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Tennessee State University EDCI 4190: Technology in the Schools

Technology Integration Booklet Dr. Nicole Kendall, Spring 2013


Purpose: This booklet was developed by teacher education candidates enrolled in EDCI 4190Technology in the Schools at Tennessee State University. These students seek to provide a service to their future colleagues through their understanding on 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 Tennessee curriculum standards, ISTE 2008 technology principles, and TSU’s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes a unit rationale with the following seven (7) projects: a technology-rich lesson plan, Glogster, Wix portfolio, opening unit commercial, active strategy PowerPoint notes (with teacher notes), unit video, and WebQuest. The end of the book offers service learning ideas, in addition to the compiled media share resources (websites, videos, and mobile apps).

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Department of Teaching & Learning 3500 John A. Merritt Blvd. Nashville, TN 37209-1561

 10 May 2013

Dear Educator, I hope that you find this book beneficial to incorporate technology in the classroom. Additional resources and technology booklets are available on my website (http://www.kendallcubs.org ) >> Click on the Resources tab. Â

The linked sites are not under the control of Tennessee State University, and the university is not responsible for the contents of any of these linked sites or any link contained in a linked site, or any changes or updates to such sites. My students and I are providing these links to you only as a convenience. Each site is critiqued for appropriate content and every effort is made to review these sites on a regular basis. However, we have no control over these sites and the content may change. If you find material that you feel is inappropriate, please let me know.

Sincerely,

Nicole Kendall, Ed.D. Interim Chair, Dept. of Teaching & Learning 203B Clay Hall Tennessee State University Phone: (615) 963-5474 Fax: (615) 963-5218 URL: http://www.tnstate.edu/teaching/

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Contributors:

Hiba Ghanem

http://hghanem81.wix.com/map-skills-wix Live as if you were to die tomorrow. Learn as if you were to live forever. ~Mahatma Gandhi

Integration of technology in education is very important. Enhancing the teachers’ teaching methods, engaging the students in the learning process, and sharing teaching activities and ideas between teachers are some of the reasons that make me believe in the use technology in school.

Janee’ Hall

http://jbirdhall07.wix.com/janeehall One's love of teaching greatly impacts one's love of learning ~ Janee’ Hall

Technology can serve as complimentary support and enhanced aid for those who have a positive philosophy of technology integration in the school and community. Technology integration will allow teachers to step outside of the ordinary 20th century classroom and into an extraordinary 21st century learner-centered environment. Technology integration takes teaching “beyond the call of duty” and empowers teachers by introducing added benefits that may not otherwise be accessible in school.

Gerald Messier

http://murvacet77.wix.com/geraldmessierii “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein

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My personal philosophy of technology integration as a tool for teachers is that technology can be an extremely useful when it comes to initiating research and problem based projects. Due to the practicality of the internet as a research tool, research projects and problem based scenarios for students have become great ways for a teacher to engage the students better while asking them to take on an active learning role.

Bethany Oakley http://boak1989.wix.com/wixpageoakley “The beautiful thing about learning is that nobody can take it away from you.” --B.B. King

Integrating technology into classroom instruction means more than teaching basic computer skills. Effective technology integration expands teaching beyond the text. With the support of technology, teachers are able to connect the learning process to real world experiences for students. This allows for instruction that actively engages students, promotes participation, enables frequent interaction and feedback, and makes connections beyond the classroom walls.

Amanda Warren http://awarren4.wix.com/amandawarren “Education is the most powerful weapon which you can use to change the world.”-Nelson Mandela

The integration of technology into the classroom opens endless possibilities. Students can visit exotic places, collaborate and connect with people far away, and can take ownership of their learning. When a teacher has the knowledge and creativity to integrate technology into their lessons, they are opening many doors to enhance a learner’s experience.

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Table of Contents Author

Grade Level

Topic

Oakley Bethany

1

Reading Comprehension

Hall, Janee’

Warren, Amanda

Ghanem, Hiba

Messier, Gerald

2

2

3

8

Measurement

Magnetism

Map skills

Writing for diverse audiences

Description This first grade unit is designed to aid students in developing reading comprehension skills. Students need to learn comprehension skills in order to understand and place meaning behind what they read. This second grade unit plan is developed to teach about measurement in mathematics. Second grade students need to: (1) comprehend the measurable characteristics of objects, along with the processes, units, and systems of measuring those objects; and (2) apply the techniques, formulas, and tools needed to measure those objects using standard and non-standard units of measure. This second grade unit plan is designed to aid students in an understanding of gravitational force and that there is interplay between magnetic fields and electrical currents. Second graders need to have a basic understanding of the scientific principles that explain gravity and electromagnetism. In this unit, we will be learning about the use of maps in Geography. Third grade students need to learn about maps to understand the world around them and recognize major areas on the map. In this unit we will be learning about writing and prewriting for different audiences. It is becoming increasingly important for students to examine different prewriting exercises in order to educate them on various strategies to begin their writing assignments.

Page

6

23

41

59

77

Service Learning Activities

94

Media Share Resources (mobile apps, videos, and websites)

99

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Bethany Oakley Wix Portfolio: http://boak1989.wix.com/wixpageoakley# Unit Proposal: Reading Comprehension This first grade unit is designed to aid students in developing reading comprehension skills. Students need to learn comprehension skills in order to understand and place meaning behind what they read. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text, students must be able to comprehend the vocabulary used in the piece of writing. If the individual words do not make sense then the overall meaning of the text will not either. For this reason, students will be introduced to new vocabulary words each week to help build vocabulary knowledge. In addition, student will also be taught various text comprehension strategies to use in order to develop reading comprehension. These strategies include: monitoring for understanding, answering and generating questions, summarizing, and being aware of and using a text’s structure to aid comprehension. Reading comprehension is critical component of functional literacy—making it an essential part for life. In order to survive and thrive in today’s world, individuals must be able to comprehend what they read. This may include basic texts such as bills, contracts or agreements, road signs, labels, and documents. Being able to derive meaning from written words enables students to live safe and productive lives, which in turn allows them to continue to develop intellectually, socially, and emotionally. The use of active comprehension strategies to derive meaning while reading and check for understanding after reading is a learning expectation covered under the Tennessee State Reading Standard 1.0. GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

Glogster Interactive Poster: http://boakley.edu.glogster.com/reading-comprehension-1stgraderevision3 Unit Video: Topic – Summarize, located in the media folder as 1ReadingComprehensionVideo.m4a

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PowerPoint Script 1. 2.

Introduction the topic by reading the Title Slide aloud to the students (show 2nd slide) I will lead students in the Brainstorm activity by asking students that answer the question, “What do good readers do?” Students will contribute their answer by raise their and as a class will we discuss their responses. 3. (show 3rd slide) At this point, I will build off of the responses from the brainstorm activity and explain to the students that in today’s lesson they are going to learn how to increase their reading comprehension by using five helpful reading strategies—visualize, predict/infer, ask questions, make connections, and summarize. 4. (show 4th slide) I will tell students that good readers visualize as they read. I would explain that visualizing as you read is like playing a movie in your head of the story. 5. (show 5th slide) Here, I would tell students that good reader infer and predict as they read. I’ll explain to students that good readers act as “detectives” while reading. They look for clues in the text and try and figure out what will happen next in the story. 6. (show 6th slide) I will have students partner up and complete the Think-Pair-Share activity. During the activity, students are to view the given pictures and make an inference and predict what might happen next. Once students have completed the activity, I will select a few students to share their responses. 7. (show 7th slide) Here, I will tell students that good readers ask themselves questions as they read. I will explain to students that the answers to these questions can be either found within the text or through additional research. 8. (show 8th slide) I will tell students that good readers make connections as they read. I will explain that there are three types of connections readers can make—text to text connection, text to selfconnection, and text to world connection. A text to text connection involves readers connecting what they are reading to another story or text that they have already read. A text to self-connection involves readers connecting what they are reading with a personal experience. A text to world connection involves readers connecting what they are reading to society and/or the world around them. I will also be sure to include examples of each connection. 9. (show 9th slide) Here, I will tell students that good readers can summarize what they have read. I will explain to students that a summary is the short version of a story and should be at least five sentences in length. 10. (show 10th slide) Here, I will have students participate in a Question and Answer Pair activity. I will ask students to partner up and write summarize the story of “The Three Little Pigs” in five sentences. 11. (show 11th slide) Here, I will give a brief recap of the presentation and explain to students that they now know how to increase their reading comprehension by visualizing, inferring and predicting, asking questions, making connections, and summarizing what they read.

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Glogster Retell   Lesson  #1   Name:  Bethany  Oakley                                                                                     Subject  Area(s):    Reading   Duration  of  Lesson:  35mins                                                                                                                                                                                                                                     Grade  Level:    1st  grade   Context for Learning: (Attention to students’ backgrounds, interests, and needs) There  are  eighteen  students  in  the  classroom:  nine  girls  and  nine  boys.  These  students  are  of  a   lower  socioeconomic  status.  All  students  are  proficient  in  English.  One  student  has  an   individualized  education  plan  (IEP)  for  Mathematics.  Student  diversity  consists  of  one   Caucasian  student,  two  Hispanic  students,  and  sixteen  African  American  Students.  According   to  the  latest  DEA  testing  results,  many  students  are  performing  at  the  basic  range  of  skills  for   both  reading  and  math.  Science  proficiencies  vary  from  below  average  to  advanced.  The   general  behavior  of  the  class  is  fair.  Most  students  are  engaged  and  excited  to  learn  new   concepts.  However,  some  need  more  encouragement  than  others.    

State Standard(s)

• • •

GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading ISTE’s NETS for student standards: Communication and Collaboration ISTE’s NETS for student standards for: Technology Operation

Behavioral Objectives After a brief PowerPoint presentation on the 5W’s of reading retell, students will be able to demonstrate reading comprehension by (creating an active retell Glogster book preview.)

TTW assess student comprehension through oral questioning and how well students follow directions in order to complete their retell Glogster book preview. Language Objectives: Students have already been introduced to some vocabulary found within this lesson, such as: “comprehension”, “summarize”, and “retell”. New content-specific terms introduced include: “Glogster” “preview”, “recommend”. Students will demonstrate their understanding of new vocabulary by using new terms in the correct content of the lesson. To aid students with this task, they may refer to the Word Wall if needed. Formative Assessment (Process): During the lesson, the teacher will review the concept of summarizing and introduce the 5W’s of reading retell—“who”, “what”, “when”, “where”, and “why”. During the PowerPoint presentation, TTW ask students to respond to question by either raising their hands or by being selected from the “Pick Me Stick”. Student will show their understanding of the 5W’s of reading retell by (answering questions and completing activities from the PowerPoint

presentation) TTW assess student comprehension based on correct or incorrect responses to asked questions. 9


Summative Assessment (Product): In order to ensure comprehension, students will demonstrate their knowledge of the 5W’s of reading retell by (creating a Glogster preview that accurately retells a story.) The Glogster previews must include: 1. Who the story is about 2. What the story is about 3. When the story took place 4. Where the story took place 5. Why or why didn’t you like the story TTW assess comprehension on the basis of accuracy and completion of the retell Glogster book review. ** All Glogster book previews will be graded by a rubric**

Materials Content Related: • The teacher will need: Elmo or Computer with a Projector scene, PowerPoint presentation, list of key terms for the Word Wall, “Pick Me Sticks”, and Post-It notes. • The students will need: their reading notebook, a pencil, and a selected book of choice from the classroom library. Technology Related: • The teacher will need: Elmo or Computer with Projector scene with access to the Internet • The students will need: Computer or laptop with access to the Internet (preferably one computer per student) • Glogster EDU. (2013). Glogster. [Interactive Bulletin Board]. Retrieved on April 21, 2013 from http://edu.Glogster.com/ Procedures: Time

Learning Activities -Teacher

Learning Activities Purpose Students ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. Ex: Anticipatory Set:         1. To activate  How  do  you  pick  out  a  good   1. Students  will  be   prior book  to  read?  Do  you  look  at   seated  and  will   knowledge the  cover  picture  or  flip   raise  hands  to  be   of the through  the  pages?  Wouldn’t   called  on  to   subject. it  be  a  lot  easier  if  you  preview   contribute  to   a  book  before  you  actually   teacher-­‐led   read  it—well  after  today  you   discussion.       5mins can!        

 

 

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Presentation/Explicit Instruction:   •

     

         

      •

    15mins                  

Before, beginning  TTW   ask  students  to  take   out  their  reading   notebooks,  a  pencil,   and  their  selected   classroom  library   book.     TTW  will  start  by   asking  students  to   think  of  how  they  pick   out  a  good  book  to   read.  As  a  class,  we   would  then  discuss   how  having  a  review   or  preview  of  a  book   makes  selecting  books   to  read  easier.   TTW  briefly  review   what  it  means  to   summarizing  a  story   and  then  introduce  the   concept  of  the  5W’s  of   reading  retell  in  a   PowerPoint   presentation.   To  aid  in  the  learning   process,  TTW  have   students  participate  in   different  activities   during  the  PowerPoint   presentation,  such   activities  include   Brainstorming,  Think-­‐ Pair-­‐Share,  and   Question-­‐Answer-­‐Pair.   If  a  student  is   struggling  to  answer   particular  question  or   needs  help  to   complete  the  given   activity,  he  or  she  may   call  on  a  friend  for   help.    

  2. Students  will  be   expected  to   participate  during   the  PowerPoint   presentation  and   ask  questions  when   needed.  

2. To engage students in learning

                                         

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Structured Practice/Exploration:   •

 

        Entire   •

Time          

                15mins  

   TTW  will  then   provide  each  student  a   computer  or  laptop.        TTW  will  give   students  all  the   information  needed  to   create  and  use  a   Glogster  EDU  account.   To  ensure  that   students  are  on  the   correct  website,  TTW   provide  student  with  a   hyperlink  to   www.Glogster.edu  .        After  all  students   have  successfully   created  a  Glogster   account,  TTW  will  give   a  simplified   demonstration  on  how   to  use  the  provided   tools  through  the   website  to  create  and   save  a  Glogster.     Students’  Glogster   must  identify  the  5W’s   of  reading  retelling  for   their  selected  book:   who  the  story  is  about,   what  the  story  is   about,  when  the  story   took  place,  where  the   story  took  place,  and   why  or  why  you  didn’t   like  the  story.    

Guided Practice/Feedback: •

During the PowerPoint Presentation, TTW encourage class discussion by asking students questions that promote critical thinking such as, “why is it important to understand what we

  3. Students  will  be   seated  and  are   expected  to  follow   the  given  directions   in  order  to  create   their  Glogster   accounts            

3. To allow   students  to   create  a   Glogster   account   and     familiarize     themselves   with  the   website’s   features   needed  to   create  and   save  a   Glogster.  

                               

4. To allow

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read?” “Should book reviews or previews tell the truth about a book?” “Would you recommend your book for others to read?” During Glogster tutorial, students will be encouraged to participate. If any student seems to be struggling with technology comprehension, they will be given the option of partnering up with another student.

4. Each student  will   have  the   opportunity  to   participate  during   the  class  discussion   and  will  be  given  all   the  information   needed  to  create  a   Glogster  EDU   account.    

the teacher to assess students through observation and assess who is correctly following instructions .

     

Independent Practice/Application: •

To ensure   comprehension  of  the   5W’s  of  reading  retell,   each  student  will  be   expected  to  design  and   create  a  Glogster  book   preview  for  the  book   of  their  choice.   Students  will  be  given   time  to  work  on  this   assignment  in  class.    

5. Student will  create   a  Glogster  book   preview  that   identifies  the  5W’s   for  their  selected   book  of  choice.    

5. To assess reading comprehen sion and mastery of technology skills all Glogster book previews will be graded by a rubric.

Modifications During the PowerPoint presentation, if any student is struggling to answer a question correctly or needs help with any of the activities, he or she may call on a friend for help. Also, if any student seems to be struggling with technology comprehension of this assignment he or she may have the option of partnering up with another student. Questions regarding clarity of instruction are always encouraged and accepted. Closure In order to move on to the next activity for the day, students must add a “post” to the “What I Learned” bulletin. • Student will be given Post-It notes to jot down what they learned from today’s lesson and add their “post” to the “What I Learned” bulletin. (students may also include any misunderstanding from the lesson)

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This simple gesture will allow the teacher to assess individual understanding and help identify any misunderstandings.

Rubric for Glogster Book Previews CATEGORY

4

3

2

1

Required Elements

The poster identified all required elements of the 5W\'s of Reading Retell.

Most of the required elements of the 5W\'s of Reading Retell were identified.

All but 2 of the required elements of the 5W\'s of Reading Retell were identified.

Several required elements of the 5W\' of Reading Retell were missing.

Grammar

There are no grammatical mistakes on the poster.

There is 1 There are 2 grammatical mistake grammatical on the poster. mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

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Kung Fu Read ing

Designed by: Bethany Oakley Based on the state of Tennessee curriculum standards for 1st grade Reading GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading

Introduction

Task

Process

 

Evaluation

Conclusion

 

Credits

Introduction: Hi-yah! I’m Po, the Dragon Warrior panda and Master of Kung Fu awesomeness. I have the honor of leading the Furious Five in keeping calm in the Valley of Peace. With Tigress, Monkey, Mantis, Crane, Viper and Master Shifu fighting by my side, I defend the Jade Palace against evil, "skadooshing" the bad guys with my trademark panda moves—leaving plenty of time for dumplings; but now the Furious Five and I need your help. Our mission is to protect the readers of Jade Palace from the evil Text-Dragon, but before you can begin fighting alongside the Furious Five and me, you will need to train with Master Shifu and earn your black belt in the ancient art of Kung Fu Reading Strategies.

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Task: Okay Jr. Warrior, Po and the Furious Five need your help defending the Jade Palace from the evil Text-Dragon. Before you start your training, there are some important details you must know. The Text-Dragon is a nasty villain who feeds off of readers’ confusion and misunderstanding of what they read. He will stop at nothing until the all of the readers from the Valley of Peace are no more. Po and the Furious Five have discovered what seems to be the Text-Dragon’s only weakness—good story retell. Your mission is to protect the Jade Palace from the evil Text-Dragon. You will need to put your ninja reading skills to use by creating a six (6) slide PowerPoint presentation that correctly summarizes, or retells, the story of your choosing. Your mission will last a total of five days. You will have four days to train in the ancient art of Kung Fu Reading Strategies. On the fifth day, you will battle the Text-Dragon and present your PowerPoint presentation. The PowerPoint presentation will be graded using a rubric. In order to earn your black belt, your presentation must identify: what the story is about, the characters in the story, the setting of the story, and the events of the story in order. Also, be sure to use a loud and clear speaking voice when presenting your PowerPoint. Remember, the Text-Dragon will stop at nothing— the readers from the Valley of Peace are counting on you. • •

Task 1 will be completed on Monday. You will need to visit the provided website and participate in The Visualizing Game. Task 2 will be completed on Tuesday. You will need to print off and complete the Making Predictions activity. You will need your crayons and a pencil for this activity. Task 3 will be completed on Wednesday. You will need to watch the provided video, Reading Comprehension Strategies: Sequence of Events. After watching the video you may then visit the provided website and play Story Scramble. Task 4 will be completed on Thursday. First, you will need to pick your favorite book from the classroom library. Then you will watch the provided video to help you create a six (6) slide PowerPoint presentation over the book of your choosing. Task 5 will be completed on Friday when you present your PowerPoint presentation.

Process: 16


Day 1 Today you will be studying the ancient art of Visualizing. To complete this activity you will need to visit the PBS Kids website through the provided link and play The Visualizing Game. During the game, you will read the given sentence and visualize, or create, in your mind a picture or “movie” of what you read. After you have read the sentence and have a clear picture in mind, click on the word “Visualize” and select the drawing closest to what you pictured in your mind. Click on Po’s Tummy to begin

Congratulations!! You have now earned your yellow belt in Kung Fu Reading Strategies. Day 2 Today you will be studying the ancient art of Predicting. To complete this activity you will need to visit the Have Fun Teaching website through the provided link and print off your Making Predictions activity. (The activity you need to print off is the 6th sheet from the top of the page) To complete this activity, you will need to write a sentence and draw a picture of your prediction of what might happen next in the cartoon. You will need your crayons and a pencil. Click on Tigress’s Tummy to begin

Congratulations!! You have now earned your green belt in Kung Fu Reading Strategies. Day 3 Today you will be studying the ancient art of Sequence of Events. To complete this activity you first need to watch a video Reading Comprehension Strategies: Sequence of Events. After watching the video, you will then need to visit the PBS Kids website through the provided link and play Sequence Scramble. The game presents three clips of a story. You must read each clip and rearrange them into the correct order. 17


Click on Master Shifu’s Tummy to watch Reading Comprehension Strategies: Sequence of Events.

