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Tennessee State University EDCI 4190: Technology in the Schools

Technology Integration Booklet Dr. Nicole K. Arrighi, Spring 2017

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Purpose: This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology 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 Common Core/Tennessee curriculum standards, ISTE 2008 technology principles, and TSU’s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes the following six (6) projects: Wordle, a unit rationale (with links to NearPod Digital Lesson and Knovio tutorial video), technology-based ASSURE lesson plan, Unit Scavenger Hunt, opening unit commercial, and Wix Showcase portfolio.

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Contributors:

Sabrina Brewer “In terms of integrating technology in the classroom, there are responsibilities that teachers must take on to ensure student learning is efficient. Preparation, both personal and environmental, is one of the key ways to do this. Educators must make sure that they, themselves, have a strong grasp on the auxiliary resources they are bringing in the class to be used. Being knowledgeable about the materials will promote confidence in a teacher and their ability to teach the lesson as well as the students’ confidence in their teacher and concept being taught.”

Alicia Callis “When considering technology integration, it is important to consider the benefits obtainable. A prospective teacher should include what technology she can bring to the collaborate. A desirable classroom should include unique and contemporary instructional methods available for learners to utilize.”

Logan Carter “Teaching in today's modern classroom means that teachers need to meet the numerous challenges they face. One of the most challenging aspects of teaching is facing the individual learning abilities of the students. To teach a diverse classroom of learners, educators need to implement and embrace all the benefits of technology in such a way that all students can show academic growth.” 3|Page


Alexandra Catlin “Society is constantly evolving and technology seems to make progress at a similar rate. In some shape, form, or fashion, everyone’s life has been affected by modern technological advances. Its biggest influence involves how we communicate, work, and learn. It is crucial to be aware of these well-crafted resources, as well as their proper uses. The classroom has changed rapidly over the past century, the goal of teaching remains the same: assist learners with gaining and applying knowledge.”

Laci Curtsinger “With growing technology in the world, it stands to reason that it would eventually extend into schools. Using that technology to enhance learning has proven to be more difficult because it must be properly integrated to be effective. Once integrated though, the classroom comes alive with possibilities. I have to remind myself not to be afraid of what I do not yet understand. I have been shown that with technology in the schools amazing things can be done, from teaching to children with special needs to, allowing all students to experience things never thought possible before. My philosophy is this, keep learning new technology to teach technology and to experience new technology. This philosophy can be used in teaching, learning and working with others.”

Holly Estes “We are so blessed to live in the 21st century and have the privilege of many technology options. Students today are more tech savvy at an earlier age and teachers must take that into consideration. Technology opens the door for more learning and can 4|Page


be used in many positive ways. One beneficial factor to today’s use of technology is that the teacher is no longer the sole distributor of information but now more of a facilitator of learning. Students have more independence to control their own learning and the teacher is able to assist more students and allow them to work more independently thus supporting the student-centered approach of constructivism.”

Allen Ezigbo “I believe it is important, as an educator, to prepare students for the future and provide instructions relative to the 21st-century learners. New advances in technology are influencing the changes in society, and play a role in the way people interact, communicate, work and live, Therefore, I believe it is my responsibility to prepare students to have the knowledge, competencies, and interest to function in a technologically dominate world. I believe technology should be used to improve instructional strategies in the classroom to meet the needs of students.”

Ishaya Fletcher “I believe that as the world grows, it is important that education grows. The world is inspired by technology, and I believe that it is vital to use technology to enhance the growth of education. As an educator, it is important to utilize technology as the bridge to relate to the students. I believe, as a future educator, that it is key to not only acquire from other specialists, but to also keep up with new tools and implement them in the classroom setting. It is the educator’s job to skillfully and creatively teach scholars the appropriate way to utilize technology in their education. Technology can be an aid to assist with educational strategies, assessing, and communication between the scholars and the educator.”

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Jenika Headley-Greene “Integrating technology in the classroom benefits educators, learners, and parents. Educators utilize technology to foster diverse learning experiences in the classroom through the countless resources, online and devices, they are granted access. Learners, who majority have been exposed to technology since an infant, emerge with content knowledge and technological knowledge, in turn making them well rounded individuals. Concluding, collaborating with their cohorts and parents of their students, educators are afforded the opportunity to ensure their students received balanced support and resources for a successful academic year.”

Brianna Hunt “Technology is a versatile journey that any individual can travel to reach the highest height of knowledge on any subject. It appeals to all demands and necessities that any student may have and allows them to create a sense of accomplishment and independence by taking different approaches to finding information, based on their personal learning styles. Technology has taken the forefront of the 21st century and, as both future and current educators, it is our duty to connect all concepts, that we teach, back to an origin of reality for all students no matter the age or grade level. In the classroom, technology allows students to make a deeper connection with any subject or interest that students acquire about.”

Kelsey Jenkins “Teaching with technology is something that has become popular in the last few years. We now have easy access to technology and are able to utilize it in ways that I never thought possible. One way that I plan on teaching with technology is by using 6|Page


Smartboards, where items are able to be displayed for all students to see clearly, or other sources of technology such as Ipads, laptops, and computers. Being able to provide visuals, videos, and demonstrations are a great ways to utilize teaching with technology and will encourage students to participate and focus on the lesson being taught. “

Megan Keith “Technology is very important part of the teaching process. It is essential that teachers who teach children from this generation incorporate technology the classroom. There are many ways that technology can benefit everyone involved in the classroom. Some of the things that get affected by the use of technology in classrooms include teaching, learners, and working and communicating with others. Technology is an essential piece in being an effective teacher and running an efficient classroom.”

Marijane Lavell “Technology is everywhere, and it is my belief that educators should implement technology into instruction and use it to it's full potential. Instructional technology allows for students and teachers to use technological means in order to improve student learning. Educators should use technology as a creative and engaging way to facilitate learning. Different forms of media such as text, people, visuals, audio, manipulatives,and videos can provide great resources to assist in teaching lessons to students of all different learning styles. I believe that educators must strive to craft lessons to appeal to all different learning styles for optimal success. A successful educator should be knowledgeable in regards to technology operation and implementation.”

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Haley Lozeau “Being a teacher is about being a life-long learner and developing my craft to meet the needs of my students. To keep up with the ever-changing educational technology, it is important for me to constantly find new, dynamic ways to teach my students with the use of software and applications. With these new teaching opportunities, it is imperative that I consider the individual learning styles of my students when scaffolding their learning. With the use of a classroom website, reminder apps, teacher approved resources, and video blogs, I will be able to reach my students outside of the classroom.”

Connor Roddy “As an educator, it is our job to ensure that our learners are engaged and excited to learn while in our presence. By incorporating technology into a teaching style, it can teach educators on how to be a 21st century educator. Teachers should be modern, yet standard, when applying technology in their classroom. I believe technology can improve an educator’s teaching style in an inventive way, while teaching the state standards. Teachers have access to numerous amounts of websites and apps that can be used to assist them with different lessons and aspects they teach in the classroom. Technology can also make the teacher’s routine easier and enjoyable.”

Devon Sheppard “The integration of technology in the classroom benefits educators and students and furthers their ability to work with others in a meaningful and effective way. By incorporating technological tools into daily routines, the educator is benefiting by modeling modern teaching styles and providing various tools to their pupils. The students

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are also benefiting by acquiring the opportunity to learn, communicate, and think critically in a multidimensional fashion.”

Ashley Smithson “Using technology in the classroom setting can heighten instruction and engage students. Students, teachers, parents, and staff can experience the positive qualities that technology offers in the learning environment. I believe that technology serves as a collaborative, creative, constructive learning tool for the teacher, learner, and community. If used correctly, technology can enhance the learning experience. Effective integration of technology in K-12 schools can have a positive impact on the learning experience.”

Shelby Thorne “In today’s society, the use of technology is increasing especially for our youth. It is important as an upcoming educator to learn how to use and implement technology to benefit the students and those around me. Technology can be a useful way to help implement a lesson, further student understanding, and communicate with fellow coworkers or parents. Some people may fear using technology within their classroom because they don’t understand how to use it correctly and in a way that will work for their teaching style. As the use of technology increases it will be important for future educators to expand their knowledge about technology and learn ways to use it to benefit the entirety of their classroom.”

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Table of Contents Author

Grade Level K

Subject/Content Area English Language Arts

Alicia Callis

1

Math

Solving Word Problems

Devon Sheppard

1

English Language Arts

Key Ideas & Retelling Stories

Shelby Thorne

1

Science

Distinguishing night and day

Jenika HeadleyGreene

2

Math

Measuring the length of an object

Marijane Lavell

2

English Language Arts

Verbs, Adjectives, and their Synonyms

Alexandra Catlin

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Topic

Description

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Foundational Skills

Kindergarteners will learn about rhymes. Rhyming not only improves oral language skills, but also helps young readers understand that words have common sounds and spellings. First grade students will be learning how to solve word problems using three whole numbers whose sum is less than or equal to 20. First grade students will be learning how to effectively ask and answer questions about key details in a text, and retell stories, including key details, and demonstrate understanding of their central message or lesson. First grade students will be learning how to compare and describe features of the day and night sky. Second grade students will be learning how to use appropriate tools to measure the length of an object. Second grade students will be instructed about verbs, adjectives, and their synonyms.

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Logan Carter

3

English Language Arts

Write Third grade students will informative/exploratory write an informative text. text The learners may have

Ishaya Fletcher

3

Math

Understanding properties of Division

Connor Roddy

3

Social Studies

North America: Identification and Location

Brianna Hunt

4

Math

Decimal Notation

Haley Lozeau

4

Science

Cell Structures

Ashley Smithson

4

English Language Arts

Writing: Text, Types, and Purposes

Laci Curtsinger

5

English Language Arts

Figurative Language

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difficulty with this topic due to lack previous knowledge and experience to convey information clearly. Third grade scholars will be learning about Operations and Algebraic Thinking focusing on Division. Third grade students will learn how to identify and locate all areas of North America: Canada, Mexico, Central America, Cuba, and the fifty states of the United States of America. Fourth grade scholars will learn to recognize and distinguish decimal notation for fractions and compare decimal fractions. Fourth grade students will learn that cells are the building blocks of living things. Fourth grade students will be learning how to write strong opinion pieces in language arts. Fifth grade students will be learning how to determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

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Holly Estes

5

Math

Megan Keith

5

Social Studies

Sabrina Brewer

6

English Language Arts

Place Value System

Fifth grade students will be learning about using place value to round decimals to any place needed.

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Pre-Civil War (North v. Fifth grade students will learn South) about the differences that were present in the northern and southern parts of the United States of America in the Pre-Civil War era. Text and its This unit is being contribution to the implemented to assist 6th development of plot, grade student learning as it setting, and theme pertains to understanding

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Allen Ezigbo

6

Math

Expression and Equation

Kelsey Jenkins

6

Science

Lunar Cycle

Media Share Resources

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how a chapter, scene, or stanza fits into the overarching framework of a story. Sixth grade students will be learning about expression and equation, in terms of applying operations of properties and generating an equivalent expression. Sixth grade students will be learning about the different stages that compose the lunar cycle.

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Alexandra Catlin Unit Rationale – Foundational Skills For this unit, kindergarteners will learn about rhymes. Rhyming not only improves oral language skills, but also helps young readers understand that words have common sounds and spellings. Students will review consonants and vowels before being introduced to the new concepts. Learners will use their prior knowledge of their sight words to develop new words that rhyme. For example, students will see and read the word “at”. Afterwards, they will take turns adding other letters in front of it to blend different words. Students may struggle with recognizing words that sound similar, as well as producing other words that rhyme. The unit will contain various activities to help students to grasp the idea, such as videos, worksheets, and games. Most of the games will accommodate students with a kinesthetic learning style. However, the online games, poems, and other reading material with rhymes will be beneficial to audio and visual learners. The process of rhyming mastery is essential in learning to read. Studying and understanding foundational skills, like rhyming words, is a learning expectation for Common Core State Standards English Language Arts Phonological Awareness 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2A) Recognize and produce rhyming words. Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/uW4fKUJ4QA 13 | P a g e


❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/214bb2ffdffc4192b7e24d8a1592c 12e?kvid=nkendall@Tnstate.edu&sharedBy=email ❖ Opening Commercial: KRhyming.wav ❖ Wix Professional Portfolio: https://calexandra827.wixsite.com/mysite ❖ Media Share Selection Rubric

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Selection Rubric: Web Resources Complete an interactive evaluation and add it to your Professional Search Terms Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson _______________________ Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino.

Title: Bluster Hardware Required: iPad or other mobile device Source/Location: iTunes © Date: March 6th, 2017

Primary User(s): Students

Subject Area: English Language Arts Grade Level: Kindergarten Student Instructional Strategies: Rotating learning centers within the classroom. Teacher Brief Description: This app allows the user to select three words that rhyme out of a long list of many random rhyming

words. The game is timed and the player must put all the words in the list in the correct set. The app also lets the user select the number of players and grade level. Standards/Outcomes/Objectives: “ELA Foundational Skills - Phonological Awareness. 2A: Recognize and produce rhyming words.” The student will be able to match rhyming words correctly in a given amount of time. Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.): Students must be able to read the words because pictures of the words are not provided in the game.

Strengths: Good for helping students work under pressure and discover new words.

Limitations: Not recommended for students on a low reading level because pictures are not provided with the words.

Special Features : The user can select the necessary grade level and number of players.

Name: Alexandra Catlin Date: March 6, 2017

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SELECTION RUBRIC: WEB RESOURCES

Rating Area

High Quality

Medium Quality

Low Quality

Alignment with Standards, Outcomes, & Objectives

X Standards/outcomes/ objectives addressed and use of Web resource should enhance student learning.

Standards/outcomes/ objectives partially addressed and use of Web resource may enhance student learning.

Standards/outcomes/ objectives not addressed and use of Web resource will likely not enhance student learning.

Accurate & Current Information

X Information is correct and does not contain material that is out of date.

Information is correct, but does contain material that is out of date.

Information is not correct and does contain material that is out of date.

Age-Appropriate Language

X Language used is age appropriate and vocabulary is understandable.

Language used is nearly age appropriate and some vocabulary is above/below student age.

Language used is not age appropriate and vocabulary is clearly inappropriate for student age.

Interest Level & Engagement

X Topic is presented so that students are likely to be interested and actively engaged in learning.

Topic is presented to interest students most of the time and engage most students in learning.

Topic presented so as not to interest students and not engage them in learning.

Technical Quality

X The material represents the best available technology and media.

The material represents technology and media that are good quality, although there may be some problems using it.

The material represents technology and media that are not well prepared and are of very poor quality.

Ease of Use (User may be Student or Teacher)

X Material follows easy-to-use patterns with nothing to confuse the user.

Material follows patterns that are easy to follow most of the time, with a few things to confuse the user.

Material follows no patterns and most of the time the user is very confused.

Bias Free

X There is no evidence of objectionable bias or advertising.

There is little evidence of bias or advertising.

There is much evidence of bias or advertising.

User Guide & Directions

The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material.

X The user guide is good resource for use in a lesson. Directions may help teachers and/or students use the material.

The user guide is poor resource for use in a lesson. Directions do not help teachers and/or students use the material.

Clear Directions

X Navigation is logical and pages are well organized.

Navigation is logical for main use, but can be confusing.

Navigation is not logical and pages are not well organized.

Stimulates Creativity

Use of Web resource gives students many opportunities to engage in new learning experiences.

X Use of Web resource gives students some opportunities to engage in new learning experiences.

Use of Web resource gives students few opportunities to engage in new learning experiences.

Visual Design

X The Web resource is designed with appropriate use of graphics and text to ensure student understanding. The Web resource links facilitate navigating the material and finding additional information.

The Web resource is designed with graphics and text that are of average quality.

The Web resource is designed with graphics and text that are of poor quality and distract students from understanding.

X The Web resource links are not easy to navigate and make it difficult to find additional information. The Site Map is available and somewhat useful to help navigate and access information.

The Web resource links make it very difficult to navigate the material and to find additional information.

Quality of Links Site Map

X The Site Map is available and useful to help navigate and access information.

The Site Map is not available or not useful to help navigate and access information.

From Smaldino, Lowther, & Russell, Instructional Technology and Media for Learning, 9th ed. Copyright Š 2008 by Pearson Education, Inc. All rights reserved.

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Recommended for Classroom Use: ____X______ Yes ___________ No Ideas for Classroom Use: Have students who are advanced readers play this game.


ASSURE Lesson Plan

Rhyming Lesson Plan Name: Alexandra Catlin Duration of Lesson: One day

Subject Area(s): English Language Arts Grade Level: Kindergarten

Analyze learners

The lesson will be for a small group of kindergarteners, ages five to six. There are eight scholars four males and four females, who are English Language Learners. By the end of the semester, each scholar will take a speaking and listening exam that will assess their English skills. The cultures that are represented in this group of scholars are Hispanic, Middle Eastern, and Asian. In America, words are written and read from left to right. This may be a challenge depending on an individual’s cultural background. If necessary, extra time will be given to scholars who may have difficulty completing the assignment(s). The prior knowledge that scholars will need for this lesson include understanding the English alphabet and identify each letters’ distinct sound(s). The scholars must also how to write the letters of the alphabet. Moreover, basic computer literacy, such as the use of a mouse, will be needed for a portion of the lesson.

State & NETS*S objectives

The Tennessee reading standards for foundational skills that are used in this lesson are as follows: - Phonological Awareness 2A: Recognize and produce rhyming words. - Print Concepts 1B: Recognize that spoken words are represented in written language by specific sequences of letters. The ISTE standards are as follows: - Empowered Learner 1A: Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes. - Creative Communicator 6A: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Behavioral Objective: The scholars will be able to identify similar sounds in words and recognize parallels in the spelling of words that rhyme with the use of iPads and

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computers/laptops. Scholars will gain an understanding of the rhyming concept with the use and/or development of their audio and visual skills. Language Objective: The following vocabulary words are from the video: - cat - pie - bee - cake - rock - boat - pan - bell

Academic Language Function: Each student will be assigned one word from the video. With that word, the students will use their knowledge to develop other words with the same ending sound. Afterwards, students will create a word cloud using all the words they have discovered. Curriculum Materials Select instructional - eight pencils (student-centered) methods, - eight copies of the test (student-centered) media, and materials Technological Materials - one Smart Board with projector (teacher-centered) - internet connection to access video - four computers/laptops (student-centered) - four iPads (student-centered) Fox in Socks (n.d.). Retrieved April 9,2012, from http://www.seussville.com/#/games Utilize media and materials

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Preview & Prepare Resources - preview video - preview hyperlinks - make sure of internet connection - prepare iPads and computers/laptops by connecting them to the internet - charge iPads and computers/laptops to full battery power


- prepare audio on Smartboard and computers/laptops - prepare headphones - make copies of the test - sharpen pencils Prepare the Environment - make iPads and computers/laptops centers accessible for students Have computers/laptops to one side of the classroom and the iPads on the opposite side. - have video ready to play on Smart Board - have vocabulary words displayed on Smart Board - have copies of test and pencils on teacher’s desk Prepare the Learners - Give an overview of the day’s schedule and objectives - Play the rhyming video - Review vocabulary words - Explain to students the instructions for the online rhyme game and creating the word cloud - Divide students into two groups of four and send them to the centers for the activities The lesson will begin with the scholars watching a brief video about rhyming Require words. Next, students will be divided into groups to do two separate rhyming learner participation activities. Scholars who struggle with the concept will go on the computers first and play a game that involves seeing and listening to words that rhyme. Students who are more advanced will be the first group to design a word cloud using one specific vocabulary word. The scholars will spend ten to fifteen minutes at their centers before switching activities. Afterwards, the scholars will take a test about words that rhyme. Evaluate Formative Assessment (Process): and revise Students will demonstrate their understanding of the concepts by their scores on the online game as well as the words they collect for their word clouds. The learners must accomplish one activity at a time before moving on to the next task and I will observe each student and evaluate their progress with both activities. Constructional feedback will be administered depending on the student’s performance according to the rubric. If necessary, students may work in pairs if they are struggling with the lesson.

Summative Assessment (Product):

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A test that aligns with the lesson’s objectives will serve as the formative assessment. The test will consist of matching words that rhyme from a word bank. Students will be given time to reflect and/or self-assess their learning either before or during the test.

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UNIT SCAVENGER HUNT

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5 Main Vocabulary Words Rhyme

Sound

Blend

Consonant

Vowel

Watch and enjoy

Click on the video icon to see Bert and Ernie play a rhyming game!

*Note to parents: Please watch the video with your child and play the same game together afterwards. Also, as you go along, write down the rhyming words that you both come up with and email the list to me.

Click on the video icon to hear the poem! For extra credit, write your own poem about nighttime.

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Below are words you may use in your poem. Think of words that they rhyme with.

Play close attention when listening to the directions on how to play each game. Plus, you may need headphones.

Click the game controller to play rhyming word bingo! Print out the picture you uncover when you are finished.

Click the game controller to play the Laundry Line Rhyme matching game!

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*Note to parents: Please allow your child to play these games without help. For the Laundry Line Rhyme matching game, please email me your child’s scores for the first and second times that he or she plays it.

Be sure to print out each of the worksheets and bring them to class.

Click on the pencil to do the Rhyme and Color activity!

Click on the crossword puzzle to do the rhyming crossword activity!

Click on the pencil to do the Find the Rhyme activity!

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Unit Media Share Bluster! This app allows the user to select three words that rhyme out of a long list of many random rhyming words. The game is timed and the player must put all the words in the list in the correct set. The app also lets the user select the number of players and grade level. McGraw – Hill School Education Group (March 20, 2014). Bluster! [iTunes App, Cost: Free] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/bluster/id416160693?mt=8 Fun Rhyming Song For Kids | Make a Rhyme, Make a Move This is an interactive video that allows students to move while differentiating words that rhyme and words that do not rhyme. The words that are provided are spelled out, but there are no pictures that match the words. Moreover, the definition of a rhyme is given at the end of the video. Jack Hartmann Kids Music Channel. (2016 June 23). Fun Rhyming Song For Kids | Make a Rhyme, Make a Move | Jack Hartmann. Retrieved March 5, 2017 from https://www.youtube.com/watch?v=R4zsLZzU5xE Montessori – Rhyme Time Learning Games for Kids This learning app features a game in which the player draws a line to pictures that rhyme. The first three levels are basic, and gradually become more challenging. The final three levels are intermediate and can involve up to six different pictures to match. Innovative Mobile Apps Ltd (August 2, 2013). Montessori – Rhyme Time Learning Games for Kids. [iTunes App, Cost: Free] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/montessori-rhyme-time-learning-games-forkids/id681987287?mt=8 Reggie loves to rhyme! Scholastic contains resources, including lessons and unit ideas, for teachers and students. The Teacher’s Activity Guide has a section for language/literacy and games related to specific topics within that unit. The game featuring Reggie the Rhyming Rhino, involves discovering words that rhyme in different settings, such as restaurant or a farm.

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Scholastic Inc. (2017) (n.d.). Building Language for Literacy :: Reggie the Rhyming Rhino. Retrieved March 4, 2017, from http://teacher.scholastic.com/activities/bll/reggie/ Rhyme Time – Hooked on Phonics: Learn to Read This video, which was in my NearPod lesson, presents a short song about rhyming. Not only does the video show pictures of the objects that sound alike, but also gives the definition of a rhyme more than once. Unfortunately, the items that are mentioned are not spelled out to assist students with reading. Hooked on Phonics. (2009 April 14). Rhyme Time – Hooked on Phonics; Learn to Read. Retrieved February 9, 2017 from https://www.youtube.com/watch?v=aP3UHE0duCU Word Rhyme Turtlediary.com offers several worksheets, videos and other activities for every subject for grades pre-kindergarten to fifth. One fun activity on the website is called “Word Rhyme”. It is designed as a classic board game and the players make their way through by landing on a squares with a certain word then finding another word in a set of words that matches it. With the proper materials, this game could be set up and played in the classroom instead of only the computer. Turtlediary.com (2017). Word Rhyme. Retrieved March 4, 2017, from https://www.turtlediary.com/game/word-rhyme.html

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Alicia Callis Unit Rationale – Solving Word Problems In this unit, first grade students will be learning how to solve word problems using three whole numbers whose sum is less than or equal to 20. Students may not understand the definitions of addition, sum, whole numbers, less than, equal to, or unknown number. Students will have the opportunity to participate in a class wide demonstration as the concept of word problems is introduced. The class will discuss the vocabulary terms for word problems: addition, sum, whole numbers, less than, equal to, and unknown number. The students will have the opportunity to further their knowledge through simulations, face-to-face instruction, printed media, and learning stations. Knowledge about word problems and how to solve them is important for the society we live in because it teaches the students to solve everyday issues they may encounter. Once students understand the vocabulary terms for word problems, they can apply these terms to other math questions to be solved. Students can then move onto more complex math problems and can further their comprehension level of mathematics.

Understanding and solving word problems is a learning expectation covered under Tennessee State Standards for Mathematics in Operations and Algebraic Thinking, Standard 2.

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/EEQooTh7JA ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/f65400c032c54f06b81c116e45384d17 ❖ Media Share Selection Rubric ACallisSelectionRubric.pdf

❖ Opening Commercial: 1WordProblems.wav ❖ Wix Professional Portfolio: https://acallis6.wixsite.com/mysite

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ASSURE Lesson Plan Template 3 Number Addition Word Problems Name: Alicia Callis Duration of Lesson: 30 minutes

Analyze learners

Subject Area(s): Mathematics Grade Level: 1st

General Characteristics In the first grade class at Guild Elementary School, there are eighteen studentswhich include ten females and eight males. The students range from Caucasian, African American, and Hispanic and are between the ages of six and seven. Two students have IEP’s for developmental delay. Three students are English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are fluent with the English language. The PK-5 school is predominantly Caucasian, but has a mixed population ranging from African American, Hispanic, and Asian with average daily attendance rate of 97.2%. The school is apart of the program National School Lunch and School Breakfast Program called the Community Eligibility Provision (CEP), which entitles all students to breakfast and lunch at no charge to the student. This allows for all students to receive the nutrients they need to learn and stay focused throughout the day. Curriculum Competencies To complete this lesson, students will need to know the basic steps of addition and how to apply terms of addition into a word problem.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to navigate a tablet and how to enter numerical digits onto the website. State Standard OAT.1.2-Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective Given a website and blank handout, the students in the first-grade class will compose their own word problem using 3 digits whose sum is less than 20 in 29 | P a g e


order to prove their understanding of word problems. Then, the students will complete within their group, at least 8 out of 10 word problems from the provided website (IXL) to show their understanding of the terms and standard. Language Objective Key vocabulary: sum, plus, left, in all, unknown number, altogether, increase, less than, equal, whole number, addition, many more, added, total. Academic Language Functions To express understanding, students will use the following vocabulary terms to compose their own word problem using the addends that equal 20 or less. The group of students will then use their knowledge to complete at least 8 out of 10 word problems on the provided website. After whole class completion, the groups of students will present their word problems to the class and will be completed with guidance from the teacher. The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they solve the word problems. The students will watch a video and then we will discuss the words as a whole group and the teacher will write the terms on the dry erase board for the remainder of the lesson. Select Curriculum Materials instructional methods, ● 5 handouts for student work in a group setting (student centered) media, and ● 5 pencils (student centered) materials Technological Materials ● Website from web-IXL. (2017). Practicing First grade math: 'Add three numbers - word problems'. [Web, Cost: Free] Retrieved April 21, 2017, from https://www.ixl.com/math/grade-1/add-threenumbers-word-problems. (student centered) ● Addition Terms Video- A. (2013, March 19). Addition Key Words. [Web, Cost: Free] Retrieved April 21, 2017, from https://www.youtube.com/watch?v=u6FjR235xK4. (student centered) ● 5 media devices (tablet) with Wi-Fi/internet connection (student centered) ● Tablet for video (teacher centered) ● ELMO to display video (teacher centered) ● Pull-down display screen (teacher centered) ● Dry erase board (teacher and student centered) 30 | P a g e


● Printer with ink and paper (student centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Utilize media and materials

Preview and Prepare Materials ● Preview the Addition Terms Video-- *previewed and approved* ● Preview the website of practice problems-- *previewed and approved* ● Check the printer, ink, and paper supply ● Make sure the printer is connected to the CPU ● Print 5 handouts for each group ● Have the video prepared on the tablet ● Check for properly working ELMO ● Check for connection of tablet and ELMO ● Have writing utensils for dry erase board ● Have the website prepared on the tablets Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the projector and ELMO on Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the video provided (Addition Term Video). ● Write the vocabulary terms for word problems on the board for student use during the lesson. ● Present the practice website (Word Problem Practice) ● Model for students how to utilize the sound availability and how to enter an answer. ● Complete 3 problems as a class and direct the students to the box on the right-hand side that displays their score. ● Students will divide into 5 groups at one of the 5 available tablets ● Group of students will compose their own word problem on the provided handout ● Group of students will complete at least 8 out of 10 word problems correctly on the provided website for practice

Require After the instruction on how to use the technology, students will be broken into learner 5 groups (3 groups of 4 and 2 groups of 3). The groups will then be provided participation with a pencil, handout, and tablet. From there the students will be instructed to talk amongst their group to create a situation for their word problem. The students will be asked to include 3 whole numbers into their word problem 31 | P a g e


whose sum is less than or equal to 20. Once completed, the groups of students will log into their tablets and pull up the IXL practice website that has already been loaded onto their tablets. The group of students will then complete at least 8 out of the 10 word problems correctly and provide the teacher with evidence of completion. Once completed, the students may continue to practice the word problems, until the whole class is finished. The last portion of the lesson will be used for group presentations of the word problems they created. The students in the presenting group will display on the dry erase board how they reached their sum or total. The students will be graded on their completion of the 8 word problems, the correctness of their composed word problem, and their effort to participate within their group. If a student is showing signs that they do not understand the objective (composing or completing word problems), ask one of the group members who is proficient to explain the student with additional instruction or examples of what to do. If peer tutoring does not work, provide the student with examples and instruction from the practice website. If the student still does not understand, you can have the student work a problem you created with perhaps two numbers instead of three. Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of group participation while composing and completing the word problems, completion of the word problems, and presenting of their composed word problem. Students will demonstrate understanding by working together to form their own word problem and also working together to complete at least 8 out of the 10 practice problems correctly. The formative assessments should be recorded on a group record sheet that will be entered into the gradebook. The students will need to be graded individually and then as a whole group. The formative assessment will take place as the group is working together to write a problem, complete the 10 problems, and then as they are presenting. I expect all students to participate and collaborate within their group and put forth effort in completing the assignments. While presenting, I expect all students to talk at least once either reading the problem, why they chose the situation or numbers, how to write the equation, or how they came to their conclusion. I will provide the students with verbal feedback directly after their presentation with encouraging words and/or appropriate constructive criticism. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate. 32 | P a g e


Summative Assessment The summative assessment will be the combination of the group’s effort and correctness of their composed word problem, the completion of at least 8 out of the 10 practice problems correctly, and the presentation of their word problem. The students will receive a grade for their work effort within their group, the group’s creation of a word problem incorporating the use of vocabulary terms for addition and the use of three whole numbers in their word problem, the completion and correctness of the practice problems, and the student’s role in the group presentation. The student’s work will document the student’s ability to solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 (TN Math standard OAT.1.2) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the student’s ability to operate a tablet and enter numbers into a website.

Group Grading Rubric 3

2

1

0

The created word problem consist of 3 or more of the listed vocabulary terms from the board.

The created word problem consist of 2 of the listed vocabulary terms from the board.

The created word problem consist of 1 of the listed vocabulary terms from the board.

The created word problem does not list any of the vocabulary terms from the board.

Whole The created Numbers in the word problem word problem lists the required 3 whole numbers.

The created word problem lists 2 whole numbers.

The created word problem lists whole number.

The created word problem does not list any whole numbers.

Completion of Practice Problems

The group completed the 10 word problems with

The group completed the 10 word problems with

The group did not complete any of the 10

Vocabulary Terms of Addition

The group completed the 10 word problems with

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a score of at least an 80% (8/10).

a score of 70% (7/10).

a score of a 60% (6/10) or below.

practice problems.

Total

/9

Student Grading Rubric 3

2

1

0

Student Work Effort

The student contributed a significant amount of work within their group.

The student contributed a fair amount of work within their group.

The student rarely helped with the work within their group.

The student did not contribute any help within their group.

Student’s Role in the group presentation

The student clearly explained/ played a significant role in the presentation.

The student vaguely explained and spoke during the presentation.

The student said very few words in the group presentation.

The student did not play a role in the group’s presentation.

Total

/6

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Unit Scavenger Hunt for solving word problems!

Vocabulary

Total

Equal

Less Than

Many More

Whole Number

Addition

In all

Left

Plus

Altogether

Increase

Unknown Number

Added

Sum

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For practice with math vocabulary terms, watch this video.

Enrichment Activities

Complete the hidden puzzle below on your own paper using the words listed above. Then solve for the hidden phrase at the bottom!

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If you want to create your own puzzle using the vocabulary words, then click here! Then give it to a friend and ask them to complete it.

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Check out this video for practice with understanding word problems!

Pirate Practice Test your knowledge on how well you can answer word problems.

Building Blocks Practice Choose 3 parts, the biggest number is 20, and then start modeling. Read the question and then drag the labels to the appropriate location. This is great practice for visualizing the word problems!

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Unit Media Share Ace Kids Math Word Problems Ace Kids located in the ITunes store, allows the students to work through a variety story/word problems that range on different levels of hardness. Student learners can receive prizes after completing a certain amount of problems correctly. The application also uses visuals to aid the students when answering. This application follows the technology standard that states, “Use a variety of media and technology resources for directed and independent learning activities.” Ton, H. (2012, May 12). Ace Kids. FREE or $1.99. Retrieved March 03, 2017 from https://itunes.apple.com/us/app/ace-kids-math-word-problems-advanced-hdfree/id526818577?mt=8. Drill Math Word Problems – Banana Math Banana Math located in the ITunes store, allows the students to work through age appropriate story/word problems. This application also allows students to complete the problem using visuals. This application follows the technology standard for first grade. It states, “Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, multimedia encyclopedias) to support learning.” Human, P. (2003, April 08). Banana Math. FREE. Retrieved March 03, 2017 from https://itunes.apple.com/us/app/drill-math-word-problems-banana-math/id508237800?mt=8. Harry Kindergarten Music- Adding and Subtracting The Harry Kindergarten Music created an addition and subtraction video that explains words and phrases signaling addition and subtraction in the form of a song. This video applies to several state standards for first grade. The standards remain in the Operations and Algebraic Thinking Domain. Music, H. K. (2015, June 27). Adding and Subtracting (song for kids about addition/subtracting). FREE. Retrieved March 03, 2017 from http://www.youtube.com/watch?v=NHl0ePgwlgU Learning K-6 Math and Reading Adapted Mind is an interactive website for learners of the age Kindergarten through 6th grade to further their mathematics comprehension level. Adapted Mind features interactive problems from counting, to word problems, to measurement. Adapted Mind correlates with the technology 39 | P a g e


standard that states, “Use a variety of media and technology resources for directed and independent learning activities.” Adapted Mind. (2016). Learning K-6 Math and Reading. $10/Month. Retrieved March 03, 2017 from http://www.adaptedmind.com/ My Way Apps- Grade 1 Math My Way Apps is a story problem video that presents a visual representation for learners to follow. This video applies to several state standards for first grade. The standards remain in the Operations and Algebraic Thinking Domain. Way Apps, M. (2015, December 20). Grade 1 Math – Addition Word Problems. FREE. Retrieved March 03, 2017 from http://www.youtube.com/watch?v=14GlGSO6H7Y Splash Math: Kindergarten- 5th Grade Splash Math offers learners the opportunity to advance their mathematics knowledge using interactive games, while focusing on the comprehensive curriculum. Splash Math is available for parents and teachers at no cost. Splash Math follows the technology standard that states, “Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, multimedia encyclopedias) to support learning.” Study Pad Inc,. (2015, June 21). Splash Math Fun Math Practice for Grades K-5. Retrieved March 04, 2017, from http://www.splashmath.com/?gclid=CMvy94GvvtlCFUS2wAodcgQGrw

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Devon Sheppard Unit Rationale – Identifying Key Ideas and Retelling Stories In this unit, first grade students will be learning how to effectively ask and answer questions about key details in a text, and retell stories, including key details, and demonstrate understanding of their central message or lesson. Some learners may struggle when being proficient in this unit because they may fail to recall information read from the text. This will be modified by spending a short period of time at the beginning of the unit recollecting prior knowledge of the text. Other techniques and experiences that can be used to promote this topic include encouraging the student to take notes or draw pictures during the initial storytelling, allow small groups of students to retell a story together, or have the students retell the story by completing a story map or graphic organizer. After thoroughly analyzing the text, the learners will be responsible for retelling the key elements of the story. This standard will help the learners build skills to read and comprehend literature independently and proficiently, determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes, quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Studying and understanding key details in a text is a learning expectation under Common Core Language Arts. L.1.1. Ask and answer questions about key details in a text. L.1. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 41 | P a g e


Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/rNaiJQeUlB ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/8e7c3fd1691a4384822a3fdbb7b52012?k vid=kendallnm@gmail.com&sharedBy=email ❖ Media Share Selection Rubric

DSheppardSelectionRubric.pdf

❖ Opening Commercial: 1KeyDetails.wav ❖ Wix Professional Portfolio: https://devsheppard.wixsite.com/mysite

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ASSURE Lesson Plan Template

Compare and Contrast the Overall Structure of a Text Name: Devon Sheppard Subject Area(s): ELA Duration of Lesson: 45 minutes Grade Level: 5th

Analyze learners

General Characteristics This lesson contains five learners, three are female and two are male. The learners in this group range from 10-11 years old. All of these learners speak English as their first language. From what I have observed in class, four of the five students achieve high academic scores on their ELA assignments. However, one student categorized under Tier 2 and struggles with reading and writing comprehension skills. All the learners in this whole group are proficient in their conversational English skills. Curriculum Competencies To achieve mastery and understanding of this lesson, the learner must have prior knowledge of the Holocaust, how it started, and how it ended. The learners also have prior knowledge on Hitler, Nazis, and Jews and have obtained this prior knowledge through reading I Survived the Nazi Invasion, 1944 over the past several weeks and throughout various other in-class discussions. The learner also has prior knowledge on how to complete a Venn diagram and how to effectively complete an assessment that contains seven multiple-choice questions and three open-ended questions to show mastery of the lesson. At the beginning of the lesson, the students will be expected to use a computer to review the terms listed above through the use of online flashcards. They must demonstrate the ability to function and understand the basic fundamentals of a computer. When completing this lesson, the Tier 2 learner may require additional support when reading or writing. This will be accommodated by reading the text and completing the Venn diagram as a whole group. No IEP’s or 504 plans are present in this group. These individuals vary in race, gender, and socioeconomic status. Two of the learners are African American, two Caucasian, and one Hispanic. All of the learners come from a low to middle income family. 70.3% of Guild Elementary School contains economically disadvantaged students. This may influence my planning when considering what resources I will need to provide to the learners. I will be providing all the tools needed (graphic organizer, books, technology, and articles) for this lesson. The standard used for this lesson is RL.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. As previously mentioned, the 43 | P a g e


learners have prior experience when comparing and contrasting through a Venn diagram and how to complete a multiple-choice and open-ended question assessment that analyzes two separate texts. Technology Standards All learners have demonstrated the basic knowledge of how to properly use a computer, including using a keyboard, mouse, and navigated web browsers. This aligns with the ISTE Standard 6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies.

State & NETS*S objectives

State Standard The standard that this lesson focuses on is RL.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. ISTE Standard Standard 6: Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies. Behavioral Objective: Given the use of the online flashcard activity, the learners will be able to enhance their knowledge by defining and categorizing the terms in order to effectively compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts and demonstrate a sound understanding of technology concepts, systems, and operations. Language Objective: The learners must have an understanding of the words compare, contrast, analyze, Holocaust, Nazi, and Jew. Words associated with the Holocaust have been taught for several weeks prior to the lesson. Words such as compare, contrast, and analyze are also prior knowledge. Understanding these terms will 44 | P a g e


further the learners’ understanding when comparing, contrasting, describing, and summarizing the text. Academic Language Functions: we will review the definition of these terms by using an online interactive flashcard tool before the lesson takes place. The learners will have numerous opportunities to practice these terms orally and in written form throughout our whole group discussions, graphic organizer, and on the open-ended questions in the assessment. Select Curriculum Materials: instructional methods, • 5 Venn diagrams (student-centered) media, and • 5 books: I Survived the Nazi Invasion, 1944 by Lauren Tarshis (teachermaterials centered) Tarshis, L., & Dawson, S. (2014). The Nazi invasion, 1944. New York, NY: Scholastic Inc. • 5 articles: A Child in Hiding by Amalia Harte (teacher-centered) C. (n.d.). A Child in Hiding. Retrieved April 28, 2017, from https://www.scribd.com/document/256328245/A-Child-in-Hiding • 5 assessment quizzes (student-centered) • 5 pencils (student-centered)

Technological materials: • •

1 computer with mouse, computer, and Wi-Fi/internet connection (student-centered) The website https://quizlet.com/create-set for the interactive flashcard activity (student-centered) (n.d.). Retrieved April 28, 2017, from https://quizlet.com/create-set

Utilize media and materials

Prepare/Preview the Materials I will preview the website before implementing it into this lesson. This will include checking for website credibility, reliability, and safety. Preparation will be required for the media and material. I must ensure that the computer is properly functioning prior to the lesson and that the internet connection is strong. I must have a backup plan in case the website we are implementing is down. If I am unable to implement this segment of the lesson I will resort to reviewing the terminology verbally. 45 | P a g e


Prepare the Environment I will prepare the environment by informing the remaining students in the class who are not participating in this lesson that the whole group will be using the computer and that they are the only ones permitted to do so. I will also reiterate my expectations of the learners’ behavior and participation before the lesson begins. Prepare the Learner I will prepare the learner for the instructional experience prior to using technology by explaining the purpose of this website and how it can be used to strengthen our knowledge on the terms we will be seeing throughout this lesson.

Learning experience will be provided when using the online flashcards, Venn diagram, and assessment quiz. These activities will be studentcentered. Providing a learning experience throughout the reading sources will be teacher-centered. Require In this lesson, the learner will review vocabulary on an online studying website learner that incorporate flashcards to enhance student learning. The learner will participation observe a vocabulary turn, predict the definition, then click on the card to see the backside of the card matches their prediction. This activity will be studentcentered and essential when reviewing prior knowledge of the terms that are present in this lesson. Evaluate and revise

Formative Assessment (Process): I will know if the learners are learning/working towards my goals by analyzing the depth of their responses when completing the Venn diagram. I will also assess student learning by scoring their assessment quiz at the end of the lesson. They will effectively be able to demonstrate their understanding of the lesson throughout the graphic organizer and assessment quiz. I will monitor student learning by listening to their responses while they are collaborating with others and by providing them guidance when needed. I expect to observe that some learners will need verbal hints and affirmation when trying to obtain all information that can be compared and contrasted. Everything that I see and hear will be recorded by note taking throughout the process. It will be determined if the learners are not achieving mastery of the lesson by examining their answers in the assessment quiz. Students who meet mastery will score a 7/10 or higher. I will provide feedback throughout the Venn diagram, however, 46 | P a g e


will not provide feedback on the assessment quiz until after it has been completed by the group. These assessments will determine what feedback I feel is necessary to provide throughout the lesson. Summative Assessment (Product): Evidence of student learning will be collected through the data obtained on the Venn diagram and assessment quiz to document student achievement. The Venn diagram will mainly be scored as a class participation grade. The assessment quiz will be worth 100 points. Each answer will be worth 10 points. A student who misses 3 or more questions did not achieve mastery. These forms of assessments document student learning by determining the amount of information written in the graphic organizer and by scoring the correct answers obtained from the assessment quiz. The assessments can be modified for struggling learners by requiring less information in the Venn diagram and by allowing limited responses in the open-ended questions on the assessment quiz. The learners will be able to self-assess their learning by analyzing their work completed in this lesson. A rubric for the assessment quiz is provided below.

Advanced - 3

Proficient-2

Below Basic-1

Answers all questions correctly.

Answered at least 7 questions correctly.

Answered less than 7 answers correctly.

Student answered all multiplechoice questions correctly and answered the open-ended questions knowledgeably and in complete sentences. · All responses are correct. · Sentences are wellstructured.

Student missed no more than three question and answered open-ended questions knowledgeably: · Only one response is incorrect. · Sentences are comprehendible and align with the question.

Student answered few multiple-choice questions correctly and failed to answer open-ended questions knowledgeably. · Few questions are correct · Little to no sentences align with question or are comprehendible.

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Use the vocabulary listed below to create a crossword puzzle!

● Central Message- The big idea of a story. ● Recall- Bring (a fact, event, or situation) back into one's mind, especially so as to recount it to others; remember. ● Ask- Say something in order to obtain an answer or some information. 48 | P a g e


● Answer- A thing said, written, or done to deal with or as a reaction to a question, statement, or situation. ● Understanding- The ability to understand something; comprehension. ● Quote- Repeat or copy out (a group of words from a text or speech), typically with an indication that one is not the original author or speaker. ● Retell- Tell (a story) again or differently. ● Similes- A figure of speech involving the comparison of one thing with another thing of a different kind, used to make a description more emphatic or vivid (e.g., as brave as a lion, crazy like a fox). ● Metaphors- A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. ● Details- Important pieces of information that support the central message or lesson of a story. ● Elements- A part or aspect of something abstract, especially one that is essential or characteristic.

Click on the underlined links below to print. 49 | P a g e


The Long Walk- Draw the story and circle the correct answer at the bottom of the page.

