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Tennessee State University EDCI 4190: Technology in the Schools

Technology Integration Booklet Dr. Nicole K. Arrighi, Spring 2018

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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 of technology as a beneficial resource in today’s classroom. Within our global society, digital learners seek opportunities to expand their knowledge beyond textbooks, worksheets, and other traditional resources.

Technology is a familiar tool to students whether used for educational or entertainment purposes. It is likely that teachers are not as equipped with materials that incorporate technology effectively in the curriculum. The contributors of this resource guide hope to assist other practitioners with promoting critical thinking, instructional engagement, and curricular enhancements through effective technology integration.

The activities support Common Core/Tennessee curriculum standards, ISTE 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:

Haley Dorris “Technology is exceedingly beneficial for teachers, learners, and parents. I plan to use technology to its full potential to aid my future students and parents because it is such an easy yet great tactic to grow the classroom.”

Raluca Floarea “My philosophy of technology integration in education embraces my desire to ensure that all my students are provided with the appropriate tools that help facilitate instructional methods and learning goals. It is important to assure that the students are well-educated by making sure technology plays a vital role in the classroom.”

Lyndsey Hall “Technology and media can contribute tremendously to effective instruction to all students and can help them achieve at their highest potential. As an educator, I aim to incorporate a variety of media including videos, audio, text, people, manipulatives, and visuals in the classroom. Students are able to gather information through video, online expectations, and audio to extend their understanding of content with my guidance.”

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Paige Hancock “Technology is moving away from a tool that should be used in the classroom, to something that is required in the classroom. This stems from the idea that for students to become successful adults, they are required to be digitally and technologically savvy.”

Ashley Harper “Teaching with technology can be extremely beneficial in a twenty first century classroom. Incorporating technology into a classroom can assist both the students and the teacher all while making learning more interactive and interesting.”

Kennedy Harper “My philosophy encircles my ambition to ensure that my students are well-educated, prepared, and efficient individuals of the 21st century, and technology can help me do so. Technology will be used often in my classroom in the form of educational quizzes to assess student learning, videos to enhance lesson materials, and presentations to display ideas and understandings of content matter.”

Hannah Hughes “Teaching with technology has become a norm in today’s classroom…I will be providing my students with as many technology resources as possible to ensure that all students’ are receiving an adequate amount of knowledge on the given subject.” 4|Page


Qubilah Norman “Change is inevitable; however, many instructors still fail to integrate technology into their lesson. Teachers should utilize as many forms of technology as possible, which will help to differentiate instruction.”

Maria Shelton “With technology, teacher have more ways of working with others. As a teacher, I plan to communicate with parents using technology that is available for teachers.”

Brittany Singleton “I believe that teaching using technology deepens student learning while also supporting instructional objectives. Hence, I will incorporate technology throughout my classroom and everyday lessons to promote student le arning and engagement.”

Taylor Spivey “Technology is an essential part of the classroom for both teachers and students…Having technology in the classroom is the best way to grasp students attention and give them the opportunity to enjoy learning while exploring new techniques throughout technology.” 5|Page


Kimberly Stevens “Students today live in an age where every answer they could ever need is at their fingertips…As educational practitioners it is our job to ensure our students know how to properly use technology to not only find answers, but to enhance the questions being asked.”

Katelyn Teague “In order to motivate our students, we need to use technology in the classroom. Students will become engaged and have a desire to learn in the classroom.”

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Table of Contents Author

Grade Level K

Subject/Content Area Science

Topic

Description

Page

States of Matter

9

Ashley Harper

K

English Language Arts

Word Relationships and Meanings

Haley Dorris

1

Math

Addition and Subtraction of Whole Numbers

Kennedy Harper

1

Social Studies

Classifying Needs versus Wants

Hannah Hughes

2

Math

Counting Money

Katelyn Teague

2

English Language Arts

Using Adjectives and Adverbs Correctly

Paige Hancock

3

Math

Intervals of Time

Qubilah Norman

3

Social Studies

South American Geography (Brazil)

In this unit, kindergarteners will be learning about the different states of matter and their unique physical properties. In this unit, Kindergarten students will be learning about word relationships and meanings and how they connect to the real world. In this unit, first grade students will be learning about how to represent and solve problems involving addition and subtraction. In this unit, first grade students will learn how to distinguish between needs and wants. In this unit, second grade students will be learning how to count coins and dollars, such as pennies, nickels, dimes, and quarters to reach a cent or dollar value. In this unit, second grade students will be learning how to use adjectives and adverbs correctly in a sentence. In this unit, third grade students will be learning to solve problems involving measurement and estimation of intervals of time. In this unit, third grade students will be learning about the geography of South America.

Lyndsey Hall

23

34

49

61

71

83

93

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Maria Shelton

3

Social Studies

Landforms

Brittany Singleton

4

English Language Arts

Figurative Language, Word Relationships, and Nuances

Taylor Spivey

5

Social Studies

Tennessee Culture, post-World War II.

Raluca Floarea

6

English Language Arts

Functions of Commas. Parentheses, and Dashes

Kimberly Stevens

6

Science

Scientific Method

Media Share Resources

In this unit, third grade students will be learning about the names of the five major oceans and seven landforms. In this unit, fourth grade students will be learning about figurative language, word relationships, and nuances in word meanings. In this unit, fifth grade students will be learning about the the state of Tennessee since the conclusion of World War II, specifically its culture which includes popular music of Tennessee and Memphis, Tennessee In this unit, sixth grade students will be learning about the functions of commas, parentheses, and dashes and how to set off parenthetical elements. In this unit, sixth grade student are learning about the scientific method and how it pertains to the creation and implementation of scientific experiments and investigations.

103

114

124

135

145

156

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Lyndsey Hall Unit Rationale – States of Matter In this unit, kindergarteners will be learning about the different states of matter and their unique physical properties. Students may not understand what matter is or they may not understand the concept of solids, liquids, and gases having different properties. Students will have learning experiences through lectures, educational videos, and scientific experiments. These diverse learning activities assist students when determining the different properties of the three states of matter and demonstrate knowledge about physical properties. Knowledge about matter is important because matter is everywhere. Matter is everything that we come across in our lives, like the air we breathe, our clothes, and cool drinks. Even our bodies are made of matter. Students comprehending the three basic states of matter is an important part of building a solid foundation for the more complex physical science lessons in the future. Once students learn the basic concepts of the three states of matter, then they can learn more complex concepts such as physical and chemical changes. Describing an object by its observable properties and identifying objects and materials as solids or liquids are learning expectations covered under the Tennessee state standards for science. 90007.9.2 Observe, discuss, and compare characteristics of various solids and liquids. 90007.9.1 Observe, identify, and compare the properties of various objects such as color, shape, and size. Additional Resources: 9|Page


❖ NearPod Digital Lesson: https://share.nearpod.com/7UshuTLpEK

❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/0641e56a784e4fc8966bf5b408256e2f?kv id=nkendall@tnstate.edu&sharedBy=email ❖ Opening Commercial: KSCI_StatesofMatter.wav ❖ Jeopardy Game: KSCI_StatesofMatterJeopardy

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan: States of Matter Name: Lyndsey Hall Duration of Lesson: 45 minutes

Analyze learners

Subject Area(s): Science Grade Level: Kindergarten

General Characteristics The kindergarten class at Union STEM and Demonstration School includes 25 students, in which there are 15 girls and 10 boys. As far as ethnicity goes, 86% of the student population are Caucasian, 8% African American, and 6% multiracial. Approximately 18% of the elementary school students have free or reduced lunches. The kindergarten classroom consists mostly of five and six year olds. Of the 25 students, three students have IEP’s in English Language Arts, and two students are labeled as gifted. One of the students with an IEP is taken out of the classroom every Tuesday and Thursday for approximately thirty minutes for speech. The three students with IEP’s are taken out of the classroom every day during RTI time. During this time, the students work with a special education teacher to improve their reading and writing skills. The school focuses on utilizing technology to make education in the STEM field come alive for students. Teachers encourage students to think critically, solve complex problems, and drive advancements in science and technology. Union consists of many highly qualified teachers and assistants. The average teacher to student ratio is sixteen students per one teacher, and approximately 93% of the teachers at Union have three or more years of experience. Teacher assistants and aids frequently come in and out of the classrooms and help students with learning disabilities. There are also speech teachers who frequently take students out of the classroom and work individually with their language needs. Union has a high emphasis on academic achievement in which students learn inside and outside of the classroom. The campus includes a garden, greenhouse, nature trail, labyrinth, and outdoor classrooms. Students participate in a variety of related arts including computer/media center, guidance/STEM, music, physical education, and art. Union also offers a special education program that involves CDC and resource pullout and inclusion classes. Union Elementary School commits to growing learners who are college and career ready through high quality instruction, building a collaborative culture, strong leadership, and effective use of resources. Curriculum Competencies To complete this lesson, students will need to know the basic components of the three states of matter and how to identify each state by its physical properties. Technology Competencies To complete this lesson, students will need to know how to navigate a laptop, how to go to a specific website, and how to create an effective PowerPoint presentation. 11 | P a g e


State & NETS*S objectives

State Standard 90007.9.2 Observe, discuss, and compare characteristics of various solids and liquids. 90007.9.1 Observe, identify, and compare the properties of various objects such as color, shape, and size. ISTE Standard 1d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Behavioral Objective Given a website and a handout with characteristics of states of matter, the students in the kindergarten class will complete an online states of matter game in order to prove their understanding of the three states of matter. After completion of the academic game, the students will gather in small groups and create a PowerPoint presentation over the three states of matter. Language Objective Key vocabulary: matter, solid, liquid, gas, properties, examples, states, texture, Academic Language Functions To express understanding and mastery of the subject, students will use the following vocabulary terms and definitions to complete the academic science game. The group of students will then use their knowledge to create an educational PowerPoint over the three states of matter. The PowerPoint should include the definition and description of matter, describe all three states of matter, and include examples of each state. Once students complete their PowerPoint presentation, each group will present their PowerPoint orally to the class, and the teacher and peers with provide effective feedback to the group. The teacher will discuss and define vocabulary terms at the beginning of the lesson to provide the students with understanding of the words they will encounter as they play the academic science game. After having a classroom discussion about vocabulary, the students will watch a “Matter Chatter” video. The video briefly describes each state of matter and explains examples of each state. After the video, the teacher will have a discussion over the vocabulary to check for student understanding. She will also include the words on a word wall so students can reference them throughout the lesson.

Select instructional methods,

Curriculum Materials ● 5 States of Matter handouts for student work in a group setting (student centered) 12 | P a g e


media, and materials

● 5 pencils (student centered) Technological Materials ● Idaho Public Television: Science Trek States of Matter website. Retrieved on March 19, 2018 from http://idahoptv.org/sciencetrek/topics/matter/games.cfm (student centered) ● Henry Kindergarten Music (June 12, 2014) Matter Chatter. Retrieved from You Tube on March 19, 2018 from https://www.youtube.com/watch?v=C33WdI64FiY (student centered) ● PowerPoint presentation downloaded to each laptop (student centered) ● 25 laptops with Wi-Fi/internet connection (student centered) ● Laptop or desk computer for video and example of PowerPoint (teacher centered) ● Pull-down display screen (teacher centered) ● Projector (teacher centered) ● Word Wall with vocabulary terms (student centered) ● Dry erase board (teacher centered) ● Dry erase markers and erasers (teacher centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Utilize media and materials

Preview and Prepare Materials ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Preview the “Matter Chatter” Video-- *previewed and approved* Preview the website of matter games-- *previewed and approved* Check the printer, ink, and paper supply Make sure the printer is connected to the CPU Print 5 states of matter handouts (one handout for each group) Have the video prepared on the desk top or laptop Have the sample PowerPoint loaded and minimized Check for connection of laptop and projector Check connection of laptops Check the batteries of laptops Have the website prepared on the laptops Have PowerPoint downloaded on each laptop Have sample PowerPoint on teacher laptop Have academic vocabulary on the word wall

Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen 13 | P a g e


● ● ● ● ●

Turn on the projector Place a laptop on each desk Have group materials located in front of classroom Place word wall in the front of classroom Write a list of each group of students on the dry erase board

Prepare the Learner ● Have a brief classroom discussion about academic vocabulary using the word wall as a reference. ● Introduce the lesson by playing the video provided (https://www.youtube.com/watch?v=C33WdI64FiY). ● Refer back to the word wall and discuss academic vocabulary to enhance student understanding of the terms. ● Present the practice website (http://idahoptv.org/sciencetrek/topics/matter/games.cfm) ● Model for students how to play the game by dragging each object into the correct category. Show students if they miss a problem then it will regenerate in the system, and they will have a second chance at the problem later on in the game. ● Complete three examples as a class using the overhead projector and then direct the students to the website on their individual laptops. ● After completing the game, students will show the teacher their score. If students make a score lower than 10, then they will be asked to play the game again. ● Show students the sample PowerPoint presentation and explain objectives, instructions, and expectations of the assignment. ● Students will divide into their assigned groups and gather at one of the five tables located in the classroom. Each table will consist of a laptop, a states of matter worksheet, and pencils. ● Group of students will use a laptop to open PowerPoint. From there, students will be instructed to have at least one slide on each state of matter, include a slide with examples of each state, and incorporate at least one slide describing matter and its characteristics. ● Group of students will correctly create at least four slides (one slide for each state and one slide defining matter). ● After completion, students will present their work to the class.

Require learner participation

After the completion of the science game, the teacher will show a sample PowerPoint presentation and explain the instructions and expectations to students. Then, students will go to their assigned group. Since there are 25 students, there are 5 groups with 5 members in each group. Each group will be provided with a pencil, handout, and laptop. The handout includes characteristics and properties of matter, but they are in random order. This handout gives students ideas for information to include in their PowerPoints. The students will 14 | P a g e


be instructed to read and discuss the characteristics of the states of matter within their group. The students will be asked to create their own unique PowerPoint over the states of matter. Students should have a slide describing each state and listing examples of each state and include a slide defining matter. The PowerPoints should be visually appealing and include pictures. Students should complete at least 4 visually appealing, informative slides. The slides should be very descriptive and informative and include at least three examples of each state within the presentation. Once students complete their presentation, they will show their work to the teacher, and she will approve the work or suggest revisions. Once everyone’s work is completed and approved, each group will orally present their work to their classmates. Students will be graded on their participation, completion of the PowerPoint, whether or not the presentation is visually appealing, amount of information included within the presentation, and correctness of the information.

If a student is showing signs that they do not understand the objective (comparing characteristics of solids, liquids, and gases), then, they can ask one of their group members, who is proficient, to further explain and provide additional instruction and information. If this strategy does not work, and the student does not understand the assignment, the teacher can refer the student back to the sample PowerPoint and explain the instructions using different wording. If the student does not understand the scientific material, then the teacher can refer the student back to the website, which not only offers matter games, but it also includes videos, a glossary, facts, links, and additional resources. If the student still does not understand, the teacher can work individually with the student and provide additional support. The teacher could also reduce the assignment for the student. Instead of completing at least 4 slides, the student can complete two or three slides.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of group participation while discussing and completing the PowerPoint presentation. Each student is expected to have an active role in designing and completing the presentation. Students will demonstrate understanding by working together to categorize the characteristics of solids, liquids, and gases and providing at least three example of each state of matter. Students are required to create at least four informative slides over the states of matter. The slides should include a description and examples of each state of matter and briefly explain and describe the definition of matter. The formative assessments should be recorded on a rubric that will be entered into the gradebook. The students will need to be graded individually and then as a whole group. Students will be graded individually on their helping, listening, participating, persuading, questioning, respecting, and sharing skills. The formative assessment will take place as the group is collaborating, comparing, discussing, explaining, and completing the 15 | P a g e


PowerPoint presentation. I expect and encourage all students to participate and collaborate within their group and put forth effort in completing the assignments. Teammates should be respectful by supporting and encouraging others’ ideas. Each member of the group should talk at least once during the presentation. While presenting, I expect all students to use effective communication skills. Each person should speak loud and clear and look at the audience while speaking. 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 understanding and mastering the material, then he or she may receive additional assistance from the teacher or teacher assistant. After all presentations are finished, students will be given their grading rubric with scores and feedback. Summative Assessment The summative assessment will be the combination of the group’s effort and correctness of their completed PowerPoint presentations. The presentation should have at least four effective slides. Students will receive a grade for the completion and correctness of the PowerPoint presentation. The content should be accurate and be presented in a logical order. In addition, the presentation should flow well and logically. Groups should make their presentation visually appealing in which it includes pictures, clip art, and effective backgrounds. The presentation should also have correct mechanics, in which there are not any spelling or grammar errors. Students should incorporate detailed information and examples of the three states of matter. The students’ work will document students’ ability to observe, discuss, and compare characteristics of various solids ad liquids (Tennessee Science Standard 90007.9.2) and students’ ability to observe, identify, and compare the properties of various objects such as color, shape, and size. (Tennessee Science Standard 90007.9.1). In addition, this assessment allows students to understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies (ISTE 1.d). This lesson will also access student’s ability to operate a laptop, go to a given website, and create and present a PowerPoint presentation.

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Team Name: _____________________ Teammate Participation Rubric Reflecting on your teammates’ participation within the group project, rate each teammate using the following rubric. Add your teammates’ names at the bottom of the rubric and corresponding points you award them. The teamwork points will be averaged and figured into your teammates’ final grade. Trait

Criteria

1

2

Points

3

4

Helping

The teammate The teammate The teammate The teammate never offered sometimes offered offered assistance always offered assistance to other assistance to to each other most assistance to other teammates. others. of the time. members.

____

Listening

The teammate never worked from others’ ideas.

The teammate The teammate worked from always worked others’ ideas most from others’ of the time. ideas.

____

The teammate The teammate contributed to the always project most of contributed to the project. the time.

____

Persuading

The teammate The teammate sometimes never exchanged, exchanged, defended, and rethought ideas. defended, and rethought ideas.

The teammate exchanged, defended, and rethought ideas most of the time.

The teammate always exchanged, defended, and rethought ideas.

____

Questioning

The teammate never interacted, discussed, or posed questions to other team members.

The teammate interacted, discussed, or posed questions to other team

The teammate always interacted, discussed, or posed questions

____

The teammate sometimes worked from others’ ideas.

The teammate The teammate sometimes Participating never contributed contributed to the to the project. project.

The teammate sometimes interacted, discussed, and posed questions to

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other team members.

The teammate The teammate sometimes never encouraged encouraged and and Respecting

Sharing

members most of to other team the time. members.

The teammate encouraged and supported the ideas

The teammate always encouraged and

supported the supported the supported the ideas and efforts and efforts of ideas and efforts ideas and efforts of others. others some of the of others. of others. time. The teammate The teammate The teammate The teammate never offered sometimes offered sometimes offered never offered ideas or reported ideas and reported ideas and reported ideas and reported his/her findings to his/her findings to his/her findings to his/her findings to others. others. others. others.

____

____

Teammate 1: ________________________________________________ Teammate 2: ________________________________________________ Teammate 3: ________________________________________________ Teammate 4: ________________________________________________ Teammate 5: _______________________________________________

Team Name: _____________________

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Name __________

Grading Rubric for a Power Point Project 5

Content

4

3

Content is Content is accurate accurate but some but information is not information is not presented in a logical Content is accurate presented in a order, making it and information is logical order but is difficult to follow. presented in a logical still generally easy order. to follow.

2

1

Content is Content is questionable and inaccurate and information is not information is not presented in a presented in a logical order, logical order, making it difficult making it difficult to follow. to follow.

Slide Creation

Presentation flows Presentation well and logically. flows well. Presentation reflects Tools used extensive use of tools correctly. in a creative way. Correct number Correct number of of slides. Overall slides. presentation is interesting

Images are Images are appropriate. Layout appropriate. Clip Art & of images is pleasing to the eye. Layout is Background cluttered.

Correct number of slides.

Presentation is unorganized. Tools are not used Presentation has no flow. No tools in a relevant used. manner. Insufficient number Lacking in of slides. number of slides.

Most images are appropriate.

Images are inappropriate.

Presentation flows well. Some tools used to show acceptable understanding.

Pictures,

No spelling errors. No grammar errors. Mechanics

Text is in authors' own words.

Few spelling Some spelling errors. Some spelling Some grammar errors. Some errors. Few Grammar errors. errors. Text is in Grammar errors. Many spelling authors' own words. errors and/or text is Text is in authors' Most of text is in copied. own words. authors' own words.

Technology Comprehensive use General Connection of technology is understanding of apparent. technology. Slides

Presentation has at least 4 informative slides.

No images.

Acceptable understanding of technology.

Presentation has 3 Presentation has 2 informative slides. informative slides.

Little No understanding understanding of of technology. technology. Presentation does Presentation has 1 not have any informative slide. informative slides.

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Works Cited Grading Rubric. n.p., n.d. Web. 6 Apr. 2018. <http://www.txla.org/sites/tla/files/groups/YART/docs/2015SPOTHighFehlbaum_AcademicProgram_PowerPointRubric.pdf>. Teammate Participation Rubric. n.p., n.d. Web. 6 Apr. 2018. <https://www.sps186.org/downloads/basic/285671/Teammate%20Participation%20Rubri c.pdf>

Unit Media Share

ABCYa! Games ABCYa! Games is a great way for children to learn the concepts of the states of matter while having fun playing games. The mobile app discusses the basics of solids, liquids, and gases. Not only does the app provide detailed information, but it also provides examples of each state of matter. Once the child goes through and learns the information, then they are able to play a matter game. The game requires the user to place an object into the correct category; the three categories include solids, liquids, and gases. If the user does not place the object into the correct category, then they get another chance later on in the game to find the correct placement. Not only does the app primarily focus on science, but it also allows students to work on their reading and math skills. This educational app allows children to learn the basics of the three states of matter so they can build on their science skills and knowledge in the future. ABCYa Games (January 2, 2018). [i Tunes App, Cost: $4.99 monthly] Retrieved on March 13, 2018 from https://itunes.apple.com/us/app/abcya-games/id1079974015?mt=8 Facts About States of Matter- Easy Science for Kids Facts About States of Matter is a great resource for children to learn about the three states of matter. The website includes beneficial information, images, diagrams, vocabulary terms and 20 | P a g e


definitions, questions and answers, and videos. If students do not know what a term means, then they can easily look at the chart and find the definition. This allows students to be involved in their own learning. Charts, pictures, and diagrams allow students to visually see the concepts, which makes it easier for students to learn and remember the information. The website also allows students to further their education and learn about other science topics such as animals, plants, and technology. Declan, Tobin Facts About States of Matter-Easy Science for Kids Retrieved on March 19, 2018 from http://easyscienceforkids.com/all-about-states-of-matter/ Idaho Public Television: Science Trek The Science Trek website is a great resource to get students engaged with the concepts of solids, liquids, and gases. The website provides detailed information on the topic, along with educational games, and links to additional resources. Types of games include: Matter Millionaire, Hangman (which includes vocabulary terms relating to matter), and states of matter simulations. Desk top games and simulations activate student interest and motivation. The website is designed for children and adults of all ages. Not only can children play games and learn concepts, but teachers can also use this website as a teaching tool to find additional resources and activities. Idaho Public Television: Science Trek States of Matter. Retrieved on March 19, 2018 from http://idahoptv.org/sciencetrek/topics/matter/games.cfm Matter by Kids Discover Matter by Kids Discover is an app that allows students to take an in depth look at matter. The resource demonstrates how matter has many forms. The app also allows viewers to identify the similarities and differences of chemical and physical changes. In addition, the app describes in great detail matterâ&#x20AC;&#x2122;s four possible states and provides examples and properties of each state. Not only does the app teach the concepts of matter, but it also incorporates demonstrations, activities, and fun at home experiments. In addition, students can view interactive 3D models, high definition video and audio, and complete quizzes, puzzles, and other games. Not only does the app teach viewers about matter, but it also keeps children engaged by viewing simulations and videos and completing games and quizzes. Matter by Kids Discover (June 2013). [i Tunes App, Cost: $3.99] Retrieved on March 19, 2018 from https://itunes.apple.com/us/app/matter-by-kids-discover/id657404620 Matter Chatter Matter Chatter is a great way to teach young students the basics of the three states of matter. The video briefly describes the three states of matter and discusses their unique properties. In addition, the video provides examples of each state of matter. There are several open ended questions and pauses, which allow students to use their critical thinking skills. Throughout the video, the states and properties are repeated several times, which allows students to remember the information. The video is visually appealing and motivates students to learn about states of matter. 21 | P a g e


Henry Kindergarten Music (June 12, 2014) Matter Chatter. Retrieved from You Tube on March 19, 2018 from https://www.youtube.com/watch?v=C33WdI64FiY The Three States of Matter Song The Three States of Matter Song is a great source to introduce the states of matter to younger elementary school students. It is a great attention grabber to motivate students. The video not only discusses the states of matter, but it also describes the concept of mass. By including rhyming words and the words on the screen, children are able to sing along. The video includes examples of matter so children can easily comprehend the concepts. The repetition of words and phrases allows students to easily remember the information. Silly School Song (November 19, 2014) The Three States of Matter Song Retrieved from You Tube on March 19, 2018 from https://www.youtube.com/watch?v=fhhFwdJqvfw

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Ashley Harper Unit Rationale â&#x20AC;&#x201C; Word Relationships and Meanings In this unit, Kindergarten students will be learning about word relationships and meanings and how they connect to the real world. Students at this age may be confused on what some words mean, how words are categorized, and how words are used to describe other words. Students will have opportunities to learn new words and their meanings through a wide variety of hands on activities, conversations with the teacher and classmates, and during daily activities where the teacher introduces new words to the students using digital resources such as Spelling City, Study Island, and Flocabulary. These flexible strategies aim to widen the vocabulary of each student and expose them to new ways to gather information of the world around them digitally. Knowledge of the meanings of words and how they can be used to categorize or describe other objects is the foundation of learning and is essential to the process of expanding student content knowledge and vocabulary. Once students are able to differentiate one thing from another, then it becomes easier for them to formulate their own thoughts on the world around them. This skill is also very important for students to learn before they start to learn how to read. They will only be able to understand the words they are reading if they know what they are, so teaching this to students as early as possible is extremely important for the foundation of their life-long journey of learning.

Studying and Understanding Vocabulary Acquisition is a learning expectation in Common Core English Language Arts for Standard 7. K.FL.VA.7b. With guidance and support from adults, explore word relationships and nuances in word meanings. 23 | P a g e


i. Sort common objects into categories to gain a sense of the concepts the categories represent. ii. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. iii. Make real-life connections between words and their use. iv. Distinguish shades of meaning among verbs describing the same general action.

Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/XmM0lyV77K

❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/62061036160048b79fe909a8d88350c7 ❖ Opening Commercial: KELA_Antonyms.wav ❖ Jeopardy Game: KELA_AntonymsSynonyms.ppt

❖ Media Share Selection Rubric:

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SSURE Lesson Plan Template Learning Antonyms with Verbs and Adjectives Name: Ashley Harper Duration of Lesson: 30 minutes

Analyze learners

Subject Area(s): ELA Grade Level: Kindergarten

General Characteristics In the 5th grade class at Guild Elementary School, there are twenty-six studentswhich include twelve females and fourteen males. The students range from Caucasian, African American, and Indian and are between the ages of ten and eleven. There are five students in the classroom that are considered gifted or talented. However, nine students have IEPâ&#x20AC;&#x2122;s for developmental delay. Four students have a learning disability and one student has a reading disability. There are no English Language Learners in the classroom. 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 basic vocabulary and reading skills.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to access the internet, go to the Nearpod website, join a Nearpod live lesson, and select an answer for a multiple choice question during the presentation. State Standard K.FL.VA.7b With guidance and support from adults, explore word relationships and nuances in word meanings. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective

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With access to a Nearpod presentation, video explanations, and multiple website games, kindergartens will work to identify pairs and demonstrate their knowledge of antonyms. Language Objective Key vocabulary: antonym, noun, adjective, verb Academic Language Functions To express understanding, students will compare items to find their differences. Since the main idea of this lesson is to help students gain an understanding of antonyms, students will be asked to match cut-out objects to their antonyms. They will compare items that are verbs and also items that are adjectives. The vocabulary terms will be taught throughout the Nearpod presentation to provide students with understanding of the words they will encounter as they complete their hands on activity. The students will watch videos discussing in more depth what adjectives and verbs are to help them better grasp their meanings.

Select instructional methods, media, and materials

Curriculum Materials ● Antonym set cut-outs for adjectives and verbs ● Paper to paste cut-outs onto ● Glue, scissors Technological Materials ● Nearpod Presentation on Learning Antonyms with Adjectives and Verbs https://app.nearpod.com/library/preview/lesson-L38082866 (teacher and student centered) ● Media devices (tablet) with Wi-Fi/internet connection for whole class to follow along with the Nearpod (student centered) ● Laptop for video (teacher centered) ● ELMO to display video (teacher centered) ● Pull-down display screen (teacher centered) ● Dry erase board (teacher and student centered) ● Printer with ink and paper (student centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Utilize media and materials

Preview and Prepare Materials ● Preview the Nearpod Presentation-- *previewed and approved* ● Preview the website for practicing antonyms with adjectives and verbs -*previewed and approved* ● Check the printer, ink, and paper supply ● Print cut-outs and paste paper for each student 26 | P a g e


● ● ● ● ● ●

Have the Nearpod App downloaded on each tablet Have the website repaired on each tablet Check for properly working LCD Projector Check for connection of tablet and LCD Projector Have writing utensils for dry erase board Prepare cut-out baggies for each student and put in a quickly accessible area ● Prepare paste sheet for each student and put in a quickly accessible area

Prepare the Classroom ● Write Nearpod code on board ● Turn the lights off for the projector ● Pull-down display screen ● Turn the projector and ELMO on ● Ask each student to open up the Nearpod app and type in the access code Prepare the Learner ● Introduce the lesson and intended learning objectives by referring to the first slide of the Nearpod presentation. ● Review any unknown vocabulary terms in the presentation and write them on the board ● Write on the board the main learning objective of this lesson which would be “Antonyms are Opposites” ● Allow students to watch videos discussing verbs and adjectives ● Write definitions for Noun, Adjective, and Verb on the board so students can reference throughout the lesson ● Introduce the cut-out activity with adjectives and verbs ● Model what a correct answer would look like ● Explain that the students must get their answers approved by me before pasting them onto their worksheet ● Students should get at least 8 out of 10 matches correct ● Present the practice website (Practice with Antonyms) ● Model for students how to select and play a review game

Require learner participation

After the instruction on how to enter the Nearpod presentation, the students will be expected to follow along and be engaged during the lesson. Students will be given the opportunities to watch videos and answer questions throughout the Nearpod which they will be able to do on their tablets. Students will be required to pay attention during the videos and answer the questions on the Nearpod in a timely manner. Once the Nearpod presentation is complete, students will participate in a cut-out activity where they will have to match adjectives and verbs with their opposites (Beautiful, ugly; run; walk). Upon completion and getting at least 80% of the answers correct, students will be required to continue practicing with antonyms by going to Practice with Antonyms that will already 27 | P a g e


be pulled up on their tablets. Students will work on this website until I feel it is no longer necessary and that each child is comprehending antonyms. If a student is showing signs that they do not understand the objective (learning antonyms with adjectives and verbs), they will be given the opportunity to work with a partner who is getting the concept. 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 one-on-one with me to get a clearer understanding and more direct instruction on antonyms.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of student participation and understanding during the Nearpod lesson. Students will demonstrate understanding by working on matching with their adjectives and verb cut-outs and matching them with their opposites. The formative assessments should be recorded based on individual completeness and then reported into a gradebook. The formative assessment will also take place as students have individual structured practice on the practice website. I expect all students to participate and put forth their best effort while completing the assignments. I will provide the students with verbal feedback directly if I see they are struggling and will also give 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. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to work one-on-one with me. Summative Assessment The summative assessment will be in the form of a simple “Write the Antonym” worksheet. This worksheet consist of eight simple antonyms and includes pictures and a word bank. Students should complete this summative assessment with at least 90% accuracy considering they have pictures and a word bank to reference to. The students will receive a grade for their participation during the Nearpod presentation, how well they did on their cut-out activity, their work effort during structured practice, and of course, their summative assessment. The student’s work will document the student’s ability to demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites.(TN ELA standard K.FL.VA.7b) 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, type, and navigate a website.

