and more to help students understand basics from math, computer technology, science to more complex courses like calculus and quantum physics. It gives students a basic understanding of how speed, velocity, and acceleration differ by giving easy and even more complex questions. TN Science Standard: 8.PS2.3, 8.PS2.4, and 8.PS2.5 Brilliant.org (2019). Brilliant – Solve, Learn, Grow. [Cost: Free]. Retrieved from iTunes App Store on September 8, 2019 from https://apps.apple.com/us/app/brilliant-solve-learngrow/id913335252
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Forces and Motion – Clark Science Clark, M. (August 7, 2016). Forces and Motions – 8th Grade Science. Retrieved on September 8th, 2019 from https://clarkscience8.weebly.com/forces-and-motion.html This website is one that was created by Mr. Clark, a middle school science teacher from South Carolina. He has created a site with a wealth full of knowledge and even videos that thoroughly explain how forces and motion are affected by mass, position, direction, and more. The website also contains many visual aids to help students more clearly understand how an object is moved by applying force. Mr. Clark uses sports as prior knowledge to help students understand that a heavier object (like a bowling ball) will move slower than a lighter ball (soccer ball) if the same force is applied to both. This provides students with a verbal, visual, and even kinesthetic way to learn forces and motion. TN Standard: 8.PS2.4 Khan Academy Khan Academy is an online academic community that teaches all subject matter with online videos and other resources. Khan’s video on Newton’s First Law of Motion helps kids understand the history of how Galileo, Descartes, and Newton redefined motion from common, everyday thinking. This kids helps understand the two schools of thought that happened during the 1600’s and will give them a better understanding of how the first law of motion came to be. It clearly shows how forces acting upon a box causes it to move. Khan also described that Newton and the others discovered that if there was no friction, that the box would continue to move uninterrupted. This is a great video for teachers since it touches on historical and scientific principles concerning Newton’s laws of motion. Plus, there are several more videos in the same library. TN Science Standard 8.PS2.5. Khan, S. [Khan Academy]. (2012, July 13). Newton’s First Law of Motion | Forces and Newton’s Law of Motion | Physics | Khan Academy. [Video File]. Retrieved from YouTube on September 3, 2019 from https://www.youtube.com/watch?v=5ZFOhHQS68 Physics Aethyn Physics Aethyn is a wonderful application that allows students to calculate speed, velocity, or acceleration by inputting data into a calculator type application. Once they’ve entered all their data, they can easily calculate the velocity, speed, or acceleration of an object in motion. The only drawback is that there are sometimes advertisements that pop up since this is the free version of the application. A 0.99 cent version does not contain the advertisements. However, the application would be perfect when conducting an experiment when students are collecting data on objects in motion in order to calculate its speed, velocity, or acceleration. TN Science standard: 9.PS2.4 Aethyn Corp. (2019). Physics Aethyn. [Cost: Free] Retrieved from iTunes App Store on September 8, 2019 from https://apps.apple.com/us/app/physics-aethyn/id1450217063
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Texas Gateway Texas Gatewayâ&#x20AC;&#x2122;s page on Speed, Velocity, and Acceleration is a wonderful site that gives a clear definition of each of the terms. It clearly states how speed, velocity, and acceleration differ from one another and are similar at the same time. It also provides students with a matching game that helps them differentiate between speed and velocity. Finally, it also gives the students the chance to practice finding out what acceleration is by using an interactive exercise where students must determine if the example given has acceleration or no acceleration. This works as a precursor to the following Tennessee Science standard: 8.PS2.4) Plan and conduct an investigation to provide evidence that the change in an objectâ&#x20AC;&#x2122;s motion depends on the sum of the forces on the object and the mass of the object. Texas Gateway (2019). Speed, Velocity, and Acceleration. Retrieved on September 3rd, 2019 from https://www.texasgateway.org/resource/speed-velocity-and-acceleration