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Main Ideas and Details- Determine the main idea and write it beside the cone. Identify the three most important details and write them beside the scoops of ice cream.

Remember to ask your teacher before you print, and only go to the links provided!

In this video, Tim and Moby will show you how to figure out the main point of a piece of writing. You’ll also discover things like what a topic is and what details are, including why they’re useful in determining the main idea.

This video provides a fun and engaging introduction to Identifying main ideas and supporting details, a key main ideas 51 | P a g e


skill of the Common Core State Standards for English Language Arts.

~Remember to stay on the links provided~

â—? Visit this link to play an interactive game that will enhance your ability to find main ideas and key details of a text.

â—? Visit this link to play an interactive game that also helps you identify the main idea of the text, while creating a delicious hamburger.

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Unit Media Share 1st Grade Friendzy 1st Grade Friendzy is an app that includes a learning center, ability to interact with other users around the world, provides videos and lessons, and even allows you to request an online tutor. This app can be downloaded in any grade level as well. The author of the content on this app has been featured on Fox News, AOL Health, WebMD, Pregnancy Today, Parenting magazine, the Chicago Sun Times, and more. This app provides its services at no charge. Let's Leap Ahead (2017). Let's Leap Ahead. Retrieved March 07, 2017, from http://www.letsleapahead.com/friendzy-pack/ ABCmouse.com Abcmouse is an app that contains more than 850 lessons and more than 8,500 individual reading activities. Abcmouse won Mom’s Choice GOLD Award, Teachers’ Choice Award, and Parents’ Choice Gold Award. The subscription for this app costs $7.99 per month. Age of Learning, Inc. (2007). Mobile Apps — ABCmouse.com. [Cost: $7.99] Retrieved on March 07, 2017, from https://www.abcmouse.com/apps Determine the main idea of a text using key details. This video’s purpose is to show the viewer how to determine the main idea of a text by incorporating key details from the text and the text features. It does this by showing an example on how to do so over potential and kinetic energy. The video begins by asking, “According to the text “Defining Energy”, how do potential and kinetic energy change?” Afterwards, it reviews a short article and walks the viewer through the process of finding the main idea and asks and answers questions about the text. This video is almost 9 minutes long. Custy, M. J. (2017, February 27). Determine the main idea of a text using key details. Retrieved March 07, 2017, from https://learnzillion.com/lesson_plans/6960-determine-the-mainidea-of-a-text-using-key-details Free Reading Skills Game for Kids & Elementary Students Free Reading Skills Game for Kids & Elementary Students is a game based website used for finding main ideas and key details of a text. Room Recess allows you to type in categories or 53 | P a g e


subjects in a search bar, then redirects you to corresponding games and activities. There is no cost to use. Action Script 3 (n.d.). Main Idea | Free Reading Skills Game for Kids & Elementary Students. Retrieved March 07, 2017, from http://roomrecess.com/mobile/MainIdea/play.html Identifying & Organizing Key Details Identifying & Organizing Key Details is a video that's purpose is to demonstrates ways to identify and organize key details, the central message, or theme of any selected text. This video also explains the importance of providing textual examples as evidence to support your answers. The duration of this video is 1:30 and can be viewed at no cost. Dale, N. (2012, August 02). Identifying & Organizing Key Details. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=oSGWs1S9QFs Rainbow Fish This website provides an example of a summary of the book The Rainbow Fish by Marcus Pfister to help the reader get a better understanding of the central message or lesson of the text. This summary also includes key details observed in the text. After reviewing the summary, the reader can read a book review on the text and a bio of the author of The Rainbow Fish. Creative Commons Attribution Share-Alike (2017). Rainbow Fish. Retrieved March 07, 2017, from https://elementaryliterature.wikispaces.com/Rainbow Fish

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Shelby Thorne Unit Rationale – Distinguishing between day and night In this unit, first grade students will be learning how to compare and describe features of the day and night sky. Students may not be familiar with comparing and contrasting different features and how to identify the difference. Students will have learning experiences through in class activity, hands-on activities, and whole group lecture. These activities will help guide and assist students when comparing and contrasting the features of the night and day time sky. Knowledge about what is seen during the day verses night time is important because when in other states or countries they may see different features during day and night time compared to the area they are accustomed to. Once students understand the similarities and differences between day and night they will be able to become more aware of what surrounds them during those times.

Compare and describe features of the day and night time sky is a learning expectation covered under Tennessee State Standards for Science. GLE 0107.6.1 Identify the features and comparisons of the day and night time sky.

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/qAvyLbnCuB ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/e0a4e843beac42d09e54c84318259309?k vid=nkendall@tnstate.edu&sharedBy=email ❖ Media Share Selection Rubric 55 | P a g e


SThorneSelectionRubric.pdf

❖ Opening Commercial: 1DayandNight.wav ❖ Wix Professional Portfolio: https://thorneshelby27.wixsite.com/mysite

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ASSURE Lesson Plan Day and Night Time Features Name: Shelby Thorne Duration of Lesson: 45 Min

Analyze learners

Subject Area(s): Science Grade Level: 1st Grade

The elementary school where this teaching segment will take place is located in a low middle class part of the Sumner County school district. The school is a Title One school that has implemented Response to Intervention and Inclusion classes. I have three ELL learners that may be out of the classroom during this lesson, during their transition it could cause a distraction and I will accommodate as needed. I will be teaching a lesson about snakes and main idea and key details, I will also use a text to review snakes and key details. This lesson will be taught to 19 students in a first grade classroom. In the class we have 3 Hispanic, 3 African American, and 13 Caucasian. All 11 girls and 8 boys can speak English but there are three ELL. There is one student with an IEP for reading and writing. The student with an IEP may affect my lesson needing assistance with word pronunciation and guidance with writing. I will instruct the students to raise their hand when they feel that they need guidance on pronouncing words during the lesson. The student with an IEP might also affect my lesson if they need help understanding the content I will be reading. To not make them feel uncomfortable I will be reading the book out loud and we will work together as a class. Adjusting my lesson during the 45 minutes provided to best suit all students is my top priority. Some adjustments may consist of slowing down, working together as a class, and one on one time if needed. There will be no grouping for this lesson because the lesson consists of whole group instruction only. Curriculum Competencies: In order for students to complete this lesson they should have a basic understanding of what features appear during the day and night time sky. They should have basic understanding and prior knowledge of the times of day these features appear and what they see during the day and night time sky. This prior knowledge will help assist students in completing the assignment for this lesson in which they will have to identify the appropriate day and night time features. Students will also need prior knowledge of writing complete sentences using correct grammar and sentence structure. Technology Competencies: 57 | P a g e


State & NETS*S objectives

Select instructional methods, media, and materials

In order for students to complete this lesson they will need to know how to operate an Ipad to participate in the educational game that the class will do as a whole. State Standard: GLE 0107.6.1 Compare and describe features of the day and night sky. ISTE Standard: 2.b. Digital Citizen: Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices. Behavioral Objective: Given provided Ipads students will open the app Seasons and Weather that will already be downloaded onto the Ipad. Students will be allowed to walk around the room and work with others during this lesson. Students will be asked to identify the appropriate day and night time features on their Ipad in order to continue to move forward in their game. Students will also be asked to construct two complete sentences reflecting on what they learned from the app. Language Objective: Key vocabulary: Sun, Moon, Stars, Clouds, Breakfast, Dinner, Sunset, Sunrise. Academic Language Functions To express their developing understanding of the content that is being taught, students will be required to utilize the vocabulary that is specific to this lesson both orally and on their Ipad. Students will need to be aware of the proper vocabulary to be able to identify the correct features of the day and night time sky. Their performance and awareness of this academic language will be calculated within the App on a bar graph. Curriculum Materials: • •

19 sheets of paper (Student-centered) 19 pencils (Student-centered)

Technological Materials: •

19 Ipads (Student-centered)

Nova, Tribal. (May 7, 2015). Seasons and Weather! [iTunes App, Cost Free] Retrieved March 6, 2017 from https://appsto.re/us/KF-dz.i (Student-centered)

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Utilize media and materials

Preview and Prepare Materials: • Assure that all 19 Ipads are properly charged. • Preview and prepare all 19 Ipads to assure that the app I have chose to use is downloaded and displays correctly when opened up. • Assure that there is enough Ipads for students to use, and at least two extra in case of technology malfunction. • Assure there are enough pencils for students to use. • Assure that all 19 pencils are sharpened and have erasers. • Assure that there is enough paper for all 19 students, and there will be extra paper in case of student errors. Prepare the environment: • Assure that the room is picked up and organized so that students can move around the room with ease. • Assure that there is a pencil sharpener located in an appropriate location for students who need to sharpen pencils. • Assure that there are enough spots in the room for students to work productively and quietly amongst each other. Prepare the learner: • First, students will review their prior knowledge of day and night time features. • As a whole class we will review vocabulary that students will be exposed to that is specific for this lesson. • Demonstrate for the students how the game on the Ipad will work and how they will operate it. • Present students with their own Ipads. • Assure that all students have logged on successfully to the app.

After briefly reviewing the material that students should have a prior knowledge of from their own experiences and previous lessons, students will be given the opportunity to ask questions in reference to the lesson. After all questions and comments have been addressed I will demonstrate on the Ipad using an ELMO how to open and operate the app students will be using for the lesson. After demonstrating how to properly use the app I will address any questions Require that still remain. After all questions or concerns are addressed I will present learner participation students with their own Ipads for them to work on. Students will be given 20 minutes to work on their Ipads, during this time I will walk around the room and monitor student work ethic and engagement. Students should be actively engaged in the app and striving to achieve the highest level on the app. Students will be allowed to move around the room and work beside a friend and even assist each other if needed. Once the 20 minutes are up, I will collect 59 | P a g e


Evaluate and revise

the Ipads and write down what level each student made it to on the app. After all Ipads are collected I will provide students with their own pencil and paper to give them an opportunity to write in complete sentences two things they learned from the game. I will allow students to work an additional 25 minutes to complete their sentences. At the end of the 25 minutes students will turn their sentences in to me and students will participate in a class discourse reflecting the lesson and what they learned. Formative Assessment (Process): At the beginning of the lesson, I will formatively assess students by checking their understanding and knowledge of day and night time features and sentence structure. Students will demonstrate their knowledge by properly answering open ended questions that pertain to correct sentence structure and day and night time features. I expect students to be able to answer questions in a way that incorporates intended vocabulary that is highlighted in the lesson. I will make note of concepts and questions that students do not seem to be as familiar with as they should be. If a substantial amount of students do not seem to be attaining the proper knowledge of sentence structure and day and night time features, a mini lesson covering these concepts and questions may be necessary before we begin the activity and summative assessment. Summative Assessment (Product): The summative assessment of this lesson will be the combination of the students performance on the app on the Ipads and how well they construct well developed sentences explaining what they learned after playing the app. The information provided within their sentences will document the knowledge that they have attained while learning about day and night time features. Their ability to work independently in an open environment on their Ipads will highlight their social skills as well as their knowledge about day and night time features. Allowing students to work independently will give them the opportunity to organize their thoughts about what they learned and develop well written sentences. Providing students an opportunity at the end of the lesson to reflect on the lesson allows them to collaborate with each other about the different things each one of them learned.

Scoring Rubric: 3

2

1

0

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App Score

Students completed all nine levels at 100% accuracy

Students completed six out of the nine levels at 100% accuracy.

Students completed Students did not three out of the complete any levels. nine levels at 100% accuracy.

Sentences

Students wrote well developed sentences using correct sentence structure. (1. Using capital letters at the beginning of sentences, 2. using periods, and 3. using correct spacing.)

Students wrote well developed sentences using correct sentence structure but missed 1 out of the 3 guide lines. (1.Using capital letters at the beginning of sentences, 2. using periods, and 3. using correct spacing.)

Students wrote Students wrote developed sentences using 1 or sentences using 2 or less of the three less of the guidelines. (1.Using guidelines. (1.Using capital letters at the capital letters at the beginning of beginning of sentences, 2. using sentences, 2. using periods, and 3. periods, and 3. using correct using correct spacing.) spacing.)

Total Score __ / 12

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Day and Night Time Features

This page is dedicated to help assist and inform students of day and night time features. When students get the urge to further their education this is the place to come. Below are a few helpful key terms to know, educational videos, and other interactive activities.

Key Terms to Know: o Sun o Moon

Choose TWO terms that are OPPOSITE 62 | P a g e and explain why they are opposite. You may draw pictures that go along with your explanation.


o Stars o Clouds o Breakfast o Dinner o Sunset o Sunrise

Or you can choose at least four key terms from above and draw detailed pictures of each. Please include color and be creative!

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Videos

es to watch a video that will help you better nd night time features!

Day and Night Song! By: Little Baby Bump.

glish Talking Book- Day and Night Time.

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Other Opportunities: Listed are a few other activities to continue to grow your knowledge about day and night time features! 1. Click Here! The link will take you to a website full of activities that will help grow your understanding of day and night time features!

2. Journal! Create a journal for a week of 4-5 features you see in morning-afternoon-night time! Turn in the journal to your teacher after the week to discuss anything new or interesting you learned!

3. Compare and Contrast! Create a poster comparing and contrasting day and night time features! Be creative and clear with your ideas!

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Unit Media Share BrainPOP Jr. Movie of the Week BrainPOP is a great way to have kids excited to learn something new weekly because every week this app posts a new video and offers quizzes and activities related to the video. This app is ideal for K- third grade and covers a variety of subjects including science. Every week the kids are guided through each topic and empowered to form their own ideas. BrainPOP Jr. was designed to encourage kids to think critically, make connections, and ask questions. This app would be great to allow kids to think more critically all while having watching a video each week and participating in activities related to the video. BrainPOP. (August 25, 2016). BrainPOP Jr. Movie of the Week. [iTunes App, Cost Free] Retrieved March 6, 2017 from https://appsto.re/us/Bkg-F.i Day and Night Activities and Fun Ideas for Kids This website offers different educational activities and crafts to help engage children more with the topic about daytime and nighttime. For example, it lists a Starry Night craft that uses paint to allow students to be creative when drawing or creating their skies. This website also allows you to narrow down to grade level specific if need be. Included on the website is vocabulary words that you may want to introduce before introducing these activities, some of the vocab words are sunny, cloudy, awake, shadow, etc. This website would be beneficial for parents or teachers who want their students to be more interactive while learning and use more hands on activity when learning. Childfun. (2016). Day and Night Activities and Fun Ideas for Kids. [Website]. Retrieved March 6, 2017 from www.childfun.com/themes/world/day-and-night/ Day and Night Sky This website offers a lesson plan with the objectives to identify the sun and moon, identify characteristics that make the day sky different from the night sky, and the ability to explain why the sun can only be seen during day time. It provides prior knowledge expectations and guiding questions to ask students during your lesson covering this content. It breaks down how a teacher should introduce the content and instruct the content to ensure it is taught properly. It allows students to be interactive during the lesson using their markers to complete one of the assignments and it also provides ideas for different types of assessments. This website would be beneficial for someone wanting to further their students or child’s understanding of day and night time features. 67 | P a g e


Florida State University. (2017) Day and Night Sky. [Website]. Retrieved March 6, 2017 from www.cpalms.org/Public/PreviewResourceLesson/Preview/29487 Day and Night Song Day and Night Song introduces key features of the day and night time in the form of a nursery rhyme which helps students follow along and develop a way to remember these important details. The video lists some day time features such as waking up in the morning, brushing your teeth, having play time, eating meals, etc. The video also lists some night time features such as the sun coming out, getting ready for bed, stars twinkling, and closing your eyes to go to sleep. This video would be beneficial for kids learning how to establish some differences between day and night. LittleBabyBum. (Account Holder). (March 16, 2016). Day and Night Song. [YouTube Video] Retrieved March 6, 2017 from https://youtu.be/eGXO4RF1TvM English Talking Book- Daytime and Nighttime English talking book introduces how to follow along during an informational reading. In this video it describes key features of day and night time with the use of a book. It has pictures demonstrating each key feature for every page, as the video is reading the pages are highlighting the words being read and flipping pages accordingly. This allows students to be exposed to how to follow along while reading and also how pictures can demonstrate what a text is saying. This video would be beneficial for early emergent readers and demonstrating proper daytime and nighttime features. English Little House for Kid. (Account Holder). (December 23, 2015). English Talking BookDaytime and Nightime. [YouTube Video] Retrieved March 6, 2017 from https://youtu.be/nfnAap8094M Seasons and Weather! Science Educational Game Seasons and Weather is a great way to introduce different types of weather and seasons to a child preparing for school. This game helps children learn to identify various weather situations in different seasons and teaches them all about weather appropriate clothing and activities. One activity that this game offers is based on the days of the week, which month of the year, and what the weather is on what Poko (main character) does. This requires the child to become familiar with their days, seasons, and months. This app offers self adjusting levels of difficulty, cross-curricular game based learning, and a unique progress tracker to keep up with progress. This app is compatible with Iphone, Ipad, and Ipad touch and they must have iOS 6.0 or later. Nova, Tribal. (May 7, 2015). Seasons and Weather! [iTunes App, Cost Free] Retrieved March 6, 2017 from https://appsto.re/us/KF-dz.i

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Jenika Headley-Greene Unit Rationale – Measuring the length of an object In this unit, second grade students will be learning how to use appropriate tools to measure the length of an object. Students may not have prior knowledge of either units, such as inches, centimeters, and meters, or tools to use, such as, meter sticks, yard sticks, or tape measures. Students will use hands-on activities, like measuring their book, the white board, and the hallway. Furthermore, scholars will utilize various online applications to practice measuring length. These various activities are designed to increase learners’ knowledge regarding proper methods to find accurate lengths. Knowledge regarding appropriate measuring practices is important for students to learn because it builds the foundation for them to understand dimensions. Also, students will be able to utilize this concept to generalize lengths when they are unsure. Measure and estimate lengths in standard units is a learning cluster outlined in Common Core Math Measurement and Data CCS. 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. Math Measurement and Data CCS.Math.Content.2.MDA.A. 2.

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/hpwe86e6yC ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/22c5d5d3a9f34a5ba5b3651547b66ec2 69 | P a g e


❖ Media Share Selection Rubric:

❖ Opening Commercial: 2Measuring.wav ❖ Wix Professional Portfolio: https://jenikaheadley.wixsite.com/missgreene2017

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ASSURE Lesson Plan Template

Standard and Customary Units of Measurement: Length Name: Jenika Headley-Greene Duration of Lesson: 1.5 hours

Analyze learners

Subject Area(s): Math Grade Level: 2nd grade

General Characteristics In the second-grade class at Haywood Elementary School there are twenty-one students, which include eight males and thirteen females. There are two AfricanAmerican students, four Asian, and the eleven remaining are Hispanic, with most of them being ELL. One student has an IEP for a learning disability. The five ELL students receive support from ELL teachers. One of the native Asian students speaks and comprehends little English, therefore he is often granted more time to complete in class assignments. In Haywood, there are pull-out sessions for ELL students which take place in the portables. The PreKindergarten through Fourth grade school is 61% Hispanic, 14.5% White, 12.5% Asian, 11.3% Black, and the rest other. Curriculum Competencies Students originate from different backgrounds and cultures which will affect their academic levels. Some students may not understand the difference between U.S. customary units of measurement and the metric units of measurement. Furthermore, the word “foot� may cause confusing for English as first language students and ELL students as it is not being used as a body part during this lesson. Additionally, students need to understand how to read numbers. Technology Competencies To complete this lesson, students will be need to know how to use a laptop, such as how to use a mouse, how to type, and how to access different applications. Furthermore, learners will need to know how to transfer images from a webpage to a document.

State & NETS*S objectives

State Standard CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 71 | P a g e


ITSE Standard NETS 5.b- Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various was to facilitate problem-solving and decision making. Behavioral Objective: Given a data collection sheet, measuring tools, and a Nearpod presentation, the class of second-graders will learn to properly use appropriate tools to measure the length of objects with 80% or higher accuracy. Language Objective: Key vocabulary: measure, centimeter, inch, foot, yard, ruler, yard stick, meter stick, length, measuring tape, unit Academic language functions To informally assess students, they will physically select the appropriate measuring tool orally while using the proper vocabulary. Also, students will indicate to their classmates while collaborating in groups of three how to choose the correct unit and tool for measuring an object. Once students engage in written work, they will be assessed on the use of the vocabulary in the responses. Using google slide as an online interactive notebook, students will transcribe new vocabulary words with a brief definition and visual representations. Scholars will have an opportunity to research the definition and collect visuals utilizing Math is Fun. Vocabulary related to the lesson will also be posted for a reference for students on the Word Wall. Select instructional methods, media, and materials

Curriculum materials • • • •

21 data collection sheets (student centered) 21 pencils (student centered) 10 sets of measuring tools (student centered) 10 sets of objects to measure (student centered)

Technological materials • • •

10 laptops with mouse, keyboard, storage space (3GB or above), Microsoft Office Suite (Word, Excel), and Wi-Fi/internet connection (with embedded adobe flash) (student centered) Teacher station (teacher centered) 1 touchscreen tablet with keyboard, Wi-Fi/internet connection (w/embedded adobe flash), and app store (teacher centered) 72 | P a g e


• • • • •

1 computer with mouse, keyboard, Microsoft Office suite (Word, Excel) and internet connection (with embedded adobe flash) (teacher center) 1 ELMO Projector (teacher centered) 1 Screen or Smart Board with marker (teacher centered) A digital word document of the vocabulary terms (student centered) A Nearpod presentation on Length Measurement

Application: Nearpod LLC. (March 28, 2017). Nearpod. [iTunes, Cost: Free] Retrieved on April 27, 2017 from https://itunes.apple.com/us/app/nearpod/id523540409?mt=8 . (student centered) Nearpod LLC. (January 16, 2017). [Google Play store, Cost: Free] Retrieved on April 27, 2017, from https://play.google.com/store/apps/details?id=com.panareadigital.Nearpod&hl=en (student centered). Program from the web Google Slide. [Web 2.0 resource, Cost: Free] Retrieved on April 27, 2017, from https://www.google.com/slides/about/ (student centered) Math is Fun. [Web 2.0 resource, Cost: Free] Retrieved on April 27, 2017, from https://www.mathsisfun.com/definitions/index.html (student centered) Nearpod. [Web 2.0 resource, Cost: Free] Retrieved on April 27, 2017, from https://nearpod.com/ (teacher and student centered) Nearpod. [Web 2.0, Cost: Free] Measurement: Length. Retrieved on April 27, 2017, from https://share.nearpod.com/vsph/hpwe86e6yC. (student and teacher centered)

Utilize media and materials

Preview and prepare materials o Preview the application—*previewed and approved* o Preview the website resources/programs—*previewed and approved* o Make sure the printer is connected to the CPU’s and laptops 73 | P a g e


• • •

o Have the application/program downloaded on all CPU’s, laptops, and teachers station o Sharpen pencils o Make sure measuring tools +are accounted for and are in good condition o Make sure laptops/tablets are charged o Make sure the internet is working on CPU’s, laptops, and teachers station o Make sure all functions work on CPU’s, laptops, and teachers station o Make sure the teacher's station and the connection to the smart board is working Open the programs and application on all CPU’s, laptops, and teachers station/smart board Open vocabulary words (on word document) page on the student laptops Display the Nearpod Code for student-live lesson

Prepare the environment • Students will work in nine groups of two and one group of three in various areas of the classroom • Students will collect laptops, measuring tools, objects to be measured, and data collection sheet from “kidney” table in the front of the classroom • Students will retrieve pencils from either their desks or the “sharpened” pencil tin. • Students will have a document displayed on their laptops containing every online resource information/links. Prepare the learner • Introduce the procedures for the vocabulary for interactive notebook and Nearpod lesson for the students. • Explain to the students how to properly use the measuring tools. To begin, students will form nine groups of two and one group of three to Require collaborate for the duration of the lesson. Next, students will gather the needed learner participation materials for their group from the kidney table and then select an area of the classroom to remain. Students will then access the NearPod presentation, using the class code displayed on the SmartBoard, on their laptops to become engaged in the lesson for 30 minutes. Students will actively progress through the lesson in their respective groups, completing the in summative assessments throughout the presentation once the content has been taught. Once the lesson is complete, students will complete the data collection sheet by measuring the objects listed using the appropriate tools for 10 minutes. Next, students will 74 | P a g e


listen to the requirements for completing the vocabulary presentation. Students will then utilize the laptops in their groups to complete the vocabulary presentation. Students will be reminded to only use Math is Fun for their definitions and visuals. Finally, after 20 minutes, each group will be given three minutes to present their vocabulary slides. Students will be grades the Length Measurement Vocabulary: Measuring Rubric (each group should define 2-3 lesson vocabulary and include the appropriate images.)

Evaluate and revise

If there are students who are struggling, they should use the appropriate signals for assistance to elaborate on any parts of the assignment If needed, students will be provided additional practice to further their knowledge. Formative Assessment (Process): Majority of the formative assessments for the students will take place during the NearPod presentation. Students will demonstrate comprehension through their responses to questions asked. Furthermore, scholars while collecting data, evaluated on the proper process when using measuring tools. I expect my students to use academic language when conversing with their groups. I also expect my students to accurately measure the objects they are given by following the proper procedure. Summative Assessment (Product): The summative assessment will be comprised of the NearPod Quiz completed as a group and the Vocabulary presentation. The Nearpod quiz will document the student comprehension to measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes (TNCCSS Math. Measurement and Data. 1). The data collection sheet will also be assessed for accuracy. The online presentation demonstrates students’ ability to collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various was to facilitate problem-solving and decision making (NETs 5. b). The students’ Nearpod quiz scores should be reviewed by the teacher to determine if the students met 80% proficiency. If scores do not meet the proficiency standard, the teacher should reevaluate the frequently missed questions. After determining the commonly missed questions amongst the class, the teacher should the reteach the content and provide further practice for the entire class for measuring length.

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CATEGORY

4 SuperHero

3 Hero

2 Sidekick

1 Bystander

Vocabulary and Correct vocabulary and Images images are always used, making it easy to understand what was done.

Correct vocabulary and images are usually used, making it fairly easy to understand what was done.

Correct vocabulary and images are used, but it is sometimes not easy to understand what was done.

There is little use, or a lot of inappropriate use, of vocabulary and images.

Mathematical Concepts

Explanation shows complete understanding of the mathematical concepts used to solve the problem(s).

Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s).

Explanation shows some understanding of the mathematical concepts needed to solve the problem(s).

Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written.

Working with Others

Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.

Student was an engaged partner but had trouble listening to others and/or working cooperatively.

Student Student did not cooperated with work effectively others, but with others. needed prompting to stay on-task.

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Neatness and Organization

The work is presented in a neat, clear, organized fashion that is easy to read.

The work is presented in a neat and organized fashion that is usually easy to read.

The work is presented in an organized fashion but may be hard to read at times.

The work appears sloppy and unorganized. It is hard to know what information goes together

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Unit Scavenger Hunt Vocabulary

Inch

Centimeter

Ruler

Short

Measuring Tape

Meter

Difference

Measurement Meter Stick

Yard Stick

Length

Long

Unit

Yard

Foot

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Word Search Use the vocabulary above to complete the word search.

Explore all you can measure in the video with Sid the Science Kid!

Measure It Select a Unit and Level to find pick the correct measurement for each string.

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Click on the play icon to learn about the difference between U.S. customary units of measurement and metric units of measurement. .

Take Flight Help the plane take flight by telling the pilot how far to go before each turn. Odd Squad Can you properly measure the tubes to help Odd Squad escape? Find out here!

Checkpoint Let’s see how much you have learned about length so far! 80 | P a g e


Show what you know. Click the group of rulers to beat the clock with the correct answers.

Click the brain to challenge yourself in word problems.

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Grab the materials at the interactive notebook station to follow along with this video. Click the notebook to begin.

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Unit Media Share

2nd Grade Math, Addition, Subtraction, & Kids Games 2nd Grade Math, Addition, Subtraction, & Kids Games provides interactive practice for all second-grade common core standards. Students work at their own pace to complete problems within this application. 2nd Grade Math, Addition, Subtraction, & Kids Games offers explanations for incorrect solutions, a scratchpad for work, virtual rewards, real-time progress monitoring. This application is compatible with iPhone, iPod, and iPad operating on iOS 7.0 or later. StudyPad, Inc. (January 6, 2017). 2nd Grade Math, Addition, Subtraction, & Kids Games. [iTunes App, Cost: Free] Retrieved March 6, 2017. https://appsto.re/us/ZiaOB.i ABCya.com ABCya.com is a free online resource for educators, parents, and students. This website focuses on content such as keyboarding, sight words, subject-verb agreement, number comparison, and coins. Students navigate through different tabs to determine which content area they want to practice on. Once they have selected, they can increase their understanding by completing the levels under each tab. Since this is a broad website, educators can inform their students of which specific tab focus on which area covered. ABCya.com. (2017). Second Grade Computer Games and Apps for Kids. LLC. (Website). Retrieved on March 7, 2017. http://www.abcya.com/second_grade_computers.htm Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler is a wonderful introductory video for the second-grade standard CCSS.MATH.CONTENT.2.MD.A.2. Pupils are exposed to a common problem when using a ruler, having two different answers when using the same tool. The narrator wants to measure the length of her pencil using a ruler but one time she has a larger solution and another time, she a smaller solution. As the video progresses, she learns the difference between an inch and a centimeter. Teaching Without Frills (account holder). (November 2, 2015). Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler. [Youtube Video]. Retrieved March 6, 2017. https://www.youtube.com/watch?v=VzW2sdCe228 Math for Kids—Units of Length 83 | P a g e


Math for Kids—Units of Length exposes learners to U.S. standard and the Metric System length measurement system. Through this vibrant video, students will discover why using the appropriate measurements units for length are crucial. This video aligns with Common Core Standard CCSS.MATH.CONTENT.2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. By the end of the video, students will be able to determine the proper measurement for different objects. Iken Edu (account holder). (October 31, 2011). Math for Kids—Units of Length [Youtube Video]. Retrieved March 6, 2017. https://www.youtube.com/watch?v=Ll21j2r8gDc&t=77s Measure Length- Tiny Chicken Measure Length- Tiny Chicken aligns with Common Core Standard CCSS.MATH.CONTENT.2.MD.A.2, Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. In this application, scholars use a transparent ruler to measure the length of an animal, which will tell this whether their choice was either correct or incorrect. Students chose from seven different animals in diverse settings. This game is compatible with iPhone, iPad, and iPod touch operating on iOS 6.0 or later. June Infrastructure Pvt Ltd. (January 29, 2015). Measure Length- Tiny Chicken. [iTunes App, Cost: Free] Retrieved March 6, 2017. https://appsto.re/us/mgknF.i Prodigygame.com Prodigygame.com is an interactive website where students engage in battle by solving math problems. Before entering the website, facilitators create an account for each student through their account. Educators are granted free access when they create the account and provide their credentials. Furthermore, once educators create their account, they select the standard students for students to begin practice. Once they enter the world, students battle other students in the classroom. They must correctly solve the problem to level up. This website allows students to purchase mythical animals, gear, and other objects. Through their account, teachers can monitor their students’ progress and set the pace at which students can level up. Prodigy Math. (2017). ProdigyGame.com [Website] Retrieved on March 6, 2017. https://prodigygame.com/

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Marijane Lavell Unit Rationale – Verbs, Adjectives and their Synonyms In this unit, second grade students will be instructed about verbs, adjectives, and their synonyms. Students may find this lesson to be challenging if they have not grasped what verbs, adjectives, and synonyms are. This unit may be particularly difficult for English language learner students, as having different words for the same thing may be a difficult concept to one just learning the English language. The idea that several words can have the same meaning may go beyond solely English language learners, and present itself to be a problem among the class. Students will experience this unit through word sorts, group sorting activities, engaging class discussion, and synonym bingo. These can be facilitated using both traditional resources and interactive technology based resources. The lesson and activities aim to give students the knowledge to know synonyms, and find new words to say similar or the same actions and descriptions. Knowledge of synonyms is important to students, as it gives them different word choices to express similar ideas. In writing, it is important to refrain from over using words, making an expansive vocabulary of synonyms essential for good writing. This also allows students to understand the words spoken around them, and begin to associate one word having the same meaning for another with synonyms. Having knowledge of synonyms makes it an easier task to understand new words that have the same meaning as a word already in the student's vocabulary. Knowledge of Synonyms among verbs and adjectives is a learning expectation covered by Common Core English Language Arts Standards Grade 2, Language Standard 5b:

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Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/Uvd2xJHGKA ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/76e49d7fd5e74fab9880739916e95ef9?kv id=kendallnm@gmail.com&sharedBy=email ❖ Media Share Selection Rubric MLavellSelectionRubric.pdf

❖ Opening Commercial: 2Synonyms.wav ❖ Wix Professional Portfolio: https://marijanelavell.wixsite.com/mysite

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Synonyms Name: Marijane Lavell Subject Area(s): English Language Arts Duration of Lesson: 2 hours (perhaps over two days) Grade Level: 2nd grade General Characteristics Analyze learners

In the second grade class at Haywood Elementary School, there are twenty seven students, composed of fifteen male students and twelve female students. The classroom is composed of four African American students, one Caucasian student, two Asian students, two Burmese students, two Kurdish students, and the remaining sixteen students are Hispanic. Four of the twenty seven students possess an individualized

education program and receive assistance and accommodations through an exceptional education educator and paraprofessionals. One student possesses a math and reading learning disability as well as attention deficit disorder. Three goals for this particular student is to write three sentences on a specific topic, comprehension fluency, and to be able to explain a text’s main idea as well as key details. Two students have an individualized education program due to language impairments. These students have goals for comprehension fluency and to explain a text’s main idea as well as key details. One student possesses an individualized education for functional delay. Three goals for this student is to write three sentences on a specific topic, comprehension fluency, and to be able to explain a text’s main idea as well as key details. Some accommodations for these students include having their assessments read aloud, pull out for assistance in a resource room, and push in. The classroom also possesses ten English Language Learners who receive assistance and accommodations through the homeroom teacher. According to the school's 2015-2016 report card, the school's population consists of sixty-two percent Hispanic students, thirteen percent white students, thirteen percent Asian or Asian/Pacific Islander students, twelve percent black students, and one percent of students representing two or more races. Haywood Elementary School's 2015-2016 school report card also shows a reported ninety-six percentage of students eligible for free and reduced lunch Curriculum Competencies In order for students to complete this lesson, students will need to possess a basic understanding and receive instruction concerning synonyms. Students must be knowledgeable of the terms they are searching for synonyms to correspond with. An example of this would be in order to find synonyms for the word beautiful, a student would need to be knowledgeable of the meaning of the word beautiful. Students must know how to utilize a thesaurus. 87 | P a g e


Technology Competencies In order to complete this lesson, students will need to know how to operate and utilize an online thesaurus through the use of the website “www.thesaurus.com”. Students must possess a basic understanding of computer functions in order to operate the game “Synonyms Sam's Lab.” Students must also possess a basic understanding of how to operate “PowerPoint” and “ToonDoo” in order to make their own presentations as well as cartoons. State Standard State & NETS*S objectives

Common Core English Language Arts Standards Grade 2, Language Standard 5b:Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ISTE Standard 3.c. Knowledge Constructor: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Behavioral Objective: Given access to a thesaurus, “PowerPoint”, and “ToonDoo”, the class of second grade students will research terms and construct presentations in order to demonstrate their knowledge and understanding of synonyms. Language Objective: Key Vocabulary: word relationships, nuances, synonyms, word meanings, shades of meaning, verb, adjective, thesaurus, semantic gradients, linear arrays, weak words, strong words. Academic language functions: Students will use the acquired vocabulary to express their knowledge of the content as they present their presentations. This allows the educator to formally assess each students knowledge of the academic language. Students will also reinforce vocabulary to their peers by using the academic language in their presentations. Students will be given a matching handout as an exit ticket where they are asked to match the vocabulary word to the proper definition in order to demonstrate knowledge of the acquired academic language. The academic language will be introduced throughout opening instruction to give students an understanding of synonyms as well as to provide directions for the lesson. The words introduced in this lesson will be posted on the English 88 | P a g e


Language Arts word wall for reference for use in writing and in oral language. Several of these terms will be referenced in later instruction to scaffold new concepts such as shades of meaning and other word relationships.

Select instructional methods, media, and materials

Curriculum Materials • •

27 English Language Arts notebooks (student centered) 27 pencils (student centered)

Technological Materials •

At least 14 fully charged laptops with mouse, keyboard, and Wi-Fi/ internet connection (student centered) • 1 desktop with a mouse, keyboard, Wi-Fi/ interenet connection, and capabilities of connecting to a Smart board • Smart board (teacher centered) • Computer Software: Microsoft Corporation. (2010). Microsoft Office PowerPoint. [Web 2.0 resource, Cost: $99.96] Retrieved April 08, 2017 from https://www.microsoftstore.com/store/msusa/en_US/home. (student centered) OR IN THE EVENT YOUR SCHOOL DOES NOT HAVE MICROSOFT OFFICE, YOU MAY USE: • Computer Software: Apache. (2010). OpenOffice Impress. [Web 2.0 resource, Cost: Free] Retrieved April 08, 2017 from https://www.openoffice.org/. (student centered) • Program from web-Dictionary.com, LLC. (2016). Thesaurus. [Website]. Retrieved April 08, 2017 from http://www.thesaurus.com/. (student centered) • Program from web- Google. (2017). Google Images. [Web 2.0 resource, Cost: Free] Retrieved April 10, 2017 from https://www.google.com/imghp?hl=en&ei=pznsWN2EF4PXjwS1s5jwAg& ved=0EKouCAIoAQ • Program from web-Jambav, Inc. (2012). ToonDoo. [Website]. Retrieved April 08, 2017 from http://www.toondoo.com/. (student centered) • Program from web-PBS KIDS!. (2016). Between the Lions. Synonym Sam's Lab. [Website]. Retrieved March 06, 2017 from http://pbskids.org/lions/games/synsam.html. (student centered) • Video from web-GrammarSongs by Melissa. (Account Holder). (2013, August 12). Synonym Symphony. [YouTube Video]. Retrieved March 06, 89 | P a g e


Utilize media and materials

2017, from https://www.youtube.com/watch?v=7cCqu5hArDQ . (teacher centered) ****Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment**** Preview and Prepare Materials • Preview the computer software-*previewed and approved* • Preview the programs from web-*previewed and approved* • Preview the video from web-*previewed and approved* • Make sure that each of the provided laptops turn on and are functioning properly • Make sure that each of the provided laptops are charged or charging • Make sure that PowerPoint or Impress has been downloaded and can run on each of the provided laptops • Make sure that each of the provided laptops are capable of connecting to the internet • Make sure that all 27 English Language Arts notebooks for each student are accounted for • Sharpen Pencils • Make sure that google images has the proper firewalls in place to block inappropriate content • Make sure that the teacher desktop turns on and is functioning properly • Make sure that the teacher desktop is connecting to the Wi-Fi/ internet properly • Make sure that the student laptops can connect properly to the smart board for presentations • Make sure that the teacher desktop is connecting to the smart board properly • Make sure that the smart board is connected and functioning properly • Make sure that the smart board is at an appropriate volume • Open “Synonym Symphony” on the teacher's desktop to have ready for viewing on smart board • Turn on laptops prior to student use • Print enough copies and extra in case of mistakes of the rubric • Print enough copies and extra in case of mistakes of the exit ticket Prepare the Environment • Students will divide into pairs (one group of three due to an odd number of students) to use laptops • Students will record words learned from “Synonym Sam's Lab” in their English Language Arts Journals • Students will use laptops to create a PowerPoint • Students will present PowerPoints to the class 90 | P a g e


Prepare the Learner • The lesson and Vocabulary will be introduced to the students. • After a brief explanation of synonyms, the teacher will present using a smart board the video “Synonym Symphony.” Following the video there will be a whole group discussion examining the synonyms used in the song. • Present the game “Synonym Sam's Lab” on the smart board and provide instructions on how to play. Explain that each team member will take turns. One student will play the game while the other student records the synonyms used in the game in their English language arts journal. • Presents the web page “Thesaurus.com” to demonstrate to students how to locate synonyms through the use of an online thesaurus. • Presents the web page “ToonDoo” on the smart board to model to students proper use of the site to create cartoons. Demonstrates to students how to copy their cartoon in order to put it in their presentations. • Presents the search engine “Google Images” and shows students how to perform basic searches. • Presents the computer software “PowerPoint” on the smart board to explain how to create a PowerPoint. Shows students the main functions and answers any student's questions. Require First, the teacher will provide students with a brief lesson and instructions on learner their task. Students will break into pairs (one group of three due to an odd participation number of students). The pairing will be done randomly by the teacher pulling Popsicle sticks with each students name written on one stick. The first student pulled is student one and the second student pulled is student two. Student one will be the first to participate in the game “Synonym Sam's Lab.” Student two will record the synonym pairs from the game in their English language arts journal. Student one will play for ten minutes, then they will switch places, allowing student two to play the game for ten minutes and student two to record. After the twenty minutes are complete, each group will be provided with a word they will be instructed to find five synonyms for using an online thesaurus. Once the pairs have found five synonyms for their assigned word, the pairs must work together to come up with a cartoon no more than three panels using “ToonDoo” that expresses their assigned word. The teacher will be walking around the classroom to ensure students are on task and provide assistance and extra instruction as needed. Once the pair has created their cartoon, they will work together to create a seven slide PowerPoint. The teacher will ask the class for attention as the teacher explains the criteria for the PowerPoint. The students are to work together and share the laptop as well as ideas as they are creating their PowerPoint. The PowerPoint will consist of one slide featuring the main word and at least one picture using google images to 91 | P a g e


search for pictures, five slides featuring the five synonyms and at least one picture for each slide using google images to search for pictures, and one slide featuring their cartoon. Students will be graded according to content, creativity, and team work. Once the PowerPoints have been completed, the students will present their PowerPoints to the class, allowing the class to see thirteen different words and their correlating synonyms in a creative way. Finally, students will complete an exit ticket asking them to grade their partner on a number scale according to how well they worked with their partner. The exit ticket and number scale will be explained to the class to avoid confusion. The exit ticket will consist of questions the student must answer honestly on a scale of one being not well and three being great, regarding helpfulness, sharing, and listening. The final question on the exit ticket will ask the student to circle yes or no as to whether or not they would work with their partner again, and provides students with space to write about their experience if they choose to. Once the exit tickets have been turned in, the educator will take each students PowerPoints and combine them to a single PowerPoint. This combined PowerPoint will then be emailed to the students parents/guardians with a letter explaining what their child did in class. This allows the parents to see the skills their child has gained through instruction, as well as provide the parents with a method of helping their child study. Students whose parents do not have email capabilities will receive a printed out combined PowerPoint and a letter to give to their parents/guardians. During the lesson, the educator will continuously be walking around the room to observe students and assist students who appear to be struggling or confused. The educator will use guided questions to lead students to the answer of their confusion. If students are struggling with software or web application, they may raise their hands and request that the teacher clarify and assist them. In the event the majority of the class is struggling with a particular concept, the educator may call for the whole class's attention and demonstrate what they are to be doing and answer questions to find out where students are struggling. Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation and open ended questions. Students will be demonstrate an understanding by properly answering open ended questions. The educator will observe students throughout the lesson to see if students understand the content and are discussing it proficiently within their groups. Discussion following the opening video “Synonym Symphony� will consist of open ended questions as a way to informally assess what is understood from the video and introduction. As students are working on their projects, the educator will ask groups open ended questions regarding the content to target who exactly is grasping the content as well as who is not. In the event a student is struggling, the teacher may provide 92 | P a g e


the pupil with guided questions to help the student understand the content and arrive at the correct answer. This is an effective method as shy students will feel less anxiety to answer as they would feel to answer in front of the whole class, and allows the students time to think about the question without relying on particular students to answer before they get the chance. The educator will tell each group what they are proficient in and what they need to work in order to provide constructive feedback to aid student learning. The educator will record each students level of understanding in notes that will later be typed and placed in each students binder for the educator to track progress. When at least half the class is struggling with content, the lesson will be stopped to go into broader detail explaining the content until the class is comfortable enough to continue with the lesson Summative Assessment (Product): The summative assessment will be the product of each groups PowerPoint, cartoon, teamwork exit ticket, and completion of synonym pairs in their English language arts journals. The PowerPoint and cartoon will be graded according to content accuracy, use of academic language in their presentations, use of graphics, if they met the required number of slides, and team work. The team work section of this assessment will be gathered through the use of an exit ticket where each team member is asked to assess their partner. In the event that a student is not honest or unfair on their exit ticket, the educator may talk with the pair to locate the problem if there is one. The synonym pairs will be graded according to participation. Students are able to demonstrate what they know as well as “teach the class� about their assigned word. Students will be provided a copy of their completed rubrics in the next class period to provide explanation and evidence regarding their grade and reflect upon areas of strength and improvement. The original rubric will be placed in each student's progress binder. The work done today aligns with Common Core English Language Arts Standards Grade 2, Language Standard 5b:Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) as students must understand synonyms before examining classifying synonyms according to shades of meaning. This lesson provides content to scaffold teaching shades of meaning. This lesson aligns with ISTE standard 3.c. As students are using online an online thesaurus in order to search for synonyms and then use multiple programs and web services in order to create a PowerPoint demonstrating what knowledge has been learned through the lesson.

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Synonym Presentation Teacher Name:__________________________

Student Name:___________________________

4

3

2

1

Content Accuracy

All content throughout the presentation is accurate. There are no factual errors.

Most of the content is accurate but there is one piece of information that might be inaccurate.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate.

Content is typically confusing or contains more than one factual error.