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Individual Grading Rubric 3

2

1

0

Students understand all vocabulary terms associated with this lesson

Students understand most vocabulary terms associated with this lesson

Students understand some vocabulary terms associated with this lesson

Students understand no vocabulary terms associated with this lesson

Adjectives and Students their Antonyms correctly matched all adjectives with their correct antonyms

Students correctly matched most adjectives with their correct antonyms

Students correctly matched some adjectives with their correct antonyms

Students correctly matched zero adjectives with their correct antonyms

Verbs and their Antonyms

Students correctly matched all verbs with their correct antonyms

Students correctly matched most verbs with their correct antonyms

Students correctly matched some verbs with their correct antonyms

Students correctly matched zero verbs with their correct antonyms

Student Work Effort

The student contributed their best effort throughout the entirety of the lesson.

The student contributed a fair amount of effort throughout the lesson.

The student rarely contributed effort throughout the lesson.

The student did not contribute any effort throughout the lesson.

Summative Assessment

The student correctly answered all 8 questions and received score of 100%

The student correctly answered 6 questions and received score of 75%

The student correctly answered 4 questions and received score of 50%

The student correctly answered 2 questions and received score of 25%

Vocabulary Terms of Antonyms

Total

/15

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Please answer the questions below! Circle your answer. How did you feel about the Nearpod presentation?

Did you like the videos in the Nearpod?

Were the online games fun?

Did the online games helpful?

Do you know what antonyms are?

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Unit Media Share ABCYa The ABCYa.com website titled “Antonyms and Synonyms” offers a fun, interactive game called “Word Toss” that students can play in order to practice how well they know their antonyms and synonyms. This educational game allows students to practice matching synonyms and antonyms. Students can choose from two different levels of difficulty before they play. The rules of the game are simple. If you get 10 correct matches, then you get to choose a new ball. If you get 3 incorrect in a row, then your game is over! This website could be used during center time in a classroom while students are at a computer. It is easy to play, simple to use, and a fun way for students to see just how well they know antonyms and synonyms.

ABCYa.com (2018) Synonyms and Antonyms [Website] Retrieved March 17, 2018 from http://www.abcya.com/synonyms_antonyms.htm Antonyms for Kids Antonyms for Kids | Classroom Video is a very simple video that elementary students will understand. You can use this video in a classroom to introduce antonyms to young students. The video is animated, colorful, and sure to keep students attention. It begins by giving the definition of the word antonyms and then continues by giving multiple examples of pairs of antonyms. Towards the end of the video, there is a game called “Picking the Antonyms” that is sure to be a hit inside an elementary school classroom. The video list three words, where two are the correct antonyms that the students must choose. This game is perfect for students in younger grade levels because it keeps things simple and makes the tasks easy to achieve.

Homeschool Pop (July 15, 2017). Antonyms for Kids | Classroom Video [Youtube Video] Retrieved March 17th, 2018 from https://www.youtube.com/watch?v=uEFqdj41kEQ First Grade and Second Grade Antonyms and Synonyms First Grade and Second Grade Antonyms and Synonyms is a fun, interactive mobile app that allows beginning learners to practice learning about different antonyms and synonyms. It is important for students to understand these terms in order to enhance their reading abilities and comprehension. This app includes over 250 pairs of antonyms and synonyms that students can 31 | P a g e


do multiple activities with. These activities include flash card, matching game, memory game and sentences. Another benefit of this app is that it allows teachers and parents to create customized content worksheets directly from the app. All you have to do is pick the word list and it will create matching worksheets or sentence worksheets that you can use at home or in the classroom. This app is available in the App Store and requires iOS 6.0 or later. It is compatible with iPhone, iPad, and iPod touch.

Incorporated, AbiTalk (2016) First Grade and Second Grade Antonyms and Synonyms [App Store, Cost: Free. Includes In-App Purchase options for $3.99] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/first-grade-and-second-grade-antonyms-and-synonymsfree/id868415025?mt=8 Learning Games for Kids LearningGamesForKids.com is a website that offers games for students regarding antonyms. All of the games require students to show whether or not they know their antonyms. Students have the option of either playing a game titled “Antonym or Synonym?”, “Intermediate Adjective Antonyms”, and “Basal Reader Antonym Match”. This website goes along perfectly with my lesson because I will be discussing different adjectives that are antonyms. This website is a great resource that allows students to have fun while playing an educational game while also still learning and practicing their knowledge of antonyms.

LearningGamesForKids.com (2018). Learning Games for Kids Synonyms and Antonyms [Website] Retrieved March 17. 2019 from https://www.learninggamesforkids.com/vocabulary_games/antonyms Learning Opposites for Kids Learning Opposites for Kids is a mobile app that is helps students learn about antonyms. This app teaches and also facilitate students to assess their learning by conducting quiz activities. It has two basic features - “Start Learning” and “Start Activity”. The learning option is to meant to be used by students to help them learn more about the difference between opposite objects. The activity option offers 6 different quiz activities that help strengthen a student’s concept regarding opposite items. Some activities include swap the opposites, drag and drop the opposites, identify correct opposites, match correct opposites, find correct opposites and select correct opposites. This app is available in the App Store and requires iOS 8.0 or later. It is compatible with iPhone, iPad, and iPod touch. Solutions, Suave (2017). Learning Opposites for Kids [App Store, Cost: Free. Includes 1 set of activies that are available for $0.99.] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/learning-opposites-for-kids/id652819621?mt=8 The Opposite Song 32 | P a g e


The Opposite Song video is a three minute long video that has a simple flow and a catchy tune. It is a song all about opposites, and since this lesson is about antonyms, this video would be perfect to play during a lesson. It includes many common terms that younger students should recognize and also has lyrics that are easy to remember and sing along to. This video would be extremely helpful for musical learners inside a classroom and even for those students who are not musical learners simply because it is repetitive, which students need inside a classroom. This video would be a fun way to end a lesson on antonyms and also something you can use for a quick, easy review throughout the year to keep studentsâ&#x20AC;&#x2122; memories fresh over antonyms.

English Tree TV (September 24, 2016). The Opposite Song [Youtube Video] Retrieved March 17, 2018 from https://www.youtube.com/watch?v=4FxdYPTZDBs

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Haley Dorris Unit Rationale â&#x20AC;&#x201C; Addition and Subtraction of Whole Numbers In this unit, first grade students will be learning about how to represent and solve problems involving addition and subtraction. Within these addition and subtraction problems, they will learn how to find unknown variables in all positions of equations. Students may not understand how to determine what the missing variable is because this standard was not taught to them in the previous school year. Students will have learning experiences through examples provided by the teacher, worksheets, hands-on activities and videos. These diverse activities aim to assist students when they determine the omitted number of addition and subtraction equations. Knowledge on how to find a missing variable in an equation is important to students because it will help them be able to count money more sufficiently. Studying and understanding how to find a missing variable in an addition and subtraction sentence is a learning expectation covered under Tennessee State Standards for Math 1. OA.A.1. Operations and Algebraic Thinking: A. Represent and solve problems involving addition and subtraction. 1. OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. Additional Resources: â?&#x2013; NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=757CC9CDAD2D5C043E09AF911A4313DB -1 34 | P a g e


❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/6cf48bce46994ce5be74d0de4970f3ac ❖ Opening Commercial: 1MAT_MissingAddends.m4a ❖ Jeopardy Game: 1MAT_MissingAddendsJeopardy.ppt ❖ Media Share Selection Rubric: A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino. Search Terms: First grade math games Title: Math Playground Source/Location: www.mathplayground.com Hardware Required: computer, laptop, projector (if used for classroom instruction) © Date: 2018 Primary User(s): Teachers and Students Subject Area: Mathematics Grade Level: 1-12 Instructional Strategies: Online math practice

Brief Description: Math Playground is an awesome website for students from first grade all the way up to high school. It provides hundreds of games for students to choose from to help grow their math skills. This website makes for a great engagement activity to prepare students for learning. Math Playground supplies students with the necessary means for extra practice in all areas of math. As mentioned before, this website does benefit students for ages from first grade to high school, so this would be a great tool for students of all ages.

Standards/Outcomes/Objectives: These are few standards that aligned with the activities/lesson. There are many more standards. 1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.NBT.B.2 Know that the digits of a two-digit number represent groups of tens and ones. 1.NBT.C.6 Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction 35 | P a g e


Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.): To operate this website, students will need to be able to read. Students need to have average vocabulary level and can be able to comprehend simple and complex sentences. Also, students will need to have the average capability to use a computer. Since this website provides educational games for grades from first grade to high school, studentsâ&#x20AC;&#x2122; prior knowledge of mathematics is not a limitation. Students can start at their level of knowledge and grow in their math ability. Strengths: This website is easy for students to navigate due to how the games are separated by grades. Within the grades, the games are broken into categories of math. This website is exceedingly kidfriendly. It is also teacher-friendly because it offers a wide variety of resources for teachers. Common Core standards are also provided so it is easier for teachers to find games that align with lesson plans. Math Playground has been kidSAFE Coppa certified. Limitations: A limitation for this website is that it is only offered in English. This could hinder ELL or bilingual students because they will not be able to benefit from the multitude of math resources the website provides. Special Features: Special features of Math Playground include educational videos over a wide variety of math topics and a literacy component for younger students to build their reading skills. Another special feature includes the materials that are available for teachers to use in the classroom.

Name: Haley Dorris Date: March 18, 2018

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Rating Area

High Quality

Medium Quality

Low Quality

Alignment with

Standards/outcomes/

Standards/outcomes/

Standards/outcomes/

Standards,

objectives addressed and use of Web resource should

objectives partially addressed and use of Web resource may

enhance student learning.

enhance student learning.

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

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.

Outcomes, & Objectives

High Accurate & Current Information

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

High

Age-Appropriate

Language used is age

Language

appropriate and vocabulary is

Engagement

Quality

Medium

clearly inappropriate for student age.

student age.

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

The material represents the best available technology and media.

The material represents technology and media that are

The material represents technology and media that are

good quality, although there may be some problems using it.

not well prepared and are of very poor quality.

Medium

Technical

Language used is not age appropriate and vocabulary is

understandable. High

Interest Level &

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

engage most students in learning.

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

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Ease of Use (User may be Student or

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

Material follows patterns that are easy to follow most of the

There is no evidence of

There is little evidence of bias or advertising.

There is much evidence of bias or advertising.

The user guide is good

The user guide is poor

resource for use in a lesson. Directions may help teachers and/or students use the material.

resource for use in a lesson. Directions do not help

Teacher)

time, with a few things to confuse the user.

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

High

Bias Free

objectionable bias or Medium

advertising

User Guide &

The user guide is an excellent resource for use in a lesson. Directions should help

Directions

teachers and/or students use

teachers and/or students use the material.

Medium

the material.

Clear

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.

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

Use of Web resource gives students some opportunities to

Use of Web resource gives students few opportunities to

engage in new learning

engage in new learning

experiences

experiences.

Directions

High

Stimulates Creativity

Medium

experiences.

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Visual Design

The Web resource is designed with appropriate use of

High

graphics and text to ensure student understanding.

Quality of Links

The Web resource links facilitate navigating the

High

material and finding additional information.

Site Map

The Site Map is available and useful to help navigate and

Medium

access 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.

The Web resource links are not easy to navigate and make it

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

difficult to find additional information.

The Site Map is available and somewhat useful to help navigate and

information.

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

access information.

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 Ideas for Classroom Use: extra math help, recreational purposes, engaging activity, test preparation, brain warmup.

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ASSURE Lesson Plan Template Missing Addends Name: Haley Dorris Duration of Lesson: 45 minutes to 1 hour

Analyze learners

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

General Characteristics In the first grade classroom at Union Elementary STEM and Demonstration School, there are twenty students- which include nine males and eleven females. The students range from Caucasian, African American, and Asian and are between the ages of six and seven. One student has an IEP due to a developmental delay. This student is accommodated with one hour of inclusion and one hour of out-of-classroom instruction administrated by a special education teacher. The kindergarten through fifth grade school predominantly Caucasian (64.2%), but has a mixed population ranging from Asian (2.2%), African American (24.1), and Hispanic (9.0%) students. A special feature of Union Elementary School is that it is a STEM school. Being a STEM school, Union emphasizes the importance of science (S), technology (T), engineering (E) and mathematics (M). The school believes in focusing on these areas because the skills and knowledge in each discipline are essential for student success in and out of school. Curriculum Competencies To complete this lesson, students will need to know the basic steps of addition and subtraction to find the missing addend in an equation or word problem. Technology Competencies To complete this lesson, students will need to know how to navigate a tablet or computer.

State & NETS*S objectives

State Standard 1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation, with the unknown in any position. ISTE Standard 1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Behavioral Objective 40 | P a g e


Given a NearPod presentation, the students in the first grade class will interact within the activities of the presentation. These activities include reviewing basic math skills by utilizing the educational games on the website imbedded within NearPod, viewing videos that explain how to solve equations with missing addends, and answering equations and word problems by subtraction and illustrations to discover the missing addend. As the teacher and students are viewing and discussing the NearPod presentation, the students will take notes in their math journal. When indicated by the presentation, students will participate in a popsicle stick and clothes pin matching activity with one partner where students will locate the missing addends to complete the equation. Independently, students will then complete a summative assessment provided by the NearPod presentation. Language Objective Key vocabulary: addend, missing, sum, total, plus, altogether, more than, less than, addition, subtraction, illustration, left, increase, decrease, in all, unknown number. Academic Language Functions To express understanding, students will use the following vocabulary terms when answering questions and discussing equations amongst their peers. The mathematic expressions will be taught at the beginning of the lesson to allow the students to familiarize themselves with the terms. Each student will write the vocabulary in the math journals for them to refer back to as needed. The terms will also be reviewed throughout the lesson as the students encounter the words. The teacher will ask the meaning of the words and the students will provide an answer.

Select instructional methods, media, and materials

Curriculum Materials ● ● ● ●

Math journals (student centered) Sharp pencils (student centered) Sharp colored pencils- if desired by student (student centered) 10 plastic sandwich bags filled with popsicle sticks with equations written on them (student centered) ● 10 plastic sandwich bags filled with clothes pins that have a number written on them (student centered) ● Dry erase markers (teacher centered) Technological Materials ● NearPod website- Dorris, H. (2018, February 13). Nearpod. Retrieved April 06, 2018, from https://app.nearpod.com/library/preview/lesson41 | P a g e


● ●

● ● ● ● ●

L37689464 (teacher and student centered) Code for NearPod presentation- provided day of lesson (student centered) Website from web- Math Playground, LLC. (2018). Math PlaygroundFirst Grade. Retrieved on March 17, 2018 from https://www.mathplayground.com/grade_1_games.html (student centered) Missing Addends video- kmcgreer1972. (2012, August 27). Math with Mr. Stickman (Missing Addends). [YouTube Video.] Retrieved on March 17, 2018 from https://www.youtube.com/watch?v=-VM_9lkBDDA (student centered) Computer Lab with at least 20 working computers with internet access (student centered) One tablet with Wi-Fi/internet connection and the NearPod app already downloaded for the teacher to facilitate the presentation (teacher centered) Smartboard to display the presentation (teacher centered) Computer connected to the Smartboard (teacher centered) White board to write the NearPod website on (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 ● Create NearPod presentation ● Reserve computer lab ● Preview the Math Playground website-- *previewed and approved* ● Preview the Missing Addends video-- *previewed and approved* ● Make sure all students have their math journals, pencils, and, if desired by student, colored pencils ● Create the matching activity with clothes pins and popsicle sticks ● Make sure every set of the matching activity has correct answers ● Have the NearPod presentation prepared on the teacher’s tablet ● Have the NearPod website written on the white board ● Write the NearPod code on the white board ● Check for properly working Smartboard ● Check for properly working student computers ● Have writing utensils for dry erase board Prepare the Classroom ● Turn the lights off for the Smartboard ● Turn on all student computers ● Turn the teacher tablet on 42 | P a g e


Prepare the Learner ● Provide the students with the NearPod website and code ● Prepare the students for the lesson by doing a Brain Warm-Up. This warm-up will consist of the learners participating in one online activity from the Math Playground website (embedded within the presentation) ● Inform students that they must take notes over what is being taught. ● Explain the definitions of the academic vocabulary terms (students will write these terms in their math journals to refer back to as needed) ● Instruct the students on how to solve an equation to find a missing addend while going through the slides of the presentation ● Model how to find missing addends in addition equations through examples ● Introduce the Missing Addends video (embedded within the presentation) ● Instruct students to pair up with their shoulder partner to complete the matching activity ● Present the students with the summative assessment (embedded within the presentation)

Require learner participation

After being introduced to the vocabulary terms, the teacher will facilitate the NearPod presentation. During this time, students will be actively engaged in the lesson as they view the presentation slides on their own computer. They will be asked to interact with NearPod as there are interactive elements to the presentation. Students will be asked during the video to solve the equation presented for the missing addend. They will solve the video equation in their math journals. Through the instruction on missing addends, the students will also take notes in their math journal to help them better absorb the information. After the video, students will breakup into pairs with their shoulder partner. Each pair will be handed two sandwich bags- one bag will contain popsicle sticks and the other will contain clothes pins. The pairs will be instructed to match the equation written on the popsicle stick to the missing addend written on the clothes pin. The students will be allowed to utilize the notes they wrote in their math journal for this activity. Once this formative assessment activity is complete, the students will be provided with a summative assessment that is implanted within the NearPod presentation. The students will complete this assessment independently and without notes. The formative assessment will be graded on the completion and correctness of the task. The summative assessment will be graded based on the number of correct answers the students provide. If a student is showing signs of misunderstanding the objective (solving addition problems with missing addends), then they will be directed to ask their shoulder partner to explain the concept for additional instruction and support. If the student still does not grasp the objective after peer tutoring, the teacher will discuss the information with the student one-on-one to discover what the student is struggling to comprehend. 43 | P a g e


Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observing whether or not the students provided the correct answer to the equation provided by the video and completing the matching activity. Students will demonstrate understanding from the video by figuring out the correct answer along with the video. As for the matching activity, students will display understanding by correctly matching the addition equation and the missing addend with their partner. The formative assessments will be checked for correctness and recorded by the teacher. The teacher will then enter the grades for these assessments into the gradebook. The grade from the video equation will be based off of the work of each individual student. The matching activity assessment grade will be based off the work of each pair of students- both students in a pair will receive the same grade. All students will be expected to be actively engaged during both formative assessments. If a student is not actively engaged, it will be noted and taken into account during grading. To be actively engaged, students will solve the equation with the video and not wait until the end to obtain the answer. Also, they will work equally with their partner during the matching activity. If students do not portray this, it will be noted and taken into account during grading. Students will be provided with verbal feedback to inform them on what they answered correctly and what they need further assistance on. If the objective is not being met by a large portion of class, the teacher will end and reassess the lesson to provide the students with a more effective instructional strategy. If a student is not meeting the proficiency level, the teacher will provided one-on-one assistance. Summative Assessment The summative assessment will be a series of equations and word problems asked within the NearPod presentation. The grade will be based on whether the students answered the questions correctly or incorrectly. If the students answer more than half of the questions correctly, they will be considered proficient. The studentsâ&#x20AC;&#x2122; work will reflect the studentsâ&#x20AC;&#x2122; ability to determine the unknown whole number in an addition or subtraction equation, with the unknown in any position (TN Math standard OA.D.8) and how students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies (ISTE 1.d).

Matching Activity Grading Rubric

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3

2

1

0

Matching the popsicle sticks and the clothes pins.

All ten popsicle sticks and clothes pins are matched correctly.

Between six and nine of the popsicle sticks and clothes pins are correctly matched.

Between two and five of the popsicle sticks and clothes pins are correctly matched.

One or no popsicle sticks and clothes pins are correctly matched.

Engagement

Both partners are collaborating to match the popsicle sticks and clothes pins.

One partner is doing most of the work, but the other is providing some assistance

Only one partner completed the activity. The other partner did not participate.

Neither partner completed the activity.

Total

/6

Use of Technology Grading Rubric 3 Studentâ&#x20AC;&#x2122;s ability to use online resources.

Total

The student easily maneuvered through NearPod and Math Playground with no problems.

2 The student had little trouble maneuvering through NearPod and Math Playground.

1 The student had multiple problems maneuvering through NearPod and Math Playground.

0 The student did not participate in NearPod or Math Playground.

/3

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Unit Media Share Animal Math First Grade Games Animal Math is an app that assists first grade students’ learning through fun, interactive mathematic games. This app is designed by parents and teachers. It provides students with positive encouragement and over a hundred math games for them to grow their knowledge of math concepts. To interest and engage students, this app adds an adventurous element to the learning experience. Students help Math-Explorer Emma and her animal friends make it across the African wild. Students have to complete multiple games for Emma and the animals make it to their destination. With this element in the app, it gives students a goal to achieve. This makes them want to interact more with the game and in turn improve their math skills. This app aligns with Common Core math standards. Eggroll Games, LLC. (August 18, 2017). Animal Math First Grade Games. [iTunes App, Cost: Free] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/animal-mathfirst-grade-games/id903749612?mt=8 eSpark Learning: Find the Missing Number (1.OA.8, Quest 4) This short eSpark Learning video on missing numbers helps students find missing numbers, or addends, in an equation. This video takes the students on a “quest” where they sail into shark infested waters where a total of seven sharks live. However, not all of the sharks are present. The video uses this fun story to capture students’ attention and to explain how to find a missing number. The video will help promote student learning because of how it captures students’ attention. It is much more beneficial to show students engaging videos because students are more likely to learn if they are having fun and are engrossed in the information. eSparkLearningVideos. (2013, July 25). eSpark Learning: Find the Missing Number (1.OA.8, Quest 4). [YouTube Video]. Retrieved on March 17, 2018 from https://www.youtube.com/watch?v=F6W_-1PswGc First Grade Math Games Education.com is an excellent resource for educators, students, and parents. This website provides worksheets, activities, games, workbooks, lesson plans, exercises, songs, and stories to enhance the learning experience. The resources on this website range in ages all the way from preschool to high school. It promotes many great educational purposes. For example, this would 46 | P a g e


be a great website for teachers to find worksheets, lesson plans, activities, and other classroom assets. For students, this website offers extra help and practice on any subject. It would be a great tool for tutoring. As for parents, if they were to choose to homeschool their children, they could use this website to help further their children’s education. Education.com, Inc. (2006). First Grade Math Games. Retrieved on March 17, 2018 from https://www.education.com/games/first-grade/math/ Math with Mr. Stickman (Missing Addends) Math with Mr. Stickman is a short and simple video that teaches students how to find missing addends in an addition sentence. Though this video is short and simple, it is great because of its use of academic language. After watching this videos, students will be able to not only find a missing addend, but they will also be able to define what a missing addend is. Mr. Stickman shows students an easy way to find the missing addend in an equation by using pictures to determine the answer. This shows students that there is more than route to find the correct answer to a math equation. kmcgreer1972. (2012, August 27). Math with Mr. Stickman (Missing Addends). [YouTube Video.] Retrieved on March 17, 2018 from https://www.youtube.com/watch?v=-VM_9lkBDDA Math Playground Math Playground is an awesome website for students from first grade all the way up to high school. It provides hundreds of games for students to choose from to help grow their math skills. This website makes for a great engagement activity to prepare students for learning. Math Playground supplies students with the necessary means for extra practice in all areas of math. As mentioned before, this website does benefit students for ages from first grade to high school, so this would be a great tool for students of all ages. Math Playground, LLC. (2018). Math Playground- First Grade. Retrieved on March 17, 2018 from https://www.mathplayground.com/grade_1_games.html Splash Math- First Grade Math Learning Games Splash Math is an app that assists first grade students’ learning through fun, interactive mathematic games. This app is a comprehensive and curriculum aligned math platform that strengthens math concepts using self-paced and adaptive practice. This app has over seventy different math games for students to interact and engage with to increase their math skills. Since the Splash Math app encompasses such a wide range of math concepts, this app is perfect for aiding in developing students’ math skills. When students encounter a wrong answer, the app provides an explanation as to why the answer is incorrect. This helps students see exactly what they may need to improve on when solving math equations. The most affective aspect of the app is how documents students’ achievements and progress throughout their time of using the app. This app aligns with Common Core math standards. 47 | P a g e


Study Pad, Inc. (January 24, 2018). Splash Math- First Grade Math Learning Games. [iTunes App, Cost: Free] Retrieved March 17, 2018 from https://itunes.apple.com/us/app/1st-grade-math-learning-games/id463469532?mt=8

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Kennedy Harper Unit Rationale - Classifying Needs vs Wants In this unit, first grade students will learn how to distinguish between needs and wants. Students may not understand how certain objects or aspects qualify as “wants” when they believe them to be “needs” or vice versa. Students will gain mastery of the standard through the use of interactive videos, grouping, writing activities, hands-on games, and lectures. The usage of these learning techniques will aide students in being able to successfully differentiate between needs and wants, and what features will impact each student’s decision. Sufficient knowledge about the variances of needs and wants is important for students to know at an early age because it can help lead them to understand price and value, and can teach students the life lesson that money and happiness do not intertwine—while inferring that needs should come before wants. Once students finish this unit, they should be able to easily look at individual objects and determine whether it is a need or a want. Moreover, students will gain life-long knowledge that will assist them in financial balance and budget usage for their adult lives. Studying and classifying the differences of needs and wants is a learning expectation in Common Core Social Studies 1.14. Examine and analyze economic concepts including basic needs vs. wants and the factors that could influence a person to use money or save money. Additional Resources: 49 | P a g e


❖ NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=6A1EE1810A25B0A54018ED20042E007C-1 ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/14901a5134c14884b9fd5b649c371fb8 ❖ Opening Commercial: 1SOC_NeedsWants.wav ❖ Jeopardy Game: 1SOC_NeedsWants.pptx

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Needs vs. Wants Name: Kennedy Harper Duration of Lesson: 30 minutes

Analyze learners

Subject Area(s): Social Studies Grade Level: 1st

General Characteristics In the first-grade class at Guild Elementary School, there are 21 students including 11 females and 10 males. Of these students, 3 have an IEP in place and 1 has a 504 plan. Some of the accommodations set in place for these learners include extended time on tests, a voice interpreter to read the tests aloud, no penalty on messy handwriting, and the use of calculators on assessments (if permitted by the teacher). One of these students with an IEP also participates in speech classes two days a week, which is provided through the school system. There are 3 students in Tier IV (SPED), 5 students in Tier II reading, 3 Tier II math students, and the rest are in Tier I (enrichment). The students range from The students range from Caucasian, African American, Hispanic and Native American and are between the ages of six and seven. There are no ELL students present in this classroom, so all students speak English, fluently. This school serves grades PreK-5 with a total of 728 students. Within this group of students, there are 394 Caucasian students, 112 Hispanic students, 1 Native Hawaiian student, 1 American Indian/Alaskan Native student, 16 Asian students, and 203 African American students. This school is a Title 1 school that provides the following classes: Speech and Language; Special Education; CDC; Related Arts including physical education, music, computer lab, art, library, and guidance. Intervention and leveled small group instruction and activities are included throughout each school day. Teachers are required to teach the Tennessee State Curriculum Standards in English/ Language Arts, Mathematics, Science, and Social Studies. Each week, teacher/group meetings, per each grade, are held to discuss which lessons, standards, and assessments are going to be given the following week so that each teacher is on the correct track with what they are teaching. Teachers keep track of their students' progress during the school year through several weekly assessments, and 3 benchmark tests in which they assign their students to a RTI2 group based on the scores. All lessons are required to provide differentiated learning, and the lessons often focus on the multiple intelligences of each student for maximum learning capability. The school participates in 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 a balanced meal with macronutrients that they need to learn and stay focused throughout the day. 51 | P a g e


Curriculum Competencies To complete this lesson, students will need to know basic concepts about what it means to save or spend money and monetary amounts.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to navigate a tablet and how to select correct answers on a learning game. State Standard 1.14 Examine and analyze economic concepts including basic needs vs. wants and goods vs. services and the factors that could influence a person to use money or save money 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 (Kahoot!) and PIN number, the students in the first-grade class will navigate and answer questions over basic needs, wants, good, and services. Then students will collaborate with their groups when playing the Jeopardy Learning Game to show their understanding of the terms and standard in a fun, engaging way. Language Objective Key vocabulary: good, service, need, want, save, spend, consumer, producer, scenario. Academic Language Functions To express understanding, students will use the following vocabulary terms to ask and answer questions over basic needs, wants, goods, and services. The group of students will then use their knowledge to compete with one another in a Jeopardy learning game to test for understanding. This game will be proctored by the teacher to ensure student learning is being acquired. 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 participate in the quiz and learning game. The students will watch a BrainPop Jr. video and then we will discuss the words as a whole group and the teacher will write and display the terms on the dry erase board for the duration of the lesson. Students will receive a blank sheet of paper to write notes and definitions on if they wish to do so.

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Select instructional methods, media, and materials

Curriculum Materials ● 21 pieces of paper for student work in a group setting (student centered) ● 21 pencils (student centered) Technological Materials ● Mobile App- Kahoot! (2013). Kahoot! [Google Play, iTunes App, Cost: Free] Retrieved on March 18, 2018 from https://play.google.com/store/apps/details?id=no.mobitroll.kahoot.android (student centered) ● Website from the web- Brainpop Jr. (1999). Brainpop Jr: Needs and Wants. [Website]. Retrieved on March 18, 2018 from https://jr.brainpop.com/socialstudies/economics/needsandwants/ (student centered) ● 21 media devices (IPads) with Wi-Fi/internet connection (student centered) ● ACER laptop for video and Jeopardy Game (teacher centered) ● Connection cord to display video from laptop to Smart Board (teacher centered) ● Smart Board display screen (teacher centered) ● Dry erase board (teacher and student centered) ● Dry erase markers (teacher centered) ***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Utilize media and materials

Preview and Prepare Materials ● Preview Economics BrainPop Jr. video— *previewed and approved* ● Preview the mobile app Kahoot!— *previewed and approved* ● Test Jeopardy Game for appropriate function and use—*approved* ● Hand out blank papers to all 21 students ● Have the video prepared on the ACER laptop ● Check for properly working connection cord ● Check for connection of cord to laptop for displaying ● Have writing utensils for dry erase board ● Have the mobile app prepared on the iPads Prepare the Classroom ● Turn the lights off for the projector. ● Turn on the Smart board ● Turn on the laptop Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the video provided (BrainPop Needs and Wants). 53 | P a g e


● Explain that vocabulary words and definitions or important notes may be written on the blank sheet of paper that each student was provided with for easier access. ● Write the vocabulary terms for the economics lesson on the board for student use during the lesson. ● Present the practice web app (Kahoot!) ● Model for students how to enter the PIN number provided and how to select an answer ● Model fluent reading skills while reading the questions aloud. ● Complete the Quiz as an entire class, and review the final scores located at the end of the quiz screen. ● Students will divide into 2 groups, boys versus girls. ● Groups will be prompted to send one teammate up each round to compete against the other team for a chance to win house points. ● Model a test round of how the game will be played and the correct way to answer a question by saying, “What is…” ● Groups will compete in the learning game fairly and with good attitudes to show understanding of the content standard.