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Kalyn Pruett Unit Rationale - Soccer In this Physical Education Unit, the secondary education students will be learning about the history, rules, and physical performance/enhancement of the game of soccer. Some potential problems this particular age group would face are the following: Lack of soccer experience, lack of motor/kinesthetic skill development, and personal health factors. Students will have learning experiences such as: Hands-on learning activities, Kinesthetic/visual performance, field trips, classroom lectures, and lastly, instructional teaching strategies. The teaching/learning strategies aim to develop students towards their cognitive and psychomotor skills over the game of soccer. Once the students observe, analyze, and perform the game of Soccer, they will understand the break down process over fundamental motor and psychomotor skills. Understanding hand-eye coordination steps and other complex physical movement can assist the young secondary students to research fundamental skills and live a healthier lifestyle for the present and future. Teaching students the physical and mental aspects of soccer can help translate their physical understanding on and off the field towards other sports and motor development concerning everyday activities such as: stretching, yoga, picking up heavy weight the correct way. Studying, observing, analyzing, and performing the game of soccer is a learning expectation under the Physical Education Standard towards Motor Skills, Cognitive Concepts, and Values of Physical Activity. Component 1: Motor Skills TENNESSEE PHYSICAL EDUCATION STANDARDS GRADES 9-12 Key Ideas:
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MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event. MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.). MS.3Execute sport skills or strategies in response to the opponent (e.g., running routes, player positioning, guarding). MS.4 Demonstrate offensive skills and strategies during game play. MS.5 Demonstrate defensive skills and strategies during game play. Component 2: Cognitive Concepts CC.4 Demonstrate rule application during game play. CC.5 Use appropriate sport specific terminology (e.g., travelling, out-of-bounds, offsides). CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass) CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.) Component 5: Values of Physical Activity Appreciation: VPA.1 Explain the health benefits of physical activity (e.g., physical, mental/emotional, social).
Additional Resources: v NearPod Digital Lesson: https://share.nearpod.com/WGPjJdnwM1 v Opening Commercial: Available upon request
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ASSURE Lesson Plan Template Name: Kalyn Pruett Duration of Lesson: 90 min. Analyze learners
Soccer Passing Fundamentals Subject Area(s): Physical Ed. Grade Level: Secondary (9th -12th)
St. Cecilia Academy, is an all-girls Catholic High School located in Nashville, Tennessee off Harding Pike. The school demographics in my Physical Education class includes twenty-four females in grades 9th -12th grade. The ethnicities in my classroom are twenty Caucasians, two African Americans, and two Asians. Students who have a disability are met with the special education teacher and are given an ILP (Individual Learning Plan). Through the ILP and IEP, I am aware of the student’s strengths and weaknesses concerning English Language Proficiency level/Academic background, as well as through physical education experience in sports. The first day of class I will have given the students a questionnaire regarding the students’ physical education knowledge and sports background. Through the diverse ethnic, academic, and socio-economic backgrounds, my students will learn how to work together with their partner of a different background and execute the Reciprocal Teaching Method with their partner. Students who have more soccer and technology proficiency will be paired with a student who is not as advanced in those learning areas. Students who have a learning disability will also be paired with a student of higher proficiency in soccer and technology to assist their classmate and teach the lesson. Specifically in this physical education class, I have four students who have the following disabilities: One Speech Language Impairment, two ADHD, and lastly, one student who has Dyslexia. The special education teacher meets with the student, parents, and myself to discuss further accommodations. Throughout the lesson I will modify the lesson for my student’s who have a learning disability. There are eight individuals who have had travel soccer experience, twelve students whom attended private parochial schools, and four individuals with zero experience in physical education and soccer experience due to home schooling. I am knowledgeable of the students’ background in their physical and academic education through St. Cecilia’s academic report from the previous school year and the students’ personal questionnaire. The students who have taken physical education during their middle school years, have mastered the standard Motor Skills Invasion and Receiving 3.8: Passes/receives with hands/feet/implement in game-like situations. Moreover, this lesson will be a review over the fundamental skills of the ground, driven, and lofted pass.
