This document provides details about a 3-lesson unit plan on money for 1st grade students. The unit aims to help students improve math and literacy skills while learning about money. Lesson 1 involves reading a story about money and face painting, taking notes on characters' money amounts, and doing calculations. Lesson 2 covers how coins are made through a video and questions. Lesson 3 includes a video on visiting a money factory and games counting coins online. Assessment includes checking note-taking, answering video questions, using comprehension strategies, and demonstrating money skills through tasks. The teacher reflected on collaborating to address skills like comprehension, incorporating money into lessons, and lessons that could be improved.
Information Literacy Collaborative UnitBlair Young
This document provides details of a 3-lesson unit plan for 1st grade students focusing on money, math, language arts, and information literacy skills. The unit uses the story "The Penny Pot" to teach students about counting coins and making change for purchases. Students take notes on the story and use comprehension strategies. A video on coin production and online games reinforce money concepts. The plan includes goals, essential questions, activities, and an assessment rubric. Reflection notes discuss collaboration with the teacher and lessons learned about modeling note-taking for students.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to enhance the storytelling and student engagement. The author reflected that students seemed to enjoy using the technology and were highly engaged throughout the active lesson.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
LEONI AG expressed its strategy of international growth and innovation at its shareholders' meeting. This impacts stakeholders like employees, who must adapt to global structures, and customers, who benefit from LEONI's expertise across the entire value chain. The article focuses on LEONI's sales office in Japan, a new Chinese plant, and LEONI's material and testing expertise for halogen-free flame retardant products. LEONI developed an HFFR material as an alternative to PVC and tested it using standard and custom methods to ensure it meets customer expectations for properties like flexibility and resistance to solvents and heat.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
Information Literacy Collaborative UnitBlair Young
This document provides details of a 3-lesson unit plan for 1st grade students focusing on money, math, language arts, and information literacy skills. The unit uses the story "The Penny Pot" to teach students about counting coins and making change for purchases. Students take notes on the story and use comprehension strategies. A video on coin production and online games reinforce money concepts. The plan includes goals, essential questions, activities, and an assessment rubric. Reflection notes discuss collaboration with the teacher and lessons learned about modeling note-taking for students.
The document discusses differentiated instruction in a whole-group setting. It provides examples of strategies such as flexible grouping, tiered instruction, assessment, and questioning to meet all students' needs. Anchor activities are mentioned as ongoing tasks to allow students to work independently as the teacher works with groups.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to enhance the storytelling and student engagement. The author reflected that students seemed to enjoy using the technology and were highly engaged throughout the active lesson.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
The document summarizes a lesson taught by the author using various technologies including iPads, interactive whiteboards, and apps. The lesson involved a story about solving problems and hiding magic beans. Students worked in groups using construction materials and drawings to design hiding places for the beans. They then created wanted posters for a lost giant character. Throughout the lesson, the author used an iPad and apps like Morph to engage students and enhance the story world. The author felt the technology helped make the lesson more effective and the students enjoyed learning.
LEONI AG expressed its strategy of international growth and innovation at its shareholders' meeting. This impacts stakeholders like employees, who must adapt to global structures, and customers, who benefit from LEONI's expertise across the entire value chain. The article focuses on LEONI's sales office in Japan, a new Chinese plant, and LEONI's material and testing expertise for halogen-free flame retardant products. LEONI developed an HFFR material as an alternative to PVC and tested it using standard and custom methods to ensure it meets customer expectations for properties like flexibility and resistance to solvents and heat.
The document outlines a library lesson plan for 1st grade students on historical figures of America. The lesson involves students using online and print resources to find information on Thomas Jefferson, Lewis and Clark, and Harriet Tubman. Students then create a PowerPoint presentation with the information to demonstrate their learning. The teacher will assess students based on the content in their presentations and their use of resources during the lesson.
This document provides a summary of a video that will showcase various activities and the books available about those activities in the library. The video will feature segments about airplanes/tractors, dancing, horses, sports, and fishing that include footage of each activity along with shots of related books. Students will then each describe their favorite activity and show a related book they chose. The video concludes by encouraging students to visit the library to find books about different fun topics and reviews the difference between fiction and nonfiction genres.