Require learner participation

After instructing on how to correctly use technology, students will be given a blank sheet of paper and a pencil to write important vocabulary words and notes from the Brainpop Jr. video. Once the video is completed, students will be instructed to think-pair-share with their neighbors over the key details obtained through the video and relating the main ideas to one another. Once this is complete, students will retrieve iPads from the iPad cart and click in the mobile app Kahoot! that has already been loaded onto the iPads, where they will wait for further instruction. Once all students are accessed into the application, the PIN number will be placed on the board for students to join the quiz session. One question at a time, the quiz will be read aloud to all students, making sure to pause and elaborate on certain difficult words that students may need assistance with. Students will answer each question to the best of their ability and receive a score at the end of the session of right and wrong answers to be documented. After the quiz is completed, students will return the iPads to the correct spot and separate into the boy/girl group setting with boys on the right side of the room and girls on the left to begin the Jeopardy game. The winning team (based on the most points in the end) will be awarded 10 house points, and the losing team will receive 5 house points. Students will be graded by overall participation in discussion time, group work, and correctness of answers. If a student shows signs of misunderstanding the objective (distinguishing between needs, wants, goods, and services), ask three before me will be implemented. For this strategy, students will be instructed to ask three of their peers for assistance in the subject area, and if confusion is still present, I will assist the student individually by giving him/her different examples and definitions to aide understanding. 54 | P a g e


Evaluate and revise

Formative Assessment Formative assessments that will be used during the lesson include observation of group discussion. After completing the BrainPop Jr. video, students are instructed to think-pair-share with one or more of their peers about the main ideas and vocabulary words that were demonstrated in the video. As students are collaborating ideas, I will walk around the room listening for the ideas that students are giving. If I notice students talking off task or stating vague ideas, I will ask for elaborations to ensure student learning and understanding of the content presented to them. Summative Assessment The summative assessment will be the combination of the students’ participation and correctness of their Kahoot! Quiz and the academically correct answers given during Jeopardy. Students must be able to correctly answer 20 out of 25 questions over needs, wants, good, and services to be considered for mastery over the content standards. The students will receive a grade for their work effort within their group, the group’s overall participation in the lesson, and the use and memorization of the vocabulary words reviewed in the BrainPop video. The student’s work will document the student’s ability to Examine and analyze economic concepts including basic needs vs. wants and goods vs. services and the factors that could influence a person to use money or save money (TN Social Studies standard 1.14) 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 listen and follow directions when prompted to do so.

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Collaborative Work Skills : Classifying Needs, Wants, Goods, and Services

Teacher Name: Ms. Harper

Student Name:

CATEGORY Contributions

Quality of Work

Focus on the task

________________________________________

4 Routinely provides useful and academically correct ideas when participating in the group and in classroom discussion. Abundance of effort given. Provides work of the highest quality. Answering at least 20 out of 25 answers correct on the Jeopardy game and Kahoot! quiz.

3 Usually provides useful and academically correct ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Provides high quality work. Answering at least 15 out of 25 answers correct on the Jeopardy game and Kahoot! quiz.

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.

2 Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Answering 10 out of 25 questions correctly on the Jeopardy game and Kahoot! quiz. 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 on-task.

1 Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate or off task behavior is present. Provides work that usually needs to be checked/redone by others to ensure quality. Did not answer more than 5 correctly on the Jeopardy game or the Kahoot! quiz.

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

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Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

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.

Score:

Technology Student Checklist

Standard:___________

Student Name:_________________________

Date:____________

/ 16

(Check all that apply for 1 point each)

______ Student successfully turned on the iPad

______ Student located the Kahoot! app

______ Student successfully logged in the PIN number for the quiz.

______ Student completed the quiz to entirety _____ Partially

______ Student was able to navigate the iPad with ease.

______ Student was able to successfully shut down the iPad.

Total: ____/6___

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Unit Media Share The Berenstain Bears Get the Gimmies (2-2) The Berenstain Bears get the Gimmies is a fun, yet educational video to help students classify the differences between needs and wants with examples. This video shows how brother and sister bear really want news toys and treats, but mama and papa continue to remind the two that they do not need those satisfactory items for survival. Also, a flashback occurs between mama, papa, grandma, and grandpa bear, where it shows papa bear as a young cub witnessing a young child being told â&#x20AC;&#x153;noâ&#x20AC;? to getting an apple due to lack of finances. This scene helps students understand money financing going towards needs versus wants on a first-grade level. iVideoXD (account holder). (2010, April 13). The Berenstain Bears Get the Gimmies (2-2) [YouTube Video]. Retrieved March 18, 2018 from https://www.youtube.com/watch?v=j9cAJIaAEYQ Brainpop Jr. Brainpop Jr. is an educational website with over 1,000 short, animated movies for students in grades K-12. This website offers quizzes and related materials to cover the core subjects of learning as well as implementing technology, health, arts, and music into learning. Furthermore, Brainpop Jr. offers learning games and study materials for students and teachers to view and play with. This website would be beneficial to students because it offers a visual representation over wants versus needs on a first-grade level to demonstrate understanding. Teachers could use this website as a pre or post assessment to show students a fun, animated explanation over needs versus wants while also quizzing them at the end of the video to ensure that all students understand the material. Brainpop Jr. (1999). Brainpop Jr: Needs and Wants. [Website]. Retrieved on March 18, 2018 from https://jr.brainpop.com/socialstudies/economics/needsandwants/ Kahoot! Kahoot is a tool that is used to create and play trivia games in a fun and exciting way. Students can actively participate with the any device that connects to the internet. By using this tool, 58 | P a g e


teachers can create his/her very own personalized quizzes that test for student understanding of subject-specific topics and vocabulary. Students will benefit from this application because it provides informal formative assessment opportunities and allows for ample student participation. At the end of each Kahoot quiz, students will receive a score of how many points he/she earned during the quiz, and the teacher will be able to view problematic questions that were missed by students. Kahoot! (2013). Kahoot! [Google Play, iTunes App, Cost: Free] Retrieved on March 18, 2018 from https://play.google.com/store/apps/details?id=no.mobitroll.kahoot.android My Money The Department of Financial Services created the My Money Program in order to provide educational lessons for individuals with important resources for family members and caregivers. The My Money Program allows individuals to learn and practice financial skills at their own pace, using interactive games, activities and educational videos. The game provided on this source demonstrates understanding over basic needs and wants. This website begins with a basic demonstration over what needs and wants are before transitioning into the learning game. This game reads each question aloud, which is a necessity for 1 st grade students who may struggle with reading and decoding certain words.

Florida Department of Financial Services (2012). MyMoney: Needs and Wants [website]. Retrieved on March 18, 2018 from https://www.myfloridacfo.com/mymoney/games/needs-vs-wants-game.html Study Island Study Island helps students in grades K-12 to master state-specific, grade-level academic standards in a fun and engaging manner. Study Island combines rigorous content that is customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement. There is a function on Study Island that allows for educators to create his/her own quiz to test certain standards for students. Once each individual child takes this quiz, results are sent directly to the teacher for reviewing. This application would be useful in the classroom by both allowing students to see and participate in online activities over 1st grade Social Studies and allowing teachers to accurately monitor and record student progress. Edmentum (2018). Study Island [iTunes App, Cost: Free (must have a subscription to access)] Retrieved on March 18, 2018 from https://app.studyisland.com/cfw/login Wants and Needs 59 | P a g e


This YouTube video gives a brief overview of basic economics wants and needs at the elementary age level. This video includes a PowerPoint presentation that is being reviewed and discussed in the first two minutes of the video, then a BrainPop video discussing economic needs and wants begins. This video would be beneficial for students due to the vivid examples that are placed within this video. Also, this video would be beneficial for teachers who acquire a BrainPop subscription, for a quiz could be implemented at the end of this video to check for student understanding of basic needs and wants. Spicer, Jennifer (Account Holder). (2015, February 15). Wants and Needs. [YouTube Video]. Retrieved March 18, 2018 from https://www.youtube.com/watch?v=ij3m8iqPqU4

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Hannah Hughes Unit Rationale – Counting Money In this unit, second grade students will be learning how to count coins and dollars, such as pennies, nickels, dimes, and quarters to reach a cent or dollar value. Students may have a difficult time remembering what each coin is worth, and how to use the dollar and cent signs appropriately. Students will have learning experiences through digital games, money songs, lectures, and hands-on construction activities. These diverse activities aim to assist students when they demonstrate their knowledge about counting money using the different coins and dollar bills. Knowledge about counting money is important for students, because it is a basic skill that they will need to know how to do in their everyday lives. Once students understand these money skills, they will then be able to apply it to their life and fulfill their needs and expenses. Working with money is a learning cluster outlined in Common Core Mathematics: Measurement and Data, Standard C.8 Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/3KxCGaEQFK

❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/3da19f08d85e416e977af1f163a12fa3 ❖ Opening Commercial: 2MAT_CountingMoney.m4a 61 | P a g e


❖ Jeopardy Game: 2MAT_CountingMoneyJeopardy

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Counting Money Name: Hannah Hughes Duration of Lesson: 35 minutes

Analyze learners

Subject Area(s): Mathematics Grade Level: 2nd

General Characteristics In the second grade class at Guild Elementary School, there are twenty-three students- which include twelve females and eleven males. The students’ composition consist of African American, Caucasian, and Hispanic and are between the ages of seven and eight. Five students have IEP’s/504’s for learning disabilities and speech. There is only one English Language Learner in the class and this student spends time outside of the classroom with a speech therapist. The remaining students are fluent with the English language. The PK-5 school is predominantly Caucasian, but has a mixed population ranging from African American, Hispanic, and Asian with average daily attendance rate of 97.2%. Guild is a wonderful school with a great administration, faculty, staff, and students. It is a well-educated and friendly environment for children of all races and backgrounds. Curriculum Competencies To complete this lesson, students will need to know how much each coin is worth and be able to add coins together to reach a value.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to operate a tablet and/or computer and how to enter amounts of money using dollar and cent signs appropriately on an excel spreadsheet. State Standard 2. MD.C.8- Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. ISTE Standard 5. b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.

Behavioral Objective Given a website and spreadsheet software, the second grade students will practice with their group members, their counting money skills on the Kids Cash Register Grocery app. Once the students have finished this game, each group will come to the classroom grocery store and purchase items with the given amount of money 63 | P a g e


they have. Then, the students will complete within their group, a spreadsheet (Excel) of their shopping bill. The students bill will include the quantity of each item purchased, the item name, the amount each item cost, and the total of their bill. By creating the spreadsheet, it will allow the teacher to see if the students mastered the standards and objectives. Language Objective Key Vocabulary- penny, nickel, dime, quarter, count, money, total, amount, dollar, cent, addition, cent sign, dollar sign, change, coins. Academic Language Functions To demonstrate understanding, the second grade students will use the vocabulary terms to assist them with their Kids Cash Register Grocery game. The group of students will also use these vocabulary terms to support their shopping bill spreadsheet. Once the whole class has completed this task, each group will present to their classmates their Excel shopping bill spreadsheet with support from the teacher. The vocabulary terms will be discussed before the lesson. These words will provide the students with a better understanding of the terms they will come in contact with as they play their cash register grocery game and create their shopping bill spreadsheet. A counting money video will be shown to begin the lesson. We will discuss the words shown in the video as a whole class. There will be money posters posted throughout the classroom for the students to refer to if needed.

Select instructional methods, media, and materials

Curriculum Materials • •

23 sheets of notebook paper for the students to work out money problems. (student centered) 23 pencils (student centered)

Technological Materials •

• • •

Technology App- (2015). Kids Cash Register Grocery. [App, Cost: $2.99] Retrieved from iTunes App Store on April 7, 2018 from https://itunes.apple.com/us/app/kids-cash-registergrocery/id1033071354?mt=8 (student centered) The Money Song Video. (2017, August 21) Penny, Nickel, Dime, Quarter | Math Song for Kids. [Web, Cost: Free] Retrieved April 7, 2018, from https://www.youtube.com/watch?v=pnXJGNo08v0. (student centered) Microsoft Excel spreadsheet software (student centered) 6 media devices (ACER computers and Apple iPads) with Wi-Fi/Internet Connection (student centered) 64 | P a g e


• •

Laptop Computer for The Money Song Video (teacher centered) Projector and projector screen

***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 Kids Cash Register Grocery App-- *previewed and approved* Preview The Money Song Video-- *previewed and approved* Preview Microsoft Excel spreadsheet software-- *previewed and approved* Make sure the computers and tablets are all working properly. Check for properly working projector. Check for connection on the iPads, laptop, and computers. Have the video prepared on the laptop. Have 23 sheets of notebook paper available.

Prepare the Classroom • •

Turn the lights off for the projector. Turn the projector on.

Prepare the Learner • • • • • • • •

Introduce the lesson and vocabulary words by referring to the video (The Money Song) Inform the students about the money posters posted throughout the room for use during the lesson. Present the practice app (Kids Cash Register Grocery) Model for the students to see how to operate the sound and enter the correct answer. Complete a few problems together as a whole group to get the students started. Students will be divided into 6 groups at an ACER computer or Apple iPad. The groups of students will play one practice round on the Kids Cash Register Grocery app. The groups of students will purchase groceries at the classroom grocery store with a given amount of money then create a shopping bill spreadsheet on Microsoft Excel.

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Require learner participation

Evaluate and revise

After discussion and instruction on how to use all of the technology that will be used, the students will be divided into 6 groups (5 groups of 4 and 1 group of 3.) Each group will be assigned a computer or iPad and will be given notebook paper and pencils. From there the students will get on the Kids Cash Register Grocery app and start playing the game. In this game, the group of students will be required to add and subtract money, enter in the price on the cash register, count the money the customer pays and calculate the change. There are 40 different items for the customer to buy as well. Once the game is completed, each group of students will have 3 dollars to spend at the classroom grocery store. After the students have purchased their groceries, they will return to their seats and complete a Microsoft Excel spreadsheet that is already loaded on their computer/laptop of their shopping bill. Each group will have the quantity of each item purchased, the item name, the amount each item cost, and the total of their shopping bill. When all 6 groups have completed this task and printed their spreadsheet each group will be asked to present their spreadsheet to their classmates. The students will place their spreadsheet under the ELMO so it can be seen by the entire class. This will be beneficial for all students to see all of the different grocery items each group purchased to equal 3 dollars. The students will be graded on their completion of the Kids Cash Register Grocery game, shopping bill spreadsheet, the correctness of the spreadsheet, participation within their group, and presentation to the class. If I notice that a student(s) might be struggling with the objective of the lesson, I will ask one of the group members to help explain the object of the game or the spreadsheet in simpler terms than I would. If this doesnâ&#x20AC;&#x2122;t seem to work, I will allow the student to take away some of the items that were purchased in the classroom grocery store and allow them to spend one or two dollars instead of three. Formative Assessment Formative assessments that will be used in this lesson are completing the Kids Cash Register Grocery game, taking part in the purchases of the items in the classroom grocery store by collaborating with their group members on what needs to be bought, and the presentation of the spreadsheet that was created. There will be a checklist of all of the formative assessments given and will be checked off accordingly. The students will be assessed individually and as a whole group as well. The formative assessments will be given while the students are working with their group members on their cash register grocery game, spreadsheet, and presentation of their shopping bill. All students are expected to participate within their group as well as speaking during the presentation to the class. If the majority of the students seem to be struggling with the objective of this lesson, I will stop and reteach the portions that might be confusing to the students. If the student(s) are not excelling on the formative assessments then extra instruction will be provided. Summative Assessment 66 | P a g e


The summative assessment will be based on effort of each group member and group as a whole, completion and accuracy of the Excel spreadsheet, presentation to the class. The students will receive a grade for the effort shown while collaborating with their group members, correctness and creativity of their shopping bill, and participation in the presentation of their spreadsheet. Each group’s spreadsheet will display the knowledge of each student and their ability to solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately (2. MD.C.8.) Students having access to complete this lesson on computers/iPads will allow them to collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making (ISTE Standard 5. b.) This lesson will also allow students to become introduced to Microsoft Excel. The students will be required to complete a spreadsheet and print their bill when finished. I will create a checklist of requirements that students should master in order to be successful with the ISTE standard. The students will complete an exit ticket when the lesson is over. The students will answer questions such as, “Did you enjoy creating a spreadsheet on Excel?” “Would you like to participate in more lessons that involve technology?” Group Grading Rubric 3

2

1

0

Completion of Cash Register Grocery game/Excel spreadsheet.

The group completed multiple levels of the cash register grocery game.

The group completed the same level of the grocery game multiple times.

The group completed one game of the cash register grocery game.

The group did not complete the cash register grocery game/Excel spreadsheet.

Purchase items in the classroom grocery store.

The group purchased items that totaled $3.00

The group purchased items that totaled $2.00

The group purchased items that totaled $1.00

The group did not purchase any items.

Accuracy of Excel spreadsheet.

The group completed the Excel spreadsheet with

The group completed the Excel spreadsheet with a score of 70%.

The group completed the Excel spreadsheet with a score of 60%.

The group did not complete the Excel spreadsheet.

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a score of at least 80%. Total

/9

Student Grading Rubric 3

2

1

0

Work Effort throughout the lesson.

The student contributed a notable amount of effort within their group.

The student contributed a minimal amount of effort within their group.

The student barely showed any effort within their group.

The student did not contribute at all within their group.

Participation in the presentation.

The student spoke loud and clear and gave excellent information when presenting the spreadsheet.

The student spoke softly and gave very little information when presenting the spreadsheet.

The student said a few words when presenting the spreadsheet.

The student did not speak at all when presenting the spreadsheet.

Total

/6

Unit Media Share ABCYa This abcya.com website titled â&#x20AC;&#x153;Learning Coinsâ&#x20AC;? is a neat game for students to practice learning coins. On this website the students will be able to learn all about the coins from the worth to the 68 | P a g e


president on each of them. Once students feel confident with the coins, they will be able to sort the coins. There are four treasure chests labeled one cent, five cents, ten cents, and twenty-five cents, and the students will be required to drop and drag the correct coin into the appropriate chest. This resource is beneficial to emerging students who are learning the basics of coins. ABCYa (2018). Learn to Count Money â&#x20AC;&#x201C; Counting Money. Retrieved on March 18, 2018 from http://www.abcya.com/counting_money.htm Amazing Coin â&#x20AC;&#x201C; Kids Money Learning Counting Games Amazing Coin is a great educational game for allowing children to practice identifying coins and solving math problems using the coins. The most frequently used coins in this app are the penny, nickel, dime, and quarter, however, half dollar and dollar are available if practice is needed with them. There are 9 games to choose from within this app. Some examples of these games are: making change, paying for items, learning the name and spelling of each coin, greatest value/least value, and addition. This app is compatible with iPhone, iPad, and iPod Touch and requires iOS 8.0 or later. JP Game, LLC (2018). Amazing Coin-Kids Money Learning Counting Games. [Cost: Free] Retrieved from iTunes App Store on March 18, 2018 from https://itunes.apple.com/us/app/amazing-coin-kids-money-learning-countinggames/id495887877?mt=8 Counting Bills and Coins Counting Bills and Coins is a great way for students to practice identifying solving math problems with money. This app is a great resource for allowing beginning learners to learn how to count pennies, nickels, dimes, and quarters, and it is also helpful for more advanced students to practice counting larger amounts of money using the one, five, ten, and twenty dollar bills. There are five different unique activities within this app that students will be able to advance their money knowledge. This app allows you to type the amount of coins and/or bills that is shown on the screen, making the amount shown by using different combinations of coins and bills, etc. There is an option to work with coins only or coins and bills combined, and there are also three levels of difficulty to choose from. This app is compatible with iPhone, iPad, and iPod touch and requires iOS 7.0 or later. K12, Inc. (2015). Counting Bills & Coins [Cost: Free] Retrieved from iTunes App Store on March 18, 2018 from https://itunes.apple.com/us/app/counting-bills-coins/id374976971?mt=8 Getcha Money Right Getcha Money Right is a terrific resource for teaching students about the different types of coins and their worth. This video teaches the penny, nickel, dime, and quarter. Getcha Money Right shows how the coins can be added together to reach a sum, the color of each of the coins, and the presidents on each. This video is beneficial for all of the musical learners in the classroom, since it is being taught through song. This is a great tool to use for instruction purposes, or even for a brain break. 69 | P a g e


GoNoodle | Get Moving (2017, January 31). Getcha Money Right – Blazer Fresh | GoNoodle. Retrieved from YouTube on March 18, 2018 from https://www.youtube.com/watch?v=vMSAzl6V95M The Money Song The Money Song is a great tool to use for instruction when teaching the coins: penny, nickel, dime, and quarter. The Money Song helps children to identify and know the value of the penny, nickel, dime, and quarter. This song is very repetitive, so it should help students learn and memorize the worth of each of the four coins. The video also shows images of the front and back of each of these coins, as well. Jack Hartmann Kids Music Channel (2017, August 21). The Money Song | Penny, Nickel, Dime, Quarter | Math Song for Kids | Jack Hartmann. Retrieved from YouTube on March 18, 2018 from https://www.youtube.com/watch?v=pnXJGNo08v0 Splash Math This splashmath.com website titled “Counting Money Games” offers math lessons on counting coins through games and activities. This website correlates with the common core standard ( 2. MD.C.8- Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately. ) Students will see images (front and back) of the penny, nickel, and dime. The children will also be allowed to learn the value of each of the coins and start adding them together. The quarter and half-dollar will also be introduced and they can start counting these as well. Second grade students will enjoy learning how to count money on this standard aligned website! Splash Math. (2018). Counting Money Games. Retrieved on march 18, 2018 from https://www.splashmath.com/counting-money-games

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Katelyn Teague Unit Rationale â&#x20AC;&#x201C; Using Adjectives and Adverbs Correctly In this unit, second grade students will be learning how to use adjectives and adverbs correctly in a sentence. Students may not understand what an adjective and adverb is or how they use them properly in a sentence. Students may struggle on this topic because they may be confused on how to correctly use them. They may understand what adjectives and adverbs are, but they may have nerve used them properly. Students will have learning experiences through lectures, a Kahoot game, hands-on activities including creating a video commercial with a group and worksheets. These diverse activities aim to assist students when they learn how to use adjectives and adverbs correctly in a sentence. Knowledge about how to use adjectives and adverbs correctly in writing is important for students to know because it teaches them how to speak and write. Once students understand how to use adjectives and adverbs correctly, they will be able to recognize adjectives and adverbs in a sentence when they see it. Also, students may begin learning about why we use adjectives and adverbs in certain situations. Formally using adjectives and adverbs correctly in a sentence is a learning expectation covered under Tennessee State Standards for English Language Arts. 2.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. Use adjectives and adverbs correctly.

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Additional Resources: ❖ NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=CF92E2F4ED9BB580C4A31EA2A913A 268-1 Knovio Lesson Overview: https://view.knowledgevision.com/presentation/cbe731e139844c1eb3cc11578fa8d704 ❖ Opening Commercial: 2ELA_Adjectives.wav ❖ Jeopardy Game: www.superteachertools.us/jeopardyx/jeopardy-reviewgame.php?gamefile=2419567#.WtEznnrwbIU

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Using Adjectives Correctly Name: Katelyn Teague Duration of Lesson: 1 hour and 30 minutes

Analyze learners

Subject Area(s): English Language Arts Grade Level: 2nd

General Characteristics In the second grade class at Jones Paideia Magnet School, there is a total of twenty students with twelve male students and eight female students. The majority of students are African American with one Hispanic student. The students range from the ages of seven to eight. One student had an IEP for a learning disability and three students have an IEP for a speech impairment. For the learning disability, the student receives extra help from a special education teacher and receives include and exclusion services. For the speech impairment students, they receive different amounts of pullout services from a speech therapist that comes to Jones Paideia Magnet School. There are no English language learners in the class and everyone fluently speaks the English language. The school is apart of students having to wear Standard School Attire (SSA). Students are to wear a button-up style or polo-style shirt in any solid color. For appropriate bottoms, they have to weary khaki, navy or black pants, skirt/skort, jumper or appropriate length shirts. Curriculum Competencies To complete this lesson, students will need to have a basic knowledge of what adjectives are and how to use them correctly in a sentence.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to be able to navigate a laptop that is used daily in the class and be able to enter the website name into the web bar. State Standard 2.FL.SC.6 - Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. E. Use adjectives and adverbs correctly. ISTE Standard 6.b. Students create original works or responsibly repurpose or remix digital resources into new creations. Behavioral Objective To meet the standards, the students will be given a set of rules, a video camera, and a group (previously stated earlier in the week). The students in the second73 | P a g e


grade class will compose their own commercial demonstrating the use of adjectives correctly. Students have to follow the set rules and can be creative as they want. They must demonstrate their understanding of the set of terms and standards. Language Objective Key vocabulary: adjective, parts of speech, adverb, noun, verb, pronoun, look, feel, taste, size, color, number, descriptive, quantitative, demonstrative. possessive, interrogative, distributive, article, coordinate. Academic Language Functions To express understanding of the state standard, students will use the following vocabulary terms to help further their knowledge on adjectives. The students will use their knowledge of adjectives to complete the Kahoot game and then move on to making their own commercial with their partners. After whole class completion of their commercials, they will present them to the class and we will rate them on a scale of one to five. The vocabulary terms will be reviewed and taught at the very beginning of the lesson to provide the students with a better understanding of the words and how they will encounter them throughout the lesson. The students will complete the Kahoot game individually to serve as a formative assessment for the teacher to be aware of who may be struggling with the terms and adjectives in general.

Select instructional methods, media, and materials

Curriculum Materials ● 6 handouts for student work in a group setting (with set of rules) (student centered) ● 6 pencils (student centered) Technological Materials ● Website from Kahoot. (2018). Adjusting to Adjectives Game. [Web, Cost: Free] Retrieved April 9, 2018, from https://kahoot.it. (student and teacher centered) ● 20 media devices (laptops) with Wi-Fi/internet connection (student centered) ● 6 Video Cameras (student centered) ● 6 SD Cards (student centered) ● Laptop for displaying set of rules and commercial examples (teacher centered) ● ELMO to display set of rules and commercial example (teacher centered) ● Pull-down display screen (teacher centered) ● Dry erase board (teacher and student centered) ● Printer with ink and paper (student centered) 74 | P a g e


***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 Kahoot Game-- *previewed and approved* ● Preview the set of rules for commercial-- *previewed and approved* ● Preview the commercial example-- *previewed and approved* ● Check the printer, ink, and paper supply ● Make sure the printer is connected to the CPU ● Print 6 handouts of rules for each group ● Prepare the 6 video cameras and 6 SD cards for student use ● Have the video prepared on the laptop ● Have the set of rules prepared on the laptop ● Check for properly working ELMO ● Check for connection of laptop and ELMO ● Have writing utensils for dry erase board ● Have the website prepared on the laptops ● Have the 6 video cameras prepared and ready for student use (fully charger and SD card inserted) Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the projector and ELMO on ● Turn the laptop on for the Kahoot game Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the coming up Kahoot Game ● Write the vocabulary terms on the board for student use during commercials ● Present the commercial rules ● Present the commercial example ● Model for students how to utilize the video camera and how to use it to the best of their ability ● Complete one commercial as a class and watch it all together (teacher led). ● Students will grab a laptop (20 available) and complete the Kahoot game individually to check for understanding ● Students will divide into four groups of three and two groups of four and grab one video camera per group ● Group of students will compose their own commercial following the set of rules ● Group of students will then present their commercial to the class and will be rated on a scale of one to five with one being the worst and five being 75 | P a g e


the best.

Require learner participation

After the instruction of how to use the technology, students will individually receive a laptop and will be completing the Kahoot game to check their understanding on adjectives. After the students have completed the Kahoot game, the teacher will display the set of rules for the commercial and display and demonstrate how to correctly using the video camera. Students will then divide into groups of two, so ten groups (already discussed beforehand to save time). Each group will be given a set of rules for the students to follow when creating their commercial. They are as follows: 1) Use five of the vocabulary words, 2) One to two minutes long, 3) Be creative, 4) No name calling, 5) You have to describe a person, place, AND a thing. The teacher will show an example of a commercial and as a whole class group, they will create another example quickly to demonstrate what is expected of the students. The last portion of the lesson will be used for group presentations of their commercials. They will be given a short amount of time to create them and come up with their ideas. The teacher would have already introduced their topic and who their partners were earlier in the week so that they could be thinking about what they wanted to do. Students will present their commercial while the other students in the class will be rating them on a scale of one to five with one being the worst and five being the best. The students will be graded on their completion and participation of the commercial and alongside with student reviews. If a student is showing signs that they do not understand the objective (using adjectives correctly), have the teacher explain in depth what is expected of them and help guide their thinking towards the right thing and a creative commercial for the class to view. If a student still does not understand, you can have the student complete an alternate assignment on adjectives. An example of an alternate assignment could be the student creating a PowerPoint.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observing the participation of group members in the commercial and using the Kahoot game as a basis of their understanding of adjectives. Students will demonstrate their understanding of adjectives at the beginning of the lesson by answering ten questions in the Kahoot game. Students will demonstrate working together individually by completing their own question on Kahoot. The formative assessments are recorded from the Kahoot game. The records from the Kahoot game will be recorded in the grade book to serve as a basis of their understanding of adjectives. The students will need to be graded individually and then as a whole group. The formative assessment will take place during the Kahoot game and they will be allowed to talk amongst each other however they will be graded individually. I expect all students to put forth their best effort and participation into the game as it allows students to use technology and socialize with fellow classmates. While reviewing the answers, I expect all students to be respectful of 76 | P a g e


who is explaining the right answer in the question. 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 particular student is not meeting the above formative assessment, then the student will need additional assistance on reviewing adjectives again. Summative Assessment The summative assessment of this lesson will be the interaction and participation of the group during the construction and implementation of their commercials. As the group is working together to construct their ideas of the commercial and implementing them during the recording of the commercial, the teacher will be monitoring the participation and recording it in the gradebook. The students will receive a grade for their participation in their group, their contribution as an individual, and the group’s creation of the commercial by incorporating those five key words and the commercial only being from one to two minutes. I expect all students to put forth their best participation and respect with their group as they are being allowed to use technology and work in groups. While presenting the commercials, I expect all students to be respectful of others work and provide them with respectful and constructive criticism in their reviews. The student’s work will document the student’s ability to demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. E. Use adjectives and adverbs correctly (TN ELA standard 2.FL.SC.6) and the ability for students to create original works or responsibly repurpose or remix digital resources into new creations (ISTE 6b). It will also document the students’ ability to navigate through a laptop and use a video camera. The ISTE standard will be addressed by using the appropriate rubric included. This will help them determine their grade in the overall lesson with the commercial.

Group Grading Rubric 3

Vocabulary Terms of Adjectives

The created word problem consist of 5 or more of the listed

2

The created word problem consist of 3-4 of the listed vocabulary

1

The created word problem consist of 1-2 of the listed vocabulary

0

The created word problem does not list any of the vocabulary 77 | P a g e


vocabulary terms from the board.

terms from the board.

terms from the board.

terms from the board.

Creativeness of The Commercial commercial sparks interest and is original in the creativeness.

The commercial sparks just a little interest and is mediocre in creativeness.

The commercial sparks barely any interest and isnâ&#x20AC;&#x2122;t the best in creativeness.

The commercial sparks no interest and is not creative.

Time Frame of Commercial

The group completed the commercial with 30 seconds under 1 minute or 30 seconds over 2 minutes.

The group completed the commercial with under 1 minute or over 1 minute.

The group did not complete any of the commercial.

The group completed the commercial in the allotted time frame (1-2 minutes).

Total

/9

Individual Student Grading Rubric 3

2

1

0

Student Work Effort

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

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

The student rarely helped with the work within their group.

The student did not contribute any help within their group.

Studentâ&#x20AC;&#x2122;s Role in the group commercial

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

The student vaguely explained and spoke during the commercial.

The student said very few words in the group commercial.

The student did not play a role in the groupâ&#x20AC;&#x2122;s commercial.

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Total

/6

Technology Awareness in Creating an Original Work 3

2

1

0

Student Work Effort

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

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

The student rarely helped with the work within their group.

The student did not contribute any help within their group.

Studentâ&#x20AC;&#x2122;s Awareness of How to use Video Camera

The student clearly understood how to use the camera with no questions.

The student vaguely understood how to use the camera.

The student was only very little help to the group with using the camera.

The student did not play a role in working the camera.

Quality of Original Work

Authentic work demonstrates the original, creative thinking of studentsâ&#x20AC;&#x201D; authentic personal voice and ideas.

The student embodies a few creative and original thinking in their work.

The student only embodies one quality of creative and original thinking in their work.

The student does not embody any creative and original qualities.