Curriculum Competencies:
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To complete this lesson, students will need to know the soccer pass terminology and fundamental steps of the ground, driven, and lofted pass. Students will need to be able to transfer their content knowledge to kinesthetic performance. Technology Competencies: To complete this lesson, students will need to know how to navigate to YouTube, understand their cellular device for video or know how to video with their camera. The students will need to video their partner over a specific soccer pass and be able to translate their information to a power point presentation.
State & NETS*S objectives
State Standards: Motor Skills: MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.). ISTE Standard: Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given a website link, checklist, and power point rubric, students of the secondary level will identify, compare and contrast, and perform the fundamental steps of the ground, driven, and lofted pass with their partner. The students will write down the fundamental steps they observed from the YouTube video. Once the students have identified the specific passes and terminology, the students will then execute the fundamental step performance of the ground, driven, and lofted pass. Through observations of the online link, YouTube video, and passing performance with their partner, the students will be assessed over a self-checklist and power point presentation with their partner. ELA Objectives: 1. Understand terminology and all fundamental soccer passes (Ground Pass, Driven Pass, Lofted Pass, Give and Go, defensive/offensive skills and terminology). 2. Explain a specific pass and teach their classmate through a power point presentation through the Reciprocal Teaching Method
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ELA Standards: The specific lesson plan connects towards the academic language by discussing the process of observation towards the soccer video provided, compare and contrasting the different passes, performing the passes, and evaluating their partner’s performance through their own breakdown of the passes. The students applied the vocab words such as: loft, ground pass, and driven pass. The discourse includes the power point presentation over the specific pass they taught to their classmate. Given the KWL Strategy, the students will be able to answer questions concerning what they KNOW about soccer passing, What they WANT to know about the specific soccer passes and what the students have LEARNED over the specific soccer passes. The students will use this specific strategy with their partner before the beginning of the lesson. The learners connect to the standards by collaborating with their partner over key terminology and through the power point presentation. I will teach the students the terminology listed below through Socratic class discussions and through the YouTube video over passing. Students will implement the academic language and literacy terminology through kinesthetic performance and the partner power point presentation. The presentation will be executed through power point and oral communication through the presentation with their partner. In conclusion, the students will form linguistic phrases through the Socratic discussion, outside kinesthetic performance, and through the power point presentation. Standard 5 Presentation of Knowledge and Ideas: 11-12.SL.PKI.5 - Make strategic use of digital media and visual displays in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Standard 1 Speaking and Comprehension: 11-12.SL.CC.1 - Initiate and participate effectively with varied partners in a range of collaborative discussions on appropriate11th - 12th grade topics, texts, and issues, building on others’ ideas and expressing one’s own ideas clearly and persuasively. Content Specific Vocabulary: - FIFA: Fédération Internationale de Football Association - Goal Kick: The team is rewarded to kick off from their 6yd box into the game of play. - Corner Kick: Crossing the ball from the corner of the field into the game of play. - Throw In: Throw the ball over the head with feet on the ground. - Ground Pass: See Attachment - Driven Pass: See Attachment - Lofted Pass: See Attachment - Give-and-Go Pass: wall pass. Soccer movement in which one player passes the ball to another and sprints forward to receive the quickly played return. Also called: one-two. Academic language and vocabulary: 1. Students will be able to analyze the specific soccer passes through the videos provided above.
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2. Students will be able to compare and contrast the inside of the foot pass, driven pass, and a lofted pass. 3. Students will be able to describe each kind of pass by leading their partner through the specific movements. 4. Students will be able to evaluate the different passes being presented and when to execute the specific passes Vocabulary: Inside of the foot pass, loft, driven 1. What does pass mean? 2. What does lofting mean? 3. What does a driven pass mean? Informal/ Formal Assessments: Informal Syntax Assessment: 1. Socratic Literacy Discussion over Warm-up video and oral assessment over the fundamental steps of the ground, driven, or lofted pass 2. Performance passes of the ground, driven, and lofted pass 5X3. Formal Summative: Power Point Skill Objectives: 1. Students Pick one of the three passes 2. Student will explain the literacy of their specific pass and discuss the tactical reasonings to execute the specific skill. 3. Students will the apply the literacy and teach their partner the fundamental breakdown of the pass 4. Through a video clip student will teach his/her classmate the steps and perform the pass. 5. The student will then critique his/her proper form 6. Student will explain the common mistakes of performing the skill 7. Conclusion with asking if there are any questions for the class and instructor.
