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Autumn schaffer story board
This storyboard provides an overview of a school media center. It contains 15 frames with photos and narration describing the various areas and resources available in the media center. The frames showcase the check-out area, book shelves, reading areas, laminating room, and more. The overall purpose is to give a student tour of the media center and highlight what materials and activities are offered.
How to make an ice cream sundae
This document provides instructions for making an ice cream sundae in 10 steps. Each step uses a number to indicate the quantity of an ingredient added to the sundae, starting with one scoop of ice cream in a cone and building up with toppings until 10 cherries are added to complete the sundae. Following the 10 steps results in "the most wonderful ice cream sundae ever!"
Schaffer storyboard
The document is a storyboard for the children's book "A House for a Hermit Crab" by Eric Carle. It describes 14 scenes of a hermit crab finding new shells and decorating them with sea creatures as it grows larger over the year. In the end, the hermit crab moves to a new, larger shell and passes its decorated shell onto a smaller crab.
10 days of thanksgiving
The document counts down the hours of Thanksgiving, with the teacher giving the student a different food item each hour, starting with one piece of chicken in the first hour and ending with ten pieces of chocolate in the tenth hour. It follows a pattern of counting down from ten to one while listing typical Thanksgiving and other foods.
Recommended
Autumn schaffer story board
This storyboard provides an overview of a school media center. It contains 15 frames with photos and narration describing the various areas and resources available in the media center. The frames showcase the check-out area, book shelves, reading areas, laminating room, and more. The overall purpose is to give a student tour of the media center and highlight what materials and activities are offered.
How to make an ice cream sundae
This document provides instructions for making an ice cream sundae in 10 steps. Each step uses a number to indicate the quantity of an ingredient added to the sundae, starting with one scoop of ice cream in a cone and building up with toppings until 10 cherries are added to complete the sundae. Following the 10 steps results in "the most wonderful ice cream sundae ever!"
Schaffer storyboard
The document is a storyboard for the children's book "A House for a Hermit Crab" by Eric Carle. It describes 14 scenes of a hermit crab finding new shells and decorating them with sea creatures as it grows larger over the year. In the end, the hermit crab moves to a new, larger shell and passes its decorated shell onto a smaller crab.
10 days of thanksgiving
The document counts down the hours of Thanksgiving, with the teacher giving the student a different food item each hour, starting with one piece of chicken in the first hour and ending with ten pieces of chocolate in the tenth hour. It follows a pattern of counting down from ten to one while listing typical Thanksgiving and other foods.
Schaffer a pathfinder 2
This document provides instructions for creating a basic PowerPoint presentation with slides, text, backgrounds, images, and transitions. It recommends using no more than one paragraph of text per slide and keeping backgrounds simple. Images should be properly cited and copyrights respected. Transitions and animations should be used sparingly and consistently to avoid distracting the audience. The instructions conclude with templates for double-sided notes and exit slips.
Staff development unit framework
This professional learning unit teaches educators how to use web 2.0 tools and Promethean's Activstudio software over the course of 5 days. Teachers will learn how to create activities and artifacts using tools like Prezi, PhotoShow, Voki, and Storybird that can be used across subjects and grades to enhance student engagement and learning. The unit aligns with technology standards focusing on using technology to support instruction and designing effective learning experiences.
Autumn schaffer learner_analysis
The document provides information about a learner analysis project conducted in a kindergarten classroom. It includes details about the school, classroom, curriculum standards, demographics of the students, entry skills and prior knowledge as assessed through a pre-test, and results of an academic motivation inventory. The pre-test showed that most students could make predictions and identify the beginning and end of stories, but had more difficulty with specific elements. Most students indicated enjoying reading and thinking about stories, but less than half reported reading regularly at home.