Academic Language Use

Student uses at least three of the vocabulary words in the presentation

Student uses at least two of the vocabulary words in the presentation

Student uses at least Student does not use one of the vocabulary words in vocabulary words in the presentation the presentation

Graphics

Student has at least one graphic on every slide, all of the graphics are relevant

Student has graphics on at leat 3 slides or most of the graphics are relevant

Student has graphics on at least two slides or some of the graphics are relevant

Student has less than two graphics or none of the graphics are relevant

Required Number of Slides

Student has five slides including the cartoon

Student has four slides including the cartoon

Student has at least three slides or does not include the cartoon

Student has less than three slides and no cartoon

CATEGORY

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Cooperation

Group delegates tasks and shares responsibility effectively all of the time.

Group delegates tasks and shares responsibility effectively most of the time.

Group delegates tasks and shares responsibility effectively some of the time.

Group often is not effective in delegating tasks and/or sharing responsibility.

Are the Synonym Pairs in Your Journal Completed? (Circle Yes or No) Yes No Score:__________________

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Name: Date: Partners Name(s):

Exit Ticket Directions: Was your partner a good teammate? Did you each do your fair share of work? Answer the following questions below. Circle the number 1-3 based on this number system: 1)My Partner Did Not Do So Well 2) My Partner Did Okay 3) My Partner Did Great

My partner was helpful Circle: 1: My partner did not do so well 2: My partner did okay 3: My partner did great

My partner shared Circle: 1: My partner did not do so well 2: My partner did okay 3: My partner did great

My partner listened to me Circle: 1: My partner did not do so well 2: My partner did okay 3: My partner did great

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Directions: Circle Yes or No to the following question. Then write me any notes if you would like to tell me about your experience today

I would work with my partner again given the chance Circle: Yes

No

Notes (feel free to use the back if you need more space):__________________________

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Vocabulary 1) Word Relationships: the way in which two or more concepts, objects, or people are connected, or the state of being connected. 2) Nuances: a subtle difference in shade of meaning, expression, or sound. 3) Word Meanings: what is meant by a word. 4) Shades of Meaning: a phrase used to describe the small, subtle differences in meaning between similar words or phrases. 5) Verb: a word used to describe an action, state, or occurrence, and forms the main part of the predicate of a sentence. 6) Adjective: a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it. 7) Semantic Gradients: are a way to broaden and deepen students' understanding of related words. 100 | P a g e


8) Linear Arrays:a graphic organizer that helps students visualize gradations of meaning between two related words. 9) Weak Words: Words that express a weaker meaning. 10) Strong Words: Words that express a stronger meaning. (We will look at toss, throw, hurl, skinny, thin, and scrawny later!)

Puzzle Time! Click on the crossword to make your own crossword puzzle using the vocabulary! Next, click on the magnifying glass to create your own word search! Make sure to ask for permission before you print your puzzles out.

Click Here!

Click Here!

Video Time!

Click Here!

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Click on the movie theatre to view a video and song about synonyms! Write five synoyms you learned from the video in the numbered space below. Make sure that you put in your headphones so you do not distrurb your neighbors!

1)_____________________________ and _______________________

2)____________________________ and ________________________

3)____________________________ and ________________________

4)____________________________ and ________________________

5)____________________________ and ________________________

Game Break!

Click Here! Click on the arcade picture to play Synonym Sam’s Lab! Write down 3 sets of 3 synonyms that you learned from the game! (Example: Jumping, Leaping, Springing. You can’t use the example as one of your sets.) Make sure that you put in your headphones so you do not distrurb your neighbors! 102 | P a g e


1)____________________ ______________________ ______________________

2)__________________ ____________________ ____________________

3)__________________ __________________ __________________

Concentration!

Click Here! Click on the cards to play a synonym concentration game!

Video Time! 103 | P a g e


Click Here! Click on the movie theatre to view a video about shades of meaning! After viewing this video, I want you to arrange your other six vocabulary words (toss, throw, hurl and thin, skinny, scrawny) according to their strength (weakest to strongest). Click on the dictionary if you need help defining these words. Make sure that you put in your headphones so you do not distrurb your neighbors!

Click Here for Definition Help! Toss, Throw, Hurl ________________ ________________ ________________

Thin, Skinny, Scrawny _________________ _________________ _________________

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Game Break!

Click Here! Click on the arcade picture to play a shades of meaning game! Write down three synonyms sets from the game in order from weakest to strongest. Make sure that you put in your headphones so you do not distrurb your neighbors!

1)_________________________ __________________________ __________________________

2)_______________________ ________________________ ________________________

3)_______________________ _________________________ _________________________

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What Did You Learn? Write a short five sentence paragraph about what you learned today! Make sure to include at least two vocabulary words and two examples.

For the Parents

Click Here!

Click Here!

Click Here! 106 | P a g e


This scavenger hunt is in correlation to second grade common core standard: English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). If you or your child would like more instruction on the subject, please click on the play button for an extra instructional video. If your child would like to see a textbook entry on the subject, please click on the book. If you would like to provide your student with extra practice, please click on the green check mark for numerous printable activities on synonyms and shades of meaning. If you have any questions feel free to contact me through email.

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Unit Media Share 162 Skill 53 Shades of Meaning LC5 162 Skill 53 Shades of Meaning LC5 is a brief instructional video breaking down shades of meaning among the words mad, angry, furious and big, giant, and enormous by their intensity. This instructional video correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) by providing students with a brief but informative video explaining shades of meaning among the words. The creator, Mr. Judy, provides verbal instruction as he writes down the words and underlines them according to the words intensity. This video is effective for group instruction or individual work such as WebQuests. mrjudysclass. (Account Holder). (2013, December 01). 162 Skill 53 Shades of Meaning LC5. [YouTube Video]. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=yguEIr9Q_Lw

Bluster Bluster is a free mobile application that allows students to practice their knowledge of synonyms by displaying three empty boxes and requiring students to scroll left or right through a series of words until they find three words that are synonyms of one another, and drag and drop those words into the empty boxes. This mobile app is designed for the use of students from kindergarten to fourth grade and published by McGraw-Hill. This mobile app allows for a change in difficulty through different levels, the option to play as a team with classmates, the option to play independently, and the option to play against other students. Bluster is an application that correlates with second grade CCSS. English Language Arts.Language.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny), as well as other standards for various grade levels as it offers games in regards to rhyming words, prefixes and suffixes, synonyms, homophones, and adjectives. This app is compatible with iPad and requires iOS 5.0 or later. McGraw-Hill School. (March 20, 2014). Bluster. [iTunes App, Cost: Free] Retrieved on March 6, 2017 from https://itunes.apple.com/us/app/bluster/id416160693?mt=8 Second Grade Synonyms Second Grade Synonyms is a mobile application for the price of $2.99 that provides students with extra practice regarding synonyms through multiple activities such as flash cards, matching 108 | P a g e


games, memory games, sentence revisions, as well as providing customized PDF worksheets. In this mobile application all of the words are clickable for students to sound out the words and the aplication provides pictures of each word to aid in comprehension. This mobile application is designed to provide extra support to second graders learning synonyms and correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). This app is compatible with iPhone, iPad, and iPod touch and requires iOS 6.0 or later. This app is also accessible through the Google Play store, making it accessible to products such as Android phones and tablets as well. Chen, Emmy. (March 29, 2014). Second Grade Synonyms. [iTunes App, Cost: $2.99] Retrieved on March 6, 2017 from https://itunes.apple.com/US/app/id845734161?mt=8 Shades of Meaning Shades of Meaning is an online interactive game located on educational and common core compliant website Gynzy.com, that allows students to practice placing words in order by their shade of meaning. The website requires a Gynzy account, however, once accessed the activity allows students to visualize synonyms by their shade of meaning designed for grades first, second, and third, complying with second grade CCSS. English Language Arts.Language.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). In this interactive activities students are given a list of words and a color gradient resembling a paint swatch. Students are then instructed to drag and drop words (usually four) on to the paint swatch relating to their meaning (lighter colors are weaker meanings and darker colors are stronger meanings), providing a smiley face or frowning face once completed depending on correct placement. Gynzy. (2009-2017). Shades of Meaning. [Website]. Retrieved March 06, 2017 from https://www.gynzy.com/ Synonym Sam's Lab Synonym Sam's Lab is a free educational online game provided through pbskids.og in conjunction with PBS kids television series Between The Lions. This online game correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) allowing students to practice and reinforce knowledge of synonyms as well as gain a better understanding of synonyms through the use of an engaging game. The premise of the game consists of a cartoon girl and her dog performing a demonstration, but are in need of assistance, asking for the learners to click on two words that are similar to the word displayed and have a similar meaning to the action performed by the dog. This game uses language appropriate for a second grade audience and is an engaging resource for teaching and/or reinforcing concepts of synonyms. PBS KIDS!. (2016). Between the Lions. Synonym Sam's Lab. [Website]. Retrieved March 06, 2017 from http://pbskids.org/lions/games/synsam.html 109 | P a g e


Synonym Symphony Synonym Symphony is a wonderful resource for educators and students alike in teaching and understanding synonyms. This video correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny), and employs a catchy song suitable for a second grade classroom that defines synonyms while giving examples of synonyms as well as providing pictures to compliment the lyrics. This video provides engaging information regarding synonyms in a way that is understandable and enjoyable to all students including those with IEPs and English Language Learners. This video is accessible through YouTube allowing teachers possessing YouTube capabilities on school grounds to easily locate it. GrammarSongs by Melissa. (Account Holder). (2013, August 12). Synonym Symphony. [YouTube Video]. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=7cCqu5hArDQ

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Logan Carter Unit Rationale – Writing Informative/Exploratory Texts In this unit, third grade students will write an informative text. The learners may have difficulty with this topic due to lack previous knowledge and experience to convey information clearly. The learners will receive teacher-focused lecture, view instructional videos, complete tasks on interactive programs, and work in small groups. This wide range of instructional strategies will ensure the learners receive the information by multiple methods to develop an informational text. Knowledge on developing an informative text relies on the writer’s ability to communicate thoughts and ideas clearly. An effective writer develops the topic with facts, definitions, and details. These elements are crucial for a well balanced and properly written informative essay. Understanding and studying informative texts is a learning expectation under Common Core English Language Arts standard 2.B. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. b. Develop the topic with facts, definitions, and details. Write a single page informative/explanatory text and develop the content with facts, definitions, and details. Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/DaX8M3IDEB 112 | P a g e


❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/a2ac93b2cdd7434a9e0ef10094812d7f?kv id=nkendall@Tnstate.edu&sharedBy=email ❖ Opening Commercial: 3InformationalText.wav ❖ Wix Professional Portfolio: https://rndllcarter.wixsite.com/mysite ❖ Media Share Selection Rubric

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Selection Rubric: Web Resources Complete an interactive evaluation and add it to your Professional Search Terms Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino.

Title:

Elements of Informational Writing

Hardware Required

Source/Location https://www.youtube.com/watch?v=kSMHsS0abb8 © Date:

November 1, 2015

Subject Area:

English Language Arts

Computer / Mobile Device Primary User(s): This

Grade Level ____3_____

__________ Student

Instructional Strategies : Digital Media

____x____ Teacher

Brief Description : YouTube video is a short instructional video last 1 minute and 34 seconds. It covers elements of informational writing by incorporating music, color, and animation. Although it is a shorter video, the text size and time allowed on each slide allows the students time to read the material or have the teacher read along. This video currently aligns with Tennessee ELA Standards.

Standards / Outcomes / Objectives: After watching this instructional video, students will be able to identify: ELA. 3.2b - Develop the topic with facts, definitions, and details.

Prerequisites: (e.g., prior knowledge, reading ability, vocabulary level, ect.) Students are required to understand and activate their prior knowledge on the use of punctuation, grammar, and sentence structure. Since this in an introductory lesson, the students will not yet have needed to master essay writing structures because it is the standard covered in this source.

Strengths: One of the key strengths of this video is that it is an alternate form of instruction that the teacher is able to use in their teaching strategies. Elementary students have a limited amount of time that their attention can be captured through teacher lecture. This video allows the teacher to continue with the same lesson plan, but enables the student to observe a different point of view in an alternate presentation.

Limitations: The limitation in this source are due to the limited information it contains. Because this video does not contain interactive features, the information is set and unchangeable and therefore limits the learning potential.

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There are no special features with this video. This video does however, capture the students interest with the music, color, and animation. I think that children will relate this video to certain cartoons they have seen or interacted with using educational apps. The video is well planned and describes the standards.

Name: Logan Carter

Date: March 6, 2017

Rating Area

High Quality

Medium Quality

Low Quality

Alignment with Standards, Outcomes, & Objectives

Standards/outcomes/ objectives addressed and use of Web resource should enhance student learning.

Standards/outcomes/ objectives partially addressed and use of Web resource may enhance student learning.

Standards/outcomes/ objectives not addressed and use of Web resource will likely not enhance student learning.

Accurate & Current Information

Information is correct and does not contain material that is out of date.

Information is correct, but does contain material that is out of date.

Information is not correct and does contain material that is out of date.

Age-Appropriate Language

Language used is age appropriate and vocabulary is understandable.

Language used is nearly age appropriate and some vocabulary is above/below student age.

Language used is not age appropriate and vocabulary is clearly inappropriate for student age.

Interest Level & Engagement

Topic is presented so that students are likely to be interested and actively engaged in learning.

Topic is presented to interest students most of the time and engage most students in learning.

Topic presented so as not to interest students and not engage them in learning.

Technical Quality

The material represents the best available technology and media.

The material represents technology and media that are good quality, although there may be some problems using it.

The material represents technology and media that are not well prepared and are of very poor quality.

Ease of Use (User may be Student or Teacher)

Material follows easy-to-use patterns with nothing to confuse the user.

Material follows patterns that are easy to follow most of the time, with a few things to confuse the user.

Material follows no patterns and most of the time the user is very confused.

Bias Free

There is no evidence of objectionable bias or advertising.

There is little evidence of bias or advertising.

There is much evidence of bias or advertising.

User Guide & Directions

The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material. Navigation is logical and pages are well orga nized. Use of Web resource gives students many opportunities to engage in new learning experiences.

The user guide is good resource for use in a lesson. Directions may help teachers and/or students use the material. Navigation is logical for main use, but can be confusing.

The user guide is poor resource for use in a lesson. Directions do not help teachers and/or students use the material. Navigation is not logical and pages are not well organized.

Use of Web resource gives students some opportunities to engage in new learning experiences.

Use of Web resource gives students few opportunities to engage in new learning experiences.

The Web resource is designed with appropriate use of graphics and text to ensure student understanding.

The Web resource is designed with graphics and text that are of average quality.

The Web resource is designed with graphics and text that are of poor quality and distract students from understanding.

Clear Directions Stimulates Creativity

Visual Design

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Quality of Links Site Map

The Web resource links facilitate navigating the material and finding additional information.

The Web resource links are not easy to navigate and make it difficult to find additional information.

The Web resource links make it very difficult to navigate the material and to find additional information.

The Site Map is available and useful to help navigate and access information.

The Site Map is available and somewhat useful to help navigate and access information.

The Site Map is not available or not useful to help navigate and access information.

Recommended for Classroom Use: Yes X No ____ Ideas for Classroom Use: This video is an excellent tool to use within the classroom. Teachers could impliment this video into their lesson plans or as a refresher to give an alternative perspective on this ELA standard.

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ASSURE Lesson Plan Writing an Informational Text Name: Logan Carter Subject Area(s): ELA Duration of Lesson: 40 minutes Grade Level: 3rd grade

Analyze learners

General Characteristics In the third-grade class at Guild Elementary, there are twenty-four students which include thirteen females and eleven males. The student population is a diverse group composed of 58% Caucasian, 28% African American, and 14% Hispanic and Asian and range in age from 7-8 years old. Four students have IEP’s for ELL and speech, and one student has an IEP for his disruptive behavior. The students with speech delays spend time each day with a speech pathologist whose office is inside the school building. The ELL students' spend time each day with the schools ELL teachers in her office classroom. All of these ELL students will soon be exempt from required ELL meetings due to proficient English fluency. The PK-5 school is 55% Caucasian, 27% African American, and 18% other. Of this diverse student body, 62% qualify for reduced lunch and 8% meet the requirements for free lunch. Curriculum Competencies To complete this lesson, students will need to know how to collect factual information from various written texts. They will need to know that composing an informational text of their own requires the text to be written in their own words. The learners will need to know how to reference or cite their information used in research.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to type written documents on Google Drive. Students' will need to know how to "share" these documents for teacher assessment. State Standard CCSS.ELA-Literacy.RL.3.2 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. Behavioral Objective Given a Chromebook and pencil/paper, the class of third grade students will research, document, and compose an informational text on any animal of their choosing. 117 | P a g e


Language Objective Key vocabulary: Information, ideas, content, facts, explanatory, definition, develop, details, brainstorming, research, topic, strategy, and reliable resources. Academic Language Functions To express understanding, students will use the vocabulary orally to explain and describe their informational text. I will formally assess their written document when the final draft is published to Google Doc's. I will also assess their published information when the students present their information to the class. The students informational text will be graded on their use of vocabulary. The vocabulary will be taught at the beginning of the lesson in a lesson that is specifically targeted on teaching the meaning of the words and how to use them. Vocabulary will also be posted on the ELA word wall for reference in writing and in oral language. Select instruction al methods, media, and materials

Curriculum materials ● 24 journals and documentation logs (student centered) ● 24 pencils (student centered) ● 24 Animal Books (student centered) Technological materials ● 24 media devices (chromebooks) with Wi-Fi/internet connection (student centered) ● Teachers station (teacher centered) ● Smart board (teacher and student centered) ● Printer with ink and paper (student centered) ● Informative Video— Bobbi Jean Gallagher. (Account Holder). (2015). Elements of Informational Text. [YouTube Video]. Retrieved on March 6, 2017 https://www.youtube.com/watch?v=kSMHsS0abb8 (student centered) ● Program from web—Animate. [Web 2.0 resource, Cost: Free] Retrieved on March 24, 2017 from http://www.abcya.com/animate.htm. (student centered) **** Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment****

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Utilize media and materials

Preview and prepare materials ● Preview the application—*previewed and approved* ● Preview the website resource/program—*previewed and approved* ● Check the printer and its ink and paper reservoir ● Make sure the printer is connected to the CPU’s and laptops ● Have the program downloaded on all CPU’s, chromebooks, and teachers station ● Make sure each student has an animal textbook to use as non technology based source of information. ● Sharpen pencils ● Make sure journals and information logs are accounted for and have been maintained over the course of this lesson. (journals/logs should be checked daily) ● Make sure chromebooks are charged ● Make sure the internet is working on chromebooks, laptops, and teachers desktop. ● Make sure all functions work on CPU’s, laptops, and teachers station ● Make sure the teachers station and the connection to Google Drive is working ● Open the applications and website on all CPU’s, laptops, and teachers station/smart board Prepare the environment ● Students will access websites to research information for informational texts. ● Students will record information in their journals. ● Students will work individually to compose a rough draft of their informational text. ● Students will work individually to compose a creative animation to describe their animal. ● Students will work in groups to share and critique their animations. ● Students will work individually to compose a final draft of their informational text. ● No adjustments need to be made to this learning environment to facilitate this lesson. Students can collaborate in small groups around the room. Prepare the learner ● Introduce the lesson and vocabulary, and models the actions to collect and write an informational text. ● Present or reiterate instruction to submit documents on Google Drive. ● Present the animation website to the students and require that they 119 | P a g e


Require learner participatio n

Evaluate and revise

watch the provided tutorial before working on their animation. (Ask for volunteers to show the show or explain the steps) � Model, monitor, and collaborate with students to ensure they understand all aspects of this lesson. After the instruction on how to write an informational text, students will work individually and choose an animal of their choice to research. This task can be complete with the aid of a written text and use of their chromebooks. After writing their researched information into their journal/informational data book, they can compose a written text in the Google Drive to be shared. Once the teacher has approved their informational text, the students can then begin creating a digital presentation with the aid of ABDYa.com. As this entire lesson develops, the teacher will be monitoring individual students by walking around the room and checking each students progress. If certain students need more assistance, the teacher and student can work collaboratively at the teachers desk so that the teacher can model expectations on the desktop. Once students are done, the animation project can be shared in groups up to 5. Students should work and collaborate in these small groups to review each other's work and provide their own feedback. This period of time allows the learners to talk amongst themselves about what they have learned from writing an informational text and using the interactive animation program. After that time, the group will select one member to present their animation to the class. Once every group has shared, the students will work independently to revised and edit their final draft of their informational text. The students will be graded on their use of knowledge of the individual animal, vocabulary, and writing skills. If a student is showing signs that they do not understand the lesson (collecting and writing detail, facts, and definitions), place the student in a 2person group in which their partner is proficient in the skill. If peer modeling does not work, extract the student from the lesson and explicitly teach how to begin researching and collecting information to be written in their text. If the student still does not understand, have the student create the ABCYa animation on the animal of their choosing, then have the student describe the animal from the presentation. Formative assessment Formative assessments used in this lesson include observations and openended questioning. Students will demonstrate understanding by either answering questions correctly in the questioning process or completing tasks correctly while they are being observed. The assessment should be recorded on daily objective sheets that will go in the student’s portfolio. The formative assessment will be completed during the teacher focused portion of the lesson. Monitoring and questioning will be done during the individual work time and groups collaboration time. I expect students to work individually to collect information from reliable sources to produce their 120 | P a g e


own informational text that will later be shared in small groups. I also expect students to provide informative and positive feedback when they share their animations within the small groups. If a substantial amount of students are not meeting expectations, the lesson needs to be stopped and previous concepts either reviewed or relearned. The students that are not showing proficiency through formative assessment are not ready or able to complete the activity. Summative assessment The summative assessment will be the culmination of each student’s data journal, creative animation, and final draft of their informational text. The student will receive a grade for their work based upon accuracy of the information in their text, creativeness of the animation reflecting accurate information, and use of vocabulary and depth of understanding. The work will document the student’s ability to compose an informational text (TN ELA Literacy.RL.3.2), Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (TN ELA Literacy.RL.3.2a), Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (TN ELA Literacy.RL.3.2b) Develop the topic with facts, definitions, and details.

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Collected Information

Creative Animation

Final Draft of Informational Text

TOTAL

3 Information journal is completed with a minimum of 6 facts, details, and definitions to provide information for informational text.

2 Information journal is nearly completed with a minimum of 4 facts, details, and definitions to provide information for informational text. Animation has Animation been nearly completed completed and and showcases at showcases at least 6 facts, least 4 facts, detail, and detail, and definitions to definitions to inform the inform the viewer of the viewer of the animal. animal. Information Information Text is Text is completed completed with a with a minimum of 6 minimum of 4 facts, details, facts, details, and and definitions to definitions to inform the inform the reader. Final reader. Final Draft has very Draft has few spelling or several punctuation spelling and errors. punctuation errors.

1 Information journal is incomplete with a minimum of 2 facts, details, and definitions to provide information for informational text.

0 Information journal is incomplete with 1 or less facts, details, and definitions to provide information for informational text.

Animation incomplete and showcases at least 2 facts, detail, and definitions to inform the viewer of the animal.

Animation incomplete and showcases 1 or less facts, detail, and definitions to inform the viewer of the animal.

Information Text is incomplete with a minimum of 2 facts, details, and definitions to inform the reader. Final Draft has numerous spelling and punctuation errors.

Final Draft of Informational Text does not meet any requirements or is not completed

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Informational Text Scavenger Hunt

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Words to know... Text- A book or other printed work. Topic-A subject written in a text. 125 | P a g e


Explanatory / Informational Text- true and factual text about a topic. Fact - A thing that is 100% true and accurate. Example-Mr. Carter is our teacher.

Detail-Individual fact. Example-Sometimes Mr. Carter wears a blue shirt.

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Definition- Exact meaning of a word. Information-Facts learned about something. Research-The investigation and collection of information. Reliable Source-An information source that provides factual information. 127 | P a g e


Brainstorming-Thinking and producing ideas.

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Lets write an informational text about an animal!

YES!!! We can brainstorm this topic together and research it!

We can collect facts, details, and definitions about our favorite animal!

All we need is a reliable source to collect our information!

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Informational Text Videos

Push the CTRL key and click on the words "video" to view videos on Informational Texts. Video 1 : What is an Informational Text. 130 | P a g e


Video 2 : Before making this rap, the music artist had to write an informational text. think about all the facts, details, and definitions that were researched.

Informational Text Activities Push CTRL and click on the giant word below to create your very own word search. Only use the words you researched on your animal. Share your puzzle with your shoulder buddy.

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Push CTRL and click on the giant word below to create your very own animated project to represent your informational text. Only use the information you researched and watch the tutorial before starting.

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Congratulations!!!!!! You can now research a topic to write your very own informational text and 133 | P a g e


Create your very own projects to help your friends learn from you.

Unit Media Share

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ABCya ABCya is a great resource for most elementary ELA standards. Although is contains a lot of games, there are several skills the students can master to help their writing. Writing an information text required proper grammar, punctuation , and spelling. Several games on this app directly target these skill with engaging and fun games. Once a child masters a certain skill, they are able and often eager to play another games that helps them master another academic standard. ABCya.com supports the current releases of Safari, Chrome, Firefox and Edge web browsers as well as Internet Explorer version *8 and up. Additionally supported on mobile devices Android version, 5 iOS version 8, and Fire OS version 4.5 Tortolani, Alan (January 1, 2004). ABCya. [iTunes App, Cost: Free] Retrieved on March 6, 2016 from http://www.abcya.com/ Elements of Informational Writing Elements of Informational Writing is an excellent video for teaching elementary students the elements of an informational text. The video teaches students that an informational text must include specific details, facts, and definitions. This video stresses the importance of research from valid sources to ensure students publish factual information in their text. While Elements of Informational Writing may be used for all elementary grade levels, this content can be used to specifically enhance 3rd grade ELA standards. Bobbi Jean Gallagher. (Account Holder). (2015). Elements of Informational Text. [YouTube Video]. Retrieved on March 6, 2017 https://www.youtube.com/watch?v=kSMHsS0abb8 iTooch iTooch is an interactive application that meets English Language Art curricula between the grades of 1-5. iTooch contains the largest number of interactive activates meeting National Standards of any app in the App Store. This app is very easy for the students to navigate and take part in the exercises. This app is engaging by helping the students earn reward points that the teacher can use in their reward system. iTooch keeps track of mastered skills and also recommends the next academic level. iTooch is available in booth iOS and Android operating systems. JĂŠrĂ´me Serre and Daniel Jasmin (January 1, 2011). iTooch. [iTunes App, Cost: Free] Retrieved on March 6, 2016 from http://www.edupad.com/itooch/education-apps-tabletssmartphones/ Reading Lesson: Informational Text Structure Reading Lesson: Informational Text Structure is an exciting and engaging video for teaching elementary students the fundamentals of an informational text. By relating informational text to architecture, the video teaches students to build an informational text with facts, details, and definitions. This video explains the importance of each step in the informational writing process. While Reading Lesson: Informational Text Structure is a bit longer than recommended, portions of its content can be used to specifically enhance 3rd grade ELA standards. 135 | P a g e


Help Teaching. (Account Holder). (2015). Reading Lesson: Informational Text Structure. [YouTube Video]. Retrieved on March 6, 2017 https://www.youtube.com/watch?v=cytHen2SCeM Writing Informational Text: Step by Step This Learnzillion website titled “Writing a Conclusion for an Informational Text" offers several features that students will find informative, interactive, and fun. The writing instruction align with Common Core Standards and are easily labeled for reference and verification. Third grade students can watch the videos this website has incorporated as an alternate form of information from which their teacher has provided. This website is easy to navigate and contains information leading into relating standards that the students must master. Learnzillion (2017). Writing a Conclusion for an Informational Text. [Website]. Retrieved on March 6, 2017 from https://learnzillion.com/lesson_plans/6771-write-a-conclusionfor-an-informational-text Writing Informational Text: Step by Step This thirdgradedoodles.com website titled “Writing Informational Text: Step by Step” offers an excellent breakdown of Informational Writing Instruction that align with Common Core Standards. Third grade students can easily read and decipher the charts on this website that break down each step. This website gives new teachers several strategies to encourage and prompt students to take interest in their writings. Teachers may also take interest in the authors blog to gain insight into tips and strategies for classroom management. Third Grade Doodles. (April 9, 2013). Writing Informational Text: Step by Step. [Website]. Retrieved on March 6, 2017 from http://www.thirdgradedoodles.com/2013/04/writing-informational-text-step-by-step.html

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Ishaya Fletcher Unit Rationale – Understand the properties of Division In this Math unit, third grade scholars will be learning about Operations and Algebraic Thinking focusing on Division. Scholars may not have completely developed their division skills because this is the inverse operation of multiplication, and often students have a difficult time performing the inverse operation opposed to the direct operation. Scholars will have learning experiences through interactive technology, teacher-centered instruction, and applied learning to help them grasp the concept. These various activities are targeted to support scholars during the time in which they will operate algebraic expressions using division. Comprehension of division is important for students to know because it allows them to expand their way of thinking. This math unit will provide scholars the understanding that there are more than one way to solve a problem. The moment the scholars have a handle on division, they will then be able to solve algebraic equations and apply those skills to everyday life, such as dividing money amongst employees or family, cooking, and/or constructing new inventions. Scholars will also begin to learn how to break down algebraic equations that contains addition, subtraction, multiplication, and division. Studying and understanding the properties of division is a learning expectation under Common Core Math – Operations and Algebraic Thinking Standards 6.0. Understand division as an unknown factor-problem. For example, find 32 divided by 8 by finding the number that makes 32 when multiplied by 8. Additional Resources: � NearPod Digital Lesson: https://share.nearpod.com/vsph/ZDvlIvd3MA 137 | P a g e


❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/31f26fc4a06a491b9e6ba5d5422f0dde?kv id=kendallnm@gmail.com&sharedBy=email ❖ Media Share Selection Rubric IFletcherSelectionRubric.pdf

❖ Opening Commercial: 3Division.wav ❖ Wix Professional Portfolio: https://ishayafletcher.wixsite.com/edcu

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ASSURE Lesson Plan Template Name: Ishaya Fletcher Duration of Lesson: 30 Minutes

Subject Area(s): Math Grade Level: Third Grade

General Characteristics Analyze learners

In the third-grade class, at Haywood Elementary, there are twenty students. The students include eleven boys and ten girls. The students’ ages range from eight to ten years old. The students’ ethnicities include Hispanic, Vietnamese, Korean, African American, and Italian. All the students speak proficient English, but there are five students who receive extra support with their English-speaking skills, and are in the Pull-Out Program. The students in the Pull-Out Program meet once a day with their teacher during RTI. There are no students who have IEPs, or receive modifications or accommodations during class. Any modifications or accommodations made are the teacher’s choice. Haywood Elementary is a diverse school with 62% of its students being Hispanic, 13% of the students are Asian/Pacific Islander, 13% of the students are also White, 12% of the students are African American, and 1% of students are two or more races Out of 100% of its students, 96% of the students make up free or reduced price lunch. Curriculum Competencies To complete this lesson, students will need basic math (Addition and Subtraction). Students will need to understand multiplication to solve some of the introductory division problems. Students will need to work collectively as a team. Students will also need to comprehend the academic language of mathematics. Technology Competencies To complete this lesson, students will need to know how to operate a media device to where they can sign in and out, navigate to the Knovio software to record themselves, and to save completed work when finished. State Standard 139 | P a g e


State & NETS*S objectives

CCSS. Math. 3.6- Understand division as an unknown factor-problem. ISTE Standard 1.a. Creativity and Innovation: Applying existing knowledge to generate new ideas and products. 2.a. Communication and Collaboration: Using digital media and team work to communicate to support individual learning and to assist in the learning of others. 6.a. Technology Operations and Concepts: Demonstrating an understanding of technology systems and operations. Behavioral Objective: Given various technology devices in class (computer, tablet, smart phone, etc.) and the Knovio app, the class of third grade learners will work with their partners to complete a six-minute video lesson teaching the meaning of the division vocabulary words (Dividend, Divisor, and Quotient) to assist in their peers’ learning. Language Objective: Key Vocabulary: Dividend, Divisor, Divided by, Quotient, Equal, Divide, Group Academic Language Functions: To express understanding, students will creatively use vocabulary orally while working with their partner to come up with a six-minute video to define the division vocabulary words, both for me to informally evaluate their understanding of the objective, and to assist students who may not quite grasp the concept. In the video, students will define all three terms in their own way that could possibly help future students to understand the terms to better understand division. Their final project will be graded on the use of the vocabulary. The vocabulary will be reviewed in the beginning of the lesson. The students will watch an introductory video on division terms. Students will have access to the lesson’s wordle loaded with vocabulary terms and phrases. During the lesson, with example division problems, students will need to know the number representation for each vocabulary word, and when reading division problems, students will need to know the phrases “Divided by” and “Equals.”

Select instructional methods,

Curriculum Materials • •

20 Pencils 20 Paper 140 | P a g e


media, and materials

• •

20 Erasers Vocabulary Notes

Technological Materials • • • • • •

Utilize media and materials

5 Media Devices (tablet, smart phone, etc.) with WI-FI/Internet connection and front facing camera (student centered) 7 Laptops with WI-FI/Internet connection and front facing camera (student centered) 8 Computers with mouse, key board, WI-FI/Internet connection, and front facing camera (student centered) Teacher’s station (teacher centered) Smart Board (teacher and student centered) Application- Knowledge Vision Systems Incorporated. (2017). Knovio. [Google Play Store, Cost: Free] Retrieved on April 11, 2017 from http://www.knovio.com/ x

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment*** Preview and Prepare Materials • Preview the application- *previewed and approved* • Have the program downloaded on all media devices (tablets, smart phones, laptops, computers, teacher’s station, etc.) • Pencils Sharpen • Make sure laptops, tablets, smartphones are charged • Make sure all media devices are connected to WI-FI/Internet • Make sure front facing cameras are functioning on all devices • Make sure all functions are working on media devices • Make sure teacher’s station and the connection to the smart board is working • Open Knovio Application on all devices Prepare the Environment • Students will retrieve their notes on the definition of the Division Vocabulary Words • Students will join their partners to a media device around the room • Students will record their videos on their creative ways to define the Vocabulary Words Prepare the Learner • Review the vocabulary terms and their definitions 141 | P a g e


• • • • •

Students should work out practice problems on the smart board matching the number to the terms in the division equations Present the Knovio application to the students, show them the main screen and the functions needed for the lesson (record, stop, rewind, delete, save) Model to students how to record their videos and provide them an example video Have student volunteers model the same directions that were given (physically and orally) Answer any questions or concerns students may have

First, students are to watch the video “Learn Division for Kids” as a review of the vocabulary terms that will be needed in their video presentations. During the video, students are to take notes (if have not done so previously) to assist them with the making of their videos. After the video, students will have time to review the terms with their tables to share and compare notes of the terms while they also practice identifying each term in the equation and creating their own example division problems. Students will pair up (based on peer tutoring) and a device will be distributed Require to each pair of students. Students will have time to practice familiarizing learner participation themselves with the devices given. From there, students will create their own scripts to their videos. Students should be monitored to ensure that all students are on task and each student is providing a good amount of information for the video. Also, approach groups with questions on their projects and to provide any aid students may need. Spend 35 seconds with each pair of students. Once students are done, they will be given the option to replay their videos to themselves to edit any mistakes made in the videos. Once editing is complete, then students are to save their videos to their devices. Once all groups have completed their recordings. Each group is given a tally sheet to provide feedback to their classmates on their video. Each video will be presented to the whole class for students to grade each other based on the requirements of the rubric. The videos should be graded on using all three division terms, using one division phrase, correctly defining the terms, and providing one example of a division equation. Once all the videos have been presented and graded, students can write a reflection of the project. If there are students that are having a challenging time, (understanding the vocabulary and/or recording the video) have those students join a group to make a group of three. If they still seemed troubled by the lesson, have a oneon-one lesson of the assignment. If the students are yet to understand, have them to do a vocabulary flip book with paper and art utensils. 142 | P a g e


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Evaluate and revise

Formative Assessment (Process): Formative Assessments used in this session consist of performance and openended questioning. Students will show understanding by answering the openended questions correctly and by completing the task correctly. The formative assessment will be done during the beginning of the lesson, observing and questioning during small groups, and during the presentation of each groups’ videos. Students should be recorded at all times. Students are expected to show good teamwork, understanding of the division terms, understanding of how to use the media devices, and understanding of how to use the application. Students are expected to work independently and quietly during the writing of their reflections. If there are students not meeting expectations, then the activity should be paused and a review should be administered for the students. Students that are not showing progress during the formative assessments, are not ready to complete activity.

Summative Assessment (Product): The summative assessment will be the completed product of the videos created by students, the students’ feedback for their peers, and their reflection. Students will receive a grade for their work based on participation, creativeness, teamwork skills, the understanding of the vocabulary, and information provided in their video. The product will document the students’ understanding of division (Common Core Math Standard 3.6), the ability to apply knowledge to new product (ISTE 1.a), using digital media and teamwork to communicate (ISTE 2.a), and understanding technology systems (ISTE 6.a). It will also note the students’ ability to reflect on the learning experience.

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Peer Grading Form (Rate each video on a new sheet) Video # ______________ 1. This Video contains all three terms and their definitions? (divisor, dividend, quotient) 1

2

3

2. I would use this video to help me understand the division vocabulary words? 1

2

3

3. How would you rate the video overall? 1

2

3

4. Comments: _______________________________________________________

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Video Production- Division Vocabulary

Group Name: _______________________________________________

Category

4

Team used all vocabulary Vocabulary words with their definitions.

3

2

1

Team used most of the vocabulary words with the definitions.

Team used some vocabulary words with little to no definitions.

Team used no vocabulary words and did not provide any definitions.

Script

Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional.

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

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

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

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

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

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

Score

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Teamwork

to the final product.

describing how his/her work will contribute to the final product.

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

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

will help them reach the goal.

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

Students do not work during meet time AND/OR some team members do not contribute a fair share of the work.

Teacher’s Notes:

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Division

Unit Scavenger Hunt Vocabulary

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Color/ Practice Your Work

(Remember to ask your Teacher/Parent for printing and downloading) 2.

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4.

Download and Print your Division Stars Worksheet.

5.

Download and Print your Division Coloring Activity.

6.

Download and Print your own Division Flashcards.

Videos

7.

Watch the fun Division Video to learn how Division is divided up into equal parts.

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8.

Watch a fun Introductory Video on the basics of Division.

Games

9. Play the Division Derby math game to practice division skills.

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10. Play the Demolition Division math game to have some interactive division practice. 11. Have fun with Division Drag Race, you can play with friends and build your division skills. 12.

Play this outer space game with Factor Fracture.

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Unit Media Share

Academy Academy is an impressive math app that can permit math to be assessable to students. On the Academy app, students can pick which operation they would like to solve. After the student choses, the math operation, students are given the option to play a time trial game or an endurance game. Both games are fun competitive games that attracts the attention of students to keep them engaged in wanting to complete math games and continue to want to learn math. This app is compatible for both iOS 9.1 iPad and iPhone. The App Tower INC. (February 28, 2017). Math Academy. [iTunes App, Cost: Free] Retrieved on March 6, 2017 from https://itunes.apple.com/us/app/mathacademy/id420090880?mt=8 Learn Division For Kids- 2nd and 3rd Grade Math Learn Division For Kids is a wonderful interactive video that introduces the vocabulary used in division to students. The video also provides various models to illustrate a division problem while still providing the language of division. It is important for students to know and understand division vocabulary because the terminology supports the scholars’ academic language. It is a great tool to use as an introductory video before a division lesson. It can also be used as a review on division terms. Math & Learning Videos 4 Kids. (Account Holder). (September 24, 2015). Learn Division For Kids- 2nd and 3rd Grade Math. [YouTube Video]. Retrieved from March 6, 2017 https://www.youtube.com/watch?v=gjqxhtjyfC4 Math Chimp Math Chimp is an enjoyable way for students to practice their math skills. The website is broken up into grade levels. Within each grade level, the Common Core Standards are provided, and under each Common Core Standard are games that are linked to the Math Chimp website. Under the standard, understand properties of multiplication and the relationship between multiplication and division, Math Chimp offers two games for students to take part in. The first game, “Math Frog,” places students under a timer to complete as many order of operations problems as fast as they can. The second game, “Math Puzzle Pup #2,” also places students on a timer to solve a multiplication and division puzzle. Both games occupy students’ minds while providing them with the skills to become proficient in the standard given. 153 | P a g e


Math Chimp. (June 4, 2014). Math Chimp. [Website]. Retrieved on March 6, 2017 from http://www.mathchimp.com/3rd-grade-math-games Math Run Math Run is an exciting app that sanctions for students to receive fun math practice. It accelerates students’ learning while enhancing their math skills. The practice questions are aligned with Common Core Standards. It also assists in monitoring progress for students during their individualized learning. Students are given the option to choose from five different animals that they are ready to start their adventure with. Students can earn bonus prizes that can also help keep them motivated. This app is compatible for both iOS 7.0 or later iPad and iPhone. The App Tower INC. (March 3, 2017). Math Run. [iTunes App, Cost: Free] Retrieved o March 6, 2017 from https://itunes.apple.com/us/app/math-run-panda-chase/id743475337?mt=8 Multiplication and Division Relationships- Fun Math Videos for Kids 3rd Grade Multiplication and Division Relationships is a terrific cooperative video that explains the relationship between multiplication and division. This video provides examples of how multiplication can be used to solve division problems. The film is a fantastic interactive tool that complies to Tennessee State Standards (CCSS.Math.Content.6.0.- Understand division as an unknown factor-problem. For example, find 32 divided by 8 by finding the number that makes 32 when multiplied by 8.) This video is a terrific way for educators to visually display the standard while students are actively engaged. Math & Learning Videos 4 Kids. (Account Holder). (August 4, 2016). Multiplication and Division Relationships- Fun Math Videos for Kids 3rd Grade. [YouTube Video]. Retrieved from March 6, 2017 https://www.youtube.com/watch?v=i31rRt5m1-4 Splash Math Splash Math is an entertaining math website that allows students, teachers, and parents to monitor progress of the students while the students participate in fun grade level games. The website is aligned with the Common Core Standards. After each game of division, the website produces the scores to the students, and alerts the person in charge (whether teacher or parent), to notify them on the progress of the student. Splash Math is very interactive and is easy for students to use. It reinforces what has already been taught to students and gives them extra practice. It is great for individualized learning. Splash Math offers repetition that students need by giving them exciting new challenges. Study Pad Inc. (2010). Splash Math. [Website]. Retrieved on March 6, 2017 fromhttps://www.splashmath.com/math-skills/third-grade

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Connor Roddy Unit Rationale – North America: Identification and location with the use of a map In this unit, third grade students will learn how to identify and locate all areas of North America: Canada, Mexico, Central America, Cuba, and the fifty states of the United States of America. Students may not understand how to use a map effectively or realize that there are many other countries outside of the United States. Students will have learning opportunities through the use of Google Earth, virtual maps, lectures, discussion, and in class activities to gain a clear understanding about identification and location. By participating in these experiences, the learners will gain more insight about the different areas and regions in North America. It is important for students to have knowledge about the countries within our continent, because they will begin to understand there is more life beyond us. After retaining the location and understanding about the countries and states that lie within North America, the student will be able to expand their knowledge about these areas. Also, the student will have the opportunity to learn more about the diversity and people in this continent. Understanding and studying the countries of North America is a learning expectation for the State of Tennessee Social Studies standards 3.18. Identify and locate on a map: Canada, Mexico, Central America, Cuba, and the 50 states of the U.S.

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Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/Q2w7sKZmLA ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/8f8a8210a2324a969e1c9cb4a4b3e22b?k vid=nkendall@Tnstate.edu&sharedBy=email ❖ Media Selection Rubric:

❖ Opening Commercial: 3NorthAmerica.m4a ❖ Wix Professional Portfolio: https://connorroddy.wixsite.com/msconnor

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ASSURE Lesson Plan Studying North America Name: Connor Roddy Subject Area(s): Social Studies Duration of Lesson: 75 Minutes Grade Level: 3rd

Analyze learners

General Characteristics I will be teaching this lesson at Guild Elementary in Gallatin, Tennessee. Guild is Title One school and is located in a suburban area. Guild serves grades kindergarten through fifth grade. The school’s mission statement states, “The mission of the Guild Elementary School community is to provide our students with the learning opportunities, experiences, and support needed to develop the intellect, social skills, and self-esteem necessary to become responsible citizens and lifelong learners.” Guild’s Title One program is called R.E.A.C.H, which is an acronym for Reading Empowers All Children’s Hopes. This program helps the school expand it’s academic, tutoring, and assistance services. Guild opens it’s doors at 7:15 and dismisses at 2:45. I will be teaching the lesson to a third grade classroom. The classroom consists of 21 students; 12 females and 9 females. There are no gifted/talented students in the classroom I serve. One of the students has a speech IEP. During the day, the student typically leaves to work with a speech specialist, but the student will be present during the entire lesson. I plan to assist this child by modeling during this lesson.