Total

/9

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Unit Media Share Adjectives and Adverbs: English Grammar Made Simple Adjectives and Adverbs: English Grammar Made Simple is an incredibly wonderful resource for teaching students about adjectives and adverbs. The video starts with Red (a little animated guy with a red shirt on that is talking in the video) revisiting what noun and verbs are. After Red completely finishes talking about nouns and verbs, he moves on to speak about adjectives and adverbs and what they are. He shows examples of what the sentences should look like and he also shows examples of what the sentences should not look like. At the ending of the video, Red gives a short review of adjectives and adverbs. This video is geared more towards 1st and 2nd graders, however it would be good for an upper elementary student who might need to review the concepts quickly to watch. David Taylor. (Account Holder). (2015). Adjectives and Adverbs: Grammar Made Simple. [YouTube Video]. Retrieved on March 1, 2018 from https://www.youtube.com/watch?v=I3qj6yL0iNE Choose Between Adjectives and Adverbs On the website titled www.ixl.com, there is options for practice on different common core standard categorized by grade level and subject. On this particular link, the titled practice is Choose Between Adjectives and Adverbs. The practice aligns with Common Core Standard, 2.FL.SC.6.e. In this practice, students are given a sentence where they are to choose between an adverb or an adjective. Students can be read the sentence and words if they request by clicking on the speaker button. This website provides multiple chances for practice and not only on adjectives and adverbs. This can be used at school or at home. This is a great practice tool for students after they have learned the particular topic. Students can explore on the website and find practice for other standards they are learning. IXL. (2018). Choose Between Adjectives and Adverbs. [Website]. Retrieved on March 1, 2018 from https://www.ixl.com/ela/grade-2/choose-between-adjectives-and-adverbs EasyLearn Adjectives in English Grammar EasyLearn Adjectives in English Grammar is a wonderful way for students to collaborate and infer the different forms of adjectives. This app is important for building the foundational skills of adjectives and the different forms of adjectives. When students use this app, they will be able practice the different forms while they can point them out in sentences. This app offers eight different questions formats which is usually more than any other app in the app store. The content in this app is developed by teachers and covers the Common Core Standards. This is 80 | P a g e


extremely important for an app to correlate with the Common Core Standards. There are also over 1,000 vocabulary words included in this app. This app is suitable for elementary school students. This app is compatible with iPad and iPhone and requires iOS 8.4 or later. Vasuki, Anupama. (October 17, 2013). EasyLearn Adjectives in English Grammar. [iTunes App, Cost: $1.99] Retrieved on March 1, 2018 from https://itunes.apple.com/us/app/easylearn-adjectives-in-english-grammar/id719858726?mt=8 English Grammar For Kids English Grammar For Kids involves every part of speech for students to practice with. Both adjectives and adverbs are included with this app. This app in incorporated into a game. In order to win, you have to keep getting the answers right that the dinosaur is asking. Everyone sentence and question is different. There is none the same. This app is very easy to use for students. This game is ideal for 3rd to 7th grade students, however it is acceptable for 2nd grade. Mastering adjectives and adverbs is crucial in being able to excel on to higher grades. This application helps students infer about the different parts of speech and gets their little minds to think and choose the correct forms. This app is compatible with iPad and iPhone and requires iOS 8.0 or later. IDZ Digital Private Limited. (July 16, 2013). English Grammar For Kids. [iTunes App, Cost: Free]. Retrieved on March 1, 2018 from https://itunes.apple.com/us/app/english-grammarfor-kids/id649820441?mt=8 Lolly Lolly Lolly Get Your Adverbs Here – Schoolhouse Rock Lolly Lolly Lolly Get Your Adverbs Here – Schoolhouse Rock specializes in showcasing what an adverb is. This classic video explains in depth what an adverb is and how to use them correctly in sentences. It explains that adverbs are supportive of verbs and help explain how the verb is doing something. The following characteristics of this video state that it closely relates with the Common Core standard 2.FL.SC.6.e. This video would engage students and keep their attention as they are on the edge of their seats wondering which Lolly is going to say something or do something next. This video can be geared towards grade levels first through third. Students will be able to pay attention and observe what is happening in the video. This video may be a classic, but it is still a good resource for teachers all around the world. ConnorToth. (Account Holder). (2011). Lolly Lolly Lolly Get Your Adverbs Here – Schoolhouse Rock. [YouTube Video]. Retrieved on March 1, 2018 from https://www.youtube.com/watch?v=14fXm4FOMPM Sentence Builder: Adjectives and Adverbs On the website titled www.education.com, there are multiple learning resources for students. On this particular link, a game titled Sentence Builder: Adjectives and Adverbs is the focus. This game closely relates with the Common Core Standard, formally using adjectives and adverbs correctly in a sentence covered under Tennessee State Standards for English Language Arts 81 | P a g e


2.FL.SC.6. In this game, students are to explore the game by choosing the correct word to complete the sentence. There is a choice between an adverb and an adjective and students have to choose the correct part of speech to fill the blank. During the game, the sentence is read off to the player and when you hover over the word choices, it pronounces them. If you are caught stuck on a sentence, the game reminds you what the difference is between the two parts of speech. This game is very encouraging for student by giving them the boost of confidence for answering the correct word. Students also do not have to stick to this one game, there are many others on the website that allow practice for parts of speech. Education. (2006). Sentence Builder: Adjectives and Adverbs. [Website]. Retrieved on March 1, 2018 from https://www.education.com/game/adjective-adverb-sentence-builder/

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Paige Hancock Unit Rationale â&#x20AC;&#x201C; Intervals of Time In this unit, third grade students will be learning to solve problems involving measurement and estimation of intervals of time. Students may not understand how to determine the different time intervals on the clock. Students may confuse their adding, subtracting and multiplying conclusions with actual times on the clock. Measuring time can be challenging for students as it is not concrete. Students will have learning experiences through a hands-on activity of constructing a clock of their personal day, elapsed time interactive notebook, telling time puzzle game, engaged whole class discussion, and structured practice through whole group and individual worksheets. Students will have opportunities to be engaged through discussion, handson activity and interactive videos. Students need to understand and apply strategies to solve elapsed time situations that are real world. This knowledge is essential in creating a deep understanding of using clocks as a tool to measure the passing of time. Understanding how to solve problems involving measurement and estimation of intervals of time is a learning expectation covered by Common Core Math Standards Grade 3, Math Standard 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. Additional Resources: â?&#x2013; NearPod Digital Lesson: https://share.nearpod.com/Jb1yUMA9BK â?&#x2013; Knovio Lesson Overview: https://view.knowledgevision.com/presentation/77a0668009754dadac51088a7e03ec7f 83 | P a g e


❖ Opening Commercial: 3MAT:TellingTime.m4a ❖ Telling Time Jeopardy Game: Hancock, Paige (2018). Jeopardy Labs – Telling Time. Created Online through Jeopardy Lab at https://jeopardylabs.com/play/telling-time-171

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Daily Schedule Using Time Management Name: Paige Hancock Subject Area(s): Mathematics Duration of Lesson: 30 minutes Grade Level: Third

Analyze learners

State & NETS*S objectives

General Characteristics Union Elementary School is a STEM and Demonstration School in the Sumner County School District. This school serves grades K-6. Union is different from some other schools as it has an emphasis on Science, Technology, Engineering and Mathematics. (STEM) Teachers are required to teach Tennessee State Curriculum Standards as well as meeting the standards for STEM. Throughout the year teachers are to be assessed and observed to maintain an appropriate level of expectations put in place. Teachers keep track of their students progress during the school year through RTI scores, benchmarks and assessments. The teacher of this third-grade classroom at Union Elementary School combines all ELA and social studies lessons together. The reasoning behind this is to have enough time to thoroughly cover both subjects. In third grade, the students have begun switching classrooms. The students are in one class for ELA and Social Studies, and another class for Math and Science. The students begin their day in Mrs. Beaty's room for morning routines and then switch to Mrs. Jones class from 8:15 to 10:15 for ELA and Social Studies. After this, the students go back to Mrs. Beaty's room for a short break and a Math lesson. Next, the students break for recess and lunch. After lunch, the students go back to Mrs. Beaty's room for the remainder of the day and for Science. There are 24 students in this class. 12 girls and 12 boys. There are no ELL's, and the only IEP is for a gifted and talented student. Curriculum Competencies To successfully complete this lesson students will need to have an understanding for their daily routines, times management skills, and how to tell and write time to the nearest minute. Technology Competencies To successfully complete the technology portion of this lesson, students will need to know how to navigate the schedule builder website which the teacher will model on the ELMO. State Standard Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. Understanding how to solve problems involving estimation of intervals of time is a learning expectation covered by Common Core Math Standards Grade 3, Math Standard 3.MD.A.1 ISTE Standard 6.D 85 | P a g e


Students publish or present content that customizes the message and medium for their intended audiences. Behavioral Objective First the students will be asked to recall their own daily routines and share some examples as a whole group. Next the students will participate in a guided structured practice as the teacher presents the schedule builder website and walks the students through the steps of creating a daily schedule on the LCD projector. Students will be allowed to raise their hands and participate during this practice. After this the students will make their own rough draft daily schedule on notebook paper at their seats. Finally, after sharing their plan with a shoulder partner, they will create their own daily schedule on www.schedulebuilder.org. The students will be creating their own electronic daily schedules. After student and teacher review of the completed digital schedule, students will then print their schedule and present to the class. Students will be using critical thinking skills, time management skills and the fundamentals of telling time. Language Objective Key vocabulary: Time, schedule, daily, hourly, routine, hours, minutes, altogether, before, after, interval, elapsed time, seconds, beginning, middle, end and time management. Academic Language Functions Students will be using these key vocabulary terms in the learning process while developing their daily schedules. Students will be required to write specific times of events to the minute, determined the elapsed time between the beginning of an event and the end to determine the next time to schedule. Students will need to consider their daily routines altogether and consider what happens at the beginning, middle and end of their day. Students will present their schedules to the class using these key vocabulary terms. The vocabulary terms will be discussed at the beginning of the lesson when the teacher creates her own schedule with the whole class as structured practice.

Select

Curriculum Materials

instructional methods, â&#x2014;? Paper and Pencil to create a rough draft of their daily schedule (student centered) Technological Materials media, and materials â&#x2014;? Website from DISQUS. (2012-2017). Schedule Builder Online. [Web, Cost: Free] Retrieved April 7, 2018, from https://schedulebuilder.org/ (student centered) â&#x2014;? Time Management Video. (2018). Flocabulary [Web, Cost: Free Week Trial] Retrieved April 7, 2018, from https://www.flocabulary.com/unit/timemanagement/ (student centered) 86 | P a g e


● ● 24 desktop computers with access to internet (computer lab) (student centered) ● LCD projector to display the website and teacher's schedule (teacher centered) ● Pull-down display screen (teacher centered) ● Dry erase board (teacher and student centered) ● Printer with ink and paper (student centered to print their completed daily schedule) ***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 Time Management Video-- *previewed and approved* Preview the website of creating their own daily schedule.-- *previewed and approved* Check the printer, ink, and paper supply for students to print completed schedule. Check internet connection to printer and all desktop computers Make sure the projector screen is pulled down and the video is prepared and displaying on the screen. Have the video prepared on the tablet Check for properly working LCD projector. Have extra paper and pencils for those who forget

Prepare the Classroom Write the website on the dry erase board Write the key vocabulary terms on the dry erase board ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the projector and ELMO on Prepare the Learner ● The lesson will begin with the teacher asking for a volunteer to tell us about their previous day. (This will get the students brain storming about their daily routine) ● ● The students will then watch the flocabulary video on time management which addresses the importance of managing their time. ● ● The teacher will briefly discuss the importance of schedules and planning your time wisely. ● ● Explain the goal and assignment while addressing the key vocabulary terms on the board and explaining how they should be used in the planning process of creating their own schedule. 87 | P a g e


● ● Present the practice website schedulebuilder.org. ● ● Model for students how to use the website (select a format and background, enter times, dates, and schedule events, and how to personalize the information with different colors and fonts) ● ● As a whole class, demonstrate how to make a schedule. ● ● The teacher will begin and call on students for specific times and events to enter. ● ● The teacher will complete this schedule on the projector with the assistance of the students to serve as structured practice and to eliminate confusion.

Require learner participation

After the teacher directed and student participation in the instruction on how to use the technology, students will be asked to get out their paper and pencil and begin brainstorming and creating a rough draft of their daily routines on their paper before beginning the website. After they have completed the rough draft of their routine they will turn and talk to their shoulder partner and share each others routines to help them determine if they have left anything out, or perhaps scheduled too much in their day. Partners are to help each other with their time management. Once this has been completed, the students are ready to begin creating their online schedule. The students will be required to schedule all of their events in a day starting with waking up and ending with going to sleep. The students will be required to include meal times etc. Once they have completed their online schedule from wake up, to bed time, using specific times to the nearest minute, students will raise their hand to signal they are ready to print. Once the teacher has reviewed the online schedule, students may print and prepare to present their schedules to the class. If a student is showing signs that they do not understand the objective (creating their own digital schedule) after the whole class creation using the website, and making a rough draft on their paper, the teacher will first have them ask their shoulder partner for assistance. If the student still does not understand, the teacher will be circling the room offering assistance to those who may be struggling.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson will begin at the beginning of the lesson when the teacher asks for a volunteer to explain their daily routine (what they did the previous day). This is serve as a formative assessment as it accesses any prior knowledge about routines, schedules, and time management. The next formative assessment will happen during the whole class creation of a daily schedule with the teacher as the guide. Students will participate by raising their hand and determining a beginning and ending period for an activity on the 88 | P a g e


schedule. Another student will have to begin their activity after determining the elapsed time from the previous activity/event. The teacher will be able to see if the students are understanding the objective or if it needs further explanation before continuing on. The next formative assessment will be made while the students are creating their rough draft of their schedule. The teacher will circle the room and tell the students he/she will be listening for the students use of the key vocabulary terms which will help them in creating their schedules and to observe the students and determine if they are ready to create their final digital daily schedule or if they need further assistance before beginning. The last formative assessment will be made when the teacher reviews the completed online schedule before printing. Summative Assessment The summative assessment will be the combination of the students completed daily schedule as well as their presentation to the class of their schedule. Students will be required to have appropriate time periods of events/activities, correct use of elapsed time, no overlapping events, and an overall completion of a full day's schedule. The presentation will serve as a summative assessment in that the students will be able to show an understanding of the schedule they have created. The students will be graded on their use of technology by an overall completion of the schedule. The teacher will use the checklist provided to determine if the website was proper use of the technology competencies.

Grading Rubric of completed Daily Schedule Time to the nearest minute.

Elapsed Time

Overall Schedule

3

2

The student uses specific times for events down to the nearest minute. The student used correct use of elapsed time. (All times are correct and correlate.) The student shows a good understanding of how to

The student uses times but only to the nearest hour/half hour. The student uses elapsed time but miscalculated less than 4 times. The student shows some understanding of how to

1

0

The student uses times but they do no calculate correctly with other times. The student attempted to use elapsed time but did not calculate correctly.

The student does not include times.

The student attempted to create the schedule but

The student did not understand how to create an accurate

The student did not use elapsed time.

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create a schedule using appropriate and accurate timemanagement skills.

create a schedule using timemanagement skills with few errors.

has several errors in timemanagement and scheduling.

daily schedule and lacked the use of timemanagement skills.

Total

/9

Checklist for Schedule Builder ____ Student was able to access the Schedule Builder website (www.schedulebuilder.org) ____ Student was able to select an individual template to build their schedule. ____ Student was able to enter information into their schedule such as time and events. ____ Student was able to manipulate the website to change colors and fonts. ____ Student was able to spell check and print their completed schedule.

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Unit Media Share ClockWorks Clockworks in a great way for kids of all grade levels to practice telling time. It requires students to set as many clocks as possible in two minutes. The game is completely customizable. The easy setting includes times that end in :00, :15, :30, or :45. The medium setting includes the above as well as five-minute intervals. The advanced setting includes times to one-minute intervals, and the challenge setting includes difficult elapsed time problems. In this setting, scoring one or two is impressive! This website is geared towards the advanced learner, or the learner who needs a challenge. MrNussbaum. (2015). ClockWorks. [Website]. Retrieved on March 19, 2018 from https://mrnussbaum.com/clockworks/ Elapsed Time Third Grade Elapsed Time Third Grade is an educational video on elapsed time . It teaches how much time has passed or will pass. It is a great video to follow along and pause at any time to have kids figure it out on their own clocks. Students will get an understanding of time in the future and adding with time which is not the easiest. This video incorporates real life situations that can help students get a firm understanding of why it is important to learn this task and how to use it in everyday life. Math and Learning Videos for Kids. (Account Holder). (Match 12, 2014). Elapsed Time Third Grade. [YouTube Video] Retrieved on March 19, 2018 from https://www.youtube.com/watch?v=zXFZUMjehDU Learn How to Tell Time on a Clock Learn How to Tell Time on a Clock: This is a terrific resource for teaching students the basics of telling time as well as detailed information on how to do so. On analog clocks, children need to learn what the hour hand means, the minute hand means, what time of day it is, and how much time has passed. Learning what the minute hand is saying can be tricky but with this video, the narrator uses stories and colorful graphics to make learning much easier and more fun. This video is very interactive and appealing to the eye. It is a great video to keep children's interest and help them learn how to tell time. Lindy McKay. (Account Holder). (October 9, 2015). Learn How to Tell Time on a Clock. [YouTube Video]. Retrieved on March 19, 2018 from 91 | P a g e


https://www.youtube.com/watch?v=8RJzoyIVzV8 Learn To Tell Time This abcya.com website titled “Learn to Tell Time” offers mathematic lessons on telling time through gaming and activities. This website compliments Common Core Standards for all grade levels. This elementary activity is great fun for all children in the computer lab or at home. Kids practice setting the time on the clocks by selecting a type of clock and then dragging the hands of the analogue clock or by clicking the up and down buttons of the digital clock. There are four levels of difficulty and children are awarded “prizes” as they move along to each level. ABCYA. (2018). Learn to Tell Time. [Website]. Retrieved on March 19, 2018 from http://www.abcya.com/telling_time.htm Telling Time HD Telling Time HD is an app created for older age groups including ages 8-10. Telling Time HD teaches the workings of the hour hand and the minute hand through the best means possible, a manipulative, talking clock. It gives kids the opportunity to see a digital clock alongside the analog clock so that they can observe the relationships between the two. It includes fun activities and a chance to win prizes. The free-play area lets you move the clock hands anywhere on the dial and hear the time. The challenge activities include: Set the Clock – where you drag the hour hand and the minute hand to the correct setting, Which Time Is – a multiple choice challenge activity and, How Long – a more advanced activity where you must set the clock to a target time that is either earlier or later by a certain number of minutes. My Turn Mobile (2010). My Turn Mobile HD. [iTunes App Store, Cost: 2.99] Retrieved on March 19, 2018 from https://itunes.apple.com/us/app/telling-time-hd/id379472648?mt=8 ToDo Telling Time ToDo Telling Time is a great way for developed learners to practice and expand on their current knowledge of telling time. Todo Telling Time provides playful opportunities for children in second through fifth grade to learn all aspects of time telling through fun, interactive mini games. With this app, children will learn to tell time to the hour and minute, calendar concepts, digital time, and the components of a daily schedule. Telling Time also addresses secondary factors necessary for mastering time telling. These include practice with ordering numbers around a clock face, counting by 5s, elapsed time, and estimates of time. Each game is unique and engaging, ensuring that children continue to have fun as they learn the necessary skill of telling time. Enuma Education (May 15, 2014). ToDo Telling Time. [Google Play App, Cost: 4.99] Retrieved on March 19, 2018 from https://play.google.com/store/apps/details?id=com.locomotivelabs.tellingtime&hl=en

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Qubilah Norman Unit Rationale â&#x20AC;&#x201C; South American Geography In this unit, third grade students will be learning about the geography of South America. Students might be confused about the location and countries in South America because the second grade Tennessee State Standards only cover the geography of North America. Students might not be aware of the customs, beliefs, religions, and languages in South America. Students will gain ample learning experiences through lectures, in-class readings, field trips, projects, and foodtastings. The diversity of these activities aim to encourage students to want to learn more about other countries. Once the students are knowledgeable of the country, they will be able to compare and contrast North and South America. Through the use of meaningful activities and projects, students will learn the value of the different customs and beliefs. Students will also learn to respect foreign concepts and countries throughout this unit, which conveys the idea that differences in beliefs and cultures can be accepted and respected.

Studying and understanding the geography of South America is an expectation covered under the Tennessee State Standards for Geography. 3.31. Conduct short research projects to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. (C, H) 93 | P a g e


Additional Resources: ❖ ❖ ❖ ❖

NearPod Digital Lesson: https://share.nearpod.com/X4BcbexE8L Knovio Lesson Overview: Opening Commercial: Jeopardy Game: 3SOC_SouthAmerica.ppt

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template South American Brochures Name: Qubilah Norman Duration of Lesson: 120 min

Analyze learners

Subject Area(s): Social Studies Grade Level: 3rd Grade

General Characteristics In the third grade class at Jones Paideia Magnet School, there are sixteen students, which include eight females and eight males. The majority of the students are African American; there is only one Hispanic student. The students are ages eight and nine. Two students have IEPâ&#x20AC;&#x2122;s for behavioral intervention. There are zero English Language Learners. The school serves grades prekindergarten through fourth grade and is predominantly African American. Within this group of 375 students, 95 percent are African American, 2 percent are White, 2 percent are Hispanic, 1 percent are Asian, 1 percent are two or more races, 1 percent are Hawaiian Native/Pacific Islander, and less than 1 percent are American Indian/Alaska Native. Of this 375 student, 49 percent are female and 51 percent are male. 65 percent of the schoolâ&#x20AC;&#x2122;s students come from low-income families. There is an average student to teacher ratio of 14:1. This is a full inclusion school, where these students with disabilities are included in the daily classroom. The school practices the Paideia philosophy, which is the belief in fostering critical and creative thinking through the use of Socratic seminar, intellectual guidance and mastery of content. Paideia is also preparation for adult life because it encourages the teachings of essential life skills. Curriculum Competencies To complete this lesson, students will need to know the major South American countries. The students will also need to know the seven continents and differentiate between South America and North America. Students will need to be aware of the four cardinal directions. Technology Competencies To complete this lesson, students will need to know how to navigate a windows computer. Students will be tasked with using Microsoft Publisher to develop a brochure. The student will also need to know how to use the internet to find supplemental materials (i.e. picture, facts, beliefs, attractions, etc.) that might not have been covered.

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State & NETS*S objectives

State Standard 3.31 (Geography, South America) Conduct short research projects to describe the major components of the history and culture including language, clothing, food, art, beliefs, customs and music. (C,H) ISTE Standard 1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Behavioral Objective Using Microsoft Publisher, the third grade class will create brochures introducing the audience to one of the twelve South American countries. The brochure should include five subheadings, languages spoken, foods, customs and beliefs, and arts (i.e. art, music, and clothing). Language Objective Key Vocabulary: South America, Brazil, Independence, Portuguese, Andes Mountains, Uruguay, Cuba. Ecuador, monoculture, favelas, Aruba, Spanish, amazon river, land of fire, Catholics, llanos, pampas Academic Language Function The academic language function of this lesson is understanding. The students may demonstrate understanding of the content through the use of various vocabulary words in their brochure. After the entire class completes their brochure, the students will present. I will provide each student with copies of each brochure. As each child presents, the remainder of the class will circle vocabulary words used in each brochure. A vocabulary list will be given to each student at the start of the unit. The students will encounter these word throughout the lesson, therefore they will be tasked with defining each word and writing a sentence with each, before I introduce this project. Writing definitions and creating sentences will help the students learn how to use each word. Therefore, when the students develop their brochure, they should know how to correctly use each word.

Select instructional methods, media, and materials

Curriculum Material 16 Pencils (student centered) 16 sheets of Paper (student centered) 16 Textbooks (student centered) 16 Brochure copies of each (student centered) 16 Vocabulary word lists (student centered) https://www.tinasdynamichomeschoolplus.com/2013/10/15/southamericavocabulary-copywork/ Web Resources should be in APA format. 1 Sample Brochure (student centered) 96 | P a g e


Technology Materials 16 HP Windows Computers/Laptops w/ internet (class set) (student centered) 16 Microsoft Publisher software (student centered) NearPod Lesson (teacher centered) https://share.nearpod.com/X4BcbexE8L Web Resources should be in APA format. Projector (teacher centered) 1 HP Windows Computer w/ internet (teacher centered) Copy machine w. paper and ink (teacher centered) Technology Survey (student centered) https://surveyhero.com/c/3ae58cbf Web Resources should be in APA format. ***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 textbook for specific page numbers of South American content. Reserve Computer lab or laptops Check printer for ink and paper Print a class set of each brochure (when completed). Preview and Print vocabulary list Preview and Print Sample Brochure *Previewed and approved* Check for internet access on all computers Check for and preview the Microsoft Publisher software *Previewed and approved* Load and Preview NearPod Lesson *Previewed and approved* Check the connection of the projector Place writing utensils and paper on each desk (for notetaking)

Prepare Classroom • Turn off lights • Turn on projector • Project NearPod lesson on to projector https://share.nearpod.com/X4BcbexE8L Prepare the learner • Introduce vocabulary prior to the start of the less, having students to write define and write sentences with each (The vocabulary list) • Present NearPod lesson. • Issue paper and pencil to students for notetaking • Students will answer a series of questions that will serve as formative assessments on the NearPod content • Share sample brochure and emphasize criteria for creating individual brochures • Introduce the students to the technology sources that will be used (i.e. Microsoft Publisher). Instructor will give a brief tutorial on how to use the preloaded templates.

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Require learner participation

Evaluate and revise

After the students have been introduced to Microsoft Publisher, the students will obtain computers. Students will begin creating their brochures. Student will be tasked with including a variety of vocabulary words (at least 5). The students should ensure their brochure is visually appealing by including rich images and a variety of colors. The students will include subheadings such as, languages spoken, foods, customs and beliefs, and arts (i.e. art, music, and clothing). After the brochures are completed, the students will receive copies of their classmates’ brochures. Each student will receive a chance to present their brochure. The students will carefully listen to each presentation and demonstrate knowledge of vocabulary words by circling key terms in each presenter’s brochure If students display indicators of not interpreting the objective of the assignment, students will be encouraged to review the sample brochure. Students may also consult classmates on how to use some of the computer’s functions. If classmates are not able to resolve the issues, the instructor can provide assistance. Formative Assessments There are several formative assessments throughout the lesson that aim to build on knowledge. The first formative assessment is the vocabulary list. The students will demonstrate understanding by using complete, grammatically correct sentences. Throughout the NearPod lesson there will also be a series of assessments in which the results will be immediately reported to the instructor. The NearPod lesson will introduce the students to Brazil, which will provide the students with many facts that may be used in their own brochure. Therefore, notetaking will be encouraged. The instructor will ask questions verbally to ensure that the students were paying attention and comprehend. While presenting their brochures, the learners are expected to give a brief synopsis of each subtopic. The students will also be expected to mention at least three of the vocabulary words in their presentation. The instructor will be sure to provide constructive criticism as well as complement each brochure uniquely. The instructor will use the attached rubric to score and record note pertaining to each presentation. Finally, the students will be informally assessed on their ability to recognize vocabulary word as they are tasked with identifying key terms included in each brochure. Summative Assessment The summative assessment in this lesson was the brochure. The brochure provides as evidence of what the students gained from the lesson. If completed accurately each brochure should describe the major components of the history and culture including language, clothing, food, art, beliefs, customs and music. The brochures should demonstrate understanding of the fundamental concepts of technology operations, the ability to choose, use and troubleshoot current technologies. The students will receive a grade based upon the brochure, use of vocabulary words, and the ability to identify vocabulary words. The students will complete a short technology survey that will serve to document students’ understanding of the fundamental concepts of technology operations, their ability 98 | P a g e


to demonstrate, to choose, use and troubleshoot current technologies and to transfer their knowledge to explore emerging technologies. The instructor will also notate technology struggles throughout the composition of the brochures. CATEGORY

4

3

2

1

Writing Vocabulary

The authors correctly use several vocabulary words and define words unfamiliar to the reader.

The authors correctly use a few vocabulary words and define words unfamiliar to the reader.

The authors try to use some vocabulary words, but may use 1-2 words incorrectly.

The authors do not incorporate vocabulary words.

Knowledge Gained

All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.

All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.

Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.

Attractiveness & Organization

The brochure has exceptionally attractive formatting and well-organized information.

The brochure has The brochure has attractive formatting well-organized and well-organized information. information.

Graphics/Pictures Graphics go well

Content Accuracy

The brochure\'s formatting and organization of material are confusing to the reader.

Graphics go well with the text and with the text, but there is a good mix there are so many of text and graphics. that they distract from the text.

Graphics go well with the text, but there are too few and the brochure seems \"textheavy\".

Graphics do not go with the accompanying text or appear to be randomly chosen.

All facts in the brochure are accurate.

89-80% of the facts in the brochure are accurate.

Fewer than 80% of the facts in the brochure are accurate.

99-90% of the facts in the brochure are accurate.

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Unit Media Share Brazil This site offers a child-friendly approach to explain cultural in Brazil. The site begins with an interesting fact that the name “Brazil” came from a tropical wood used to make red dye. The site provides organization through the use of sub headings which we ensure that student will be able to easily navigate. This website offers a free trial of information, but requires payment to reveal additional information. The site does explore many elements of the third grade South America social studies standards, which is to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. However, the site still encompasses an ambiguous nature. Encyclopedia Britannica, Inc. (2018) Brazil. Retrieved March 6, 2018 from https://kids.britannica/kids/article/Brazil/34564 Brazil Facts This kids-world-travel-guide.com website offers kids the opportunity to “tour” the world. More specifically, the site provides the many of the basic facts about Brazil as well as many interesting facts that students might not know. The site includes rich photos and is an embodiment of a sneak-peak into Brazil. This site encompasses facts about food, sports, attractions and many more important Brazilian factors that others do not include. This site will provide as a great way to introduce a lesson on Brazil Graff, Regina. (2018) Brazil Facts. Retrieved March 6, 2018 from https://www.ids-world-trveslguide.com/brazil-facts.html Focus on Brazil! Country Profile and Geographical Info Focus on Brazil! Country Profile and Geographical Information is an immaculate resources that provide ample insight on Brazil. The video share shares many interesting facts of Brazil including that of population, geography, and history. The videos reveals the fact that Brazil is extremely diverse and share unpopular facts about the country. The video makes world connections throughout, which allows for a better understanding. The video is not long in length and manages to cover all of the points listed in the third grade social studies standard for South America. This video is visually appealing and will inevitably satisfy visual and audio learners.

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GEOgraphy Focus. (Account Holder). (Jan 2016). Focus on Brazil! Country Profile and Geographical Info. [Youtube Video]. Retrieved March 6, 2018 from https://youtu.be/VTEJk8vPWE Google Earth Google Earth is an amazing way for students to gain new perspectives of Brazil, as they are allowed to explore the country with a finger. Students are granted with opportunities to explore landmarks and cities all over the world. Aside from map features, the site offer additional information including capitals, language, and important facts. Students learn or obtain information in various ways. This app was designed with “hands on students” in mind. In fact the 3-D nature of the app and the option to explore facts about places in the world relate to John Dewey’s theory. Dewey believed that education and life go together. This conveys the idea that children learn best by hands-on-activities or experiences. The app uses realistic graphics, which allows students to get a glimpse of foreign parts of the world. This app is compatible with iOS devices, android devices, and desktop desktops. Google, Inc. (2009). Google Earth. [iTunes App, Cost: Free] Retrieved on March 6, 2018 from https://itunes.apple.com/us/app/google-earth/id293622097?mt=8 Kids World Map Kids World Map is an interactive map that allow students to explore fascinating cultural facts, landmarks, natural wonders, notable people, foreign customs and beliefs, music, wildlife, and technologies around the world. Users are to zoom in on the portion of the earth to be explored and tap each icon that represents something significant in that country. This app is perfectly in-line with that of the third grade social studies standards. The app aims to educate children on cultural differences with specific regards to customs, beliefs, language and etc. The app offers visually satisfying and humorous graphics to appeal to a child of any age. However, the app also provides quality information. This app allows students to learn through experience and the exploration of the app, which is also Dewey’s theory. The apps indirectly sharpens users map skills and since of direction through navigation of the countries. This app is only available in the Apple App Store and is compatible with iPhones, iPods, or iPads. iOS 5.1.1 or later is required. The Genuine Co Ltd. (2013). Kids World Map. [iTunes App, Cost: Free] Retrieved on March 6, 2018 from itunes.apps.com/us/app/kids-world-map/id777746574?mt=8 Top 5 Interesting Facts About Brazil Top 5 Interesting Facts About Brazil does a great job at utilizing academic language and engaging the viewer. This will provide as a great supplemental material. The video does require that students obtain some prior knowledge of Brazil. The humorous nature of the video aims to keep students’ attention. The facts presented in the video are rare, yet interesting facts which would be a great way to close out a lesson. The video aims to please, with elements that benefit all of the ways people learn. For instance, the clip would appeal to visual, audio and kinesthetic 101 | P a g e


learns by providing ample graphics, descriptive language, and even facts about physical elements. WatchMojo.com. (Account Holder). (May 2016) Top 5 Interesting Facts About Brazil. [Youtube Video]. Retrieved March 6, 2018 from https://youtu.be/5ad8Muc3HUI

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Maria Shelton Unit Rationale â&#x20AC;&#x201C; Landforms In this unit, third grade students will be learning about the names of the five major oceans and seven landforms. Students may not understand the fact there is more than just one ocean or be able to identify the different types of landforms. Students will have learning experiences through song, lectures, creating a colored booklet, and a website for them to enjoy on their free time. These various activities aim to support student learning when they have a need to be able to identify a major landform or ocean. Knowledge about the landforms students see frequently and not frequently is important for students to know because it teaches them about the geographical features of the area they live and other areas. Once students comprehend the different features they will be able to identify the geographical features of the world. Students may start to understand on why the population is greater in some areas than in others. Use information and illustrations to identify Earthâ&#x20AC;&#x2122;s major landforms and bodies of water covered under Tennessee State Standards for Geography 307.7.7 Being able to recognize landforms and major bodies of water.