Schaffer a policy review
The document reviews relevant library policies within the Lamar County School District. It examines policies on defining instructional media, the media advisory committee, organization and availability of print and non-print materials, selection of suitable materials, and collection evaluation and weeding. For most policies, the document finds Lamar County's current policies to be thorough and in need of no revisions. However, it recommends revising the collection evaluation and weeding policy to include the disposal form within the policy handbook and define the "record retention period." Examples of relevant policies from other districts are provided.
Schaffer a facilities plan
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
Reading enrichment unit
This unit is designed to have 3rd grade students analyze Roald Dahl's Charlie and the Chocolate Factory through various writing assignments over 5 days. Students will read the book individually or as a class, then write character analyses, poems, advertisements, essays, and use online graphic organizers to organize their thoughts. The goal is for students to practice different writing genres to demonstrate their understanding of the text, form opinions, and develop basic essay structure. Performance tasks include using a graphic organizer to explain how chocolate is made, writing a rhyming poem for a Golden Ticket, and drafting a letter to comfort Charlie.
Day 2 lesson plan
This lesson plan summarizes chapters 7-11 of Charlie and the Chocolate Factory and teaches primary learning outcomes related to reading comprehension, understanding different genres like drama, and purposeful writing. Students will read aloud the chapters, discuss plot points and emotions of characters, learn about script format by analyzing movie adaptations, and complete three writing activities - drafting a dramatic script as Charlie, writing a consolation letter to Charlie after he finds no golden ticket on his birthday, and practicing formal letter writing through online greeting cards. The lesson integrates language arts with technology and aims to improve students' reading, writing, and comprehension skills.
Day 1 resources
The document describes the process of manufacturing chocolate from cacao trees to candy bars. Cacao trees are ready to grow chocolate seeds after 5 years. The seeds are sorted and roasted after arriving at the factory. The liquid chocolate is then tempered to give it a shiny appearance before being poured into molds to make candy bars.
Day 1 lesson plan
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
Graphic organizers
This document provides an overview of the basic elements of a story including characters, setting, problem, resolution, and the flow from beginning to middle to end. It also mentions including details and maintaining a main idea when telling a story.
Autumn.schaffer.unit plan
This unit plan is designed to teach kindergarten students about the key elements of stories, including characters, setting, problem, and resolution. Over the course of three weeks, students will learn to identify these elements in stories read aloud and incorporate them into their own stories. They will learn to recognize the beginning, middle, and end of stories and summarize each section. Students will analyze stories to determine characters' perspectives and consider alternative endings. The goal is for students to understand how stories are constructed and apply lessons about morality.
Autumn.schaffer.unit plan
This document provides details about a kindergarten unit on the elements of a story. The unit is designed to teach students to identify characters, setting, problem, and resolution in stories. Students will learn these elements in stories read aloud and in their own writing. They will recognize the beginning, middle, and end of stories and be able to retell stories including these parts. The unit includes performance tasks where students analyze story elements in videos and write their own stories. It is a completed unit plan that is ready for implementation.
Schaffer reflection story_performance
The author reflects on telling a story to an audience that was different than practice sessions. During the performance, the author focused on retelling the story from their own perspective without pausing, as opposed to practice where they focused on specific words and could start and stop. The author enhanced the story with visuals of ocean animals and engaged the audience before and after the story. The author was nervous but able to remember and tell the full story successfully without pausing.
Planning activity
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
Autumn schaffer character_cafe
The document is an instructional video about a Character Cafe that introduces children to characters from books. It contains tips for filming techniques like establishing shots, close-ups, medium shots, and zooming. The video shows scenes of children at a cafe discussing book characters they relate to and how characters are like making new friends. It encourages children to imagine how they can "be a character" by dressing like characters from stories.
Planning document
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
Plagerising poster
Plagiarism involves taking someone else's work and passing it off as your own by directly copying their words or ideas without giving them proper credit. Examples of plagiarism are copying directly from the internet, books, or articles for school assignments without citing the source. Plagiarism is considered illegal and students should do original work and properly cite all sources of information used.