Curriculum Competencies In order to complete this lesson, the students must a basic understanding about the location of North America. They must have knowledge about the names of each country and area being studied for this particular lesson. The students should have prior knowledge about how to properly locate areas on a map. The students will be required to record their notes about their assigned area on a sheet of paper; therefore they should have a basic understanding about how to properly take notes. The students should have also comprehended the meaning of the vocabulary words that are significant to the lesson. Technology Competencies In order for the students to complete this lesson, the students must have an understanding on how to operate and analyze the information provided on Google Earth. They should also know how to operate and create a basic presentation in Google Slides. Therefore, the students must be familiar with how to type on the keyboard. The students should also know how to save and share their presentation in Google Slides and sending their work to a recipient, which will be sent to myself. 158 | P a g e


State & NETS*S objectives

State Standard: S.S. 3.18: North America: Identify and locate on a map: Canada, Mexico, Central America, Cuba, and the 50 states of the U.S. ISTE Standard 6.a. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 
 Behavioral Objective: Given the access to Google Earth, and other visual map applications, the third grade learners will design a presentation with Google Slides over the country designated to their group in order to locate and identify the countries and areas of North America. Language Objective: Key Vocabulary: North America, United States of America, Canada, Mexico, Central America, Cuba, Location, Identification, Continent, Country, Direction, Diversity, Visual Map Academic Language Functions To express their understanding, the students will use their vocabulary words in the presentations that they will design in their designated groups for this lesson. Before the lesson, I will provide the students with a word wall. The students will also be provided with a copy of the words and their definitions that are displayed on the unit scavenger hunt at the beginning of the unit. By doing this, the students will learn how to correctly utilize the words when analyzing the content they are studying in the lesson. The students will also orally discuss the key terms during the process of making their presentations with their classmates. By orally discuss their terms, the students will learn more about how to properly utilize the terms. Due to this activity taking place at the end of the unit, the students should have a clear understanding of the meanings expressed in each vocabulary word. At the beginning of the unit, the students were required to complete an abundant amount of games and tasks that assist them in understanding their key terms for the unit. These games and websites were provided to the students in the unit scavenger hunt. Therefore, the students should know the definitions of their vocabulary words.

Select instruction al methods,

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media, and materials

22 Wooden pencils (student centered)

Wide Ruled Notebook Paper (student centered)

Tasks Checklist (student centered)

24 copies of Unit Material, such as vocabulary and unit scavenger hunt (student centered)

List of vocabulary words, provided in the unit scavenger hunt (student centered)

List of Tasks for the lesson (teacher centered)

List of groups of students for the lesson (teacher centered)

6 copies of Presentation rubric for each group (Student centered)

Technology Materials •

24 Charged Toshiba Laptops (including Wifi, mouse pad, and keyboard for the tasks of the lesson)

Google Earth [Free Internet Resource] (student centered) Google Earth – Google Earth. (n.d.). Retrieved April 25, 2017, from https://www.google.com/earth/

Google Slides [Free Internet Resource] (student centered) Google Slides - create and edit presentations online, for free. (n.d.). Retrieved April 25, 2017, from https://www.google.com/slides/about/

Utilize media and materials

Teacher’s Station (teacher centered)

Projector (teacher centered)

Elmo (teacher centered)

Prepare and Preview Materials • Preview the websites - Previewed and Approved 160 | P a g e


• • • • • • • • • • • • • • •

Check direct link to Google Earth to make sure it works Check direct link to Google Docs to make sure it works Sharpen pencils Make sure laptops are charged Print off 24 copies of the task checklist Print off the expectations for presentations list Make sure word wall is displayed Make there is an abundance of wide ruled notebook paper for note taking Make sure the folder of each student’s login information for Google is accessible and visible Make sure internet is accessible on laptops and at the teacher’s center Make sure the connection from the projector to the teacher’s laptop is working efficiently Make sure the steps to save and share the Google presentations are ready and visible for the students Print off the list of groups designated for the lesson Place unit materials on each child’s desk Print off 6 copies of presentation rubric

Prepare the Environment • I will move the desks into groups of three. • I will move the laptop cart to a spot that is easy to access, but out of the way. • I will pull the curtains that are near the Elmo, so it will block the sun. This will allow the students see what is presented on the projection screen • I will turn off the lights during instructional time. • Students will be provided with their groups and designated country or area • Students will access the Toshiba Laptops • Students will retrieve wide ruled paper and wooden pencils • Students will sit with their assigned group members • Students will access Google Earth and Google Slides • Students will collaborate with their classmates about the information they have gathered and how to present their presentation • Students will design presentation based on their assigned country • Students will practice presenting their slides with their groups • Students will save and share the Google docs to my Google account Prepare the Learner • Introduce the lesson and activate any background knowledge needed in order to complete the lesson 161 | P a g e


• • • • • • • • • • • • •

Require learner participatio n

Examine vocabulary by studying word wall Discuss the tasks list and objectives Preview Google Earth and how to search for their area Preview Google Slides and the procedures Display and explain expectations list for aspects of presentations on Elmo Explain to students that are able to use their materials and websites from ONLY the unit scavenger hunt. NO other websites are allowed Explain the purpose of the activity Place the students into their designated groups for the lesson Present the groups with a country or area that they will be analyzing for the lesson Have students begin to take notes on their sheet of paper on their area while using Google Earth After information is gathered, remind students to begin creating presentation on Google Slides Display steps to save by writing them on the white board and model how to share presentation by using projector Begin presenting countries when each group has completed their presentation

1. After informing students on how to successfully complete the assignment, each student should open Google earth and begin researching their area. 2. Students are to research and take notes over the information they have gathered. 3. After conducting research, the students will collaborate to analyze the gathered information. They are required to decide what information is acceptable for the presentation. 4. Once information is prepared, one of the students in each group is required to log in to their Google account and open Google slides 5. Students should begin discussing the design of their presentation and begin typing information into their slides. 6. Students should add images to make their presentation unique, such as maps. 7. Students should incorporate vocabulary words throughout their presentation. 8. After finishing, students should preview their presentation, as well as proofread for mistakes. 9. Once the presentation is reviewed, students will decide who should present each part of the presentation. 10. Students should practice their part by presenting to their group members. 162 | P a g e


11. After practicing, the students will save and share their presentation to me. 12. Students are required to shut down and place their laptops on the cart that will return to the computer lab. 13. Students will present their information about their area of North America to the class with the use of the projector. 14. After the presentation is finished, the students have completed their tasks for the lesson and will receive a grade for this activity.

Evaluate and revise

Formative Assessment (Process): Formative assessments will be incorporated throughout the lesson. These assessments will include questioning and close monitoring of each student’s progress. The teacher should prompt questions, such as “Where is the located?” , “Why did you use this vocabulary word in this slide?”, and “If you had to explain where your area is located to a friend, how you explain the location?” Students will exhibit their knowledge by answering these questions correctly and with academic language designated for the lesson. The teacher should walk around the room and observe each group’s process and progress throughout the duration of the lesson. Additional instruction and guidance will be given to students who may be scoring proficient in the formative assessment. If a student or group is struggling with the tasks or instructions of the assignment, the teacher should address and monitor the issue to ensure it is resolved. If the issue continues to arise or new ones form, the student will need more one-on-one modeling and instruction in order to successfully complete the lesson. If the student continues to presents this behavior, the student will pull a “Smart Choices” card and receive a consequence. Summative Assessment (Product): The summative assessment will be the students presenting their research about their country or area to the class. They will be graded on their use of vocabulary and how well they present their information to their classmates. The students will also be graded on their behavior and ability to follow instruction throughout the lesson. They will also be assessed on how effectively each student was able to work in a collaborative environment with their classmates. The presentations will represent how accurately the students could identify and locate the countries with the use of a map and technology, while working in a collaborative environment. (Tennessee State Standards S.S. 3.18)

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Scoring Points Slides Creativity

Grammar

Followed Directions

5 points Five or more slides Images, color, and creative designs

Presentation Rubric 4 points 3 points Four slides Few images and color

Correct One or grammar two throughout grammar entire mistakes presentation Followed Followed task most of directions the completely directions

Three slides Followed directions with some creativity A few errors

Followed some of the task rules

2 points

1 points

Two One slide slides Not No effort much was creativit displayed y was presente d Noticeab Too many le grammatica mistakes l errors Similar direction s but not all

Did not follow any directions

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Unit Scavenger Hunt

Vocabulary! ● North America: Our “home” continent ● Continent: any of the world’s main expanses of land ● Country: a nation with it’s own government, occupying a particular territory ● Canada: located north of United States of America ● United States of America: located south of Canada and north of Mexico ● Mexico: located south of the United States of America and north of Central America ● Central America: located southeast of Mexico 165 | P a g e


● Cuba: located northeast of Central America and east of Mexico ● Location: a particular place and position ● Identification: the action or process of identifying someone or something or the fact of being identified ● Geography: the nature and relative arrangement of places and physical features ● Direction: the course that must be taken in order to reach a destination ● Diversity: the state of being diverse; variety ● Map: a diagrammatic representation of an area of land or sea showing physical features, cities, roads, etc. ● Visual: a picture, piece of film, or display used to illustrate or accompany something.

Videos! Click these links to learn more about the North American Countries We Are Studying! Click To Listen To This Song About North America I understand this video explains and locates all of the countries within North America. As you are listening to the song, be sure to pause and look at the location and shape of each country discussed above! Where Are These Countries Located? This video will help you learn more about where each of these countries are located.

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Activities!

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Coloring Sheet: Right click the picture and select print when the pop-up is displayed! Label each country and section! Then, color each section you have labeled!

Create Your Own Compass: In order to locate the places, you will need a compass to know which direction to go! Right click the compass above and select print in the pop-up displayed! After printing, you will label the eight points of compass! When you are finished labeling your compass, cut it out and use it to guide you!

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Games: Locate This will help you to learn the location of each of the countries and sections being discussed! WordSearch Make a wordsearch using the vocabulary for the lesson!

YOU ARE FINISHED! Now you should know how to locate and identify the countries and areas of the North America! Good Job! 169 | P a g e


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Unit Media Share 50 States Song for Kids/50 States and Capitals for Children/USA 50 States This video presents a song about the fifty states that lie within the United States of America. The song is very silly, which makes the video more engaging and appealing. Each state and capital is displayed in this video, by physical representation. 50 States Song for Kids/50 States and Capitals for Children/USA 50 States. (2016, January 10). YouTube. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=Gt2mYPwXyAc Atlas 3D for Kids – Games to Learn Geography (P) by Planet Factory Interactive This app contains many, different games that include learning about geography, countries, and regions. This app displays many features about planet earth, but we would focus on the countries to align with the unit. This particular app is good for hands-on and visual learners to be able to apply their knowledge in an engaging way. S.L., P. F. (2016, October 19). Atlas 3D for Kids – Games to Learn Geography (P) on the App Store. Apple Inc. Retrieved March 06, 2017, from https://itunes.apple.com/us/app/atlas-3d-for-kids-games-tolearn-geography-p/id1140409090?mt=8 Countries Of North America | Learn TheCountries Of The World | Elearnin This video provides a song that students can memorize to gain an understanding of the countries of North America. This also provides a visual representation of each country to the visual learners in the classroom. E. (2016, July 28). Countries Of North America | Learn TheCountries Of The World | Elearnin. YouTube. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=YpcFziLCEDc North America This website provides a map of all of the countries and regions of the continent North America. This would allow the visual learners to gain knowledge about the physical representation of each country, such as size. Each country and region is represented in this map. World Atlas (2016, September 19). North America. Retrieved March 06, 2017, from http://www.worldatlas.com/webimage/countrys/na.htm

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This website displays the countries, regions, and the aspects of North America. Students will gain knowledge about major cities, population, geographical features, and etc. This site provides coloring worksheets, fun facts, and various types of maps. Technological Solutions Inc. (n.d.). North America. Retrieved March 06, 2017, from http://www.ducksters.com/geography/northamerica.php

Stack The States This app provides a new technique for students to learn about the 50 states of the USA. The states are arranged by various colors, and each state has a smiley face, which makes the game more intriguing. The students have many tasks that can be completed on this app. The student is able to choose what game they want to play to boost their knowledge, such flashcards, quizzes, placing states on a map, and a puzzle. The students will be able to enjoy this game as well as learn a portion of the standard. Design, I. F. (2016, August 10). Stack the StatesÂŽ on the App Store. Apple Inc. Retrieved March 06, 2017, from https://itunes.apple.com/us/app/stack-the-states/id381342267?mt=8

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Brianna Hunt Unit Rationale – Decimal Notation for Fractions In this unit, fourth grade scholars will learn to recognize and distinguish decimal notation for fractions and compare decimal fractions. Some students may find difficulty understanding this topic for reasons like unfamiliarity of place value, misconstrued placement of numbers 1-100, and a common dis-interest in mathematics. Students should learn the concept and ideas of fractions because they play a big role in our everyday lives. From simple projects like cooking one of your favorite dishes to constructing small projects within your home, fractions are used as foundations to set the tone for our daily lives. Throughout this unit, students will learn to express fractions with denominators of both 10 and 100 and convert them into decimal form. After the conversion, they will to draw and/or locate the decimal on a number line. With various learning tools by their sides, like books, pencils, interactive power points, and/or online mathematics activities, the chance for the students to master this standard will exceed beyond expectation. It is vital for students to learn this lesson, because as they further their education, fractions and decimals will only be used as building blocks for more complex problems. Understanding decimal notation for fractions is Common Core Mathematics Standard: CCSS.MATH.CONTENT4.NF.C.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

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Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/fE01ysPvIC ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/61e58ce55a364efbb84d8bbccc63e50e?kv id=nkendall@tnstate.edu&sharedBy=email ❖ Opening Commercial: 4DecimalNotation.wav ❖ Wix Professional Portfolio: https://huntbrianna24.wixsite.com/mysite

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Selection Rubric: Web Resources Complete an interactive evaluation and add it to your Professional Search Terms Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson _______________________ Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino.

Title : ShepardSoftware.com

Hardware Required: Computer , Laptop, Projector

Source/Location : Website- http://www.sheppardsoftware.com/mathgames/menus/decimals.htm © Date: March 9, 2017

Primary User(s):

Subject Area : Mathematics

Grade Level: 1-8

Instructional Strategies: Audio, Visuals, Educational Games

______X_____ Student __________ Teacher

Brief Description: Shepard Software.com is an interactive gaming website that can be used to help students specialize their skills in various subjects ranging from mathematics to history. In the link that I have provided below, students from grade levels 3-8, can play decimal games in any spectrum of the subject they choose. The website was designed to make common core standards more interesting for students and give them a challenge every time they master a previous skill. By using this site, pupils will be able to understand and grasp the concept of decimals from all angles of the spectrum. Standards/Outcomes/Objectives: CCSS.MATH.CONTENT.4.NF.C.6 Students will be able to use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) Basic knowledge of numbers Basic knowledge of place value Basic knowledge of decimals Strengths Students will steadily be challenged by the variety of games within their grade level and through upper grade levels. The games all align with different standards within common core and can be played wherever students choose to use it. The website also has no cost. Limitations: The website can use a little more color and creativeness to intrigue the students. The games are very broad and do not focus on just one standard, it more so focuses on the subject of decimals, rather than an actual standard within the decimal umbrella. Special Features: The games are limitless and students have an abundant amount of chances to get the master the game and the concept from which it was originated. Name: Brianna Hunt

Date: March 8, 2017

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SELECTION RUBRIC: WEB RESOURCES

Rating Area

High Quality

Medium Quality

Low Quality

Alignment with Standards, Outcomes, & Objectives

Standards/outcomes/ objectives addressed and use of Web resource should enhance student learning.

Standards/outcomes/ objectives partially addressed and use of Web resource may enhance student learning.

Standards/outcomes/ objectives not addressed and use of Web resource will likely not enhance student learning.

Accurate & Current Information

Information is correct and does not contain material that is out of date.

Information is correct, but does contain material that is out of date.

Information is not correct and does contain material that is out of date.

Age-Appropriate Language

Language used is age appropriate and vocabulary is understandable.

Language used is nearly age appropriate and some vocabulary is above/below student age.

Language used is not age appropriate and vocabulary is clearly inappropriate for student age.

Interest Level & Engagement

Topic is presented so that students are likely to be interested and actively engaged in learning.

Topic is presented to interest students most of the time and engage most students in learning.

Topic presented so as not to interest students and not engage them in learning.

Technical Quality

The material represents the best available technology and media.

The material represents technology and media that are good quality, although there may be some problems using it.

The material represents technology and media that are not well prepared and are of very poor quality.

Ease of Use (User may be Student or Teacher)

Material follows easy-to-use patterns with nothing to confuse the user.

Material follows patterns that are easy to follow most of the time, with a few things to confuse the user.

Material follows no patterns and most of the time the user is very confused.

Bias Free

There is no evidence of objectionable bias or advertising.

There is little evidence of bias or advertising.

There is much evidence of bias or advertising.

User Guide & Directions

The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material.

The user guide is good resource for use in a lesson. Directions may help teachers and/or students use the material.

The user guide is poor resource for use in a lesson. Directions do not help teachers and/or students use the material.

Clear Directions

Navigation is logical and pages are well organized.

Navigation is logical for main use, but can be confusing.

Navigation is not logical and pages are not well organized.

Stimulates Creativity

Use of Web resource gives students many opportunities to engage in new learning experiences.

Use of Web resource gives students some opportunities to engage in new learning experiences.

Use of Web resource gives students few opportunities to engage in new learning experiences.

Visual Design

The Web resource is designed with appropriate use of graphics and text to ensure student understanding.

The Web resource is designed with graphics and text that are of average quality.

The Web resource is designed with graphics and text that are of poor quality and distract students from understanding.

The Web resource links facilitate navigating the material and finding additional information.

The Web resource links are not easy to navigate and make it difficult to find additional information.

The Web resource links make it very difficult to navigate the material and to find additional information.

The Site Map is available and useful to help navigate and access information.

The Site Map is available and somewhat useful to help navigate and access information.

The Site Map is not available or not useful to help navigate and access information.

Quality of Links Site Map

From Smaldino, Lowther, & Russell, Instructional Technology and Media for Learning, 9th ed. Copyright Š 2008 by Pearson Education, Inc. All rights reserved.

Recommended for Classroom Use: ______X_____ Yes ___________ No

176 | P a g e Ideas for Classroom Use: Teachers and students should use the site whenever the class has free time and the teacher still wants them to practice the concept. Maybe this is when the projector can come into place and be used by both the teachers and the students.


ASSURE Lesson Plan Decimal Notation Name: Brianna Hunt Duration of Lesson: 45 minutes

Analyze learners

Subject Area(s): Mathematics Grade Level: 4th grade

General Characteristics In the fourth grade class at Haywood Elementary School, there are twenty students—which include twelve females and eight males. With twelve Hispanic students, two Burmese students, two Vietnamese students, one somolian student, and one Caucasian student, all ranging between the ages of nine and ten, diversity plays a significant role throughout instruction. Though none of the students have IEP’s, six children are English Language Learners, who moderately struggle in Reading and Writing. The Pre-Kindergarten through 4th grade school educates over 500 children annually. With more than half of the population being of Hispanic decent, all students receive both free breakfast and lunch. Curriculum Competencies Though students have various comprehension levels, it is understood that all students should have a general overview and/ or idea of what fractions, decimals, and place value.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how utilize the Nearpod computer program to have create a technology centered lesson. All students have displayed, at least, a basic knowledge of how to utilize a computer and its essential parts, like the mouse, monitor, and keyboard, therefore assuring the idea that they can execute the academic lesson at hand. State Standard The state standard for this unit of fourth grade mathematics is: CCSS.MATH.CONTENT.4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram ISTE Standard NETS 5.b- Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various was to facilitate problem-solving and decision making. Behavioral Objective 177 | P a g e


Given the Nearpod computerized program, students will learn how to accurately perform various equations of decimal notation. Language Objective Key vocabulary: Decimal Notation, Fractions, Decimals, Place Value, and Denominator Academic Language Functions To express understanding, students will create a categorized place value system, which consists of the tens, decimal point, tenths, and hundredths place. Within the system students will place 4 different examples of decimal notation into its correct category. Through this pre assessment, I will be able to accurately comprehend their knowledge on the unit before the lesson is presented. The list of vocabulary for the unit will be given after the introduction of the lesson and will be frequently used throughout the lesson for both verbal and written equations. Select Curriculum materials instructional methods, ● 20 white boards (student centered) media, and ● 20 black dry erase markers (student centered) materials ● 20 dry erase erasers (student centered) Technological materials ● 20 laptops with mouse, keyboard, storage space (3GB or above), Microsoft Office Suite (Word, Excel), and Wi-Fi/internet connection (with embedded adobe flash) (student centered) ● Teacher station with 1 touchscreen tablet with keyboard, Wi-Fi/internet connection (w/embedded adobe flash), and app store (teacher centered) ● 1 computer with mouse, keyboard, Microsoft Office suite (Word, Excel) and internet connection (with embedded adobe flash) (teacher center) ● 1 ELMO Projector (teacher centered) ● 1 Screen or Smart Board with marker (teacher centered) ● A Nearpod presentation on Decimal Notation Application: Nearpod LLC. (March 28, 2017). Nearpod. [iTunes, Cost: Free] Retrieved on April 27, 2017 from https://itunes.apple.com/us/app/nearpod/id523540409?mt=8 . (student centered)

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Nearpod LLC. (January 16, 2017). [Google Play store, Cost: Free] Retrieved on April 27, 2017, from https://play.google.com/store/apps/details?id=com.panareadigital.Nearpod&hl=en (student centered). **** Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment**** Utilize media and materials

Preview and prepare materials ● Preview the application—*previewed and approved* ● Preview the website resource/program—*previewed and approved* ● Check the printer and its ink and paper reservoir ● Make sure the printer is connected to the CPU’s and laptops ● Have the measurement application loaded and ready to use on the media devices ● Have the program downloaded on all CPU’s, laptops, and teachers station ● Make sure all markers have sufficient ink ● Make sure laptops are charged ● Make sure the internet is working on CPU’s, laptops, and teachers station ● Make sure all functions work on CPU’s, laptops, and teachers station ● Make sure the teachers station and the connection to the smart board is working ● Open the program on all CPU’s, laptops, and teachers station/smart board

Prepare the environment ● Prepare and review all laptops needed for lesson ● Prepare and Review all white board and markers needed ● Ensure that all students are in original seating necessary for the setting Prepare the learner ● Introduce the Nearpod concept ● Give all students the verification code needed ● Assure all students of all supplies needed for the lesson Require Students will open their computers and log onto the internet explorer program. learner After logging into the program, students will type in the word, “Nearpod” into participation their search engines and click on the first website to appear, dealing with Nearpod. The code for the lesson will be “CBELK” and students will type the lesson code into the designated engine. After accessing the lesson, students will be asked their names and will type their “legal” first and last name into the name bar and press the enter button to virtually enter the lesson. Upon entry, I will introduce the lesson, its objective, and it’s common core state standard. 179 | P a g e


Evaluate and revise

White Board Challenge

Information Accuracy

Ending Quiz

TOTAL

After bypassing all stated introductions above, students will be asked to play an introduction game, that requires both white board and laptop use. After the introduction, both students and the educator will interactively explore the lesson on nearpod. Formative assessment Formative assessments used in this lesson include accurate comprehension both in and outside of the lesson. Throughout the lesson, the teacher will allow her students to answer various comprehension question between each given concept. I expect students to work individually on the lesson and accurately respond whenever need. I also expect excellent participation levels from all students. Summative assessment The summative assessment will be the culmination of each concept learned throughout the lesson. It will occur at the end of the nearpod lesson and will be graded for both accuracy and comprehension of the lesson. Students with a score of 80% and higher, will receive a passing grade. Students who scored below the passing score will be extended further help on other assignments.

3 Student correctly placed 4 decimal notations in the correct place value Student scored excellent in all accuracy questions Student scored 80 and above

2 Student correctly placed 3 decimal notations in the correct place value Student scored proficient in all accuracy questions Student scored 60-79

1 Students correctly placed 2 decimal notations correct place value Student scored basic in all accuracy questions Student scored 59-50

0 Students correctly placed 1 decimal notation in its correct place value Student scored non-proficient in all accuracy questions Student scored 49 and below /12

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Decimal Notation Unit Scavenger Hunt

Vocabulary

Decimal

Fraction

Notation

Equivalent

Addition

Denominator

Algebra

Value

Multiplication

Hundredths

Tens

Subtraction

Numerator

Division

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Word Search Use the Vocabulary above to create

our own word search.

Cross Me Create a word search with “defined� vocabulary given above

Wordles Up Create a personalized wordle of vocabulary that you have learned through the Unit.

Videos

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Come join,

Mr. Heath the Rapping Hippo, as we take a walk down decimal lane.

Go deeper with

Math is More Power 4 U and perfect your skills of

Decimal Notation through a precise, one-on-one tutorial on the Unit.

Real Story

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Stop! Pull out your learning journal and create a scenario of how you could use Decimal Notation to help solve a problem.

Game Time

Decifactor Convert fractions to decimals by using the given tool.

Decimal Hero The city needs your help to fight off the decimals points!

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Memory Game Put those brain cell to the test and show what you remembered best

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Unit Media Share Decimals Brainpop Video Decimal Brainpop Video is an introductory video used to introduce the concept of decimals. Within this video, characters Tim and Moby take students on a journey of establishing the meaning of decimals, the place value of which decimals can stand, and ways you can compare decimals on a number line. By the end of this video, pupils will have a fun outlook and guide o how decimals works and the numerous ways they can be utilized. Elizabeth Seckerson (account holder) (November 3, 2016) Decimal Brainpop Video. [Youtube Video]. Retrieved March 7, 2017. https://www.youtube.com/watch?v=g8jMNtcr4vs Decimal Song Decimal Song is a fun, comedic introductory video that can be used to introduce the concept of decimals and decimal notation. Though this video is geared more towards students of grade 2 and above, the outgoing narrator, Heath the Hippo, breaks the concept of decimals down for pupils of all grade levels to grasp and understand. The hip hopin’ hippo and a few of his friends teach children the basic principles of decimals through the art of rap, establishing a catchy way to understand and remember the moderate skill. TeachHeath (account holder) (June 17, 2012) Decimal Song. [Youtube Video]. Retrieved March 7, 2017. https://www.youtube.com/watch?v=0JB3bNfLqEM Fractions and Decimals Fractions and Decimals is an interactive app that directly focuses on principles and concepts of fractions and decimals. Through this app, children are able to learn and perfect their fraction and decimal skills through numerous activities like, naming fractions, ordering decimals, equivalent fractions, and many more. The application cost is 99 cents and is compatible with both the iPhone, iPad, and iPod Touch and requires iOS 8.1. TipTacTech, LLC. (July 30, 2015). Fractions and Decimals. [iTunes App, Cost: 99 cents] Retrieved March 7, 2017. https://itunes.apple.com/us/app/fractionsdecimals/id1013503645?mt=8 MathChimp.com

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MathChimp.com is an interactive website used by educators, students, and parents to help students practice and master various mathematical common core standards. Students can pick from games, videos, and worksheets and grow their knowledge from there. Through this site, students are able to practice their daily lessons both at home or at school. All students have to do is choose the activity they want and the possibilities are endless. Unknown Organization. (2017). Mathchimp.com [Website] Retrieved on March 8, 2017. http://www.mathchimp.com/# Prodigy Math Game Prodigy Math Game is an interactive mobile app that helps master “grade school� mathematical concepts. The application is designed to fit the common core standards varying from grades 1 through 8 and helps children of all ages master their troublesome areas. With an introductory assessment given to the students as soon as they install the app to frequent assessments along their daily use of the app, the cost free too can be used both at school and at home. The Prodigy Math Game is compatible with iPhone, iPad, and iPod touch and requires iOS 8.0 or later. SMARTeacher Inc. (September 7, 2016). Prodigy Math Game. [iTunes App, Cost: Free] Retrieved March 7, 2017. https://itunes.apple.com/us/app/prodigy-mathgame/id950795722?mt=8 ShepardSoftware.com Shepard Software.com is an interactive gaming website that can be used to help students specialize their skills in various subjects ranging from mathematics to history. In the link that I have provided below, students from grade levels 3-8, can play decimal games in any spectrum of the subject they choose. The website was designed to make common core standards more interesting for students and give them a challenge every time they master a previous skill. By using this site, pupils will be able to understand and grasp the concept of decimals from all angles of the spectrum. Unknown Organization. (2017). ShepardSoftware.com [Website] Retrieved on March 7, 2017. http://www.sheppardsoftware.com/mathgames/menus/decimals.htm

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Haley Lozeau Unit Rationale – Cell Structures In this unit, fourth grade students will learn that cells are the building blocks of living things. Learning about cells may be difficult for these learners because they are learning about things that they cannot see without a microscope or touch without a model. This may make it difficult for visual learners as well as kinesthetic learners. Teachers can combat these learning limitations by using interactive 3D models that they students can both see and touch. Teachers may also reach students by using technology applications or websites that give students the chance to explore parts of cells and the functions that take place inside cells. Cells are important for students to learn about because they are the building block of all life. The students will participate in hands-on activities, lectures, and group work. These learning experiences will assist students as they create models of and compare both plant and animal cells. It is imperative that students have an understanding of cells, cell processes, and cell structures in order to appreciate that all living things are made of cells that perform necessary functions of life. Students will recognize that cells are the building blocks of living organisms. Demonstrating knowledge of the structures of both plant and animal cells and that cells make up all living things is a learning expectation stated in the Tennessee State Standards for Life Science 0407.1.1. Recognize that cells are building blocks of all living things.

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Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/2tHH58b9tB

❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/83a7cca35c7a4b84a8bdcdd21d6b170b?k vid=nkendall@tnstate.edu&sharedBy=email ❖ Media Share Selection Rubric HLozeauSelectionRubric.pdf

❖ Opening Commercial: 4Cells.wav ❖ Wix Professional Portfolio: https://hlozeau.wixsite.com/eduportfolio

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ASSURE Lesson Plan Template Name: Haley Lozeau Duration of Lesson: 1 hour

Analyze learners

Subject Area(s): Science Grade Level: Fourth

I serve a second-grade classroom. The classroom holds twenty-one children, eleven females and ten males. Three ethnic groups are present, including: Caucasian, African American, and Hispanic. All students in this class are between the ages of 9 and 10. This school is a Title I school which means that the socioeconomic status is middle to lower class. This fact means that students may not have the ability to obtain learning materials outside of the classroom. The level of educational support at home may vary. Some of the students have mentioned reading to a parent or grandparent or reading independently at home. Other students do not bring their library books home or do not get much parental support in reading outside of the classroom. Many of these students come from singleparent homes in which the head of household is not home to practice spelling words or sign take-home folders. Two students have parents that work at the school (teacher and teacher’s aid). These students read often and do not struggle reading grade-leveled texts. The classroom holds twenty-one children, eleven females and ten males. Three ethnic groups are present, including: Caucasian, African American, and Hispanic. Two students are in need of accommodations that involve extra time on work and assessments read aloud. All students’ primary language is English. To be considerate of the specific cultural circumstances within this classroom, I will utilize my confident readers to encourage and assist struggling students during this lesson. I will also provide encouragement and assistance for these students. Listening and giving attention to struggling readers during this lesson will reinforce their confidence during the reading and writing activities. One hour is typically given to Science instruction. This science learning segment will span this one hour. In this classroom, Response-to-Intervention and Instruction involves four, fifteen minute rotations. These include: read to self, word work, reading eggs, and small group teaching. This lesson will not interfere with the time dedicated to RTI instruction. Two students require an IEP. Both IEP’s are speech and reading related. These two students are pulled out of the classroom from 9:25 a.m. to 11:00 a.m. for Title I reading on Tuesday and Thursday and Speech Therapy on Monday and Wednesday. This lesson will not take place during this time, therefore this supplemental instruction time will not interfere with this lesson. 190 | P a g e


Curriculum Competencies: In order to complete this lesson, students should have a basic understanding of cells and that everything alive is made of cells. They have prior knowledge of living organisms and that they are made of cells that perform functions necessary for life based on Common Core standards for third grade. This prior knowledge will assist students in creating a presentation using the online tool Prezi covering their assigned part of the cell. Technology Competencies: In order for students to complete this lesson, they will employ prior knowledge of how to operate Prezi from previous projects in my classroom. They should also have the ability to use Evernote, online note taking program. These students have used this program in prior note taking instances in my classroom. The students must be familiar with how to take and share meeting notes in Evernote. State Standard: State & NETS*S objectives

GLE 0407.1.1 Recognize that cells are the building blocks of all living things. ISTE Standard: 6.c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulation. Behavioral Objective: Given access to internet, research tools, Evernote, Prezi, and use of prior knowledge, students in a small group will create and give a presentation over the part of a cell that they have been assigned. Students will use Evernote to collect ideas, pictures, and research to share with their small group. They will then use their collective notes to create a Prezi and present it to the class as a group. There are 4 groups of 4 and 1 group of 5. The groups contain a diverse population of students from each Tier group. The parts of a cell that the class will collectively cover are: mitochondria, chloroplast, nucleolus, cell membrane, and vacuoles. The students will do this in order to demonstrate their understanding of plant and animal cells including the parts that make up a cell and the functions that go on within a cell. 191 | P a g e


Language Objective: Key Vocabulary: Animal Cells, Plant Cells, Cells, Mitochondria, Vacuoles, Nucleolus, Rough Endoplasmic Reticulum, Smooth Endoplasmic Reticulum, Golgi Apparatus, Cell Membrane, Cell Wall, Chloroplast, Chlorophyll, Ribosomes Academic Language Function: Students will use the above vocabulary within their presentations and notes to demonstrate understanding of these terms. By doing this, students will demonstrate their ability to make connections with the vocabulary within the presentations to relate them to real life structures and processes. Students will also show understanding through reading and comprehension of their group members’ notes and experiencing the other small group presentations. Students should have prior knowledge of the definitions of these words along with understanding of how they relate to cells and living organisms. This is due to the fact that this session and assignment will take place at the end of the unit. In the event that students need reminders or clarification, the words can be found in their completed close reading passage or in their unit scavenger hunt. These materials can be found in their unit folder. I will also be available to support them by providing answers to questions and clarification.

Select instructional methods, media, and materials

Curriculum Materials: • • • • • • •

21 Unit Folders (contain information and activities done in the duration of the unit) (student centered) 21 Tennessee 4th Grade Science textbooks (student centered) 21 Paper lists of suggested research sites, also located in the unit scavenger hunt (student centered) 1 Task List (teacher centered) 21 Student group role assignments (student centered) Teacher’s Prezi presentation (teacher centered) Teacher’s Evernote meeting notes (teacher centered)

Technology Materials: • • • • •

ELMO (teacher centered) Teacher’s HP Laptop (teacher centered) 21 Fully Charged IPads (these should be connected to the WiFi prior to learning session) (student centered) Evernote (Web resource; Free) (student centered) Prezi (Web resource; Free) (student centered) 192 | P a g e


• Utilize media and materials

Websites used for research (student centered)

Briefly describe how you will use the learning resources in the following three (3) areas: Prepare the Materials and Media • Ensure that each child’s unit folder contains the necessary resources • Ensure that each Ipad is connected to the internet • Ensure all small groups are in the same meeting note file in Evernote • Ensure Ipads are fully charged • Ensure students have the notecard with their usernames and passwords for all necessary websites (Evernote and Prezi) • Ensure all functions work on laptops and teachers station • Ensure teacher Prezi is functioning properly • Ensure teacher Evernote meeting notes are prepared Prepare the Environment: • • • • •

Teacher will move student desks into groups according to the group assignments prior to learning segment commencement (4 groups of 4 and 1 group of 5) Students will access the ipads Students will access the textbooks and listed websites for research and supporting images Students will type notes and import pictures into Evernote Students will compile notes and ideas into a group Prezi

Prepare the Learner: • • • • • • • •

Model proper note taking procedures in Evernote via HP Laptop displayed on the ELMO Give modelling Prezi presentation over cell walls Introduce the project and activate requisite skills from previous lessons in this learning segment Review vocabulary Review task list over the ELMO (students have a paper copy in their unit folders) Assign small groups Assign individual roles to each group member (Recorder, Time Keeper, Team Manager, Creative Director) Assign part of cell for each group to research 193 | P a g e


Require learner participation

Evaluate and revise

1. Students will sit with their group members. 2. Students will each begin to find internet resources using their Ipad. (1 resource per student) 3. Students will raise their hand to notify the teacher that they have chosen a website for research. 4. Teacher will approve or deny the web-based resource for each student. 5. Students will take individual notes in a different color for each student and attach relevant photos to their Evernote meeting note file. Students must take notes in their own words using the academic language associated with this learning segment. 6. Students will discuss their individual findings with the group. 7. Recorder will take meeting notes for in-class group research findings. 8. Teacher will approve student research notes or require additional research. 9. Once teacher has approved student research, creative director will determine an appropriate theme for the group Prezi as well as the photos that are to be included within the Prezi presentation. 10. Students will collaborate to determine what information needs to be included and in which order. 11. Students will submit Prezi for teacher approval and make necessary revisions. 12. Students will decide who will present what information during the presentation. 13. Students will present Prezi presentation to whole group. Formative Assessment (Process): I will be able to formatively assess student learning throughout the lesson during the set benchmarks interjected into the required tasks that entail teacher approval. If the students are not proceeding towards the learning objective, I will use these benchmarks to provide feedback to each group in order to direct them towards the desired goals. In the event that common problems arise, I will have a grand conversation with the whole group to clear up any confusion and guide all students towards the desired goals. Students will demonstrate understanding of the curriculum standard through their Evernote meeting notes derived from research. Students will demonstrate understanding of the ISTE standard by successful use of the provided web-based tools (Prezi and Evernote) and collaborative note taking and discussion via Evernote meeting notes. Students are expected to locate websites based in factual evidence. Students have been versed in appropriate web-based research protocol (i.e. .edu, .info, educational journals, etc.). Students are expected to take notes with complete, coherent thoughts in complete, well-constructed sentences. Students are 194 | P a g e


expected to divide work load fairly and evenly. Students are expected to create an attractive Prezi that follows a consistent and sensible flow of ideas. Students must each have a speaking part in the final presentation. I will take notes in a private Evernote file on the progress and success rate of each small group and each individual student.

Summative Assessment (Product): I will review the Evernote meeting notes from each group following the final presentation. Each students’ notes will be in a different color which will allow me to adequately assess individual student research, learning, and academic language. I will use a group presentation rubric to assess each small group during their presentation and individual students during my review of the final Evernote meeting note file.

Prezi: Students must create a visually appealing presentation that is well organized.

Below Basic 0-50%

Basic 51-75%

Proficient 76-90%

Prezi is not visually appealing (lack of color or photographs). Prezi does not follow a coherent flow of information.

Prezi is moderately appealing (1-2 photographs and some color). Prezi is moderately organized.

Prezi is visually appealing. Prezi flows in a coherent manner.

Advanced 91-100% Prezi is colorful and visually entertaining. Information flows in a wellorganized pattern.

1-2 students All students All students All of Proficient Group speak during the speak during the speak during the plus: Presentation: Students must work together to present the information in their Prezi. Students must each have a speaking part.

presentation. Information is presented in a boring or disorganized manner.

presentation. Speaking is not equally divided amongst group members. Information is disorganized.

presentation. Speaking is equally divided amongst group members. Information is well-organized.

Information is presented in a dynamic, entertaining manner.

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Included Information: Students must use academic language, coherent thoughts, and all relevant information in their Evernote meeting notes.

Notes do not include adequate information on the designated topic. Notes are disorganized and are not written in complete sentences.

Notes include some relevant information on designated topic. Some notes are written in complete sentences.

Notes include an adequate amount of information relevant to the designated topic. Notes are written in complete sentences.

Notes include an abundance of information relevant to the designated topic. Notes use an abundance of academic language. Notes are written in complete sentences.

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Cells Unit Scavenger Hunt

Vocabulary

Use the vocabulary and corresponding definitions below to Create a Crossword Puzzle! Cell - basic unit of life making up all living things Chlorophyll - chemical in plant cells that helps absorb energy from light Rough Endoplasmic Reticulum - manufacturing and packaging system - bumpy Ribosomes - small organelles involved in protein making Mitochondria - powerhouse of the cell - break down nutrients, turn them into energy Chloroplast - produces food for plant cells Golgi Apparatus - stores molecules for later use or sends them out of the cell Smooth Endoplasmic Reticulum - manufacturing and packaging system - smooth Plant Cell - the rigid cell of a plant Animal Cell - cell of an animal *does not have chlorophyll, chloroplasts, or cell wall Cell Wall - rigid outside of a plant cell - provides structure and security Cell Membrane - boundary between the inside and the outside of the cell Nucleus - brain of the cell that holds the DNA

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Color the Cell - Answer the Questions at the Bottom Remember to ask your teacher before you print!

Print both pages from the links below. Color the organelles. Cut and past the organelles into the plant cell. Blank Plant Cell Organelles and Instructions Ask your teacher before you print! 198 | P a g e


Videos Watch this interesting video about Plant and Animal Cells This video takes you on a journey through an animal cell! This video takes you on a journey through a plant cell!

Games Play this interactive game to learn more about cells! This game will help you learn more about the parts of a cell!

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Unit Media Share 4th Grade Cells – Jeopardy This website features a jeopardy aligned with fourth grade required understanding of plant and animal cells. The game allows for multiple teams to play, so it is helpful in a classroom setting. This interactive website give students the chance to collaborate and be involved in the material. Unknown (n.d.). 4th Grade Cells Jeopardy. Retrieved March 06, 2017, from https://jeopardylabs.com/play/4th-grade-cells Cell World This app provides students the opportunity to explore the inside of a cell through an immersive 3D Cell World. The learner is able to travel through the cell and see movement of the various moving parts of the cell. The app allows the user to discover details about each part of a cell by navigating in a game-like fashion. Parts of the cell that are covered include: nucleus, mitochondria, ribosomes, etc. V.I.E.W. (May 4,2014). Cell World. [Play Store App. Cost: Free] Retrieved on March 6, 2017 from https://play.google.come/store/apps/details?id=come.VIEW.CellWorld iCell This app is a great tool for teaching parts of a cell, types of cells, and organelle functions. This app allows the user to view a 3D version of a cell. Each organelle comes with a label and short explanation of its function. This source also features three levels of text complexity making it useful for many different age groups and grade levels. Animal, plant, and bacteria cells are all available for exploration. HudsonAlpha Institute for Biotechnology. (October 31, 2011). iCell. [Play Store App. Cost: Free] Retrieved on March 6, 2017 from https://play.google.com/store/apps/details?id=org.hudsonalpha.icell Introduction to Cells: The Grand Cell Tour This video features the “Amoeba Sisters,” popular science video characters, teaching an overview of cells. The video covers cell theory, the parts of a cell and the functions, and multicellular and single-cellular. The animation in this video is “kid-friendly,” and uses academic language while explaining topics in grade-appropriate language. 200 | P a g e


AmoebaSisters (2016, November 01). Introduction to Cells: The Grand Cell Tour. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=8IlzKri08kk Nerdy Plant Cell Meets Cool Animal Cell (Differences Between Plant and Animal Cells) In this video, an animal cell consoles a plant cell because it does not have all of the “cool” organelles that animal cells have. This video uses playful banter between a plant cell and animal cell to describe the differences between the two cells. The video uses academic language and specific examples to increase depth of knowledge. This source covers material such as: organelles, organelle function, and differences between plant and animal cells. H. (2012, November 16). Nerdy Plant Cell meets Cool Animal Cell (Differences between Plant and Animal Cells). Retrieved March 06, 2017, from https://www.youtube.com/watch?v=808kmKBBW_o Sheppard’s Software – Cell Games This website provides students with the opportunity to play games and take quizzes over both plant, animal, and bacterial cells. The animation on the site allows students to be engaged while learning the parts of the different types of cells. The games give the learner the chance to label each part of the cell. The quizzes ask detailed questions about the function and shape of the organelles. Sheppard’s Software. (n.d.). Cell Games. Retrieved March 06, 2017, from http://www.sheppardsoftware.com/health/anatomy/cell/index.htm

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Ashley Smithson Unit Rationale – Writing: Text, Types, and Purposes In this unit, we will be learning how to write strong opinion pieces in language arts. Difficulties in the unit may stem from the student’s writing abilities, understanding of persuasive writing styles, disinterest in writing, students’ abilities to form their own opinion, or even students’ understanding of how to research information to support their ideas. The Fourth-grade students need to learn skills in opinion writing so they can think critically and independently about their own ideas and formulate their own opinions on various topics. Students will use computers, books, videos, and other forms of media to aid in class discussions expressing their views on various topics, demonstrations of how to conduct a proper debate, competitive games that entice students to persuade their classmates to agree with an objective opinion, and discovery that helps the learners use critical thinking. Students must attain knowledgeable skills on opinion writing because it allows students to think independently about their own ideas and how their personal experiences impact their opinions. In order for students to grow as skilled writers in language arts, it is important for them to learn proper writing techniques and understand how to think independently and critically about their physical and social interactions in their environment and how it helps form their own opinions and ideas. Studying and understanding opinion writing in language arts is a learning expectation covered under Common Core English Language Arts under Writing Standard 4.1 CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. 202 | P a g e


CCSS.ELA-Literacy.W.4.1.b Provide reasons that are supported by facts and details. CCSS.ELA-Literacy.W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CCSS.ELA-Literacy.W.4.1.d Provide a concluding statement or section related to the opinion presented Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/0ieKjVn4MA ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/aecbb3ab585c4f90bb5678df1623ab6c?kv id=nkendall@tnstate.edu&sharedBy=email ❖ Opening Commercial: 4Persuasion.m4a ❖ Wix Professional Portfolio: https://ashbsmithson.wixsite.com/asmithsonteach ❖ Media Share Selection Rubric:

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Complete an interactive evaluation and add it to your Professional Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino. Title _____Binky’s Facts and Opinion__ Hardware Required Computer, Laptop, Cellphone, PC, Projector, Headphones, Speakers Source/Location _____ http://pbskids.org/arthur/games/factsopinions/index.html © Date ____2017 _____Cost: N/A Primary User(s): Student Subject Area ___English Language Arts______________________ Grade Level ___2-4________ Instructional Strategies _Video- Audio presentation and Educational Games_ Brief Description This website includes a game featuring characters from the PBS show, Arthur, designed to give learners practice with fact and opinion. This game includes a brief introduction of fact and opinion, ten it allows players to view scenarios with characters from the show and asks the learner to distinguish if statements that are used are facts or opinions. This website connects to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it helps the learner with the basic knowledge of what an opinion is. Standards/Outcomes/Objective

CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) The use of this resource requires basic understanding of English Language, hearing capabilities, and comprehension skills. This resource will require the student to have a basic understanidn of how to operate the software available, examples are using the mouse, clicking on items, and typing. This resource requires the use of basic computer and internet functions. Strengths: 204 | P a g e


This resource is suitable for students on many different reading and comprehension levels. Because it uses audio to voice the scenarios of fact and opinion, students are not required to read much. This could be good for those who use this source during centers and need the source to be time sensitive. The resource uses great audio and visual. This can be good for visual and auditory learners. I feel that this source can be used for practice in an introductory lesson on opinion writing and a fun resource for children during recess or centers. The strongest part of this resource is the introductory video that gives the learner an overview of the topic in order for them to effectively play the game This is good for students who have trouble with recall. The use of familiar cartoon characters is a great strength because it allows students to draw inferences from outside sources and personal experiences with the lesson. This resource also provides the learner with exposure to different learning techniques in order to grasp the concept. Examples of this can include audio, visual, and educational games. Limitations: Limitations of this resource varies. This resources requires the use of the internet which can be altered due to signals, Wi-Fi connection, and technological glitches. This resources requires sound, and it cannot be used if the sound does not work. This resource also requires students to hear, so it cannot be modified for students who are hearing impaired. The source does not involve writing activities, which can be detrimental to those who understand the topic, but need help with writing skills. Special Features Special features include the ability to listen to characters, go back and forth between questions and answers, explanations for answers, and a tracking system for how well the learner is grasping the concept. This game allows the learner to be exposed to multiple learning styles while grasping the concept of fact and opinion.