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Additional Resources: ❖ NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=ADD45B281C9151DEF45E8C86C0B83 E96-1 ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/213c5c4e6b2045868b2fc79121130e12 ❖ Opening Commercial: 3SOC_Landforms.wav ❖ Jeopardy Game: 3SOC_LandformsJeopardy.ppt

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Landforms tour of Google Earth Name: Maria Shelton Duration of Lesson: 1 hour

Analyze learners

Subject Area(s): Social Studies Grade Level: 3rd

General Characteristics The elementary school where I will be completing this segment is Union Elementary in Gallatin, Tennessee. Union is a STEM and Demonstration School. STEM stand for science, technology, engineering, and math. They focus on getting the students ready for college and for careers that will last a lifetime. The teachers at Union use a lot of project-based learning using the engineering design process in all STEM subjects. The students enjoy bi-weekly scheduled visits to the STEM computer; where they learned about the basics of computers. They also enjoy bi-weekly scheduled activities in the STEM Education Collaboratory or STEM lab. In this class they learn about solving real word problems and enjoy time in the laboratory. Every Friday is STEM focus Friday where the teacher leads the students to do a STEM activity in the classroom. I will need to use the computer lab due the fact the classroom only has four computers. There are a total of 20 students in my class. In regards to gender, there are 11 girls and 9 boys in my class. The ethnicity in the classroom is 18 white students with 2 black students. One student with a Speech IEP; who is taken out to improve his speaking skills. It has bene documented that three students have a 504. There are no exceptional education students or English language learners. Curriculum Competencies To complete this lesson, students will need to know the basic meaning of each landform they choose to add to their choosing.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to navigate Google Earth and create a tour using the download. State Standard 307.7.7 Being able to recognize landforms and major bodies of water. ISTE Standard 1.d. Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Behavioral Objective 105 | P a g e


Using a computer and the Google Earth, the third-grade students will select five different landforms from at least three different countries to generate an original landform tour. The students will present their finished tour with a pretention that last at least 5 minutes but does not go over 6 minutes. This will prove their knowledge on different types of landforms. The tour will also prove their knowledge of emerging technology. Language Objective Key vocabulary: landform, tour, waterfall, country, island, plain, valley, mountain, glacier, canyon, river, volcano Academic Language Functions To demonstrate understanding, students will use the vocabulary terms to compose their own tour of the world’s landforms. The pair of two students will then use their knowledge of what a landform is to research landforms from around the world. They will then create a tour using Google Earth to show the landform in 3D. After the class finishes, the groups of students will give at least five minute presentation to the rest of the class. The new vocabulary terms will be taught and the others will be reviewed at the start of the lesson to insure the students will have understand of the new words to insure students will be able to create the tour with ease. The students will be paired and then the review will start. The older words will be listed on the board and they will corroborate to see which group can remember the meaning of the most words. The students will raise their hands if they think they have the best description of the word. I will then introduce the new vocabulary words. If the students want to include other types of landforms they are allowed to. They will have 30 minutes to prepare the tour. The rest of the class will be for presentations.

Select instructional methods, media, and materials

Curriculum Materials ● 10 pieces of paper to plan out tour (student centered) ● 10 pencils (student centered) Technological Materials • ● ● ● ● ●

Google, LLC. (January 31, 2018) Google Earth. [Download for PC, Mac, or Linux, Cost Free] Retrieved on April 6, 2018 from https://www.google.com/earth/ (student centered) 10 computers with internet connection (student centered) 1 dry erase maker (teacher centered) Projector to display presentations (student centered) Pull-down display screen (student centered) Dry erase board (teacher centered) 106 | P a g e


***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 Google Earth download-- *previewed and approved* ● Have the download prepared on the computers ● Have 10 sheets of paper ● Have 10 pencils ● Check for properly working projector ● Check for connection of computer and projector ● Have writing utensils for dry erase board ● Have vocabulary words written on the dry erase board Prepare the Classroom ● Turn computers on ● Pull up the Google Earth download ● Pull-down display screen ● Make sure the projector and computer are connected Prepare the Learner ● Group the students in pairs of two ● Review the old vocabulary terms ( landforms, waterfall, island, plain, valley, mountain, glacier, canyon, river, volcano) ● Introduce the new vocabulary words (tour, country) ● Present Google Earth and the many features the students can use in creating a tour ● Clarify for students how to use and create a tour using Google Earth ● As a class we will think of three ideas of different types of landforms in two different countries and list them on the board to serve as an example for students while they are creating their own tours

Require learner participation

After the students have been instructed on how to use Google Earth, students will receive the papers and pencils to begin to brainstorm on ideas of landforms they will like to include in their tour. The students will be reminded of the requirements of the tour to have five different landforms from three different countries. Once students know the landforms they want to use, they will start to create their tour. The pairs of students will then work together to locate the landforms and add them into their tour. Once students have completed the tour, they can help other pairs of students think of landforms or help with using Google Earth if needed. If all groups are working well together, they may use Google Earth to lookup other places of interest to them. To end the lesson the students will present their tours to the class. The students who are presenting their tour will explain each landform and why they choose it. The presenters will be graded on both students talking about each landform, the tour must reach all the requirements, and their effort to participate with their partner. 107 | P a g e


If a student is showing signs that they do not understand the objective (meaning of landforms and different types of landforms), ask one of the group members who has accomplished the objectives to explain to the student. If peer tutoring does not work, give the students more examples from a tour you have created to help struggling students. If the student still needs extra practice, you can work with them one on one later in the day.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson cover observation of students participation while composing and completing the tour, fulfillment of the tour requirements, and the presentation of their tour. Students will show their understanding by working together to create an original tour of landforms that has at least five stops from three different countries. The formative assessments should be recorded on a student record sheet that will be entered into the gradebook. The students will need to be graded individually. They will be graded as a group for their presentation later on in the lesson. The formative assessment will be graded while the pairs create their tour. I have the expectation that every student will participate and work with their partner and put in equal effort in finishing the project. I will give the students verbal feedback in terms of reminding them to stay focusing while I am observing them. If the teacher sees a large number of students that are not working, they should stop the work and refocus the class as a whole. If one group is not working well together they will be reminded twice and then if there is a third time they will have to finish the project alone. Summative Assessment The summative assessment will be the connection of the completion of the tour and the presentation of their tour. The students will receive a grade for their work effort within their pair, the pair’s creation of a tour that meets the requirements and uses vocabulary words appropriately, , and the presentation as a whole using the rubric. The student’s work will document the student’s ability to recognize landforms (TN Social Studies standard 307.7.7 ) and the ability for students to understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies (ISTE 1.d). It will also document the student’s ability to operate a computer and use the download Google Earth. Each student will fill out a rubric based on how their partner’s effort and one for themselves and how much effort they felt they put into the project. To end the lesson the students will have an exist ticket to address the ISTE 1 d. standard. They will answer the questions of did they enjoy using Google Earth, what could the teacher do differently next time to make this project more enjoyable, and do you want to do more activities using Google Earth? 108 | P a g e


Oral Presentation Rubric 3

2

1

0

Vocabulary

Uses vocabulary discussed in class. Includes 3-4 words that are new to the audience by defining words.

Uses vocabulary discussed in class. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary discussed in class. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Google Earth Tour

Has 5 landforms stops in 3 different countries.

Has 4 landforms stops in 3 different countries or less.

Has 3 landforms stops in 3 different counties or less.

Has 3 landforms stops in 2 different countries or less.

Time Limit

Presentation is 5-6 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Presentation is less than 3 minutes OR more than 6 minutes.

Total

/9

Student Grading Rubric 3 Timemanagement

Routinely uses time well

2 Usually uses time well

1 Tends to procrastinate,

0 Rarely gets things done by 109 | P a g e


throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.

the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.

Quality of Work

Provides work of the highest quality.

Provides high quality work.

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

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

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occasionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective. /9

Total

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Unit Media Share

Google Earth Google Earth is an app for learners for all ages to be to see parts of the world, that they would only be able to see pictures of, in a virtual tour. It allows the user to select any place in the world and they can see it on the screen. It can show them any landform in the entire world. The reason Google Earth is better than just using pictures is it gives students to chance to see a street or ground level of any landform on Earth. A student in Tennessee might not have seen a volcano before and could have a hard time imaging it in their mind. This app will help to give the student a good visual of what a volcano really looks like. A teacher can use this app in instruction or the learner can use it on a personal device. The teacher can use it to show a certain landform and then later the student can look up anything they are interested in. The possibilities are almost endless with this app for what a teacher can do this app when teaching landforms. Google, LLC. (January 31, 2018) Google Earth. [Download for PC, Mac, or Linux, Cost Free] Retrieved on March 13, 2015 from https://www.google.com/earth/ Landforms Landforms is an app for early learners that allows them to find information about all types of landforms. It allows the learner to learn fast facts about different types of landforms and they are can take quizzes about landforms. Landforms are something that our students will see every day. It is important for them to be able to identify the different types and be able to know where they can be found. In the state standards it says the student needs to be able to use information and illustrations to identify Earthâ&#x20AC;&#x2122;s major landforms. This is why this app will allow students to see pictures of the landforms as well as learn information about them. It uses both statements from the state standard. A student needs to able to able to identify landforms to help them in life later on due to the fact of getting around the their community. If someone tells them to turn left when you come to river they need to know what a river is or they will get lost in their day to day lives. This app is used Android 2.2 and up. Nth Fusion, LLC. (2013) Landforms. [Cost $0.99] Retrieved from Google Play Store on March 13, 2018 from https://play.google.com/store/apps/details?id=com.nthfusion.landforms&hl=en Landforms Rap 111 | P a g e


Landforms Rap / Lessons With Lisa is a great video that gives great vocabulary meaning to several different types of landforms. The video puts the landform on a level that 3 rd graders can easily understand and will be able to remember after the video due to the silly rap. Students need be to give the meaning of what makes each landform. They have to be able to see a landform and be able to tell someone what landform it is and why. When the video gives the definition of the landform it is also showing a picture of the landform for the learner to be able to connect them better in their minds. Lessons with Lisa (2026, June 27). Landforms Rap / Lessons With Lisa. Retrieved from YouTube on March 13, 2018 from https://www.youtube.com/watch?v=X_lZH2E6GHQ Landforms- Tune of "Aint No Mountain" Landforms- Tune of "Aint No Mountain" is a great song to teach students. It is short and will be easy for them to remember. It also helps aural type of learners, who learn best when using music. The video is short but it gets the point across. After showing the video I would teach my students the song so they can think back to it when we are talking about them later in the lesson. The video would not be the first thing I show my learners. I would wait until the second day of teaching landforms because it can be a little fast and is a little hard to understand the words if you do not already know the song. The video would work best with older elementary schoolers. I would not use it in any lower grade then 3rd. Bridges, Allison (2012, August 10). Landforms- Tune of "Aint No Mountain". Retrieved from YouTube on March 13, 2018 from https://www.youtube.com/watch?v=yjjaqy5gCtU Quizlet Mrs. Nelson 3rd Grade Landforms This allows students to study landforms in many different ways. There are tabs where they can study flash cards, spell, test, and many more. There are also two play tabs where students can match and play a game called gravity. The teacher can start a classroom game where the meaning or a picture come up and the students have four choices where they must pick the correct landform. My teachers used this when I was in school and it helped me greatly. I wanted to study and learn the content so I could win the classroom game and see my name on the leaderboard. Using quizlet will encourage students to learn in a fun way and they might not even realize they are learning. Heckle (March 2016).Mrs. Nelson 3rd Grade Landforms. Retrieved from Quizlet on March 14, 2018 from https://quizlet.com/7508441/mrs-nelson-3rd-grade-landforms-flash-cards/ Types of Landforms This website expands the knowledge for the students on landforms. It goes into details that I did not talk about in class and will allow for a great scavenger hunt. Each landform has four or five fast facts that will help the students with the scavenger hunt. It also talks about hot and cold deserts. I did not talk about this in my lesson but I like how it allows students to create their own schemas. I really like how they start the information; at the top of the page they have a section that explains the meaning of a landform. 112 | P a g e


Mocomi Kids (2017). Types of Landforms. Retrieved on March 14, 2018 from http://mocomi.com/landforms/

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Brittany Singleton Unit Rationale â&#x20AC;&#x201C; Figurative Language, Word Relationships, and Nuances In this unit, fourth grade students will be learning about figurative language, word relationships, and nuances in word meanings. Students may not understand what figurative language is because they have not yet been introduced to this topic. Students will have learning experiences through lectures, videos, worksheets, and hands-on construction activities. These diverse activities aim to assist students distinguish between the different concepts of figurative language, along with furthering their knowledge of word relationships and nuances in word meanings. Knowledge of the different figurative language concepts, word relationships, and nuances in word meanings are important because these ideas help students understand how to compare words and expressions and also understand how word relate to one another. When students understand figurative language, the different word relationships, and nuances in word meanings, they will have a better understanding of the English language, how to compare using figurative language, and therefore become better writers.

Studying and understanding Vocabulary Acquisition is a learning expectation in Common Core English Language Arts for Standard 7. Foundational Literacy: Vocabulary Acquisition- Standard 7 4.FL.VA.7b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. i. Explain the meaning of simple similes and metaphors in context 114 | P a g e


ii. Recognize and explain the meaning of common idioms and proverbs. iii. Demonstrate understanding of words by relating them to their opposites and to words with similar but not identical meanings Additional Resources: ❖ NearPod Digital Lesson: https://app.nearpod.com/presentation?pin=5C88E47D3F1D762BEDFF2AE6EB35D 140-1 ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/0c82de4701624ad8baff6ef9a875ab19 ❖ Opening Commercial: 4ELA_WordRelationships.m4a ❖ Jeopardy Game: 4ELA_WordRelationshipsJeopardy.ppt

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Similes and Metaphors Name: Brittany Singleton Duration of Lesson: 30 minutes

Analyze learners

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

General Characteristics In this 4th grade class at Guild Elementary, there are 23 students; 12 students are boys and 11 students are girls. The students range from Caucasian, African American, and Hispanic and are between the ages of nine and ten. There are four students in this class that have Speech IEPâ&#x20AC;&#x2122;s; they are pulled out at different points in the day to practice their speech. There is one English Language Learner in this classroom who is pulled out by a speech therapist as well. To add to this, there is a student with a 504 Plan based on behavior. The teacher has the student seated next to her for the purpose of eliminating distractions. This Title One school serves grades PK-5 and has expanded the academic and tutorial services through a program called R.E.A.C.H. (Reading Empowers All Childrenâ&#x20AC;&#x2122;s Hopes), which provides students with extra assistance throughout the school year . Curriculum Competencies To complete this lesson, students will need to have a basic understanding of similes and metaphors.

State & NETS*S objectives

Technology Competencies To complete this lesson, students will need to know how to navigate Microsoft Word on a computer along with the different functions that it consists of. State Standard 4.FL.VA.7b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. i. Explain the meaning of simple similes and metaphors in context ISTE Standard 6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Behavioral Objective Given a video about similes and metaphors along with a T-chart hand out, the students will observe the video and complete the hand out in order to compare similes and metaphors. After the video, the students will get in groups of 5, there will be one group of 3, and discuss the meanings of the similes and metaphors used in the video. Then, students will create their own poems describing themselves, containing similes and metaphors, using Microsoft Word. They will 116 | P a g e


highlight all of the similes and metaphors that they use and create end notes to explain the meanings of each comparison. Language Objective Key vocabulary: simile, metaphor, comparison, poem, explain Academic Language Functions To express understanding, the students will use the following vocabulary terms to discuss and compare the differences between similes and metaphors. Students will use their knowledge of these vocabulary words to compose their own poem, describing themselves, that will include similes and metaphors. The meanings of these words will be reviewed through the video, but the teacher will write the definitions of these terms on the dry erase board and explain them to the students as well.

Select instructional methods, media, and materials

Curriculum Materials ● 23 T-chart hand outs (student centered) ● 23 pencils (student centered) Technological Materials

• Similes and Metaphors Video; The Bazillions. TheBazillions. (March

• ● ● ● ● ●

2013). “Similes and Metaphors,” [YouTube video] Retrieved on April 9, 2018, https://www.youtube.com/watch?v=uoSBVNUO2LU (student centered) Computer lab with at least 23 student computers that have Wi-Fi/internet connection (student centered) Microsoft Word software on computers (student centered) Laptop for video with Wi-Fi/internet connection; connected to the smart board (teacher centered) Smartboard and projector to display video (teacher centered) Dry erase board to write the vocabulary words on (teacher and student centered) Printer with paper and ink (student and teacher centered)

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

Utilize media and materials

Preview and Prepare Materials ● Reserve computer lab ● Preview the Similes and Metaphors video -- *previewed and approved* ● Print 24 copies of the T-chart hand out ● Make sure that laptop is connected to the smartboard ● Check for properly working smartboard ● Check for properly working computers 117 | P a g e


● ● ● ● ● ● ●

Check for properly working projector Check for internet connection Check computers for Microsoft Word Check printer connection Check for paper and ink for the printer Have writing utensils for dry erase board Have “Similes and Metaphors” video pulled up on laptop and projected onto the smartboard

Prepare the Classroom ● Turn the lights off for the projector and smartboard ● Turn teacher laptop on ● Turn student computers on ● Turn the projector and smartboard on Prepare the Learner ● Introduce the lesson and objectives ● Write the vocabulary terms on the dry erase board for further explanation after the video ● Present the video (Similes and Metaphors) ● Explain the instructions for the T-chart hand out; state that while watching the video the students will write down the similes and metaphors that they hear ● Assign students into groups to discuss the meanings of the similes from the video ● Write the username and password for students computers on the board ● Model to students how to use Microsoft Word ● Provide students with an example of the poem that they will write ● Instruct students to create their own poems using similes and metaphors ● Demonstrate how to add end notes within Microsoft Word ● Instruct students to save their work and print it off ● Explain to the students the importance of their poem assignment

Require learner participation

After stating the objectives for this learning segment, the teacher will present the “Similes and Metaphors” video. During this time, students will actively engage in the video while observing what kinds of similes and metaphors are used throughout. Students will keep track of the similes and metaphors by completing the T-chart hand out. After the video, students will break into 5 groups (4 groups of 5 and 1 group of 3) and discuss, using their T-chart, the meanings of the different similes and metaphors that were used in the video. The students will add the meanings of the similes and metaphors to their T-chart as well. Next, students will be instructed to log on to the computers and go to Microsoft Word. The teacher will explain that they will be writing a poem describing themselves using similes and metaphors. The students will be asked to highlight the similes and 118 | P a g e


metaphors and then to type what each one means using end notes. The teacher will guide students on how to navigate Microsoft Word if there is any misunderstandings. The students will complete their poems independently and will be graded using a rubric.

Evaluate and revise

If a student is showing any sign that he or she does not understand the objective, (the difference between similes and metaphors), the teacher will ask the student(s) to turn to a neighbor and clarify unknown knowledge about the assignment or software. The teacher will be walking around the classroom to monitor understanding of instructions of the assignment. Formative Assessment The formative assessment that is included in this lesson is the T-chart hand out. The student’s will watch the video “Similes and Metaphors” and fill out their hand out with the different similes and metaphors used throughout. Using their hand out and knowledge of similes and metaphors, the students will be required to discuss the meanings of the examples that they wrote down from observing the video. The teacher will grade the students based on their participation within the discussion and by using the video discussion rubric. If the objective is not being met, the teacher will reexamine the lesson and make modifications where they are needed. If individual students are needing extra assistance, the teacher will pull these students aside for one-on-one support. Summative Assessment The summative assessment of this learning segment requires the students to create a poem that describes themselves using similes and metaphors. Students will be directed to highlight all of the similes and metaphors that they use, three to four similes and metaphors are expected. The students will also explain the meaning of each simile and metaphor using end notes for each. When they are finished, the students will print off their poem and the teacher will grade them based on a student grading rubric. The teacher will use the “Student Poem Grading Rubric” to determine if students met the objectives of this lesson. To determine if the ISTE standard (6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication) was met, the teacher will use a checklist to determine that the objectives were met. There will be given time in class and outside of class to complete this.

Video Discussion Grading Rubric 3

2

1

0

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T-Chart Participation

The student completed the T-chart with all of the similes and metaphors from the video.

The student completed the T-chart with most of the similes and metaphors from the video.

The student completed the T-chart with hardly any similes and metaphors from the video.

The students did not complete the Tchart.

Group Discussion

The student was fully engaged with the group and discussed the meanings of the similes and metaphors.

The students was somewhat engaged with the group and discussed the meanings of the similes and metaphors.

The student barely made any efforts to engage with the group or to discuss the meanings of the similes and metaphors. .

The student made no effort to engage with the group or the discussion.

Total

/6

Student Poem Grading Rubric 3

2

1

0

Creativity

The student was very creative with the poem and used a variety of similes and metaphors.

The student was creative with the poem and used a fair amount of similes and metaphors.

The student showed little signs of creativity with the poem and little use of similes or metaphors.

The student was not creative and did not use any similes or metaphors.

Display Meanings

The student clearly stated and explained the meanings to each simile and metaphor used in the poem.

The student vaguely stated and explained the meanings to each simile and metaphor used in the poem.

The student rarely stated and explained the meanings to each simile and metaphor used in the poem.

The student did not state or explain any meanings to the similes and metaphors used in the poem.

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Followed Instructions

The student followed all of the instructions, used the correct amount of similes and metaphors, highlighted each simile and metaphor, and included the meanings of each in the end notes.

Total

The student followed most of the instructions, used a fair amount of similes and metaphors, highlighted each simile and metaphor, and included a few of the meanings of each in the end notes.

The student rarely followed the instructions, used little or no similes and metaphors, highlighted the similes and metaphors used, and rarely included the meanings of each used in the end notes.

The student did not follow directions, did not highlight anything, and did not include any meanings.

/9

ISTE Standard Checklist: 1. Students recognize and utilize the features and functions of a variety of creation or communication tools a. Do students have the opportunity to use a variety of digital tools? 2. Students create original works to communicate ideas visually and graphically. a. Do students have the opportunity to clearly share their ideas through digital tools? 3. Students use an appropriate platform to communicate and to meet the desired objectives of this creation. a. Do students have access to multiple platforms for this assignment? Based on this checklist, the teacher will examine if students used appropriate platforms in order to communicate their poem creations. The teacher will not penalize students if they had no access to digital tools outside of the classroom.

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Unit Media Share EReading Worksheets This ereadingworksheets.com website offers a variety of games and resources to use in the classroom that align with state standards. The Figurative Language Trashketball game, for instance, aligns with fourth grade ELA standards (ie. 4.FL.VA.7b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings). This game is perfect for providing interactive learning in the classroom. Students will receive a sentence and then be asked to write on a piece of paper what type of figurative language that it represents. If the student is correct, her or she may try to shoot the piece of paper into the trashcan from a 1, 2, or 3 point line. If the student makes the shot into the trashcan, he or she receives extra credit points from the line that the shot was made from. This website gives many great sources like the one listed previously that will help students review in a fun way! EReading Worksheets Inc. (2015). Figurative Language Trashketball. [EReading Worksheets Website] Retrieved on March 19, 2018 from https://www.ereadingworksheets.com/figurative-language-activities/figurative-languagetrashketball-game/ Orpheus the Lyrical: Figurative Language Orpheus the Lyrical: Figurative Language is a fun and educational game that is great for teaching students about figurative language. The player travels through a virtual world; when he or she runs into something, a sentence pops up and to continue with the game the player must identify the correct form of figurative language to make it to the next level. This app is perfect for reviewing figurative language because it combines gameplay along with an educational component to enhance learning. This app is compatible with an iPhone, iPad, or iPod touch and requires iOS 5.1.1 or later. Ereading Worksheets Inc. (2015). Orpheus the Lyrical: Figurative Language. [iTunes App, Cost: Free] Retrieved on March 19, 2018 from https://ereadingworksheets.com/blog/2014/08/16/orpheus-the-lyrical-now-available-for-ipadsand-iphones/ Quia This quia.com website offers several activities, quizzes, and surveys created by other teachers for instructional purposes. The Antonym and Synonym Jeopardy is an excellent review game to use before an assessment over synonyms and antonyms. It requires students to think about the 122 | P a g e


variety of possibilities of synonyms or antonyms for different words (ie. What is a synonym for the word quick? Students could reply with the words fast, swift, or rapid). This website is a great tool to use for structured practice and studying! IXL Learning. (2018) Antonym and Synonym Jeopardy. [Created by Mary Brannon on Quia Website] Retrieved on March 19, 2018 from https://www.quia.com/cb/213396.html Synonyms and Antonyms Synonyms and Antonyms is a great resource for students to learn the basics about synonyms and antonyms. Found on Brain Pop Jr., the video explains what synonyms and antonyms are, how to use them when you write, and how synonyms and antonyms make writing stronger. There are a variety of examples of synonyms and antonyms given in this video which will enhance student vocabulary while also giving students a visual representation of synonyms and antonyms. Brain Pop. (1999-2018). Synonyms and Antonyms. [Brain Pop Jr. Video] Retrieved on March 19, 2018 from https://jr.brainpop.com/readingandwriting/word/synonymsandantonyms/ Synonyms and Antonyms Synonyms and Antonyms is a catchy rap song on Flocabulary that will grab studentsâ&#x20AC;&#x2122; attention and gain their understanding. This video will be stuck in their brains for a while, but that is what you want. This video explains what synonyms and antonyms are along with giving several examples that students can use when they write, speak, and read. A subscription is required for this video use, but it is worth it; there are several fun, educational videos that can be used for multiple lessons. Flocabulary. (2018). Synonyms and Antonyms. [Flocabulary Video] Retrieved on March 19, 2018 from https://www.flocabulary.com/unit/synonyms-and-antonyms/ Vocabulary: Synonyms and Antonyms Vocabulary: Synonyms and Antonyms is a terrific app for critical thinking. There are three levels that students can pick from: beginner, intermediate, or advanced. Within each level, the players are asked to unscramble a word to form a synonym or antonym of a word already listed. This game is great for checking student understanding about synonyms and antonyms. It also enhances their vocabulary for reading, writing, and speaking. This app is compatible with an iPhone, iPad, or iPod touch and requires iOS 8.0 or later. Perachai Wongsinwises. (2017). Vocabulary: Synonyms and Antonyms. [iTunes App, Cost: Free] Retrieved on March 19, 2018 from https://appadvice.com/app/vocabulary-synonymsantonyms/1297201299

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Taylor Spivey Unit Rationale â&#x20AC;&#x201C; Tennessee Culture In this unit, fifth grade students will be learning about the state of Tennessee since the conclusion of World War II, specifically its culture which includes popular music of Tennessee. Students may have limited exposure to the cultures surrounding the music born and created in the state of Tennessee. Students will have learning experiences through the popular songs being played multiple times, videos that shows the music being played, lectures, and hands-on construction activities. These diverse activities aim to assist students when they demonstrate their knowledge about the culture of Tennessee music. Knowledge about the state we live in and the popular music that was made in Tennessee is important for the students to know. Knowing the culture of Tennessee music since World War II, will help the students acknowledge the state in an educational way, and they will be able to take great pride in their state. Studying the history of the United States since the conclusion of World War II is a learning expectation under Tennessee Social Studies Standard 5.64. Students will examine the history of the United States since the conclusion of World War II. 5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN)

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Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/pheNnCBduK ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/35c130ef634f46b3b7208dd20666baa4 ❖ Opening Commercial: 5SOC_WestTNMusic.wav ❖ Jeopardy Game: 5SOC_TNCulture.ppt

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Tennessee Culture-West Tennessee Music Name: Taylor Spivey Duration of Lesson: 45 minutes to an hour

Analyze learners

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

General Characteristics In the fifth grade class at Guild Elementary School, there are twenty-three students- which include twelve females and eleven males. The students range from Caucasian, African American, and Hispanic and are between the ages of eleven and twelve. Two students have IEPâ&#x20AC;&#x2122;s for speech. There is zero students that are English Language Learners in this class. 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 knowledge of Tennessee Culture and some background knowledge of West Tennessee. Technology Competencies To complete this lesson, students will need to know how to navigate a tablet and how to create a PowerPoint on a laptop. State Standard

State & NETS*S objectives

5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (C, TN)

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 paper for note taking, the students in the fifth-grade class will create their own notes over a specific West Tennessee musician that will be assigned to them. Then, the students will get into their groups of 5 and complete a PowerPoint over the West Tennessee musician that was assigned to them. Each groups PowerPoint will consist of a title page and 10 slides of facts 126 | P a g e


over the West Tennessee musician. Once each group has finished their PowerPoint and saved it on their flash drive, they will each present to the class over their West Tennessee musician they were assigned. Language Objective Key vocabulary: Memphis, Tennessee, West Tennessee, Elvis Presley, B.B. King, Aretha Franklin, Justin Timberlake, Johnny Cash, genre, famous songs Academic Language Functions To express understanding, students will use the following vocabulary terms to compose their own PowerPoint over their assigned West Tennessee musician. The group of students will then use their knowledge to complete at least 10 slides describing the West Tennessee musician by using their notes they wrote down while researching the musician on the website provided. After whole class completion, the groups of students will present their PowerPoint to the class. 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 come across them during their research, such as genre. The students will watch as I show my PowerPoint as I model how to present one. While going over the PowerPoint, the students will be able to discuss as a whole the vocabulary words to make sure there is a clear understanding.

Select instructional methods, media, and materials

Curriculum Materials ● 23 notebook paper for student work on their notes before getting with their groups (student centered) ● 23 pencils (student centered) Technological Materials ● Website from Biography.com (where students will type in their assigned musician and do their research). A&E Networks. (December 18, 2015). Biography. [Website]. Retrieved on April 7, 2018 from https://www.biography.com. (student centered) ● Elvis Trivia from the App store. Mckee, Russell. (2016). Elvis Trivia. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/elvis-trivia-free/id434349833?mt=8 ● Justin Timberlake Quiz for Fans. Raru, Ion. (2014). Quiz for Justin Timberlake Fans. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/quiz-for-justin-timberlake-fansfree/id434349833?mt=8 ● 23 media devices (tablet) with Wi-Fi/internet connection (student centered) 127 | P a g e


● 5 media devices (laptop) (student centered) ● Laptop to present my PowerPoint from (teacher centered) ● 5 flash drives for the students to save their PowerPoint on (student centered) ● Pull-down display screen (teacher centered) ● LCD Projector ***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 website of biography to make sure each musician is on there and described appropriately-- *previewed and approved* ● Have 25 pieces of paper ● Have 23 pencils ● Check for properly working LCD projector ● Check for connection of laptop and LCD projector ● Have the website prepared on the tablet’s ● Make sure each tablet is fully charged ● Make sure each laptop is charged ● Make sure each flash drive works properly

Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the LCD projector on Prepare the Learner ● Introduce the lesson and vocabulary terms by displaying a PowerPoint ● Discuss with the students, describe, and explain each of the vocabulary words. ● Present the website to the students to demonstrate what they will be doing. (Biography.com) ● Model for students how to research a musician on the website, but also how to present a PowerPoint. ● Students will get their tablet with the website already pulled up. They will research their assigned musician, and take notes about the musician on the piece of paper that’s provided. ● Students will divide into 5 groups by the musician they’ve been assigned. Each group will get a laptop and flash drive. ● Group of students will compose their own PowerPoint over their assigned musician on their laptops. ● Group of students will complete at least a title page and 10 slides describing their assigned musician. ● Once finished, the students will save their PowerPoint to their flash drive 128 | P a g e


and wait for each group to finish. â&#x2014;? Once each group is finished, each group will present their PowerPoint over their assigned West Tennessee musician.