Bright ideas grant ms
The project proposes purchasing graphic novels about history topics and science to make educational reading more engaging for students. Teachers and 250 students in grades 2-5 would benefit. Students would read the graphic novels during class and be allowed to create their own graphic novels using a digital camera and online application. The $947.99 budget would cover 6 sets of biography and science graphic novels and a digital camera to support student creation of graphic novels. Overall the project aims to increase student interest in reading educational texts through an innovative graphic novel format.
More Related Content
More from autumnschaffer
Schaffer a pathfinder 2
This document provides instructions for creating a basic PowerPoint presentation with slides, text, backgrounds, images, and transitions. It recommends using no more than one paragraph of text per slide and keeping backgrounds simple. Images should be properly cited and copyrights respected. Transitions and animations should be used sparingly and consistently to avoid distracting the audience. The instructions conclude with templates for double-sided notes and exit slips.
Staff development unit framework
This professional learning unit teaches educators how to use web 2.0 tools and Promethean's Activstudio software over the course of 5 days. Teachers will learn how to create activities and artifacts using tools like Prezi, PhotoShow, Voki, and Storybird that can be used across subjects and grades to enhance student engagement and learning. The unit aligns with technology standards focusing on using technology to support instruction and designing effective learning experiences.
Autumn schaffer learner_analysis
The document provides information about a learner analysis project conducted in a kindergarten classroom. It includes details about the school, classroom, curriculum standards, demographics of the students, entry skills and prior knowledge as assessed through a pre-test, and results of an academic motivation inventory. The pre-test showed that most students could make predictions and identify the beginning and end of stories, but had more difficulty with specific elements. Most students indicated enjoying reading and thinking about stories, but less than half reported reading regularly at home.
Schaffer a policy review
The document reviews relevant library policies within the Lamar County School District. It examines policies on defining instructional media, the media advisory committee, organization and availability of print and non-print materials, selection of suitable materials, and collection evaluation and weeding. For most policies, the document finds Lamar County's current policies to be thorough and in need of no revisions. However, it recommends revising the collection evaluation and weeding policy to include the disposal form within the policy handbook and define the "record retention period." Examples of relevant policies from other districts are provided.
Schaffer a facilities plan
The document describes the current media center at Lamar County Primary School in Georgia. It provides details on the school's layout, current media center floor plan and policies. It also summarizes the results of surveys given to students and teachers which aimed to gather feedback on the strengths and weaknesses of the current media center and ideas for improvements.
Reading enrichment unit
This unit is designed to have 3rd grade students analyze Roald Dahl's Charlie and the Chocolate Factory through various writing assignments over 5 days. Students will read the book individually or as a class, then write character analyses, poems, advertisements, essays, and use online graphic organizers to organize their thoughts. The goal is for students to practice different writing genres to demonstrate their understanding of the text, form opinions, and develop basic essay structure. Performance tasks include using a graphic organizer to explain how chocolate is made, writing a rhyming poem for a Golden Ticket, and drafting a letter to comfort Charlie.
Day 2 lesson plan
This lesson plan summarizes chapters 7-11 of Charlie and the Chocolate Factory and teaches primary learning outcomes related to reading comprehension, understanding different genres like drama, and purposeful writing. Students will read aloud the chapters, discuss plot points and emotions of characters, learn about script format by analyzing movie adaptations, and complete three writing activities - drafting a dramatic script as Charlie, writing a consolation letter to Charlie after he finds no golden ticket on his birthday, and practicing formal letter writing through online greeting cards. The lesson integrates language arts with technology and aims to improve students' reading, writing, and comprehension skills.
Day 1 resources
The document describes the process of manufacturing chocolate from cacao trees to candy bars. Cacao trees are ready to grow chocolate seeds after 5 years. The seeds are sorted and roasted after arriving at the factory. The liquid chocolate is then tempered to give it a shiny appearance before being poured into molds to make candy bars.