Name ____Ashley Smithson

Date ___March 7, 2017________________

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Rating Area

High Quality

Medium Quality

Low Quality

Alignment with Standards, Outcomes, & Objectives Accurate & Current Information

Standards/outcomes/ objectives addressed and use of Web resource should enhance student learning.

Standards/outcomes/ objectives partially addressed and use of Web resource may enhance student learning. Information is correct, but does contain material that is out of date.

Standards/outcomes/ objectives not addressed and use of Web resource will likely not enhance student learning. Information is not correct and does contain material that is out of date.

AgeAppropriate Language

Language used is age appropriate and vocabulary is understandable.

Language used is nearly age appropriate and some vocabulary is above/below student age.

Language used is not age appropriate and vocabulary is clearly inappropriate for student age.

Interest Level & Engagement

Topic is presented so that students are likely to be interested and actively engaged in learning.

Topic is presented to interest students most of the time and engage most students in learning.

Topic presented so as not to interest students and not engage them in learning.

Technical Quality

The material represents the best available technology and media.

The material represents technology and media that are not well prepared and are of very poor quality.

Ease of Use (User may be Student or Teacher)

Material follows easy-to-use patterns with nothing to confuse the user.

The material represents technology and media that are good quality, although there may be some problems using it. Material follows patterns that are easy to follow most of the time, with a few things to confuse the user.

Bias Free

There is no evidence of objectionable bias or advertising.

There is little evidence of bias or advertising.

There is much evidence of bias or advertising.

User Guide & Directions

The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material. Navigation is logical and pages are well organized.

The user guide is good resource for use in a lesson. Directions may help teachers and/or students use the material. Navigation is logical for main use, but can be confusing.

The user guide is poor resource for use in a lesson. Directions do not help teachers and/or students use the material. Navigation is not logical and pages are not well organized.

Stimulates Creativity

Use of Web resource gives students many opportunities to engage in new learning experiences.

Use of Web resource gives students some opportunities to engage in new learning experiences.

Use of Web resource gives students few opportunities to engage in new learning experiences.

Visual Design

The Web resource is designed with appropriate use of graphics and text to ensure student understanding.

The Web resource is designed with graphics and text that are of average quality.

The Web resource links facilitate navigating the material and finding additional information.

The Web resource links are not easy to navigate and make it difficult to find additional information.

The Web resource is designed with graphics and text that are of poor quality and distract students from understanding. The Web resource links make it very difficult to navigate the material and to find additional information.

Clear Directions

Quality of Links

Information is correct and does not contain material that is out of date.

Material follows no patterns and most of the time the user is very confused.

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Site Map

The Site Map is available and useful to help navigate and access information.

Recommended for classroom use: Yes

The Site Map is available and somewhat useful to help navigate and access information.

The Site Map is not available or not useful to help navigate and access information.

or No

Ideas for classroom use: This can be used as a learning activity in centers to reinforce what is being taught during instructional time. This game could also be played as a class, using the projector to display it for the class to see. The teacher can call on students to answer the questions and give her explanation to why a question was answered wrong or right. She can also reward students who participate or answer the questions correctly with class incentives to keep participation and engagement high.

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ASSURE Lesson Plan Template Intro to Opinion Writing Name: Ashley Smithson Duration of Lesson: 30 minutes

Analyze learners

State & NETS*S objectives

Subject Area(s): English Language Arts Grade Level: 4th grade

General Characteristics Haywood Elementary school is a public school that serves grades Pre-K to fourth. It is in the Overton cluster, which consists of six k-4 schools, five middle schools, and one high school. The school population is 871 students with 567 of them being English Language Learners. The school hosts students that speak about 20 languages with English, Spanish, Arabic, and Burmese being the most common. In the fourth grade class at Haywood Lane Elementary School, there are 20 students in the homeroom consisting of 12 males and 8 females. The students switch classes for English Language Arts and RTI. The ELA class consists of 14 students, nine males and 5 females. The entire ELA class consists of English Language Learners. The ethnicities represented are Hispanic, African, Asian, and Arabic. There are no IEP’s for the students, but modifications are made for them due to the language barrier. During instruction, more visuals are used and students are partnered with peers if they need a translator. A school translator is also available. Reading and speech specialists come and pull students from class for extra assistance. The Curriculum Competencies To complete this lesson, students will need to know how to think critically and independently in order form their own opinions. Students should be able to write basic sentences to express their individual examples of fact and opinion. Technology Competencies To complete this lesson, students will need to know how operate a standard laptop, computer, or IPad to access the “Nearpod” website for instruction. Students must have basic typing skills to get to the “Nearpod” website and answer open ending questions in the presentation. State Standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

ISTE Standard 1.a. Creativity and innovation: Apply existing knowledge to generate new ideas, products, or processes 208 | P a g e


Behavioral Objective The fourth-grade students will distinguish between fact and opinion using an online teaching tool called Nearpod. Through the online teaching tool Nearpod, students will access online collaborative discussions, educational videos and songs from Youtube, and an educational trivia game called Kahoot that will help them distinguish between fact and opinion. Language Objective Key vocabulary: opinion, fact, linking phrases, point of view, information, support, topic, distinguish, reasons, true, agree, disagree, argument, discuss, dialogue, attitude

Select instructional methods, media, and materials

Academic Language Functions Students will express their personal knowledge of fact and opinion using peer dialogue and open ended questions. The vocabulary will be taught throughout the lesson engaging students in computerized collaborative writing and educational games. Students will be introduced to key words and phrases that helps them distinguish between fact and opinion. Their comprehension will be tested through informal discussion and a true false quiz that will be graded. Vocabulary will also be available on posters on the wall and the word wall bulletin board as a reference for students. Vocabulary will be reinforced using educational videos and audio too. Curriculum materials • •

14 pencils (student centered) Loose leaf paper / plain printing paper (student centered)

Technological materials • • • • •

14 computers/ laptops with mouse, keyboard, and internet connection (student centered) Teachers station (teacher centered) Smart board (teacher and student centered) Printer with ink and paper (student centered) Application— Tools for the most important job in the world. (n.d.). 2017. (website) Retrieved April 11, 2017, from https://nearpod.com/ (student and teacher centered)

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**** Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment**** Utilize media and materials

Preview and prepare materials • Preview Nearpod application and website—*previewed and approved* • Check the printer and its ink and paper reservoir • Make sure the printer is connected to the CPU’s and laptops • Have the Nearpod website shortcut loaded and ready to use on the media devices • Sharpen pencils • Make sure laptops are charged • Make sure the internet is working on CPU’s, laptops, and teachers station • Make sure all functions work on CPU’s, laptops, and teachers station • Make sure the teachers station and the connection to the smart board is working • Open the program on all CPU’s, laptops, and teachers station/smart board Prepare the environment • Students will access the laptops for the Nearpod lesson. • Students will collaborate with their peers for open discussion • Students will print out extra credit activities during center rotations • Groups will share opinions and facts with the class through peer discussion and computerized collaboration.

Prepare the learner • • Direct students to log in to computers to access Nearpod website. • Assist students who are having trouble. • Present the program to the students on the smart board. Show them the main screen and the available functions. • Guide students through the lesson giving definitions and examples of fact and opinion while allowing students to collaborate with peers through various games and exercises. The students’ participation in this lesson will include whole group and peer Require discussion activities. In this lesson, students will use technology to learner participation collaborate in whole group discussion. Using the computerized collaborate tool on the Nearpod website, students will individually give their examples of fact and opinion that will guide instruction. The instructor will provide feedback to the students of their responses from the Collaborate activity 210 | P a g e


during class discussion. This collaborate activity will be done twice. Students will first engage in typing their examples of fact, and it will follow by immediate discussion and feedback so students will know if they have given correct representations of a fact. The same will be done for opinion. Students will also engage in a trivia game called Kahoot that will test each student’s understanding of Fact and Opinion. This online tool will provide student’s immediate feedback on answers, and it will allow for students to learn while engaging in friendly competition. The instructor can use the results of the game to direct students in the review portion before the students take the online assessment at the end of the Nearpod presentation. Evaluate and revise

Formative assessment Formative assessments are used through the lesson. The formative assessments include open ended questions, computerized collaboration, and peer discussion. These activities will be observed thoroughly to ensure that students are comprehending and engaging the lesson. This will be done using the Collaborate tool included in the Nearpod lesson. Formative assessment will also be used in the form of educational games. The website, Kahoot, records the answers of each student and tallies a score to assess how well students comprehended the lesson. There will be opportunities for questions of concern to be asked for students who seem to be disengaged or uncertain about the lesson. The objectives and lesson will be reinforced using review, peer guidance, and audio and visuals. Summative assessment The summative assessment will be the results of the quiz that will take place at the end of the lesson. The quiz consists of true false questions. Each question has a statement and the students must distinguish whether it is a fact or opinion. The assessment will be computerized. Quiz reports will be printed and recorded in the grade book. Quiz reports will be distributed to students and the copies of the quiz report will be available for parents as well. Assessment Tool The curriculum will be evaluated according to the ASSURE lesson plan model. This will ensure that technology is used effectively and assist students in comprehension and retention of the lesson. The students will be assessed using both formative and summative assessments that incorporate technology. The lesson will also be evaluated based on the ISTE standards. The lesson will have aligned with the standards of students being Empowered learners, digital citizens, knowledge constructors, innovative designers, computational thinkers, creative communicators, and global collaborators. The students will receive an overall grade based on the criteria of the rubric 211 | P a g e


below in conjunction with the score received for the summative assessment done at the end of the Nearpod lesson

Collaborative Work Skills : Fact and Opinion Teacher Name: Ms. Smithson

Student Name:

CATEGORY Participation

________________________________________

4

3

2

1

Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the Provides high quality Provides work that

Provides work that usually needs to be checked/redone by others to ensure quality.

highest quality.

work.

occasionally needs to be checked/redone by other group members to ensure quality.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very selfdirected.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person ontask.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others.

Usually listens to, shares, with, and supports the efforts of others.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Attitude

Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).

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Intro to opinion writing Unit Scavenger Hunt By: Ashley Smithson

Vocabulary

Use the Vocabulary words in the table below to Create Your Own Word Search

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Opinion

Fact

Linking phrases

Organizational structure

Point of view

Information

Support

Topic

True

Reasons

Agree

Disagree

Argument

Videos Fact or Opinion – This video is a quick overview on fact and opinion

.

Fact and Opinion Song – Sing along to the Fact and Opinion Song. What Is Opinion Writing? – This video is a basic overview of opinion writing.

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Games and Activities Binky's Fact and Opinion – This interactive game will help you identify the differences between facts and opinions. Fun Debate – This fun game allows you to debate, or argue, a point of view on different topics. Fact or Opinion – This game helps identify between facts and opinions. Persuasion Map – This interactive source allows you to map out your persuasive argument and ideas before writing an opinion essay.

These are worksheets to help with opinion writing. Links are below the worksheet description. Remember to ask for permission from your teacher before you print!!

Cut out the blocks of sentences below. Paste the sentences in the correct columns of fact or opinion. Fact or Opinion Cut Out 215 | P a g e


Read each sentence. If it contains a fact, circle the fact. If it contains an opinion, Underline the opinion. Fact or Opinion Practice

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Unit Media Share Binky’s Facts and Opinion This website includes a game featuring characters from the PBS show, Arthur, designed to give learners practice with fact and opinion. This game includes a brief introduction of fact and opinion, ten it allows players to view scenarios with characters from the show and asks the learner to distinguish if statements that are used are facts or opinions. This website connects to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it helps the learner with the basic knowledge of what an opinion is. PBS Kids (2017). Arthur Games. Binky's Facts and Opinions | PBS Kids. Retrieved March 07, 2017, from http://pbskids.org/arthur/games/factsopinions/index.html Edublog This resource comes in the form of a mobile app and website. This resource is a blog created by the teacher that can be accessed by the student. The teacher can use this resource to help learners express their opinions about different topics in a modern way. This website and app aligns with the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it allows students to express their opinions on various topics giving reasons or information. Easy Blogging for Education. (2017). Retrieved March 07, 2017, from http://edublogs.org/ Fact or Opinion?: Reading Comprehension Skills This mobile app is designed to give the learner practice in distinguishing between fact and opinion using their reading and comprehension skills. This app can be used in the classroom and at home. It is a free resource that teaches learners what a fact or opinion is giving them examples to practice while keeping track of the student’s progress through a star system. This app connects to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it helps the learner with the basic knowledge of what an opinion is. Happy Frog Apps (2015). Fact &Opinion: Reading Comprehension Skills (Version 1.3) [Mobile Application Software, free] Retrieved from https://itunes.apple.com/us/app/fact-opinion-readingcomprehension-skills/id989002636?mt=8 217 | P a g e


Opinion Persuasive Writing Prompts This website is designed for teachers to access various writing prompt worksheets that can be used in the classroom. This website includes prompts from different grade levels and different writing styles. This website aligns with the entire opinion writing common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it gives teachers a resource to use in practicing different steps of the opinion writing process. WP Smith (2008-2016). (n.d.). Opinion, Persuasive Writing Prompts. Retrieved March 07, 2017, from http://www.k12reader.com/subject/composition/prompts/opinion-persuasive-writingprompts/ Opinion Writing for Kids, Episode 1, What is it? This video is an introduction to a series about opinion writing. This video explains what opinion writing is to the learner, and shows the differences between fact and opinion. The video is brief, but effective. This video connect to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it helps the learner understand opinion writing. Teaching Without Frills (2016, November 07). Opinion Writing for Kids | Episode 1 | What Is It? Retrieved March 07, 2017, from https://www.youtube.com/watch?v=KEK2oGBSsHk Opinion Writing for Kids, Episode 2, Choosing a Topic This video is a part of a series that teaches learners about opinion writing. This video align with the standard CCSS.ELA-Literacy.W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. This video aligns with the standard because it teaches the learner how to choose a topic and what phrases to use to ensure that the learner is stating a clear opinion. Teaching Without Frills (2016, November 16). Opinion Writing for Kids | Episode 2 | Choosing a Topic. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=qv4rHG6rrr8

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Laci Curtsinger Unit Rationale – Figurative Language In this unit, fifth grade students will be learning how to determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Students may struggle to understand metaphors and similes because children understand concrete concepts easier than figurative concepts. Students will experience opportunities to understand the content through lecture, online games, group work, student created lessons to share with the class, and individual writing samples. These multiple exercises aim to serve the multiple intelligences in the classroom and serve as supportive experiences for every student as they practice identifying meaning of words and phrases, metaphors and similes. Understanding figurative language is important for students to grasp because it will strengthen their reading ability. Reading is fundamental in all subjects of education and it is important that students can read and comprehend the content. Studying and understanding meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes is a learning expectation covered under Common Core English Language Arts for Literature craft and structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Additional Resources: â?– NearPod Digital Lesson: https://share.nearpod.com/vsph/3PFPemM0GC

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❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/1db4d1c92f574d3f9d2d98d7ceacb458?k vid=nkendall@tnstate.edu&sharedBy=email f ❖ Media Share Selection Rubric:

❖ Opening Commercial: 5Metaphors.wav ❖ Wix Professional Portfolio: https://lcurtsin.wixsite.com/mrscurtsingerspage

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ASSURE Lesson Plan Template Using metaphors and similes in original stories Name: Laci Curtsinger Duration of Lesson: 45 minutes

Analyze learners

State & NETS*S objectives

Subject Area(s): ELA Grade Level: 5th grade

General Characteristics In the fifth-grade class at Guild elementary there are 20 students, 12 of the students are boys and 8 of them are girls. Their ages range from 10 to 13. 1 of these students are ELL students. 3 other students leave for more assistance with reading and math. We have 5 students with IEPs and one student with a 504. The PK-5 school is made up of 63.8% Caucasian students with the next highest percentage being 20.1% being African Americans. Curriculum Competencies To complete this lesson, students will need to know how to read and infer meaning in a text. They will need to know that the text they read are not always meant to be taken literally to understand metaphors and similes. They will need to write their own metaphors and similes in a short story. Technology competencies To complete this lesson, students will need to know how to operate a computer, and a word processing program, for instance Microsoft Word or Pages. State Standards RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. W.5.3b Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. ISTE Standard 6.b. Create original works or responsibly repurpose or remix digital resources into new creations. Behavioral Objective: Given a computer with a word processing program, the learners will write an original short story to demonstrate understanding of words and phrases such as metaphors and similes. Language Objective: Key vocabulary: figurative language, literal, metaphor and simile. 221 | P a g e


Academic Language Function To express understanding, students will use the vocabulary orally to explain and describe how they used metaphors or similes in their short stories, to me as I informally assess for understanding and to their peers, if they choose to share their original short stories. Students will also display their understanding of this vocabulary in writing as it is expressed within their original narrative. Their stories will be graded on their use of figurative language, specifically metaphors or similes.

The vocabulary will be taught in a mini lesson at the beginning of the lesson to ensure the students understand the new vocabulary before the lesson begins. Curriculum Materials

Select instructional 20 writing journals methods, media, and Technology Materials materials

20 laptops (students centered) Projector (teacher centered) screen (teacher centered) Utilize media and materials

Preview and prepare Materials • Make sure the laptops are charged • Make sure the word processing program is open and running properly • Make sure all laptops are student accessible Prepare the Environment • The students will make sure they have a clear working area • The students will work in a quiet manner • The students will work respectfully of their peers • The students will follow clearly outlined procedure to request help or communicate with the teacher or other peers for feedback. • No need to move furniture, students will be working independently at desks. Prepare the Learner • Introduce the new vocabulary in a mini lesson • Present the lesson to the students, explaining they will have the opportunity to write their own short stories using metaphors and similes. • Model usage of metaphors and similes by presenting an example of how figurative language is used to enhance story telling. • Present technology to be used in this activity, and instruct students to ask any questions they have. 222 | P a g e


After the instruction on how to use the technology, students will be given a Require laptop to create their original short stories. Students are encouraged to engage learner participation in brief moments of collaboration with peers, as long as the quiet work atmosphere is maintained. Individuals should be monitored to ensure they are engaging in productive writing, and to trouble shoot any misunderstandings that may occur while using the technology. As part of monitoring, also request the student share about their stories. Assess the students understanding of the use of figurative language. To encourage limited interruptions and productive work flow, formative assessments should be brief, no more than a minute. After the activity is concluded, give each student the opportunity to present their work. Each student should be able to demonstrate their metaphors or similes and describe their meaning. If you find there are not many students eager to share their work publicly allow them peer-share for 5 minutes and take note of what the students are conversing about in their small groups. Students will be graded on their use of metaphors and similes. Formative Assessment Evaluate Formative assessments used in this lesson include observations and open-ended and revise questioning. Students will demonstrate understanding by being able to present the meaning of a metaphor or simile in their short story. The formative assessment will be completed while monitoring and questioning occur during peer share and while working on the laptops. My expectation is the students will work primarily independently to create an original story highlighting their understanding of metaphors and similes. If more than 30% of students are not meeting expectations, the lesson needs to be stopped and previous concepts either reviewed or relearned. The students that are not showing proficiency through formative assessment are not ready or able to complete the activity. Summative Assessment The summative assessment will be tabulated from their original short story and their displayed understanding of metaphors and similes, which will be evident in their stories.

Grading Checklist Student Name: _________________ Document Successfully Saved: Yes:_________

No:___________

Correct use of capital letters, and punctuation: Yes:______

No:_______

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Short Story is original and not copied from any other source(Aligns with ISTE standard 6b) Yes:_________ No:________ Narrative techniques used: (check all that apply; Aligns with State Standard W.5.3b) Dialogue:__________________ Example of dialogue used: Description:__________ Example of description used: Pacing:____________________ How did they show pacing? Developed experiences and events:_____________ Example of development: Show the responses of characters to situations:_______________ Example of character responses to situations: Was the story clear and coherent?___________ Did it have a clear beginning, middle and end?____________ A minimum of 1 metaphor and 1 simile should be used in students’ short story to show comprehension of use of metaphors and similes. (Aligns with State Standard RL.5.4) 1 metaphor and 1 simile used: Basic comprehension level achieved 2 metaphors or similes used in story: proficient comprehension level achieved. 3 or more metaphors or similes: show a steady pace to mastering comprehension. (Maximum of 3 points given in this section) Answer following for each metaphor and simile Does the metaphor or simile make sense?__________ Does the metaphor or simile function to enhance the story or idea?__________ Number of successfully used metaphors:_______ Number of successfully used Similes:__________ Example of metaphors and similes used:

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This week we are starting on our figurative language unit. To give you a head start I am going to ask you to engage in an online scavenger hunt. These tasks can be done collaboratively. To get your figurative language juices flowing I am asking you to watch this video and define the terms below. Here is another video to help you define the terms below. This is a very important first step to mastering figurative language. Onomatopoeia Simile Metaphor

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Alliteration Personification Hyperbole Now that you have an idea of what these things are and how to use them, this online jeopardy game will strengthen your understanding of these different figurative languages and how to use them. This hangman game is a little tougher but if you completed the definitions correctly you should fine. Below are some fun visuals of different forms of figurative language. Identify what type of figurative language is being used in each image. NOTE: In the second image, each phrase is a different example of figurative language.

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Become smart as a fox playing this game.

Here’s another fun game to play and practice your skills.

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g

Unit Media Share 5th Grade- Common Core This game, while it does have in app purchases, is a great way for students to practice all 5th grade level subjects. It does have a section on figurative language. This game also tracks the students progress for teacher and parents alike. educationgalaxy.com, (updated June 16, 2015). 5th Grade Common Core. [App,in-app purchases $2.99-$10.99]. 3/7/2017 from GooglePlay https://play.google.com/store?hl=en Figurative Language in movies This video is useful to fifth grade learners to help identify different types of figurative language. It’s use of familiar movies make it more relevant to the students therefore they will be watching more intently. When learning can be infused with fun or familiar things from a student’s life they are more apt to, not only engage, but retain the information. Kumar, Utkarsh, (Oct. 18, 2013). Figurative language in Movies.[video, free]. Retrieved on March 7, 2017 from https://youtu.be/Qwwx2wGNZQU Figurative Language Jeopardy This web page allows subscribers to create their own content. A teacher created a game for students to use to practice their understanding of figurative language. It is in a Jeopardy format, so students will be more engaged. Using games to teach and to learn make it more approachable for the student. Williams, Patricia B., (2017).quia.com.[website, Free 30 day trial]. Retrieved on March 7, 2017 from https://www.quia.com/cb/125762.html. Figurative Language Overview This video clearly defines several metaphors with a written definition and a picture. The use of both the written word and visuals, allows for a richer comprehension of the content. The student will enjoy watching this video, because of its brevity and its humor. 233 | P a g e


VocabularyCity.com, (2007).Spellingcity.com.[website, Free]. Retrieved on March 7, 2017 from https://www.spellingcity.com/figurative-language.html. Grammar Express: Figures of Speech This app has a small fee of $1.99, however I do think it is worth it. The whole app focuses on figurative language. It allows the student to practice in several ways. Having more that one way to practice strengthens the understanding of figurative language and how it is used. Webrich Software, (updated Dec. 2, 2015).Grammar: Figures of Speech.[App. $1.99]. March 7, 2017 from https://play.google.com/store?hl=en Metaphors This video focuses on metaphors. It gives common examples of metaphors and their meanings. The video also shows images of each example to help visualize each example. 0gcheese, (April 23, 2007). Metaphors.[Video, Free]. Retrieved on March 7,2017 from https://youtu.be/eFgRj-5d5Ac.

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Holly Estes Unit Rationale – Place Value System In this unit, fifth grade students will be learning about using place value to round decimals to any place needed. Learners may not understand place value or be confused on when, for example, to use hundreds or hundredth. The difference in the words is small but the mistake is huge because the hundreds place is three digits to the left of the decimal when the hundredth place is two places to the right of the decimal. They may not understand how rounding to the nearest number means looking to its right to see if the actual number goes up or down; if the problem ask to round to the nearest hundreds a lot of students look at the actual hundreds place instead to it’s right. Students will have learning experiences through demonstration, practice, and hands-on activities such as the game ‘hangman place value’. These activities aim to assist the students in learning about place value and how to properly round decimals. Knowledge about using place value to round is important for students to know because this can help students learn how money works and how to manage money which is a lifelong skill. Studying and understanding place value system is a learning expectation covered under the Common Core State Standards for Math 4. Use place value understanding to round decimals to any place.

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/vCqS2wGTvB ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/bc043b33dac643e8a72163a09730651b?k vid=nkendall@tnstate.edu&sharedBy=email 235 | P a g e


❖ Media Share Selection Rubric HEstesSelectionRubric.pdf

❖ Opening Commercial: 5PlaceValue.wav ❖ Wix Professional Portfolio: https://hollygarrett85.wixsite.com/mysite

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ASSURE Lesson Plan Template Rounding Place Value Name: Holly Estes Duration of Lesson: 45 minutes

Analyze learners

Subject Area(s): Math Grade Level: 5th grade

General Characteristics I will be teaching this lesson to 26 students in 5th grade in a Title 1 school. Out of the 11 students in this class that have IEP’s, only three of them are pulled out at any time of the day so I will take this into consideration for my lesson. In our classroom, we have 16 white students, 8 Hispanic students, and two African American students. There are 8 English Language Learners in our classroom all who are Hispanic. Six of the ELL students are male and two are female. One of those ELL students is also in speech. There is one white female reading inclusion student in this class and two reading pull-out’s that go to special ed, both of whom are African American and male students. Out of the 26 students in this 5th grade classroom, there is one on a kindergarten reading level. Curriculum Competencies To complete this lesson, students will need to know how to round using place value and understand base ten. They will need to be able to correctly recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to use a standard calculator and iPads for taking practice test and using games to further knowledge. State Standard Tennessee State Standard Math 5.2. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. ISTE Standard 1.c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective Given Khan Academy website and a graphic organizer, fifth grade students will 237 | P a g e


complete practice problems on rounding place value and write a reflection to assess comprehension and grammar use. Language Objective Key vocabulary: Rounding, decimal, place value, tens, ones, hundreds, thousands, ten-thousands, hundred-thousands, tenth, hundredth, thousandth, ten-thousandths, hundred-thousandths, digit Academic Language Functions To express understanding, students will use the vocabulary orally to explain and describe their rounding graphic organizers and the new skills learned, while understanding the connection between the two objectives, as I informally assess for understanding and to their peers as they work collaboratively on different rounding problems. The students will also be graded on a quiz given by the teacher and also they will write reflections at the end of the lesson on what they learned, working independently, while I check for the use of vocabulary words and comprehension of the lesson. The vocabulary will be taught at the beginning of the lesson and throughout as these words must be used throughout their practice and quizzes . Vocabulary will also be written on the whiteboard, easily visible, to be referred to by the students to use both orally and written throughout each exercise. Select Curriculum materials instructional methods, ● 25 math journals and logs (student centered) media, and ● 25 pencils (student centered) materials ● 25 graphic organizers for reviewing prior knowledge of place value (student centered) Technological materials ● 4 media devices (tablet, smart phone, etc.) with Wi-Fi/internet connection (student centered) ● 4 computers with mouse, keyboard, and internet connection (student centered) ● 4 laptops with mouse, keyboard, and internet connection (student centered) ● 25 standard calculators ● Teacher’s station (teacher centered) ● ELMO (teacher and student centered) ● Printer with ink and paper (student centered) ● Application—Rock, L. M. (2015, July 08). AppTutor Place Value & 238 | P a g e


Rounding (PVR) on the App Store. [iTunes App, Cost: Free] Retrieved March 06, 2017, from https://itunes.apple.com/us/app/apptutor-placevalue-rounding/id1006664553?mt=8 (student centered) ● Program from web—Khan Academy. (2017). Khan Academy Place Values and Decimals. Retrieved March 04, 2017, from https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5thplace-value-decimals-top?t=practice **** Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment**** Utilize media and materials

Preview and prepare materials ● Preview the application—*previewed and approved* ● Preview the website resource/program—*previewed and approved* ● Make sure the printer is connected to the CPU’s and laptops ● Have the AppTutor application loaded and ready to use on the media devices ● Have the program downloaded on all CPU’s, laptops, and teachers station ● Sharpen pencils ● Make sure laptops are charged ● Make sure the internet is working on CPU’s, laptops, and teachers station ● Make sure all functions work on CPU’s, laptops, and teachers station ● Make sure the teachers station and the connection to the ELMO is working ● Open the program on all CPU’s, laptops, and teachers station Prepare the environment ● Move any items off floor and seats to accommodate groups moving about ● Turn lights down to see graphic organizer on ELMO ● Students will complete the review graphic organizer ● Students will stay in seats while the lesson is explained ● Students will divide up small groups to access the program at the CPU or laptop ● Students will stay in small groups and the teacher will give each group a practice quiz ● Students will go back to their seats to take a quiz over new learned material to be graded ● Students will construct a reflection paragraph on what they learned to be graded 239 | P a g e


Prepare the learner ● Engage prior knowledge by reviewing what the students know ● Introduce the lesson and vocabulary ● Grand discussion over new information and example problems ● Present the application and website to the students on the ELMO. Show them the main screen and the available functions. ● Model for students how to use the two programs. Then ask for approximately five volunteers to do the next few on the ELMO (presented through the projector). Require After the instruction on how to use the technology, students will be broken up learner into smaller groups and choose a CPU, laptop, or iPad to work at. Groups should participation be monitored to ensure every student is comprehending the practice problems and not having technical difficulties. Also, approach groups and question them on what they are doing. Spend 30 seconds to 1 minute with each group, then let them get back to their work. Provide any feedback necessary to assist the students. The students are allowed 5 minutes in the AppValue application and 10 minutes with the Khan website where they will take a practice quiz to email to me. Once students are done, they may get back into their small groups and take 5 minutes to discuss what they learned to prepare for the reflections paragraph to be written. Walk around the class and listen in on what the students are discussing. After that time, the group will select one member to present one fact of the new lesson about place value. Once every group has shared, the students will work independently to write a final reflection (minimum 1 paragraph-maximum one page) to turn in for a grade. The students will be graded on their use of vocabulary and addition of prior knowledge into the new lesson of rounding place value.

Evaluate and revise

If a student is showing signs that they do not understand the lesson, place the student in a 2-person group in which their partner is proficient in the skill, especially if it is an ELL student. If peer modeling does not work, extract the student from the lesson and explicitly teach how to use the new skill. Formative assessment Formative assessments used in this lesson include observations, completion of graphic organizers, practice quiz, and open-ended questioning. Students will demonstrate understanding by either answering questions correctly in the questioning process, getting an 85% or above on the practice quiz and completing tasks correctly while they are being observed. The assessment should be recorded on daily objective sheets that will go in the student’s files. The formative assessment will be done during the review lesson at the beginning of the lesson, monitoring and questioning during process of the new lesson, monitoring and questioning small group work at the CPU’s and laptops, practice quiz and observations made during the groups 5-minute talk time 240 | P a g e


before the groups share with the class. I expect students to work collaboratively together while being productive and the class not having to be managed for behavior. I also expect students to work independently and quietly in writing their final reflections. If the majority of students are not meeting the expectation set out for the lesson, the lesson should cease and there should be more review and practice on previous skills working slower to go into new skills. The students that are not showing proficiency through formative assessment are not ready or able to complete the activity. Summative assessment The summative assessment will be the grade on the final quiz paying close attention to correctly identifying place value, being able to correctly identify the value of a given digit, correctly round numbers to the given place value, and the final reflection having all the necessary components. The student will receive a grade for their work based upon accuracy of the quiz given after all practice and the use of vocabulary, depth of understanding, and personal reflection in the composed text. The work will document the student’s ability to recognize the importance of the place value in a multi-digit number (TN Math Standard 5.2), understanding place value to round decimals to any place (TN Math Standard 5.4), and use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the students ability to compose their thoughts on paper to reflect on learning experiences (final reflections).

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Place Value Understanding/ Rounding

3

2

Understanding of Places

Student can correctly identify the place value up to the hundred thousands place (and hundred-thousandths) with 90-100% accuracy.

Student can correctly identify the place value up to the hundred thousands place (and hundred-thousandth) with 70-89 % accuracy.

Student can correctly

Identify Value of a digit

Student can correctly identify the value of a given digit to the hundred thousands place (and hundredthousandths place) with 90-100% accuracy.

Student can correctly identify the value of a given digit to the hundred thousands place (and hundredthousandths place) with 70-89% accuracy.

Student can correctly identify the value of a given digit to the hundred thousands place (and hundredthousandths place) with with 69% or less accuracy.

Rounding numbers to a given place

Student can correctly round numbers to given place value to the hundred thousands (and hundredthousandths place) place with 90-100% accuracy.

Student can correctly round numbers to given place value to the hundred thousands place (and hundredthousandths place) with 70-80% accuracy.

Student can correctly round numbers to given place value to the hundred thousands place (and hundredthousandths place) with with 69% or less accuracy.

Reflection of lesson

Writing meets length requirements (minimum one paragraph, maximum one page), includes vocabulary, demonstrates understanding, and student’s personal reflection

Paper meets only 2-3 out of the four required parts to the writing: length requirement, vocabulary, demonstrates understanding, personal reflection

Paper meets 1 or less of the four required parts to the writing: length requirement, vocabulary, demonstrates understanding, personal reflection

Total

1

identify the place value up to the hundred thousands place (and hundred-thousandths) with 69% or less accuracy.

/12

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This page is dedicated to learning place value in math. In class we will be learning all about place value and the importance of numbers. Here you will find additional information that you can explore including games, videos, vocabulary, and online lessons. Have fun and explore it all!

Vocabulary

Rounding

Ones

Tens

Hundreds

Thousands

Ten-

Hundred-

Thousands

Thousands

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Tenths

Hundredths

Digit

Thousandths

Decimal

Ten-

Hundred-

Thousandths

Thousandths

Create a crossword puzzle with the lesson’s vocabulary words then have a friend try to solve it!

Try out these place value games to help you practice!

Fruit Shoot-Compare Numbers~Use place value to help you compare numbers up to ten million. Compete with a friend! Fruit Splat-Understanding Expanded Form~Read the expanded form problem and click on the fruit that has the equal number in decimal form. Place Value Puzzler~Click on the correct asked place value digit to find out the hidden puzzle! Place Value-Expanded form~This time you will read a number and recreate it in expanded form 245 | P a g e


Here is a short video that goes over each place value digit to get you started. This video teaches place value with music and to a rap! Check this one out too! It is a parody to Taylor Swift’s song “Shake it Off” and teaches standard form, expanded form, and word form.

Other Resources

Below are more useful resources to further your knowledge in place value for you to explore! 246 | P a g e


Check out this website to practice all forms of place value, watch lessons, and take quizzes!

Grab a partner and create some problems from this website using base ten blocks! Be creative!

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Unit Media Share

AppTutor Place Value and Rounding AppTutor Place Value and Rounding is a great way for 5th grade students to practice rounding place value. This app has many different ways to practice including rounding, learning place value positions, word form, ultimate rounding and word tutor challenge. This app allows the user to learn, then try a problem, then do a test to assess what they learned. The challenge is a way for all the students in the classroom to compete and see who can get the most problems right in a certain amount of time. This app has many tools that are beneficial in understanding place value in grades 2-5 and cover the Common Core standards. This app is compatible with iPhone, iPad, and iPod touch 6.0 or later. Rock, L. M. (2015, July 08). AppTutor Place Value & Rounding (PVR) on the App Store. [iTunes App, Cost: Free] Retrieved March 06, 2017, from https://itunes.apple.com/us/app/apptutor-place-value-rounding/id1006664553?mt=8 iTooch Elementary School App iTooch Elementary School App is a great way for 5th grade students to practice all of the common core standards for math. This app is for grades 1st through 8th and also covers the SAT and French language. For place value, there is a lesson covering it and a quiz to take once the student has read through the lesson, as it true for all the lessons available on this app. This app is great because the student doesn’t only have the ability to practice place value but can take a quiz over it and even compete with other students that are also in the app. Place value is an important skill for students to learn so they are able to truly understand the meaning of a number and the order they go in. Without learning this skill, a student would not know what number is bigger or smaller than another. This app is compatible with Android or IOS 7.0 or later.

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E. (2016, July 01). ITooch Elementary School App on the App Store. [iTunes App, Cost: $5.99] Retrieved March 06, 2017, from https://itunes.apple.com/us/app/itooch-elementary-schoolapp/id484570190?mt=8

IXL Learning

IXL Learning is a website that offers learning in the subjects of math, social studies, language arts and science from grades pre-k through 12th. This website is more of a practice website instead of lessons so it would be beneficial for teachers to use once a lesson has already been taught. This website is great for teachers because it is based on Tennessee’s State Standards. The user can find the standard they need and click on it. This will lead them to the practice questions for that standard to assess if they have mastered it. This website is used in 10 countries and is available for single users or entire schools and classroom. IXL. (2017). Practicing Fifth grade math: 'Place value'. Retrieved March 05, 2017, from https://www.ixl.com/math/grade-5/place-value

Khan Academy: Place Value and Decimals Khan Academy: Place Value and Decimals is a terrific resource for teaching students how to round numbers, learn decimals in expanded and written form, learning powers of 10, place values, multiply and dividing decimals and regrouping. This website applies to the entire Tennessee Common Core State Standard domain of Number and Operations in Base Ten, both clusters of Understanding the Place Value System, and Performing Operations in Multi Digit Whole Numbers and with Decimals to Hundredths. On the website, the student can click on any of these standards and go through a lesson, watch a video, and take a quiz. This website would be very beneficial to distance learners or students in a blended classroom. Khan Academy. (2017). Khan Academy Place Values and Decimals. Retrieved March 04, 2017, from https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-place-value-decimalstop?t=practice

Rounding Numbers to a Given Place Value

Rounding Number to a given place value is a great educational video for teaching students how to round while demonstrating examples. This video starts with a example problem and works it

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out for the viewer. They take each problem step by step for the viewer. This video is not rushed and gives plenty of time for trying the problem on your own. This video is important because the student needs to understand all of the steps involved to correctly accomplish the standard of place value. This video is 3:26 so it would be a great place to start this lesson once explaining the rules of place value. Rounding Numbers to a Given Place Value. (2015, September 14). [YouTube Video]. Retrieved March 04, 2017, from https://www.youtube.com/watch?v=mhwRX8i4lTU&t=38s Rounding Rap: Place Value Rounding Rap is a entertaining and engaging video for teaching students how to round place value. It covers all the aspects of this skill in just 1:35 and has a tune that the students would not only remember but have stuck in their head. This video would work for any elementary grades that are learning place value and be easy to show before every place value lesson. The video even teaches the student to circle the correct place value they are looking for and underline the number to the right to decide whether rounding will take place. M. (2011, July 13). Rounding Rap. [YouTube Video]. Retrieved March 04, 2017, from https://www.youtube.com/watch?v=3afU6JQG15I

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Megan Keith Unit Rationale – Pre-Civil War (Differences between North and South) In this unit, fifth grade students will learn about the differences that were present in the northern and southern parts of the United States of America in the Pre-Civil War era. Students may have trouble mastering the lesson due to lack of background knowledge on directions, as they may not have been introduced to these prior on a United States map. They may also struggle in understanding the differences in today’s world versus the past. Students will learn through experiences of lectures, virtual field trips to old plantation houses, the textbook, videos, a newspaper project where they will type an article about the war coming in the eyes of a northern reporter and a southern reporter. The impact of these activities will assist in a deeper understanding of what lead to the Civil War, and give students a better visual of what the northern and southern parts of the United States were like including, but not limited to the transportation, economic stances, and population from the 1840’s-1860’s. The ultimate goal for these students is the ability to link the population, transportation, and economic stance of the northern and southern parts of the United States, prior to the Civil War, to be plausible reasons for the start of the Civil War. Furthermore, exhibited understanding of these facts are important to students in that they will be building on their understanding of U.S history. They will also be able to link this knowledge to understand why events happened, and how they happened in U.S History. In addition, students may be able to link present events in the United States to be consequences of the past, or a repeating event from the past. This could potentially be useful in future career choices and their community.

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Studying the United States prior to the Civil War is a learning expectation under the state of Tennessee Social Studies standard 5.2 5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. (C, E)

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/sBrP012MiB ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/9f8febd5658d497682a7c88c37740240?k vid=nkendall@tnstate.edu&sharedBy=email ❖ Media Share Selection Rubric MKeithSelectionRubric.pdf

❖ Opening Commercial: 5AntebellumSouth.wav ❖ Wix Professional Portfolio: https://meganalyssa96.wixsite.com/teachersite

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ASSURE Lesson Plan Template Stamp It: Letters from the Antebellum South Name: Megan Keith Duration of Lesson: One hour

Analyze learners

Subject Area(s):Social Studies Grade Level: 5th Grade

This lesson will take place in a 5th grade classroom at Guild Elementary. Guild is located in Gallatin, Tennessee in an urban part of the Sumner County School District. The school serves grades K-5. The following is Guild’s mission statement: “The mission of the Guild Elementary School community is to provide our students with the learning opportunities, experiences, and support needed to develop the intellect, social skills, and self-esteem necessary to become responsible citizens and lifelong learners.” The classroom where the lesson will take place there is a combination of White, African American, Indian, and Hispanic students. In total the classroom consist of 21 students, 11 girls and 10 boys. There are 2 students with IEPs. One of these student’s IEP is speech related. Some accommodations that I will make for this child are giving clear explicit directions and using repetition while teaching. The other child’s IEP is for language. For this child, I can offer modified directions, oral and written directions, extended time, and shortened assignments. There are 4 EL students. Three of these students are Hispanic and one of these students is Indian. These students have language barriers which may lead to a problem with understanding and performing in written task in the duration of the lesson. The accommodations made for these students are as follows: they will be pulled aside to work in a small group, when needed, with an assistant. There is one student with a gifted IEP. During the duration of this lesson, this child will come in from S.E.A.R.C.H. S.E.A.R.C.H is a gifted program for students that is located at Guild. He receives his ELA/S.S/Science accommodations when he is in this program. When he arrives he will come in with little, to no distraction and wait for the lesson to end. He should arrive five to ten minutes before the ending of the lesson. Curriculum Competencies: In order to complete this lesson, students should have a basic understanding of the Antebellum South and the roles that individuals played in this time period. They should have prior knowledge of the economy, culture, and transportation of this time period in American History. This prior knowledge will assist students in writing a “letter” and adapting it to a role in the Antebellum South.

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Technology Competencies: In order for students to complete this lesson, they should have prior knowledge of how to operate Google Docs. They also should have the ability to type on a word document, and be familiar with the keyboard. In order to share their work, they must be familiar with how to save and share a document on Google Docs and add a recipient.

State & NETS*S objectives

State Standard: S.S 5.2 Interpret the sectional differences between the North and the South in economics, transportation, and population. (C, E) ISTE Standard: 6.c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. Behavioral Objective: Given access to internet, research tools, google docs, and use of prior knowledge, students will write a letter from the perspective of a person in the Antebellum South. They will choose between a soldier, peaceful protester, or a slave. Students should attach pictures that they find while researching to support their story. Student’s will do this in order to demonstrate their understanding of the Antebellum South including its culture, economy, and transportation. Language Objective: Key Vocabulary: Slavery, Plantations, North, South, Abe Lincoln, Factories, Cotton, Jefferson Davis, Antebellum, Civil War, Disagreements, Succeed, Confederate, Railroad, Industry Academic Language Function: Students will use the above vocabulary within their letters to demonstrate understanding of these terms. By doing this, students will demonstrate their ability to make connections with the vocabulary within the letter and relate them to real events in history. Students will also show understanding through the reading and comprehension of other classmates’ letters. Students should have prior knowledge of the definitions of these words along with a understanding of 254 | P a g e


how they relate to this time in American History. This is due to the fact that this session and assignment will take place at the end of the unit. In the event that a student needs reminders or clarification, the words can be found in their unit scavenger hunt with the definitions. This can be found in their Unit Folder I will also be available and responsive to answer questions and provide clarification.