Click on Monkey’s Tummy to begin

Congratulations!! You have now earned your blue belt in Kung Fu Reading Strategies. Day 4 Today you will be studying the ancient art of Summarizing. To complete this activity, you will first need to select your favorite book from the classroom library. Remember when writing a summary, you’re telling the short version of the story. Be sure to answer the questions who, what, when, where, and why. Use the following guideline to create your PowerPoint: • • • • • •

Slide1 should list: the title, author, and illustrator of the story Slide 2 should list: the name of main character(s)—WHO is the story about? Slide 3 should list: WHAT the story is about or WHAT happens in the story? ** Be sure to tell the events of the story in order** Slide 4 should list: WHEN the story took place. Slide 5 should list: WHERE the story took place. Slide 6 should list: WHY do you think others should read this book?

You will be using Microsoft PowerPoint 2010 to create your slideshow presentation. Click on the Furious Five to learn how to create a PowerPoint

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Now you can begin working on your own PowerPoint presentation.

Day 5 Today you will complete the final stage of your Kung Fu training and present your PowerPoint presentation to the class.

Evaluation: Rubric for PowerPoint Presentation CATEGORY Knows the Story

4

3

2

The storyteller knows the story well and has obviously practiced telling the story several times.

The storyteller knows the story pretty well and has practiced telling the story once or twice.

The storyteller knows The storyteller could some of the story, not retell the story. but did not appear to have practiced.

1

Characters

The main characters are named and clearly described (through words and/or actions).

The main characters The main characters It is hard to tell who are named and are named. the main characters described (through are. words and/or actions).

Setting

Lots of descriptive words are used to tell the audience when and where the story takes place.

Some descriptive words are used to tell the audience when and where the story takes place.

The audience can figure out when and where the story took place, but there isn’t much detail (e.g., once upon a time in a land far, far away).

The audience has trouble telling when and where the story takes place.

Sequence

Retells story in correct sequence.

Retells story in sequence but may leave out an important part.

Retells story but leaves out several important parts.

Retells story out of sequence.

Voice

Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time

Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time.

Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.

Speaks too softly or mumbles. The audience often has trouble understanding.

Conclusion:

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Congratulations Jr. Warrior!! You have successfully completed your training by earning a black belt in the ancient art of Kung Fu Reading Strategies! Your hard work and awesomeness have restored calm in the Valley of Peace, but your ninja adventure doesn’t end here. You must take the Kung Fu Reading Strategies that you’ve mastered and go forth and continue to attack the text! Hiyah!!

Credits: anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved on February 16, 2013 from http://www.youtube.com/watch?v=ZEWitdYB6_Y mullinsJ08.(Producer). (2012) Creating a Presentation—PowerPoint 2010. [YouTube Video]. Retrieved on April 7, 2013 from http://www.youtube.com/watch?v=3ZUwFwooMrY   Oakley, B. (2013) Kung Fu Reading Retell. Rubistar. Created from http://rubistar.4teachers.org/index.php?ts=1365389665   PBS Kids.(2011).Blue Ribbon Readers: The Visualizing Game. Retrieved on April 7, 2013 from http://www.pspb.org/blueribbon/games/visual/Visual.html PBS Kids. (2013). Story scramble. Retrieved on March 2, 2013 from http://pbskids.org/arthur/games/storyscramble/scramble.html Unknown. (2013). Crane image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/crane.html Unknown. (2013). The Furious Five image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/quizzes/kung-fu-panda-quizzes Unknown. (2013). Kung Fu Panda image. [Digital Graphic]. Retrieved on April 7, 2013 from http://kungfupanda.wikia.com/wiki/Kung_Fu_Panda_2#.UWHij3Yo6M8 Unknown. (2013). Mantis image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/mantis.html Unknown. (2013). Monkey image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/monkey.html

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Unknown. (2013). Po image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/po.html Unknown. (2013). Shifu image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/shifu.html Unknown. (2013). Tigress image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/tigress.html Unknown. (2013). Viper image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/viper.html

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Unit Media Share Paragraph Attack: Reading Strategy Paragraph Attack: Reading Strategy is a terrific resource for teaching students to how to analyze a passage. The video teaches students to look at a passage in sections and “attack” each paragraph. “Attacking” the paragraph is an important skill that students must learn in order to ensure reading comprehension. “Attacking” the paragraph includes circling the title, numbering paragraphs, underlining topic sentences, boxing in important words, and eliminating wrong answers. While Paragraph Attack: Reading Strategy may be originally geared toward upper elementary grade students, it can easily be modified to support beginning readers. gan15232. (Producer). (2010). Paragraph attack: Reading strategy. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=3cxllqT01rE Read and Play: Stories, Puzzles and Coloring Books for Kids Read and Play series is a hand-crafted collection of illustrated stories for children. Each book contains a classic fairy tale for your child or student to discover. Colorful illustrations will help to visualize the story and play with it after reading. Each page of the book can be used as a child-friendly inlay puzzle and as an easy-to-use coloring book. You can safely leave your students with these books - there are no ads, links or any inappropriate content. Each book has a "Read to Me" mode, and you can just let the app read the stories to your students. Controls are fairly easy even for a 3-year old. This app is compatible with iPhone, iPod touch, and iPad. It requires iOS 3.0 or later. Second Gear Games. (September 13, 2012). Read and Play: Stories, Puzzles and Coloring Books for Kids. [iTunes, Free] Retrieved on March 31, 2013 from http://www.secondgeargames.com/read-andplay Read on Sight Read on Sight is a great way for early readers to practice sight words, an important building block for independent reading. First a sentence is read aloud, then the word tiles scatter, and the player rebuilds the sentence. At some point we all learn to read without sounding out each letter in a word. We recognize the entire word and know what it means. This skill is especially important for common words that are not easily sounded out. The sooner a child learns these words by sight, the sooner they gain the confidence to read independently. In the 1930s, Edward Dolch went through children's books and created a list of words that were frequently used but hard to sound out. Once a child masters this list, he or she will be a much faster reader and able to enjoy stories without the words getting in the way. This app is Compatible with iPad and requires iOS 4.0 or later. Harris Crowne, Adrian. (March 27,2012). Read on Sight. [iTunes, Free] Retrieved on March 31, 2013 from https://itunes.apple.com/ie/app/read-on-sight-free/id434349833?mt=8

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Reading Comprehension - Grade 1 & 2 - Super Reader Reading Comprehension - Grade 1 & 2 - Super Reader is a simple educational program designed with young children grade 1 or 2 in mind. Parents and/or children may choose from 24 engaging short stories to improve their children’s English as well as capture their imagination. The stories were crafted by an experienced elementary school teacher and will encourage a child to read. The stories provide them with the necessary skills to improve their English as well as test their comprehension skills. Multiple choice questions follow each story. The app is convenient and simple to operate. It was tested on first and second grade children who enjoyed it immensely. This is app is compatible with iPhone 3GS, iPhone 4, iPhone 4S, iPhone 5, iPod touch (3rd generation), iPod touch (4th generation), iPod touch (5th generation) and iPad. It requires iOS 4.2 or later. Humand,Pankaj. (November 19, 2012). Reading Comprehension - Grade 1 & 2 - Super Reader. [iTunes, $0.99] Retrieved on March 31, 2013 from https://itunes.apple.com/dk/app/reading-comprehensiongrade/id578086005?mt=8 Reading Comprehension Strategies: Sequence of Events Reading Comprehension Strategies: Sequence of Events is a great resource for teaching students the comprehension strategy of sequence of events. The video highlights the importance of sequential order by explaining how the order of events can change an entire story. The video is age-appropriate for elementary classrooms and addresses the content standards for first grade reading. The video also includes a fun singalong song for students. anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=ZEWitdYB6_Y Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is an excellent media source that highlights several effective comprehension strategies including: visualization, making an inference, summarizing, applying prior knowledge, and making predictions. A brief description of each strategy is given throughout the video. The video also features a fun song. Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is teacher-friendly and age-appropriate for elementary classrooms. balancedliteracydiet. (Producer). (2012). Sing those strategies!: Engaging students in reading comprehension strategies . [Youtube Video]. Retrieved from http://www.youtube.com/watch?v=wxIZmgrK-xc

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Janee’ Hall Wix Portfolio: http://jbirdhall07.wix.com/janeehall Unit Proposal: Measurement This second grade unit plan is developed to teach about measurement in mathematics. Second grade students need to: (1) comprehend the measurable characteristics of objects, along with the processes, units, and systems of measuring those objects; and (2) apply the techniques, formulas, and tools needed to measure those objects using standard and non-standard units of measure. Students will measure real objects in their environment in both inches and centimeters. They will participate by measuring objects in the classroom (i.e., student's reading book, student's desk, teacher's desk, door to the classroom, sheet of paper, floor tile, and an unsharpened pencil) with a partner to record their answers. Students need to explore measurement by showing them how to use standard and non-standard units of measurement, through practice using rulers, to measure objects around them and how to use estimation to judge the size of items too difficult to measure. Knowledge of measurement is important for students to know because it is a daily aspect of living. Students will advance to broader categories of measurement after learning and understanding fundamental measurement concepts and its usefulness in our world. Studying and understanding measurement in mathematics is a learning expectation covered under Tennessee Mathematics and Common Core State Standard 2.0. CCSS.Math.Content.2.MD.A.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 - Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.Math.Content.2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Glogster Interactive Poster: http://jaybird07.edu.glogster.com/measurement-fun/ Unit Video: Topic – Centimeters, Inches, Feet, Yards, located in media folder as 2MeasurementVideo.mp4 Â

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Mysterious Measurements:  Seek  and  Find   Lesson  #  1   Name:                Janee’  A.  Hall                                                                                                                                                            Subject  Area(s):   Mathematics  (Measurement)     Duration  of  Lesson:  45  minutes                                                                                                                Grade  Level:  Second   Grade  

Context for Learning: I will be teaching a classroom of approximately twenty (20) students. There are seven (7) boys and thirteen (13) girls in my classroom. My students are in the second grade and range from 78 years of age. My classroom consists of ten (10) African American, six (6) Caucasian, three (3) Hispanic, and one (1) Asian student(s). My students are proficient in the English language, however, four (4) of my students are bilingual. Classroom discussion for preparation of the lesson reveals that my students share an interest in measurement and it’s interrelatedness in the world around them. I have seven (7) students with Individualized Educational Plans. I have available additional materials for all students to achieve maximum learning.

State and Technology Standard(s): CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 – Estimate lengths using units of inches, feet, centimeters, and meters. http://www.tn.gov/education/curriculum.shtml NETS for Students – 1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression. http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

Behavioral Objectives: Given a  variety  of  measuring  tools,  digital  camera,  index  cards  (clue  cards),  and   colored  pencils,  the  student  will  measure  the  length  (in  standard  units)  of  various   objects  in  the  classroom  by  selecting  and  using  the  appropriate  measuring  tools  to   match  length  units  with  those  pre-­‐stated  on  the  clue  cards.    Students  will  also  be   introduced  to  the  abbreviations  of  the  metric  units.    To  create  a  PowerPoint   presentation,  the  students  will  submit  their  group  clue  cards  and  digital  camera  to   the  teacher  for  download,  display,  and  discussion.    While  presenting,  the  students   will  demonstrate  that  they  can  estimate  lengths  using  standard  units  of  length.    

Language Objectives (Academic Language): The students have displayed knowledge of such vocabulary words as longer, shorter, taller, bigger and smaller. The content-specific terms used within this lesson are: length, inch, inches, foot, feet, yard(s), ruler, yardstick, estimate, tool, measure, measurement, digital, computer, mouse,

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clicker, download, display, PowerPoint presentation, and PowerPoint slides. These terms will be added to each student’s math journal and on the classroom Word Wall for necessary reference. Students will use these terms to communicate with each other during their investigation.

Formative Assessment (Process): The students will assemble in groups and receive detailed instructions for this lesson via PowerPoint presentation. The teacher will circulate throughout the classroom visiting each group to distribute all materials and instructions on the use of the digital cameras/materials. Students will be engaged and excited about this lesson and its investigation scenario. Each student in the group will have an index card with a specific length written on it. The student will estimate, measure, record, and photograph two (2) objects in the classroom that equal the specified length. The teacher will continue to circulate throughout the classroom to assess student comprehension in estimating lengths using standard length units and to determine if the students have selected and are using the appropriate measuring tools. The teacher will analyze the investigation status of each group and give needed support as students organize and create their PowerPoint presentation.

Summative Assessment (Product): •

The teacher will use a rubric to assess student comprehension in estimating lengths using standard length units, measuring the length (in standard units) of an object by selecting and using the appropriate measuring tools, and developing innovative products and processes using technology. End of the week unit test will assess student comprehension and knowledge gained by lessons of this sort.

Materials: Student materials will include: • Age appropriate digital camera (1 per group) • Index “Clue” card (1 per student) • Colored pencils (3 per student) • Measurement tools (i.e., ruler, yardstick, and measuring tape) • Math journals Teacher materials will include: • Computer w/ USB cords and connections • Projector w/screen • Dry erase markers for writing on the whiteboard • Water markers for writing on the index “clue” cards • Measurement PowerPoint presentation and program • Printer

Pre-Modifications checklist: •

Additional digital cameras will be available in the case of malfunction or damage.

Increased group visits and individual conference by the teacher will assist the students that may find estimating lengths using standard length units, measuring the length (in standard units) of an object by selecting and using the appropriate measuring tools, and developing innovative products and processes using technology difficult to understand and/or complete.

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Procedures: Time

Learning Activities -Teacher Anticipatory Set:  

5 min.

10 min.

Learning Activities Students

1. I will  begin  by   asking  students   what  they   remember  about   measurement  and   tools  used  to   measure.    

1. Students will  be   seated  and  will   raise  hands  and  be   called  on  to   contribute  to   teacher-­‐led   discussion.    

Presentation/Explicit Instruction:  

5 min.

Structured Practice/Exploration:   3. I will introduce a variety of measuring tools and will select students to participate in a demonstration of measuring objects in standard units of length using a ruler, yardstick, and measuring tape.

1. To activate prior knowledge of measurement details and comprehension of measuring tools.

2. I will  start  by   introducing  some   basic  concepts  of   measurement  with  a   PowerPoint   presentation.   I  will  give   instructions  to  the   students  for  solving     a  “Mysterious     Measurement”   investigation.      

Purpose

2. Students are   expected  to  actively   listen  and   participate  during   the  teacher-­‐led   presentation.      

2. To develop attentive listening skills and establish clear expectations of the lesson objectives.

3. Selected students   will  participate  by   demonstrating  the   appropriate  way  to   measure  objects  in   standard  units  of   length  by  using   measuring  tools.      

3. To assess   students,   encourage   participation,  and   develop  an   explanation  for   estimating   lengths  using   standard  length   units  in   measurement   and  selecting  and  

 

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Guided Practice/Feedback: 5 min.

 

4. I will  group  the  class   into  five  (5)  sets  of   four  (4)  students.    I   will  distribute  the   necessary  materials   and  give  needed   support  as  each   group  starts  their   investigation.  I  will   make  additional   visits  to  any   struggling  student.  

 

Independent Practice/Application:

20 min.

5. I will  circulate   throughout  the   classroom  to   observe  each  group   member  as  they   provide  the   appropriate   contributions.     • I  will  collect  the   “Mysterious   Measurements”   results  and   download   images  from   each  group’s   digital  camera   for  display  and   discussion.  

4. Students  will  use   the  provided   materials  to   construct  a  group   investigation   scenario,  estimate,   measure,  record,   and  photograph   two  (2)  objects  in   the  classroom  to   compile  the   information  needed   to  create  a  group   PowerPoint   presentation.    

using the   appropriate   measuring  tools.  

4. To assess students and integrate the knowledge of measurement with the development of innovative products and processes using technology to demonstrate comprehension of the lesson’s objective.

  5. 5. Students  will  justify   their   comprehension  of   lesson  objectives   by  engaging  in  a   group  PowerPoint   presentation  to   explain  their   findings.     Additional  cameras   were  made   available  for   successful  lesson   flow.                                                                                      

To assess students (using a scaled rubric) for estimating lengths using standard length units, selecting and using the appropriate measuring tools, and development of innovative products and processes using technology.

Closure: I will share with students that: learning basic measurement concepts and abbreviations, having the ability to select and use the appropriate measuring tools, and integrating the knowledge of measurement with the development of innovative products and processes using technology will

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help them to better understand the physical world around them. They will appreciate the knowledge gained because it will be beneficial throughout their lives and educational journey. Post-Modifications checklist: • The group setting for this lesson proved to be beneficial for struggling students, because group members were glad to offer assistance between teacher group visits. •

The use of additional cameras proved beneficial not only for malfunctions but also to diffuse sharing issues within a group.

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Welcome!

Swing Into Measurement! A WebQuest for 2nd Grade

Mathematics: Linear Measurement CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 – Estimate lengths using units of inches, feet, centimeters, and meters.

Designed by Janee’ A. Hall jbirdhall07@gmail.com

Welcome | Introduction | Task | Process | evaluation | Conclusion | Credits

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Introduction

Can You Build A Swing Set? Do you like to swing at the playground? Have you ever wanted to take the playground swing set home? Have you ever thought about building your own swing set? Well, here is your chance!!! Boost your measuring skills!!! This “WebQuest” will use measurement to help you build your very own mini-swing set. This is a fun activity that you are sure to enjoy. I hope you are excited about this new challenge!

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Get ready, get set, and get started!!!  

Task  

You will have two weeks to complete this WebQuest.

You will design and build a mini-swing set to “show off” your measurement skills! You will show your ability to select and use the appropriate measuring tools and materials (i.e., popsicle sticks, ruler, glue, colorful beads and string) for measuring objects to complete your design. You will also show your ability to estimate the standard units of length of different objects to correctly complete your swing set. Upon completion, you will include a price tag which will estimate how much your design will cost to build. You can earn a maximum score of 100 points if you correctly follow all directions, correctly use your measurement skills, and correctly create a great swing set.

After showing your mini-swing set to your parents, one day they may help you to build the “swing set of your dreams” in your own backyard!!!

Process

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WEEK 1:  Monday - Carefully look at the design above. Be creative and write down any changes you want to make to it.  Tuesday - Draw (on a piece of paper) a picture of the swing set design of your choice. (include the unit of length in your drawing – try this Quizlet Website for help with length units)  Wednesday - Select and list the measuring tool(s) needed to complete your WebQuest. Practice selecting measuring tools on this IXL Website.  Thursday - Estimate the measurements for your design. Practice making estimates on this FunBrain Website.  Friday - Create an order form by listing the supplies, tools, and materials (i.e., popsicle sticks, ruler, glue, colorful beads and string) you will need to build your swing set. WEEK 2:  Monday – Research this Swing Set Mall Website to find the estimated cost of a swing set that looks like your design. (draw a price tag to attach to your product when completed)  Tuesday - Take your drawing and order form to the “Classroom Supply Station” to measure, select, and gather the correct supplies, tools, and materials for building your swing set.  Wednesday – Visit this My Hobby Lounge Website for your swing set building instructions.

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 Thursday+Friday – Follow the building instructions, be creative with your design, and build, build, build!!!

Evaluation ***Your individual performance will be graded using the rubric below. Make sure your work is presented in a neat and organized way to receive the appropriate points for your project. Objectives

Beginning – 5 pts.

Developing – 10 pts.

Accomplished – 15 pts.

Exemplary – 25 pts.

Ability to see an object and determine what measuring tool to use

Ability to determine what measuring tool to use displays a beginner's level

Ability to determine what measuring tool to use displays developing knowledge

Ability to determine what measuring tool to use is very good!

Ability to determine what measuring tool to use is exemplary!

Measuring and estimating the length of objects

No accurate measurements and no basic understanding of linear relationships; non reasonable estimates

Some accurate measurements and a basic understanding of linear relationships; a few reasonable estimates

Mostly accurate measurements, some judgment, and some understanding of linear relationships; somewhat reasonable estimates!

Accurate measurements, sound judgment, and good understanding of linear relationships; reasonable estimates!

Ability to estimate lengths using inches, feet, centimeters, and meters

Ability to estimate using the units of measure is at a beginner's level

Ability to estimate using the units of measure is developing

Ability to estimate using the units of measure is very good!

Ability to estimate using the units of measure is exemplary!

Product Assessment

Product has many construction errors; displays an absence of linear understanding

Product has a few construction errors; displays a lack of linear understanding

Product has a couple of construction errors; displays a partial linear understanding

Product has no construction errors; displays an exemplary linear understanding

Conclusion   34


You Did It!!!  Designed and built your very own mini-swing set!  Selected the correct measuring tools and materials for your design.  Estimated the units of length of different objects to complete your design.  Found the estimated cost of your design.