The Federal Reserve issued a policy statement announcing that it will maintain the target range for the federal funds rate at 0 to 1/4 percent and continue its program to purchase $600 billion of longer-term Treasury securities by the end of June 2011. The Fed judged that economic conditions, including low rates of resource utilization, subdued inflation trends, and stable inflation expectations, are likely to warrant exceptionally low levels for the federal funds rate for an extended period. The Fed also indicated that it will regularly review the size and composition of its securities holdings and is prepared to adjust those holdings as needed to best foster maximum employment and price stability.
The document outlines a learning plan for teaching students about the phases of the moon. It includes goals of understanding what causes the moon's phases and its alignment with the Earth and sun. Students will learn the eight phases through demonstrations and simulations, create a moon phase model using cookies, and keep a moon journal. They will complete a web quest and be assessed on a moon phase model for a science fair displaying the moon's alignment and phases.
This document provides a list of various educational resources related to astronomy and space science from the library collection, including DVD movies, games, books, software, magazines, models, and other materials. There is a wide range of topics covered including the solar system, stars, planets, seasons, telescopes, and space exploration. The resources are aimed at different grade levels from preschool through middle school and are produced by various publishers and companies.
The document summarizes the objectives and approach of the VINCI learning program for 3-5 year old children, referred to as Level 3: The Capable. It was designed based on research on child development and recommendations for early childhood education. The objectives focus on developing thinking skills, emotional/social skills, language/literacy, math/reasoning, general knowledge, and science skills. Examples of games and exercises are provided to help children develop skills like observation, investigation, storytelling, and thinking before answering questions. The program aims to foster curiosity and allow confidence to grow through hands-on learning experiences.
500 Word Essay Equals How Many Pages. Online assignment writing service.Alexis Thelismond
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Review bids from writers for the request, choose one based on qualifications, and place a deposit to start.
4. Review the completed paper and authorize final payment if pleased, or request free revisions.
5. Choose HelpWriting.net confidently for original, high-quality content with a refund for plagiarism.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions for satisfaction and refunds plagiarized work.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions until the client is satisfied, offering refunds for plagiarized work.
This document summarizes and reviews several educational simulations and activities for teaching kindergarten through second grade students. It reviews simulations for teaching weather, patterns, money counting, and probability. Each summary includes the name, age level, creator, ease of use, pros, cons, and potential integration into classroom lessons. The reviews indicate that the activities are generally easy to use with simple and colorful graphics but that some could benefit from audio instructions or more engaging designs.
This lesson plan is for a kindergarten math class about money. The goals are for students to learn the names and values of coins (penny, nickel, dime, quarter) and understand how children spend money differently than adults. The teacher will review coins from the previous lesson, distribute an organizer for students to write coin names, values, and examples of child and adult spending. Then the class will reconvene on the carpet where the teacher will review the organizers and read a book about money.
This document discusses various approaches and resources for inquiry-based learning, with a focus on catering to young learners and those with limited literacy skills. It provides examples of simple inquiries that can be completed in a short time frame, as well as recommendations for using ongoing classroom displays, peer collaboration, and technology tools to support the inquiry process. Recommendations are also given for using purpose-driven literacy instruction aligned with curriculum topics to enhance student outcomes.
This document outlines 9 brain-based teaching strategies:
1) Involving students in authentic problem solving to increase relevance.
2) Using projects to increase meaning and motivation by working on presentations, recordings, or displays.
3) Employing simulations and role plays when authentic problems are not feasible.
4) Using visual aids like graphic organizers to aid in retention and understanding.
5) Incorporating songs, jingles and rhymes to make content more memorable.
6) Employing mnemonic strategies to help recall important information.
7) Having students write their own word problems, dialogues or speeches.
8) Conducting active reviews where students prepare to teach their
1. The document provides details of a mathematics lesson on consumer arithmetic for 9th grade students at Church Teachers' College in Mandeville, Jamaica.
2. It includes the names and ID numbers of 4 students, analyzes the class demographics, states the lesson objectives, and outlines the teaching procedures and activities which incorporate technology like PowerPoint and interactive tools.
3. The lesson teaches the concepts of simple interest, principal, time and rate through class discussions, group activities, and a competitive game to help students understand and apply the simple interest formula.