Select instructional methods, media, and materials

Curriculum Materials: ● 22 wooden Pencil (student-centered) ● Unit Folder (contains information and activities done in the duration of the unit) (student-centered) ● Tennessee 5th Grade Social Studies textbook (student-centered) ● Wide ruled notebook paper (student-centered) ● Paper list of appropriate research sites, also located in the unit scavenger hunt (student-centered) ● Sample assignment presented on ELMO (teacher-centered) ● Task List (teacher-centered) ● White board (student-centered) Technology Materials: ● 23 fully charged Google Chromebooks (these include the mouse pad, keyboard, and should be connected to the WiFi prior to learning session)(student-centered) ● Teacher's station (teacher-centered) ● Google Docs [Web resource; Free] (student-centered) ● Google Account [Web Resource; Free] (student-centered) ● Elmo (teacher centered) ● WEBSITES USED IN RESEARCH: (student-centered) Brainpop: FWD Media Inc., (1999-2017).Brain Pop. Retrieved March 06, 2017, from https://www.brainpop.com/socialstudies/freemovies/civilwar/ Civil War: Kidz Zone: American Civil War, (2017). AmericanCivilWar.com, Retrieved March 06, 2017, from http://www.americancivilwar.com/kids_zone/causes.html Helping Kids Learn:

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F. (2016, March 22). Helping kids learn about the Civil War! Watch our Civil War video for elementary students video. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=Bc3bb779SZs Utilize media and materials

Briefly describe how you will use the learning resources in the following three (3) areas: ● Preview the website resource/program—*previewed and approved* ● Make sure that direct link to google docs works ● Make sure to have useful pages from textbook listed on the whiteboard ● Sharpen pencils ● Make sure task list is printed ● Lay out unit folders for each child ● Make sure printed example is ready ● Make sure the “steps to share” document is ready ● make sure all student have teacher and shoulder buddy in contacts to Google Docs ● Make sure to have ample amounts of wide ruled paper and on students desk ● Make sure laptops are charged ● Make sure to folder with students usernames and passwords are easily accessible in the case that a student needs assistance. ● Make sure internet is working on all laptops and teacher station ● Make sure all functions work on laptops and teachers station ● Make sure the teacher's station and the connection to the ELMO is working ● Make sure the ELMO is functioning properly Prepare the Environment ● Lay out Unit Folders on students Desk ● Prepare Chromebooks on every desk ● Make sure that everything is viewable on the screen for the ELMO Prepare the Learner: ● Introduce the lesson and active the background knowledge that they will be using to complete this assignment ● Preview vocabulary ● Present list of task for students to complete over the ELMO ● Preview program and go over basic user procedures ● Preview sample letter 256 | P a g e


● Have students pick which role they would like to play, and who they are writing to. ● Have student write brainstorming ideas on wide ruled paper. ● Have students collect textbook, unit folder, and organize them on top of their desk. ● Tell students to use ONLY the websites from unit scavenger hunt, in unit folder to do research and add images ● Lay out “steps to share” on ELMO and model how to share on Google for students. Require learner participatio n

1.After instruction on how students are to complete the assignment, they are to log into their google accounts and open a blank document. 2. Students are to conduct research and locate images. They should place their thoughts on the wide ruled paper 3. Once the brainstorming is done, students should organize their thoughts, and prepare to write 4. Students should begin typing a letter in the perspective of someone from the Antebellum South using information from background knowledge, research, and the textbook. 5. Students should use vocabulary and make the letter as realistic as possible for that they can by aligning it to that time period. 6. Students should add pictures in order to support the letter that they have written. 7. Students should proofread their letters and check for grammatical mistakes. 8. Students should have an assistant or teacher look over their work as a final proofread. 9. Once they have finished the letter and had it checked by a teacher, or assistant, students are ready to share their work. 10. Students will share their work with their shoulder buddy and the teacher, which they should already have logged into their google account as a contact. 11. Once students have sent their letter, they have completed the assignment. If a student seems to be struggling with any of these task, monitor the student closely to see what the issue may be. If any other students have completed the assignment, pull the struggling student over for per modeling. If this does not work, or if no other students has completed the assignment, pull the student aside individually and aid the students in the area needed. If these things all do not work, allow the student to write the letter on paper and exchange it with their shoulder buddy, as this confusion may be due to confusion about the program being used. 257 | P a g e


Evaluate and Describe how/when artifact presentation, rubric scoring, and discussion of revise ideas for improvement will occur. Formative Assessment (Process): Formative assessments in this lesson will be done by close monitoring and questioning. The teacher should walk around the room closely monitoring students. The teacher should ask questions such as, “What perspective did you use?” and “What vocabulary have you included” “How are you using it?” Students will demonstrate understanding by answering the questions with a correct answer or showing proficiency through their work that they are doing on the computer. I expect students to work quietly and independently, unless instructed otherwise. I also expect students to be able to move smoothly through the specified steps. Students are expected to use ONLY the websites that have been approved and Google Docs. If there is a student who is not meeting this requirement, then they will be called aside and the teacher should review the instructions, steps, and expectations. If this does not work, the teacher should assign a consequence, such as moving down the behavior chart. The students who are not showing proficiency in the formative assessment may need additional guidance, individual or small group, before they share their letter with peers. The summative assessment will be the collection of the students’ letters through Google Docs. They will be graded on how well they wrote grammatically, how well they followed steps, how well they incorporated vocabulary, how well they were able to represent the time period through the role that they chose perspective, and if they correctly shared their letter with a peer. The work will document the student's ability to recount specific details about the Antebellum South such as economy, population, and transportation. (TN state standard Social Studies 5.2) RUBRIC: Mastery 8-10 points Writing

Writing flows well, grammar is correct, and it is correct to the time period and perspective that the child chose.

Proficient 7-5 points

Below Proficient 5-0 points

Writing flows well, grammar is correct, but does not stay consistent with the time period

Grammar and writing do not flow, and the time period and perspective are not correct. 258 | P a g e


and the perspective that they chose. Ability to follow steps in order

Students followed directions as directed.

Students only follow some of the given directions, or performs the steps out of order.

Students do not follow directions and/or follow steps out of order.

Use of technol ogy

Students demonstrate comprehensive use of technology and are able to share their document after reading steps.

Students only perform one of the following tasks: comprehensive use of technology/ share documents after reading steps.

Students don’t perform either of the steps proficiently: comprehensive use of technology/ share documents after reading steps.

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Antebellum South

Unit Scavenger Hunt

VOcabulary:

â—? Slavery: Holding a person against their will in order to do forced labor. 260 | P a g e


● PLantations: A plot of land in the southern portion of the united states where crops were grown for cash and ran by labor ● north: The upper portion of the united states. This portion is above the mason dixon line. ● Abe Lincoln: The 14th president of the united states of america ● South: The lower portion of the United States. This portion runs below the mason dixon line. ● Factories: a place where goods are manufactured or assembled ● Cotton: A cash crop in the south that was shipped all over the world. It is used in the manufacturing of cloth. ● Jefferson Davis: The president of the confederacy ● Antebellum: The time period in the south before and during the civil war ● Civil War: a war in the united states between the northern and southern portion of the united states ● Disagreements: when one or more parties do not agree on a particular subject ● Succeed: breaking away from a particular group or section ● Confederate: The name of the southern portions of the united states army

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● Railroads: the way that railroad cars get around. This also lead to one of the disagreements that lead to the split of the country and the civil war. ● Industry: The leading supplier of money in the northern portion of the united states.

Grab a sheet of paper and make fun sentences with your vocabulary words!

Let’s Color!!

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Right click the picture and click print! Click print when the pop up comes up! Color the states that were included in the confederacy! MAke sure to ask your teacher before you print!

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Right click the picture and click print! Click print when the pop up comes up! Design your own antebellum clothing by coloring! MAke sure to ask your teacher before you print! 264 | P a g e


Click this link first: Click this link to have even more fun! This link brings you to a website where you can get fun facts, watch a video, and quiz yourself! This link will tell you about the southern portion of the united states in terms of geography and facts about the region. It will help you make connections and understand why things happened the way that they did! Explore the Southern United States!

Facts: Click on this link to find facts about the differences in the north and the south! 265 | P a g e


Difference in the South and North

Click this link to learn about what it was like living in the South during the Civil war! Here you will learn about what it was like living there, specifically in Louisiana! What was it like living there?

Click this link to read about slavery in the south and the way that the slavery system worked! Slavery in the southern US

Videos: Click this link to get a crash course on slavery! 266 | P a g e


Slavery Crash Course

Watch this video to learn about the south and their economy! Southern Economy

Games: Click this link to test your knowledge of where the southern states are located! Test you location knowledge!

Click this link to create your own word search! Use your vocabulary words! Print and share with a friend! Make your own word search!

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Extra, extra, extra! Read all about it! Click this link to watch a cool extra video! It’s about a man who is renovating a plantation home! It tells alot about history and then shows you what he’s doing and why! Take a look! Whitney Plantation renovations

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Unit Media Share Abraham Lincoln Biography and Quiz This app is very useful in helping explain what happened in the Pre Civil War Era and how Abraham Lincoln was involved in the events that went on during that time. It has an area for students to take notes. This app also features quotes from people at the time and how they are relevant to the events then. Zhang, Steven. (April 1,2016). Abraham Lincoln Biography and Quiz. [Itunes App, Cost: 2.99] Retrieved on March 6, 2016 from https://appsto.re/us/OW14ab.i Brainpop: Civil War This website is useful for the unit over the Pre Civil War era in the United States. It includes games, quizzes, and videos that a child can utilize when on the site. It also has fun facts and maps. It seems to be very interactive. A small robot guides the children through the web page. It is easy to navigate and very colorful. It also has the opportunity for teachers to create quizzes and lessons for the child to use while on the site. The teacher can link the child to take this though the username and password that can be set up through the site. FWD Media Inc., (1999-2017).Brain Pop. Retrieved March 06, 2017, from https://www.brainpop.com/socialstudies/freemovies/civilwar/ Civil War: Kidz Zone This site is setup like a time line. Although it is text heavy, I do not feel that it would be too much for 5th grade students. It is very effective in explain the Pre Civil War era and what lead to the civil war. It explain both sides and provides pictures to go along with the text. This link is also kid friendly because it is easy to navigate, as everything is on one page. It also tells stories to teach students and has the ability to hold their attention. American Civil War, (2017). AmericanCivilWar.com, Retrieved March 06, 2017, from http://www.americancivilwar.com/kids_zone/causes.html 269 | P a g e


Helping kids learn about the Civil War! This video was found on Youtube. It is from a website that makes a lot of educational videos for children. It does a very good job of explaining the civil war and uses appropriate vocabulary. It would be a good summary at the end of a unit. F. (2016, March 22). Helping kids learn about the Civil War! Watch our Civil War video for elementary students video. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=Bc3bb779SZs Study Blue This is flash card app. Any student can enter their vocabulary word, and the app will shuffle them, and quiz them. This would be a helpful study tool that the student can use in this unit and it can become a helpful tool outside of this unit as well. StudyBlue. (January 9, 2017). Study Blue. [Itunes App, Cost: free] Retrieved on March 6, 2017 from https://appsto.re/us/2eItt.i. The Civil War, Part I: Crash Course US History #20 This video is literally a crash course of the first part of the Civil War Era. it is animated and shows pictures and animations. It is longer, but takes time to really explain explain and go in depth about the time period. It also tells it in the form of a story so it makes it less like a lesson and more like a storybook. C. (2013, June 28). The Civil War, Part I: Crash Course US History #20. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=rY9zHNOjGrs&t=109s

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Sabrina Brewer Unit Rationale – Text and its contribution to the development of Plot, Setting, and Theme This unit is being implemented to assist 6th grade student learning as it pertains to understanding how a chapter, scene, or stanza fits into the overarching framework of a story. This may prove to be a challenge for some scholars, because they might not have a grasp on determining the main idea of a work or it’s elements; such as theme, setting or plot. As a result, being able to express the textual significance of a small sample of writing is a task where assistance may be needed. In order to ensure their success in this subject matter, students will enhance their comprehension through hands-on creative activities, small group projects, individual assignments and class discussions. By constructing practice in individual, small group and class-wide formats, learners will be able to tailor assignments to their learning style and interests while also growing in their ability to think critically and express their thoughts to others. Having a firm grasp on this concept will help students as they matriculate into higher learning. Once there is a strong understanding of the skill, students may find that textual analysis is applicable in a variety of settings, such as history classes or in the media. Being proficient analyzers may begin to change the way they view the world around them.

Understanding and studying thematic and constructional contribution of particular segments of a story is a learning expectation for Common Core English Language Arts Strand Craft and Structure 5.0: “Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.”. 271 | P a g e


Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/YVr5YV5iFC ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/7c7257b340c243b9b313f5f4e6a18c8e?kv id=nkendall@tnstate.edu&sharedBy=email ❖ Media Share Selection Rubric:

❖ Wix Professional Portfolio: https://sabrinabrewer483.wixsite.com/spring2017

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ASSURE Lesson Plan Template

Finding the Theme in Writing Name: Sabrina Brewer Duration of Lesson: 50 minutes

Analyze learners

Subject Area(s): English Language Arts Grade Level: 6th

General Characteristics In the first period 6th grade math class at Moses McKissack Middle School, there are 11 students. Of these students, 6 are male and 5 are female. All the students are African American and ages range between 11 and 12 years old. No students in this class period have been given IEP’s or any modifications for coursework. There are also no learners that are identified as English language learners or having speech disabilities. As members of the Metro Nashville Public School system, all students qualify for free lunch. The socioeconomic status of the student body at McKissack is low- to middle-SES. Conversational English is used more frequently in academic settings, but individuals will integrate academic language when asked to elaborate on or explain an idea. By observing the way students interact with one another, an effort to be academically minded is made throughout lessons by almost every student. Curriculum Competencies To complete this lesson, students are expected to have a moderate understanding of what theme is and how to determine the theme of a work. Individuals must be able to read stories and poems for comprehension and summarize ideas in their own words citing evidence from the work. Learners must also be able to communicate their thoughts in written and oral forms. It may be necessary to review the skills associated with the topic, and that scaffolding is included within the lesson. Technology Competencies To complete this lesson, students must be able to navigate through the presentation software “NearPod�. This includes joining the class lesson, completing embedded activities (such as polls, open ended questions, and multiple choice quizzes). The ability to follow a list of directions will be crucial in accessing and succeeding in certain activities. It may be necessary to briefly review the skills pertaining to the software while processing through the presentation. Given the SES of the student body and the possibly unfamiliarity of NearPod, special attention will need to be paid in making sure that learners feel comfortable with the technology being used and the expectations that accompany it. 274 | P a g e


State & NETS*S objectives

Tennessee State Standard Informational Text: Craft and Structure: Understanding and studying thematic and constructional contribution of particular segments of a story. ISTE Standard 1.c. Empowered Learner: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given physical or digital works (books, movies, poem, audiobooks, etc.), the learners will be able to identify the theme of the piece in their own words and give supporting details from what they read or watched in order to demonstrate comprehension of how particular segments contribute to a story. Students will comprise, explain, and defend their theme in oral and written formats with 100% mastery. Language Objective: Key vocabulary: theme, moral, lesson, literature, summary, narrative, composition, evidence, media, poetry, segment Performance Vocabulary: identify, summarize, determine, analyze, comprehend, interpret, explain, infer, discuss, compose Academic Language Function: To express understanding, students will be asked to express their ideas in their own words. Their responses must also be supported with evidence for the media being used. This allows for scholars to think critically and present thorough and well thought out responses to prompts. Students must also be able to present their work in multiple formats. Expository writing, small group discussions, and class wide discussions will aid in developing these skills. To teach these vocabulary objectives, words will be introduced early in the unit. The lesson will include activities that reinforce each performance vocabulary element. The use of academic language will be implemented by both teacher and students to solidify content-specific terms and their meanings.

Select instructional Non-digital Materials: methods, media, and • 11 Literary Journal (student centered) materials • 11 pencils (student centered) 275 | P a g e


• •

Print books/ poems (teacher and student centered) 11 headphones (student centered)

Digital Materials: • • • • • •

Utilize media and materials

11 student laptops/computer lab (internet connectivity, controlled web surfing capabilities, Microsoft office applications, NearPod application, chargers (if applicable)) (student centered) 1 teacher iPad or desktop (internet connectivity, web surfing capabilities, Microsoft office applications, NearPod application, charger (if applicable)) (teacher centered) Teacher stations (teacher station) Approved movie/video/audiobook (if applicable) (student centered) Digital projector/SMART board (student and teacher centered) Application: Nearpod. (April 7, 2017). Nearpod. [Windows Store, Cost: Free] Retrieved on April 7, 2017 from https://www.microsoft.com/enus/store/p/nearpod/9p0pjrjzjhdv (teacher and student centered)

Preview and Prepare the Materials • Preview internet connectivity • Preview and prepare laptops/desktops/iPad for internet use • Preview Nearpod download on all student computers • Preview all videos in lesson • Preview all hyperlinks in lesson • Preview any audio in lesson • Prepare SMART board/projector • Prepare charged laptops • Prepare Nearpod access code • Sharpen pencils • Prepare Literary journals • Prepare headphones • Prepare and auxiliary literature Preview and Prepare Classroom • Prepare student seating arrangement • Make journals accessible • Make laptops accessible • Have directions and Nearpod code displayed for student when they come in • Have pencils available 276 | P a g e


Preview and Prepare the Learner • Give brief overview of the day’s agenda and objectives on the SMART board. • At the beginning of every lesson, there will be a review of key vocabulary. (This will be a verbal, class-wide discussion that aims to help keep important words and concepts at the forefront of the mind. Students are also able to ask clarification questions during this time, which may help learning new material easier.) • For individual work, students will practice composition skills in their journals as a bellringer. They will be asked to identify a theme or moral, and with it fill out a plot structure diagram for a fiction story. • In Nearpod, the teacher will pace the lesson based on students’ needs. There will be review of the definition of theme and the components that make up themes in literature and movies. • Throughout the lesson, scholars will be asked to watch, read, or listen to several materials for comprehension. • Polls and quiz questions will be included and discussion of correct and incorrect answers will precede each • Show examples of identifying and supporting the theme of a story before letting when work individually • Activities start off as small group, then class wide, and then individual. Having small group first lets learners get settled into the lesson, brainstorm together, and practice communicating ideas verbally. Classwide discussion being second gives the change to verify everyone understands what is being asked of them in the lesson. The day’s Nearpod lesson will then ask them to have a small group discussion Require over their favorite movie or book and moral or lesson it taught them. They will learner participation then share one of the works and themes with the class. Throughout the Nearpod lesson, there will be interactive elements, including polls and quiz questions that students will respond to on their laptop. Videos will be integrated into the lesson as well, and these elements will be played on the SMART board instead of individually on the student computer. Formative Assessment (Process): Evaluate Formative assessments in my lesson will include the small group and class-wide and revise activities. These items focus on a student’s ability to effectively communicate their thought process to another person. Understanding is shown through accurately and confidently presenting information and answering questions. Active participation is recorded and monitored, and can be looked at alongside their grades to pinpoint to those who need additional help. I’ll monitor student learning by mediating discussion, allowing the learner guard the conversation. I 277 | P a g e


will also observe the small groups to assist and make sure cooperation is taking place. I expect to see dialogue between students taking place. Along with that, I would like to see collaboration across the multiple perspectives of the group. I will have a notebook that I will make notes in to keep a record of what the students say, do, and perform. The criteria I will use to assess will be if they can correctly determine and create a theme, and if they’re knowledgeable about the text enough to use supporting evidence to defend their answer. I would love to present feedback in the form of questions. This is not giving them an answer, but rather guiding them back on track. Keeping learners thinking has been a key part of this lesson. These formative assessments are low pressure and will show me how everyone reacts to the different forms of communication we are using. Summative Assessment (Product): For the summative assessment, in their journals, I will have students choose a theme, outline a story, and write a short fiction work that contains a problem and a resolution with textual evidence that supports their theme. I will collect their literature journals and talk to each student about their growth during the span of the unit leading up to their completed story. I will also have their Nearpod short answer, multiple choice, etc, so those will be useful as summative assessments. As mentioned before, the evidence in the literacy notebooks will show growth, and it will also show mastery. The quiz grades on the application will place a numerical value on their performance. The journal will be graded as well but it is a final piece that I would sit with each learner and talk over it. Their notebook will serve as an active log that they can use to gauge their progress over time. The goal is that their reading, writing, and communication skills all get better as the unit progresses. A modification I can do is, in order to fit the needs of the different learning styles, is offer more ways to present work besides just oral and written response. For example, I could create a video option where they record themselves instead of standing in front of the class. My rubric would contain the necessary elements of identifying theme and composing a fiction story, with a value attached to each. If they fulfill the item, then they would earn those points. Partial points will be on a scale with the requirement of each point value listed. Their points over all will determine their total score. Students will have a copy of the rubric on the inside cover of their notebook so they know what is being looked for in their work. I do feel like my assessments are aligned to my standards. For the Tennessee state standard, they are reading a work and finding textual evidence to support what they think the theme is. For the ISTE standard, technology is being used to give learners a raw performance score based on quizzes, short answer, and multiple choice 278 | P a g e


questions. This feedback will show them what they need to work more on, and it will help them construct their literature journal.

CATEGORY Writing Process

Focused on Chosen Theme

Organization

Spelling and Punctuation

4 Student devotes a lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. The entire story is related to the chosen theme and allows the reader to understand much more about the theme. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

3 Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done. Most of the story is related to the chosen theme. The story wanders off at one point, but the reader can still learn something about the theme. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. There is one spelling or punctuation error in the final draft.

2 Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

1 Student devotes little time and effort to the writing process. Doesn't seem to care.

Some of the story is related to the chosen theme, but a reader does not learn much about the theme.

No attempt has been made to relate the story to the chosen theme.

The story is a little hard to follow. The transitions are sometimes not clear.

Ideas and scenes seem to be randomly arranged.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

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Problem/Conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem. Solution/Resolution The solution to the character\'s problem is easy to understand, and is logical. There are no loose ends. Creativity The story contains many creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has really used his imagination.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem. The solution to the character\'s problem is easy to understand, and is somewhat logical.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem. The solution to the character\'s problem is a little hard to understand.

It is not clear what problem the main characters face.

The story contains a few creative details and/or descriptions that contribute to the reader\'s enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

No solution is attempted or it is impossible to understand.

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Genre, Theme, Setting, Plot 6th Grade Video Resources

LITERATURE GENRES VIDE0 Click on the theme speech bubble to watch a video about the different genres of literature we will be studying in class. From this video, you should be able to: 1. Define literature and genre 2. Distinguish the different categories and elements of fiction and nonfiction works.

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Disney Pixar life lessons Click on the Finding Nemo cast to watch a video about the theme of 10 of the most popular Disney Pixar movies. *Bonus* Choose your favorite movie or a movie that you know well. Click on the Disney logo to create a concept web of the theme of the movie. Place supporting details from the movie around your theme.

Flocabulary Rap Click on the microphone watch Flocabulary’s rap about the five elements of a short story: plot, character, conflict, theme, setting. This will be useful when completing the creative writing activities in this unit! *Bonus* Create your own rap for elements of a short story or with other vocabulary for this unit.

Creative Activities

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Story Mapping This activity will let you practice formulating detailed setting, conflict, characters, and resolution for a story. Click on the map to be taken to a graphic organizer where you can begin to construct you work. (When completed, you can move on to “Story Creator� located directly below!)

Story Creator In this activity, you will become authors of your own story. Click on the creative thinkers to find a list of themes to choose from and compose your own narrative!

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Short Story Elements For this activity, click on the picture of the thinker and choose a short story. Read the story and write out the plot, character, conflict, and theme. Be sure to give detailed responses. Refer to the Flocabulary rap in the “Video Resources” section above if you need help remember the elements.

Interactive Games Literary Elements game 1 Click on the logo to access a “Who Wants to be a Millionaire” style game that reviews elements of literature we are reviewing in class. Try to master the game!

Literary Elements Game 2

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Click on the logo to access a “Jeopardy� style game that reviews the elements of literature that we are studying in class. Try to mater the game!

Quizlet Study challenge In this activity, you will practice literary element terms with digital flash cards. First, study the definitions in the set, and after, you can take a quiz over the cards and/or play practice games. *Bonus* Make a personal set of flashcard with additional vocabulary you feel is important from our unit.

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Unit Media Share 6th Grade Reading Comprehension Prep The reading comprehension prep app is a great app to practice skills learned in class. Content is expressly 6th grade, and contains a variety of app-custom stories with questions to review acquired knowledge. The program contains fiction and non-fiction stories, and the results of the quizzes and progress can be reported. This application is beneficial because it focuses on the Common Core and Tennessee standards associated with theme, along with a variety of other standards. The app was designed to work well for individual classroom instruction as well as study tine outside of class. Peekaboo Studios LLC (January 4, 2017) 6th Grade Reading Comprehension Prep [iTunes App Store, Cost: $2.99] Retrieved on March 7, 2017 from https://itunes.apple.com/us/app/6th-gradereading-comprehension-prep/id568724137?mt=8 Clue Story Clue Story is an interactive mystery story formatted into an app. Students will have control over the storyline, as they get to pick from a list of events and create their own unique plot. This app aligns with both Tennessee state standards as well as Common Core standards as learners will be focusing on developing a plot and how an event contributes to the overall story. Students will like this app because it is allowing them to use their imagination and guide the reading in almost any direction they would like it to go. There are also riddles throughout the app that will help determine the different paths the story may take. The platform keeps learners engaged and entertained for the duration of gameplay. Perais, Paris. (January 26, 2017). Clue Story – Interactive Novel with Riddles [iTunes App Store, Cost: Free] Retrieved on March 7, 2017 from https://itunes.apple.com/us/app/clue-storyinteractive-novel-with-riddles/id1137783712?mt=8 Disney Top 10 Pixar Life Lessons This video was posted on YouTube by Disney in correlations with their “Disney Top 10” series. In this particular clip, short segments of 10 Disney Pixar movies are shown and the company gives the lesson or theme of the story. This video will keep students engaged because the movies are something they’d be familiar with, and that will be able to draw connections to something that is applicable to stories they already know. It serves as a great introductory tool into learning about themes and lessons in stories. 286 | P a g e


Disney. (Account Holder). (2015). Disney Top 10 Pixar Life Lessons. [YouTube video]. Retrieved on March 7, 2017 from https://www.youtube.com/watch?v=LUngH-qQGAk Introduction to Reading Skills: Themes, Morals, and Lessons – 1 The publishing company McGraw-Hill creates and posts educational video resources online for grades K-12. A section of these uploads are dedicated to introducing a variety of reading skills to students. This particular video focuses on the elements of reading emphasized in the 6th grade ELA Tennessee state standard pertaining to theme. The main character is the ancient Greek writer Aesop, and is setting is modern times. When faced with a dilemma, Aesop tells a fable that related to the situation and the secondary character, in this case a comic book publisher, is challenged to discern the theme or moral of the story. This resource is useful because it animates the lesson for that they can see and hear dialogue about the topic of theme. Students will enjoy its humor and the story line associated with the lesson. McGraw-Hill Education. (Account Holder). (2014). Introduction to Reading Skills: Themes, Morals, and Lessons – 1. [YouTube video]. Retrieved on March 7, 2017 from https://www.youtube.com/watch?v=DwIGOfWRKpw Sixth Grade Story Element Review This website is set up in the form of a Jeopardy board. The categories include plot (2 columns), character, conflict, and theme. The teacher can designate the number of groups playing, and there are point increments on the board. Questions and answers have already been created and assigned to the categories, and the teacher will just have to click through the presentation to mediate the game. Students would like this game because they will be able to participate in friendly competition. They will also have to work together in their groups by supporting one another to win. JeopardyLabs. (2017). Sixth Grade Story Element Review. [Website] Retrieved on March 7, 2017 from https://jeopardylabs.com/play/6th-grade-story-element-review Theme Practice Quia is a website that serves as a multipurpose platform that serves educators, parents, and students. The website allows users to create and share online activities (such a quizzes), take online assessments and receive detailed score reports, and create class webpages to connect families to teachers. Included in online activities is a theme practice activity where students are challenged to find the theme of a variety of short works. The layout is similar to that of “Who Wants to be a Millionaire”, offering participants four multiple choice options, three hints, and dollar amount increments for correct answers. This aligns with the Tennessee state standard, as learners will have to analyze the text given to them and, from the context as well as the answers provided to them, determine what the theme of the piece is. By placing the lesson in an interactive game format, 6th grade students will enjoy challenging themselves to improve their score while engaging in repetition practice. IXL Learning. (2017) Theme Practice. [Website] Retrieved on March 7, 2017 from 287 | P a g e


https://www.quia.com/rr/934941.html

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Allen Ezigbo Unit Rationale – Expression and Equation In this unit, sixth-grade students will be learning about expression and equation, in terms of applying operations of properties and generating an equivalent expression. Students come from different backgrounds and cultures, thus they will perform at different academic levels. Some students may not understand arithmetic, relating to multiplication, division, addition and subtraction while others may not understand the concept of order of operation as well as mathematic terms. Students will engage in a learning experience through lectures, virtual activities, constructing interactive notebooks and group presentations. These various activities strive to assist students in developing knowledge about the order of operation and mastering the skill to perform and apply the topic to their own world experiences. Students are able to understand and engage in the learning environment if the concept is connected to “real-life� situations. Once students understand the concept of order of operation, they will be able to make connections into advanced mathematic such as calculus and geometry. Also, students may begin to link their understanding of the topic to everyday life problems. Studying and understanding expression and equation is a learning expectation covered under Common Core for Mathematic 3. Apply the properties of operation to generate equivalent expression.

Additional Resources: 289 | P a g e


❖ NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=6F8566523609C9FEA05ED27541EE49AE-1 ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/a4efe04efcaa4d0890330ed2b95b2fc9 ❖ Media Share Selection Rubric AEzigboSelectionRubric.pdf

❖ Opening Commercial: 6ExpressionandEquation.m4a ❖ Wix Professional Portfolio: https://allenezigbo.wixsite.com/teacherpage

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ASSURE Lesson Plan Template

Properties of Multiplication Name: Allen Ezigbo Duration of Lesson: 2 hours

Subject Area(s): Math Grade Level: 6th

General Characteristic Analyze learners

In the sixth-grade math and science class at McKissack Middle Prep, there are seventeen students. Among the seventeen students, there are eight female students and nine male students. Fifteen students are African-American and two students are Hispanic and all are between eleven and twelve-years-old. Only a few students have Individual Education Plan. However, their IEP does not specify any accommodations, modification or services for science and math courses. There are two students who identified as English Language Learners (ELL). Each student has an Individual Education Plan, which does not specify any accommodations, modification or services for science and math course. All the students speak fluent English; however, they are below the sixth-grade reading level. Most of the students read at third or fourth reading level. The 5th – 8th-grade school is 85.5% - African-American, 9.4% - EuropeanAmerican, and 5.1% Hispanic/Latino with 96.9 % of the population are on free and reduced lunch. Curriculum Competencies Students come from different backgrounds and cultures, thus they will perform at different academic levels. Some students may not understand arithmetic, relating to multiplication, division, addition and subtraction while others may not understand the concept of order of operation as well as mathematic terms. To complete this lesson, students need to know how to multiply, add, subtract and divide numbers and solve equations using the order of operations. In addition, students need to understand common mathematic vocabulary associated with properties of multiplication. Technology Competencies To complete this lesson, students will need to know how to create a cartoon comic strip using the ToonDoo website. All students have demonstrated the basic knowledge of components for using a computer monitor, mouse, and keyboard necessary to utilize a Nearpod presentation and an Equation Pal website activity.

State & NETS*S objectives

State Standard Tennessee State Standard for 6th Grade Math: (TNCCSS. Mathematics. 3) Equation and Expression: Apply the properties of operation to generate equivalent expression

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NETS* Student Standards 5.c. Computational Thinker: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. Behavioral Objective: Given a Nearpod presentation, Equation Pal activity, and ToonDoo program, the class of sixth-grade students will learn to define and identity properties of multiplication as a way generate expressions and equations with 70% or above accuracy. Language Objective: Key vocabulary: expand, equation, rule, sum, equation, constant, quotient, reciprocal, factor, order, equivalent, algebraic, term, variable, coefficient, expression, evaluate, operation, inequality, product, operation, difference, apply, form. Academic language functions: To express understanding, students will apply the vocabulary in their cartoon comic strips to construct one property of multiplication word problem. In addition, students will present an oral presentation of their comic strip and explain the meaning of each vocabulary term. As students encounter unfamiliar words such as expression, evaluate, operation, inequality, product, operation, they will learn the meaning of higher level terminology to assist their understanding of the lesson. Using google slide as online vocabulary interactive notebook, students will write new vocabulary words with a brief definition and visual representation. Students will have an opportunity to research the definition of the terminologies and collect images using Math is Fun. New vocabulary words will also be posted on the Word Wall as a reminder to students to practice using academic language

Select instructional methods, media, and materials

Curriculum materials • • •

18 math journals (student centered) 20 pencils with erasers (student centered) 20 copies of Cartoon Comic Strip: Grading Rubric (teacher centered)

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Technological materials •

• • • •

20 laptops (preferably touchscreen) with mouse, keyboard, storage space (3G or above), Microsoft Office suite (Word, Excel) Wi-Fi/ internet connection (w/ embedded adobe flash) and app store (Google Play store or iTunes) (student centered) Teachers station (teacher centered) 1 touchscreen tablet with keyboard, Wi-Fi/internet connection (w/ embedded adobe flash), and app store (teacher centered) 1 computer with mouse, keyboard, app store, Microsoft Office suite (Word, Excel) and internet connection (w/ embedded adobe flash) (teacher centered) 1 ELMO Projector (teacher centered) 1 Screen or Smart Board with marker (teacher centered) Printer with ink and paper (student centered) A digital word document of the vocabulary terms (student centered)

A Nearpod presentation on Properties of Multiplication (student centered)

• • •

Application: Nearpod LLC. (March 28, 2017). Nearpod. [iTunes, Cost: Free] Retrieved on April 10, 2017 from https://itunes.apple.com/us/app/nearpod/id523540409?mt=8 (student centered) Nearpod LLC. (January 16, 2017). Nearpod. [Google Play store, Cost: Free] Retrieved on April 10, 2017, from https://play.google.com/store/apps/details?id=com.panareadigital.Nearpod&hl=en (student centered) Program from the web: Equation Pal. [Web 2.0 resource, Cost: Free] Retrieved on April 10, 2017, from http://mrnussbaum.com/equation-pal/ (student centered) Google Slide. [Web 2.0 resource, Cost: Free] Retrieved on April 10, 2017, from https://www.google.com/slides/about/ (student centered) Math is Fun. [Web 2.0 resource, Cost: Free] Retrieved on April 10, 2017, from https://www.mathsisfun.com/definitions/index.html (student centered) Nearpod. [Web 2.0 resource, Cost: Free] Retrieved on April 10, 2017, from https://nearpod.com/ (teacher and student centered)

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Nearpod. [Web 2.0 resource, Cost: Free] Properties of Multiplication. Retrieved on April 10, 2017, from https://app.nearpod.com/presentation?pin=6F8566523609C9FEA05ED27541EE49AE1 (teacher and student centered) ToonDoo. [Web 2.0 resource, Cost: Free] Retrieved on April 10, 2017, from http://www.toondoo.com/ (teacher and student centered) **** Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment****

Utilize media and materials

Preview and prepare materials o Preview the application—*previewed and approved* o Preview the website resources/programs—*previewed and approved* o Check the printer and its ink and paper reservoir o Make sure the printer is connected to the CPU’s and laptops o Have the application/program downloaded on all CPU’s, laptops, and teachers station o Sharpen pencils o Make sure math journals are accounted for and are in good condition o Make sure laptops/tablets are charged o Make sure the internet is working on CPU’s, laptops, and teachers station o Make sure all functions work on CPU’s, laptops, and teachers station o Make sure the teacher's station and the connection to the smart board is working • Open the programs and application on all CPU’s, laptops, and teachers station/smart board • Open the timer page and vocabulary word (on word document) page on the student laptops • Display the Nearpod Code for student-live lesson Prepare the environment • • •

Students will stay at their desks to view the presentations as well as do individual work on their laptops. Students will have their math journals and pencils are on their desk. Students will have a document display in their laptops that contain all the online resources information/links 294 | P a g e


Prepare the learner • • • •

Introduce the procedures for vocabulary interactive notebook and Nearpod lesson for the students. Introduce the procedures for Equation Pal activity for the students. Present criteria for the ToonDoo cartoon strip to the students on the smart board. Show the students the main screen and the available functions. Model for students how to design a cartoon strip. Construct a simple and easy strip then allow the students to ask questions and make comments

To begin, students will solve a riddle with a partner for five minutes. Next, students will listen to a netiquette guideline presentation. Then, students will open the vocabulary word document tab on their laptop and select at least ten words from the smartboard for their online vocabulary interactive notebook. Students will listen to the procedure for creating an online vocabulary interactive notebook using google slide and collecting images/definitions from Math is Fun Require learner participation Then, students will construct their digital vocabulary for 10 minutes. Students should be monitored to ensure that they are staying on task. When there is about one minute left, students should wrap up and save their slides to complete as a homework assignment. Then, students will click on the Nearpod presentation tab on their laptops and login using Nearpod presentation code display on the smartboard. Student will listen to the lesson presentation, and access the Equation Pal. Students will practice five questions regarding two step equations with the distributive property of multiplication using Equation Pal for 10 minutes. Students should be monitored to ensure that they are staying on task. When there is about one minute left, students should wrap up and return to the live lesson. Next, students will complete their summative assessment quiz on the Nearpod presentation for ten minutes. Students should be monitored to ensure that they are staying on task and working independently. When there is about one minute left, students should wrap up and submit their quiz. Next, students will listen to the criteria/grading rubric explanation for the cartoon strip for ToonDoo. Students will watch the demonstration of how to create a cartoon strip. Students have five minutes ask questions and make comments. Next, students will construct their cartoon comic strip for 30 minutes. Students should be monitored to ensure that they are staying on task. When there is about five-minute left, students should wrap up, save the comic strip (as their name) and prepare for the presentation. Students will listen to an explanation about the procedures/expectations for classroom presentation. Each student will present their comic strips on the smart 295 | P a g e


board for two minutes. Students will be graded with the Cartoon Comic Strip: Grading Rubric (each student should include/define 2-3 math vocabulary, define/identify at least one property of multiplication, provide a property of multiplication word problem/question, and provide the steps for accurate solution). If the student seems to be having trouble mastering the concept, they should signal the teacher for assistance and to clarify any concerns and areas of misunderstanding. If needed, the student practice more problem to increase their proficiency. Evaluate and revise

Formative Assessment: Students’ formative assessments will be done during online vocabulary interactive and Equation Pal activity observations and Nearpod open-ended questioning. Students will demonstrate understanding by either answering questions correctly in the questioning process or completing tasks correctly while they are being observed. The assessment should be recorded on a digital grading document that will be included in the students’ portfolio. I expect students to work independently and quietly during the vocabulary and Equation Pal activities. I expect students to listen attentively during the Nearpod presentation and provide accurate responses to each content activity questions. If a significant number of students is not meeting expectations or are not showing proficiency, the lesson needs to be stopped and previous concepts either reviewed or relearned. Summative Assessment (Product): The summative assessment will be the culmination of each student’s Nearpod quiz, completed online vocabulary interactive notebook and cartoon comic strip. The Nearpod quiz will document the student comprehension and accuracy on the identity and define properties of multiplication to generate equivalent expression and equations (TNCCSS. Mathematics. 3). Cartoon comic strip will demonstrate the student ability to apply, extract and model one or more property of multiplication to generate equations or expression (NETS 5.c). The online vocabulary interactive notebook will display the student’s understanding of vocabulary terms to develop descriptive and visual models to understand complex topics or facilitate problem-solving (NETS 5.c). Each student will receive a grade report for each assessment along with the teacher’s suggestions and comment for them to assess their growth in learning as well as areas of learning gaps. The teacher should review the results of the students’ Nearpod quiz scores to determine if students met the 70% correct goals for this concept. If scores are in the unacceptable range, the teacher should evaluate the common mistakes for the missed questions. Then, devise drill and practice or integrate the mistakes into a lesson to address that deficiency in students’ understanding of the concept of property of multiplication.

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Cartoon Comic Strip: Grading Rubric CATEGORY Requirements

4 All requirements are met and exceeded. -included/defined 4 or more math vocabulary -defined/identified two or more property of multiplication

Content

Covers topic in-depth with details and examples. Subject knowledge is excellent. -provided two or more properties of multiplication word problem/question

Oral Presentation

-provided the two or more steps for the accurate solution Interesting, wellrehearsed with a smooth delivery that holds audience attention.

3 All requirements are met.

2 One requirement was not completely met.

1 More than one requirement was not completely met.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

-included/defined 2-3 math vocabulary -defined/identified at least one property of multiplication

Includes essential knowledge about the topic. Subject knowledge appears to be good. -provided a property of multiplication word problem/question -provided the steps for the accurate solution Relatively interesting, rehearsed with a smooth delivery that usually holds audience attention.

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Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Product shows some original thought. Work shows new ideas and insights.

Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.

Uses other people\'s ideas, but does not give them credit.

Comments/ Suggestions Total

/16

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Properties of Multiplication Unit Scavenger Hunt

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Vocabulary Expand

Equation

Rule

Sum

Equation

Constant

Quotient

Reciprocal

Factor

Order

Equivalent

Algebraic

Term

Variable

Coefficient

Expression

evaluate

Product

Operation

Inequality

Product

Operation

Difference

Apply

Form

Vocabulary Activity: practice and freshen up the terminologies listed above by playing fun interactive vocabulary activity!

Create/Draw

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Click on ToonDoo to create a 3-5 page comic strip and cartoon of a property of multiplication question.

For 10 extra credits, solve this equation using A web whiteboard

Construct a digital interactive notebook using Google Slide to create 5-8 math terminologies (include definitions/images). Use Math is Fun Dictionary to search for definitions and images.

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For 15 point bonus point, create an artistic, educational math slogan!

Games

Math Racing: How fast can you identify the property of Multiplication? Find out here! Algebra Tiles: Become a master of algebra by practicing and mastering the skills.

Play basketball with Properties of Multiplication !!!

The otters are ready to race.

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Practice multiplication facts and guide your otter to the finish line!

Need a math pal? Befriend with equation pal to form a relationship with all forms of math equations!

Use your math skills to smash blocks and rescue animals trapped in 5 unique world. Top-winners (most coins) will receive 5 bonus points! Visit MATH SMASH to begin! 303 | P a g e


FUN FACT/PUZZLE

Scroll and read through the Fun Math Facts slideshow, then recite two facts that you learned to the class for grade.

Visit mind games to train your math skills in this fun puzzle activity. Use the given operators and numbers to create valid equations.

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Videos

Watch the video to learn about order of operation. For 10 bonus points, reciate the rap to the class!

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Watch a student solve a distributive property of multiplication question. Take notes for review/quiz.