Require learner participation

After the instruction on how to use the technology, students will individually do their research over their assigned West Tennessee musician. Once finished, students will be broken into 5 groups (3 groups of 4 and 2 groups of 4). The groups will then be provided with a laptop and flash drive. From there the students will be instructed to talk amongst their group to create a PowerPoint describing their assigned musician. The students will be asked to include interesting facts, famous songs, and genres the musician played or sung. Once completed, the groups of students will save their PowerPoint onto their flash drive. Once they save their flash drive, the teacher will make sure it is saved correctly, and that they have completely finished their PowerPoint. Once completed, the students may continue to practice their knowledge over West Tennessee music by playing either Elvis Trivia or Justin Timberlake Fan Quiz on their tablet until each group is finished. The last portion of the lesson will be used for group presentations of the PowerPoints they created. The students in the presenting group will display their PowerPoint, and teach the class about their assigned West Tennessee Musician, which could be of the following: Elvis Presley, B.B. King, Aretha Franklin, Johnny Cash, and Justin Timberlake). The students will be graded on their completion of the title page and 10 slides, the way they present their information from their PowerPoint, and their effort to participate within their group. If a student is showing signs that they do not understand the objective (composing or completing a PowerPoint in groups describing a West Tennessee musician), 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 my PowerPoint I made to model how to present to the class.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include observation of students individually conducting their research on biography.com on their assigned West Tennessee musician, and group participation while composing and completing the PowerPoint over their assigned musician. Students will demonstrate understanding by working individually on their research over the musician, and also working together to complete a title page and 10 slides describing the musician. The students will be graded individually and then as a whole group. The grades will be recorded by the teacher. The teacher will then enter the grades for the assessments into the gradebook. The formative assessment will take place as the students work individually on their research, and as the group is working 129 | P a g e


together to compose a PowerPoint. While students are conducting their research and composing their PowerPoint in groups, I will provide feedback with encouraging words and/or appropriate constructive criticism. I expect all students to participate and collaborate within their group and put forth effort in completing the assignment. All students must be actively engaged throughout the formative assessments. If a student is not actively engaged, it will be noted and taken into consideration during grading. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to have assignment alone, rather than with a group if he/she is not willing to participate. Summative Assessment The summative assessment will be the combination of the group’s effort and correctness of their notes they completed over their assigned West Tennessee musician, the completion of their title page and 10 slides describing the musician, and the presentation of PowerPoint. The students will receive a grade for their work effort within their group, the group’s creation of a PowerPoint describing their assigned West Tennessee musician incorporating the use of vocabulary term., the completion and correctness of their PowerPoint, and the student’s role in the group presentation. The student’s work will document the student’s ability to refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee. (TN Social Studies standard 5.64 C, TN ) 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 laptop, do research individually, and create a PowerPoint collaboratively in groups. Group Grading Rubric 3

2

1

0

Vocabulary Terms over West Tennessee Music

The created PowerPoint contains all discussed vocabulary terms.

The created PowerPoint consists of two of the discussed vocabulary terms.

The created PowerPoint consists of one of the discussed vocabulary terms.

The created PowerPoint does not have any of the discussed vocabulary terms.

Notes from each student from Biography.com

The created PowerPoint consists of notes each

The created PowerPoint consist of 2-3 students notes

The created PowerPoint consists of one students notes

The created PowerPoint does not have any notes that 130 | P a g e


Completion of a title page and 10 slides describing the musician.

student took from the about the website. musician from the website biography.com.

from the website.

the students took from the website.

The group completed a title page and the 10 slides over facts about the West Tennessee musician.

The group did not complete a title page, and completed less than 10 slides describing the West Tennessee musician.

The group did not complete a title page, or any of the 10 slides describing the West Tennessee musician.

The group completed the 10 slides but did not complete a title page.

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.

Studentâ&#x20AC;&#x2122;s Role in the group presentation

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

The student vaguely explained and spoke during the presentation.

The student said very few words in the group presentation.

The student did not play a role in the groupâ&#x20AC;&#x2122;s presentation.

Total

/6

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Use of Technology Rubric

Student’s ability to use the biography.com resource

3

2

1

0

The student easily maneuvered through the biography.com website with no problems while researching a specific musician.

The student had little trouble maneuvering through the biography.com website while researching a specific musician.

The student had multiple problems maneuvering through the biography.com website while researching a specific musician.

The student did not participate in doing the research on biography.com over a specific musician.

The student had little trouble creating a PowerPoint within the group.

The student had multiple problems creating PowerPoint within the group.

The student did not participate in creating a PowerPoint within in the group.

Student’s The student ability to create had no trouble a PowerPoint creating a PowerPoint within the group. Total

/6

Unit Media Share

Aretha Franklin-Respect The video Aretha Franklin-Respect shows Aretha Franklin performing one of her most famous songs. It gives students the ability to see how culturally different the video is versus todays music performances. The video is also in black and white, therefore, it shows how the time is culturally different from today’s time. It gives students the opportunity to see how music has changed throughout Tennessee over the years. numberonesongs4444 (Account Holder). (August 5, 2011) Respect-Aretha Franklin. [YouTube Video]. Retrieved on March 16, 2018 from https://www.youtube.com/watch?v=n0POmdk18WU 132 | P a g e


Biography The biography website gives students the ability to find information on any famous Tennessee musicians. Once the students type in the person they are wanting to research, it brings up a summary of their life, fun facts, famous songs, etc. This website is perfect for students to do research on a particular musician in Tennessee. This website would be the best option for teachers to use when instructing the students over famous Tennessee musicians. A&E Networks. (December 18, 2015). Biography. [Website]. Retrieved on March 16, 2018 from https://www.biography.com Elvis Trivia: Elvis Trivia is a great way for students to practice their knowledge about Elvis Presley, and to learn new things about the King of Rock. It is a fun way for students to capture the standard: 5.64 Refer to details and examples about the significance of Tennessee popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee (C, TN). This app is a kid-friendly for all ages. It has 50 age appropriate questions over facts about Elvis Presley. After students acquire knowledge about Elvis Presley, they should not have problems with the questions on the app Elvis Trivia. Not to mention, the app is free, which is a plus, and it is also available in the iTunes app store and the Google play store. Mckee, Russell. (2016). Elvis Trivia. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/elvis-trivia-free/id434349833?mt=8 Graceland-The Home of Elvis Presley The website, Graceland-The Home of Elvis Presley, gives the students the opportunity to explore the famous home of Elvis Presley. The website offers virtual tours of the home inside and out. It also gives informational facts about the home. The website has a gallery of pictures of each room in this house with a description under each. It gives students a way to go on a field trip to learn about Graceland, without leaving the classroom. Elvis Presley Enterprises, Inc. (2012). Graceland The Home of Elvis Presley. [Website]. Retrieved on March 16, 2018 from https://www.graceland.com/visit/360virtualtours.aspx Just Dance Cotton Eyed Joe The video Just Dance Cotton Eyed Joe is the perfect brain break for students. The video gets them up and active, and gives them a break to rest their brains. It is a fun dance to do that goes along with the standard: 5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee (C, TN). This video gives the students an opportunity to enjoy learning about East Tennessee music while dancing. FamilyFriendlyGaming (Account Holder). (June 25, 2017) Just Dance Cotton Eyed Joe. [YouTube Video]. Retrieved on March 16, 2018 from https://www.youtube.com/watch?v=MWEA6J7B9Z0 133 | P a g e


Quiz for Justin Timberlake Fans: Quiz for Justin Timberlake Fans is a great app for students to do individually, in small groups, or whole group. This quiz gives students the opportunity to answer open ended questions. The app will ask a question and give a word bank for the students to use to answer the questions. This app is also a free app and easy to use. This an app that is available on iTunes app store and the Google play store, and it can be used in multiple ways in the classroom. Raru, Ion. (2014). Quiz for Justin Timberlake Fans. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/quiz-for-justin-timberlake-fansfree/id434349833?mt=8

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Raluca Floarea Unit Rationale â&#x20AC;&#x201C; Functions of Commas, Parentheses, and Dashes In this unit, sixth grade students will be learning about the functions of commas, parentheses, and dashes and how to set off parenthetical elements. Students may not understand when to correctly use commas, parentheses, and dashes in sentences because there are many different rules, and it can be confusing to them. Students will have learning experiences through a PowerPoint lecture, class discussion, grammar game, group work, and an online class assessment quiz. By doing a variety of different techniques, students will have a better understanding of the lesson. The lesson and activities aim to give students the knowledge to distinguish when and when not to use the different marks and why that is so. Knowledge of commas, parentheses, and dashes is important to students, because they will write every day and without the correct marks, their writing can be confusing to others. When reading different forms of writing, this allows students to understand the texts and increase their sentence structure. Studying and understanding commas, parentheses, and dashes is a learning expectation covered under Tennessee State Standards for English Language Arts. 6.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the functions of commas, parentheses, and dashes to set off parenthetical elements and use them correctly to do so. Additional Resources: â?&#x2013; NearPod Digital Lesson: https://share.nearpod.com/d4YuDnJqH 135 | P a g e


❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/fbff6e230e0e4fe9aa27d24f843676f8 ❖ Opening Commercial: 6ELA_Commas.wav ❖ Jeopardy Game: 6ELA_CommasJeopardy.ppt ❖ Wix Professional Portfolio:

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan Template Functions of Commas Name: Raluca Floarea Duration of Lesson: 30 minutes

Analyze learners

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

General Characteristics There are nineteen students in the sixth-grade class at Jones Paideia Elementary School, which includes eleven boys and eight girls. Two students have IEPâ&#x20AC;&#x2122;s in the classroom. One of the students have a learning disability, and the other has problems with his speech. For the first student, his work gets modified. For example, on his tests, the teacher gives him fewer problems and fewer answer choices. The ELL teacher comes inside the classroom and gives him read aloud assessments. Also, for RTI, he goes out for that because he is in tier 3. The other student, does not get services within the classroom. On Mondays and Wednesdays from 8:30 to 9:00, he goes to his speech teacher for extra help. This magnet school serves grades K-4 with a total of 375 students. In the school, there are 51% male and 49% females. Within this group of students, 95% are black, 2% are white, 2% are Hispanic, and 1% or less include Asian, two or more races, Hawaiian native, and American Indian. Based on the number of students in the school, 65% of them are from low-income families. This school offers Spanish, Art, PE, and Music. The Music class offers 3rd and 4th grade students the opportunity to participate in Superstars. Jones Paideia has Encore for the gifted and talented students, RTI (Response to Intervention) to improve student learning, exceptional education services, tutoring, and more. Curriculum Competencies To complete this lesson, students will need to know what commas are and understand the basis of where to use commas in sentences. Technology Competencies To complete this lesson, students will need to know how to play jeopardy and how to navigate the IXL website.

State & NETS*S objectives

State Standard 6.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the functions of commas, parentheses, and dashes to set off parenthetical elements and use them correctly to do so. ISTE Standard 7.c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. 137 | P a g e


Behavioral Objective Given a jeopardy template, the students in the sixth-grade class will compose their own jeopardy game in their groups using text and visuals about the five comma rules. Then, the students will complete an IXL review quiz over commas to show their understanding of the rules and standard. Language Objective Key vocabulary: parentheses, comma, conjunction, capitalization, phrase, spelling, join, interrupt, separate, compound sentence, clause, dash, round bracket, punctuation mark, sign. Academic Language Functions To express understanding, students will use the following vocabulary terms by demonstrating the functions of commas, using the conventions of standard English. The groups of students will create a jeopardy game from online that demonstrates what parts are needed for sentences to be written correctly. The game will include all five comma rules and reflect on the terms through examples and sentences. At the beginning of the lesson, the students will be taught the vocabulary words to provide them with understanding of the words they will distinguish in sentences and examples. The students will watch a comma song video that enforces the terms used in comma rules, and then they will discuss the words as a class. The teacher will write the terms on the dry erase board throughout the comma rules lesson.

Select instructional methods, media, and materials

Curriculum Materials ● 4 handouts with directions in a group setting (student centered) ● 4 pencils (student centered) ● 4 pieces of paper (student centered) Technological Materials •

Website from web-IXL Learning. (2018). IXL – Sixth Grade Language Arts Practice. [Website]. Retrieved on March 2, 2018 from https://www.ixl.com/ela/grade-6. (student centered) ● Comma Video- LollyPond. (August 2, 2016). The Comma Song. [YouTube Video]. Retrieved from March 2, 2018, from https://www.youtube.com/watch?v=SnUYDi-OiXo. (student centered) ● Jeopardy Template- Fisher, S. (September 21, 2017). Review and Teach with These 9 Free Jeopardy Templates. [Website]. Retrieved April 08, 2018, from https://www.thebalance.com/free-jeopardy-powerpointtemplates-1358186. (student centered) 138 | P a g e


● 19 media devices (laptops) with Wi-Fi/internet connection (student centered) ● PowerPoint (student centered) ● Laptop for video (teacher centered) ● LCD projector to display video (teacher centered) ● Pull-down display screen (teacher centered) ● Dry erase board (teacher centered) ● 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 Comma Song Video-- *previewed and approved* ● Preview the website of comma review-- *previewed and approved* ● Preview the website of jeopardy templates-- *previewed and approved* ● Check the printer, ink, and paper supply ● Make sure the printer is connected to the CPU ● Print 4 handouts for each group ● Have the video prepared on the laptop ● Check for properly working LCD projector ● Check for connection of laptop and LCD projector ● Have writing utensils for dry erase board ● Have the website prepared on the laptops Prepare the Classroom ● Turn the lights off for the projector. ● Pull-down display screen ● Turn the LCD projector on Prepare the Learner ● Introduce the lesson and vocabulary terms by referring to the video provided (Comma Song). ● Write the vocabulary terms needed in sentences and examples on the board for student use during the lesson. ● Present the review website (Comma Review ) ● Students will complete a review on the five comma rules on the provided website ● Present the template website (Jeopardy Template) ● Model for students how to utilize the different templates and how to to enter sentences and examples in each box ● Students will divide into 4 groups at one of the 4 available laptops ● Group of students will complete their own comma jeopardy game on the provided template

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Require learner participation

After the instruction on how to use the technology, the students will log into their laptops and pull up the IXL comma review website that has already been loaded onto their laptops. The students will complete the review and provide the teacher with their overall score. Once completed, the students may continue to take practice questions under each comma rule, until the whole class is finished. Then, students will be broken into 4 groups (3 groups of 5 and 1 group of 4). The groups will then be provided with a handout discussing the directions, pencil, and laptop. The students will be instructed to talk amongst their group to consider what rule each student will do. They will assume various roles and responsibilities to work effectively in completing the template. The students will be asked to include both text and images in their jeopardy game. They will work together to identify sentences and examples in each category. The students will be graded on their completion of the jeopardy game and their effort to participate within their group. If a student is showing signs that they do not understand the objective (composing their own jeopardy game), ask one of the group members who is proficient to explain to the student by giving example sentences or phrases.

Evaluate and revise

Formative Assessment Formative assessment used in this lesson is the comma review on the IXL website. Students will demonstrate understanding by answering the questions regarding all give comma rules. They will place commas appropriately where needed in sentences. The website calculated how many questions each student answered, along with time elapsed. If students answered questions incorrectly, it provides them with an explanation. After each question, the students receive a Smart Score out of 100, which gives me the opportunity to know if the students understand the five comma rules. The formative assessment will be recorded into the gradebook. I expect each student to answer the questions to the best of their ability. If the objective is not being met by a large percentage of the class, then the lesson should be readdressed by the teacher. If a student is not meeting the proficiency level in the assessment, then the student needs to work through some example sentences on paper for extra assistance. Summative Assessment The summative assessment used in this lesson include accuracy of content, cooperative work in groups, questions under the intended category, and creativity by using images with text. Students will demonstrate understanding by working together to create their own jeopardy game, including all five comma rules. I will monitor the groups and establish the amount of work and ideas each is bringing to the group to determine the grade they receive. The studentsâ&#x20AC;&#x2122; work will document the ability for students to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling, and explain the functions of commas to set off parenthetical elements and use them correctly (TN English Language Arts standard 6.L.CSE.2). It also documents the studentsâ&#x20AC;&#x2122; 140 | P a g e


ability to contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal (ISTE 7.c). Finally, it documents the students’ ability to operate a laptop and enter text and images into a template. I will determine if the students were successful with the ISTE standard and if the technology selected was beneficial by providing each student with an exit ticket. In this exit ticket, I will ask students “What did you learn about commas?”. Also, I will ask them to write a sentence using two of the comma rules. Based on the responses I receive from each student on the exit ticket, I will know if I chose the appropriate technology for my students to complete this lesson.

Group Grading Rubric CATEGORY

4

3

2

1

All questions and information made for the game are correct, and easily understood.

All but one of the questions and info made for the game are correct, understood.

All but two of the questions and info made for the game are correct, understood.

Several questions and info made for the game are not accurate, understood.

Cooperative work The group worked well together with all members contributing significant amounts of quality work.

The group generally worked well together with all members contributing some quality work.

The group worked fairly well together with all members contributing some work.

The group often did not work well together, and the game appeared to be the work of only 1-2 students in the group.

Categories

All questions fit under the intended category.

Most questions fit under the intended category.

Some questions fit under the intended category.

Few questions fit under the intended category.

Creativity

Jeopardy game includes images along with text in each box.

Jeopardy game includes images along with text in most boxes.

Jeopardy game Jeopardy game includes images does not include along with text in any images. only 5 boxes.

Accuracy of Content

Total

/16

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Unit Media Share Comma Story-Terisa Folaron The Comma Story is a great resource, because Terisa Folaron projects the information through words and pictures to complete the sentences. This encourages students to not only listen, but to also follow along, keeping them interested. By using animations, it emphasizes where commas should be place and captures the students’ attention. It uses a mighty man as an example throughout the video to highlight how much weight a comma carries in sentences. TED-Ed. (July 9, 2013). Comma Story-Terisa Folaron. [YouTube Video]. Retrieved from March 2, 2018 https://www.youtube.com/watch?v=GHnl1O3NGJk English Grammar Punctuation Marks Game The English Grammar Punctuation Marks Game lets you practice identifying different punctuation marks and how to properly use them. Students will gain confidence in placing commas, semicolons, and quotation marks, learning skills that are typically part of the curriculum for students in 3rd through 8th grade. Practicing the questions on this English Grammar Punctuation Marks Game will teach students important educational facts. The questions in this game get progressively harder, assessing the students to comprehend more diligently. Correct answers are highlighted if students get the answers wrong, which helps them reflect on why that is so. These are some wonderful responses that this app received: "Invaluable in bringing fun to the classroom" ... "For anyone who wants to improve his/her punctuation skills" ... "Great for brushing up and teaching proper punctuation to someone who never took the time to learn it in school." This app is Compatible with iPhone, iPad, and iPod touch and requires iOS 8.0 or later. Miaplaza Inc. (May 8, 2013). English Grammar Punctuation Marks Game. [iTunes App, Cost: 1.99] Retrieved on March 2, 2018 from https://itunes.apple.com/us/app/english-grammarpunctuation-marks-game/id625084161?mt=8 IXL – Sixth Grade Language Arts Practice IXL is an immersive K-12 learning experience that provides comprehensive, standards-aligned content for language arts. IXL's standards-aligned learning experience helps students succeed in school, on statewide assessments, and beyond. The flexible curriculum can be used with almost any teaching strategy, including 1:1 and flipped classrooms, rotational models, and more—which 142 | P a g e


creates the perfect classroom experience. Students are timed to determine how many sentences they can correct, and they are given an explanation along with each question. There are five different rules, and at the end there is also a review. Over 300,000 teachers trust IXL. IXL Learning. (2018). IXL – Sixth Grade Language Arts Practice. [Website]. Retrieved on March 2, 2018 from https://www.ixl.com/ela/grade-6 SAS Punctuation Rules! Punctuation Rules! provides guidance and support for students as they explore the most common punctuation marks and their uses. Students learn the basic rules of punctuation; demonstrate the connection between punctuation and meaning; and provide specific words, phrases, and clauses to create sentences and apply punctuation. Quizzes are available to check understanding. Review 22 punctuation rules includes commas, semicolons, colons, apostrophes, quotation marks, exclamation points, and parentheses. Each rule includes an overview animation demonstrating the rule for students. Students are given a series of problems to practice what they have learned with immediate feedback. Students demonstrate knowledge by dragging-anddropping punctuation marks where needed in a set of sentences. Feedback is reserved for the conclusion of the quiz. This app is beneficial for students, because they assimilate more about the rules, practice those rules, and take a quiz to reflect their knowledge. This app is Compatible with iPhone, iPad, and iPod touch and requires iOS 9.1 or later. SAS Institute Inc. (2016). SAS Punctuation Rules! [iTunes App, Cost: Free] Retrieved on March 2, 2018 from https://itunes.apple.com/us/app/sas-punctuation-rules/id1140948915?mt=8 Sixth Grade Language Skill Builders – Punctuation Internet 4 Classrooms is a free web portal designed to assist anyone who wants to find highquality, free Internet resources to use in classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online technology tutorials. This website is wonderful for students, teachers, and parents because each student receives a percentage grade on each section. There are five interactive quizzes of varied levels on commas with accompanying handouts. The teacher can either do this as an in-class review or quiz grade. Internet4Classrooms. (2000-2017). Sixth Grade Language Skill Builders – Punctuation. [Website]. Retrieved on March 2, 2018 from https://www.internet4classrooms.com/skill_builders/punctuation_language_arts_sixth_6th_grade .htm The Comma Song The Comma Song is a wonderful resource for teaching students the rules for commas. This is an important skill that students must learn in order to make their writing clear and true. This video also gives sentence examples additionally with each rule. There are wonderful animations that help interpret the song. It grabs the attention of all sixth graders and because it is so captivating, the students will be able to remember and learn the song easily. 143 | P a g e


LollyPond. (August 2, 2016). The Comma Song. [YouTube Video]. Retrieved from March 2, 2018 https://www.youtube.com/watch?v=SnUYDi-OiXo

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Kimberly Stevens Unit Rationale â&#x20AC;&#x201C; Scientific Method In this unit, sixth grade student are learning about the scientific method and how it pertains to the creation and implementation of scientific experiments and investigations. Although students have prior knowledge of the steps involving the scientific method, this will be the first time the students have hands-on access to grade-level appropriate experiments and are expected to carry out the experiments. The students may be confused or apprehensive when using the tools involved with the experiments. The students will use video resources to learn more about the scientific method as well as how it can translate to everyday use (including a clip from â&#x20AC;&#x153;The Big Bang Theoryâ&#x20AC;? and a song for auditory memory retention). The students will receive and use a combination of lectures, graphic organizers, and a whole-group classroom trivia game to aid in learning the steps in the scientific method as well as ensure retention of the information. The students will be performing multiple, grade appropriate experiments that incorporate the steps of the scientific method to allow the students to obtain hands-on experience using various materials, gathering information, analyzing the outcome and interpreting the data. By including multiple learning opportunities while incorporating various learning styles, the goal is to ensure all students have the necessary tools to achieve content mastery. By teaching the students how to answer their science-based questions using the scientific method, the students are also learning general problem-solving skills as well as logic-based thinking. The steps required to ask and then answer scientific based question are easily interchangeable with the steps needed to answer many everyday questions. 145 | P a g e


Studying the scientific method is a learning expectation under the Tennessee Science Standards for Grade 6 – Embedded Inquiry. Understandings about scientific inquiry and the ability to conduct inquiry are learning expectations under the Tennessee Science Standards for Grade 6 GLE 0607.Inq.1 Design and conduct open-ended scientific investigations.

GLE 0607. Inq. 2 Use appropriate tools and techniques to gather, organize, analyze, and interpret data. Additional Resources: ❖ NearPod Digital Lesson: https://share.nearpod.com/vsph/nY26lyekwK ❖ Knovio Lesson Overview: https://view.knowledgevision.com/presentation/6eb501ccc8fb4b519d0c7249e98cf0c3 ❖ Opening Commercial: 6SCI_ScientificMethod.mp3 ❖ Jeopardy Game: 6SCI_ScientificMethodJeopardy.ppt

❖ Media Share Selection Rubric:

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ASSURE Lesson Plan The Scientific Method Name: Kimberly Stevens Duration of Lesson: 50 minutes

Analyze learners

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

General Characteristics At Union Elementary STEM and Demonstration School, the 6 th grade class consists of 20 students with a breakdown of 11 male students and nine female students or 17 Caucasian students and three African-American students. The students range in age from seven to eight years old. There are no students in the classroom that require IEP or 504 accommodations. There is one student who while not monitored through the school but uses an emotions chart that is checked through-out the day to help her learn to monitor her feelings when she is feeling overwhelmed. There are 520 students attending Union Elementary school with a racial makeup of 86.5% white, 10.2% African American, and 3.3% Asian. Students with disabilities represent 19% of the schoolâ&#x20AC;&#x2122;s population. Students coming from economically disadvantaged homes are 9.4% of the student population. Curriculum Competencies To complete this lesson, students must have mastery of the steps of the scientific method and the ability to fold paper.

State & NETS*S objectives

Technology Competencies To complete this lesson, students must know how to use a computer and mouse. Students must have a basic understanding of Excel and data entry. Students must be able to navigate websites and do internet-based research using either Google or Bing as a search engine. State Standard GLE 0607.Ingq.1 Design and conduct open-ended scientific investigations. ISTE Standard 3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursing answers and solutions. Behavioral Objective Given spreadsheet software, word processing software, access to internet search engines Google and Bing, and 5 sheets of paper of standard thickness in various lengths and widths, students working in cooperative groups of four will create an experiment using the scientific method to attempt to prove or disprove the hypothesis that a piece of standard thickness paper (.05 mm thick) cannot be folded more than seven times. Students will document each step of their 147 | P a g e


experiment using a spreadsheet of their creation in Microsoft Excel. Students will use laptops and internet access to research websites for various paper folding techniques to aid in the experiments. Students within the group with analyze the data collected during the experiment using Microsoft Excel and write a 1 page cooperative paper using Microsoft Word, using MLA writing standards describing how they used the steps of the scientific method in the experiment as well as communicating their findings. Language Objective Key vocabulary: hypothesis, observation, research, data collection, spread sheet, data analysis, tracking results, background research, design experiment, experiment materials, conclusion, communicate results, dependent variables, independent variables, controlling variables, scientific method. Academic Language Functions Students use the vocabulary found in the language objectives throughout the lesson in practice as well as print. To acknowledge the steps of the scientific method, create experiments, and conclude experiments, as well as the writes ups needed to communicate the results require the use of the vocabulary in the language objectives. The vocabulary words terms will be introduced at the beginning of the lesson, but because they are oriented with specific steps of the scientific method, they will be taught in depth as they are used through-out the lesson. To introduce the words, students will receive a vocabulary sheet that include the vocabulary words with a short definition. As the vocabulary word comes into practice, the words will again be discussed so they can be seen as an action and not just a definition.

Select instructional methods, media, and materials

Curriculum Materials ● 5 sheets of legal sized paper (8.5 inches by 14 inches, .05 mm thick) (cooperative group, student centered) ● 5 sheets of letter sized paper (8.5 inches by 11 inches, .05 mm thick) (cooperative group, student centered) ● 5 sheets of halved letter sized paper (4.25 inches by 5.5 inches, .05 mm thick) (cooperative group, student centered) ● 5 sheets of 1/3 legal sized paper (2.8 inches by 14 inches, .05 mm thick) (cooperative group, student centered) ● 5 post it notes (cooperative group, student centered) ● 20 copies of the vocabulary sheet Technological Materials ● Search engines Google and Bing (student centered) 148 | P a g e


• • • • •

Ted-Ed (Account Holder) (April 19, 2012). How Folding Paper Can Get You to the Moon. [YouTube Video] Retrieved April 6, 2018 from https://www.youtube.com/watch?v=AmFMJC45f1Q (student centered) 5 laptop computers with a Wi-Fi/internet connection (student centered) 5 Microsoft Office suite accounts with Excel access. (student centered) Laptop to present the video (teacher centered) LCD projector to display video (teacher centered) White board or white screen to display video (teacher centered)

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

Utilize media and materials

Preview and Prepare Materials ● Preview the How Folding Paper Can Get You to the Moon Video-*previewed and approved* ● Check student laptops (5) to ensure Microsoft Word and Excel are loaded. ● Check student laptops (5) are connected to the Wi-Fi/internet. ● Check teacher laptop (1) is connected to Wi-Fi/internet ● Check video is accessible on teacher’s laptop. ● Check for proper amount of paper for each group (5 groups of 5 sheets). ● Check LCD projector is working and connected to teacher laptop. ● Check that whiteboard is clear of debris to show video. Prepare the Classroom ● Put classroom seating into teams of 4. ● Turn the projector on for video. ● Turn off lights for video. Prepare the Learner ● Introduce the lesson and present the video How Folding Paper Can Get You to the Moon to the students. ● Hand out vocabulary sheets and go over the words with the students so they have a baseline understanding of each term. ● Explain to the students that they will be creating an experiment based on the hypothesis “You can not fold a piece of paper into halves more than seven times”. ● Explain the use of Microsoft Office, Excel and internet search engines Google and Bing in their experiments. ● Model using Office and Excel, opening the programs, creating basic spread sheets (Excel), how to use the help function. ● Model using search engines Google and Bing. Show how to narrow the search focus, omit words, use wild cards. ● Model reconnecting to the Wi-Fi connection in case of disconnection. ● Students will be divided into five teams of four students. 149 | P a g e


Require learner participation

● Each team of four will be given a laptop (for a total of 5) • As a team, the students will create and implement an experiment to prove or disprove the hypothesis “You cannot fold a piece of paper into halves more than seven times”. • Each team will compose a one-page cooperative paper using Microsoft Word and MLA writing standards describing how they used the steps of the scientific method in the experiment as well as communicating their findings. After being given instruction on the assignment and an explanation on how to use the technology for the assignment, students will be placed into five teams of four students. Each member of the team will receive a vocabulary sheet with content specific words and definitions. Each team will be provided with five sheets of paper in varying size and length, all .05 mm thick and a laptop with WiFi/internet access and preloaded with Microsoft Word and Excel. At this point the teams will begin discussing the hypothesis “You cannot fold a piece of paper into halves more than seven times” and formulating an experiment that follows the steps of the scientific method to either prove or disprove this hypothesis. The teams will then create a spreadsheet using Microsoft Excel to collect their data from the experiment as well as document each step of the scientific method using content specific language provided to them on their vocabulary sheets. Students will use internet search engines Google or Bing to research various paper folding techniques to incorporate into the experiments. Once the teams have completed their experiments, collected and analyzed the data and have collectively drawn their conclusion for the experiment, they will, as a team, write a one-page paper using Microsoft Word and MLA writing standards to communicate their findings. The paper must include how the experiment incorporated the steps of the scientific method as well as using the content specific vocabulary found on the vocabulary sheet provided to each member at the beginning of the lesson. The teams will be monitored as they work to ensure understanding of the assignment as well as the use of technology within the assignment. If a team is unclear of the parameters of the assignment, provide the students with additional support by explaining the assignment again and asking the team to indicate what portion of the assignment is unclear so it can be clarified. If there is a single team member who is unclear about certain portions or all portions of the assignment, ask rest of the team to attempt to clarify the assignment for the unsure team member. If the student is unsure, pull the student aside and explain the assignment again, asking the student to indicate what portion of the assignment is unclear so it can be clarified.