Terminology: (T) Teacher (S) Student
T: What is possession S: Connecting passes against defensive opponents T: What is the grounded pass S: Notes from day 2 T: What is the driven pass S: Notes from day 2 T: What is the lofted pass S: Notes from day 2 T: What is the give-and-go pass S: A Wall Pass Around the Opponent T: What does creating space mean? S: Finding open space to receive the ball T: Someone explain what are the fundamental steps to the grounded pass? Student Answer: The following steps to the grounded pass are: T: What about the steps for the driven pass? Student Answer: T: What about the steps to the lofted pass? Student Answer: The steps to the lofted pass is…. T: How would you perform the give-and-go pass? Student Answer: The give-and-go pass entails… T: What does it mean to find space? Student Answer: Creating space is important because… 211
T: Why is communication important in the possession game?
Select instructional methods, media, and materials
Curriculum Materials: • • • • •
12 Checklist Handouts (student centered) 12 Power Point Rubric Handouts (student centered) 12 loose-leaf paper (student centered) 12 Soccer balls (student centered) 12 pencils (student centered)
Technology Materials: •
Website from YouTube Soccer Passing Association, T. S. (2015, January 08). Passing Types. Retrieved from https://www.youtube.com/watch?v=7w6vPFXkPHE
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12 media devices (Video Camera or cell phone) (school provided or their own personal device) (student centered) (teacher centered)
• • • • • •
1 lap top (Teacher Centered) with Wi-Fi/internet connection Pull-down display screen (Teacher Centered) Projector (Teacher Centered) Whiteboard (Teacher Centered) Dry Erase Markers (Teacher Centered) Printer with ink and paper (Student Centered)
**Any teacher instructing this lesson will go by the kinesthetic checklist and Power Point Passing Rubric for guidance and direction throughout the lesson.** Utilize media and materials
Classroom Material Preparation I will be sure to provide sharpened pencils, new dry-erase makers, and obtain an abundant amount of loose-leaf sheet of paper. I will supply thirteen, pumped soccer balls and will have secured the computer lab so my students will have the technology to participate in the YouTube Passing observations and note taking. Students may also use the computer lab after school for power point homework assessment. The lights will be turned off for YouTube video and the video will be opened in a tab. The projector will be turned on and the pull-down screen will be down. Technology Material Preparation The printer will have ample amount of ink, and my laptop will be connected to the Wi-Fi as well as to the HDMI cord which will be ready to play on the pull212
down screen. I will be sure the online website is accessible so the students may refer to the technology content at any time. Once the paired-partners have noted the terminology during the class Socratic discussion and compared and contrasted the fundamental steps on their loose-leaf sheet of paper, the students will then mentally prepare which specific soccer pass they would like to teach their partner via video, power point presentation. Prepare the Learner Students will be prepared for the instructional experience as I lead the YouTube video of passing with the class. During this time, the students will be observing the video and taking note of terminology/fundamental steps of the ground, driven, and lofted pass. I will be instructing the students of the fundamental steps, as well as the correct terminology. Once the students have written down the fundamental steps and terminology, the paired partners will be presented with the selfchecklist over the outside soccer passing performance. YouTube Video Passing link: https://www.youtube.com/watch?v=7w6vPFXkPHE **Refer to attachment for self-checklist** Require After instruction over technology usage, students will be paired according to learner participation technology and kinesthetic level (12 pairs). The proficient learner may be someone who understands the game of soccer and/or be more knowledgeable in technology. The purpose for the specific pairs is to encourage the students to execute the Reciprocal Teaching Method. One student may be more proficient in the technology aspect while their partner may be more proficient in the soccer content. The students can learn and teach each other the appropriate steps of how to successfully accomplish the literacy content and outside performance content of class. The following steps the learner will follow are all of the following: Analyzing the YouTube video, participate in the Socratic class discussion over the terminology and fundamental passes, perform the three specific passes (3X5 each), and lastly, assessing their partners fundamental passing technique with the performance self-checklist.