Answer the following questions using audio recording:

What did you learn about properties of multiplication? What would like to learn about properties of multiplication? Name and define 2 properties of multiplication. What is the solution to this equation 3(4x + 2) = 5 ? 306 | P a g e


Unit Media Share 5 Dice: Order of Operations Game 5 Dice: Order of Operations Game is a great tool for middle school students to practice the arithmetic skills such as addition, subtraction, division, and multiplication as well as understand the concept of order of operation. One feature of the app is encouraging the students to use a higher level of critical thinking to figure out the “target� number by giving them the answer, and not the equation. The app also gives the teacher a progress report of the student work (a durable form of assessment) and a printable game sheet, a great activity to incorporate during their lesson planning. Students are provided with a whiteboard to work through the problems and master order of operation, and the app is designed to fit their level of understanding and increases its complexity as the student progress. This app is free and only compatible with iPhone, iPad and requires iOS 4.0 or later. Holladay, Justin. (April 22, 2014). 5 Dice: Order of Operations Game. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/5-dice-order-ofoperations-game/id572774867?mt=8 5.3 Properties of Operations 5.3 Properties of Operations is a remarkable resource to teach students about the properties of operation. The video features a Common Core mathematic standard that aligned with the topic. The video includes a short explanation of each property and provides examples to support it. The video takes its users step-by-step for solving or understanding the properties of operation. This will serve as a great video for students who need additional support or missed the lesson. The best feature of the video is that it provides problems for the users to practice and apply properties of operation to generate equivalent equation and expression. Miss Kuckelman's Math Class. (Account Holder). (2014). 5.3 Properties of Operations. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=N_xu3-8kAbs&t=467s Algebra - Distributive and Combining Like Term Part 2 Algebra - Distributive and Combining Like Term Part 2 is a wonderful source for teaching students about distributive property and combining like terms. This video features a dynamic visual graphic that demonstrates the step-by-step process for solving equations. This video will be very effective for visual learners because it directs the user accordingly by using colorful 307 | P a g e


symbols and graphics. The video also provides sample question for the user to pause and work on and play to see the solution. This video will serve as a great instructional strategy for students. James Neal. (Account Holder). (2013). Algebra - Distributive and Combining Like Term Part 2. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=T0a92gEDukY Algebra - One and Two Step Equations Algebra - One and Two Step Equations is a great drill and practice instructional strategy for students who have not master the concept of solving an equation. This video teaches students how to solve equations using visual presentation. The graphic is bright and captivating. Students will be engaged in the video as the creator involves the user to participate in the lesson. Students will have a section to practice the problem and check their solutions. James Neal. (Account Holder). (2013). Algebra - One and Two Step Equations. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=ceBoToXa8m4 Algebra Shortcut Trick - how to solve equations instantly (2) Algebra Shortcut Trick - how to solve equations instantly (2) is an incredible resource to teach students to solve linear algebra equations with variables on both sides easily. For students who are interested in learning a quick or alternative way to solve the equation, this video will provide those needs. The video work through several equations to show different ways to solve the problem easily. A student can benefit from this video because it provides a different way to learn to solve equations and it is simple and straight to the outcome. This video could serve as any overview or conclusion to the topic equations and expressions. This video is geared toward elementary and middle school students and can support beginner learners. tecmath. (Account Holder). (2014). Algebra Shortcut Trick - how to solve equations instantly (2). [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=9PqygqYo0ck Algebra Touch Algebra Touch is designed to meet the 21st-century learners. This app is an exercise and drill learning with instructional study aid. The best feature of the app is that its touch-based techniques, where users can gain hands-on experience. Kinetic learners and other learners will benefit from the app because users can maneuver with the equations and questions. ELL and bilingual students can also benefit from this app as it features several languages. Users can drag to rearrange, tap to simplify and draw lines to eliminate identical terms. The app allows the user to create their own problems and switch into the different lesson and practice problems. The app covers all the concepts of algebra such as simplification, like terms, commutativity, the order of operations, factorization, prime numbers, elimination, isolation, variables, basic equations, distribution, factoring out, exponent product rule, and exponent quotient rule. The app features lesson where users will get an overview of the topic before approaching the activities. This app 308 | P a g e


cost $2.99 on iTunes and Google Play App and compatible with Android 2.3 and up, iPod touch, iPhone, iPad and requires iOS 7.1 or later. Regular Berry Software LLC. (Dec 11, 2015). Algebra Touch. [iTunes App, Cost: $2.99] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/algebratouch/id384354262?mt=8 Regular Berry Software LLC. (April 27, 2016). Algebra Touch. [Google Play App, Cost: $2.99] Retrieved on March 5, 2017, from https://play.google.com/store/apps/details?id=com.regularberry.algebratouch&hl=en Buzz Math Buzz Math is a tremendous tool for drill and practices instructions. The app is programmed features over 500 Common Core aligned practice activities for middle school mathematics. The app is a great tool to promote intrinsic motivation for the student because they will able to earn badges and points as they progress through the level. The app covers over 13 math topic that comes with 3,000+ Problems Aligned with the Common Core State Standards. Some great features of the app include variety of answer inputs, automated corrections, infinite retry, detailed solutions & on demand examples, challenging missions (an opportunity for small group problem solving for lower ability students and challenging for higher ability students), audio reading of text (aids English-Language learners/ELL and low-performing learners), detailed reporting tools & admin account with access to all reports. A wonderful all around tool for differentiated instruction. This app is free and only compatible with iPad and requires iOS 7.0 or later. Scolab Inc. (September 28, 2016). Buzz Math. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/buzzmath-middleschool/id593186620?mt=8 Get The Math This thirteen.org website titled “Get The Math� is a creative resource for students to research and learn how math is connected to the world. Get the Math is designed to help students understand real-world applications of Algebra I. In the website, students or users are presented with a video that explains the connection to math to different professions such as music, dance, fashion, video games, restaurants, basketball, and special effects. Then students are presented with sample challenge activity, where they could preview how a group of students solved the challenges as a way to provide guidance for them to solve the next challenge independently (w/o the video). The primary idea of the challenges is to take on interactive challenges related to those careers, and understand the value of mathematic and make a connection to their own worlds. Students are able to work and comprehend mathematic if they can make a connection to their own personal world. The website also offers a teacher portal for teachers to utilize. Here, teachers can find lesson plans that are aligned with the common core standard to help the student connect math beyond the classroom setting.

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Thirteen. (2017). Get The Math. [Website]. Retrieved on March 07, 2017, from http://www.thirteen.org/get-the-math/ Math is Fun This mathsisfun.com website titled “Math is Fun” is one of the best tools to use in the classroom and setting beyond the classroom. The website has many features and benefit. The website is “kid-friendly” meaning students can easily maneuver without any confusion. One feature that is brilliant is that user could type in a word (only math terms) and it will generate a whole lesson display. The website is able to combine literacy and mathematic. The website will show a simple and understandable definition, a lesson to go aligned to it, and an assessment to test your comprehension (with guided solutions). The websites also feature a teacher portal where it organized all math topic (grade K – 12) according to the Common Core Standards and provides activities and lesson for the students. Another wonderful feature of the website is that users can share the information with a friend, parent or whoever using email. Teachers can print off worksheets and math resources. The website provides access to math tools such graphing calculators and other math resources such links to other websites, lesson plan or educational resource. The website does have a forum where visitors could post a questions, comments, and statements. The user also provided with a citation machine (MLA, APA, CHICAGO) to cite the page. This website serves as a valuable resource for students for drill and practice, game-based learning, and instructional practice. Students will be engaged in a fun and creative way as the website offers interactive games that are aligned with the standard and topic. This website is geared toward all primary, secondary, and tertiary students. Pierce, Rod. (2017). Math is Fun. [Website] Retrieved on March 7, 2017, from http://www.mathsisfun.com/index.htm MathTV This mathtv.com website titled “MathTV” is a great resource for reinforcement and support for students. Students can watch videos on math lessons. The websites feature several topics with over 10,000 math tutorial videos. The websites also included videos from different types of mathematic textbooks. Thus, users can select a textbook and videos will display for them to watch and learn. Users also have the option to select their preference of person teaching the videos. This is a great resource for students to gain access to tutorial videos on properties of operation and numbers. A super effective website for visual learners. Textbooks, X. (n.d.). MathTV - 10,000 Math Tutorial Videos. [Website]. Retrieved on March 07, 2017, from http://www.mathtv.com/ Math vs. Zombies Math vs. Zombies is a great, engaging game based learning for students. This app allows learning to be fun, creative and exciting. Students practice their basic math skills by defeating zombies using math-powered weapons! There are twenty-four exciting levels that allow students to master their addition, subtraction and multiplication skills along with having loads of fun at the same time. A zombie will spurn toward the student with a math problem on its head and the 310 | P a g e


student would have type in the correct answer to defeat the zombie. This app is a great incentive activity for students to use in the classroom. This app is free on the android app store, cost $4.99 on iTunes and compatible with Android 2.3 and up, iPhone, iPod touch, iPad and requires iOS 6.0 or later. TapToLearn. (January 9, 2016). Math vs. Zombies. [Google Play App, Cost: Free] Retrieved on March 5, 2017, from https://play.google.com/store/apps/details?id=com.taptolearn.mathVsZombies&hl=en TapToLearn. (January 8, 2016). Math vs. Zombies. [iTune App, Cost: $4.99] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/math-vs-zombies-math-games-grade-k5/id470896560?mt=8 Middle School Math Games This math-play.com website titled “Middle School Math Games� is a great game-based learning resource for teaching students the concept of mathematic through an activity. This website compliments the core standards (i.e., (CCSS. Mathematics. 3.OA.5 Apply properties of operations as strategies to multiply and divide). The website serves as a fun activity for students to practice and understands concepts for properties of operations. The website is engaging, fun and interactive for students. It should serve as an incentive for students who demonstrate good academic achievement and behaviors. Students will be able to follow along with the topic in the classroom as it progresses because the websites offer activities for mathematic standards. Math-Play. (n.d.). Middle School Math Games. [Website]. Retrieved on March 7, 2017, from http://www.math-play.com/Middle-School-Math-Games.html Order of Operations Song | PEMDAS Rap Order of Operations Song | PEMDAS Rap is a terrific resource for teaching students the order of operation. The video is modern, has a catchy rhyme and quick to address the concept. This would serve as a great introduction video to any equation and expression lesson because it gives an overview of the basic steps to complete an operation. Students need to master order of operation in order to advance in algebra. Order of Operations Song | PEMDAS Rap may be geared toward upper elementary and middle-grade students; it can easily be modified to support beginning readers. NUMBEROCK. (Account Holder). (2015). Order of Operations Song | PEMDAS Rap. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=ZzeDWFhYv3E&t=3s Reflex Reflex is computer software program designed to assist students with their math facts fluency. The primary issue is that more complex mathematical skills involve solving math facts, so the program is constructed to address this issue. The program is tailored to adjust to each student ability level and adapt to each student knowledge, monitors which facts they need know, the 311 | P a g e


ones they do not know and are learning currently as a way to create activities for practice. The app is a game-based learning to encourage students to participate, earn points and reward as well as learn math in creative and exciting style. The app allows the teacher to monitor each student level and provides data on each student growth. Without strong math fact fluency skills, the student has more of a difficult time learning a new skill or advancing through the levels of mathematic. Reflex is an outstanding intervention tool to address this issue. There are varies cost package for the student, teacher, and school. However, there is a free app (Reflex Student) on iTunes. This app is compatible with the web with flash, iPad and requires iOS 6.0 or later. ExploreLearning. (Jun 09, 2016). Reflex Student. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/reflex-student/id892510181?ls=1&mt=8 Vocabulary Spelling City This spellingcity.com website titled “Vocabulary Spelling City� builds literacy skills with vocabulary and spelling. The website offers lesson, activities and guided practice based grade level, subject, and topic. This website compliments the core standard (i.e., (CCSS. Mathematics Equation and Expression- Apply and extend previous understandings of arithmetic to algebraic expressions.) The really great feature about this website is that it provides fun, exciting activities for learning literacy. The website also provides literacy lesson for students to learn before playing an educational activity. Middle school students will enjoy learning about math vocabulary in a fun and exciting way! Teachers will be stunned by this website, the features that it offers and how it promotes the interests of all students while using both standard and nonstandard during the activities. Spelling City. (n.d.). Vocabulary Spelling City. [Website]. Retrieved on March 6, 2017, from https://www.spellingcity.com/sixth-grade-math-vocabulary.html#

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Kelsey Jenkins Unit Rationale – Lunar Cycle In this unit, sixth grade students will be learning about the different stages that compose the lunar cycle. Students may not understand the lunar cycle, or what causes the different phases of the moon, because they may not have any prior knowledge of the topic. The students will have learning experiences through presentations, worksheets, simulations, and kinesthetic activities such as, presenting the different phases of the moon using Oreo cookies. All of these activities combined will aim to assist students in identifying the eight phases of the moon. Having a knowledge and understanding of the lunar cycle is crucial for students because the moon has responsibilities other than lighting up the night sky. The phases of the moon determines how often tides occur and their levels. Whenever students have an understanding of the different purposes of the moon, they will be able to recognize what comes along with each phase of it. Studying and having an understanding of the lunar cycle is a learning expectation covered in the Tennessee State Standards for Science 6.4. Describe the different stages in the lunar cycle. Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/KjtarcLcLA ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/6a35998fd3e34f558848a7b070bbadaa?kv id=nkendall@tnstate.edu&sharedBy=email ❖ Media Share Selection Rubric 313 | P a g e


KJenkinsSelectionRubric.pdf

❖ Opening Commercial: 6LunarCycle.wav ❖ Wix Professional Portfolio: https://kjenkins2014.wixsite.com/mysite

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ASSURE Lesson Plan Template The Lunar Cycle Name: Kelsey Jenkins Duration of Lesson: 45 minutes

Analyze learners

State & NETS*S objectives

Subject Area(s): Science Grade Level: 6th grade

General Characteristics In the sixth grade class at Guild Elementary, there are twenty-one students- which include twelve males and nine females. This classroom is very diverse with ethnicities that include African American, Hispanic, Caucasion, and Somalian. All of the students are between the ages of eleven and twelve years old. There is one English Language Learner, but she can communicate with others well. There are three students who have IEP’s for speech delays, and one student has behavioral issues, which requires the teacher to keep a log containing his behavioral incidents throughout the day. Guild Elementary is a very diverse school; however, the majority of students, 63.8%, are Caucasian. 20.1% are Black, 12.8% Hispanic, 1.4% Asian, and 2% who are a combination of two races. There is roughly an equal number of males and females forming the student body at Guild. 62.6% of students at Guild Elementary are eligible for free lunch, 7.8% are eligible for reduced lunch, and 29.7% of students are ineligible for free or reduced lunch. Curriculum Competencies To complete this lesson, students will need to know how to determine the exact order of the moon’s phases, and how long the moon stays in each phase. Students will also need to know how to correctly spell the name of each phase. Technology Competencies To complete this lesson, students will need to know how to use word to insert online pictures of the moon for each night, using the template that I provide. State Standard GLE 0607.6.4: Describe the different stages in the lunar cycle. ISTE Standard 6.c. Creative Communicator: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. Behavioral Objective Given a provided calendar template in word, sixth grade students will form into groups to predict what phase the moon will be in each night of the month of 315 | P a g e


May 2017 in order to demonstrate their understanding of the phases of the lunar cycle. Language Objective Key vocabulary: waxing, waning, lunar cycle, new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, waning crescent, rotation: Academic Language Functions To express their developing understanding of the content that is being taught, students will be required to utilize the vocabulary that is specific to this lesson both written and orally. Students will need to use the proper vocabulary to describe the different phases the moon will be in each night when they present their comparisons of their calendars. Their journals will also be graded by the way they utilized academic language in while taking notes. Select Curriculum materials instructional methods, • 21 science journals (student centered) media, and • 21 pencils (student centered) materials Technological materials • • • • • •

Utilize media and materials

7 laptops with Wi-Fi connection, mouse, and keyboard (student centered) Smart board (teacher and student centered) Printer with ink and paper (student centered) Calendar template ready to use on all 7 laptops (student centered) Laptop chargers and extension cords (teacher and student centered) Star Date. (n.d.). Moon Phase Calculator. [Website]. Retrieved March 02, 2017, from https://stardate.org/nightsky/moon (student centered

Preview and prepare materials • Preview and prepare all 7 laptops to assure that the calendar template is properly displaying and ready for students to utilize in order to complete the assignment. • Assure that all 7 laptops are properly charged. • Preview the Moon Phase Calendar website to assure students can access it when they go to compare their calendars to the calendar with the correct moon phases. *previewed and approved* • Check the printer’s ink and paper reservoir. • Assure that all laptops have access to print from the printer. 316 | P a g e


• •

Sharpen pencils and assure all students have their science journals that contains notes about the lunar cycle. Assure that the Smart board is working properly in order to be able to model how the students are to complete the assignment.

Prepare the environment • Students will access their notes on the lunar cycle from the previous lesson to be able to complete their prediction for May’s nightly moon phases. • The classroom should be able to easily access small groups. Desks should be organized into groups of 3. • Assure that the printer can be easily accessed to all groups. • Assure the smartboard is visible to all groups in order to be able to see when the correct moon phase is displayed. • Prepare a place where students can easily report on their predictions in the front of the classroom. Prepare the learner • First, students will review what they have previously learned about the lunar cycle. • Review the vocabulary that is specific to this lesson. • Review the order and time of each phase. • Present the template on the Smart board and demonstrate how to insert pictures for each date. • Assign roles for each of the 3 students in the group (researcher, recorder, and presenter). Require After briefly reviewing the material that students have already attained from learner previous lessons, students will be assigned into seven groups of three. One participation person from each group will be allowed to choose a laptop, which has the template already pulled up and ready to use, for their group. Once all groups have their assigned laptop, I will model, using the Smart board, how to complete the assignment. I will instruct them to use the “insert” tab to insert online pictures of the moon phase that they will collaboratively agree on for each night in the month of May. I will allow them 20 minutes to complete their calendar. During those 20 minutes, I will walk around the room to monitor each group to assure that they are on task and are cooperatively working with one another. Once the 20 minutes are up, I will allow the group to print their calendars off using the printer that each laptop is connected to. After all seven groups have printed their calendar, I will allow them to remain in their group while I display the correct order from the website I mentioned earlier. I will allow the group 5 minutes to check their calendars to see how many they got correct. Once they have completed checking their calendars, I will allow the group reporter to report on how their predictions matched up with the correct answers. 317 | P a g e


Evaluate and revise

Formative Assessment (Process): At the beginning of the lesson, I will formatively assess students by checking their understanding and knowledge of the lunar cycle. Students will demonstrate their knowledge by properly answering open ended questions that pertain to the lunar cycle. I expect the students to be able to answer questions in a way that incorporates the intended vocabulary that is highlighted in this lesson. I will make note of concepts and questions that students do not seem to be as familiar with as they should be. If a substantial amount of students do not seem to be attaining the proper knowledge of the lunar cycle, a mini lesson covering these concepts and questions may be necessary before we being the activity and summative assessment. Summative Assessment (Product): The summative assessment of this lesson will be the combination of the students journal (the notes that they have taken over the lunar cycle), the calendar that they produced as a group, and how well they worked collaboratively in their groups to fulfill their role in the group. The information provided in their journals will document the knowledge that they have attained while learning about the lunar cycle. Their ability to work collaboratively in a group to predict what phase the moon will be in each night will demonstrate their knowledge of the lunar cycle and also highlight their social skills. Allowing students to compare their calendar with the calendar that I provide with the correct order will allow them to reflect on and assess their learning.

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Scoring Rubric 3

2

1

0

Science Journal

Student took substantial notes throughout the lunar cycle lesson.

Notes are not organized and/or some of the notes are missing from the lesson.

Notes are sloppy and are missing a substantial amount.

Student did not take any notes throughout the lunar cycle lesson

Calendar

Student only missed 1-5 moon phases.

Student missed 6-10 moon phases.

Student missed 11-15 moon phases.

Student miss more than 15 moon phases.

Group Participation

Student participated in the group and fulfilled their role in the group.

Student participated somewhat in their group, but did not fulfill the appropriate requirements

Student did not use the proper behaviors necessary for group work.

Student did not participate in their group, or fulfill their role in the group.

Total Score

/9

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May 2017 Using online picture, predict what phase the moon will be in on each night of the month of May. Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

1.

2.

3.

4.

5.

6.

Waxing crescent

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31. 320 | P a g e


First Quarter

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The Lunar Cycle

Vocabulary:

➢ Lunar cycle:

The phases the moon goes through to complete one whole cycle.

➢ Waxing: The visible surface of the moon increases.

➢ Waning: The visible surface of the moon decreases. ➢ New Moon: The 1st phase of the lunar cycle. It occurs when the Moon is between the Sun and the Earth. The moon is not visible to us at this stage.

➢ Waxing Crescent: The 2nd phase of the lunar cycle. It appears to be a lit up crescent on the right ➢ First Quarter: The 3rd phase of the lunar cycle. The right half of the moon is lit up in this phase. 322 | P a g e


➢ Waxing Gibbous: The 4th phase of the lunar cycle. The moon appears to be almost full. ➢ Full Moon: The 5th stage of the lunar cycle. The Earth is between in Sun and the Moon. ➢ Waning Gibbous: The 6th phase of the lunar cycle. The moon appears to be getting smaller.

➢ Third Quarter: The 7th phase of the lunar cycle. The left half side of the moon is lit up in this phase.

➢ Waning Crescent: The 8th phase of the lunar cycle. Only the left side of the moon is visible and has a crescent shape.

➢ Rotation: The amount of time it takes for the moon to complete its full cycle. It takes the moon 27 days to complete one rotation.

Activity Time!

Click on the Oreo above to navigate to the website that will instruct you on how to use Oreo cookies to resemble the different phases of the moon!

Use this website to create your own word search for you, or a friend, using the 12 vocabulary words from above!

After learning about the different phases of the lunar cycle, test your knowledge and understanding of the different phases by going to this 323 | P a g e


website and clicking on the (#2 Try) and (#3 Apply) options to test your knowledge! •

Use this Lunar Cycle Challenge game to test your ability on putting the correct phases of the moon in order.

Videos! •

Watch this video from the History Channel on the lunar cycle! Be sure to pay attention to how the moon changes from phase to phase!

Watch this video as Bill Nye the Science Guy teaches you about the moon.

Fun Facts about the Lunar Cycle

Click here to learn interesting fun facts about the moon.

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•

Navigate to this website to learn more about the moon and see interesting pictures as well!

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Unit Media Share Chinese Lunar Calendar Not only does this free app provide information on the phases of the moon, it also provides information concerning zodiac signs as well. The app provides users with information concerning moon phases such as: moon rise and set times, sun rise and set times, how many days old the moon is in its cycle, and what phase is next and in how many days. The app even goes as far as telling the celebrities that were born in a particular zodiac sign year, plus your sign’s horoscope all according to the moon. This app requires iOS 7.0 or later and is compatible with iPhone, iPad, and iPod touch. Nguyen, Dung. (January 7, 2015). Chinese Lunar Calendar. [iTunes App, Cost: Free] Retrieved on March 2, 2017 from https://appsto.re/us/-YoQ4.i Lunar Cycle, Why the Moon Change Shapes, 8 Phases of the Moon This video is great for teaching students about the lunar cycle. The video teaches students what the 8 phases of the moon are and what the moon looks like in each phase. There is even a short quiz incorporated in the video that will allow teachers to quiz students on the information that they just learned from the video. At the end of the video, it suggests to students to record, by drawing and shading, the moon that they observe each night. This activity would allow them to see how the moon changes in the night sky on their own. Kids Educational Games (Account Holder). (Sep 9, 2014). Lunar Cycle, Why the Moon Change Shapes, 8 Phases of the Moon, Learning Videos for Children. [YouTube Video]. Retrieved on March 5, 2017 from https://www.youtube.com/watch?v=NCweccNOaqo Moon Phase Calculator This website is ideal for students. It provides its audience with a calendar that displays images of what the moon will look like each night. It allows students to look up a moon phase all the way back to 1951! Students would be able to compare what phase the moon was in on the same day of years past. It also provides details of why the moon has phases, and what Harvest Moons and Blue Moons are and when they occur. This website is full of information that students would find valuable when learning about the lunar cycle. The University of Texas McDonald Observatory (2017). Star Date: Moon Phase Calculator. [Website]. Retrieved March 02, 2017, from https://stardate.org/nightsky/moon 326 | P a g e


Moon Phases and Lunar Calendar for Full Moon Phase

This free app would be great for teaching the different phases of the lunar cycle! The app tells what phase the moon is currently in, the distance to the moon, what time the moon rises and sets, what percent of the moon is visible to us, and how many days until a Full Moon. The app even displays a calendar for each month, incorporating what phase the moon will be in on each day of the month. The app requires iOS 8.0 or later and is compatible with iPhone, iPad, and iPod touch. Kinetic Stars. (June 28, 2016). Moon Phases and Lunar Calendar for Full Moon Phase. [iTunes App, Cost: Free] Retrieved on March 2, 2017 from https://appsto.re/us/D0Widb.i

Science: The Lunar Cycle This website will allow students to play a game that will allow them to identify what phase the moon is in after seeing a short clip of it moving around the earth, and a picture of what part of the moon is lit by the sun. The game also allows students to put the moon phases in the correct order from New Moon, Waxing, Full, and Waning. This website would be ideal for sixth graders because it is not too complex, and would be great for visual learners to see how the moon transitions its appearance as it rotates around the earth. Virginia Department of Education (2015). Infinite Learning Lab, Science: The Lunar Cycle. [Website]. Retrieved March 05, 2017 from https://learninglab.org/science/ The Universe This video explains how ancient civilians used the phases of the moon as a calendar. The video educates its audience on what causes the moon to have phases, how long each phase lasts, and how long it takes the moon to complete its complete cycle. This resource would be valuable to learners because as information is being relayed, a video is also being shown, a resource that is great for visual learners. The History Channel, (n.d). The Universe. [Video]. Retrieved on March 2, 2017 from http://www.history.com/shows/the-universe/videos/phases-of-the-moon

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Media Share Resources

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English/Language Arts 1st Grade Friendzy 1st Grade Friendzy is an app that includes a learning center, ability to interact with other users around the world, provides videos and lessons, and even allows you to request an online tutor. This app can be downloaded in any grade level as well. The author of the content on this app has been featured on Fox News, AOL Health, WebMD, Pregnancy Today, Parenting magazine, the Chicago Sun Times, and more. This app provides its services at no charge. Let's Leap Ahead (2017). Let's Leap Ahead. Retrieved March 07, 2017, from http://www.letsleapahead.com/friendzy-pack/ 162 Skill 53 Shades of Meaning LC5 162 Skill 53 Shades of Meaning LC5 is a brief instructional video breaking down shades of meaning among the words mad, angry, furious and big, giant, and enormous by their intensity. This instructional video correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) by providing students with a brief but informative video explaining shades of meaning among the words. The creator, Mr. Judy, provides verbal instruction as he writes down the words and underlines them according to the words intensity. This video is effective for group instruction or individual work such as WebQuests. mrjudysclass. (Account Holder). (2013, December 01). 162 Skill 53 Shades of Meaning LC5. [YouTube Video]. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=yguEIr9Q_Lw

5th Grade- Common Core This game, while it does have in app purchases, is a great way for students to practice all 5th grade level subjects. It does have a section on figurative language. This game also tracks the students progress for teacher and parents alike. 329 | P a g e


educationgalaxy.com, (updated June 16, 2015). 5th Grade Common Core. [App, in-app purchases $2.99-$10.99]. 3/7/2017 from GooglePlay https://play.google.com/store?hl=en 6th Grade Reading Comprehension Prep The reading comprehension prep app is a great app to practice skills learned in class. Content is expressly 6th grade, and contains a variety of app-custom stories with questions to review acquired knowledge. The program contains fiction and non-fiction stories, and the results of the quizzes and progress can be reported. This application is beneficial because it focuses on the Common Core and Tennessee standards associated with theme, along with a variety of other standards. The app was designed to work well for individual classroom instruction as well as study tine outside of class. Peekaboo Studios LLC (January 4, 2017) 6th Grade Reading Comprehension Prep [iTunes App Store, Cost: $2.99] Retrieved on March 7, 2017 from https://itunes.apple.com/us/app/6th-gradereading-comprehension-prep/id568724137?mt=8 ABCmouse.com Abcmouse is an app that contains more than 850 lessons and more than 8,500 individual reading activities. Abcmouse won Mom’s Choice GOLD Award, Teachers’ Choice Award, and Parents’ Choice Gold Award. The subscription for this app costs $7.99 per month. Age of Learning, Inc. (2007). Mobile Apps — ABCmouse.com. [Cost: $7.99] Retrieved on March 07, 2017, from https://www.abcmouse.com/apps ABCya ABCya is a great resource for most elementary ELA standards. Although is contains a lot of games, there are several skills the students can master to help their writing. Writing an information text required proper grammar, punctuation , and spelling. Several games on this app directly target these skill with engaging and fun games. Once a child masters a certain skill, they are able and often eager to play another games that helps them master another academic standard. ABCya.com supports the current releases of Safari, Chrome, Firefox and Edge web browsers as well as Internet Explorer version *8 and up. Additionally supported on mobile devices Android version, 5 iOS version 8, and Fire OS version 4.5 Tortolani, Alan (January 1, 2004). ABCya. [iTunes App, Cost: Free] Retrieved on March 6, 2016 from http://www.abcya.com/ Binky’s Facts and Opinion This website includes a game featuring characters from the PBS show, Arthur, designed to give learners practice with fact and opinion. This game includes a brief introduction of fact and opinion, ten it allows players to view scenarios with characters from the show and asks the learner to distinguish if statements that are used are facts or opinions. This website connects to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, 330 | P a g e


supporting a point of view with reasons and information, because it helps the learner with the basic knowledge of what an opinion is. PBS Kids (2017). Arthur Games. Binky's Facts and Opinions | PBS Kids. Retrieved March 07, 2017, from http://pbskids.org/arthur/games/factsopinions/index.html Bluster Bluster is a free mobile application that allows students to practice their knowledge of synonyms by displaying three empty boxes and requiring students to scroll left or right through a series of words until they find three words that are synonyms of one another, and drag and drop those words into the empty boxes. This mobile app is designed for the use of students from kindergarten to fourth grade and published by McGraw-Hill. This mobile app allows for a change in difficulty through different levels, the option to play as a team with classmates, the option to play independently, and the option to play against other students. Bluster is an application that correlates with second grade CCSS. English Language Arts.Language.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny), as well as other standards for various grade levels as it offers games in regards to rhyming words, prefixes and suffixes, synonyms, homophones, and adjectives. This app is compatible with iPad and requires iOS 5.0 or later. McGraw-Hill School. (March 20, 2014). Bluster. [iTunes App, Cost: Free] Retrieved on March 6, 2017 from https://itunes.apple.com/us/app/bluster/id416160693?mt=8 Clue Story Clue Story is an interactive mystery story formatted into an app. Students will have control over the storyline, as they get to pick from a list of events and create their own unique plot. This app aligns with both Tennessee state standards as well as Common Core standards as learners will be focusing on developing a plot and how an event contributes to the overall story. Students will like this app because it is allowing them to use their imagination and guide the reading in almost any direction they would like it to go. There are also riddles throughout the app that will help determine the different paths the story may take. The platform keeps learners engaged and entertained for the duration of gameplay. Perais, Paris. (January 26, 2017). Clue Story – Interactive Novel with Riddles [iTunes App Store, Cost: Free] Retrieved on March 7, 2017 from https://itunes.apple.com/us/app/clue-storyinteractive-novel-with-riddles/id1137783712?mt=8 Determine the main idea of a text using key details. This video’s purpose is to show the viewer how to determine the main idea of a text by incorporating key details from the text and the text features. It does this by showing an example on how to do so over potential and kinetic energy. The video begins by asking, “According to the text “Defining Energy”, how do potential and kinetic energy change?” Afterwards, it reviews a short article and walks the viewer through the process of finding the main idea and asks and answers questions about the text. This video is almost 9 minutes long. 331 | P a g e


Custy, M. J. (2017, February 27). Determine the main idea of a text using key details. Retrieved March 07, 2017, from https://learnzillion.com/lesson_plans/6960-determine-the-mainidea-of-a-text-using-key-details Disney Top 10 Pixar Life Lessons This video was posted on YouTube by Disney in correlations with their “Disney Top 10” series. In this particular clip, short segments of 10 Disney Pixar movies are shown and the company gives the lesson or theme of the story. This video will keep students engaged because the movies are something they’d be familiar with, and that will be able to draw connections to something that is applicable to stories they already know. It serves as a great introductory tool into learning about themes and lessons in stories. Disney. (Account Holder). (2015). Disney Top 10 Pixar Life Lessons. [YouTube video]. Retrieved on March 7, 2017 from https://www.youtube.com/watch?v=LUngH-qQGAk Edublog This resource comes in the form of a mobile app and website. This resource is a blog created by the teacher that can be accessed by the student. The teacher can use this resource to help learners express their opinions about different topics in a modern way. This website and app aligns with the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it allows students to express their opinions on various topics giving reasons or information. Easy Blogging for Education. (2017). Retrieved March 07, 2017, from http://edublogs.org/ Elements of Informational Writing Elements of Informational Writing is an excellent video for teaching elementary students the elements of an informational text. The video teaches students that an informational text must include specific details, facts, and definitions. This video stresses the importance of research from valid sources to ensure students publish factual information in their text. While Elements of Informational Writing may be used for all elementary grade levels, this content can be used to specifically enhance 3rd grade ELA standards. Bobbi Jean Gallagher. (Account Holder). (2015). Elements of Informational Text. [YouTube Video]. Retrieved on March 6, 2017 https://www.youtube.com/watch?v=kSMHsS0abb8 Fact or Opinion?: Reading Comprehension Skills This mobile app is designed to give the learner practice in distinguishing between fact and opinion using their reading and comprehension skills. This app can be used in the classroom and at home. It is a free resource that teaches learners what a fact or opinion is giving them examples to practice while keeping track of the student’s progress through a star system. This app connects to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, 332 | P a g e


supporting a point of view with reasons and information, because it helps the learner with the basic knowledge of what an opinion is. Happy Frog Apps (2015). Fact &Opinion: Reading Comprehension Skills (Version 1.3) [Mobile Application Software, free] Retrieved from https://itunes.apple.com/us/app/fact-opinion-readingcomprehension-skills/id989002636?mt=8 Figurative Language Jeopardy This web page allows subscribers to create their own content. A teacher created a game for students to use to practice their understanding of figurative language. It is in a Jeopardy format, so students will be more engaged. Using games to teach and to learn make it more approachable for the student. Williams, Patricia B., (2017).quia.com.[website, Free 30 day trial]. Retrieved on March 7, 2017 from https://www.quia.com/cb/125762.html. Figurative Language in movies This video is useful to fifth grade learners to help identify different types of figurative language. It’s use of familiar movies make it more relevant to the students therefore they will be watching more intently. When learning can be infused with fun or familiar things from a student’s life they are more apt to, not only engage, but retain the information. Kumar, Utkarsh, (Oct. 18, 2013). Figurative language in Movies.[video, free]. Retrieved on March 7, 2017 from https://youtu.be/Qwwx2wGNZQU Figurative Language Overview This video clearly defines several metaphors with a written definition and a picture. The use of both the written word and visuals, allows for a richer comprehension of the content. The student will enjoy watching this video, because of its brevity and its humor. VocabularyCity.com, (2007).Spellingcity.com.[website, Free]. Retrieved on March 7, 2017 from https://www.spellingcity.com/figurative-language.html. Free Reading Skills Game for Kids & Elementary Students Free Reading Skills Game for Kids & Elementary Students is a game based website used for finding main ideas and key details of a text. Room Recess allows you to type in categories or subjects in a search bar, then redirects you to corresponding games and activities. There is no cost to use. Action Script 3 (n.d.). Main Idea | Free Reading Skills Game for Kids & Elementary Students. Retrieved March 07, 2017, from http://roomrecess.com/mobile/MainIdea/play.html 333 | P a g e


Fun Rhyming Song For Kids | Make a Rhyme, Make a Move This is an interactive video that allows students to move while differentiating words that rhyme and words that do not rhyme. The words that are provided are spelled out, but there are no pictures that match the words. Moreover, the definition of a rhyme is given at the end of the video. Jack Hartmann Kids Music Channel. (2016 June 23). Fun Rhyming Song For Kids | Make a Rhyme, Make a Move | Jack Hartmann. Retrieved March 5, 2017 from https://www.youtube.com/watch?v=R4zsLZzU5xE Grammar Express: Figures of Speech This app has a small fee of $1.99, however I do think it is worth it. The whole app focuses on figurative language. It allows the student to practice in several ways. Having more that one way to practice strengthens the understanding of figurative language and how it is used. Webrich Software, (updated Dec. 2, 2015).Grammar: Figures of Speech.[App. $1.99]. March 7, 2017 from https://play.google.com/store?hl=en Identifying & Organizing Key Details Identifying & Organizing Key Details is a video that's purpose is to demonstrates ways to identify and organize key details, the central message, or theme of any selected text. This video also explains the importance of providing textual examples as evidence to support your answers. The duration of this video is 1:30 and can be viewed at no cost. Dale, N. (2012, August 02). Identifying & Organizing Key Details. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=oSGWs1S9QFs Introduction to Reading Skills: Themes, Morals, and Lessons – 1 The publishing company McGraw-Hill creates and posts educational video resources online for grades K-12. A section of these uploads are dedicated to introducing a variety of reading skills to students. This particular video focuses on the elements of reading emphasized in the 6th grade ELA Tennessee state standard pertaining to theme. The main character is the ancient Greek writer Aesop, and is setting is modern times. When faced with a dilemma, Aesop tells a fable that related to the situation and the secondary character, in this case a comic book publisher, is challenged to discern the theme or moral of the story. This resource is useful because it animates the lesson for that they can see and hear dialogue about the topic of theme. Students will enjoy its humor and the story line associated with the lesson. McGraw-Hill Education. (Account Holder). (2014). Introduction to Reading Skills: Themes, Morals, and Lessons – 1. [YouTube video]. Retrieved on March 7, 2017 from https://www.youtube.com/watch?v=DwIGOfWRKpw

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iTooch iTooch is an interactive application that meets English Language Art curricula between the grades of 1-5. iTooch contains the largest number of interactive activates meeting National Standards of any app in the App Store. This app is very easy for the students to navigate and take part in the exercises. This app is engaging by helping the students earn reward points that the teacher can use in their reward system. iTooch keeps track of mastered skills and also recommends the next academic level. iTooch is available in booth iOS and Android operating systems. Jérôme Serre and Daniel Jasmin (January 1, 2011). iTooch. [iTunes App, Cost: Free] Retrieved on March 6, 2016 from http://www.edupad.com/itooch/education-apps-tabletssmartphones/ Metaphors This video focuses on metaphors. It gives common examples of metaphors and their meanings. The video also shows images of each example to help visualize each example. 0gcheese, (April 23, 2007). Metaphors. [Video, Free]. Retrieved on March 7,2017 from https://youtu.be/eFgRj-5d5Ac. Montessori – Rhyme Time Learning Games for Kids This learning app features a game in which the player draws a line to pictures that rhyme. The first three levels are basic, and gradually become more challenging. The final three levels are intermediate and can involve up to six different pictures to match. Innovative Mobile Apps Ltd (August 2, 2013). Montessori – Rhyme Time Learning Games for Kids. [iTunes App, Cost: Free] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/montessori-rhyme-time-learning-games-forkids/id681987287?mt=8 Opinion Persuasive Writing Prompts This website is designed for teachers to access various writing prompt worksheets that can be used in the classroom. This website includes prompts from different grade levels and different writing styles. This website aligns with the entire opinion writing common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it gives teachers a resource to use in practicing different steps of the opinion writing process. WP Smith (2008-2016). (n.d.). Opinion, Persuasive Writing Prompts. Retrieved March 07, 2017, from http://www.k12reader.com/subject/composition/prompts/opinion-persuasive-writingprompts/ Opinion Writing for Kids, Episode 1, What is it? 335 | P a g e


This video is an introduction to a series about opinion writing. This video explains what opinion writing is to the learner, and shows the differences between fact and opinion. The video is brief, but effective. This video connect to the common core standard CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information, because it helps the learner understand opinion writing. Teaching Without Frills (2016, November 07). Opinion Writing for Kids | Episode 1 | What Is It? Retrieved March 07, 2017, from https://www.youtube.com/watch?v=KEK2oGBSsHk

Opinion Writing for Kids, Episode 2, Choosing a Topic This video is a part of a series that teaches learners about opinion writing. This video align with the standard CCSS.ELA-Literacy.W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. This video aligns with the standard because it teaches the learner how to choose a topic and what phrases to use to ensure that the learner is stating a clear opinion. Teaching Without Frills (2016, November 16). Opinion Writing for Kids | Episode 2 | Choosing a Topic. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=qv4rHG6rrr8 Rainbow Fish This website provides an example of a summary of the book The Rainbow Fish by Marcus Pfister to help the reader get a better understanding of the central message or lesson of the text. This summary also includes key details observed in the text. After reviewing the summary, the reader can read a book review on the text and a bio of the author of The Rainbow Fish. Creative Commons Attribution Share-Alike (2017). Rainbow Fish. Retrieved March 07, 2017, from https://elementaryliterature.wikispaces.com/Rainbow Fish Reading Lesson: Informational Text Structure Reading Lesson: Informational Text Structure is an exciting and engaging video for teaching elementary students the fundamentals of an informational text. By relating informational text to architecture, the video teaches students to build an informational text with facts, details, and definitions. This video explains the importance of each step in the informational writing process. While Reading Lesson: Informational Text Structure is a bit longer than recommended, portions of its content can be used to specifically enhance 3rd grade ELA standards. Help Teaching. (Account Holder). (2015). Reading Lesson: Informational Text Structure. [YouTube Video]. Retrieved on March 6, 2017 https://www.youtube.com/watch?v=cytHen2SCeM Reggie loves to rhyme! Scholastic contains resources, including lessons and unit ideas, for teachers and students. The Teacher’s Activity Guide has a section for language/literacy and games related to specific topics 336 | P a g e


within that unit. The game featuring Reggie the Rhyming Rhino, involves discovering words that rhyme in different settings, such as restaurant or a farm. Scholastic Inc. (2017) (n.d.). Building Language for Literacy :: Reggie the Rhyming Rhino. Retrieved March 4, 2017, from http://teacher.scholastic.com/activities/bll/reggie/ Rhyme Time – Hooked on Phonics: Learn to Read This video, which was in my NearPod lesson, presents a short song about rhyming. Not only does the video show pictures of the objects that sound alike, but also gives the definition of a rhyme more than once. Unfortunately, the items that are mentioned are not spelled out to assist students with reading. Hooked on Phonics. (2009 April 14). Rhyme Time – Hooked on Phonics; Learn to Read. Retrieved February 9, 2017 from https://www.youtube.com/watch?v=aP3UHE0duCU Second Grade Synonyms Second Grade Synonyms is a mobile application for the price of $2.99 that provides students with extra practice regarding synonyms through multiple activities such as flash cards, matching games, memory games, sentence revisions, as well as providing customized PDF worksheets. In this mobile application all of the words are clickable for students to sound out the words and the aplication provides pictures of each word to aid in comprehension. This mobile application is designed to provide extra support to second graders learning synonyms and correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). This app is compatible with iPhone, iPad, and iPod touch and requires iOS 6.0 or later. This app is also accessible through the Google Play store, making it accessible to products such as Android phones and tablets as well. Chen, Emmy. (March 29, 2014). Second Grade Synonyms. [iTunes App, Cost: $2.99] Retrieved on March 6, 2017 from https://itunes.apple.com/US/app/id845734161?mt=8 Shades of Meaning Shades of Meaning is an online interactive game located on educational and common core compliant website Gynzy.com, that allows students to practice placing words in order by their shade of meaning. The website requires a Gynzy account, however, once accessed the activity allows students to visualize synonyms by their shade of meaning designed for grades first, second, and third, complying with second grade CCSS. English Language Arts.Language.5bDistinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). In this interactive activities students are given a list of words and a color gradient resembling a paint swatch. Students are then instructed to drag and drop words (usually four) on to the paint swatch relating to their meaning (lighter colors are weaker meanings and darker colors are stronger meanings), providing a smiley face or frowning face once completed depending on correct placement.

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Gynzy. (2009-2017). Shades of Meaning. [Website]. Retrieved March 06, 2017 from https://www.gynzy.com/ Sixth Grade Story Element Review This website is set up in the form of a Jeopardy board. The categories include plot (2 columns), character, conflict, and theme. The teacher can designate the number of groups playing, and there are point increments on the board. Questions and answers have already been created and assigned to the categories, and the teacher will just have to click through the presentation to mediate the game. Students would like this game because they will be able to participate in friendly competition. They will also have to work together in their groups by supporting one another to win. JeopardyLabs. (2017). Sixth Grade Story Element Review. [Website] Retrieved on March 7, 2017 from https://jeopardylabs.com/play/6th-grade-story-element-review Synonym Sam's Lab Synonym Sam's Lab is a free educational online game provided through pbskids.og in conjunction with PBS kids television series Between The Lions. This online game correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny) allowing students to practice and reinforce knowledge of synonyms as well as gain a better understanding of synonyms through the use of an engaging game. The premise of the game consists of a cartoon girl and her dog performing a demonstration, but are in need of assistance, asking for the learners to click on two words that are similar to the word displayed and have a similar meaning to the action performed by the dog. This game uses language appropriate for a second grade audience and is an engaging resource for teaching and/or reinforcing concepts of synonyms. PBS KIDS!. (2016). Between the Lions. Synonym Sam's Lab. [Website]. Retrieved March 06, 2017 from http://pbskids.org/lions/games/synsam.html Synonym Symphony Synonym Symphony is a wonderful resource for educators and students alike in teaching and understanding synonyms. This video correlates with second grade CCSS. English Language Arts.Language.5b- Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny), and employs a catchy song suitable for a second grade classroom that defines synonyms while giving examples of synonyms as well as providing pictures to compliment the lyrics. This video provides engaging information regarding synonyms in a way that is understandable and enjoyable to all students including those with IEPs and English Language Learners. This video is accessible through YouTube allowing teachers possessing YouTube capabilities on school grounds to easily locate it.