Evaluate and revise

Formative Assessment Formative assessments used in this lesson include teacher observation of group participation during the creation and implementation of the experiment, data collection, data analysis and experiment findings. Students will be observed to ensure implementation of the scientific method and given guidance as needed 150 | P a g e


when this instruction is not followed. Students will be evaluated individually on their active participation within the group, their attitude and their ability to work in a collaborative setting with reasonable success. Each student is expected to participate within the group in each step of the experiment as well as participate in their group discussions pertaining to the experiment as they collaborate to write their paper. If many of the teams are not meeting the desired participation level, the lesson will be paused to remind everyone of the expected goals during collaborative group work. Summative Assessment The summative assessment for this lesson will be the collaborative 1-page paper that outlines the teamâ&#x20AC;&#x2122;s experiment, how they implemented the scientific method, data analysis and communicates the teamâ&#x20AC;&#x2122;s findings from the experiment. The paper is to be written using MLA writing standards. The team must incorporate content specific vocabulary. The culmination of this collaborative assignment will provide evidence of completion of the Tennessee state Science standard GLE 0607.Ingq.1 Design and conduct open-ended scientific investigations. The use of technology within this lesson to help the team create their experiment, document the steps of their experiment and communicate the findings of their experiment meets the ISTE standard 3.d. Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursing answers and solutions. Within the team grading rubric, to receive the highest points available for each category, teams must show that the technology provided to them was effectively and consistently used throughout the scientific method process as well as during the writing of the team paper.

Team Grading Rubric CATEGORY Scientific Method

5 Points Experiment effectively implements and acknowledges the scientific method throughout the experiment. Team uses and acknowledges at least one internet source in the creation of the experiment.

3 Points Experiment is missing or does not acknowledge some of the steps of the scientific method. Internet source not provided in creation of the experiment.

1 Point Experiment is missing many or does not acknowledge many steps of the scientific method. Internet source not provided in creation of the experiment.

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Data Collection

A Microsoft Excel spread sheet is used effectively and consistently to record data collected during each step of the experiment. Paper meets all of the following standards: Written using Microsoft Word. 1-page in length MLA Writing standards Content specific vocabulary Scientific Method Steps Communicate results

A Microsoft Excel spread sheet is used to record data collected during the experiment, but not during each step. Paper meets at least 3 of the following standards: Written using Microsoft Word. 1-page in length MLA Writing standards Content specific vocabulary Scientific Method Steps Communicate results

A Microsoft Excel spread sheet is rarely used to record data collected during the experiment.

CATEGORY Team Member Effort

4 Routinely provides useful ideas when participating in the group and in classroom discussion.

3 Usually provides useful ideas when participating in the group and in classroom discussion.

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).

2 Sometimes provides useful ideas when participating in the group and in classroom discussion. 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).

1 Page Paper

Paper meets less than 3 of the following standards: Written using Microsoft Word. 1-page in length MLA Writing standards Content specific vocabulary Scientific Method Steps Communicate results

Team Member Rubric 1 Rarely provides useful ideas when participating in the group and in classroom discussion. 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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Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.

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.

Unit Media Share Chemistry Music Video 1: The Scientific Method The music video for The Scientific Method, written and performed by Mark Rosengarten, puts the steps of the scientific method to lyric and song. Music has been shown to help with retention, so by using this video, students may be able to retain and recall the steps of the scientific method in a less stressful manner because they can sing it back to themselves. Rosengartenâ&#x20AC;&#x2122;s use of still pictures relating to the steps of the scientific method may also be a helpful memory aid to students who watch the video. Rosengarten, Mark. (Account Holder) (August 29, 2009). Chemistry Music Video 1: The Scientific Method. [YouTube Video]. Retrieved March 10, 2018 from https://www.youtube.com/watch?v=jPaGOHwv7mQ&feature=youtu.be IXL Learning IXL Learning is a website that includes immersive learning for kindergarten through 12 th grade. The sites standards are aligned to the national common core standards. The site is set up to allow easy access to grade-based work, kindergarten through 12th grade as well as by math-based skill sets, (Algebra, Geometry, etc.) This is a pay site and membership is required for access to some parts of the curriculum, as well as the diagnostic and analytics sections of the site. Under the 6th grade tab of the IXL site, you can find Science practices that include information about the scientific method. There are three standards tabs with each tab representing a specific common core standard. Under these tabs, students will read experimentbased passages and per the directions, select the part of the passage that best fits the specific step 153 | P a g e


of the scientific method listed. While this site does not give students knowledge of the scientific method, it is a great site to allow students to recognize the steps as they are being used. IXL Learning. (2018). Sixth grade science. [Website] Retrieved on March 12, 2018 from https://www.ixl.com/science/grade-6 Khan Academy The Khan Academy app, created by Khan Academy is a multifunction application that allows students to receive access to extra instruction in many subject areas. Within the app students have access to video lectures, transcripts of the lectures and text-based learning areas, each taught by a content specialist or volunteer who has been vetted in their subject area. Khan Academy is a free resource for teachers, students, parents or anyone who would like to learn. This application is free to users and does not require in app purchases nor does it contain in app advertising. The Scientific Method is taught as part of the biology section within the Khan Academy application so to get to video lecture one must begin at the Biology tab, followed by the Intro to Biology Tab. The scientific method is then found under The Science of Biology. Once students have watched the lecture, they are free to move to the article covering the scientific method as well as the article over control experiments. All three are easy to follow learning experiences, giving students an in depth understanding of the scientific method that is written in a vernacular that is understandable but still academic. Khan Academy. (2017). Khan Academy [Google Play, iTunes App, Cost: Free] Retrieved March 12, 2018 from https://play.google.com/store/apps/details?id=org.khanacademy.android&hl=en

Science Journal The Science Journal app, created by Google, LLC is a popular science app that allows students to use their Android based phones as a digital scientific journal. You can take video and pictures of your experiments as well as type in notes for each of the steps of the experiment. There is a multitude of tools available for your use in your experiments that use only the basic hardware available in your phone. At your fingertips you have available an ambient light monitor, a sound intensity bar that registers in decibels, a linear accelerometer, a barometer and so much more. The app also provides students with many user-friendly experiments that can be done cooperatively or individually allowing them to practice the steps of the scientific method. This can be found under the activities tab within the app. This application is free to users and does not required in app purchases. Google, LLC. (November 29. 2016). Science Journal. [Google Play, iTunes App, Cost: Free] Retrieved on March 8, 2018 from https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk& hl=en The Scientific Method 154 | P a g e


The video The Scientific Method gives a great overview of the process involved with the scientific method. The video relates the scientific method to everyday life, giving students a stronger, more comprehensive understanding of the steps. It shows students how they use the scientific method for even the most basic actions, like finding a missing cell-phone. (This specific â&#x20AC;&#x153;experimentâ&#x20AC;? will be something that the majority of the students will relate to!) The video strives to help students understand not only the process of the scientific method but that the process is on-going in science as well as everyday life. Teacherâ&#x20AC;&#x2122;s Pet. (Account Holder) (August 17, 2014). The Scientific Method. [YouTube Video]. Retrieved March 10, 2018 from https://www.youtube.com/watch?v=SMGRe824kak&t=6s Scholastic Study Jams! Scholastic Study Jams! is a Scholastic Inc. educational website that allows students to learn about various topics involving math and science. Each topic covered offers videos, games, a vocabulary list and sometimes even a karaoke video to help enforce understanding of specific topics. Study Jam! Scientific Methods site includes many amenities. Students are provided a video cartoon covering an experiment involving hummingbirds and how the scientific method plays into the experiment. There is a clickable vocabulary list that allows students to see the word and then click the word to allow a pop-up with the definition. There is also a karaoke video with the music and lyrics for the students to sing with and a test yourself button that lets students test their knowledge gained from the page. Scholastic Study Jams. (2018). Scientific Inquiry: The Scientific Method. [Website] Retrieved on March 10, 2018 from http://studyjams.scholastic.com/studyjams/jams/science/scientificinquiry/scientific-methods.htm

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Media Share Resources

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English/Language Arts ABCYa The ABCYa.com website titled “Antonyms and Synonyms” offers a fun, interactive game called “Word Toss” that students can play in order to practice how well they know their antonyms and synonyms. This educational game allows students to practice matching synonyms and antonyms. Students can choose from two different levels of difficulty before they play. The rules of the game are simple. If you get 10 correct matches, then you get to choose a new ball. If you get 3 incorrect in a row, then your game is over! This website could be used during center time in a classroom while students are at a computer. It is easy to play, simple to use, and a fun way for students to see just how well they know antonyms and synonyms. ABCYa.com (2018) Synonyms and Antonyms [Website] Retrieved March 17, 2018 from http://www.abcya.com/synonyms_antonyms.htm Adjectives and Adverbs: English Grammar Made Simple Adjectives and Adverbs: English Grammar Made Simple is an incredibly wonderful resource for teaching students about adjectives and adverbs. The video starts with Red (a little animated guy with a red shirt on that is talking in the video) revisiting what noun and verbs are. After Red completely finishes talking about nouns and verbs, he moves on to speak about adjectives and adverbs and what they are. He shows examples of what the sentences should look like and he also shows examples of what the sentences should not look like. At the ending of the video, Red gives a short review of adjectives and adverbs. This video is geared more towards 1 st and 2nd graders, however it would be good for an upper elementary student who might need to review the concepts quickly to watch. David Taylor. (Account Holder). (2015). Adjectives and Adverbs: Grammar Made Simple. [YouTube Video]. Retrieved on March 1, 2018 from https://www.youtube.com/watch?v=I3qj6yL0iNE Antonyms for Kids 157 | P a g e


Antonyms for Kids | Classroom Video is a very simple video that elementary students will understand. You can use this video in a classroom to introduce antonyms to young students. The video is animated, colorful, and sure to keep students attention. It begins by giving the definition of the word antonyms and then continues by giving multiple examples of pairs of antonyms. Towards the end of the video, there is a game called “Picking the Antonyms” that is sure to be a hit inside an elementary school classroom. The video list three words, where two are the correct antonyms that the students must choose. This game is perfect for students in younger grade levels because it keeps things simple and makes the tasks easy to achieve.

Homeschool Pop (July 15, 2017). Antonyms for Kids | Classroom Video [Youtube Video] Retrieved March 17th, 2018 from https://www.youtube.com/watch?v=uEFqdj41kEQ Choose Between Adjectives and Adverbs On the website titled www.ixl.com, there is options for practice on different common core standard categorized by grade level and subject. On this particular link, the titled practice is Choose Between Adjectives and Adverbs. The practice aligns with Common Core Standard, 2.FL.SC.6.e. In this practice, students are given a sentence where they are to choose between an adverb or an adjective. Students can be read the sentence and words if they request by clicking on the speaker button. This website provides multiple chances for practice and not only on adjectives and adverbs. This can be used at school or at home. This is a great practice tool for students after they have learned the particular topic. Students can explore on the website and find practice for other standards they are learning. IXL. (2018). Choose Between Adjectives and Adverbs. [Website]. Retrieved on March 1, 2018 from https://www.ixl.com/ela/grade-2/choose-between-adjectives-and-adverbs The Comma Song The Comma Song is a wonderful resource for teaching students the rules for commas. This is an important skill that students must learn in order to make their writing clear and true. This video also gives sentence examples additionally with each rule. There are wonderful animations that help interpret the song. It grabs the attention of all sixth graders and because it is so captivating, the students will be able to remember and learn the song easily. LollyPond. (August 2, 2016). The Comma Song. [YouTube Video]. Retrieved from March 2, 2018 https://www.youtube.com/watch?v=SnUYDi-OiXo Comma Story-Terisa Folaron The Comma Story is a great resource, because Terisa Folaron projects the information through words and pictures to complete the sentences. This encourages students to not only listen, but to also follow along, keeping them interested. By using animations, it emphasizes where commas should be place and captures the students’ attention. It uses a mighty man as an example throughout the video to highlight how much weight a comma carries in sentences.

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TED-Ed. (July 9, 2013). Comma Story-Terisa Folaron. [YouTube Video]. Retrieved from March 2, 2018 https://www.youtube.com/watch?v=GHnl1O3NGJk EasyLearn Adjectives in English Grammar EasyLearn Adjectives in English Grammar is a wonderful way for students to collaborate and infer the different forms of adjectives. This app is important for building the foundational skills of adjectives and the different forms of adjectives. When students use this app, they will be able practice the different forms while they can point them out in sentences. This app offers eight different questions formats which is usually more than any other app in the app store. The content in this app is developed by teachers and covers the Common Core Standards. This is extremely important for an app to correlate with the Common Core Standards. There are also over 1,000 vocabulary words included in this app. This app is suitable for elementary school students. This app is compatible with iPad and iPhone and requires iOS 8.4 or later. Vasuki, Anupama. (October 17, 2013). EasyLearn Adjectives in English Grammar. [iTunes App, Cost: $1.99] Retrieved on March 1, 2018 from https://itunes.apple.com/us/app/easylearn-adjectives-in-english-grammar/id719858726?mt=8 English Grammar For Kids English Grammar For Kids involves every part of speech for students to practice with. Both adjectives and adverbs are included with this app. This app in incorporated into a game. In order to win, you have to keep getting the answers right that the dinosaur is asking. Everyone sentence and question is different. There is none the same. This app is very easy to use for students. This game is ideal for 3rd to 7th grade students, however it is acceptable for 2nd grade. Mastering adjectives and adverbs is crucial in being able to excel on to higher grades. This application helps students infer about the different parts of speech and gets their little minds to think and choose the correct forms. This app is compatible with iPad and iPhone and requires iOS 8.0 or later. IDZ Digital Private Limited. (July 16, 2013). English Grammar For Kids. [iTunes App, Cost: Free]. Retrieved on March 1, 2018 from https://itunes.apple.com/us/app/english-grammarfor-kids/id649820441?mt=8 English Grammar Punctuation Marks Game The English Grammar Punctuation Marks Game lets you practice identifying different punctuation marks and how to properly use them. Students will gain confidence in placing commas, semicolons, and quotation marks, learning skills that are typically part of the curriculum for students in 3rd through 8th grade. Practicing the questions on this English Grammar Punctuation Marks Game will teach students important educational facts. The questions in this game get progressively harder, assessing the students to comprehend more diligently. Correct answers are highlighted if students get the answers wrong, which helps them reflect on why that is so. These are some wonderful responses that this app received: "Invaluable in bringing fun to the classroom" ... "For anyone who wants to improve his/her punctuation skills" ... "Great for brushing up and teaching proper punctuation to 159 | P a g e


someone who never took the time to learn it in school." This app is Compatible with iPhone, iPad, and iPod touch and requires iOS 8.0 or later. Miaplaza Inc. (May 8, 2013). English Grammar Punctuation Marks Game. [iTunes App, Cost: 1.99] Retrieved on March 2, 2018 from https://itunes.apple.com/us/app/english-grammarpunctuation-marks-game/id625084161?mt=8 EReading Worksheets This ereadingworksheets.com website offers a variety of games and resources to use in the classroom that align with state standards. The Figurative Language Trashketball game, for instance, aligns with fourth grade ELA standards (ie. 4.FL.VA.7b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings). This game is perfect for providing interactive learning in the classroom. Students will receive a sentence and then be asked to write on a piece of paper what type of figurative language that it represents. If the student is correct, her or she may try to shoot the piece of paper into the trashcan from a 1, 2, or 3 point line. If the student makes the shot into the trashcan, he or she receives extra credit points from the line that the shot was made from. This website gives many great sources like the one listed previously that will help students review in a fun way! EReading Worksheets Inc. (2015). Figurative Language Trashketball. [EReading Worksheets Website] Retrieved on March 19, 2018 from https://www.ereadingworksheets.com/figurative-language-activities/figurative-languagetrashketball-game/ First Grade and Second Grade Antonyms and Synonyms First Grade and Second Grade Antonyms and Synonyms is a fun, interactive mobile app that allows beginning learners to practice learning about different antonyms and synonyms. It is important for students to understand these terms in order to enhance their reading abilities and comprehension. This app includes over 250 pairs of antonyms and synonyms that students can do multiple activities with. These activities include flash card, matching game, memory game and sentences. Another benefit of this app is that it allows teachers and parents to create customized content worksheets directly from the app. All you have to do is pick the word list and it will create matching worksheets or sentence worksheets that you can use at home or in the classroom. This app is available in the App Store and requires iOS 6.0 or later. It is compatible with iPhone, iPad, and iPod touch. Incorporated, AbiTalk (2016) First Grade and Second Grade Antonyms and Synonyms [App Store, Cost: Free. Includes In-App Purchase options for $3.99] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/first-grade-and-second-grade-antonyms-and-synonymsfree/id868415025?mt=8 IXL â&#x20AC;&#x201C; Sixth Grade Language Arts Practice IXL is an immersive K-12 learning experience that provides comprehensive, standards-aligned content for language arts. IXL's standards-aligned learning experience helps students succeed in 160 | P a g e


school, on statewide assessments, and beyond. The flexible curriculum can be used with almost any teaching strategy, including 1:1 and flipped classrooms, rotational models, and more—which creates the perfect classroom experience. Students are timed to determine how many sentences they can correct, and they are given an explanation along with each question. There are five different rules, and at the end there is also a review. Over 300,000 teachers trust IXL. IXL Learning. (2018). IXL – Sixth Grade Language Arts Practice. [Website]. Retrieved on March 2, 2018 from https://www.ixl.com/ela/grade-6 Learning Games for Kids LearningGamesForKids.com is a website that offers games for students regarding antonyms. All of the games require students to show whether or not they know their antonyms. Students have the option of either playing a game titled “Antonym or Synonym?”, “Intermediate Adjective Antonyms”, and “Basal Reader Antonym Match”. This website goes along perfectly with my lesson because I will be discussing different adjectives that are antonyms. This website is a great resource that allows students to have fun while playing an educational game while also still learning and practicing their knowledge of antonyms.

LearningGamesForKids.com (2018). Learning Games for Kids Synonyms and Antonyms [Website] Retrieved March 17. 2019 from https://www.learninggamesforkids.com/vocabulary_games/antonyms Learning Opposites for Kids Learning Opposites for Kids is a mobile app that is helps students learn about antonyms. This app teaches and also facilitate students to assess their learning by conducting quiz activities. It has two basic features - “Start Learning” and “Start Activity”. The learning option is to meant to be used by students to help them learn more about the difference between opposite objects. The activity option offers 6 different quiz activities that help strengthen a student’s concept regarding opposite items. Some activities include swap the opposites, drag and drop the opposites, identify correct opposites, match correct opposites, find correct opposites and select correct opposites. This app is available in the App Store and requires iOS 8.0 or later. It is compatible with iPhone, iPad, and iPod touch. Solutions, Suave (2017). Learning Opposites for Kids [App Store, Cost: Free. Includes 1 set of activies that are available for $0.99.] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/learning-opposites-for-kids/id652819621?mt=8 Lolly Lolly Lolly Get Your Adverbs Here – Schoolhouse Rock Lolly Lolly Lolly Get Your Adverbs Here – Schoolhouse Rock specializes in showcasing what an adverb is. This classic video explains in depth what an adverb is and how to use them correctly in sentences. It explains that adverbs are supportive of verbs and help explain how the verb is doing something. The following characteristics of this video state that it closely relates 161 | P a g e


with the Common Core standard 2.FL.SC.6.e. This video would engage students and keep their attention as they are on the edge of their seats wondering which Lolly is going to say something or do something next. This video can be geared towards grade levels first through third. Students will be able to pay attention and observe what is happening in the video. This video may be a classic, but it is still a good resource for teachers all around the world. ConnorToth. (Account Holder). (2011). Lolly Lolly Lolly Get Your Adverbs Here â&#x20AC;&#x201C; Schoolhouse Rock. [YouTube Video]. Retrieved on March 1, 2018 from https://www.youtube.com/watch?v=14fXm4FOMPM The Opposite Song The Opposite Song video is a three-minute long video that has a simple flow and a catchy tune. It is a song all about opposites, and since this lesson is about antonyms, this video would be perfect to play during a lesson. It includes many common terms that younger students should recognize and also has lyrics that are easy to remember and sing along to. This video would be extremely helpful for musical learners inside a classroom and even for those students who are not musical learners simply because it is repetitive, which students need inside a classroom. This video would be a fun way to end a lesson on antonyms and also something you can use for a quick, easy review throughout the year to keep studentsâ&#x20AC;&#x2122; memories fresh over antonyms.

English Tree TV (September 24, 2016). The Opposite Song [Youtube Video] Retrieved March 17, 2018 from https://www.youtube.com/watch?v=4FxdYPTZDBs Orpheus the Lyrical: Figurative Language Orpheus the Lyrical: Figurative Language is a fun and educational game that is great for teaching students about figurative language. The player travels through a virtual world; when he or she runs into something, a sentence pops up and to continue with the game the player must identify the correct form of figurative language to make it to the next level. This app is perfect for reviewing figurative language because it combines gameplay along with an educational component to enhance learning. This app is compatible with an iPhone, iPad, or iPod touch and requires iOS 5.1.1 or later. Ereading Worksheets Inc. (2015). Orpheus the Lyrical: Figurative Language. [iTunes App, Cost: Free] Retrieved on March 19, 2018 from https://ereadingworksheets.com/blog/2014/08/16/orpheus-the-lyrical-now-available-for-ipadsand-iphones/ Quia This quia.com website offers several activities, quizzes, and surveys created by other teachers for instructional purposes. The Antonym and Synonym Jeopardy is an excellent review game to use before an assessment over synonyms and antonyms. It requires students to think about the variety of possibilities of synonyms or antonyms for different words (ie. What is a synonym for 162 | P a g e


the word quick? Students could reply with the words fast, swift, or rapid). This website is a great tool to use for structured practice and studying! IXL Learning. (2018) Antonym and Synonym Jeopardy. [Created by Mary Brannon on Quia Website] Retrieved on March 19, 2018 from https://www.quia.com/cb/213396.html SAS Punctuation Rules! Punctuation Rules! provides guidance and support for students as they explore the most common punctuation marks and their uses. Students learn the basic rules of punctuation; demonstrate the connection between punctuation and meaning; and provide specific words, phrases, and clauses to create sentences and apply punctuation. Quizzes are available to check understanding. Review 22 punctuation rules includes commas, semicolons, colons, apostrophes, quotation marks, exclamation points, and parentheses. Each rule includes an overview animation demonstrating the rule for students. Students are given a series of problems to practice what they have learned with immediate feedback. Students demonstrate knowledge by dragging-anddropping punctuation marks where needed in a set of sentences. Feedback is reserved for the conclusion of the quiz. This app is beneficial for students, because they assimilate more about the rules, practice those rules, and take a quiz to reflect their knowledge. This app is Compatible with iPhone, iPad, and iPod touch and requires iOS 9.1 or later. SAS Institute Inc. (2016). SAS Punctuation Rules! [iTunes App, Cost: Free] Retrieved on March 2, 2018 from https://itunes.apple.com/us/app/sas-punctuation-rules/id1140948915?mt=8 Sentence Builder: Adjectives and Adverbs On the website titled www.education.com, there are multiple learning resources for students. On this particular link, a game titled Sentence Builder: Adjectives and Adverbs is the focus. This game closely relates with the Common Core Standard, formally using adjectives and adverbs correctly in a sentence covered under Tennessee State Standards for English Language Arts 2.FL.SC.6. In this game, students are to explore the game by choosing the correct word to complete the sentence. There is a choice between an adverb and an adjective and students have to choose the correct part of speech to fill the blank. During the game, the sentence is read off to the player and when you hover over the word choices, it pronounces them. If you are caught stuck on a sentence, the game reminds you what the difference is between the two parts of speech. This game is very encouraging for student by giving them the boost of confidence for answering the correct word. Students also do not have to stick to this one game, there are many others on the website that allow practice for parts of speech. Education. (2006). Sentence Builder: Adjectives and Adverbs. [Website]. Retrieved on March 1, 2018 from https://www.education.com/game/adjective-adverb-sentence-builder/ Sixth Grade Language Skill Builders â&#x20AC;&#x201C; Punctuation Internet 4 Classrooms is a free web portal designed to assist anyone who wants to find highquality, free Internet resources to use in classroom instruction, developing project ideas, reinforcing specific subject matter areas both in the class and at home and even for online 163 | P a g e


technology tutorials. This website is wonderful for students, teachers, and parents because each student receives a percentage grade on each section. There are five interactive quizzes of varied levels on commas with accompanying handouts. The teacher can either do this as an in-class review or quiz grade. Internet4Classrooms. (2000-2017). Sixth Grade Language Skill Builders â&#x20AC;&#x201C; Punctuation. [Website]. Retrieved on March 2, 2018 from https://www.internet4classrooms.com/skill_builders/punctuation_language_arts_sixth_6th_grade .htm Synonyms and Antonyms Synonyms and Antonyms is a great resource for students to learn the basics about synonyms and antonyms. Found on Brain Pop Jr., the video explains what synonyms and antonyms are, how to use them when you write, and how synonyms and antonyms make writing stronger. There are a variety of examples of synonyms and antonyms given in this video which will enhance student vocabulary while also giving students a visual representation of synonyms and antonyms. Brain Pop. (1999-2018). Synonyms and Antonyms. [Brain Pop Jr. Video] Retrieved on March 19, 2018 from https://jr.brainpop.com/readingandwriting/word/synonymsandantonyms/ Synonyms and Antonyms Synonyms and Antonyms is a catchy rap song on Flocabulary that will grab studentsâ&#x20AC;&#x2122; attention and gain their understanding. This video will be stuck in their brains for a while, but that is what you want. This video explains what synonyms and antonyms are along with giving several examples that students can use when they write, speak, and read. A subscription is required for this video use, but it is worth it; there are several fun, educational videos that can be used for multiple lessons. Flocabulary. (2018). Synonyms and Antonyms. [Flocabulary Video] Retrieved on March 19, 2018 from https://www.flocabulary.com/unit/synonyms-and-antonyms/ Vocabulary: Synonyms and Antonyms Vocabulary: Synonyms and Antonyms is a terrific app for critical thinking. There are three levels that students can pick from: beginner, intermediate, or advanced. Within each level, the players are asked to unscramble a word to form a synonym or antonym of a word already listed. This game is great for checking student understanding about synonyms and antonyms. It also enhances their vocabulary for reading, writing, and speaking. This app is compatible with an iPhone, iPad, or iPod touch and requires iOS 8.0 or later. Perachai Wongsinwises. (2017). Vocabulary: Synonyms and Antonyms. [iTunes App, Cost: Free] Retrieved on March 19, 2018 from https://appadvice.com/app/vocabulary-synonymsantonyms/1297201299

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Mathematics ABCYa This abcya.com website titled “Learning Coins” is a neat game for students to practice learning coins. On this website the students will be able to learn all about the coins from the worth to the president on each of them. Once students feel confident with the coins, they will be able to sort the coins. There are four treasure chests labeled one cent, five cents, ten cents, and twenty-five cents, and the students will be required to drop and drag the correct coin into the appropriate chest. This resource is beneficial to emerging students who are learning the basics of coins. ABCYa (2018). Learn to Count Money – Counting Money. Retrieved on March 18, 2018 from http://www.abcya.com/counting_money.htm Amazing Coin – Kids Money Learning Counting Games Amazing Coin is a great educational game for allowing children to practice identifying coins and solving math problems using the coins. The most frequently used coins in this app are the penny, nickel, dime, and quarter, however, half dollar and dollar are available if practice is needed with them. There are 9 games to choose from within this app. Some examples of these games are: making change, paying for items, learning the name and spelling of each coin, greatest value/least value, and addition. This app is compatible with iPhone, iPad, and iPod Touch and requires iOS 8.0 or later. JP Game, LLC (2018). Amazing Coin-Kids Money Learning Counting Games. [Cost: Free] Retrieved from iTunes App Store on March 18, 2018 from https://itunes.apple.com/us/app/amazing-coin-kids-money-learning-countinggames/id495887877?mt=8 Animal Math First Grade Games Animal Math is an app that assists first grade students’ learning through fun, interactive mathematic games. This app is designed by parents and teachers. It provides students with 165 | P a g e


positive encouragement and over a hundred math games for them to grow their knowledge of math concepts. To interest and engage students, this app adds an adventurous element to the learning experience. Students help Math-Explorer Emma and her animal friends make it across the African wild. Students have to complete multiple games for Emma and the animals make it to their destination. With this element in the app, it gives students a goal to achieve. This makes them want to interact more with the game and in turn improve their math skills. This app aligns with Common Core math standards. Eggroll Games, LLC. (August 18, 2017). Animal Math First Grade Games. [iTunes App, Cost: Free] Retrieved on March 17, 2018 from https://itunes.apple.com/us/app/animal-mathfirst-grade-games/id903749612?mt=8 ClockWorks Clockworks in a great way for kids of all grade levels to practice telling time. It requires students to set as many clocks as possible in two minutes. The game is completely customizable. The easy setting includes times that end in :00, :15, :30, or :45. The medium setting includes the above as well as five-minute intervals. The advanced setting includes times to one-minute intervals, and the challenge setting includes difficult elapsed time problems. In this setting, scoring one or two is impressive! This website is geared towards the advanced learner, or the learner who needs a challenge. MrNussbaum. (2015). ClockWorks. [Website]. Retrieved on March 19, 2018 from https://mrnussbaum.com/clockworks/

Counting Bills and Coins Counting Bills and Coins is a great way for students to practice identifying solving math problems with money. This app is a great resource for allowing beginning learners to learn how to count pennies, nickels, dimes, and quarters, and it is also helpful for more advanced students to practice counting larger amounts of money using the one, five, ten, and twenty dollar bills. There are five different unique activities within this app that students will be able to advance their money knowledge. This app allows you to type the amount of coins and/or bills that is shown on the screen, making the amount shown by using different combinations of coins and bills, etc. There is an option to work with coins only or coins and bills combined, and there are also three levels of difficulty to choose from. This app is compatible with iPhone, iPad, and iPod touch and requires iOS 7.0 or later. K12, Inc. (2015). Counting Bills & Coins [Cost: Free] Retrieved from iTunes App Store on March 18, 2018 from https://itunes.apple.com/us/app/counting-bills-coins/id374976971?mt=8 Elapsed Time Third Grade Elapsed Time Third Grade is an educational video on elapsed time . It teaches how much time has passed or will pass. It is a great video to follow along and pause at any time to have kids figure it out on their own clocks. Students will get an understanding of time in the future and 166 | P a g e


adding with time which is not the easiest. This video incorporates real life situations that can help students get a firm understanding of why it is important to learn this task and how to use it in everyday life. Math and Learning Videos for Kids. (Account Holder). (Match 12, 2014). Elapsed Time Third Grade. [YouTube Video] Retrieved on March 19, 2018 from https://www.youtube.com/watch?v=zXFZUMjehDU eSpark Learning: Find the Missing Number (1.OA.8, Quest 4) This short eSpark Learning video on missing numbers helps students find missing numbers, or addends, in an equation. This video takes the students on a “quest” where they sail into shark infested waters where a total of seven sharks live. However, not all of the sharks are present. The video uses this fun story to capture students’ attention and to explain how to find a missing number. The video will help promote student learning because of how it captures students’ attention. It is much more beneficial to show students engaging videos because students are more likely to learn if they are having fun and are engrossed in the information. eSparkLearningVideos. (2013, July 25). eSpark Learning: Find the Missing Number (1.OA.8, Quest 4). [YouTube Video]. Retrieved on March 17, 2018 from https://www.youtube.com/watch?v=F6W_-1PswGc First Grade Math Games Education.com is an excellent resource for educators, students, and parents. This website provides worksheets, activities, games, workbooks, lesson plans, exercises, songs, and stories to enhance the learning experience. The resources on this website range in ages all the way from preschool to high school. It promotes many great educational purposes. For example, this would be a great website for teachers to find worksheets, lesson plans, activities, and other classroom assets. For students, this website offers extra help and practice on any subject. It would be a great tool for tutoring. As for parents, if they were to choose to homeschool their children, they could use this website to help further their children’s education. Education.com, Inc. (2006). First Grade Math Games. Retrieved on March 17, 2018 from https://www.education.com/games/first-grade/math/ Getcha Money Right Getcha Money Right is a terrific resource for teaching students about the different types of coins and their worth. This video teaches the penny, nickel, dime, and quarter. Getcha Money Right shows how the coins can be added together to reach a sum, the color of each of the coins, and the presidents on each. This video is beneficial for all of the musical learners in the classroom, since it is being taught through song. This is a great tool to use for instruction purposes, or even for a brain break.