Day 1 lesson plan
This document provides a lesson plan for teaching third grade students about the book Charlie and the Chocolate Factory. The lesson has five learning outcomes: reading comprehension, learning about the history and process of making chocolate, sequencing events, writing an invitation poem, and writing a persuasive essay. Students will read chapters 1-6, learn about real chocolate making online, sequence the chocolate making process, write an invitation poem like a golden ticket, and write a persuasive essay on whether they want to visit the factory. The lesson integrates language arts, reading, writing, technology, and science concepts across 65 minutes through group reading, discussion, online research and activities, and independent writing assignments.
Graphic organizers
This document provides an overview of the basic elements of a story including characters, setting, problem, resolution, and the flow from beginning to middle to end. It also mentions including details and maintaining a main idea when telling a story.
Autumn.schaffer.unit plan
This unit plan is designed to teach kindergarten students about the key elements of stories, including characters, setting, problem, and resolution. Over the course of three weeks, students will learn to identify these elements in stories read aloud and incorporate them into their own stories. They will learn to recognize the beginning, middle, and end of stories and summarize each section. Students will analyze stories to determine characters' perspectives and consider alternative endings. The goal is for students to understand how stories are constructed and apply lessons about morality.
Autumn.schaffer.unit plan
This document provides details about a kindergarten unit on the elements of a story. The unit is designed to teach students to identify characters, setting, problem, and resolution in stories. Students will learn these elements in stories read aloud and in their own writing. They will recognize the beginning, middle, and end of stories and be able to retell stories including these parts. The unit includes performance tasks where students analyze story elements in videos and write their own stories. It is a completed unit plan that is ready for implementation.
Schaffer reflection story_performance
The author reflects on telling a story to an audience that was different than practice sessions. During the performance, the author focused on retelling the story from their own perspective without pausing, as opposed to practice where they focused on specific words and could start and stop. The author enhanced the story with visuals of ocean animals and engaged the audience before and after the story. The author was nervous but able to remember and tell the full story successfully without pausing.
Planning activity
The document outlines Autumn Schaffer's plans for a digital video project about a "Character Café" activity to promote literacy. The activity would have students read books, choose a favorite character, analyze the character's traits, dress up as the character, and discuss the character with others at a café event. The target audiences are primary students aged 5-8 and their parents/teachers. The objectives are for students to understand the activity, analyze a character, create a costume, and embody the character at the café.
Autumn schaffer character_cafe
The document is an instructional video about a Character Cafe that introduces children to characters from books. It contains tips for filming techniques like establishing shots, close-ups, medium shots, and zooming. The video shows scenes of children at a cafe discussing book characters they relate to and how characters are like making new friends. It encourages children to imagine how they can "be a character" by dressing like characters from stories.
Planning document
This document provides information about Autumn Schaffer's digital video project for her FRIT 7230 course in Spring 2010. The project will focus on promoting literacy in the school media center. Schaffer will create an instructional video explaining a "Character's Café" activity where students read books, choose a favorite character, analyze that character, dress up as the character, and meet in the "café" to discuss the character with other students. The target audiences are primary school students ages 5-8 and their parents/teachers. The video aims to increase student motivation using the ARCS model by gaining their attention, making it relevant, building their confidence, and providing satisfaction.
Plagerising poster
Plagiarism involves taking someone else's work and passing it off as your own by directly copying their words or ideas without giving them proper credit. Examples of plagiarism are copying directly from the internet, books, or articles for school assignments without citing the source. Plagiarism is considered illegal and students should do original work and properly cite all sources of information used.
Bright ideas grant ms
The project proposes purchasing graphic novels about history topics and science to make educational reading more engaging for students. Teachers and 250 students in grades 2-5 would benefit. Students would read the graphic novels during class and be allowed to create their own graphic novels using a digital camera and online application. The $947.99 budget would cover 6 sets of biography and science graphic novels and a digital camera to support student creation of graphic novels. Overall the project aims to increase student interest in reading educational texts through an innovative graphic novel format.