You have done a great job!!! *Note: One day you may want to use your amazing measurement skills to build a tree house!!! (tree house building instructions are found on this Instructables website) Always remember to ask for help and stay safe…good luck!!!

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Credits &  References   Hall, J. (2013). Measurement Evaluation. Developed in Rubistar on April 6, 2013 from http://rubistar.4teachers.org/

Image courtesy of: jscreationzs. (April 15, 2011). Retrieved on April 4, 2013 from http://www.freedigitalphotos.net/images/Other_Metaphors_and__g307Search_Concept_p37896.html

Common Core State Standards Initiative. (2012). Retrieved on April 4, 2013 from http://www.corestandards.org/Math/Content/MD

Images courtesy of: Google Images. (2013). Retrieved on April 4, 2013 from https://www.google.com/search?q=animated+swingset+images&hl=en&rlz=1C1CHUE enUS494US512&tbm=isch&tbo=u&source=univ&sa=X&ei=V9NgUdqMCI6G9QSviYGIAg&v ed=0CDEQsAQ&biw=1366&bih=643

Pearson Education, Inc. (2000-2013). Measurement Game: “Measure It”. Retrieved on April 4, 2013 from http://www.funbrain.com/measure/index.html

Quizlet. (2013). Second Grade Unit 8 Math: “Length”. Retrieved on April 4, 2013 from http://quizlet.com/832302/2nd-grade-unit-8-math-length-flash-cards/

SwingSetMall. (2013). Retrieved on April 4, 2013 from http://www.swingsetmall.com/categories/Swing-Sets/

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Instructables. (2006). “How to Build a Tree House”. Retrieved on April 4, 2013 from http://www.instructables.com/id/How-to-build-a-treehouse/

IXL. (2007). Second Grade: “S.13 Choose the appropriate measuring tool”. Retrieved on April 26, 2013 from http://www.ixl.com/math/grade-2/choose-the-appropriate-measuring-tool

My Hobby Lounge. (2012). “Jhoola: Swing – Popsicle/Ice Stick Craft”. Retrieved on April 26, 2013 from http://my-hobby-lounge.blogspot.com/2012/06/jhoola-swing-popsicle-ice-stick-craft.html

Here is a link to The Original WebQuest Template and Design Patterns page so that you can acquire the latest version of this template and training materials. Please read following statement: We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.http://webquest.sdsu.edu

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Tell ‘em in 10 PowerPoint (Script) 1. (show 1st slide) I will introduce the topic by reading the “Measurement Title Slide” aloud to the students. 2. (show 2nd slide) I will lead students in “Brainstorming” by asking students to answer the question, “What is Measurement?” Students will contribute their answer by raising their hand and as a class will discuss their responses. 3. (show 3rd slide) At this point, I will build off of the responses from the brainstorming and explain to the students that in today’s lesson they are going to learn how to identify and correctly use measurement tools. This opening strategy will allow me to check for prior knowledge, empower classroom management, and obtain students' focus. 4. (show 4th slide) I will introduce the standard English ruler to the students. I will explain the inch length unit and how the calibrated lines are divided. The students will also learn that a ruler is 12 inches long which is equivalent to 1 foot. 5. (show 5th slide) Here, I will introduce the Metric ruler to the students. I will explain the centimeter length unit and how it is divided into millimeters. The students will also learn that it takes 100 centimeters to equal 1 meter. 6. (show 6th slide) I will explain the definition of length, how to accurately measure length, the common equivalences for length, and common abbreviations used for length measurements. 7. (show 7th slide) Here, each student will use a ruler to measure original and stretched gummy worms to find the difference in length. This is a hands-on activity that students are sure to love. This middle strategy will formally assess the learning experience, allow students to use a measuring tool (ruler) and add a flare to the lesson by using edible objects to measure which can be consumed upon completion. 8. (show 8th slide) I will explain the “Ruler Concept”. Students will learn that a ruler is a measuring tool used to rule lines and also to measure distance. 9. (show 9th slide) Here, I will tell explain the “Yardstick Concept”. Students will learn that a yardstick is a measuring tool and is 3 feet long. Students will also learn that it takes 3 rulers to equal 1 yardstick. 10. (show 10th slide) Here, I will have students participate in a Question and Answer Pair activity. I will ask students to partner up and use a yardstick to measure each other’s height. After measurements are recorded, students will write sentences to answer; who is shorter, taller, and what is the difference in standard length units. . This closing strategy will also formally assess the learning experience, allow students to use a measuring tool (yardstick) and add excitement to the lesson by allowing the students to engage as a social learning community. 11. (show 11th slide) Here, I will give a brief recap of the presentation and explain to students that they now know how to measure the length of an object by selecting and using appropriate tools such as rulers and yardsticks, estimate lengths using units of inches, feet, centimeters, and meters, and measure to determine how much longer one object is than another (expressing the length difference in terms of a standard length unit).

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Unit Media Share Length Measurement Game – Teaching Kids to measure Length This turtlediary.com website is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This math game will teach kids to compare the length of an object. Learning is enhanced with this interactive practice lesson. Second grade students will enjoy the activity featured on this educational website. Teachers will appreciate the content of this website to explore options for lesson planning and ideas. Turtle Diary. (2012). Length Measurement Game – Teaching Kids to measure Length. [Website]. Retrieved on March 2, 2013 from http://www.turtlediary.com/grade-2-games/math-games/lengthmeasurement.html Math 4 Children – Learn Measurement Tools This math4children.com web video titled “Learn Measurement Tools” is a mathematics lesson on measurement. This web video compliments the core standard (CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.) in a fundamental mathematics measurement lesson. This video will help students learn about selecting the correct tools for measurement. Teachers can pause the video and allow students to participate before the answer is given. Second grade students will enjoy learning about measurement tools in this fun and exciting way! Teachers will be amazed by this video that will attract the attention and interests of all students. Nzembayie, Jude Mphoweh. (2013). Measurement Video: “Learn Measurement Tools”. [Website/ Video]. Retrieved from http://www.math4children.com/Videos/measurement%20tools/index.html. Math Playground – Metric Measurement This mathplayground.com web video is ideal for exciting the interests of children in the world of measurement. This web video offers information on how to easily understand the metric system. Second grade students will enjoy the videos and activities that are featured on this educational website. Teachers will appreciate the contents of this website to explore options for lesson planning and ideas. King, Colleen. (2002). Social Studies for Kids. [Website/Video]. Retrieved from http://www.mathplayground.com/howto_Metric.html

Measurements Learning Games for Kids This learninggamesforkids.com website titled “Measurements” offers mathematic lessons on measurement through gaming and activities. This website compliments the core standard (i.e., CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.). Students will not only learn about measuring length using rulers and tape measures to measure to the nearest inch, foot, and yard, but will also be introduced to the metric system and learn about concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this website and how it attracts the attention and interests of all students while using both standard and non-standard units during engagement.

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Learning Games For Kids. (2013). Measurements Learning Games for Kids. [Website]. Retrieved on March 2, 2013 from http://www.learninggamesforkids.com/2nd-grade-math/measurements-2nd.html PBS Kids: Cyberchase - Let’s Cut to Fit This web video titled “Let’s Cut to Fit” introduces fundamental measurement concepts, vocabulary, and tools. This web video will help reinforce key concepts in measurement as the characters (Ziff, Matt, and Jackie) work together to measure and cut a lid for a box. Any second grade class would enjoy the inclusion of this web video in a measurement lesson as it allows students to observe some of the tools used for measurement. Teachers will appreciate that this web video contains interesting concepts and core curriculum compatible content as pertains to fundamental measurement in second grade mathematics. Nankin, Frances. (2011). PBS Kids: Cyberchase – “Let’s Cut to Fit”. [Website/Video]. Retrieved from http://www.pbskids.org/cyberchase/videos/lets-cut-to-fit/. Quarked! Ushi’s Ruler Game This KU Center for Technology Commercialization, Inc. mobile application titled “Quarked! Ushi’s Ruler Game” offers subject-specific details for an exciting educational measurement game. This mobile app compliments CCSS.Math.Content.2.MD.A.1 and CCSS.Math.Content.2.MD.A.3. This game is informational, resourceful, and helpful to students, parents, and teachers. It is targeted to kids ages 7–12 and their families. The Quarked! Project also includes an animated television series plus science and mathbased toys and games. This mobile app will offer assistance, through gaming, to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this mobile app as it allows students to interact with the measurement lesson. Teachers will appreciate that this mobile app contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this mobile app offers. Teachers may also use this mobile app to teach across the curriculum, as it offers a beneficial lesson for elementary science as well as math measurement. This mobile app has a rating of 5 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.2 or higher. KU Center for Technology Commercialization, Inc. (May 23, 2012). Mobile App: “Quarked! Ushi’s Ruler Game”. [Google Play] - Free. https://play.google.com/store/apps/details?id=air.UshiRuler&feature=search_result#?t=W251bGwsMSwxL DEsImFpci5Vc2hpUnVsZXIiXQ.. Second Grade Math help on Standardized tests, Measurement This internet4classrooms.com website titled “Measurement” offers subject-specific links for various educational measurement games and activities. This website is informational, resourceful, and helpful to students, parents, and teachers. It also offers “Assessment Assistance” to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this website as it allows students to interact with the measurement lesson. Teachers will appreciate that this website contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this website offers. Brooks, Susan and Byles, Bill. (2000-2013). Second Grade Math help on Standardized tests, Measurement. [Website]. Retrieved on March 2, 2013 from http://www.internet4classrooms.com/skill_builders/measurement_math_second_2nd_grade.htm Smart Ruler This Smart Tools Co. mobile application titled “Smart Ruler” is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This mobile app will measure the length of a small object with your phone by touch and will teach kids to compare the length of objects. Learning is enhanced with this interactive mobile app. Usage is very simple. 1. Put an object on the screen of your phone. 2. Adjust the object to the left of the screen. 3. Touch the screen and read the length. Second grade students will enjoy the features on this educational mobile app. Teachers will appreciate the content of this

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mobile app to explore options for lesson planning and ideas. This mobile app has a rating of 4.2 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.0 or higher. Smart Tools Co. (March 18, 2013). Mobile App: “Smart Ruler”. [Google Play] - Free. https://play.google.com/store/apps/details?id=kr.sira.ruler&feature=search_result#?t=W251bGwsMSwxLD EsImtyLnNpcmEucnVsZXIiXQ.. Wander Jones This PT Voyage Indonesia Technology mobile application titled “Wander Jones” offers a mathematic lesson on measurement through gaming. This mobile app has a wind obstacle in this adventure. The wind power indicator will be shown on the screen, so that you can measure your jump’s length with the wind power (the wind power is 0 to 9). Students will not only learn about measuring length using a ruler, but will also be introduced to the concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this mobile app and how it attracts the attention and interests of all students during engagement. Teachers may also implement a similar classroom activity by having students to mark each other’s jump’s and measure the distance using measurement tools. This mobile app has a rating of 4.6 out of 5 stars, a content rating acceptable for low maturity audiences and requires Android 2.2 or higher. PT Voyage Indonesia Technology. (October 24, 2012). Mobile App: “Wander Jones”.[Google Play] - Free. https://play.google.com/store/apps/details?id=id.co.voyagegroup.wanderjones#?t=W251bGwsMSwxLDIx MiwiaWQuY28udm95YWdlZ3JvdXAud2FuZGVyam9uZXMiXQ..

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Amanda Warren Wix Portfolio: http://awarren4.wix.com/amandawarren Unit Proposal: Magnetism This second grade unit plan is designed to aid students in an understanding of gravitational force and that there is interplay between magnetic fields and electrical currents. Second graders need to have a basic understanding of the scientific principles that explain gravity and electromagnetism. They also need to realize why an object falls if it is not held up. Students will be experimenting with magnets to see how they react with each other. The students will make observations about gravity and learn why it is important to have an understanding about gravity. Students will explore why objects can be moved without being touched through the use of magnets. Learning about magnets is very important for the students to learn because many items that we use every day would not exist without them. They need to learn that items such as radios, TVs, speakers, and many toys rely on the knowledge we have of magnetism. It is important for second graders to have a basic understanding of gravity so that they understand that gravity keeps us from floating into space and keeps our earth in orbit. Studying and understanding interdependence in science is a learning expectation covered under Tennessee Science Standard 12. GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. GLE 0207.12.2 Realize that things fall toward the ground unless something holds them up. Glogster Interactive Poster: http://amandawarren.edu.glogster.com/magnets  Unit Video: Topic – Understanding a Compass, located in the media folder as 2MagnetsVideo.m4a  

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The Northern  Lights     Lesson  #  3   Name:                      Amanda  Warren                                                                                                                Subject  Area(s):  Science     Duration  of  Lesson:  40  minutes                                                                                                  Grade  Level:    Second     Context for Learning(Attention to student’s backgrounds, interests, and needs): There are 17 students in the class. Nine of them are girls and eight of them are boys. The students are 7-8 years old. There are two ELL students. One student can read and write proficiently, but not at grade level and has difficulty communicating socially with the other students. The other ELL student can read Enlgish, but not at grade level and has trouble writing and communicating socially with the other students. The other ELL student can read and write proficiently, but not at grade level and has difficulty communicating socially with the other students. The other ELL student can read English, but not at grade level and has trouble writing and communicating as well. Both students work with an ELL specialist at least twice per week. Students have prior knowledge about magnetism because we have had prior lessons and a webquest pertaining to magnetism. There are four students in the class that have IEPs or 504 plans. For students who are above average, there will be extra material to keep up with interest. Students might have additional needs such as headphones to hear the video better. There are 6 Hispanic Students, 8 African American Students, and 3 Caucasian students. State and Technology Standard(s)

• •

GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. ISTE’s NETS  for  student  standards  for:  Research  and  Information  

Behavioral Objectives    

First we  will  watch  a  video  that  shows  real  footage  of  the  Northern  lights.  The   students  will  then  be  paired  at  the  computers  to  read  and  follow  directions  on   NASA’s  website  for  students  that  provide  the  students  with  information,  a  fun  poem,   and  an  interactive  component  to  ensure  their  involvement.  For  students  that  would   like  more  information,  or  who  finish  earlier  than  the  other  students,  they  can  click   on  additional  facts  at  the  end  of  the  interactive  website  to  obtain  more  information.   They  can  also  be  given  an  additional  website  that  is  prepared  that  is  more  advanced.     The  students  will  follow  directions  of  the  website.  Next  the  students  will  complete  a   short  worksheet  answering  a  few  questions  from  the  website  they  explored.  When   their  work  is  complete,  the  students  will  construct  a  sketch  of  their  own  to   reproduce  what  they  learned  about  in  the  lesson.  The  students  will  label  their  work   to  practice  the  academic  language  that  they  acquire  in  this  lesson.       Language Objectives (Academic Language): The students will be able to describe what the northern lights are and that there is a connection to the magnetic field of the earth. The students are familiar with “website,” “mouse,” “monitor,” and “keyboard.” New words that will be introduced in this lesson are:“Interactive,” “NASA,”

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“Glow,” “North,” “Aurora”, “Magnetic,” and “Poles.” These words will be posted on a

word wall for the students to refer to. The students will use these new words when they label their artwork. Students will hear these words when we watch our video in class. This will appeal to the visual and auditory learner. Formative Assessment (Process): To monitor  learning,  the  teacher  will  check  to  make  sure  that  students  are  paying   attention  to  the  video  and  are  on  task  while  on  the  computer.  This  is  a  new  and   interesting  subject  for  the  students  to  learn.  I  expect  them  to  be  interested  and  have   many  questions.  The  students  and  I  can  look  up  any  additional  information  that  they   would  like  to  research  on  the  subject.  I  would  provide  feedback  by  making  sure  that   the  students  answer  the  questions  correctly  and  if  not  find  out  why  and  what  clarity  is   needed.  The  questions  will  come  from  information  that  they  learned  while  visiting   NASA’s  interactive  website,  so  this  will  evaluate  if  they  participated.       Summative Assessment (Product): •

• •

The students will be asked to draw their own picture of the Northern Lights with one fact that they learned from the video underneath. Some students will need help writing their sentence, some students will only need to turn in their drawing. This will show that the students learned what the Northern Lights are and something about them. I will use a 3 point system in evaluating the Drawing. 3 points are awarded for a drawing with purpose that is labeled and has a grammatically correct sentence that uses language acquired during the lesson. 2 points will be awarded if the drawing is missing one of the requirements and 1 point will be awarded if there is only a drawing that is lacking in a describing sentence and a label. The sentence that the student writes will also be a form of assessment of their participation in the interactive website.

Materials Teacher-centered materials: • Innovation Norway. (2008). The northern lights-Official. Retrieved 4-21-2013, from http://www.visitnorway.com/us/What-to-do/Attractions-Culture/Nature• Projector • Computer with internet access Student-centered materials: • Regents of the University of California. (1999). . In Auroras: Paintings in the sky What makes them happen. Retrieved 4-21-2013, from http://www.exploratorium.edu/learning_studio/auroras/happen.html. • NASA. (2002). Auroras: Mysterious Lights. In . Retrieved 4-21-2013, from http://ds9.ssl.berkeley.edu/auroras/story.html. • A computer lab or at least 9 computers in the class. • coloring materials • Paper • pencil

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Procedures: Time

Learning Activities -Teacher

Learning Activities Purpose Students ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. Ex: 1. To activate prior 1. I will  begin  by  asking   1. Students  will   1. students  if  they  have   raise  their  hands   knowledge and get the 5 min students interested in ever  seen  or  heard   and  share  their   the subject. about  the  Northern   experiences  if   Lights,  and  I  will  have   they  have  ever   the  first  video  that  is   seen  the  Northern   just  a  song  playing   Lights  on  T.V.  or   with  video  of  the   maybe  even   15 Northern  Lights   outside.         min playing.       Presentation/Explicit   2. The  students  will   2. To get the students Instruction:   raise  their  hands   thinking and making hypothesis about what 2. The first video does not and  wait  to  be   the Northern lights are give any information, so called  on.  They   and what causes them. it gives us some time to will  give   talk about it. At this information  that   time I will ask the they  know  or  are   students if they have a guessing  how  the   guess as to what causes lights  came  to  be.   the lights in the sky. Students  will   I  will  make  sure  any   share  their  own   15 students  that  have   experiences,  like   min vision  disabilities  are   if  they  have  seen   sitting  to  where  they   the  Northern   can  clearly  see  the   Lights  in  person,   video.     on  TV,  or  in  a     book  or  magazine.           3.  The  students  will  sit  at   3.To give the students 3. We  will  visit  the   their  desks  and  watch  the   the correct information so that they can see if second  website  as  a   video.  They  will  ask   class,  this  website   questions,  and  respond  to   their hypothesis was correct. If not, they will gives  the  details  as  to   any  prompts  that  the   store the information how  the  Northern   teacher  has  in  asking   Lights  connects  with   about  academic  language   and create a new schema. They will their  unit  of   or  understanding.     learn new facts that magnetism.  This  is   they did not before.   when  I  will  teach  the   students  what  the     Northern  lights  are   5 min and  how  they  are     caused.  I  will  

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emphasize the   academic  language   throughout  the  lesson   when  it  appears  on  the   website  or  in   discussion.      

   

4. The  students  will  get   with  their  assigned   partner.  The  students  will   Structured   be  partnered  by  the   Practice/Exploration:   teacher,  and  will  get  with   their  partner  and  chose  a   4. The  teacher  will  pair   computer  to  work  at.  The   the  students  up.   teacher  will  already  have   Students  who  have   trouble  reading  will  be   the  interactive  website  up   for  the  children  to  view.   paired  with  a  strong   They  will  read  and  follow   reader.   the  directions  the  website   The  teacher  will  make   prompts.     sure  that  all  students   are  on  task  and  visiting     the  website.      

4. The students are placed into pairs so that fewer resources are needed, and the teacher can keep an eye on 8 or 9 computers. They are also put into groups so that stronger readers can peer tutor the students below reading level.