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GrammarSongs by Melissa. (Account Holder). (2013, August 12). Synonym Symphony. [YouTube Video]. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=7cCqu5hArDQ Theme Practice Quia is a website that serves as a multipurpose platform that serves educators, parents, and students. The website allows users to create and share online activities (such a quizzes), take online assessments and receive detailed score reports, and create class webpages to connect families to teachers. Included in online activities is a theme practice activity where students are challenged to find the theme of a variety of short works. The layout is similar to that of “Who Wants to be a Millionaire”, offering participants four multiple choice options, three hints, and dollar amount increments for correct answers. This aligns with the Tennessee state standard, as learners will have to analyze the text given to them and, from the context as well as the answers provided to them, determine what the theme of the piece is. By placing the lesson in an interactive game format, 6th grade students will enjoy challenging themselves to improve their score while engaging in repetition practice. IXL Learning. (2017) Theme Practice. [Website] Retrieved on March 7, 2017 from https://www.quia.com/rr/934941.html Word Rhyme Turtlediary.com offers several worksheets, videos and other activities for every subject for grades pre-kindergarten to fifth. One fun activity on the website is called “Word Rhyme”. It is designed as a classic board game and the players make their way through by landing on a squares with a certain word then finding another word in a set of words that matches it. With the proper materials, this game could be set up and played in the classroom instead of only the computer. Turtlediary.com (2017). Word Rhyme. Retrieved March 4, 2017, from https://www.turtlediary.com/game/word-rhyme.html Writing Informational Text: Step by Step This Learnzillion website titled “Writing a Conclusion for an Informational Text" offers several features that students will find informative, interactive, and fun. The writing instruction align with Common Core Standards and are easily labeled for reference and verification. Third grade students can watch the videos this website has incorporated as an alternate form of information from which their teacher has provided. This website is easy to navigate and contains information leading into relating standards that the students must master. Learnzillion (2017). Writing a Conclusion for an Informational Text. [Website]. Retrieved on March 6, 2017 from https://learnzillion.com/lesson_plans/6771-write-a-conclusionfor-an-informational-text Writing Informational Text: Step by Step This thirdgradedoodles.com website titled “Writing Informational Text: Step by Step” offers an excellent breakdown of Informational Writing Instruction that align with Common Core 339 | P a g e


Standards. Third grade students can easily read and decipher the charts on this website that break down each step. This website gives new teachers several strategies to encourage and prompt students to take interest in their writings. Teachers may also take interest in the authors blog to gain insight into tips and strategies for classroom management. Third Grade Doodles. (April 9, 2013). Writing Informational Text: Step by Step. [Website]. Retrieved on March 6, 2017 from http://www.thirdgradedoodles.com/2013/04/writing-informational-text-step-by-step.html

Mathematics 2nd Grade Math, Addition, Subtraction, & Kids Games 2nd Grade Math, Addition, Subtraction, & Kids Games provides interactive practice for all second-grade common core standards. Students work at their own pace to complete problems within this application. 2nd Grade Math, Addition, Subtraction, & Kids Games offers explanations for incorrect solutions, a scratchpad for work, virtual rewards, real-time progress monitoring. This application is compatible with iPhone, iPod, and iPad operating on iOS 7.0 or later. StudyPad, Inc. (January 6, 2017). 2nd Grade Math, Addition, Subtraction, & Kids Games. [iTunes App, Cost: Free] Retrieved March 6, 2017. https://appsto.re/us/ZiaOB.i 5 Dice: Order of Operations Game 5 Dice: Order of Operations Game is a great tool for middle school students to practice the arithmetic skills such as addition, subtraction, division, and multiplication as well as understand the concept of order of operation. One feature of the app is encouraging the students to use a higher level of critical thinking to figure out the “target� number by giving them the answer, and not the equation. The app also gives the teacher a progress report of the student work (a durable form of assessment) and a printable game sheet, a great activity to incorporate during their lesson planning. Students are provided with a whiteboard to work through the problems and master order of operation, and the app is designed to fit their level of understanding and increases its 340 | P a g e


complexity as the student progress. This app is free and only compatible with iPhone, iPad and requires iOS 4.0 or later. Holladay, Justin. (April 22, 2014). 5 Dice: Order of Operations Game. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/5-dice-order-ofoperations-game/id572774867?mt=8 5.3 Properties of Operations 5.3 Properties of Operations is a remarkable resource to teach students about the properties of operation. The video features a Common Core mathematic standard that aligned with the topic. The video includes a short explanation of each property and provides examples to support it. The video takes its users step-by-step for solving or understanding the properties of operation. This will serve as a great video for students who need additional support or missed the lesson. The best feature of the video is that it provides problems for the users to practice and apply properties of operation to generate equivalent equation and expression. Miss Kuckelman's Math Class. (Account Holder). (2014). 5.3 Properties of Operations. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=N_xu3-8kAbs&t=467s ABCya.com ABCya.com is a free online resource for educators, parents, and students. This website focuses on content such as keyboarding, sight words, subject-verb agreement, number comparison, and coins. Students navigate through different tabs to determine which content area they want to practice on. Once they have selected, they can increase their understanding by completing the levels under each tab. Since this is a broad website, educators can inform their students of which specific tab focus on which area covered. ABCya.com. (2017). Second Grade Computer Games and Apps for Kids. LLC. (Website). Retrieved on March 7, 2017. http://www.abcya.com/second_grade_computers.htm Academy Academy is an impressive math app that can permit math to be assessable to students. On the Academy app, students can pick which operation they would like to solve. After the student choses, the math operation, students are given the option to play a time trial game or an endurance game. Both games are fun competitive games that attracts the attention of students to keep them engaged in wanting to complete math games and continue to want to learn math. This app is compatible for both iOS 9.1 iPad and iPhone. The App Tower INC. (February 28, 2017). Math Academy. [iTunes App, Cost: Free] Retrieved on March 6, 2017 from https://itunes.apple.com/us/app/mathacademy/id420090880?mt=8 Ace Kids Math Word Problems 341 | P a g e


Ace Kids located in the ITunes store, allows the students to work through a variety story/word problems that range on different levels of hardness. Student learners can receive prizes after completing a certain amount of problems correctly. The application also uses visuals to aid the students when answering. This application follows the technology standard that states, “Use a variety of media and technology resources for directed and independent learning activities.� Ton, H. (2012, May 12). Ace Kids. FREE or $1.99. Retrieved March 03, 2017 from https://itunes.apple.com/us/app/ace-kids-math-word-problems-advanced-hdfree/id526818577?mt=8. Algebra - Distributive and Combining Like Term Part 2 Algebra - Distributive and Combining Like Term Part 2 is a wonderful source for teaching students about distributive property and combining like terms. This video features a dynamic visual graphic that demonstrates the step-by-step process for solving equations. This video will be very effective for visual learners because it directs the user accordingly by using colorful symbols and graphics. The video also provides sample question for the user to pause and work on and play to see the solution. This video will serve as a great instructional strategy for students. James Neal. (Account Holder). (2013). Algebra - Distributive and Combining Like Term Part 2. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=T0a92gEDukY Algebra - One and Two Step Equations Algebra - One and Two Step Equations is a great drill and practice instructional strategy for students who have not master the concept of solving an equation. This video teaches students how to solve equations using visual presentation. The graphic is bright and captivating. Students will be engaged in the video as the creator involves the user to participate in the lesson. Students will have a section to practice the problem and check their solutions. James Neal. (Account Holder). (2013). Algebra - One and Two Step Equations. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=ceBoToXa8m4 Algebra Shortcut Trick - how to solve equations instantly (2) Algebra Shortcut Trick - how to solve equations instantly (2) is an incredible resource to teach students to solve linear algebra equations with variables on both sides easily. For students who are interested in learning a quick or alternative way to solve the equation, this video will provide those needs. The video work through several equations to show different ways to solve the problem easily. A student can benefit from this video because it provides a different way to learn to solve equations and it is simple and straight to the outcome. This video could serve as any overview or conclusion to the topic equations and expressions. This video is geared toward elementary and middle school students and can support beginner learners.

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tecmath. (Account Holder). (2014). Algebra Shortcut Trick - how to solve equations instantly (2). [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=9PqygqYo0ck Algebra Touch Algebra Touch is designed to meet the 21st-century learners. This app is an exercise and drill learning with instructional study aid. The best feature of the app is that its touch-based techniques, where users can gain hands-on experience. Kinetic learners and other learners will benefit from the app because users can maneuver with the equations and questions. ELL and bilingual students can also benefit from this app as it features several languages. Users can drag to rearrange, tap to simplify and draw lines to eliminate identical terms. The app allows the user to create their own problems and switch into the different lesson and practice problems. The app covers all the concepts of algebra such as simplification, like terms, commutativity, the order of operations, factorization, prime numbers, elimination, isolation, variables, basic equations, distribution, factoring out, exponent product rule, and exponent quotient rule. The app features lesson where users will get an overview of the topic before approaching the activities. This app cost $2.99 on iTunes and Google Play App and compatible with Android 2.3 and up, iPod touch, iPhone, iPad and requires iOS 7.1 or later. Regular Berry Software LLC. (Dec 11, 2015). Algebra Touch. [iTunes App, Cost: $2.99] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/algebratouch/id384354262?mt=8 Regular Berry Software LLC. (April 27, 2016). Algebra Touch. [Google Play App, Cost: $2.99] Retrieved on March 5, 2017, from https://play.google.com/store/apps/details?id=com.regularberry.algebratouch&hl=en AppTutor Place Value and Rounding AppTutor Place Value and Rounding is a great way for 5th grade students to practice rounding place value. This app has many different ways to practice including rounding, learning place value positions, word form, ultimate rounding and word tutor challenge. This app allows the user to learn, then try a problem, then do a test to assess what they learned. The challenge is a way for all the students in the classroom to compete and see who can get the most problems right in a certain amount of time. This app has many tools that are beneficial in understanding place value in grades 2-5 and cover the Common Core standards. This app is compatible with iPhone, iPad, and iPod touch 6.0 or later. Rock, L. M. (2015, July 08). AppTutor Place Value & Rounding (PVR) on the App Store. [iTunes App, Cost: Free] Retrieved March 06, 2017, from https://itunes.apple.com/us/app/apptutor-place-value-rounding/id1006664553?mt=8

Buzz Math 343 | P a g e


Buzz Math is a tremendous tool for drill and practices instructions. The app is programmed features over 500 Common Core aligned practice activities for middle school mathematics. The app is a great tool to promote intrinsic motivation for the student because they will able to earn badges and points as they progress through the level. The app covers over 13 math topic that comes with 3,000+ Problems Aligned with the Common Core State Standards. Some great features of the app include variety of answer inputs, automated corrections, infinite retry, detailed solutions & on demand examples, challenging missions (an opportunity for small group problem solving for lower ability students and challenging for higher ability students), audio reading of text (aids English-Language learners/ELL and low-performing learners), detailed reporting tools & admin account with access to all reports. A wonderful all around tool for differentiated instruction. This app is free and only compatible with iPad and requires iOS 7.0 or later. Scolab Inc. (September 28, 2016). Buzz Math. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/buzzmath-middleschool/id593186620?mt=8 Decimals Brainpop Video Decimal Brainpop Video is an introductory video used to introduce the concept of decimals. Within this video, characters Tim and Moby take students on a journey of establishing the meaning of decimals, the place value of which decimals can stand, and ways you can compare decimals on a number line. By the end of this video, pupils will have a fun outlook and guide o how decimals works and the numerous ways they can be utilized. Elizabeth Seckerson (account holder) (November 3, 2016) Decimal Brainpop Video. [Youtube Video]. Retrieved March 7, 2017. https://www.youtube.com/watch?v=g8jMNtcr4vs Decimal Song Decimal Song is a fun, comedic introductory video that can be used to introduce the concept of decimals and decimal notation. Though this video is geared more towards students of grade 2 and above, the outgoing narrator, Heath the Hippo, breaks the concept of decimals down for pupils of all grade levels to grasp and understand. The hip hopin’ hippo and a few of his friends teach children the basic principles of decimals through the art of rap, establishing a catchy way to understand and remember the moderate skill. TeachHeath (account holder) (June 17, 2012) Decimal Song. [Youtube Video]. Retrieved March 7, 2017. https://www.youtube.com/watch?v=0JB3bNfLqEM Drill Math Word Problems – Banana Math Banana Math located in the ITunes store, allows the students to work through age appropriate story/word problems. This application also allows students to complete the problem using visuals. This application follows the technology standard for first grade. It states, “Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, multimedia encyclopedias) to support learning.” 344 | P a g e


Human, P. (2003, April 08). Banana Math. FREE. Retrieved March 03, 2017 from https://itunes.apple.com/us/app/drill-math-word-problems-banana-math/id508237800?mt=8. Fractions and Decimals Fractions and Decimals is an interactive app that directly focuses on principles and concepts of fractions and decimals. Through this app, children are able to learn and perfect their fraction and decimal skills through numerous activities like, naming fractions, ordering decimals, equivalent fractions, and many more. The application cost is 99 cents and is compatible with both the iPhone, iPad, and iPod Touch and requires iOS 8.1. TipTacTech, LLC. (July 30, 2015). Fractions and Decimals. [iTunes App, Cost: 99 cents] Retrieved March 7, 2017. https://itunes.apple.com/us/app/fractionsdecimals/id1013503645?mt=8 Get The Math This thirteen.org website titled “Get The Math� is a creative resource for students to research and learn how math is connected to the world. Get the Math is designed to help students understand real-world applications of Algebra I. In the website, students or users are presented with a video that explains the connection to math to different professions such as music, dance, fashion, video games, restaurants, basketball, and special effects. Then students are presented with sample challenge activity, where they could preview how a group of students solved the challenges as a way to provide guidance for them to solve the next challenge independently (w/o the video). The primary idea of the challenges is to take on interactive challenges related to those careers, and understand the value of mathematic and make a connection to their own worlds. Students are able to work and comprehend mathematic if they can make a connection to their own personal world. The website also offers a teacher portal for teachers to utilize. Here, teachers can find lesson plans that are aligned with the common core standard to help the student connect math beyond the classroom setting. Thirteen. (2017). Get The Math. [Website]. Retrieved on March 07, 2017, from http://www.thirteen.org/get-the-math/ Harry Kindergarten Music- Adding and Subtracting The Harry Kindergarten Music created an addition and subtraction video that explains words and phrases signaling addition and subtraction in the form of a song. This video applies to several state standards for first grade. The standards remain in the Operations and Algebraic Thinking Domain. Music, H. K. (2015, June 27). Adding and Subtracting (song for kids about addition/subtracting). FREE. Retrieved March 03, 2017 from http://www.youtube.com/watch?v=NHl0ePgwlgU Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler is a wonderful introductory video for the second-grade standard 345 | P a g e


CCSS.MATH.CONTENT.2.MD.A.2. Pupils are exposed to a common problem when using a ruler, having two different answers when using the same tool. The narrator wants to measure the length of her pencil using a ruler but one time she has a larger solution and another time, she a smaller solution. As the video progresses, she learns the difference between an inch and a centimeter. Teaching Without Frills (account holder). (November 2, 2015). Introduction to Standard Measurement for Kids: Measuring Length in Inches with a Ruler. [Youtube Video]. Retrieved March 6, 2017. https://www.youtube.com/watch?v=VzW2sdCe228 IXL Learning IXL Learning is a website that offers learning in the subjects of math, social studies, language arts and science from grades pre-k through 12th. This website is more of a practice website instead of lessons so it would be beneficial for teachers to use once a lesson has already been taught. This website is great for teachers because it is based on Tennessee’s State Standards. The user can find the standard they need and click on it. This will lead them to the practice questions for that standard to assess if they have mastered it. This website is used in 10 countries and is available for single users or entire schools and classroom. IXL. (2017). Practicing Fifth grade math: 'Place value'. Retrieved March 05, 2017, from https://www.ixl.com/math/grade-5/place-value iTooch Elementary School App iTooch Elementary School App is a great way for 5th grade students to practice all of the common core standards for math. This app is for grades 1st through 8th and also covers the SAT and French language. For place value, there is a lesson covering it and a quiz to take once the student has read through the lesson, as it true for all the lessons available on this app. This app is great because the student doesn’t only have the ability to practice place value but can take a quiz over it and even compete with other students that are also in the app. Place value is an important skill for students to learn so they are able to truly understand the meaning of a number and the order they go in. Without learning this skill, a student would not know what number is bigger or smaller than another. This app is compatible with Android or IOS 7.0 or later. E. (2016, July 01). ITooch Elementary School App on the App Store. [iTunes App, Cost: $5.99] Retrieved March 06, 2017, from https://itunes.apple.com/us/app/itooch-elementary-schoolapp/id484570190?mt=8

Khan Academy:Place Value and Decimals

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Khan Academy: Place Value and Decimals is a terrific resource for teaching students how to round numbers, learn decimals in expanded and written form, learning powers of 10, place values, multiply and dividing decimals and regrouping. This website applies to the entire Tennessee Common Core State Standard domain of Number and Operations in Base Ten, both clusters of Understanding the Place Value System, and Performing Operations in Multi Digit Whole Numbers and with Decimals to Hundredths. On the website, the student can click on any of these standards and go through a lesson, watch a video, and take a quiz. This website would be very beneficial to distance learners or students in a blended classroom.

Khan Academy. (2017). Khan Academy Place Values and Decimals. Retrieved March 04, 2017, from https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-place-value-decimalstop?t=practice Learn Division For Kids- 2nd and 3rd Grade Math Learn Division For Kids is a wonderful interactive video that introduces the vocabulary used in division to students. The video also provides various models to illustrate a division problem while still providing the language of division. It is important for students to know and understand division vocabulary because the terminology supports the scholars’ academic language. It is a great tool to use as an introductory video before a division lesson. It can also be used as a review on division terms. Math & Learning Videos 4 Kids. (Account Holder). (September 24, 2015). Learn Division For Kids- 2nd and 3rd Grade Math. [YouTube Video]. Retrieved from March 6, 2017 https://www.youtube.com/watch?v=gjqxhtjyfC4 Learning K-6 Math and Reading Adapted Mind is an interactive website for learners of the age Kindergarten through 6th grade to further their mathematics comprehension level. Adapted Mind features interactive problems from counting, to word problems, to measurement. Adapted Mind correlates with the technology standard that states, “Use a variety of media and technology resources for directed and independent learning activities.” Adapted Mind. (2016). Learning K-6 Math and Reading. $10/Month. Retrieved March 03, 2017 from http://www.adaptedmind.com/ Math Chimp Math Chimp is an enjoyable way for students to practice their math skills. The website is broken up into grade levels. Within each grade level, the Common Core Standards are provided, and under each Common Core Standard are games that are linked to the Math Chimp website. Under the standard, understand properties of multiplication and the relationship between multiplication and division, Math Chimp offers two games for students to take part in. The first game, “Math Frog,” places students under a timer to complete as many order of operations problems as fast as they can. The second game, “Math Puzzle Pup #2,” also places students on a timer to solve a 347 | P a g e


multiplication and division puzzle. Both games occupy students’ minds while providing them with the skills to become proficient in the standard given. Math Chimp. (June 4, 2014). Math Chimp. [Website]. Retrieved on March 6, 2017 from http://www.mathchimp.com/3rd-grade-math-games Math for Kids—Units of Length Math for Kids—Units of Length exposes learners to U.S. standard and the Metric System length measurement system. Through this vibrant video, students will discover why using the appropriate measurements units for length are crucial. This video aligns with Common Core Standard CCSS.MATH.CONTENT.2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. By the end of the video, students will be able to determine the proper measurement for different objects. Iken Edu (account holder). (October 31, 2011). Math for Kids—Units of Length [Youtube Video]. Retrieved March 6, 2017. https://www.youtube.com/watch?v=Ll21j2r8gDc&t=77s Math is Fun This mathsisfun.com website titled “Math is Fun” is one of the best tools to use in the classroom and setting beyond the classroom. The website has many features and benefit. The website is “kid-friendly” meaning students can easily maneuver without any confusion. One feature that is brilliant is that user could type in a word (only math terms) and it will generate a whole lesson display. The website is able to combine literacy and mathematic. The website will show a simple and understandable definition, a lesson to go aligned to it, and an assessment to test your comprehension (with guided solutions). The websites also feature a teacher portal where it organized all math topic (grade K – 12) according to the Common Core Standards and provides activities and lesson for the students. Another wonderful feature of the website is that users can share the information with a friend, parent or whoever using email. Teachers can print off worksheets and math resources. The website provides access to math tools such graphing calculators and other math resources such links to other websites, lesson plan or educational resource. The website does have a forum where visitors could post a questions, comments, and statements. The user also provided with a citation machine (MLA, APA, CHICAGO) to cite the page. This website serves as a valuable resource for students for drill and practice, game-based learning, and instructional practice. Students will be engaged in a fun and creative way as the website offers interactive games that are aligned with the standard and topic. This website is geared toward all primary, secondary, and tertiary students. Pierce, Rod. (2017). Math is Fun. [Website] Retrieved on March 7, 2017, from http://www.mathsisfun.com/index.htm Math Run Math Run is an exciting app that sanctions for students to receive fun math practice. It accelerates students’ learning while enhancing their math skills. The practice questions are 348 | P a g e


aligned with Common Core Standards. It also assists in monitoring progress for students during their individualized learning. Students are given the option to choose from five different animals that they are ready to start their adventure with. Students can earn bonus prizes that can also help keep them motivated. This app is compatible for both iOS 7.0 or later iPad and iPhone. The App Tower INC. (March 3, 2017). Math Run. [iTunes App, Cost: Free] Retrieved o March 6, 2017 from https://itunes.apple.com/us/app/math-run-panda-chase/id743475337?mt=8 MathTV This mathtv.com website titled “MathTV� is a great resource for reinforcement and support for students. Students can watch videos on math lessons. The websites feature several topics with over 10,000 math tutorial videos. The websites also included videos from different types of mathematic textbooks. Thus, users can select a textbook and videos will display for them to watch and learn. Users also have the option to select their preference of person teaching the videos. This is a great resource for students to gain access to tutorial videos on properties of operation and numbers. A super effective website for visual learners. Textbooks, X. (n.d.). MathTV - 10,000 Math Tutorial Videos. [Website]. Retrieved on March 07, 2017, from http://www.mathtv.com/ Math vs. Zombies Math vs. Zombies is a great, engaging game based learning for students. This app allows learning to be fun, creative and exciting. Students practice their basic math skills by defeating zombies using math-powered weapons! There are twenty-four exciting levels that allow students to master their addition, subtraction and multiplication skills along with having loads of fun at the same time. A zombie will spurn toward the student with a math problem on its head and the student would have type in the correct answer to defeat the zombie. This app is a great incentive activity for students to use in the classroom. This app is free on the android app store, cost $4.99 on iTunes and compatible with Android 2.3 and up, iPhone, iPod touch, iPad and requires iOS 6.0 or later. TapToLearn. (January 9, 2016). Math vs. Zombies. [Google Play App, Cost: Free] Retrieved on March 5, 2017, from https://play.google.com/store/apps/details?id=com.taptolearn.mathVsZombies&hl=en TapToLearn. (January 8, 2016). Math vs. Zombies. [iTune App, Cost: $4.99] Retrieved on March 5, 2017 from https://itunes.apple.com/us/app/math-vs-zombies-math-games-grade-k5/id470896560?mt=8 Measure Length- Tiny Chicken Measure Length- Tiny Chicken aligns with Common Core Standard CCSS.MATH.CONTENT.2.MD.A.2, Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. In this application, scholars use a transparent ruler to measure the length of an animal, which will tell this whether 349 | P a g e


their choice was either correct or incorrect. Students chose from seven different animals in diverse settings. This game is compatible with iPhone, iPad, and iPod touch operating on iOS 6.0 or later. June Infrastructure Pvt Ltd. (January 29, 2015). Measure Length- Tiny Chicken. [iTunes App, Cost: Free] Retrieved March 6, 2017. https://appsto.re/us/mgknF.i Middle School Math Games This math-play.com website titled “Middle School Math Games” is a great game-based learning resource for teaching students the concept of mathematic through an activity. This website compliments the core standards (i.e., (CCSS. Mathematics. 3.OA.5 Apply properties of operations as strategies to multiply and divide). The website serves as a fun activity for students to practice and understands concepts for properties of operations. The website is engaging, fun and interactive for students. It should serve as an incentive for students who demonstrate good academic achievement and behaviors. Students will be able to follow along with the topic in the classroom as it progresses because the websites offer activities for mathematic standards. Math-Play. (n.d.). Middle School Math Games. [Website]. Retrieved on March 7, 2017, from http://www.math-play.com/Middle-School-Math-Games.html Multiplication and Division Relationships- Fun Math Videos for Kids 3rd Grade Multiplication and Division Relationships is a terrific cooperative video that explains the relationship between multiplication and division. This video provides examples of how multiplication can be used to solve division problems. The film is a fantastic interactive tool that complies to Tennessee State Standards (CCSS.Math.Content.6.0.- Understand division as an unknown factor-problem. For example, find 32 divided by 8 by finding the number that makes 32 when multiplied by 8.) This video is a terrific way for educators to visually display the standard while students are actively engaged. Math & Learning Videos 4 Kids. (Account Holder). (August 4, 2016). Multiplication and Division Relationships- Fun Math Videos for Kids 3rd Grade. [YouTube Video]. Retrieved from March 6, 2017 https://www.youtube.com/watch?v=i31rRt5m1-4 My Way Apps- Grade 1 Math My Way Apps is a story problem video that presents a visual representation for learners to follow. This video applies to several state standards for first grade. The standards remain in the Operations and Algebraic Thinking Domain. Way Apps, M. (2015, December 20). Grade 1 Math – Addition Word Problems. FREE. Retrieved March 03, 2017 from http://www.youtube.com/watch?v=14GlGSO6H7Y Order of Operations Song | PEMDAS Rap Order of Operations Song | PEMDAS Rap is a terrific resource for teaching students the order of operation. The video is modern, has a catchy rhyme and quick to address the concept. This would serve as a great introduction video to any equation and expression lesson because it gives 350 | P a g e


an overview of the basic steps to complete an operation. Students need to master order of operation in order to advance in algebra. Order of Operations Song | PEMDAS Rap may be geared toward upper elementary and middle-grade students; it can easily be modified to support beginning readers. NUMBEROCK. (Account Holder). (2015). Order of Operations Song | PEMDAS Rap. [YouTube Video]. Retrieved on March 6, 2017, from https://www.youtube.com/watch?v=ZzeDWFhYv3E&t=3s Prodigygame.com Prodigygame.com is an interactive website where students engage in battle by solving math problems. Before entering the website, facilitators create an account for each student through their account. Educators are granted free access when they create the account and provide their credentials. Furthermore, once educators create their account, they select the standard students for students to begin practice. Once they enter the world, students battle other students in the classroom. They must correctly solve the problem to level up. This website allows students to purchase mythical animals, gear, and other objects. Through their account, teachers can monitor their students’ progress and set the pace at which students can level up. Prodigy Math. (2017). ProdigyGame.com [Website] Retrieved on March 6, 2017. https://prodigygame.com/ Prodigy Math Game Prodigy Math Game is an interactive mobile app that helps master “grade school� mathematical concepts. The application is designed to fit the common core standards varying from grades 1 through 8 and helps children of all ages master their troublesome areas. With an introductory assessment given to the students as soon as they install the app to frequent assessments along their daily use of the app, the cost free too can be used both at school and at home. The Prodigy Math Game is compatible with iPhone, iPad, and iPod touch and requires iOS 8.0 or later. SMARTeacher Inc. (September 7, 2016). Prodigy Math Game. [iTunes App, Cost: Free] Retrieved March 7, 2017. https://itunes.apple.com/us/app/prodigy-mathgame/id950795722?mt=8 Reflex Reflex is computer software program designed to assist students with their math facts fluency. The primary issue is that more complex mathematical skills involve solving math facts, so the program is constructed to address this issue. The program is tailored to adjust to each student ability level and adapt to each student knowledge, monitors which facts they need know, the ones they do not know and are learning currently as a way to create activities for practice. The app is a game-based learning to encourage students to participate, earn points and reward as well as learn math in creative and exciting style. The app allows the teacher to monitor each student level and provides data on each student growth. Without strong math fact fluency skills, the student has more of a difficult time learning a new skill or advancing through the levels of mathematic. Reflex is an outstanding intervention tool to address this issue. There are varies cost 351 | P a g e


package for the student, teacher, and school. However, there is a free app (Reflex Student) on iTunes. This app is compatible with the web with flash, iPad and requires iOS 6.0 or later. ExploreLearning. (Jun 09, 2016). Reflex Student. [iTunes App, Cost: Free] Retrieved on March 5, 2017, from https://itunes.apple.com/us/app/reflex-student/id892510181?ls=1&mt=8 Rounding Numbers to a Given Place Value Rounding Number to a given place value is a great educational video for teaching students how to round while demonstrating examples. This video starts with a example problem and works it out for the viewer. They take each problem step by step for the viewer. This video is not rushed and gives plenty of time for trying the problem on your own. This video is important because the student needs to understand all of the steps involved to correctly accomplish the standard of place value. This video is 3:26 so it would be a great place to start this lesson once explaining the rules of place value. Rounding Numbers to a Given Place Value. (2015, September 14). [YouTube Video]. Retrieved March 04, 2017, from https://www.youtube.com/watch?v=mhwRX8i4lTU&t=38s Rounding Rap: Place Value Rounding Rap is a entertaining and engaging video for teaching students how to round place value. It covers all the aspects of this skill in just 1:35 and has a tune that the students would not only remember but have stuck in their head. This video would work for any elementary grades that are learning place value and be easy to show before every place value lesson. The video even teaches the student to circle the correct place value they are looking for and underline the number to the right to decide whether rounding will take place.

M. (2011, July 13). Rounding Rap. [YouTube Video]. Retrieved March 04, 2017, from https://www.youtube.com/watch?v=3afU6JQG15I ShepardSoftware.com Shepard Software.com is an interactive gaming website that can be used to help students specialize their skills in various subjects ranging from mathematics to history. In the link that I have provided below, students from grade levels 3-8, can play decimal games in any spectrum of the subject they choose. The website was designed to make common core standards more interesting for students and give them a challenge every time they master a previous skill. By using this site, pupils will be able to understand and grasp the concept of decimals from all angles of the spectrum. Unknown Organization. (2017). ShepardSoftware.com [Website] Retrieved on March 7, 2017. http://www.sheppardsoftware.com/mathgames/menus/decimals.htm 352 | P a g e


Splash Math Splash Math is an entertaining math website that allows students, teachers, and parents to monitor progress of the students while the students participate in fun grade level games. The website is aligned with the Common Core Standards. After each game of division, the website produces the scores to the students, and alerts the person in charge (whether teacher or parent), to notify them on the progress of the student. Splash Math is very interactive and is easy for students to use. It reinforces what has already been taught to students and gives them extra practice. It is great for individualized learning. Splash Math offers repetition that students need by giving them exciting new challenges. Study Pad Inc. (2010). Splash Math. [Website]. Retrieved on March 6, 2017 from https://www.splashmath.com/math-skills/third-grade Vocabulary Spelling City This spellingcity.com website titled “Vocabulary Spelling City” builds literacy skills with vocabulary and spelling. The website offers lesson, activities and guided practice based grade level, subject, and topic. This website compliments the core standard (i.e., (CCSS. Mathematics Equation and Expression- Apply and extend previous understandings of arithmetic to algebraic expressions.) The really great feature about this website is that it provides fun, exciting activities for learning literacy. The website also provides literacy lesson for students to learn before playing an educational activity. Middle school students will enjoy learning about math vocabulary in a fun and exciting way! Teachers will be stunned by this website, the features that it offers and how it promotes the interests of all students while using both standard and nonstandard during the activities. Spelling City. (n.d.). Vocabulary Spelling City. [Website]. Retrieved on March 6, 2017, from https://www.spellingcity.com/sixth-grade-math-vocabulary.html#

Science 4th Grade Cells – Jeopardy

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This website features a jeopardy aligned with fourth grade required understanding of plant and animal cells. The game allows for multiple teams to play, so it is helpful in a classroom setting. This interactive website give students the chance to collaborate and be involved in the material. Unknown (n.d.). 4th Grade Cells Jeopardy. Retrieved March 06, 2017, from https://jeopardylabs.com/play/4th-grade-cells BrainPOP Jr. Movie of the Week BrainPOP is a great way to have kids excited to learn something new weekly because every week this app posts a new video and offers quizzes and activities related to the video. This app is ideal for K- third grade and covers a variety of subjects including science. Every week the kids are guided through each topic and empowered to form their own ideas. BrainPOP Jr. was designed to encourage kids to think critically, make connections, and ask questions. This app would be great to allow kids to think more critically all while having watching a video each week and participating in activities related to the video. BrainPOP. (August 25, 2016). BrainPOP Jr. Movie of the Week. [iTunes App, Cost Free] Retrieved March 6, 2017 from https://appsto.re/us/Bkg-F.i Cell World This app provides students the opportunity to explore the inside of a cell through an immersive 3D Cell World. The learner is able to travel through the cell and see movement of the various moving parts of the cell. The app allows the user to discover details about each part of a cell by navigating in a game-like fashion. Parts of the cell that are covered include: nucleus, mitochondria, ribosomes, etc. V.I.E.W. (May 4,2014). Cell World. [Play Store App. Cost: Free] Retrieved on March 6, 2017 from https://play.google.come/store/apps/details?id=come.VIEW.CellWorld Chinese Lunar Calendar Not only does this free app provide information on the phases of the moon, it also provides information concerning zodiac signs as well. The app provides users with information concerning moon phases such as: moon rise and set times, sun rise and set times, how many days old the moon is in its cycle, and what phase is next and in how many days. The app even goes as far as telling the celebrities that were born in a particular zodiac sign year, plus your sign’s horoscope all according to the moon. This app requires iOS 7.0 or later and is compatible with iPhone, iPad, and iPod touch. Nguyen, Dung. (January 7, 2015). Chinese Lunar Calendar. [iTunes App, Cost: Free] Retrieved on March 2, 2017 from https://appsto.re/us/-YoQ4.i Day and Night Activities and Fun Ideas for Kids This website offers different educational activities and crafts to help engage children more with the topic about daytime and nighttime. For example, it lists a Starry Night craft that uses paint to allow students to be creative when drawing or creating their skies. This website also allows you 354 | P a g e


to narrow down to grade level specific if need be. Included on the website is vocabulary words that you may want to introduce before introducing these activities, some of the vocab words are sunny, cloudy, awake, shadow, etc. This website would be beneficial for parents or teachers who want their students to be more interactive while learning and use more hands on activity when learning. Childfun. (2016). Day and Night Activities and Fun Ideas for Kids. [Website]. Retrieved March 6, 2017 from www.childfun.com/themes/world/day-and-night/ Day and Night Sky This website offers a lesson plan with the objectives to identify the sun and moon, identify characteristics that make the day sky different from the night sky, and the ability to explain why the sun can only be seen during day time. It provides prior knowledge expectations and guiding questions to ask students during your lesson covering this content. It breaks down how a teacher should introduce the content and instruct the content to ensure it is taught properly. It allows students to be interactive during the lesson using their markers to complete one of the assignments and it also provides ideas for different types of assessments. This website would be beneficial for someone wanting to further their students or child’s understanding of day and night time features. Florida State University. (2017) Day and Night Sky. [Website]. Retrieved March 6, 2017 from www.cpalms.org/Public/PreviewResourceLesson/Preview/29487 Day and Night Song Day and Night Song introduces key features of the day and night time in the form of a nursery rhyme which helps students follow along and develop a way to remember these important details. The video lists some day time features such as waking up in the morning, brushing your teeth, having play time, eating meals, etc. The video also lists some night time features such as the sun coming out, getting ready for bed, stars twinkling, and closing your eyes to go to sleep. This video would be beneficial for kids learning how to establish some differences between day and night. LittleBabyBum. (Account Holder). (March 16, 2016). Day and Night Song. [YouTube Video] Retrieved March 6, 2017 from https://youtu.be/eGXO4RF1TvM English Talking Book- Daytime and Nighttime English talking book introduces how to follow along during an informational reading. In this video it describes key features of day and night time with the use of a book. It has pictures demonstrating each key feature for every page, as the video is reading the pages are highlighting the words being read and flipping pages accordingly. This allows students to be exposed to how to follow along while reading and also how pictures can demonstrate what a text is saying. This video would be beneficial for early emergent readers and demonstrating proper daytime and nighttime features.

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English Little House for Kid. (Account Holder). (December 23, 2015). English Talking BookDaytime and Nightime. [YouTube Video] Retrieved March 6, 2017 from https://youtu.be/nfnAap8094M iCell This app is a great tool for teaching parts of a cell, types of cells, and organelle functions. This app allows the user to view a 3D version of a cell. Each organelle comes with a label and short explanation of its function. This source also features three levels of text complexity making it useful for many different age groups and grade levels. Animal, plant, and bacteria cells are all available for exploration. HudsonAlpha Institute for Biotechnology. (October 31, 2011). iCell. [Play Store App. Cost: Free] Retrieved on March 6, 2017 from https://play.google.com/store/apps/details?id=org.hudsonalpha.icell Introduction to Cells: The Grand Cell Tour This video features the “Amoeba Sisters,” popular science video characters, teaching an overview of cells. The video covers cell theory, the parts of a cell and the functions, and multicellular and single-cellular. The animation in this video is “kid-friendly,” and uses academic language while explaining topics in grade-appropriate language. AmoebaSisters (2016, November 01). Introduction to Cells: The Grand Cell Tour. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=8IlzKri08kkLunar Cycle, Why the Moon Change Shapes, 8 Phases of the Moon This video is great for teaching students about the lunar cycle. The video teaches students what the 8 phases of the moon are and what the moon looks like in each phase. There is even a short quiz incorporated in the video that will allow teachers to quiz students on the information that they just learned from the video. At the end of the video, it suggests to students to record, by drawing and shading, the moon that they observe each night. This activity would allow them to see how the moon changes in the night sky on their own. Kids Educational Games (Account Holder). (Sep 9, 2014). Lunar Cycle, Why the Moon Change Shapes, 8 Phases of the Moon, Learning Videos for Children. [YouTube Video]. Retrieved on March 5, 2017 from https://www.youtube.com/watch?v=NCweccNOaqo Moon Phase Calculator This website is ideal for students. It provides its audience with a calendar that displays images of what the moon will look like each night. It allows students to look up a moon phase all the way back to 1951! Students would be able to compare what phase the moon was in on the same day of years past. It also provides details of why the moon has phases, and what Harvest Moons and Blue Moons are and when they occur. This website is full of information that students would find valuable when learning about the lunar cycle. 356 | P a g e


The University of Texas McDonald Observatory (2017). Star Date: Moon Phase Calculator. [Website]. Retrieved March 02, 2017, from https://stardate.org/nightsky/moon Moon Phases and Lunar Calendar for Full Moon Phase This free app would be great for teaching the different phases of the lunar cycle! The app tells what phase the moon is currently in, the distance to the moon, what time the moon rises and sets, what percent of the moon is visible to us, and how many days until a Full Moon. The app even displays a calendar for each month, incorporating what phase the moon will be in on each day of the month. The app requires iOS 8.0 or later and is compatible with iPhone, iPad, and iPod touch. Kinetic Stars. (June 28, 2016). Moon Phases and Lunar Calendar for Full Moon Phase. [iTunes App, Cost: Free] Retrieved on March 2, 2017 from https://appsto.re/us/D0Widb.i

Nerdy Plant Cell Meets Cool Animal Cell (Differences Between Plant and Animal Cells) In this video, an animal cell consoles a plant cell because it does not have all of the “cool� organelles that animal cells have. This video uses playful banter between a plant cell and animal cell to describe the differences between the two cells. The video uses academic language and specific examples to increase depth of knowledge. This source covers material such as: organelles, organelle function, and differences between plant and animal cells. H. (2012, November 16). Nerdy Plant Cell meets Cool Animal Cell (Differences between Plant and Animal Cells). Retrieved March 06, 2017, from https://www.youtube.com/watch?v=808kmKBBW_o

Science: The Lunar Cycle This website will allow students to play a game that will allow them to identify what phase the moon is in after seeing a short clip of it moving around the earth, and a picture of what part of the moon is lit by the sun. The game also allows students to put the moon phases in the correct order from New Moon, Waxing, Full, and Waning. This website would be ideal for sixth graders because it is not too complex, and would be great for visual learners to see how the moon transitions its appearance as it rotates around the earth. Virginia Department of Education (2015). Infinite Learning Lab, Science: The Lunar Cycle. [Website]. Retrieved March 05, 2017 from https://learninglab.org/science/ Seasons and Weather! Science Educational Game Seasons and Weather is a great way to introduce different types of weather and seasons to a child preparing for school. This game helps children learn to identify various weather situations in different seasons and teaches them all about weather appropriate clothing and activities. One activity that this game offers is based on the days of the week, which month of the year, and 357 | P a g e


what the weather is on what Poko (main character) does. This requires the child to become familiar with their days, seasons, and months. This app offers self adjusting levels of difficulty, cross-curricular game based learning, and a unique progress tracker to keep up with progress. This app is compatible with Iphone, Ipad, and Ipad touch and they must have iOS 6.0 or later. Nova, Tribal. (May 7, 2015). Seasons and Weather! [iTunes App, Cost Free] Retrieved March 6, 2017 from https://appsto.re/us/KF-dz.i Sheppard’s Software – Cell Games This website provides students with the opportunity to play games and take quizzes over both plant, animal, and bacterial cells. The animation on the site allows students to be engaged while learning the parts of the different types of cells. The games give the learner the chance to label each part of the cell. The quizzes ask detailed questions about the function and shape of the organelles. Sheppard’s Software. (n.d.). Cell Games. Retrieved March 06, 2017, from http://www.sheppardsoftware.com/health/anatomy/cell/index.htm The Universe This video explains how ancient civilians used the phases of the moon as a calendar. The video educates its audience on what causes the moon to have phases, how long each phase lasts, and how long it takes the moon to complete its complete cycle. This resource would be valuable to learners because as information is being relayed, a video is also being shown, a resource that is great for visual learners. The History Channel, (n.d). The Universe. [Video]. Retrieved on March 2, 2017 from http://www.history.com/shows/the-universe/videos/phases-of-the-moon

Social Studies 50 States Song for Kids/50 States and Capitals for Children/USA 50 States This video presents a song about the fifty states that lie within the United States of America. The song is very silly, which makes the video more engaging and appealing. Each state and capital is 358 | P a g e


displayed in this video, by physical representation. 50 States Song for Kids/50 States and Capitals for Children/USA 50 States. (2016, January 10). YouTube. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=Gt2mYPwXyAc Abraham Lincoln Biography and Quiz This app is very useful in helping explain what happened in the Pre Civil War Era and how Abraham Lincoln was involved in the events that went on during that time. It has an area for students to take notes. This app also features quotes from people at the time and how they are relevant to the events then. Zhang, Steven. (April 1,2016). Abraham Lincoln Biography and Quiz. [Itunes App, Cost: 2.99] Retrieved on March 6, 2016 from https://appsto.re/us/OW14ab.i Atlas 3D for Kids – Games to Learn Geography (P) by Planet Factory Interactive This app contains many, different games that include learning about geography, countries, and regions. This app displays many features about planet earth, but we would focus on the countries to align with the unit. This particular app is good for hands-on and visual learners to be able to apply their knowledge in an engaging way. S.L., P. F. (2016, October 19). Atlas 3D for Kids – Games to Learn Geography (P) on the App Store. Apple Inc. Retrieved March 06, 2017, from https://itunes.apple.com/us/app/atlas-3d-forkids-games-to-learn-geography-p/id1140409090?mt=8 Brainpop: Civil War This website is useful for the unit over the Pre Civil War era in the United States. It includes games, quizzes, and videos that a child can utilize when on the site. It also has fun facts and maps. It seems to be very interactive. A small robot guides the children through the web page. It is easy to navigate and very colorful. It also has the opportunity for teachers to create quizzes and lessons for the child to use while on the site. The teacher can link the child to take this though the username and password that can be set up through the site. FWD Media Inc., (1999-2017).Brain Pop. Retrieved March 06, 2017, from https://www.brainpop.com/socialstudies/freemovies/civilwar/ Civil War: Kidz Zone This site is setup like a time line. Although it is text heavy, I do not feel that it would be too much for 5th grade students. It is very effective in explain the Pre Civil War era and what lead to the civil war. It explain both sides and provides pictures to go along with the text. This link is also kid friendly because it is easy to navigate, as everything is on one page. It also tells stories to teach students and has the ability to hold their attention. American Civil War, (2017). AmericanCivilWar.com, Retrieved March 06, 2017, from http://www.americancivilwar.com/kids_zone/causes.html 359 | P a g e


Countries Of North America | Learn TheCountries Of The World | Elearnin This video provides a song that students can memorize to gain an understanding of the countries of North America. This also provides a visual representation of each country to the visual learners in the classroom. E. (2016, July 28). Countries Of North America | Learn TheCountries Of The World | Elearnin. YouTube. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=YpcFziLCEDc Helping kids learn about the Civil War! This video was found on Youtube. It is from a website that makes a lot of educational videos for children. It does a very good job of explaining the civil war and uses appropriate vocabulary. It would be a good summary at the end of a unit. F. (2016, March 22). Helping kids learn about the Civil War! Watch our Civil War video for elementary students video. Retrieved March 07, 2017, from https://www.youtube.com/watch?v=Bc3bb779SZs North America This website provides a map of all of the countries and regions of the continent North America. This would allow the visual learners to gain knowledge about the physical representation of each country, such as size. Each country and region is represented in this map. World Atlas (2016, September 19). North America. Retrieved March 06, 2017, from http://www.worldatlas.com/webimage/countrys/na.htm North America Geography This website displays the countries, regions, and the aspects of North America. Students will gain knowledge about major cities, population, geographical features, and etc. This site provides coloring worksheets, fun facts, and various types of maps. Technological Solutions Inc. (n.d.). North America. Retrieved March 06, 2017, from http://www.ducksters.com/geography/northamerica.php Stack The States This app provides a new technique for students to learn about the 50 states of the USA. The states are arranged by various colors, and each state has a smiley face, which makes the game more intriguing. The students have many tasks that can be completed on this app. The student is able to choose what game they want to play to boost their knowledge, such flashcards, quizzes, placing states on a map, and a puzzle. The students will be able to enjoy this game as well as learn a portion of the standard. Design, I. F. (2016, August 10). Stack the StatesÂŽ on the App Store. Apple Inc. Retrieved March 06, 2017, from https://itunes.apple.com/us/app/stack-the-states/id381342267?mt=8 360 | P a g e


Study Blue This is flash card app. Any student can enter their vocabulary word, and the app will shuffle them, and quiz them. This would be a helpful study tool that the student can use in this unit and it can become a helpful tool outside of this unit as well. StudyBlue. (January 9, 2017). Study Blue. [Itunes App, Cost: free] Retrieved on March 6, 2017 from https://appsto.re/us/2eItt.i. The Civil War, Part I: Crash Course US History #20 This video is literally a crash course of the first part of the Civil War Era. it is animated and shows pictures and animations. It is longer, but takes time to really explain explain and go in depth about the time period. It also tells it in the form of a story so it makes it less like a lesson and more like a storybook. C. (2013, June 28). The Civil War, Part I: Crash Course US History #20. Retrieved March 06, 2017, from https://www.youtube.com/watch?v=rY9zHNOjGrs&t=109s

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Copyright Appreciations:

Word Cloud created using online application, Wordle (http://www.wordle.net) Major/sectional graphics taken from Pete’s Powerpoint Station (http://pppst.com)

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Technology in the Schools Unit Booklet (Spring 2017)  

This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools at Tennessee State University....

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