EMO MONDAYS classes took place once a week for students in grades 10 and 11. The classes used games to teach social and emotional skills like self-awareness, relationship building, empathy, emotion management, conflict resolution, and decision making. Some of the games used included social problem solving, team pictionary, job guessing, and an empathy game to help students understand others' perspectives, as well as a UNO game paired with emotion discussion to improve emotional vocabulary. The goal was to make social and emotional learning interactive and fun for students.
EMO MONDAYS classes took place once a week for students in grades 10 and 11. The classes used games to teach social and emotional skills like self-awareness, relationship building, empathy, emotion management, conflict resolution, and decision making. Some of the games used included social problem solving, team pictionary, job guessing, and an empathy game to help students understand others' perspectives, as well as a UNO game paired with emotion discussion to improve emotional vocabulary. The goal was to make social and emotional learning interactive, hands-on and fun for students.
The document discusses different theories of learning including behaviorism, cognitivism, and social constructivism. Behaviorism views learning as changes in behavior from experiences and reinforcement. Cognitivism sees learning as how individuals actively construct understanding from experiences and prior knowledge through schemas. Social constructivism, influenced by Vygotsky, proposes that learning occurs through social interactions and in collaboration with more knowledgeable others in a child's zone of proximal development. Each theory provides a different perspective on the nature of knowledge, the learner's role, and implications for teaching.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
The document discusses learning structures for children living in poverty. It outlines several key resources including financial, emotional, mental, spiritual, physical, and relationships/role models. It also identifies differences between generational and situational poverty. The document emphasizes that moving out of poverty requires focusing on achievement over relationships initially, and that education and relationships are most helpful. It provides cognitive strategies and phrases to build teacher-student relationships.
The document discusses creating brain-compatible learning environments for adolescents. It provides attributes of a brain-compatible classroom such as providing moderate challenges, engaging positive emotions, and allowing time for processing. It also covers topics like how learning produces physical changes in the brain through processes like long-term potentiation and myelination during adolescence. Emotions strongly influence attention and learning for teenagers as their amygdala develops faster than their frontal lobes.
This document provides a summary of a video that will showcase various activities and the books available about those activities in the library. The video will feature segments about airplanes/tractors, dancing, horses, sports, and fishing that include footage of each activity along with shots of related books. Students will then each describe their favorite activity and show a related book they chose. The video concludes by encouraging students to visit the library to find books about different fun topics and reviews the difference between fiction and nonfiction genres.
The Federal Reserve issued a policy statement announcing that it will maintain the target range for the federal funds rate at 0 to 1/4 percent and continue its program to purchase $600 billion of longer-term Treasury securities by the end of June 2011. The Fed judged that economic conditions, including low rates of resource utilization, subdued inflation trends, and stable inflation expectations, are likely to warrant exceptionally low levels for the federal funds rate for an extended period. The Fed also indicated that it will regularly review the size and composition of its securities holdings and is prepared to adjust those holdings as needed to best foster maximum employment and price stability.
The document outlines a learning plan for teaching students about the phases of the moon. It includes goals of understanding what causes the moon's phases and its alignment with the Earth and sun. Students will learn the eight phases through demonstrations and simulations, create a moon phase model using cookies, and keep a moon journal. They will complete a web quest and be assessed on a moon phase model for a science fair displaying the moon's alignment and phases.
This document provides a list of various educational resources related to astronomy and space science from the library collection, including DVD movies, games, books, software, magazines, models, and other materials. There is a wide range of topics covered including the solar system, stars, planets, seasons, telescopes, and space exploration. The resources are aimed at different grade levels from preschool through middle school and are produced by various publishers and companies.
The document summarizes the objectives and approach of the VINCI learning program for 3-5 year old children, referred to as Level 3: The Capable. It was designed based on research on child development and recommendations for early childhood education. The objectives focus on developing thinking skills, emotional/social skills, language/literacy, math/reasoning, general knowledge, and science skills. Examples of games and exercises are provided to help children develop skills like observation, investigation, storytelling, and thinking before answering questions. The program aims to foster curiosity and allow confidence to grow through hands-on learning experiences.
500 Word Essay Equals How Many Pages. Online assignment writing service.Alexis Thelismond
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Review bids from writers for the request, choose one based on qualifications, and place a deposit to start.
4. Review the completed paper and authorize final payment if pleased, or request free revisions.
5. Choose HelpWriting.net confidently for original, high-quality content with a refund for plagiarism.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions for satisfaction and refunds plagiarized work.