5. In  their  assigned   pairs,  the  students   5. The teacher will direct the will  go  to  an  open   pairs of students to the computer  that  has  the   computers that already have interactive  website   the NASA interactive loaded.  They  will   website loaded and ready for follow  the  directions   them to explore. The teacher and  read  the  poem   will monitor students at the that  develops  through   computers to ensure that they each  scene.  If  one   stay on task and answer any partner  cannot  read   questions that the students the  material,  the  other   have. If students finish the partner  will  read  the   activity on the website poem  and  directions   earlier than other groups, out  loud.       they can be given a second When  the   and third website to explore students  have   that has more information completed  the   that we did not learn as a activity,  they  will   class. alert  the  teacher.   They  will  then   take  this  extra   time  to  explore  a   few  more  pre-­‐ approved  website   by  the  teacher  to   further  their  

5.To give the students a hands-on learning opportunity and to present the information in a very kid friendly and accurate resource to obtain the information the students need to be knowledgeable in the subject. The purpose of the additional websites is to keep the interest of more gifted students and to give them a chance to expand their minds and challenge them.

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knowledge.         Guided Practice/Feedback: 6. The  teacher  will  give  the   students  a  brief  3  question   worksheet  that  will   indicate  that  the  students   understood  the  website   and  obtained  the   information  the  lesson   intended  to  teach.   Feedback  will  be  given  that   they  completed  the   questions  with  the  correct   answers.  This  feedback  is   the  assessment  of  their  use   of  the  technology.  The   questions  will  be  very  basic   and  clear,  and  the   information  used  to   answer  the  questions  was   obtained  through  the  NASA   site.    If  a  student   misunderstands,  we  can  go   through  the  interactive  site   again  together  where  the   teacher  reads  and  explains   more  thoroughly  through   each  scene.       Independent Practice/Application: 7. The  teacher  will   explain  to  the   student  their  next   assignment.  The   teacher  will  tell  the   students  that  they   are  each  to  create   a  drawing  of  the   Northern  Lights.  

6. Students  will   complete  the   three   questionnaires   and  turn  them  in   to  the  teacher.      

6. The purpose of the questionnaire is for the teacher to see if the students understood the basics of the lesson so that the teacher knows if she/he needs to make additional adjustments for some students.

                      7. The  students  will   draw  their  own   interpretation  of   the  Northern   Lights  and  write   one  sentence   underneath,  a  fact   that  they  learned   during  the  lesson   or  during  their  

7. The purpose of the drawing is to allow the students a creative outlet to express themselves. The students are to label the drawing so that they get practice using the academic language that they acquired in this lesson. The students

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The teacher  will   tell  the  students   that  in  order  to   receive  full  credit,   their  drawing  must   be  of  the  Northern   Lights,  be  labeled,   and  must  have  one   sentence  about  the   Northern  Lights   written  to   accompany  the   picture.  For   students  with   certain  IEPs,  their   rubric  will  be   different.  The   teacher  will  make   these  students   personalized   rubrics  that   coincide  with  their   IEP.    

own computer   time.  Students   will  spend  class   time  working  on   this  assignment,   but  it  will  not  be   due  until  the  next   day  so  the   students  can  take   home  their   drawing  to   complete  it  at   home  if  they  wish.    

are to write a sentence to practice the academic language and to give indication that they learned information using technology.

         

Closure:   Before  moving  on  to  the  next  lesson,  each  student  will  either  turn  in  their  drawing,  or  show   that  they  have  made  progress  and  are  taking  their  drawing  home.  This  keeps  the  students   accountable  and  allows  the  teacher  to  know  that  they  progressed  through  the  steps  of  the   lesson.  Many  students  will  have  their  sentences  done  for  the  teacher  to  read,  and  the   teacher  and  quickly  see  that  learning  took  place  during  the  lesson.    

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Instructional Guide for Magnet Power Point Slide 1- Standards! Slide 2- Tell the students what we will be learning in this lesson. Slide 3- Think, pair, share activity. The students will work with partners at their desks. They will discuss what items that they already know or think might be magnetic. One partner is the recorder, they will write down what the group comes up with. The other partner is the recorder. After the partners have some time to discuss and come up with a list, the recorders will take turns sharing the list with the class. Slide 4- Elaborate on the parts of the atom. Everything in the universe is made of atoms—they are the building blocks of the universe. Atoms are so small that millions of them would fit on the head of a pin. Atoms are made of even smaller particles. The center of an atom is called the nucleus. It is made of particles called protons and neutrons. The protons and neutrons are very small, but electrons are much, much smaller. Electrons spin around the nucleus in shells a great distance from the nucleus. If the nucleus were the size of a tennis ball, the atom would be the size of the Empire State Building. Atoms are mostly empty space. If you could see an atom, it would look a little like a tiny center of balls surrounded by giant invisible bubbles (or shells). The electrons would be on the surface of the bubbles, constantly spinning and moving to stay as far away from each other as possible. Electrons are held in their shells by an electrical force. Slide 5- The protons and electrons of an atom are attracted to each other. They both carry an electrical charge. An electrical charge is a force within the particle. Protons have a positive charge (+) and electrons have a negative charge (-).The positive charge of the protons is equal to the negative charge of the electrons. Opposite charges attract each other. When an atom is in balance, it has an equal number of protons and electrons. The neutrons carry no charge and their number can vary. Slide 6- In most materials, the forces are in balance. Half of the electrons are spinning in one direction; half are spinning in the other, and they are randomly scattered throughout the materials. Magnets are different. In magnets, most of the electrons at one end are spinning in one direction. Most of the electrons at the other end are spinning in the opposite direction. This creates an imbalance in the forces between the ends (poles) of a magnet. This creates a magnetic field around a magnet. A magnet is labeled with North (N) and South (S) poles. The magnetic force in a magnet flows from the North pole to the South pole. Slide 7-To stick or not to stick activity. The class will split up into the same partners that they were in at the beginning of the lesson. Each table will have a bucket with many everyday items, some magnetic and some not, and a magnet for each group. Students will categorize these items by if the magnet has an effect on them or not. They are to record their findings. The partners will swap places, therefore the partner that was not recorder at the beginning of the lesson will be a recorder now. When the students have had enough time to explore with all the items, the reporter of the groups will come up to the front of the class one at a time to create a class list of which items were magnetic and which were not. This list will be put on the wall for the remainder of the unit. Slide 8- Like poles of magnets repel each other and opposite poles attract each other. If you try to push the South poles together, they repel each other. Two North poles also repel each other. Turn one magnet around and the North (N) and the South (S) poles are attracted to each other. The magnets come together with a strong force. Just like with protons and electrons, opposite magnetic forces attract. Slide 9- Explain to the students that not all metals are magnetic. Metals that can be magnetized include iron, nickel, and cobalt. Steel is made of iron and other metals. Most of the time steel is magnetic. The Earth is a magnet with North and South poles, because its core is iron. Slide 10- Closing objectives. Briefly remind the students what our learning goals were for this lesson. Hit on the key points and vocabulary.

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Slide 11- Critical Thinking Question. The last slide is a critical thinking question that the students are to think about and record their answer/thoughts in their science journal. After the lesson the teacher can read the student’s response and determine if they understood the key concepts based on their answer. The children’s journals should say something like this: I would attach the magnets to the cars with the rubber bands. Then I would use the one car to push the other car away because of the like poles repelling one another would cause the toy car to move without me touching it.

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Designed by Amanda Warren Based on the state of Tennessee curriculum standards for second grade science GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. Introduction

Task

Process

Evaluation

Conclusion

Credits

Introduction Congratulations, super heroes! If you are reading this, you have been handpicked by Iron Man to participate in a mission to save Middle Tennessee. An evil villain, Nemesis Bronze, is jealous that iron is magnetic and bronze is not, so he has created a plan to take all the magnets in Middle Tennessee for his own villainous use. In his plan, he will take all the magnets from people’s homes by telling them that magnets are not important anymore and are not useful. It is your job to inform the people of Middle Tennessee of the uses and functions of magnets. Will Nemesis Bronze trick the people of Middle Tennessee to give up their magnets? It’s up to you!

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Task: The result of your activities will be a recording. This recording can be a song, commercial, rap, dialogue, or whatever other creative way that you chose to showcase your expertise in magnets. In order to receive full credit your commercial must be well rehearsed, show that you know your information, have all group participation, be two to three minutes long, and must be clear for the listener.

Process: Day 1: Time to start your training! Each picture below is linked to a resource you can use for your journaling. Click on a picture to be linked directly to a website ready for your exploration. • Choose at least two (2) of the websites provided to sharpen your knowledge about magnets. • After viewing these sites, write a paragraph about what you learned at each site in your journal.

Day 2: Now that you have this great information, Iron Man thinks that you are ready for the next step. This picture of Iron Man below is linked directly to a training program where you are a secret agent that must stop a thief from stealing 52


treasures with your knowledge of magnets and how they work. Click on Iron Man and follow the directions prompted on the website.

Day 3: • • •

You will be put into super hero teams of three that you will be working with for the remainder of the mission. When you have joined with your super hero team, share what you wrote in your journal on Day 1. Write in your journal anything that a group member shares that you did not know before. Be sure to have two solid paragraphs in this journal entry to demonstrate that you tuned into your fellow super heroes to gather new information.

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Day 4: Good work so far super heroes! Today you will be tapping into one of your most awesome super powers- creativity! You will be writing and recording a commercial, song, rap, funny dialogue, or anything else that effectively portrays the information and entertains the audience. • All three group members must participate in writing the script and speaking (or singing!) in the commercial. • Be creative and have fun. • By the end of class today, you should have your script ready to be approved by your teacher. • If you finish early with your script, take this time to practice your commercial.

Day 5: Today is the day super heroes! Iron Man is in need of commercials to broadcast that will save the day. • Make sure your commercial is in tip top shape. Practice your script and make sure that all team members are ready to record. • With the help of your teacher, each group will be recording their commercial using the program Audacity. • Your teacher will have Audacity set up and ready to go.

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Evaluation

4

3

2

CATEGORY

1

Preparedness

Group is completely Group seems Group is Group does prepared and has pretty prepared somewhat not seem at all obviously rehearsed. but might have prepared, but it is prepared to needed a couple clear that present. more rehearsal was rehearsals. lacking.

Content

Shows a full Shows a good Shows a good Does not seem understanding of the understanding of understanding of to understand topic. the topic. parts of the topic. the topic very well.

Time-Limit

Presentation is 2-3 minutes long and time is used effectively.

Presentation is Presentation is Presentation is 2-3 minutes over 4 minutes or less than 1 long but much of only 1 minute. minute. the time is taken up by pauses or dead space.

Speaks Clearly

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

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Conclusion Good work super heroes! Your hard work paid off and the commercials that Iron Man broadcasted to the people of Middle Tennessee convinced them that magnets are too important to hand over to Nemesis Bronze. Nemesis Bronze’s plan failed!

Credits Dragyn, W. (Designer). (2009). Anthonystark. [Print Photo]. Retrieved from http://marvel.com/universe/Iron_Man_(Anthony_Stark)   Magnet Expert Ltd. (2012, 04-06). Fun magnet facts for kids . Retrieved from http://www.first4magnets.com/fun-magnet-facts-for-kids-243c.asp     Rovin, C. (Photographer). (2012). Iron man thumbs up. [Print Photo]. Retrieved from http://toysforpapa.blogspot.com/2012/07/hot-toys-suitup-gantry-with-iron-man_28.html     Stern, D. (2004, 11-05). Magnetism. Retrieved from http://wwwistp.gsfc.nasa.gov/Education/Imagnet.html       Stidwill, P. (2004). Magnetic forces. Retrieved from http://www.engineeringinteract.org/resources/parkworldplot/flash/concept s/magneticforces.htm     Unknown (Designer). (2012). consequences. [Print Photo]. Retrieved from http://gillen.cream.org/wordpress_html/4827/out-this-week-2/       Unknown. (Artist). (2012). Iron man . [Print Graphic]. Retrieved from http://lounge.moviecodec.com/vs-forum/ironman-vs-jack-rakan-119134/   Unknown (Artist). (2012). sadironman. [Print Photo]. Retrieved from https://drawception.com/viewgame/RyLOjSytAH/iron

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Unknown. (Artist). (2013). Iron man wants you. [Print Photo]. Modified form http://fc04.deviantart.net/fs32/f/2008/216/6/0/Iron_Man_Wants_YOU_by_o pal_armor.jpg   Unknown. (Artist). (2013). magnet and pins. [Print Photo]. Retrieved from http://magnetsrfun.wikispaces.com/How We Use Magnets In Our Every Day Life (acknowledges the contributors to the webquest: graphics, books, etc. that are not directly hyperlinked in the Process) Unknown. (Designer). (2010). physicsofironman. [Print Photo]. Retrieved from http://physicsofscifi.blogspot.com/2012/07/physics-of-iron-man2008-and-iron-man-2.html Unknown (Artist). (2013). two magnets and their attractions. [Print Photo]. Retrieved from http://www.jupitermagnets.com/lifting-magnets/ Unknown (n.d.). Magnetism. Retrieved from http://www.mcwdn.org/Physics/Magnetism.html     Unknown. (Photographer). (2010). magnet. [Print Photo]. Retrieved from http://julieszteiter.wordpress.com/teaching-science-eec337/lessonplans-and-reflections/magnets/ Unknown (Photographer). (2013). Field of a cylindrical bar magnet calculated with ampère's model. [Print Photo]. Retrieved from http://en.wikipedia.org/wiki/Magnet   Warren, A. (2013). Commercial rubric. Created in Rubistar from http://rubistar.4teachers.org/index.php?screen=CustomizeT emplateDownloadFile& Warren, A. (2013). Magnets. Retrieved from http://amandawarren.edu.glogster.com/magnets/  

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Unit Media Share After School KidzScience: Magnets This video explains magnetism, shows how to label north and south poles, and briefly explores what medals are attracted to magnets and which are not. Standards are addressed in this video. The video is created specifically for students, so the material is presented in a way that the students can easily understand and use the information. Lawrencehallscience(2011). After School KidzScience: Magnets [Teachertube video] Retrieved on February 17, 2013 from http://teachertube.com/viewVideo.php?video_id=224673 BBC Schools Science Clips- Magnets and springs This website hosts a screen where students can use a virtual magnet and explore which items the magnet picks up and which items it does not. The student can rotate the magnet, and they are prompted with thought questions about their experimentations. If a student cannot read the directions, the website has an icon that will read the directions and questions to the student. This activity is targeted for children ages 7-8 so it will be developmentally appropriate for the second grade classroom. BBC Schools (ND) BBC- Schools Science Clips- Magnets and springs. Retrieved on 3-3-2013 from http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Fun Magnet Facts for Kids This website gives a large, well-illustrated overview of the basic concept of magnetism. It is colorful, easy to read, and would be a good way of introducing the topic to the classroom in a visually appealing way. Magnet Expert Ltd (ND) Fun Magnet Facts for Kids. Retrieved on 3-3-2013 from http://www.first4magnets.com/fun-magnet-facts-for-kids-243-c.asp How It’s Made Magnets This video is a brief clip from the Discover Channel’s show How it’s made describing what materials are used and how magnets are created to be the way we see them in our everyday use. This video also tells everyday items that would not exist if we didn’t have magnets. This material represents the best available media for the subject. In this video the topic is presented so that students are likely to be interested and actively engaged in learning. Thatsmynamedude (January 21, 2012) How it’s made magnets [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/noGGcyPhtdl Magnet Mania This video displays interesting facts that students probably didn’t know about magnets. This video also tells us about how money and magnetism are connected. This video has current information that enhances learning. The language is appropriate and the vocabulary is understandable. Kipkay [February 3, 2011] Magnet Mania! [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/2QiyiWLm2FY

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Magnetism-Kids Science Videos, Games, and Lessons that make Learning Fun and Easy This is a great, age appropriate website that host many videos explaining and exploring magnetism. These videos would be a good resource to play to the class with the visual learner in mind. This website also includes online games and puzzles that would serve as a great way to include technology and fun into the lesson. NeoK12 (2011) Magnetism-Kids Science Videos, Games, and Lessons that Make Learning Fun and Easy. Retrieved 3-2-2013 from http://www.neok12.com/Electromagnetism.htm MagnetMeter-3D Vector Magnetometer and Accelerometer This is a really cool app that would be a great aid in bringing hands on activities into the unit lesson plan of magnets. This app allows you to visualize the hidden world of magnetism around you. It would benefit the students to get to see how there are magnetic fields around them and to explore a little around school to detect metal. This app is compatible with iPhone, iPod touch, and iPad. Plain code GmbH, (2012, September 21). MagnetMeter-3D Vector Magnetometer and Accelerometer (Version 1.4) iTunes App Store. (Cost: $0.99). Retrieved from http://www.plaincode.com/products/magnetmeter/manual.jsp. Magnetix This app would be a fun way to allow the students to play a game that incorporates the concepts that they are learning with this lesson. In the game, the “enemies� become attracted to you as you enter their magnetic fields. This could be used as an incentive to give the students a fun game to play. This app is compatible with iPad. Pinata Games, (2012, December 19) Magnetix (Version 1.2) iTunes App store, (Cost: $0.99). Retrieved from http://wearepinata.com/magnetix/ Mini Magnet This educational app allows you to explore magnetic fields. You can also test the effects of other magnets. This app is free, and could be used with partners, groups, or whole class to explore together. This app is compatible iPhone and iPad. Jochen Ehnes, (2010) Mini Magnet (Version 1.0) iTunes App store. (Cost: $0.99). Retrieved from http://homepages.inf.ed.ac.uk/jehnes/myApps/Mini_Magnet.html.

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Hiba Ghanem Wix Proposal: http://hghanem81.wix.com/map-skills-wix Unit Proposal: Map Skills In this unit, we will be learning about the use of maps in Geography. Third grade students need to learn about maps to understand the world around them and recognize major areas on the map. The students will examine the world’s map and other local maps. The students will locate the seven continents and oceans on the map. They will also learn how to find their locations on the map. Students will understand the differences between their location on a map and real life. They will have the opportunity to watch a short video that helps them recognize the location of oceans and continents. The students will learn to locate major cities around the world and the United States. Learning and understanding map skills is essential for students because they will be able to read maps if they travel. They can also find out their way around the city. The students can calculate the distance between cities around their areas. In order for students to move to another level of Geography, they should understand how to use map and relate it to the world around them. Studying and understanding the use of map in Geography is a learning expectation covered under Tennessee Science Standard 3.0. 3.3.01

Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. A. Show how the spatial elements of point, line, and area are used on a map or globe. B. Explain the difference between relative and absolute locations. C. Locate places on a map using cardinal and intermediate direction.

Glogster Interactive Poster: http://hghanem.edu.glogster.com/map-skills Unit Video: Topic – Map Skills is located in the media folder as 3MapSkillsTutorialVideo.m4a Â

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Map skill    (The  cardinal  directions  and  the  intermediate  directions)   Name:                        Hiba  Ghanem                                                                                            Subject  Area(s):  Social  Studies   Duration  of  Lesson:  Forty  Five  Minute                                              Grade  Level:  Second  Grade   Context for Learning: (Attention to students’ backgrounds, interests, and needs) This is a first grade class that consists of 20 students. The age range of the students is between six and seven years old. The class include eights girls and 12 boys. The class consists of ten African American students, five Hispanic, two white, one Middle Eastern, and two Asian. Since the school is located in a low socioeconomic area which is linguistically, culturally and economically diverse, the students are considered from a low socioeconomic class who some of them speaks English as a second language. Most of the students in this class attended preschool through the Head Start program except for two of them who have just moved to the United States, one is Hispanic and the other is Middle Eastern. The teacher should consider ESL class for the students who have just moved to the country and to the other students whose English is not their first language. Common Core/State Standard(s) and Technology Standards (if applicable) 3.3.02 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. D. Locate places on a map using cardinal and intermediate direction. Technology standard 1. Facilitate and Inspire Student Learning and Creativity’ A. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Behavioral Objectives Common Core/State The students will distinguish between the cardinal directions and the intermediate directions. The students will memorize the order of the Cardinal and intermediate directions. The students will determine the location of major cities in Tennessee depending on the cardinal and the intermediate directions. The Students will determine the location of some of the states on the United States map. Technology  The  students  will  use  the  search  engine  to  access  the  Google  image  and  the  map   game.   The  students  will  recognize  the  difference  between  the  cardinal  and  intermediate   directions  through  the  video  and  the  game.    