If a student or pair is struggling on how to use their cellular device or video camera, they may ask other classmates or ask the teacher for assistance. If the class does not understand how to use their cell phone or video camera, I will walk around and assist their specific needs. Being the secondary level students are the millennial generation, I know they understand how to work their personal cell phone and assist those who do not own a cell phone or video camera. **The soccer pass rubric will be given at the beginning of class. Students will be instructed to pick either the ground, driven, or loft pass and teach their partner the fundamental pass via cell phone or video camera. The students will be supplied with a video camera from the school if they do not have a cellular device. They will then present a Power Point over the video and
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Evaluate and revise
teach the class their specific passing skill. This assignment will be due next class based off their block academic scheduling (ABABA).** Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric Formative Assessment (Process): The formative assessment used in this lesson will be assessed over student participation and performance. Students will be engaged from the beginning of the YouTube passing video, class Socratic discussion over the terminology and fundamental passing breakdown, outside kinesthetic performance, and lastly by how well they execute the soccer rubric through the power point presentation (homework).The studentsâ&#x20AC;&#x2122; kinesthetic performance exercise will be to transfer their observations from the passing YouTube video and class discussion, and execute the Reciprocal Teaching Method by practicing the terminology and fundamental movements with their partner outside. The students will practice each pass (Inside of the foot, driven, and lofted) with their partner starting with inside of the foot (10 yard separation), driven (30 yard separation), lastly, lofted (30 yard separation). Each student will practice each movement 3X5. The formative assessment will take place during the class Socratic discussion and outside performance. Students will need to be engaged by being vocal towards the terminology and fundamental movements of the soccer passes. The pair must be vocal towards one vocabulary language and one fundamental movement step. The pairs will then go over their self-checklist and assess how well they participated during the Socratic discussion of the lesson. Lastly, the students will make their way outside to perform the ground, driven, and loft pass. The students will assist each other in the movements and practice the performance for their power point homework assignment. The class will conclude with the students finishing their self-checklist assessment over the kinesthetic motor performance. Teacher will then collect the checklists and grade their overall participation for the day.
I will know how receptive the students were during class through their body language and participation in the Socratic class discussion. Students will absorb the YouTube video of passing as well as transcribe the notes given from the instructor and passing video. As the students are answering the checklist, I will be walking around the room and observing how well the pairs took notes and overall engaged in the classroom setting. I will be able to adapt to my students by how well they vocalize their previous and present knowledge over the fundamental steps of passing and literacy. If the students seem to struggle over the literacy or kinesthetic performance, I will be able to accommodate by reiterating the terms in a simpler way through visual demonstrations. The Socratic discussion will be overall effective because I will be able to see how well the pairs work together and engage in the soccer lesson. Each part of the lesson will build off each other
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and set the tone of how well the students participated inside and outside the classroom. If the students do not engage at the beginning of the lesson, they will struggle with their self-checklist and power point presentation. Each part of the lesson is essential and the students will show how well they took in the information through their motor performance and presentation. The teacher will be able to observe the students by walking around the classroom with their selfchecklist and facilitate any questions or concerns they may have. I will provide my students with positive criticism and motivation throughout the lesson. I will be animated and visually demonstrate the fundamental movements. If a student struggles, I will assist the student one-on-one and answer any questions they may have, whether it be with the technology or outside performance. Summative Assessment (Product): The Summative Assessment will be based off class participation and the motor