This document provides instructions for requesting essay writing help from HelpWriting.net in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, and deadline. Attach a sample for style imitation.
3. Writers will bid on the request and the client can choose based on qualifications. Place a deposit to start.
4. Review the paper and authorize full payment or request free revisions if needed.
5. HelpWriting.net allows multiple revisions until the client is satisfied, offering refunds for plagiarized work.
This document summarizes and reviews several educational simulations and activities for teaching kindergarten through second grade students. It reviews simulations for teaching weather, patterns, money counting, and probability. Each summary includes the name, age level, creator, ease of use, pros, cons, and potential integration into classroom lessons. The reviews indicate that the activities are generally easy to use with simple and colorful graphics but that some could benefit from audio instructions or more engaging designs.
This lesson plan is for a kindergarten math class about money. The goals are for students to learn the names and values of coins (penny, nickel, dime, quarter) and understand how children spend money differently than adults. The teacher will review coins from the previous lesson, distribute an organizer for students to write coin names, values, and examples of child and adult spending. Then the class will reconvene on the carpet where the teacher will review the organizers and read a book about money.
This document discusses various approaches and resources for inquiry-based learning, with a focus on catering to young learners and those with limited literacy skills. It provides examples of simple inquiries that can be completed in a short time frame, as well as recommendations for using ongoing classroom displays, peer collaboration, and technology tools to support the inquiry process. Recommendations are also given for using purpose-driven literacy instruction aligned with curriculum topics to enhance student outcomes.
This document outlines 9 brain-based teaching strategies:
1) Involving students in authentic problem solving to increase relevance.
2) Using projects to increase meaning and motivation by working on presentations, recordings, or displays.
3) Employing simulations and role plays when authentic problems are not feasible.
4) Using visual aids like graphic organizers to aid in retention and understanding.
5) Incorporating songs, jingles and rhymes to make content more memorable.
6) Employing mnemonic strategies to help recall important information.
7) Having students write their own word problems, dialogues or speeches.
8) Conducting active reviews where students prepare to teach their
1. The document provides details of a mathematics lesson on consumer arithmetic for 9th grade students at Church Teachers' College in Mandeville, Jamaica.
2. It includes the names and ID numbers of 4 students, analyzes the class demographics, states the lesson objectives, and outlines the teaching procedures and activities which incorporate technology like PowerPoint and interactive tools.
3. The lesson teaches the concepts of simple interest, principal, time and rate through class discussions, group activities, and a competitive game to help students understand and apply the simple interest formula.
EMO MONDAYS classes took place once a week for students in grades 10 and 11. The classes used games to teach social and emotional skills like self-awareness, relationship building, empathy, emotion management, conflict resolution, and decision making. Some of the games used included social problem solving, team pictionary, job guessing, and an empathy game to help students understand others' perspectives, as well as a UNO game paired with emotion discussion to improve emotional vocabulary. The goal was to make social and emotional learning interactive and fun for students.
EMO MONDAYS classes took place once a week for students in grades 10 and 11. The classes used games to teach social and emotional skills like self-awareness, relationship building, empathy, emotion management, conflict resolution, and decision making. Some of the games used included social problem solving, team pictionary, job guessing, and an empathy game to help students understand others' perspectives, as well as a UNO game paired with emotion discussion to improve emotional vocabulary. The goal was to make social and emotional learning interactive, hands-on and fun for students.
The document discusses different theories of learning including behaviorism, cognitivism, and social constructivism. Behaviorism views learning as changes in behavior from experiences and reinforcement. Cognitivism sees learning as how individuals actively construct understanding from experiences and prior knowledge through schemas. Social constructivism, influenced by Vygotsky, proposes that learning occurs through social interactions and in collaboration with more knowledgeable others in a child's zone of proximal development. Each theory provides a different perspective on the nature of knowledge, the learner's role, and implications for teaching.
Confronting the comprehension conundrum for uploadjulstover
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
The document discusses learning structures for children living in poverty. It outlines several key resources including financial, emotional, mental, spiritual, physical, and relationships/role models. It also identifies differences between generational and situational poverty. The document emphasizes that moving out of poverty requires focusing on achievement over relationships initially, and that education and relationships are most helpful. It provides cognitive strategies and phrases to build teacher-student relationships.