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Language Objectives (Academic Language): Common Core/State The words that the teacher is going to use and the students to learn are cardinal, intermediate, direction, north, east, south, west, map key and compass rose. The teachers will introduce the students to these new words by writing them down on the board. The teacher also provides the definition for each term. Since these terms are difficult to pronounce, the teacher will ask the students to repeat the word orally after she pronounce it front of them loudly. The teacher will engage the students to say the word during her/ his explanation of the material. For example, if the teacher refers to the direction of an object in class, and she will ask the students whether this object is located in the north, east, south, or west. The students will point out the differences between the cardinal directions and the intermediate. The students will recognize that a compass rose could have a both directions the students. They will locate cities depending on the cardinal directions and the intermediate. Technology The teacher is going to share some of the technological term that s/he refers to during demonstrating the class. The terms are navigation bar, right click, and left click, website, hyperlink, drag, and searching bar. The teacher shares the definition of these terms with his/ her students. S/he refers to these terms by through the computer. The students recognize new technological terms. The students will explore new techniques to use the computer. Formative Assessment (Process): Common Core/State / The teacher will introduce the students Tennessee map and ask them about the location of the city they live in. The teacher will introduce them to the four cardinal directions and the four intermediate directions. The use of the new words that the teacher has just explained by the students is an implication of their learning. The teacher will expect the students to look around the classroom and refer to the northern, eastern, southern, and western sides in class to help them guess the location of their cities. Other students might stand up and use their hands in order to know their directions. The students will demonstrate their understanding by listing some of the city they locate. The teacher should records students’ comments and reactions on a sheet of paper especially if they got confused about deciding whether certain city is located in the north, east, south , or west. The students should start working on their compass by cutting the papers in a circular shape. They should also have cross line that is labeled with the cardinal directions. The teacher should monitor the students labeling the directions correctly on the four sides. Students’ comments and reactions during their work on creating the compass model and labeling the map help the teacher in explaining any confusion the students have. For example, the students might get confused about Chattanooga’s location. Such confusion could be cleared if the teacher pays attention to such comments. As a feedback, the teacher will provide a work sheet that has the Tennessee map. The students are asked to locate the capital and locate other major cities depending on the cardinal and intermediate directions Technology:

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The teacher will examine whether the students are on the correct Tennessee map image. Being on the website that is required is another way to ensure that the students are using technology properly. Finishing the map game is also another way that proves to the teacher that they navigate through it successfully and easily. The students will drag some of the states’ maps into the United States map. By dragging these little maps into the major one, the students will develop an idea o the locations these states. They will be able to locate states that are in the north, south, east, and west. . Summative Assessment (Product): . Common Core/State The teacher  will  provide  a  worksheet  with  a  blank  map  of  Tennessee  and   another  sheet  with  a  list  of  seven  major  cities.  The  students  will  color  their  maps   and  label  the  cities  by  cutting  out  the  words  and  gluing  them  to  the  correct  areas   of  the  map  by  using  the  proper  website  that  is  chosen  by  their  teacher.  The   teacher  will  record  each  group  performance  by  observing  the  students  labeling   their  maps  and  then  recording  the  mastery  level  of  each  student  in  the   assessment  rubric.   M=  Mastery:  Correctly  labeled  all  7  areas   P=  Progressing:  Correctly  labeled5-­‐6  areas   B=  Beginning:  Correctly  labeled  4  or  less  areas    Technology   With  regard  to  technology,  the  students  should  access  the  Google  images  website   successfully  and  find  out  the  location  of  cities  that  are  required  to  locate  on   Tennessee  map.  They  also  should  navigate  through  the  map  game  easily  and  drag  all   of  the  states’  maps  into  the  United  States  map.     Materials Common Core/State / Technology Teacher: The United States map, the Tennessee map, internet connection, computer, projector, unlabeled the state of Tennessee maps, the cardinal and the intermediate directions song video, and a compass model Students: papers, scissors, glue, crayon, four laptops, Google images for Tennessee map, and the map game website Citation: •

Crossley Adam (Dec 22,2012). The Cardinal Directions . [ YouTube. Video] Retrieved on March 13, 2013 from http://www.youtube.com/watch?v=UeeLivQH7Ok

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Enchanted Learning.com  (2001-­‐2010)  Enchanted  Learning.  com/  Tennessee.   [website]  Retrieved  on  April  21,  2013  from   (http://www.enchantedlearning.com/usa/states/tennessee      

Geography for  Kids  (1998-­‐2013).  Geography  Games  for  Kids,  Games  about   Our  Earth.  [Website]  Retrieved  on  Feb  27,  2013  from   http://www.kidsgeo.com/geography-­‐games/  

Pre-Modifications: For children who’s their English is their second language, a model of a labeled compass rose is provided with the teacher explanation of the cardinal directions and intermediate that is on it. The teacher will refer to the letters that are on the compass. For example the N presents the north; the E presents the east…etc. The class will watch a video which is beneficial for ELL students. The video is a song that demonstrates a way to memorize the directions in order. Arrows are used in the video when the song refers to specific direction. An image of the state of Tennessee is provided on Google images will help the targeted students and the other students to locate the required cities on the unlabeled map. A game also is provides will give the targeted students a good exercise to examine the location of some of the states on the United States map. The ELL students will be seated next to their body helper during the lesson. Procedures: Time Learning Activities -Teacher Learning Activities - Students Purpose ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. I. Anticipatory Set:   1. The  students  are   1. To activate prior 1. The  teacher  will  set  the   placed  in  their  groups   1 knowledge. students  in  two  four  group.   and  discussing  the   mins Each  group  has  five   question  that  the   students.  The  teacher  will   teacher  asked.   show  the  students  a  poster     of  Tennessee  map.     2 2. To initiate group   mins work and 2. The  students  share   2. The  teacher  will    ask  the   encourage group their  answers  in  the   students  about  the  part  that   discussion. group.  The  students   that  they  live  in  Tennessee   raise  their  hand  and   and  their  favorite  city  and   wait  until  the  teacher   open  the  discussion     gives  them  

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1 mins

2 mins

3 mins

3 mins

2 mins

3. The students  go  over   the  objective  and  the   standard  with  the   help  of  the  teacher.    

II. Presentation/Explicit   Instruction:   3. The  teacher  will  provide  the   objective  of  the  lesson  and   the  standard  on  the  board.  

4. The teacher  will  write  the   terms  she  is  going  to  use  in   class  on  the  board  and  she   pronounce  them  form  of  the   students.           5. The  teacher  will  show  the   students  a  model  of  rose   compass  and  address  that   the  cardinal  direction  are   located  on  the  edges  of  the   cross  sign.  The  teacher   refers  to  their  names,  north,   south,  east,  and  west.       6.  The  teacher  will  mention   that  the  intermediate   direction  is  a  combination  of   two  cardinal  directions,   northeast,  southeast,   southwest,  northwest.      

permission to  share   their  answers.  

3. To predict what is going to be addressed during the lesson.

 

4. To allow  the   students  to  build   vocabulary   especially  for  ELL   students  and  the   students  who   have  just  moved   to  the  United   States.    

4. The students  are   required  to  repeat  the   words  orally  after  the   teacher  

5. The  students  will  pay   close  attention  to  the   teacher  while  explain   the  material      

5. To build  basic   understanding  of   the  material.          

  6. The  students  will  pay   close  attention  to  the   teacher  while  explain   the  material            

7. The teacher  will  play  a  short   animated  song  online   through  You  tube  called  The     Cardinal  Directions   (http://www.youtube.com/  

6. To differentiate   between  the   cardinal   directions  and   the  intermediate   ones.      

7. The students  will  pay   close  attention  to  the   video  as  it  plays.  

7. To give  students   introductory   information   about  the   cardinal  direction   and  the   65


watch?v=UeeLivQH7Ok).  

 

      8 mins

III.

Structured Practice/Exploration :  

               

8. After watching  the  video,  the   teacher  asks  the  students  to   create  their  own  compass   using  their  constructions   paper  and  crayon.  The   teacher  should  ask  the   students  to  label  the  cardinal   and  the  intermediate   directions  on  the  compass.     II. 10 mins

intermediate directions.  It  also   builds  the   students’   comprehension   skills.  this  video   is  beneficial  for   ELL  students   since  it  presents   them  to  images   and  letters  of  the   directions  

9.

Guided Practice/Feedback:    

The teacher will provide each group with a sheet of paper that has an unlabeled Tennessee map. The teacher asks the students to label the capital and major cities depending on each city direction. The teacher directs them to the proper image to locate the cities. This website will help the students to view an image of the Tennessee map and the location of major cities. The teacher will review the labeled map with the students.

8. The  students  use  their   construction  papers,   crayon,  glue,  and   scissors  to  create   their  compass  rose   model.  They  will  also   label  the  cardinal  and   intermediate   directions  clearly  on   their  model.             9. Each  group  uses  their   computer  to  view  the   Tennessee  map  image   and  locate  seven  cities   that  are  assigned  to   label.  The  students   will  follow  the   teacher’s  review  for   the  labeled  map.    

      10. The  students  will  

8. To have  students   apply  the   knowledge  they   received  from   watching  the   video.      

9. To engage  the   students’  in   learning  in   technology  and  to   restate  their   understanding  of   the  cardinal   directions  and  the   intermediate   directions.  To   ensure  the   students’  ability  in   recognizing  the   directions.  The   teacher  will  collect   comments  and   feedback  from  the   students.  

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5 mins

2 mins

(http://www.enchantedlearni ng.com/usa/states/tennessee)       10. The  teacher  ask  the  students     to  complete  the  map  game     on  the  required  website   which  is   (http://www.kidsgeo.com/g eography-­‐games/)     III.

10 mins

Independent Practice/Application:

11. The teacher will ask the students to label the Tennessee map with its major cities.

12. The teacher will ask each group to draw a map of the classroom. The map should include a compass rose and map key. The students should locate major items that are located in the class, teacher’s desk, board, students’ desks….etc.

complete the  game  by     locating  four  of  the   states  in  the  right  spot   on  the  map.   10. To  assess  the   students’  abilities   in  labeling  the   locations  of  some   of  the  states.       11.  The  students  will     label  the  major  cities   11. To  assess  the   on  Tennessee  map.     students  ability  in   recognizing  the   directions  based   on  mastery,   12. The  students  will   progressing,  and   draw  the  map  with  a   beginning.     guidance  of  the     teacher.  The  students     will  include  a  compass   12. To  help  students   rose  that  shows  the   recognize  the   cardinal  and  the   difference  objects   intermediate   those  are  located   directions.  The   in  different   students  will  include  a   directions.  To   map  key.  The  students   enhance  the   will  present  their  map   students’  abilities   with  in  class  with  rest   to  use  maps  and   of  their  classmates.   how  to  use  them   to  find  their   locations  or   describe  it.  

Closure: The teacher will review the cardinal directions (North, East, South, and West). They will also review the intermediate directions (Northeast, Southeast, Southwest, and Northwest). Moreover, the teacher will ask the students to use their hands to pint to the different directions that they have learned. They will also sing along with the video that they watched earlier which is the song of the cardinal and intermediate directions. Since the students only stated states depending on the cardinal directions, the teacher will initiate a critical thinking discussion which is thinking some the states location depending on the intermediate directions. At the end of the lesson the teacher and the students will hang their poster of the classroom map on the wall in the school’s hallway.

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Tell’em in 10 Instructional Guide Map skill / power point. Slide one: I will introduce the children to the objectives that they will learn through this presentation. I will tell the students that they will learn about the cardinal directions, intermediate directions, and how to locate some of the states and major cities in Tennessee on the map. Slide two: In this slide I will ask the students a question and encourage them to think, discuss, and analyze their answers. I will engage the students with an opening question to think about Tennessee location on the map and the location of the city they live in. through this slide I will present the students to the name of the cardinal and intermediate directions. Slide three: in this slide I will explain to the students the cardinal direction. The cardinal directions on compass are the letter that is located at the end of each arrow. I will also share with the students that the North is located at the top, the East is located to the right, the south is located at the bottom, and the West is located to the left. Slide four: In this slide, I will share with students some of the states and their locations. I will give the students examples of some states that are located in the North, East, West, and South. Through referring to the states’ location, the students will connect the states with their directions that are located at. Slide five: In this slide, I refer to the intermediate direction. I will explain to the students that the intermediate directions are the directions that are located in between the cardinal directions. I will indicate that intermediate directions are formed by connecting two cardinal directions together. For example, North and east becomes northeast, south and east becomes south east, south and west becomes south west, and north and west becomes northwest. I will also refer to the image that is provided in the slide for better understanding. Slide six: In this slide, the students will watch a video that will help them memorize and understand their cardinal and intermediate directions Slide seven: in this slide, I will present that student to a compare and contrast between cardinal directions and intermediate. I will refer to cardinal direction as these directions are four directions, major ones, and more broad. On the other hand, intermediate directions are four directions, minor directions, and more specific. Slide eight: In this slide, I will discuss some of the major cities’ locations in Tennessee. These locations are mostly stated by using intermediate directions. I will also refer to these examples on Tennessee map. Slide nine: after understanding cardinal and intermediate directions, I will enforce the students to think outside of the box through asking them to think of the intermediate locations of some of the states. Slide ten: this slide is my closing slide in which I state the objectives that the students learn. The students will be able to know and differentiate between cardinal and intermediate directions. They will be also able to locate major cities in Tennessee and know the cardinal location of some of the states. Slide eleven: This slide has the citation of the video.

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Where Are You On The Map A second grade WebQuest Social Studies Designed by Hiba Ghanem hiba_azmi@yahoo.com

Standards 3.3.03 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. A. Locate places on a map using cardinal and intermediate direction

introduction

Task

Process

Evaluation

Conclusion

Credit

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Introduction Greeting little explorers, you are going to travel around the United States by using the map for five days. You are going to explore cities that are located in the North, East, South, and West in American. You will explore cities in different directions and you will be able to tell the difference between the cardinal directions and the intermediate directions for this trip, don’t forget to bring your magnifying glass to view the treasure map, and don’t also forget your compass which will help you finding your way.

Task 1. Ok explorers, this project will take us six days to complete it. For this project, you are going as a group to pick and choose from the website that I will choose or you one of the states of the United States. After you choose the state, you have to draw the state’s map on a big poster.

2. You could trace the boarder of your map with black and color the inside part. You should also include a labeled compass rose and a map key. You should label the capital with a yellow star and label other four cities that are located in the north, east, south, and west. You should also label other cities depending on the intermediate directions. You should also label some geographical areas such as rivers, lakes, mountains…etc if there are any in the chosen state.

3. Also, you will have to create the map that you did on the poster on the Neighborhood Map Machine program. This program will help you draw and design your map including all the features you want. At last, you will have as a group to present the poster map and the digital map and share your discoveries in class.

4. As a group, you should for both map label all cities correctly, include a title for the map (the name of the state), and include a map key with a correct use of the symbol provided. You will be graded on a scale of 1-4, in which 1 represents that the information is insufficient and 4 is sufficient.

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. Process Day one/ Prepare: I will share some new words with you. These words are map, compass rose, map key, cardinal directions, and intermediate directions. After that, you will watch a video called Teacher and the Rockbot-How To Read A Map. You will have a better understanding of the subject. I will put you in groups of five. I will also give the address to this website 50states.com that will help you choose a state to draw on your poster.

Day Two/ Outline: After each group chose their state, I will provide you with big white posters. Each group should draw the outline of their state map and trace the boarders with black marker. You should color the inside of the map with a light color. Day three/ locate: after tracing the borders with black marker, you should now locate the capital with yellow gold star. You also have to locate the four major cities that are located depending on the cardinal directions. You should have a city in the north, east, south, and west. Day four/ label: know you need to label some other cities depending on the intermediate directions. You should have at least one city in each direction if possible. You should also locate any lakes, mountains, or rivers if available. You should draw your labeled compass at the upper right hand side corner of the poster and your map key on the lower left hand side corner. Day five/ digital map: For this activity, you need to use the Neighborhood Machine Map program. You will create a digital map that is similar to the one that you created on the poster. You will locate the capital of the state, major cities, and if available rivers, lakes, or mountains. You should print off a copy of the digital map after you are done with it. Day six/ share: Now that you have completed you poster and you digital map, it is time to share it with the class. You should present both of your maps and refer to the cities, capital, and geographical areas that you labeled.

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Evaluation CATEGORY

4

3

2

1

Labels - Accuracy At least 90% of the items are labeled and located correctly.

80-89% of the items are labeled and located correctly.

79-70% of the items are labeled and located correctly.

Less than 70% of the items are labeled and located correctly.

Map Legend/Key Legend is easy-tofind and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an Legend is absent or almost complete set lacks several of symbols, symbols. including a compass rose.

Title

Title tells the purpose/content of the map and is printed at the top of the map.

Title tells the Purpose/content of purpose/content of the map is not clear the map, but is not from the title. located at the top of the map.

All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.

Neatness of Color All straight lines and Lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.

Many lines, corrections of errors, and/or features are not neatly done.

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Conclusion Now that you have completed the assigned task successfully. You gained a lot of knowledge about your state. You know the capital of some of the states. You also know major cities depending on the cardinal and the intermediate directions. You are ready for the trip. Have your self, map, and compass ready to start the adventure.

Credits & References • Axum Management Capabilities. (2013).Design-implantation-and-evaluation. [Website]. Retrieved on April 5,2013 from http://www.axumhq.com/design-implementation-and-evalution •

bihuniak (2008, Jan 18). Teacher and the Rockbots - How To Read A Map. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

Changing Journalism. (2011, May 11). Conclusion [ website] Retrieved on April 5, 2013 from http://changingjournalism.wordpress.com/2011/05/11/conclusion

Ghanem, Hiba (2013, April, 5).Web Quest Rubric. [ website] Created from Rubistar on April 5, 2013 from http://rubistar.4teachers.org/

Hanan, Abdul (2012, January 5). Slide Over. [website] Retrieved on April 5, 2013 from http://slideover.blogspot.com/2012/01/introduction.html

Marchex Inc. (2013, April 18). 50states.com [website]. Retrieved on April 18, 2013 from http://www.50states.com/us.htm#.UXCv7sq5Y9F

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msberginsclass (2011, Dec 4). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE

Srijayan, Iyer.(2013, Feb 28). Process picture [website] Retrieved on April 5, 2013 from http://srimanagementconsulting.blogspot.com/2013/02/process-orientation-is-vital-if.htm

Taskca. (2013) Task picture. [website] Retrieved on April 5, 2013 from http://www.taskca.org/index.html

Wikimediacommons. (2011). Guided to Research Paper Citation style [website]. Retrieved on April 5, 2013 from http://www.onlineuniversity.net/writing/research-paper-citationstyleshttp://webquest.sdsu.edu

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Unit Media Share Continents and Oceans Movie This video gives the learners the opportunity to examine the world’s map. The learners introduced to the continents and the oceans. The video has an acceptable language that is age appropriate. The material is presented in an organized way that is easy for students to follow. The video not only presents students to continents and ocean, but also to useful facts about each continent. Michld24 (Jun 26, 2009). Continents and Oceans Movie. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=FAHJ64id6n0&feature=endscreen&NR=1 Geography Games For Kids, Games About Our Earth This website is education based website. The website provides learners with educational games that demonstrate geography skills concentrating on map skills. These games demonstrate map skills that students need to learn. Locating the continents, oceans, and other major cities are some of the skills that these games provide. Plain maps are also provided which give teachers better opportunity to assess their students in mastering their map skills. Geography for Kids (1998-2013). Geography Games for Kids, Games about Our Earth. [Website] Retrieved on Feb 27, 2013 from http://www.kidsgeo.com/geography-games/ Geography Quiz Game This app is a quiz based app. It presents the user to a quiz in geography where they learn interesting facts about the world. During the quiz, the screen moves to the country that the question is about and show the player and image that is related to the question. The quiz can be played with as single player, multiplayer, 59or log in to Facebook. The app can be used by elementary children with the help of the teacher. The app is appropriate the most for fifth grader and up. Since the app is offered in other languages, the teacher should choose the appropriate language. The teacher should also be familiar of how set up the multiplayer game or login to Facebook. Webelinx DOO, ( 2013, March 19). Geography Kids Quiz. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.webelinx.com Google Earth This app is one of the most significant apps that a person can open on many devices and is free. The app gives the opportunity for children and teacher to have closer look to places around the world by the touch of their figure. Through looking at the preferable country a little square pop up next to the main cities in that country. Such pop up square provides the users with interesting facts about the city. Using this app, the users are also able to experience life real images of every country in the world. Roads, boarders, major cities can be seen through the use of this app. This app can be use in social studies lessons. It could be demonstrated in history if the teacher talks about ancient civilizations and their accomplishments around the world. It also can be used in geography if the teacher introduces children to the location of the continents, oceans, major river and mountains, and countries. The teacher should be aware of the setting icon which allow thing to pop up on the map. The teacher should refer to the search bar and the compass rose as well.