skill power point presentation with their partner. The students will be given the rubric at the beginning of class, and I will then explain the directions to the assignment at the last ten minutes of class. The students will take what they learned from the YouTube video, class Socratic discussion, motor skill performance, and create their power point presentation over one of the passes (ground, driven, and loft). The students will be assessed over all of the following criteriaâ&#x20AC;&#x2122;s: How well they vocalize the terminology and fundamental steps to their partner, if their partner successfully performed the specific pass by partnerâ&#x20AC;&#x2122;s teaching instruction, power point creativity, and overall effort. The students will have the rubric ahead of time so they are aware of the grading style. The students will be able to show what they have learned based off the power point criteria. The students who have (ADHD), Dyslexia, and Speech Language Impairment, will be paired with someone of high proficiency, and will be able to use their notes for the power point presentation. The partner will be able to assist their partner with the literacy and terminology by their notes taken in class. The power point will demonstrate how well the students vocalized the overall objectives of the soccer passing lesson. The students will be able to portray what all they have learned based upon how well they vocalize the terminology and literacy, physical performance, and overall effort with their partner and power point presentation. I will be able to modify the assessments by allowing the students to have more time with their power point and allow the students to use their notes during the presentation. The students will be given all the answers towards the fundamental steps and literacy terms during the passing lesson. Students can reflect upon how well they mastered the lesson through their assessments and feedback provided by the instructor. The students will be supported with the technology understanding and content understanding throughout the lesson. The assessments are aligned with my standards through motor skill understanding over the technical and tactical skills of the ground, driven, and lofted pass. The students will be able to accomplish different types of
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technology by using their cell phones/video camera and upload the video to their power point presentation.
State Standards: Motor Skills: MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.). ISTE Standard: Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Unit Media Share Football History The Football History speaks over the foundation and origination of Soccer and how the sport has spread across the globe. Soccer began in foreign countries such as: England, Japan, China, and other European countries. The specific article discusses the sport’s political and recreational side and why the sport is known as, “The People’s Game.” The student will research and discover the progression of Soccer and compare and contrast the sport from the 19th century to now. The students will benefit from this scholarly article to further their educational background and understand how the World Cup began. The Following Standard reflects this history
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lesson: Component 2: Cognitive Concepts CC.4 Demonstrate rule application during game play. (n.d.). Football history. Retrieved from https://www.footballhistory.org/
The World’s Game: A History of Soccer: (Book Source Which Ties into the “Football Source Above”) Murray, Bill.(1998). The World’s Game: A History of Soccer. Retrieved on September 8, 2019 https://books.google.com/books?hl=en&lr=&id=CRkIAcCB_0EC&oi=fnd&pg=PR11&dq =History+of+soccer&ots=YdqCxwObzC&sig=qZVsH70wX8_RL3nFMUEWCwwdHE0#v=one page&q=History%20of%20soccer&f=false Offensive Soccer Drills—5v2 Keep Away The Offensive Soccer Drills—5v2 Keep Away, focuses on the Secondary level of Physical Education. The students will progress to this specific instructional learning video after cognitive and physical performance have been accomplished. The game of 5v2 discusses of five offensive players playing keep away against two defenders. The ultimate focus on this specific soccer drill, engages the students to perform what they have learned from the previous lesson against opponents. The pace of the game will pick up as the two defenders will be pressuring the five offensive players. The 5v2 Offensive drill will assist the students on their fundamental passes, touches on the ball, and maintaining high defensive pressure. The following standards implemented in this lesson are: MS.3 Execute sport skills or strategies in response to the opponent (e.g., running routes, player positioning, guarding), MS.4 Demonstrate offensive skills and strategies during game play, MS.5 Demonstrate defensive skills and strategies during game