The document discusses creating brain-compatible learning environments for adolescents. It provides attributes of a brain-compatible classroom such as providing moderate challenges, engaging positive emotions, and allowing time for processing. It also covers topics like how learning produces physical changes in the brain through processes like long-term potentiation and myelination during adolescence. Emotions strongly influence attention and learning for teenagers as their amygdala develops faster than their frontal lobes.
The document provides instructions for playing an old card game called "Old Maid". It begins by having the player shuffle the cards and remove one to be placed face up in the middle as the "odd card". The rest of the cards are then dealt out evenly among players. Players then try to make pairs by matching cards in their hand. If a pair cannot be made, the player must wait until their next turn to try and find a match. The game continues with players holding their cards face down for the next player to choose from until there is only one player left without a matching card, who becomes the "ugly, old maid".
The document provides examples of techniques for formative assessment in the classroom. It includes examples of using precision teaching to help students learn key facts and skills through short, focused daily sessions. Other examples mentioned include using multiple choice questions to encourage students to consider misconceptions, learning walls to show the stages of learning objectives, and 6 question homeworks to assess prior knowledge and problem solving skills.
This document provides guidance for using business simulations in the classroom. It outlines a step-by-step process for introducing and playing a simulation over multiple class periods. The process includes introducing the simulation, having students play the first round, reviewing results, and assigning further play for homework. In subsequent classes, instructors should review previous rounds, have students play in groups, and provide guidance as they play. By the fourth class, the learning curve should be overcome and students will be analyzing and synthesizing the simulation at higher levels. The document concludes by recommending celebrating the winning students and assessing the simulation experience.
Active Learning: Success, Retention and Engagement Onsite and OnlineFred Feldon
The lecture environment and online homework systems fail to capture the reasoning and higher-level thinking skills students can bring to quantitative problems. Regular and substantive interaction, collaboration, productive struggle, and non-routine questions that stimulate discussion lead to deeper understanding of concepts, applicability, and support of students' affective needs.
Similar to Collaborative Unit-Information Literacy (20)
This private preschool located in Kathleen, Georgia is now enrolling for the upcoming 2013-2014 school year. It offers in-home preschool education for children ages 2-5 using an A Beka and Letter of the Week curriculum, with the school day running from 8:30am to 3:30pm and before and after school care available.
School supply list for greenhills studentsBlair Young
The school supply list for Greenhills students for the 2013-2014 school year includes basic art supplies like crayons, markers and pencils as well as glue sticks, scissors, a rest mat, blankets and pillow for nap time, tissues, baby wipes, and labeled storage containers like a pencil box and cup.
This classroom schedule outlines the daily activities for preschoolers, including circle time, phonics, math lessons, outdoor play, nap time, and snack. The day runs from 8:30 AM to 3:20 PM and is broken into small blocks for different subjects, activities like music and centers, as well as transitions like using the restroom and packing up to go home.
This classroom schedule outlines the daily activities for preschoolers from 8:30 AM to 3:30 PM, including a morning message, music, story time, outdoor play, lunch, nap time, and phonics work broken into small time slots throughout the day.
This three-day lesson introduces 3rd grade students to capital goods, productive resources, and how different goods are found in different areas of the United States. On day one, students will read a story about making cherry pie and identify locations on a map that provide ingredients. Day two has students using online resources to decide on a recipe and list where they would obtain supplies. On the third day, students complete an online presentation showing their recipe and supply sources. The performance task applies reading, map, and research skills while reinforcing the understanding that different regions produce different goods.
The document is a resume for JoAnna Blair Young seeking a position as a Media Specialist. It outlines her education including a Master's degree in Instructional Technology and Bachelor's in Early Childhood Education. Her relevant experience includes practicums at various schools where she assisted teachers with technology integration and attended professional development events. She has 5 years of teaching experience for 5th grade where she developed lessons using various tools to engage students.
The document is a resume for JoAnna Blair Young seeking a position as a Media Specialist. It outlines her education including a Master's degree in Instructional Technology and Bachelor's in Early Childhood Education. Her relevant experience includes practicums at various schools where she assisted teachers, attended meetings, planned lessons, and more. She has previous teaching experience as a 5th grade teacher where she instructed core subjects and assessed student performance. The resume also lists her technology proficiencies.