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Google INC. (2013, February 20). Google Earth. [Google Play- free].Retrieved on March 26, 2013 from http://www.google.com/mobile/earth Kids Planet Discovery This app is very beneficial and fun for children. The app has various games in which they explore the world through them. You will find games about culture, map skills, and other topics. The app is free only for the Continents icon and easy to access and use by children. The app includes 100 games and 80 videos that introduce the user to new facts about the world. The Continents icon has a lot of education information that will teach children about each continent. The only thing I did not like in this app that other icons is between 99 cents and three dollars to use. On the other hand, the app is not limited in providing information for geography only, but also for other subjects. The app also is offered in other language which makes it beneficial for ELL students. Choosing the language is one of the features that the teacher is aware of. The teacher should also know that other icons are not free to access. The teacher should also identify to the students that name of the continents and distinguish between the dresses up, memory, and puzzle icon. La factoria D’Imatges, Serveis Grafics. (2012, February 21). Kids Planet Discovery- games and videos to travel and learn. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.planetfactory.com Longitude and Latitude song This video demonstrates a song about longitude and latitude which are main terms any third grader should know and understand relying on the common core for this subject. The lyrics of the songs are common which ease the memorizing and learning process. The material is age appropriate and is presented in an organized clear way. msberginsclass (Dec 4, 2011). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE Map Skills: Geography – FREE Powerpoints, Free Games & Interactives for Kids This website is fabulous. It presents the teacher and students to power point presentations about map. Teachers have the opportunity to choose the grade level of any presentation and share it in the classrooms with regards to copyright. The website also provides the learners with some map games that emphasize and address some map skills. Engaging and sharing students with technology such as power point presentations develops their understanding of the skills that are demonstrated in class and enhances their knowledge of such skills. Martin Philip. Map Skills – Geography – FREE Powerpoints, Free Games & Interactives for Kids. [Website] Retrieved on Feb 27, 2013 from http://geography.pppst.com/mapskills.html The National Geographic Maps Tools for Adventure This resource is a useful website that presents learners to map games. Explore a pyramid, Explore Mars, and Find the Sunken Treasures are some of the games that the website provides it learners. These games enhance the learner ability to master map skills indirectly. Looking for a treasure, solving some heliographic terms, and finding out different ways around Mars are activities that engage learners in the learning process of mastering such skills. The Children’s Museum of Indianapolis, (1996-2013). The National geographic Maps Tools for Adventure. [Website] Retrieved on Feb 27, 2013 from http://www.mywonderfulworld.org/toolsforadventure/games/index.html Teacher and the Rockbots - How To Read A Map I find this video very helpful for my third grade map skills lesson. The video introduce the learners to some terms that the common standard focuses on. The cardinal direction and compass rose are introduced in the video. The video has also accurate information. The music that is chosen for this song keeps the learners engaged and interested in the learning process.

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bihuniak (Jan 18, 2008). Teacher and the Rockbots - How To Read A Map.[ YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

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Gerald Messier Wix Portfolio: http://murvacet77.wix.com/geraldmessierii Unit Proposal: Writing for diverse audiences In this unit we will be learning about writing and prewriting for different audiences. It is becoming increasingly important for students in and beyond the eighth grade to have the ability to write for different audiences with various purposes. Students will be examining different prewriting exercises in order to educate them on various strategies to begin their writing assignments. Students will see examples of when to and when not to use formal and informal language in their writing. Students will learn how to put these ideas together into a fluent argument or proposal while using supportive statements to further reinforce their own ideas. What do I want to say? What keywords will emphasize my own point of view? Will I be using formal or informal language for this particular audience? Students will need to write three versions of the same letter, one to a friend, one to their teacher, and a final letter for the school board of education. Knowledge of how to write and prewrite letters for different audiences is a part of everyone’s daily life. In order for children to successfully apply for a scholarship one day or to be able to apply for a job once they are an adult, they need to be able to distinguish between formal and informal language in their own writing. Studying and understanding the importance of writing for different audiences in English Language Arts is a learning expectation covered under Tennessee English Standard 3.0. GLE 0801.3.1 Write in a variety of modes for different audiences and purposes. GLE 0801.3.2 Employ various prewriting strategies. GLE 0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions. GLE 0801.3.4 Refine strategies for editing and revising written work. Glogster Interactive Poster: http://gmessier.edu.glogster.com/the-writing-process/ Unit Video: Topic – Drafting, Revising, and Editing, located in the media folder as 8WritingProcessUnitVideo.m4a

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Thinking about  Theses Lesson  #  1   Name:  Gerald  Messier                                                                                                                                                                                                   Area(s):  E.L.A.   Duration  of  Lesson:  50  –  55  minutes                                                                                                                                                     8th  grade  

Subject Grade  Level:  

Context for Learning: Title I school. Suburban school, where most students come from similar socio-economic backgrounds and are generally on an equal level in learning.18 boys 19 girls; one of the boys is in a wheelchair and possesses a learning disability, ADHD. This student’s name is Henry. All students are fairly proficient in their academic English due to their previous conversations about subject matters discussed. Occasionally Henry does display disruptive behavior; however, most students are accustomed to it. They tend to ignore the outbursts and remain focused on their work. The students are all new to the 8th grade but do already have a good understanding of the writing process and the steps within the process prior to this lesson. Common Core/State Standard(s) and Technology Standards :

CU0801.3.5 Create  a  thesis  statement  and  include  relevant  facts,  details,  reasons,  and   examples  that  support  the  thesis.   GLE  0801.3.3  Organize  ideas  into  an  essay  with  an  introduction,  developing  paragraphs,   conclusion,  and  appropriate  transitions.   Technology  Standard  5.0  Students  will  select  and  use  appropriate  technology  research  tools.    

Behavioral Objectives Common Core/State Students will participate in the creation of their own thesis through positive group work and discovery of relevant facts, details, reasons, and examples that support the group’s thesis. Students differentiate the importance of creating a well thought out thesis and, my students will learn to be able to contrast the opinions of any era with the opinions of today’s world to develop a thesis that will interest a reader and serve as an outline for the completion of an essay, introduction, developing paragraphs, conclusion, and appropriate transitions. The instructor can monitor achievement by asking questions from each group as they research and develop their own thesis and checking for understanding. Technology Students will use the computers in the library to research relevant facts, details, reasons, and examples that will support them in developing a thesis that will serve as an outline for their essay. The instructor can monitor progress by watching the different groups in their researches and asking questions pertaining to the method of research the students are using.  

Language Objectives: Common Core/State Students will discuss and apply the terms thesis, relevancy, supportive statements, introduction, developing paragraphs, conclusion, and transitions. Students will learn these new words orally and learn how to apply first-hand to their writing in the summative assessment of the lesson.

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Technology Students will discuss and to apply the terms relevancy, supportive statements, and argument to their computer based research for topics relevant to their thesis. Students will also be able to know how to cite or reference the information they gather from the web to help them create a thesis. Formative Assessment (Process): Common Core/State By listing the parts of an essay, I will activate prior knowledge within my students of the parts of an essay, and, by following this discussion with an analysis of a thesis statement, I will be to introduce how essays begin outlining themselves with a created thesis statement. By having my students create a thesis in a group, I will be able to engage my students while they cooperatively work on creating an effective argument. And by having the students actively researching for supportive statements for their theses, the students will be able to demonstrate their understanding of their own thesis and begin writing an essay introduction, developing paragraphs, and conclusion with transitions. For those students whose research is not guided by their thesis, I will break down their thesis for them so they can understand the type of research they might want to do that will reinforce their thesis statement. Technology By having my students use computers for their research in creating a thesis, I will be able to engage my students while ensuring they are on staying on topic with their theses. I will ask them to justify what they are looking at while walking around the room and monitoring their researches. Summative Assessment (Product): Common Core/State After having a discussion with the class and having each group create their own thesis, I will have all students write a paper that explores their thesis. This paper will need to have an introduction, two or three developing paragraphs, and a conclusion and, this paper will need to explore the thesis and use statements to support the thesis the student is using. Also, transitions will be necessary to connect ideas from one paragraph to another. This paper will give the students an opportunity to showcase what they have learned from the lesson and will be graded by a rubric that analyzes all of the parts of the essay assigned. Technology Students who have availability to computers at home or elsewhere will be able to further research the thesis their group made. These same students will most likely be able to type their papers on the computer and print them out before the next class. The students will need to cite their researches so that I can make certain that they have conducted an adequate amount of research and not just found one single web page to use a for supporting their thesis. Materials Common Core/State The teacher will need to bring a list of the parts of an essay. The teacher will also need students to have their textbooks, paper and pens for writing. Technology Students will need access to a computer in the classroom or school library and use the school’s search engine to conduct their research online. Pre-Modifications:

Because the assignment is a group assignment, the teacher can choose the groups so that the struggling writers are with students who excel at writing assignments to serve as peer buddies for the struggling students. For struggling writers, the teacher can give them a summative assessment that differs from the paper, such as having them create their very own thesis instead of writing the entire paper or possibly creating an outline based on the research they conduct. Because the formative assessment is a group assignment, the other students in the group should be able to help keep Henry focused on the work they are doing; however, if Henry, the student in the class with ADHD, chooses to make it difficult for his

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group to get work done by being disruptive then he will be warned to either work with his group in harmony or he will have to do the work again by himself and without the help of his group members. Procedures: Time

Learning Activities Learning Activities - Students Purpose Teacher ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. 5 mins Anticipatory Set:  I  will   To activate prior knowledge Students  will  listen   of the subject and to focus first  begin  the  class  by   attentively  and   the students’ attention on the writing  the  list  of  the   contemplate  the  words   idea of a thesis which they parts  of  an  essay  on  the   which  are  written  on  the   will soon be asked to create. board  in  front  of  the  class.   board  in  front  of  the  class.   I  will  then  ask  my     students  questions  to   assess  their  knowledge  of     the  terms  given  in  the   language  objectives.  I  will     10 then  give  examples  of   mins how  each  of  the  terms  are     parts  of  an  essay  and,     after  defining  what  a   thesis  is,  I  will  explain     how  an  essay  can  be   easily  organized  from  a     well-­‐developed  thesis.           Students  will  divide  into   Presentation/Explicit   To assign an activity so that groups  as  assigned   Instruction:  I  will  split   students continue to be quietly  and  without   my  class  into  7  groups,  6   engaged and stay focused on argument.  They  will   the subject. groups  with  4  members   listen  as  the  teacher   15 and  one  group  with  3   instructs  each  group  in   mins members.  If  there  are  any   completing  the   struggling  writers  in  the   assignment.       class  I  will  put  them   indifferent  groups,     otherwise  I  would  choose     the  groups  randomly.    I   will  instruct  the  groups  to     create  their  own  thesis  for   a  paper  about  a  current     20 event  that  interests  my   mins students  and  to  think  of     findings  that  will  support   and  develop  a  thesis.  I  will     then  instruct  them  to     research  the  event  on  the   computer  and  ask  them  to  

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write down  any  sources   they  use  in  formulating  a   thesis.  

5 mins

Structured Practice/Exploration:  I   will  walk  through  the   class  and  monitor  my   (5 Mstudents  as  they  find   i information  on  the   n suggested  current  event.  I   ) will  engage  any  group   that  is  struggling  and  talk   to  each  group  in  order  to   accurately  assess  their   understanding  of  a  thesis   and  its  purpose  in  an   essay.  

 

  Guided     Practice/Feedback:  I   would  first  listen  to  each   group  as  they  explain   their  own  thesis  and  list   their  findings.  I  would  ask   questions  that  would   force  the  students  to   analyze  and  synthesize,   such  as  “Would  this  event   be  less  acceptable  or  more   accepted  by  society  in  the   past?”  For  each  thesis   presented,  I  would  draw   an  example  outline  on  the   board  suggesting  topics   for  an  introduction,   developing  paragraphs,   and  conclusion.  I  will  also   give  an  example  of   transitions  between  the   paragraphs.          

Students will  search  the   internet  for  statements   that  support  the  group’s   thesis.  They  will  also   converse  over  the   various  scenes  and   discuss  the  absurdity  of   some  instances.  

By working together to find statements that support the theses, the students will be actively learning the way a thesis is created along with the idea of finding relevant ideas that further reinforce the point made by the thesis.

     

Students will  explain   their  theses  and  list   their  findings  group  by   group  and  participate  in   a  discussion  led  by   different  questions  from   both  the  students  and   the  teacher.      

By asking questions about their theses and having them list their findings, I can assess whether or not the students understand their own thesis statements and give the students an example of how to make an essay out of the statements that support their thesis.

       

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Independent Practice/Application:  I   will  ask  my  students  to   independently  write  an   essay  derived  from  their   thesis  and  the  supportive   statements  they  have   found,  as  it  is  written  in   the  summative   assessment.  For   struggling  writers,  I   would  lighten  their  load   by  having  them  make  an   outline  or  create  their   own  thesis.    I  will  explain   to  the  students  the   importance  of  the  various   parts  of  an  essay  and  that   they  will  be  required  to   include  all  of  these  parts   within  their  essays.

Students  will  listen  as  I   explain  the  assignment.   They  will  write  down  any   information  about  the   expectations  I  have  for   their  essays  so  that  they   will  know  how  they  will   be  graded  on  them.  

By having my students write their essays, they will use everything they have learned and should demonstrate understanding.

Closure I will illustrate the examples of how to derive topics for the paragraphs in an essay from the thesis statement and the statements found that support the thesis. I will ask students to use the most important or relevant statements that support their thesis to be the topics of the developing paragraphs they use. Students will focus on reproducing my deductions in creating their own papers for grading. This lesson would then be followed by lessons on different styles of essay writing from persuasive to informative.

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Tell’em in 10 PowerPoint Presentation – Teacher Script Slide 1 – Title slide Slide 2 – Ask the class, “What is a process?” (This should start a discussion about what a process is and what does a writing process mean to the students.) Slide 3 – Explain to the class that you would like them to know how to write for a specific audience, about the 5 steps in the writing process, prewriting, drafting, revising, editing, and publishing, how to execute each step of the writing process, and why each step of the writing process is essential to skillful writing. Slide 4 – Explain to the class how to choose the best format for your audience. Give an example such as “If you are writing for your teacher on a figure in history you might choose a research paper. Then explain the difference between formal and informal language and suggest what audiences both are appropriate for, such as formal writing for your teacher when writing a research paper and informal for your friends when writing a letter. Explain how to choose a topic that your audience will appreciate such as for your teacher a paper on Abraham Lincoln or for your friend a letter about the new One Direction video. Lastly, explain to the class how to choose a medium in which you will deliver the information, such as email or Microsoft word. Slide 5 - State that prewriting is perhaps the most important step in the process and that with any process, the more prepared one is at the start the better the finished product will be.Go over each of the prewriting exercises and explain what each is, brainstorming, listing topics, free writing, graphic organizers, and clustering. Then explain that the figure on the right is a cluster on the writing process. Slide 6 – Go over each of the steps in writing a first draft with the class, getting an outsider’s perspective on topic, finding a quiet place to work, relaxing deciding what avenues you want to explore, and writing until you are finished. Explain why each is important to writing a quality first draft, such as limiting distractions by finding a quiet place to work. Explain what is happening in the cartoon to the right side. Slide 7 – Ask the students if there are any questions before we start the actual writing. (This should start some discussion on many topics in which I would suggest to find one question that will make an easy transition into drafting or the first draft. Slide 8 – Explain how each piece of advice listed is necessary in the revision step of the writing process, reading what you have written again thinking about what others said about it, rearranging words or sentences, taking out or adding parts, replacing overused or unclear words, and reading your writing aloud to be sure it flows smoothly, such as defining the phrase “overused or unclear words.” Slide 9 - Explain how each piece of advice listed is necessary in the revision step of the writing process, looking for grammatical errors, finding any errors in punctuation, spelling and capitalization, having a peer proofread when you believe you are finished, making a final copy that is correct and neat, such as explain the value of having somebody else proofreading your work by stating that somebody else may find errors that you somehow overlooked. Slide 10 – Explain that there are many ways to publish your final copy, by reading your writing aloud to a group, creating a book of your work, sending a copy to a friend or relative, putting your writing on display, illustrating, performing, or setting your creation to music. Lastly, tell the class to then congratulate themselves on a job well done. Give the class an assignment to publish a writing assignment, after the lecture, in one of the various ways mentioned. Slide 11 - Explain to the class what they should know now that the lecture is over, how to write for a specific audience, about the 5 steps in the writing process, prewriting, drafting, revising, editing, and publishing, how to execute each step of the writing process, and why each step of the writing process is essential to skillful writing.

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A+ Advertising A Webquest for 8th grade

The Writing Process GLE 0801.3.1 Write in a variety of modes for different audiences and purposes. GLE 0801.3.2 Employ various prewriting strategies. GLE 0801.3.4 Refine strategies for editing and revising written work.

Designed by Gerald F. Messier II gmessier@my.tnstate.edu

Introduction |  Task  |  Process  |  Evaluation  |  Conclusion  |  Credits

Introduction

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You have just been hired by the A+ Advertising Agency to write a commercial for a new style of Nike shoes or a new type of cola, similar to Pepsi or Coca-Cola. You will be making a commercial and should consider the audience you are targeting with your commercial. As a group, you will have to employ prewriting strategies to decide which product you will be advertising in your commercial and how you will present your advertisement to your target audience. To ensure that you are making a quality commercial, editing and revising the written part of your commercial will be necessary.

Tasks

This assignment will take everyone five days to create and one day for presentation. The finished product should result in a commercial made using the Garageband application on the school computers, using both audio and visual images. The classroom will be split up randomly into groups of four. Each group will be responsible for the conception of their product, either Nike shoes or a new type of cola. It will take you all of five days to complete the tasks listed under the process section of this webquest. Each commercial should be between 1 and 3 minutes in length. Each group will be scored on the concept of the advertisement, the ability to focus on a specific audience, the ability to work together as a team, the over quality of video production when finished, and the amount of errors in the written script part of the finished commercial, so make sure you edit and revise your project to prevent any mistakes from making it into your finished product. On the next Monday, following the completion of commercials, each commercial will be presented in class and I will be using the rubric to grade your group’s finished commercial.

Process

Day 1 You will all be assigned into groups of four students. On this first day, your group will collectively decide which product you will choose and begin thinking of a name for the product you will be advertising. You will begin your project by working on a description of who is your target audience of the product for your commercial, why they would want to buy your product,

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and what kind of gimmick you will employ to get your target audience’s attention in your commercial. When you are finished, one person in the group will write a description of your product for my approval at the start of the next class. Article on how Businesses Target Audiences With Their Products On day 1, this article will help your group decide how to connect your product with a target audience.

Day 2 Each group will present the description of their product for my approval at the start of class. After your product is approved, you may begin on writing your commercial. Keep in mind when employing prewriting strategies for these commercials, the target audience’s interests and the ability to transform your ideas and images into a Garageband video for your commercial. One good way to reach your target audience is through some sort of character or designed logo. If you are designing one or the other, this day should be the day when you conceive of this character and bring them to life. Have one person in each group write down the commercial from beginning to end so that you can later outline the images you want to include in your Garageband creation. Advertising Characters Designing characters or logos should be worked on at the beginning of your advertising in day 2. This website should give you an idea of how to design characters to make into a logo for your product or into a spokesperson for your product.

Day 3 Each group will be revising and editing their written portion of their commercial to ensure that each commercial presents a solid idea and is free of mistakes. You will be using editing and revision tools given to you in the resources portion of the process page. Make certain you try to make your written commercial as appealing to the audience as you possibly can. After perfecting the written portion of your commercial, you will present them to me before the end of class for approval. Revising and Editing On day 3 you should be working on revising and editing your written script for your commercial. To help you do this, I have provided you with a list of helpful ways to use revision and editing to make your writing better.

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Day 4 After each group’s written portion of the commercial has met my approval, you will be instructed on how to make a Garageband commercial with images from the web. You will be able to use the resources from the resources portion of the process page in order to gather images suitable for your commercial. Once you have gathered the images you need to complete the commercial, they must be checked by me for content. After approval, you can begin putting the images together while recording the lines of your commercial. During the recording, you will be allowed to complete the recordings in the library, however, only one group at a time may go and will have only 20 minutes to complete all recordings and, as ambassadors of my class, you will be expected to listen and respect the librarian fully. Suggestions for Images , Great site to find images These sites have free images for you to find on day 4 when you will be looking for images to use in your commercial. You should also be able to type in the search bar, what you are looking for followed by the word image to find multiple images. I will be checking your images when you are finished. Garageband Application This will be used in day 4 and day 5 to make your commercial come alive and then submit to me using the share option.

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Day 5 The remaining recordings will first be completed. Then each group will review their commercial and search for mistakes which will need to be edited and revised. Each project should be completed before the last fifteen minutes of class. This time will be allotted for instruction on how to send me your finished commercials by using electronic mail. Garageband Application This will be used in day 4 and day 5 to make your commercial come alive and then submit to me using the share option.