play. Kinetics, H. (2012, March 21). Offensive soccer drills--5 v 2 keep away. Retrieved from https://www.youtube.com/watch?v=0HtmtokqGDg Passing Types The Passing Types Video is beneficial for students of every grade level in Physical Education. The video encompasses the fundamental steps in cognitive and kinesthetic understanding and physical performance. This video was created by the Tennessee State Soccer Association founded in 1976. Students will be able to observe and breakdown the fundamental steps of the ground, driven, and lofted pass in practice and games. Once the students grasp the fundamental steps, young individuals will be able to practice through cognitive recognition of the terminology and transfer their knowledge towards their physical performance. The standards that best reflect the instructional video would be from
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MS.1 Demonstrate competency in activity specific manipulative skills (e.g., throwing, catching, kicking, striking, etc.) or sport specific skills (e.g. serve, putt, cradle in lacrosse, sprint start, etc.) while participating in game or event. Component 1 Motor Skills MS.2 Demonstrate game specific strategies by combining skills (e.g., softball throw to base, volleyball set to hitter, soccer pass to teammate, etc.). Association, T. S. (2015, January 08). Passing Types. Retrieved from https://www.youtube.com/watch?v=7w6vPFXkPHE Soccer Exercises for Kids Soccer Exercises for Kids support every grade level concerning various soccer passing drills, shooting exercises, and offensive/defensive possession drills. This specific App allows the students to locate this app on their mobile phones and iPad technology. Soccer Exercises for Kids discusses technical, tactical, and visual demonstrations of the fundamental passes and tactics of the game of soccer. Students or teachers may implement this app into their instructional teaching strategies for practice. The app organizes the amount of players on the field and instructions on how to execute the soccer drills and tactical patterns. The following standards are the following: CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass), CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.), MS.3Execute sport skills or strategies in response to the opponent (e.g., running routes, player positioning, guarding). Soccer Exercises for Kids. (2019, July 19). Retrieved on September 8, 2019 from Google Play Store. https://play.google.com/store/search?q=Soccer%20Exercises%20for%20kids&c=apps&hl=en_U S The 17 Laws of Soccer The 17 Laws of Soccer assist the students towards their cognitive understanding over the rules, regulations, and terminology of the game of soccer. This particular app breaks down throw-ins, corner kicks, penalty kicks, and other rules pertaining to soccer play. The individuals will be instructed to list the fundamental terminology and verbally discuss the rules of soccer. Once the students understand the soccer background, students can then kinesthetically perform through small-sided games. As the instructor, I will have my students engage in smaller soccer play and progress further to 8v8 games. The following standard reflects this particular lesson: CC.4 Demonstrate rule application during game play. CC.5 Use appropriate sport specific terminology (e.g., travelling, out-of-bounds, offsides). The 17 Laws of Soccer. (2016, October 27). Retrieved on September 8, 2019 From Google Play
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Store. https://play.google.com/store/apps/details?id=com.andromo.dev429285.app545012&hl=e n_US US Soccer Learning Center: The US Soccer Learning Center is a resource given worldwide for future players wanting to participate on a soccer team. The website will assist newcomers on the rules/expectations of 4v4 and safety performance requirements. The websites assist students on 4v4 game strategies concerning offensive and defensive plays. The third lesson incorporates the prior lessons in a more live fashion. The following standards reflect the website in this particular lesson: CC.6 Explain appropriate tactical decisions in a game situation. (e.g., use of a lob versus a drop; use of a chest pass versus a bounce pass) CC.7 Assess strategies needed to achieve specific effects/outcomes. (e.g., offensive strategies in order to score, defensive strategies to obtain possession, player positioning, etc.) U.S. Soccer Federation. (2019). Small-Sided Games. Retrieved on September 8, 2019 https://static.ussdcc.com/users/148963/897090_engoctober2017pdi.pdfhttps://www.usyouthsoccer.org/assets/1/6/u15_expansion___contracti on.pdf
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Copyright Appreciations: Word Cloud created using online application, Wordle (http://www.wordle.net) Major/sectional graphics taken from Peteâ&#x20AC;&#x2122;s Powerpoint Station (http://pppst.com)
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