The document is a resume for JoAnna Blair Young seeking a position as a Media Specialist. It summarizes her education including a Master's degree in Instructional Technology and Bachelor's in Early Childhood Education. It details her relevant experience including practicums at various schools where she assisted teachers, attended conferences, planned professional development and more. It also lists her previous teaching experience as a 5th grade teacher and her proficiencies with various technologies.
The document is a resume for JoAnna Blair Young seeking a position as a Media Specialist. It summarizes her education including a Master's degree in Instructional Technology and Bachelor's in Early Childhood Education. It also outlines her relevant experience including a practicum focusing on media and technology integration and 5 years of experience as a 5th grade teacher. Finally, it lists her technology proficiencies relevant to the role.
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
At Digidev, we are working to be the leader in interactive streaming platforms of choice by smart device users worldwide.
Our goal is to become the ultimate distribution service of entertainment content. The Digidev application will offer the next generation television highway for users to discover and engage in a variety of content. While also providing a fresh and
innovative approach towards advertainment with vast revenue opportunities. Designed and developed by Joe Q. Bretz
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
Everything You Need to Know About IPTV Ireland.pdfXtreame HDTV
The way we consume television has evolved dramatically over the past decade. Internet Protocol Television (IPTV) has emerged as a popular alternative to traditional cable and satellite TV, offering a wide range of channels and on-demand content via the internet. In Ireland, IPTV is rapidly gaining traction, with Xtreame HDTV being one of the prominent providers in the market. This comprehensive guide will delve into everything you need to know about IPTV Ireland, focusing on Xtreame HDTV, its features, benefits, and how it is revolutionizing TV viewing for Irish audiences.
Unveiling Paul Haggis Shaping Cinema Through Diversity. .pdfkenid14983
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfoliogreendigital
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
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Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
Leonardo DiCaprio House: Hollywood Hills Hideaway
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Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
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The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
Environmental Initiatives
The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfolio
Collaborative Unit-Information Literacy
1. JoAnna Blair Young—Information Literacy Collaborative Unit
Title of Unit Money Master Grade Level 1st
Curriculum Area LA/ Math/ Inf. Lit. Length of Unit 3 lessons @ 50
min. each
Pathfinder URL:
http://sqworl.com/tov98m
Stage 1—Desired Results
Established Goals:
M1N1. Students will estimate, model, compare, order, and represent whole numbers up to 100.
e. Exchange equivalent quantities of coins by making fair trades involving combinations of pennies, nickels,
dimes, and quarters up to one dollar; count out a combination of coins needed to purchase items up to one
dollar.
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level
text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or heard.
h. Self-monitors comprehension and rereads when necessary.
AASL Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in
order to make inferences and gather meaning.
Understandings: Essential Questions:
Students will understand that… How is money made?
Money is important to US citizens Why do we need to know how to count
When you pay for something you have money?
to count your money and make sure Why do we need to take notes and read
you have the correct amount. more than once?
Taking notes and reading more than
once can help understand what we are
reading.
To count coins, you will may need to
count by 1s, 5s, 10s, and 25s.
Students will know… Students will be able to…
How coins and bills are made Count coins
The value of coins and bills Gather meaning from text, video, and
Money is made at the US Mint in games
Washington DC. Use strategies to comprehend text and
Taking notes helps comprehension media
Reading more than once helps
comprehension
Stage 2—Assessment Evidence
Performance Task: Other Evidence:
You are now hired as the Money Master at Money R Observation of note-taking
Us. You have to know how money is made, how to Observation of computer activities
county money, especially coins, and know how to
use money to buy goods. You will have to participate
in activities involving money in order to be trained
for your new job. (Rubric for this task is at the
bottom of this lesson plan).
2. JoAnna Blair Young—Information Literacy Collaborative Unit
Stage 3—Learning Plan
Learning Activities:
Day 1
1. Go over the performance task.Introduce book by asking students if they have ever had
their faces painted. Get a few responses.
2. Hand out sticky notes and pencils to each child.
3. Introduce the book, “The Penny Pot” by Stuart J. Murphy.
4. Divide students into groups by the characters in the story. There should be a group for:
Miguel, Sam, Jonathan, and Annie. Instruct the students to listen for their character and
write down how much money he/she had for the face painting. Also, write down how much
extra money each person had that got their faces painted. We will add it up before the story
reveals the amount left for Jessie.