Presentation Day Each of you will be respectful while each group is presenting their commercial to the class and will judge them based on the standards put forth in the rubric. Each commercial will be preceded by a description of the conception of the commercial by group members and followed by a question and answer session from the class. No more than four questions will be necessary in order to provide every group with ample time to present.

Evaluation

CATEGORY 4

3

2

1

Concept

Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.

Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.

Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.

Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.

Teamwork

Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.

Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Score

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Script

Script is complete and it is clear what each student will say and do. Recordings are scripted as are images included. Script is quite professional.

Video Production All necessary recordings/images are located and organized well in advance. All elements are prepared before the video is made to ensure they will work. A backup plan is developed to cover possible problems with recordings.

Script is mostly complete. It is clear what each student will say and do. Script shows planning.

Script has a few major flaws. It is not always clear what the students are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Students are expected to invent what they say and do as they go along.

All necessary recordings/images are located and somewhat organized in advance. All elements are somewhat prepared before the video is made to ensure they will work. A backup plan is developed.

On the day of making the video, all necessary recordings/images are located and checked to ensure they will work. There may or may not be a backup plan.

Needed recordings/images are missing OR were not checked before the video was made.

Conclusion You will be learning how writers have a target audience for what they write. You will be learning how to use prewriting strategies to create a place to start writing. And, you will be learning how editing and revision fit into creating a final product. You should be thinking to yourself while creating your commercial, “How you could use in your own writing these techniques for catering to specific audiences, employing prewriting strategies, and using revision and editing to perfect writing.

Credits Actor.bollysite.com. (n.d.).  Shahrukh  Khan  in  pepsi  commercial  ad  pose.  Retrieved  on  April  4,   2013  from  http://actor.bollysite.com/shahrukh-­‐khan/shahrukh-­‐khan-­‐049.jpg.php.   Apple Inc. (March 7, 2013). Garageband Application. Retrieved on April 5, 2013 from http://www.apple.com/ilife/garageband/

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Fotosearch.com. (1998). Free images. Retrieved on April 5, 2013 from http://www.fotosearch.com/ Kozzi.com. (n.d.). Free images. Retrieved on April 5, 2013 from http://www.kozzi.com/search/all/image-vectorvideo,k=,all,free,downloads,40,1/?affiliate=660986&tracking=affordable-clip-art-01Search# Messier, Gerald. (April 5, 2013). Webquest Rubric. Created from Rubistar http://rubistar.4teachers.org/index.php Pereira, Gabriella. (2012). DIY MFA Revision. Retrieved on April 14, 2013 from http://storyaday.org/revising-short-stories/ Programsuccess.wordpress.com. (June 8, 2011). Effective Brainstorming with the Project Team. Retrieved on April 14, 2013 from http://programsuccess.wordpress.com/2011/06/08/effective-brainstorming-with-theproject-team/   Squidoo.com. (n.d.). Designing a character for advertising. Retrieved on April 5, 2013 from http://www.squidoo.com/anime-character-design Studygs.net. (1996). Revising and editing writing assignments. Retrieved on April 5, 2013 from http://www.studygs.net/writing/revising.htm Suttle, Rick. (1999). How to Choose a Target Market. Retrieved on April 5, 2013 from http://www.ehow.com/how_6404937_choose-target-market.html Wakpaper.com. (n.d.). Free Download Advertising Wallpaper Download Nike Ads With Resolution 1024x768. Retrieved on April 4, 2013 from http://wakpaper.com/id60332/advertising-wallpaper-download-nike-ads-1024x768pixel.html   Warby.com. (n.d.). My Task Lists. Retrieved on April 14, 2013 from http://mytasklists.warby.com/    

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Unit Media Share Advanced English Dictionary and Thesaurus This application would be helpful to students during the teaching of my unit because it serves as an extensive dictionary and thesaurus which would be extremely helpful in the revision step of the writing process. The fact that this application has over 592,000 entries, a 4.9 million database of words, and 335,000 word relations makes it extremely useful as a dictionary or thesaurus used in the revision process. The application offers word scramble and hangman as games to engage students and to help them get to know words and their meanings better. This application would be helpful in teaching the unit on the writing process because of it’s usefulness in the revising and editing steps. Mobile Systems.(2013, March 11). Advanced English Dictionary and Thesaurus. (iTunes - $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 4.3 or later. This app is optimized for iPhone 5. Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/app/advanced-english-dictionary/id291070079 The Five Steps of the Writing Process This website would be helpful in teaching my unit because this teacher has posted a handout on the writing process for her 8th grade class which is the same grade level I am teaching, and this handout successfully breaks down the writing process into five simplified steps. By using the phrases think, write, make it better, make it correct, and share the finished product to simplify the steps within the writing process, this teacher is helping her own class in understanding those five steps listed. Since the standards I am using has my class learning the writing process and because this teacher’s handout is very relative to this lesson, I believe this webpage would be extremely useful in teaching my students about the writing process. Blanchard, Stacey. (August 28, 2012). The five steps of the writing process. [Webpage which simplifies the writing process for eighth graders]. Retrieved on February 28, 2013 from http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%2 0PROCESS.htm Formal vs. Informal Writing This webpage would be helpful in teaching my unit because it is an overlook on the differences between formal and informal writing. The webpage defines what goes into both writing styles and explains to the viewer that formal writing is the more widely used of the two. The article presented is mostly about formal writing as it more widely used, however, the article does include mention of reasons why one would use informal writing and what kind of writing is informal. Although I found this website helpful to the unit, I do believe the video I found on the subject to be more helpful to students in explaining the differences as a video is more engaging to students than a webpage. Webb, Celia. (January 10, 2013). Formal vs. Informal Writing. [Webpage which details the differences in formal and informal writing]. Retrieved on February 28, 2013 from http://www.articlesbase.com/languagesarticles/formal-vs-informal-writing-6399029.html Formal vs Informal Writing: What’s the Difference and When to Use Them This video would be extremely helpful in the teaching of my unit because it covers the difference between formal and informal writing. The video defines both writing styles and will explain to the students that the writer needs to question “who are they writing for?”. By breaking down the components within each writing style slowly, this video would make it easier for students to understand what formal and informal consists of and when to use them both appropriately.

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EzineArticles. (August 25, 2011). Formal vs Informal Writing: What’s the Difference and When to Use Them. [Video which covers the difference between formal and informal writing]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=sdDBY2-Wmis. How to Write A 5 Paragraph Essay in Less Than 30 Minutes This video would be helpful in teaching my unit because it explains the organization part of writing an essay. In my students’ writing assignment they will be asked to write a letter for three specific audiences, a friend, a teacher, and their local school board of education. And because the last two audiences they will have to write for are more formal, the students will be expected to write their ideas into essay format for those target audiences. This video should aid for learners by helping the students’ abilities to understand how to organize these letters. Essaywritinghowto. (August 13, 2010). How to Write A 5 Paragraph Essay in Less Than 30 Minutes. [Video Which Covers Organization for Essays]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=Vwm7kLvl878. iA Writer This writing application is useful not only as a word processor but also because it severely limits distractions while one is writing. There are no spell checkers, no auto correction, and no toolbars which makes it a great tool for the pre-writing step of the writing process. Because limiting distractions during pre-writing is discussed in my unit, this application would helpful as a writing tool for the students in the class. One added advantage to using this application for writing assignments is that the application syncs up with a Dropbox account if the student has one already, which enables the student to transfer their writings to the home personal computer. Information Architects Inc. (Copyright 2012. Last updated November 5, 2012). iA Writer. (iTunes $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 5.0 or later. This app is optimized for iPhone 5. (iTunes). Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/it/app/iawriter/id439623248?l=en&mt=12 Toontastic Although this application might be somewhat childish, it would definitely engage eighth graders and teach them how to create a storyline and events in a story. This application uses cartoon characters and backgrounds in order for the user to create their own cartoon with a story line and plot. Toontastic allows children to take photos from their iPad and use them as backgrounds for the cartoons they create. The story arc part of the application teaches important storytelling elements by using a story board similar to comic book or movie production, which parallels the teaching of organization in my unit. In addition the world section of the application allows the student to share their creation with others from around the world. Launchpad Toys. (Copyrighted 2013. Last updated on March 28, 2013). Toontastic. (iTunes free). Compatible with iPad. Requires iOS 5.1 or later. Rated as a 4+ rating. Retrieved on March 30 2013 from iTunes https://itunes.apple.com/ca/app/toontastic-free/id404693282?mt=8 The Writing Process This webpage is a more detailed description of the writing process. The site includes a list of what each step within the process consists. Each of these lists are followed by helpful tips which would be extremely useful for students in the eighth grade. And each step is loaded down with virtual links to help anyone out in accomplishing the specific step the links are found within. As well as it being more in depth than other resources, the webpage also includes comments from viewers who comment on the usefulness of the site’s content. For my unit I think this site would be very helpful in explaining writing as a process and demonstrating to my students the world wide usage of the writing process. Hale, Ali. (September 8, 2009). The Writing Process. [Webpage that details the writing process and includes comments from viewers]. Retrieved on February 28, 2013 from http://www.dailywritingtips.com/thewriting-process/ Writing Process This short video gives several suggestions for the pre-writing part of writing and also includes reasons for why drafting and revising is an important part of the writing process. Because these elements are going to be discussed in

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my unit, this video would help to explain to many students the content of the unit while recognizing the importance of pre-writing and revising when writing the assignments. With the proper understanding of writing as a process, students should be able to achieve a higher level of quality in their writing. TeachertubeWriting. (September 28, 2009).. [Video which explains writing as a process and the steps within that process]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=mY4O-8IKxqc.

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Service Learning  Ideas

 

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English/Language Arts 1. A service learning project that I decided for my sixth graders was to take them to a nursing home. The students are required to buddy up with an elderly person and talk with them about their lives. Each student will have an iPod Touch where they can record the conversation that they are having with a senior citizen. After the service learning project is complete, the students will be required to write a descriptive essay recalling the events from the nursing home. They can use the recorded conversation from their iPod Touch in case some information is forgotten. The essay correlates with the state standards because the students will be organizing their essay into paragraphs that will include an introduction, body paragraphs and a conclusion. 2. A service learning project fit for an eighth grade class would allow them to first visit the place of business where the magazine or newspaper is made at and then attend a lecture by the editor who will include mention of editing strategies and the fundamental reasons why editing is very important to a staff of writers along with the repercussions that come with a mistake in editing. At the end of the lecture, students will be given an article for them to edit that is supposed to be published in the next edition of the newspaper or magazine. The students will receive the document that requires editing as a Microsoft Word file on a flash-drive which was given to each student before the visit. The students will load the file onto the computers in school and make their own revision of the document. After completing their editing choices and revised versions of the document, the students will print out their documents for submission to the editing staff on the following day. The next day the students will present their revisions to the editing staff. The students will then sit down with the editor or editing staff and talk about the decisions made to edit various punctuations, words, and ideas. The editor will speak on which corrections are justified and explain why the mistakes are necessary to fix. The learning outcome for students should be that they can reach an understanding of the importance of editing while seeing first-hand the value of editing being applied in a business setting.

Mathematics  

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1. My second grade students will display their comprehension of our unit in linear measurement by participating as recorders for the annual long jump event at the end of the year “Field Day” celebration. Each year, recorders for the long jump event seem hard to find. Well, this year my class will be volunteering our expertise! My students will use chalk to mark and digital rulers to measure (in units of length) the jump of each participant. My second graders will use a digital voice recorder to record the results of each jump and to determine a winner. This service learning project will allow my students to demonstrate their measurement and technology skills beyond the classroom and in front of proud participants/interested peers. Who has the longest jump of all? Well, let’s check with my students to find out! 2. I will bring in a small band or rock group to talk to the fifth grade students seeming that most kids are into music. I will have the band explain to the kids how they have a lead singer, the guitarist, and a drummer. With this, each one of them have their own place and the song is divided into different parts where each one get a piece to do. The band will explain how they use division to divide up music or a song. Afterwards, I will have my students get in groups of 3 or 4 and make up a song about division using Garageband. Within the song, each student has to have a part. This will give them a lesson in what the group goes through to be great performers.  

Reading

This service learning project is designed for first grade student to use active retelling to perform plays of popular children’s stories. Before students are able take the stage, they will first need to read and comprehend each featured story. Admission will be charged for the plays; and all proceeds will go to local libraries to help purchase new books. In order to integrate technology into this service learning project, students will use technology resources, such as Audacity and Wordle, to design and create commercials and/or flyers that promote the plays. This use of advertisement is sure to increase ticket sales. To ensure a successful production, local businesses, such as Lowe’s and Home Depot, will be asked for donations to help with the making of props and settings. Also, local restaurants may make donation of food items for concessions during intermission. With a little help from local businesses, first graders will be able to raise money for a good cause—all while demonstrating reading comprehension through active retell.

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1. This service learning application is designed for second graders to learn about magnets and discuss ways that they could reuse them. One of the ways that we will discuss is artistic creations. We will discuss the importance of random acts of kindness in the community. The students will make flyers using Microsoft Word that emphasizes the importance of the three R’s. The students will pair a flyer with a magnet creation and we will donate them to a local retirement home to brighten their day. 2. Considering that the third grade students will be taking a virtual tour to the San Diego Zoo Australian Outback exhibit, a great service learning project would be for the class to raise money to adopt an animal from the Nashville Zoo. The price to adopt an animal is $25. This level of adoption comes with an adoption certificate and picture that can be displayed in the classroom, as well as, a fact sheet about our adopted animal. The money, as will be explained to the students, helps with the conservation of the selected animals, and we will be helping provide food and other necessities for the animal we adopt. We may choose to adopt more than one animal depending on the amount of money we raise. The students will be asked to do research on the available adoptable animals on the internet in order to decide which animal would be best to adopt. I will also be planning a trip to the Nashville Zoo. The Nashville district managers and staff of White Castle who sponsor different activities around the city and different volunteer projects will sponsor me. They will provide the funds for the bus and also provide lunch for the students and chaperones that day. After the trip the students will be creating EyeJots to send to the workers at the Nashville Zoo, as well as, the sponsors from White Castle thanking them for their involvement.

Social Studies 1. The students in second grade will have the opportunity to draw a map for school campus on a big poster. The poster will be placed at the front of the main building of the school. If there are more buildings on campus, other copies will be made and placed front of each building. The map will have a drawing of all the buildings, parking lots, playing areas, and other facilities that are on campus. These facilities should have numbers on the map. The place that the map is going to be located at, it should have the phrase “You are here”. The students will use the Neighborhood Map Machine program to create a digital map similar to the one they make on posters. On the digital map, the students will exchange the writing with images that refer to the school buildings. For example they might have a food picture referring to the cafeteria. After creating the digital map, the students will print off some copies and attach it a bulletin in each building. 2. The Service Learning Project that I would design for my third grade students studying culture and diversity would include a series of presentations hosted by the Global Education Center of Nashville. The Global Education Center of Nashville provides school outreach programs which can teach students a variety of different cultures through school assemblies and museum presentations. I would choose three or four museum presentations from The Global Education Center’s list of presentations about people from different places around the World and have them present that to students. The Global Education Center of Nashville would provide services in the school and bring learning right to students in the classroom. I think this would be a fun way for students to get involved in their

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learning and in their cultural community. I would use technology by broadcasting student participation and student learning during the presentations through video and podcasts. The students would then be required to write blogs on our classroom blog board on each presentation. These blogs would be shared with parents and the school community. I believe this service learning project gives students the opportunity to be involved and engaged in learning about different cultures that represent the World and their community.

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Media Share  Resources

   

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English Advanced English Dictionary and Thesaurus This application would be helpful to students during the teaching of my unit because it serves as an extensive dictionary and thesaurus which would be extremely helpful in the revision step of the writing process. The fact that this application has over 592,000 entries, a 4.9 million database of words, and 335,000 word relations makes it extremely useful as a dictionary or thesaurus used in the revision process. The application offers word scramble and hangman as games to engage students and to help them get to know words and their meanings better. This application would be helpful in teaching the unit on the writing process because of it’s usefulness in the revising and editing steps. Mobile Systems.(2013, March 11). Advanced English Dictionary and Thesaurus. (iTunes - $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 4.3 or later. This app is optimized for iPhone 5. Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/app/advanced-english-dictionary/id291070079 The Five Steps of the Writing Process This website would be helpful in teaching my unit because this teacher has posted a handout on the writing process for her 8th grade class which is the same grade level I am teaching, and this handout successfully breaks down the writing process into five simplified steps. By using the phrases think, write, make it better, make it correct, and share the finished product to simplify the steps within the writing process, this teacher is helping her own class in understanding those five steps listed. Since the standards I am using has my class learning the writing process and because this teacher’s handout is very relative to this lesson, I believe this webpage would be extremely useful in teaching my students about the writing process. Blanchard, Stacey. (August 28, 2012). The five steps of the writing process. [Webpage which simplifies the writing process for eighth graders]. Retrieved on February 28, 2013 from http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%2 0PROCESS.htm Formal vs. Informal Writing This webpage would be helpful in teaching my unit because it is an overlook on the differences between formal and informal writing. The webpage defines what goes into both writing styles and explains to the viewer that formal writing is the more widely used of the two. The article presented is mostly about formal writing as it more widely used, however, the article does include mention of reasons why one would use informal writing and what kind of writing is informal. Although I found this website helpful to the unit, I do believe the video I found on the subject to be more helpful to students in explaining the differences as a video is more engaging to students than a webpage. Webb, Celia. (January 10, 2013). Formal vs. Informal Writing. [Webpage which details the differences in formal and informal writing]. Retrieved on February 28, 2013 from http://www.articlesbase.com/languagesarticles/formal-vs-informal-writing-6399029.html Formal vs Informal Writing: What’s the Difference and When to Use Them This video would be extremely helpful in the teaching of my unit because it covers the difference between formal and informal writing. The video defines both writing styles and will explain to the students that the writer needs to question “who are they writing for?”. By breaking down the components within each writing style slowly, this video

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would make it easier for students to understand what formal and informal consists of and when to use them both appropriately. EzineArticles. (August 25, 2011). Formal vs Informal Writing: What’s the Difference and When to Use Them. [Video which covers the difference between formal and informal writing]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=sdDBY2-Wmis. How to Write A 5 Paragraph Essay in Less Than 30 Minutes This video would be helpful in teaching my unit because it explains the organization part of writing an essay. In my students’ writing assignment they will be asked to write a letter for three specific audiences, a friend, a teacher, and their local school board of education. And because the last two audiences they will have to write for are more formal, the students will be expected to write their ideas into essay format for those target audiences. This video should aid for learners by helping the students’ abilities to understand how to organize these letters. Essaywritinghowto. (August 13, 2010). How to Write A 5 Paragraph Essay in Less Than 30 Minutes. [Video Which Covers Organization for Essays]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=Vwm7kLvl878. iA Writer This writing application is useful not only as a word processor but also because it severely limits distractions while one is writing. There are no spell checkers, no auto correction, and no toolbars which makes it a great tool for the pre-writing step of the writing process. Because limiting distractions during pre-writing is discussed in my unit, this application would helpful as a writing tool for the students in the class. One added advantage to using this application for writing assignments is that the application syncs up with a Dropbox account if the student has one already, which enables the student to transfer their writings to the home personal computer. Information Architects Inc. (Copyright 2012. Last updated November 5, 2012). iA Writer. (iTunes $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 5.0 or later. This app is optimized for iPhone 5. (iTunes). Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/it/app/iawriter/id439623248?l=en&mt=12 Toontastic Although this application might be somewhat childish, it would definitely engage eighth graders and teach them how to create a storyline and events in a story. This application uses cartoon characters and backgrounds in order for the user to create their own cartoon with a story line and plot. Toontastic allows children to take photos from their iPad and use them as backgrounds for the cartoons they create. The story arc part of the application teaches important storytelling elements by using a story board similar to comic book or movie production, which parallels the teaching of organization in my unit. In addition the world section of the application allows the student to share their creation with others from around the world. Launchpad Toys. (Copyrighted 2013. Last updated on March 28, 2013). Toontastic. (iTunes free). Compatible with iPad. Requires iOS 5.1 or later. Rated as a 4+ rating. Retrieved on March 30 2013 from iTunes https://itunes.apple.com/ca/app/toontastic-free/id404693282?mt=8 The Writing Process This webpage is a more detailed description of the writing process. The site includes a list of what each step within the process consists. Each of these lists are followed by helpful tips which would be extremely useful for students in the eighth grade. And each step is loaded down with virtual links to help anyone out in accomplishing the specific step the links are found within. As well as it being more in depth than other resources, the webpage also includes comments from viewers who comment on the usefulness of the site’s content. For my unit I think this site would be very helpful in explaining writing as a process and demonstrating to my students the world wide usage of the writing process. Hale, Ali. (September 8, 2009). The Writing Process. [Webpage that details the writing process and includes comments from viewers]. Retrieved on February 28, 2013 from http://www.dailywritingtips.com/thewriting-process/