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GoNoodle | Get Moving (2017, January 31). Getcha Money Right – Blazer Fresh | GoNoodle. Retrieved from YouTube on March 18, 2018 from https://www.youtube.com/watch?v=vMSAzl6V95M Learn How to Tell Time on a Clock Learn How to Tell Time on a Clock: This is a terrific resource for teaching students the basics of telling time as well as detailed information on how to do so. On analog clocks, children need to learn what the hour hand means, the minute hand means, what time of day it is, and how much time has passed. Learning what the minute hand is saying can be tricky but with this video, the narrator uses stories and colorful graphics to make learning much easier and more fun. This video is very interactive and appealing to the eye. It is a great video to keep children's interest and help them learn how to tell time. Lindy McKay. (Account Holder). (October 9, 2015). Learn How to Tell Time on a Clock. [YouTube Video]. Retrieved on March 19, 2018 from https://www.youtube.com/watch?v=8RJzoyIVzV8 Learn To Tell Time This abcya.com website titled “Learn to Tell Time” offers mathematic lessons on telling time through gaming and activities. This website compliments Common Core Standards for all grade levels. This elementary activity is great fun for all children in the computer lab or at home. Kids practice setting the time on the clocks by selecting a type of clock and then dragging the hands of the analogue clock or by clicking the up and down buttons of the digital clock. There are four levels of difficulty and children are awarded “prizes” as they move along to each level. ABCYA. (2018). Learn to Tell Time. [Website]. Retrieved on March 19, 2018 from http://www.abcya.com/telling_time.htm

Math with Mr. Stickman (Missing Addends) Math with Mr. Stickman is a short and simple video that teaches students how to find missing addends in an addition sentence. Though this video is short and simple, it is great because of its use of academic language. After watching this videos, students will be able to not only find a missing addend, but they will also be able to define what a missing addend is. Mr. Stickman shows students an easy way to find the missing addend in an equation by using pictures to determine the answer. This shows students that there is more than route to find the correct answer to a math equation. kmcgreer1972. (2012, August 27). Math with Mr. Stickman (Missing Addends). [YouTube Video.] Retrieved on March 17, 2018 from https://www.youtube.com/watch?v=-VM_9lkBDDA Math Playground 168 | P a g e


Math Playground is an awesome website for students from first grade all the way up to high school. It provides hundreds of games for students to choose from to help grow their math skills. This website makes for a great engagement activity to prepare students for learning. Math Playground supplies students with the necessary means for extra practice in all areas of math. As mentioned before, this website does benefit students for ages from first grade to high school, so this would be a great tool for students of all ages. Math Playground, LLC. (2018). Math Playground- First Grade. Retrieved on March 17, 2018 from https://www.mathplayground.com/grade_1_games.html The Money Song The Money Song is a great tool to use for instruction when teaching the coins: penny, nickel, dime, and quarter. The Money Song helps children to identify and know the value of the penny, nickel, dime, and quarter. This song is very repetitive, so it should help students learn and memorize the worth of each of the four coins. The video also shows images of the front and back of each of these coins, as well. Jack Hartmann Kids Music Channel (2017, August 21). The Money Song | Penny, Nickel, Dime, Quarter | Math Song for Kids | Jack Hartmann. Retrieved from YouTube on March 18, 2018 from https://www.youtube.com/watch?v=pnXJGNo08v0 Splash Math This splashmath.com website titled “Counting Money Games” offers math lessons on counting coins through games and activities. This website correlates with the common core standard ( 2. MD.C.8- Solve contextual problems involving dollar bills, quarters, dimes, nickels, and pennies using ¢ and $ symbols appropriately.) Students will see images (front and back) of the penny, nickel, and dime. The children will also be allowed to learn the value of each of the coins and start adding them together. The quarter and half-dollar will also be introduced and they can start counting these as well. Second grade students will enjoy learning how to count money on this standard aligned website! Splash Math. (2018). Counting Money Games. Retrieved on march 18, 2018 from https://www.splashmath.com/counting-money-games Splash Math- First Grade Math Learning Games Splash Math is an app that assists first grade students’ learning through fun, interactive mathematic games. This app is a comprehensive and curriculum aligned math platform that strengthens math concepts using self-paced and adaptive practice. This app has over seventy different math games for students to interact and engage with to increase their math skills. Since the Splash Math app encompasses such a wide range of math concepts, this app is perfect for aiding in developing students’ math skills. When students encounter a wrong answer, the app provides an explanation as to why the answer is incorrect. 169 | P a g e


This helps students see exactly what they may need to improve on when solving math equations. The most affective aspect of the app is how documents students’ achievements and progress throughout their time of using the app. This app aligns with Common Core math standards. Study Pad, Inc. (January 24, 2018). Splash Math- First Grade Math Learning Games. [iTunes App, Cost: Free] Retrieved March 17, 2018 from https://itunes.apple.com/us/app/1st-grade-math-learning-games/id463469532?mt=8 Telling Time HD Telling Time HD is an app created for older age groups including ages 8-10. Telling Time HD teaches the workings of the hour hand and the minute hand through the best means possible, a manipulative, talking clock. It gives kids the opportunity to see a digital clock alongside the analog clock so that they can observe the relationships between the two. It includes fun activities and a chance to win prizes. The free-play area lets you move the clock hands anywhere on the dial and hear the time. The challenge activities include: Set the Clock – where you drag the hour hand and the minute hand to the correct setting, Which Time Is – a multiple choice challenge activity and, How Long – a more advanced activity where you must set the clock to a target time that is either earlier or later by a certain number of minutes. My Turn Mobile (2010). My Turn Mobile HD. [iTunes App Store, Cost: 2.99] Retrieved on March 19, 2018 from https://itunes.apple.com/us/app/telling-time-hd/id379472648?mt=8 ToDo Telling Time ToDo Telling Time is a great way for developed learners to practice and expand on their current knowledge of telling time. Todo Telling Time provides playful opportunities for children in second through fifth grade to learn all aspects of time telling through fun, interactive mini games. With this app, children will learn to tell time to the hour and minute, calendar concepts, digital time, and the components of a daily schedule. Telling Time also addresses secondary factors necessary for mastering time telling. These include practice with ordering numbers around a clock face, counting by 5s, elapsed time, and estimates of time. Each game is unique and engaging, ensuring that children continue to have fun as they learn the necessary skill of telling time. Enuma Education (May 15, 2014). ToDo Telling Time. [Google Play App, Cost: 4.99] Retrieved on March 19, 2018 from https://play.google.com/store/apps/details?id=com.locomotivelabs.tellingtime&hl=en

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Science ABCYa! Games ABCYa! Games is a great way for children to learn the concepts of the states of matter while having fun playing games. The mobile app discusses the basics of solids, liquids, and gases. Not only does the app provide detailed information, but it also provides examples of each state of matter. Once the child goes through and learns the information, then they are able to play a matter game. The game requires the user to place an object into the correct category; the three categories include solids, liquids, and gases. If the user does not place the object into the correct category, then they get another chance later on in the game to find the correct placement. Not only does the app primarily focus on science, but it also allows students to work on their reading and math skills. This educational app allows children to learn the basics of the three states of matter so they can build on their science skills and knowledge in the future. ABCYa Games (January 2, 2018). [i Tunes App, Cost: $4.99 monthly] Retrieved on March 13, 2018 from https://itunes.apple.com/us/app/abcya-games/id1079974015?mt=8 Chemistry Music Video 1: The Scientific Method The music video for The Scientific Method, written and performed by Mark Rosengarten, puts the steps of the scientific method to lyric and song. Music has been shown to help with retention, so by using this video, students may be able to retain and recall the steps of the scientific method in a less stressful manner because they can sing it back to themselves. Rosengartenâ&#x20AC;&#x2122;s use of still pictures relating to the steps of the scientific method may also be a helpful memory aid to students who watch the video. Rosengarten, Mark. (Account Holder) (August 29, 2009). Chemistry Music Video 1: The Scientific Method. [YouTube Video]. Retrieved March 10, 2018 from https://www.youtube.com/watch?v=jPaGOHwv7mQ&feature=youtu.be Facts About States of Matter- Easy Science for Kids Facts About States of Matter is a great resource for children to learn about the three states of matter. The website includes beneficial information, images, diagrams, vocabulary terms and definitions, questions and answers, and videos. If students do not know what a term means, then 171 | P a g e


they can easily look at the chart and find the definition. This allows students to be involved in their own learning. Charts, pictures, and diagrams allow students to visually see the concepts, which makes it easier for students to learn and remember the information. The website also allows students to further their education and learn about other science topics such as animals, plants, and technology. Declan, Tobin Facts About States of Matter-Easy Science for Kids Retrieved on March 19, 2018 from http://easyscienceforkids.com/all-about-states-of-matter/ Google Earth Google Earth is an app for learners for all ages to be to see parts of the world, that they would only be able to see pictures of, in a virtual tour. It allows the user to select any place in the world and they can see it on the screen. It can show them any landform in the entire world. The reason Google Earth is better than just using pictures is it gives students to chance to see a street or ground level of any landform on Earth. A student in Tennessee might not have seen a volcano before and could have a hard time imaging it in their mind. This app will help to give the student a good visual of what a volcano really looks like. A teacher can use this app in instruction or the learner can use it on a personal device. The teacher can use it to show a certain landform and then later the student can look up anything they are interested in. The possibilities are almost endless with this app for what a teacher can do this app when teaching landforms. Google, LLC. (January 31, 2018) Google Earth. [Download for PC, Mac, or Linux, Cost Free] Retrieved on March 13, 2015 from https://www.google.com/earth/ Idaho Public Television: Science Trek The Science Trek website is a great resource to get students engaged with the concepts of solids, liquids, and gases. The website provides detailed information on the topic, along with educational games, and links to additional resources. Types of games include: Matter Millionaire, Hangman (which includes vocabulary terms relating to matter), and states of matter simulations. Desk top games and simulations activate student interest and motivation. The website is designed for children and adults of all ages. Not only can children play games and learn concepts, but teachers can also use this website as a teaching tool to find additional resources and activities. Idaho Public Television: Science Trek States of Matter. Retrieved on March 19, 2018 from http://idahoptv.org/sciencetrek/topics/matter/games.cfm IXL Learning IXL Learning is a website that includes immersive learning for kindergarten through 12 th grade. The sites standards are aligned to the national common core standards. The site is set up to allow easy access to grade-based work, kindergarten through 12th grade as well as by math-based skill sets, (Algebra, Geometry, etc.) This is a pay site and membership is required for access to some parts of the curriculum, as well as the diagnostic and analytics sections of the site. 172 | P a g e


Under the 6th grade tab of the IXL site, you can find Science practices that include information about the scientific method. There are three standards tabs with each tab representing a specific common core standard. Under these tabs, students will read experimentbased passages and per the directions, select the part of the passage that best fits the specific step of the scientific method listed. While this site does not give students knowledge of the scientific method, it is a great site to allow students to recognize the steps as they are being used. IXL Learning. (2018). Sixth grade science. [Website] Retrieved on March 12, 2018 from https://www.ixl.com/science/grade-6 Khan Academy The Khan Academy app, created by Khan Academy is a multifunction application that allows students to receive access to extra instruction in many subject areas. Within the app students have access to video lectures, transcripts of the lectures and text-based learning areas, each taught by a content specialist or volunteer who has been vetted in their subject area. Khan Academy is a free resource for teachers, students, parents or anyone who would like to learn. This application is free to users and does not require in app purchases nor does it contain in app advertising. The Scientific Method is taught as part of the biology section within the Khan Academy application so to get to video lecture one must begin at the Biology tab, followed by the Intro to Biology Tab. The scientific method is then found under The Science of Biology. Once students have watched the lecture, they are free to move to the article covering the scientific method as well as the article over control experiments. All three are easy to follow learning experiences, giving students an in depth understanding of the scientific method that is written in a vernacular that is understandable but still academic. Khan Academy. (2017). Khan Academy [Google Play, iTunes App, Cost: Free] Retrieved March 12, 2018 from https://play.google.com/store/apps/details?id=org.khanacademy.android&hl=en

Matter by Kids Discover Matter by Kids Discover is an app that allows students to take an in depth look at matter. The resource demonstrates how matter has many forms. The app also allows viewers to identify the similarities and differences of chemical and physical changes. In addition, the app describes in great detail matterâ&#x20AC;&#x2122;s four possible states and provides examples and properties of each state. Not only does the app teach the concepts of matter, but it also incorporates demonstrations, activities, and fun at home experiments. In addition, students can view interactive 3D models, high definition video and audio, and complete quizzes, puzzles, and other games. Not only does the app teach viewers about matter, but it also keeps children engaged by viewing simulations and videos and completing games and quizzes. Matter by Kids Discover (June 2013). [i Tunes App, Cost: $3.99] Retrieved on March 19, 2018 from https://itunes.apple.com/us/app/matter-by-kids-discover/id657404620 Matter Chatter 173 | P a g e


Matter Chatter is a great way to teach young students the basics of the three states of matter. The video briefly describes the three states of matter and discusses their unique properties. In addition, the video provides examples of each state of matter. There are several open ended questions and pauses, which allow students to use their critical thinking skills. Throughout the video, the states and properties are repeated several times, which allows students to remember the information. The video is visually appealing and motivates students to learn about states of matter. Henry Kindergarten Music (June 12, 2014) Matter Chatter. Retrieved from You Tube on March 19, 2018 from https://www.youtube.com/watch?v=C33WdI64FiY Scholastic Study Jams! Scholastic Study Jams! is a Scholastic Inc. educational website that allows students to learn about various topics involving math and science. Each topic covered offers videos, games, a vocabulary list and sometimes even a karaoke video to help enforce understanding of specific topics. Study Jam! Scientific Methods site includes many amenities. Students are provided a video cartoon covering an experiment involving hummingbirds and how the scientific method plays into the experiment. There is a clickable vocabulary list that allows students to see the word and then click the word to allow a pop-up with the definition. There is also a karaoke video with the music and lyrics for the students to sing with and a test yourself button that lets students test their knowledge gained from the page. Scholastic Study Jams. (2018). Scientific Inquiry: The Scientific Method. [Website] Retrieved on March 10, 2018 from http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm Science Journal The Science Journal app, created by Google, LLC is a popular science app that allows students to use their Android based phones as a digital scientific journal. You can take video and pictures of your experiments as well as type in notes for each of the steps of the experiment. There is a multitude of tools available for your use in your experiments that use only the basic hardware available in your phone. At your fingertips you have available an ambient light monitor, a sound intensity bar that registers in decibels, a linear accelerometer, a barometer and so much more. The app also provides students with many user-friendly experiments that can be done cooperatively or individually allowing them to practice the steps of the scientific method. This can be found under the activities tab within the app. This application is free to users and does not required in app purchases. Google, LLC. (November 29. 2016). Science Journal. [Google Play, iTunes App, Cost: Free] Retrieved on March 8, 2018 from https://play.google.com/store/apps/details?id=com.google.android.apps.forscience.whistlepunk& hl=en The Scientific Method 174 | P a g e


The video The Scientific Method gives a great overview of the process involved with the scientific method. The video relates the scientific method to everyday life, giving students a stronger, more comprehensive understanding of the steps. It shows students how they use the scientific method for even the most basic actions, like finding a missing cell-phone. (This specific “experiment” will be something that the majority of the students will relate to!) The video strives to help students understand not only the process of the scientific method but that the process is on-going in science as well as everyday life. Teacher’s Pet. (Account Holder) (August 17, 2014). The Scientific Method. [YouTube Video]. Retrieved March 10, 2018 from https://www.youtube.com/watch?v=SMGRe824kak&t=6s The Three States of Matter Song The Three States of Matter Song is a great source to introduce the states of matter to younger elementary school students. It is a great attention grabber to motivate students. The video not only discusses the states of matter, but it also describes the concept of mass. By including rhyming words and the words on the screen, children are able to sing along. The video includes examples of matter so children can easily comprehend the concepts. The repetition of words and phrases allows students to easily remember the information. Silly School Song (November 19, 2014) The Three States of Matter Song Retrieved from You Tube on March 19, 2018 from https://www.youtube.com/watch?v=fhhFwdJqvfw

Social Studies Aretha Franklin-Respect The video Aretha Franklin-Respect shows Aretha Franklin performing one of her most famous songs. It gives students the ability to see how culturally different the video is versus todays music performances. The video is also in black and white, therefore, it shows how the time is 175 | P a g e


culturally different from today’s time. It gives students the opportunity to see how music has changed throughout Tennessee over the years. numberonesongs4444 (Account Holder). (August 5, 2011) Respect-Aretha Franklin. [YouTube Video]. Retrieved on March 16, 2018 from https://www.youtube.com/watch?v=n0POmdk18WU The Berenstain Bears Get the Gimmies (2-2) The Berenstain Bears get the Gimmies is a fun, yet educational video to help students classify the differences between needs and wants with examples. This video shows how brother and sister bear really want news toys and treats, but mama and papa continue to remind the two that they do not need those satisfactory items for survival. Also, a flashback occurs between mama, papa, grandma, and grandpa bear, where it shows papa bear as a young cub witnessing a young child being told “no” to getting an apple due to lack of finances. This scene helps students understand money financing going towards needs versus wants on a first-grade level. iVideoXD (account holder). (2010, April 13). The Berenstain Bears Get the Gimmies (2-2) [YouTube Video]. Retrieved March 18, 2018 from https://www.youtube.com/watch?v=j9cAJIaAEYQ Biography The biography website gives students the ability to find information on any famous Tennessee musicians. Once the students type in the person they are wanting to research, it brings up a summary of their life, fun facts, famous songs, etc. This website is perfect for students to do research on a particular musician in Tennessee. This website would be the best option for teachers to use when instructing the students over famous Tennessee musicians. A&E Networks. (December 18, 2015). Biography. [Website]. Retrieved on March 16, 2018 from https://www.biography.com Brainpop Jr. Brainpop Jr. is an educational website with over 1,000 short, animated movies for students in grades K-12. This website offers quizzes and related materials to cover the core subjects of learning as well as implementing technology, health, arts, and music into learning. Furthermore, Brainpop Jr. offers learning games and study materials for students and teachers to view and play with. This website would be beneficial to students because it offers a visual representation over wants versus needs on a first-grade level to demonstrate understanding. Teachers could use this website as a pre or post assessment to show students a fun, animated explanation over needs versus wants while also quizzing them at the end of the video to ensure that all students understand the material. Brainpop Jr. (1999). Brainpop Jr: Needs and Wants. [Website]. Retrieved on March 18, 2018 from https://jr.brainpop.com/socialstudies/economics/needsandwants/ 176 | P a g e


Brazil This site offers a child-friendly approach to explain cultural in Brazil. The site begins with an interesting fact that the name “Brazil” came from a tropical wood used to make red dye. The site provides organization through the use of sub headings which we ensure that student will be able to easily navigate. This website offers a free trial of information, but requires payment to reveal additional information. The site does explore many elements of the third grade South America social studies standards, which is to describe the major components of history and culture including language, clothing, food, art, beliefs, customs, and music. However, the site still encompasses an ambiguous nature. Encyclopedia Britannica, Inc. (2018) Brazil. Retrieved March 6, 2018 from https://kids.britannica/kids/article/Brazil/34564 Brazil Facts This kids-world-travel-guide.com website offers kids the opportunity to “tour” the world. More specifically, the site provides the many of the basic facts about Brazil as well as many interesting facts that students might not know. The site includes rich photos and is an embodiment of a sneak-peak into Brazil. This site encompasses facts about food, sports, attractions and many more important Brazilian factors that others do not include. This site will provide as a great way to introduce a lesson on Brazil Graff, Regina. (2018) Brazil Facts. Retrieved March 6, 2018 from https://www.ids-world-trveslguide.com/brazil-facts.html Elvis Trivia: Elvis Trivia is a great way for students to practice their knowledge about Elvis Presley, and to learn new things about the King of Rock. It is a fun way for students to capture the standard: 5.64 Refer to details and examples about the significance of Tennessee popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee (C, TN). This app is a kid-friendly for all ages. It has 50 age appropriate questions over facts about Elvis Presley. After students acquire knowledge about Elvis Presley, they should not have problems with the questions on the app Elvis Trivia. Not to mention, the app is free, which is a plus, and it is also available in the iTunes app store and the Google play store. Mckee, Russell. (2016). Elvis Trivia. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/elvis-trivia-free/id434349833?mt=8 Focus on Brazil! Country Profile and Geographical Info Focus on Brazil! Country Profile and Geographical Information is an immaculate resource that provide ample insight on Brazil. The video share shares many interesting facts of Brazil including that of population, geography, and history. The videos reveals the fact that Brazil is extremely diverse and share unpopular facts about the country. The video makes world connections throughout, which allows for a better understanding. The video is not long in length 177 | P a g e


and manages to cover all of the points listed in the third grade social studies standard for South America. This video is visually appealing and will inevitably satisfy visual and audio learners. GEOgraphy Focus. (Account Holder). (Jan 2016). Focus on Brazil! Country Profile and Geographical Info. [Youtube Video]. Retrieved March 6, 2018 from https://youtu.be/VTEJk8vPWE Google Earth Google Earth is an amazing way for students to gain new perspectives of Brazil, as they are allowed to explore the country with a finger. Students are granted with opportunities to explore landmarks and cities all over the world. Aside from map features, the site offer additional information including capitals, language, and important facts. Students learn or obtain information in various ways. This app was designed with “hands on students” in mind. In fact the 3-D nature of the app and the option to explore facts about places in the world relate to John Dewey’s theory. Dewey believed that education and life go together. This conveys the idea that children learn best by hands-on-activities or experiences. The app uses realistic graphics, which allows students to get a glimpse of foreign parts of the world. This app is compatible with iOS devices, android devices, and desktop desktops. Google, Inc. (2009). Google Earth. [iTunes App, Cost: Free] Retrieved on March 6, 2018 from https://itunes.apple.com/us/app/google-earth/id293622097?mt=8 Graceland-The Home of Elvis Presley The website, Graceland-The Home of Elvis Presley, gives the students the opportunity to explore the famous home of Elvis Presley. The website offers virtual tours of the home inside and out. It also gives informational facts about the home. The website has a gallery of pictures of each room in this house with a description under each. It gives students a way to go on a field trip to learn about Graceland, without leaving the classroom. Elvis Presley Enterprises, Inc. (2012). Graceland The Home of Elvis Presley. [Website]. Retrieved on March 16, 2018 from https://www.graceland.com/visit/360virtualtours.aspx Just Dance Cotton Eyed Joe The video Just Dance Cotton Eyed Joe is the perfect brain break for students. The video gets them up and active, and gives them a break to rest their brains. It is a fun dance to do that goes along with the standard: 5.64 Refer to details and examples about the significance of Tennessee in popular music, including Sun Studios, Stax Records, Elvis Presley, B.B. King, and Memphis, Tennessee (C, TN). This video gives the students an opportunity to enjoy learning about East Tennessee music while dancing. FamilyFriendlyGaming (Account Holder). (June 25, 2017) Just Dance Cotton Eyed Joe. [YouTube Video]. Retrieved on March 16, 2018 from https://www.youtube.com/watch?v=MWEA6J7B9Z0 Kahoot! 178 | P a g e


Kahoot is a tool that is used to create and play trivia games in a fun and exciting way. Students can actively participate with the any device that connects to the internet. By using this tool, teachers can create his/her very own personalized quizzes that test for student understanding of subject-specific topics and vocabulary. Students will benefit from this application because it provides informal formative assessment opportunities and allows for ample student participation. At the end of each Kahoot quiz, students will receive a score of how many points he/she earned during the quiz, and the teacher will be able to view problematic questions that were missed by students. Kahoot! (2013). Kahoot! [Google Play, iTunes App, Cost: Free] Retrieved on March 18, 2018 from https://play.google.com/store/apps/details?id=no.mobitroll.kahoot.android Kids World Map Kids World Map is an interactive map that allow students to explore fascinating cultural facts, landmarks, natural wonders, notable people, foreign customs and beliefs, music, wildlife, and technologies around the world. Users are to zoom in on the portion of the earth to be explored and tap each icon that represents something significant in that country. This app is perfectly in-line with that of the third grade social studies standards. The app aims to educate children on cultural differences with specific regards to customs, beliefs, language and etc. The app offers visually satisfying and humorous graphics to appeal to a child of any age. However, the app also provides quality information. This app allows students to learn through experience and the exploration of the app, which is also Deweyâ&#x20AC;&#x2122;s theory. The apps indirectly sharpens users map skills and since of direction through navigation of the countries. This app is only available in the Apple App Store and is compatible with iPhones, iPods, or iPads. iOS 5.1.1 or later is required. The Genuine Co Ltd. (2013). Kids World Map. [iTunes App, Cost: Free] Retrieved on March 6, 2018 from itunes.apps.com/us/app/kids-world-map/id777746574?mt=8 Landforms Landforms is an app for early learners that allows them to find information about all types of landforms. It allows the learner to learn fast facts about different types of landforms and they are can take quizzes about landforms. Landforms are something that our students will see every day. It is important for them to be able to identify the different types and be able to know where they can be found. In the state standards it says the student needs to be able to use information and illustrations to identify Earthâ&#x20AC;&#x2122;s major landforms. This is why this app will allow students to see pictures of the landforms as well as learn information about them. It uses both statements from the state standard. A student needs to able to able to identify landforms to help them in life later on due to the fact of getting around the their community. If someone tells them to turn left when you come to river they need to know what a river is or they will get lost in their day to day lives. This app is used Android 2.2 and up. 179 | P a g e


Nth Fusion, LLC. (2013) Landforms. [Cost $0.99] Retrieved from Google Play Store on March 13, 2018 from https://play.google.com/store/apps/details?id=com.nthfusion.landforms&hl=en Landforms Rap Landforms Rap / Lessons With Lisa is a great video that gives great vocabulary meaning to several different types of landforms. The video puts the landform on a level that 3 rd graders can easily understand and will be able to remember after the video due to the silly rap. Students need be to give the meaning of what makes each landform. They have to be able to see a landform and be able to tell someone what landform it is and why. When the video gives the definition of the landform it is also showing a picture of the landform for the learner to be able to connect them better in their minds. Lessons with Lisa (2026, June 27). Landforms Rap / Lessons With Lisa. Retrieved from YouTube on March 13, 2018 from https://www.youtube.com/watch?v=X_lZH2E6GHQ Landforms- Tune of "Aint No Mountain" Landforms- Tune of "Aint No Mountain" is a great song to teach students. It is short and will be easy for them to remember. It also helps aural type of learners, who learn best when using music. The video is short but it gets the point across. After showing the video I would teach my students the song so they can think back to it when we are talking about them later in the lesson. The video would not be the first thing I show my learners. I would wait until the second day of teaching landforms because it can be a little fast and is a little hard to understand the words if you do not already know the song. The video would work best with older elementary schoolers. I would not use it in any lower grade then 3rd. Bridges, Allison (2012, August 10). Landforms- Tune of "Aint No Mountain". Retrieved from YouTube on March 13, 2018 from https://www.youtube.com/watch?v=yjjaqy5gCtU My Money The Department of Financial Services created the My Money Program in order to provide educational lessons for individuals with important resources for family members and caregivers. The My Money Program allows individuals to learn and practice financial skills at their own pace, using interactive games, activities and educational videos. The game provided on this source demonstrates understanding over basic needs and wants. This website begins with a basic demonstration over what needs and wants are before transitioning into the learning game. This game reads each question aloud, which is a necessity for 1 st grade students who may struggle with reading and decoding certain words.

Florida Department of Financial Services (2012). MyMoney: Needs and Wants [website]. Retrieved on March 18, 2018 from https://www.myfloridacfo.com/mymoney/games/needs-vs-wants-game.html 180 | P a g e


Quiz for Justin Timberlake Fans: Quiz for Justin Timberlake Fans is a great app for students to do individually, in small groups, or whole group. This quiz gives students the opportunity to answer open ended questions. The app will ask a question and give a word bank for the students to use to answer the questions. This app is also a free app and easy to use. This an app that is available on iTunes app store and the Google play store, and it can be used in multiple ways in the classroom. Raru, Ion. (2014). Quiz for Justin Timberlake Fans. [iTunes App, Cost: Free] Retrieved on March 16, 2018 from https://itunes.apple.com/ie/app/quiz-for-justin-timberlake-fansfree/id434349833?mt=8 Quizlet Mrs. Nelson 3rd Grade Landforms This allows students to study landforms in many different ways. There are tabs where they can study flash cards, spell, test, and many more. There are also two play tabs where students can match and play a game called gravity. The teacher can start a classroom game where the meaning or a picture come up and the students have four choices where they must pick the correct landform. My teachers used this when I was in school and it helped me greatly. I wanted to study and learn the content so I could win the classroom game and see my name on the leaderboard. Using quizlet will encourage students to learn in a fun way and they might not even realize they are learning. Heckle (March 2016).Mrs. Nelson 3rd Grade Landforms. Retrieved from Quizlet on March 14, 2018 from https://quizlet.com/7508441/mrs-nelson-3rd-grade-landforms-flash-cards/ Study Island Study Island helps students in grades K-12 to master state-specific, grade-level academic standards in a fun and engaging manner. Study Island combines rigorous content that is customized to specific state standards in math, reading, writing, science, and social studies with interactive features and games that engage students and reinforce and reward learning achievement. There is a function on Study Island that allows for educators to create his/her own quiz to test certain standards for students. Once each individual child takes this quiz, results are sent directly to the teacher for reviewing. This application would be useful in the classroom by both allowing students to see and participate in online activities over 1 st grade Social Studies and allowing teachers to accurately monitor and record student progress. Edmentum (2018). Study Island [iTunes App, Cost: Free (must have a subscription to access)] Retrieved on March 18, 2018 from https://app.studyisland.com/cfw/login Top 5 Interesting Facts About Brazil Top 5 Interesting Facts About Brazil does a great job at utilizing academic language and engaging the viewer. This will provide as a great supplemental material. The video does require that students obtain some prior knowledge of Brazil. The humorous nature of the video aims to 181 | P a g e


keep studentsâ&#x20AC;&#x2122; attention. The facts presented in the video are rare, yet interesting facts which would be a great way to close out a lesson. The video aims to please, with elements that benefit all of the ways people learn. For instance, the clip would appeal to visual, audio and kinesthetic learns by providing ample graphics, descriptive language, and even facts about physical elements. WatchMojo.com. (Account Holder). (May 2016) Top 5 Interesting Facts About Brazil. [Youtube Video]. Retrieved March 6, 2018 from https://youtu.be/5ad8Muc3HUI Types of Landforms This website expands the knowledge for the students on landforms. It goes into details that I did not talk about in class and will allow for a great scavenger hunt. Each landform has four or five fast facts that will help the students with the scavenger hunt. It also talks about hot and cold deserts. I did not talk about this in my lesson but I like how it allows students to create their own schemas. I really like how they start the information; at the top of the page they have a section that explains the meaning of a landform. Mocomi Kids (2017). Types of Landforms. Retrieved on March 14, 2018 from http://mocomi.com/landforms/ Wants and Needs This YouTube video gives a brief overview of basic economics wants and needs at the elementary age level. This video includes a PowerPoint presentation that is being reviewed and discussed in the first two minutes of the video, then a BrainPop video discussing economic needs and wants begins. This video would be beneficial for students due to the vivid examples that are placed within this video. Also, this video would be beneficial for teachers who acquire a BrainPop subscription, for a quiz could be implemented at the end of this video to check for student understanding of basic needs and wants. Spicer, Jennifer (Account Holder). (2015, February 15). Wants and Needs. [YouTube Video]. Retrieved March 18, 2018 from https://www.youtube.com/watch?v=ij3m8iqPqU4

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Copyright Appreciations:

Word Cloud created using online application, Wordle (http://www.wordle.net) Major/sectional graphics taken from Peteâ&#x20AC;&#x2122;s Powerpoint Station (http://pppst.com)

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Technology in the School Unit Booklet (SP18)  

This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools at Tennessee State University....

Technology in the School Unit Booklet (SP18)  

This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools at Tennessee State University....

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