5. Read “The Penny Pot” and remind students to write on their sticky notes. As reading,
urge the students to make connections. Stop at pg. 25 and allow students to calculate how
much was in the pot to see if Jessie has enough with her 39 cents for a face painting.
6. Allow the groups to go to the smart board to show their calculations.
7. Finish reading the book to reveal the amount and to see if Jessie got her face painted.
8. Go over how note taking helps us remember the story and even helped figure out the
ending.
Day 2
1. Review briefly the previous lessons. Briefly discuss why coins are important to everyone
in the Unites States.
2. As a whole group, watch the “Birth of a Coin” video on how coins are made. Read the
captions at the video plays.
3. In the same groups as the 1st lesson, have the students re-watch the video and answer
the questions on the Glogster found athttp://jbyoung.glogster.com/coinquestions/. They
may answer on paper.
4. Bring the students back together and go over the answers to the questions and write on
SMART Board.
Day 3
1. Watch the video from Kids.gov on a field trip to the money factory,
http://www.kids.gov/video/money_factory.shtml.
2. Have students create their own money at this website,
http://www.newmoney.gov/newmoney/dyob/index.html. Show them as a whole group on
the projector screen how to play the game.
3. Have students play these money counting games.
http://www.myschoolhouse.com/courses/O/1/11.asp (with a partner)
http://www.mrnussbaum.com/cashout/index.html
http://www.lizardpoint.com/fun/java/buyit/BuyIt.html
3. JoAnna Blair Young—Information Literacy Collaborative Unit
Student took the correct notes on the reading of “The Penny Pot”. YES
NO
Answered questions from the Glogster on the video, “Birth of a Coin”. YES
NO
Used comprehension strategies throughout activities and increased YES
comprehension. NO
Student completed all tasks and was able to follow directions. YES
NO
Student worked cooperatively with their partner. YES
NO
Student was able to acquire needed information from the games in order YES
to know how to buy goods using coins and counting them correctly. NO
5. JoAnna Blair Young—Information Literacy Collaborative Unit
Reflection
My collaboration with Mrs. Combs began with email. We emailed back and forth a bit
discussing her class and their strengths and weaknesses. We finally got to sit down and
discuss this unit further. She instantly stated that she knew on previous tests like the CRCT,
students had trouble with comprehension. I knew right then that would be a great
information literacy skill to use. The MS at Shirley Hills has a chart with all of the
information literacy skills for each grade. Mrs. Combs suggested that she would love for me
to incorporate money somehow. Since this lesson’s main goal is to increase test scores, I
took on the challenge to combine money and comprehension. We also looked at test data
together that she had from previous years, but she knew from going over the data before
what areas students usually missed more questions. Going over the data reminded me of
being a teacher and the stress of standardized tests. It made me realize even more that the
MS can play a big part in aiding the teachers in working on skills that need improving.
Mrs. Barfield, my MS mentor, gave me a few books to look through for possibly using for
the lessons. I read “The Penny Pot” and thought it would work great. Kids go to the school
fair to get their faces painted and it costs 50 cents. The book goes over how many coins
each had and how many left over after paying which went into a pot for a little girl that
didn’t have enough money. I thought this book had a lot of great elements. I decided to go
with several comprehension strategies throughout the unit. I wanted to use note taking
with this book using sticky notes. All children love sticky notes. Also I thought all of the
students could definitely relate to this book and make real-life connections. I found a cute
video/slideshow on the US Mint Kid’s website. It tells the story of how coins are made. I
created a Glogster with comprehension questions to go with that and allowed students to
come up to the SMART Board to answer the questions. I would discuss and demonstrate
the strategy of going back in the text to look for answers. The last day, the students would
do fun things such as money games that involved reading text.
I have to admit. The first lesson did not go as planned. The students seemed to have
difficulty with understanding what they were to take notes on. They liked getting the sticky
notes but the activity with them didn’t go well. I had to help them a lot in understanding
what to do. I learned a lot myself from this activity. I should have modeled the note taking
first with an example from the book. I don’t know what I was thinking in not doing this. We
did use the SMART Board to explain the concept of how much money was in the pot and
that they girl had more than enough to get her face painted. The students did do wonderful
with making connections with the book. The other days of the unit went as planned. The
students had a great time using the SMART Board throughout the lesson. I think it was
motivation for them to do the activities correctly. I hope that Mrs. Combs found that the
instruction did assist her in her coins unit.