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Writing Process This short video gives several suggestions for the pre-writing part of writing and also includes reasons for why drafting and revising is an important part of the writing process. Because these elements are going to be discussed in my unit, this video would help to explain to many students the content of the unit while recognizing the importance of pre-writing and revising when writing the assignments. With the proper understanding of writing as a process, students should be able to achieve a higher level of quality in their writing. TeachertubeWriting. (September 28, 2009).. [Video which explains writing as a process and the steps within that process]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=mY4O-8IKxqc

Mathematics Length Measurement Game – Teaching Kids to measure Length This turtlediary.com website is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This math game will teach kids to compare the length of an object. Learning is enhanced with this interactive practice lesson. Second grade students will enjoy the activity featured on this educational website. Teachers will appreciate the content of this website to explore options for lesson planning and ideas. Turtle Diary. (2012). Length Measurement Game – Teaching Kids to measure Length. [Website]. Retrieved on March 2, 2013 from http://www.turtlediary.com/grade-2-games/math-games/length-measurement.html Math 4 Children – Learn Measurement Tools This math4children.com web video titled “Learn Measurement Tools” is a mathematics lesson on measurement. This web video compliments the core standard (CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.) in a fundamental mathematics measurement lesson. This video will help students learn about selecting the correct tools for measurement. Teachers can pause the video and allow students to participate before the answer is given. Second grade students will enjoy learning about measurement tools in this fun and exciting way! Teachers will be amazed by this video that will attract the attention and interests of all students. Nzembayie, Jude Mphoweh. (2013). Measurement Video: “Learn Measurement Tools”. [Website/ Video]. Retrieved from http://www.math4children.com/Videos/measurement%20tools/index.html. Math Playground – Metric Measurement This mathplayground.com web video is ideal for exciting the interests of children in the world of measurement. This web video offers information on how to easily understand the metric system. Second grade students will enjoy the

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videos and activities that are featured on this educational website. Teachers will appreciate the contents of this website to explore options for lesson planning and ideas. King, Colleen. (2002). Social Studies for Kids. [Website/Video]. Retrieved from http://www.mathplayground.com/howto_Metric.html

Measurements Learning Games for Kids This learninggamesforkids.com website titled “Measurements” offers mathematic lessons on measurement through gaming and activities. This website compliments the core standard (i.e., CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.). Students will not only learn about measuring length using rulers and tape measures to measure to the nearest inch, foot, and yard, but will also be introduced to the metric system and learn about concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this website and how it attracts the attention and interests of all students while using both standard and non-standard units during engagement. Learning Games For Kids. (2013). Measurements Learning Games for Kids. [Website]. Retrieved on March 2, 2013 from http://www.learninggamesforkids.com/2nd-grade-math/measurements-2nd.html PBS Kids: Cyberchase - Let’s Cut to Fit This web video titled “Let’s Cut to Fit” introduces fundamental measurement concepts, vocabulary, and tools. This web video will help reinforce key concepts in measurement as the characters (Ziff, Matt, and Jackie) work together to measure and cut a lid for a box. Any second grade class would enjoy the inclusion of this web video in a measurement lesson as it allows students to observe some of the tools used for measurement. Teachers will appreciate that this web video contains interesting concepts and core curriculum compatible content as pertains to fundamental measurement in second grade mathematics. Nankin, Frances. (2011). PBS Kids: Cyberchase – “Let’s Cut to Fit”. [Website/Video]. Retrieved from http://www.pbskids.org/cyberchase/videos/lets-cut-to-fit/. Quarked! Ushi’s Ruler Game This KU Center for Technology Commercialization, Inc. mobile application titled “Quarked! Ushi’s Ruler Game” offers subject-specific details for an exciting educational measurement game. This mobile app compliments CCSS.Math.Content.2.MD.A.1 and CCSS.Math.Content.2.MD.A.3. This game is informational, resourceful, and helpful to students, parents, and teachers. It is targeted to kids ages 7–12 and their families. The Quarked! Project also includes an animated television series plus science and math-based toys and games. This mobile app will offer assistance, through gaming, to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this mobile app as it allows students to interact with the measurement lesson. Teachers will appreciate that this mobile app contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this mobile app offers. Teachers may also use this mobile app to teach across the curriculum, as it offers a beneficial lesson for elementary science as well as math measurement. This mobile app has a rating of 5 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.2 or higher. KU Center for Technology Commercialization, Inc. (May 23, 2012). Mobile App: “Quarked! Ushi’s Ruler Game”. [Google Play] - Free. https://play.google.com/store/apps/details?id=air.UshiRuler&feature=search_result#?t=W251bGwsMSwxLDEsImF pci5Vc2hpUnVsZXIiXQ.. Second Grade Math help on Standardized tests, Measurement This internet4classrooms.com website titled “Measurement” offers subject-specific links for various educational measurement games and activities. This website is informational, resourceful, and helpful to students, parents, and teachers. It also offers “Assessment Assistance” to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this website as it allows students to interact with the measurement lesson. Teachers will appreciate that this website contains interesting

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concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this website offers. Brooks, Susan and Byles, Bill. (2000-2013). Second Grade Math help on Standardized tests, Measurement. [Website]. Retrieved on March 2, 2013 from http://www.internet4classrooms.com/skill_builders/measurement_math_second_2nd_grade.htm Smart Ruler This Smart Tools Co. mobile application titled “Smart Ruler” is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This mobile app will measure the length of a small object with your phone by touch and will teach kids to compare the length of objects. Learning is enhanced with this interactive mobile app. Usage is very simple. 1. Put an object on the screen of your phone. 2. Adjust the object to the left of the screen. 3. Touch the screen and read the length. Second grade students will enjoy the features on this educational mobile app. Teachers will appreciate the content of this mobile app to explore options for lesson planning and ideas. This mobile app has a rating of 4.2 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.0 or higher. Smart Tools Co. (March 18, 2013). Mobile App: “Smart Ruler”. [Google Play] - Free. https://play.google.com/store/apps/details?id=kr.sira.ruler&feature=search_result#?t=W251bGwsMSwxLDEsImtyL nNpcmEucnVsZXIiXQ.. Wander Jones This PT Voyage Indonesia Technology mobile application titled “Wander Jones” offers a mathematic lesson on measurement through gaming. This mobile app has a wind obstacle in this adventure. The wind power indicator will be shown on the screen, so that you can measure your jump’s length with the wind power (the wind power is 0 to 9). Students will not only learn about measuring length using a ruler, but will also be introduced to the concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this mobile app and how it attracts the attention and interests of all students during engagement. Teachers may also implement a similar classroom activity by having students to mark each other’s jump’s and measure the distance using measurement tools. This mobile app has a rating of 4.6 out of 5 stars, a content rating acceptable for low maturity audiences and requires Android 2.2 or higher. PT Voyage  Indonesia  Technology.  (October  24,  2012).  Mobile  App:  “Wander  Jones”.[Google  Play]  -­‐  Free.   https://play.google.com/store/apps/details?id=id.co.voyagegroup.wanderjones#?t=W251bGwsMSwxLDIxMi wiaWQuY28udm95YWdlZ3JvdXAud2FuZGVyam9uZXMiXQ..  

Reading

Paragraph Attack: Reading Strategy Paragraph Attack: Reading Strategy is a terrific resource for teaching students to how to analyze a passage. The video teaches students to look at a passage in sections and “attack” each paragraph. “Attacking” the paragraph is an important skill that students must learn in order to ensure reading comprehension. “Attacking” the paragraph includes circling the title, numbering paragraphs, underlining topic sentences, boxing in important words, and

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eliminating wrong answers. While Paragraph Attack: Reading Strategy may be originally geared toward upper elementary grade students, it can easily be modified to support beginning readers. gan15232. (Producer). (2010). Paragraph attack: Reading strategy. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=3cxllqT01rE  Read and Play: Stories, Puzzles and Coloring Books for Kids Read and Play series is a hand-crafted collection of illustrated stories for children. Each book contains a classic fairy tale for your child or student to discover. Colorful illustrations will help to visualize the story and play with it after reading. Each page of the book can be used as a child-friendly inlay puzzle and as an easy-to-use coloring book. You can safely leave your students with these books - there are no ads, links or any inappropriate content. Each book has a "Read to Me" mode, and you can just let the app read the stories to your students. Controls are fairly easy even for a 3-year old. This app is compatible with iPhone, iPod touch, and iPad. It requires iOS 3.0 or later. Second Gear Games. (September 13, 2012). Read and Play: Stories, Puzzles and Coloring Books for Kids. [iTunes, Free] Retrieved on March 31, 2013 from http://www.secondgeargames.com/read-and-play Read on Sight Read on Sight is a great way for early readers to practice sight words, an important building block for independent reading. First a sentence is read aloud, then the word tiles scatter, and the player rebuilds the sentence. At some point we all learn to read without sounding out each letter in a word. We recognize the entire word and know what it means. This skill is especially important for common words that are not easily sounded out. The sooner a child learns these words by sight, the sooner they gain the confidence to read independently. In the 1930s, Edward Dolch went through children's books and created a list of words that were frequently used but hard to sound out. Once a child masters this list, he or she will be a much faster reader and able to enjoy stories without the words getting in the way. This app is Compatible with iPad and requires iOS 4.0 or later. Harris Crowne, Adrian. (March 27,2012). Read on Sight. [iTunes, Free] Retrieved on March 31, 2013 from https://itunes.apple.com/ie/app/read-on-sight-free/id434349833?mt=8 Reading Comprehension - Grade 1 & 2 - Super Reader Reading Comprehension - Grade 1 & 2 - Super Reader is a simple educational program designed with young children grade 1 or 2 in mind. Parents and/or children may choose from 24 engaging short stories to improve their children’s English as well as capture their imagination. The stories were crafted by an experienced elementary school teacher and will encourage a child to read. The stories provide them with the necessary skills to improve their English as well as test their comprehension skills. Multiple choice questions follow each story. The app is convenient and simple to operate. It was tested on first and second grade children who enjoyed it immensely. This is app is compatible with iPhone 3GS, iPhone 4, iPhone 4S, iPhone 5, iPod touch (3rd generation), iPod touch (4th generation), iPod touch (5th generation) and iPad. It requires iOS 4.2 or later. Humand,Pankaj. (November 19, 2012). Reading Comprehension - Grade 1 & 2 - Super Reader. [iTunes, $0.99] Retrieved on March 31, 2013 from https://itunes.apple.com/dk/app/reading-comprehensiongrade/id578086005?mt=8 Reading Comprehension Strategies: Sequence of Events Reading Comprehension Strategies: Sequence of Events is a great resource for teaching students the comprehension strategy of sequence of events. The video highlights the importance of sequential order by explaining how the order of events can change an entire story. The video is age-appropriate for elementary classrooms and addresses the content standards for first grade reading. The video also includes a fun sing-along song for students. anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=ZEWitdYB6_Y Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is an excellent media source that highlights several effective comprehension strategies including: visualization, making an inference, summarizing,

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applying prior knowledge, and making predictions. A brief description of each strategy is given throughout the video. The video also features a fun song. Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is teacher-friendly and age-appropriate for elementary classrooms. balancedliteracydiet. (Producer). (2012). Sing those strategies!: Engaging students in reading comprehension strategies . [Youtube Video]. Retrieved from http://www.youtube.com/watch?v=wxIZmgrK-xc

Science After School KidzScience: Magnets This video explains magnetism, shows how to label north and south poles, and briefly explores what medals are attracted to magnets and which are not. Standards are addressed in this video. The video is created specifically for students, so the material is presented in a way that the students can easily understand and use the information. Lawrencehallscience(2011). After School KidzScience: Magnets [Teachertube video] Retrieved on February 17, 2013 from http://teachertube.com/viewVideo.php?video_id=224673 BBC Schools Science Clips- Magnets and springs This website hosts a screen where students can use a virtual magnet and explore which items the magnet picks up and which items it does not. The student can rotate the magnet, and they are prompted with thought questions about their experimentations. If a student cannot read the directions, the website has an icon that will read the directions and questions to the student. This activity is targeted for children ages 7-8 so it will be developmentally appropriate for the second grade classroom. BBC Schools (ND) BBC- Schools Science Clips- Magnets and springs. Retrieved on 3-3-2013 from http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Fun Magnet Facts for Kids This website gives a large, well-illustrated overview of the basic concept of magnetism. It is colorful, easy to read, and would be a good way of introducing the topic to the classroom in a visually appealing way. Magnet Expert Ltd (ND) Fun Magnet Facts for Kids. Retrieved on 3-3-2013 from http://www.first4magnets.com/fun-magnet-facts-for-kids-243-c.asp How It’s Made Magnets This video is a brief clip from the Discover Channel’s show How it’s made describing what materials are used and how magnets are created to be the way we see them in our everyday use. This video also tells everyday items that would not exist if we didn’t have magnets. This material represents the best available media for the subject. In this video the topic is presented so that students are likely to be interested and actively engaged in learning. Thatsmynamedude (January 21, 2012) How it’s made magnets [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/noGGcyPhtdl

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Magnet Mania This video displays interesting facts that students probably didn’t know about magnets. This video also tells us about how money and magnetism are connected. This video has current information that enhances learning. The language is appropriate and the vocabulary is understandable. Kipkay [February 3, 2011] Magnet Mania! [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/2QiyiWLm2FY Magnetism-Kids Science Videos, Games, and Lessons that make Learning Fun and Easy This is a great, age appropriate website that host many videos explaining and exploring magnetism. These videos would be a good resource to play to the class with the visual learner in mind. This website also includes online games and puzzles that would serve as a great way to include technology and fun into the lesson. NeoK12 (2011) Magnetism-Kids Science Videos, Games, and Lessons that Make Learning Fun and Easy. Retrieved 3-2-2013 from http://www.neok12.com/Electromagnetism.htm MagnetMeter-3D Vector Magnetometer and Accelerometer This is a really cool app that would be a great aid in bringing hands on activities into the unit lesson plan of magnets. This app allows you to visualize the hidden world of magnetism around you. It would benefit the students to get to see how there are magnetic fields around them and to explore a little around school to detect metal. This app is compatible with iPhone, iPod touch, and iPad. Plain code GmbH, (2012, September 21). MagnetMeter-3D Vector Magnetometer and Accelerometer (Version 1.4) iTunes App Store. (Cost: $0.99). Retrieved from http://www.plaincode.com/products/magnetmeter/manual.jsp. Magnetix This app would be a fun way to allow the students to play a game that incorporates the concepts that they are learning with this lesson. In the game, the “enemies” become attracted to you as you enter their magnetic fields. This could be used as an incentive to give the students a fun game to play. This app is compatible with iPad. Pinata Games, (2012, December 19) Magnetix (Version 1.2) iTunes App store, (Cost: $0.99). Retrieved from http://wearepinata.com/magnetix/ Mini Magnet This educational app allows you to explore magnetic fields. You can also test the effects of other magnets. This app is free, and could be used with partners, groups, or whole class to explore together. This app is compatible iPhone and iPad. Jochen Ehnes, (2010) Mini Magnet (Version 1.0) iTunes App store. (Cost: $0.99). Retrieved from http://homepages.inf.ed.ac.uk/jehnes/myApps/Mini_Magnet.html.

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Social Studies Continents and Oceans Movie This video gives the learners the opportunity to examine the world’s map. The learners introduced to the continents and the oceans. The video has an acceptable language that is age appropriate. The material is presented in an organized way that is easy for students to follow. The video not only presents students to continents and ocean, but also to useful facts about each continent. Michld24 (Jun 26, 2009). Continents and Oceans Movie. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=FAHJ64id6n0&feature=endscreen&NR=1 Geography Games For Kids, Games About Our Earth This website is education based website. The website provides learners with educational games that demonstrate geography skills concentrating on map skills. These games demonstrate map skills that students need to learn. Locating the continents, oceans, and other major cities are some of the skills that these games provide. Plain maps are also provided which give teachers better opportunity to assess their students in mastering their map skills. Geography for Kids (1998-2013). Geography Games for Kids, Games about Our Earth. [Website] Retrieved on Feb 27, 2013 from http://www.kidsgeo.com/geography-games/ Geography Quiz Game This app is a quiz based app. It presents the user to a quiz in geography where they learn interesting facts about the world. During the quiz, the screen moves to the country that the question is about and show the player and image that is related to the question. The quiz can be played with as single player, multiplayer, 59or log in to Facebook. The app can be used by elementary children with the help of the teacher. The app is appropriate the most for fifth grader and up. Since the app is offered in other languages, the teacher should choose the appropriate language. The teacher should also be familiar of how set up the multiplayer game or login to Facebook. Webelinx DOO, ( 2013, March 19). Geography Kids Quiz. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.webelinx.com Google Earth This app is one of the most significant apps that a person can open on many devices and is free. The app gives the opportunity for children and teacher to have closer look to places around the world by the touch of their figure. Through looking at the preferable country a little square pop up next to the main cities in that country. Such pop up square provides the users with interesting facts about the city. Using this app, the users are also able to experience life real images of every country in the world. Roads, boarders, major cities can be seen through the use of this app. This app can be use in social studies lessons. It could be demonstrated in history if the teacher talks about ancient civilizations and their accomplishments around the world. It also can be used in geography if the teacher introduces children to the location of the continents, oceans, major river and mountains, and countries. The teacher should be aware of the setting icon which allow thing to pop up on the map. The teacher should refer to the search bar and the compass rose as well. Google INC. (2013, February 20). Google Earth. [Google Play- free].Retrieved on March 26, 2013 from http://www.google.com/mobile/earth Kids Planet Discovery This app is very beneficial and fun for children. The app has various games in which they explore the world through them. You will find games about culture, map skills, and other topics. The app is free only for the Continents icon and easy to access and use by children. The app includes 100 games and 80 videos that introduce the user to new facts about the world. The Continents icon has a lot of education information that will teach children about each continent. The only thing I did not like in this app that other icons is between 99 cents and three dollars to use. On the other hand, the app is not limited in providing information for geography only, but also for other subjects. The

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app also is offered in other language which makes it beneficial for ELL students. Choosing the language is one of the features that the teacher is aware of. The teacher should also know that other icons are not free to access. The teacher should also identify to the students that name of the continents and distinguish between the dresses up, memory, and puzzle icon. La factoria D’Imatges, Serveis Grafics. (2012, February 21). Kids Planet Discovery- games and videos to travel and learn. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.planetfactory.com Longitude and Latitude song This video demonstrates a song about longitude and latitude which are main terms any third grader should know and understand relying on the common core for this subject. The lyrics of the songs are common which ease the memorizing and learning process. The material is age appropriate and is presented in an organized clear way. msberginsclass (Dec 4, 2011). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE Map Skills: Geography – FREE Powerpoints, Free Games & Interactives for Kids This website is fabulous. It presents the teacher and students to power point presentations about map. Teachers have the opportunity to choose the grade level of any presentation and share it in the classrooms with regards to copyright. The website also provides the learners with some map games that emphasize and address some map skills. Engaging and sharing students with technology such as power point presentations develops their understanding of the skills that are demonstrated in class and enhances their knowledge of such skills. Martin Philip. Map Skills – Geography – FREE Powerpoints, Free Games & Interactives for Kids. [Website] Retrieved on Feb 27, 2013 from http://geography.pppst.com/mapskills.html The National Geographic Maps Tools for Adventure This resource is a useful website that presents learners to map games. Explore a pyramid, Explore Mars, and Find the Sunken Treasures are some of the games that the website provides it learners. These games enhance the learner ability to master map skills indirectly. Looking for a treasure, solving some heliographic terms, and finding out different ways around Mars are activities that engage learners in the learning process of mastering such skills. The Children’s Museum of Indianapolis, (1996-2013). The National geographic Maps Tools for Adventure. [Website] Retrieved on Feb 27, 2013 from http://www.mywonderfulworld.org/toolsforadventure/games/index.html Teacher and the Rockbots - How To Read A Map I find this video very helpful for my third grade map skills lesson. The video introduce the learners to some terms that the common standard focuses on. The cardinal direction and compass rose are introduced in the video. The video has also accurate information. The music that is chosen for this song keeps the learners engaged and interested in the learning process. bihuniak (Jan 18, 2008). Teacher and the Rockbots - How To Read A Map.[ YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

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Technology in the Schools, Unit Booklet (SP13)  

This booklet was developed by five (5) teacher education candidates enrolled in EDCI 4190- Technology in the Schools at Tennessee State Univ...

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