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This unit teaches students about distance and direction through making treasure maps, charts, and journals. Students will learn the four cardinal directions, map scales, and that maps are useful for getting from one place to another. The teacher's role is to teach the curriculum and help students succeed, while students should be open to learning and asking questions. At home, parents can help students complete assignments involving written responses, videos, photos or journals about prompts given before, during and after the unit. Parents should also discuss direction when driving with their child. The unit will use project-based learning where students work in teams to draw maps and find hidden treasures.
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UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
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Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
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- Students are split into groups based on ability. One group takes photos of 3D shapes around the school with iPads and makes a slideshow with an app.
- A plenary involves sharing the student slideshow and reviewing shapes through an interactive game.
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The document describes a lesson plan for teaching 3D shapes to reception students using ICT. It involves introducing shapes on the carpet, using a feely bag activity, then splitting into groups. One group takes photos of shapes around the school with an iPad and makes a slideshow with the My Story app. They present this to the class on the interactive whiteboard. The plan evaluates how ICT engaged the students and supported assessing their learning of shapes.
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The document discusses graphic organizers and their benefits for student learning. It defines graphic organizers as visual tools that help students understand and retain information by mapping out ideas. The document outlines how graphic organizers support cognitive functions like comparing and sequencing, as well as linguistic development. Specific graphic organizer templates are presented and explained, including circle maps, flow charts, and Frayer models. Factors that influence the effectiveness of graphic organizers, like implementation and consistency, are also discussed.
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This presentation provides an overview of an upcoming classroom project called "Myself and Simple Math" that will take place over the next month and a half. Students will create a creative math book in groups, incorporating technology research. The teacher's role is to facilitate the project and ensure groups are progressing as expected. Students will have specific jobs and present their final book to the class and parents. Parents are encouraged to volunteer to help with the project in various ways. Upon completing the project, students should have a deeper understanding of themselves and be able to perform basic math operations up to 20, meeting state standards.
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A learning map chart filled out as a teacher plans a subsequent lesson for her students to help them practice rounding.
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The document describes the limited ICT resources available at a school located in a deprived area. It outlines the educator's plan to use the interactive whiteboard and Maths City program to teach nursery students prepositions and positions through creating an under the sea picture. The activity was differentiated for different ability groups. Some children struggled with the vocabulary while others exceeded expectations. Overall the activity provided an assessment of what skills need more support moving forward.
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This document discusses using images to aid learning and provides examples of strategies for doing so. It describes how images connect directly to long-term memory and help learners acquire knowledge in chunks by visualizing concepts. Several strategies are outlined for using images in the classroom, including using picture books to teach comprehension strategies, having students analyze photos to learn Bloom's Taxonomy, comparing and contrasting different images, and doing an "Image Detective" activity by posing and answering questions about photos. Both benefits and challenges of using teacher-created materials are presented.
UDL Lesson Plan Subject EnglishGrade First Grade.docx
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
Inclusion in the Art Room
The document provides guidance for teachers on creating visual supports for students with autism, ADHD, and other special needs. It discusses the author's experience working with these students and developing visual tools like picture communication systems. Key recommendations include using consistent visual cues, teaching students how to understand and use the visuals, modifying supports over time, and keeping materials age-appropriate. Several websites for finding images and lesson ideas are also listed.
Data Handling
This document provides information on activities to teach Year 4 students about data handling using pictographs and bar graphs. The activities are designed to reinforce students' prior knowledge in mathematics topics covered that year. Students will learn to read, construct, interpret, and solve problems using pictographs and bar graphs displayed on an interactive whiteboard. Using the whiteboard allows for visual and interactive lessons that help keep students engaged compared to traditional teaching methods.
Running head STUDENT POPULATIONS .docx
Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
Teaching Portfolio
This document provides a summary of Miss Sara Preston's teaching portfolio, including sections on her philosophy of education, classroom environment, instructional strategies, professional development activities, and references. The portfolio utilizes various artifacts such as lesson plans, student work samples, assessments, newsletters and grant applications to demonstrate Miss Preston's effective approach to educating the whole child.
Annex 11.2
Class Dojo is a classroom management tool that aims to increase student motivation, promote self-awareness of the learning process, engage families in education, and build a sense of community. As a free web tool, it allows teachers to provide positive and negative feedback to students, track their progress, and communicate with families. Students can also reflect on and share their work. Parents are able to follow their child's participation, behavior, homework completion, and more through the Class Dojo platform.
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This presentation outlines a two-week unit in a 1st grade classroom called "How we write, about what we do." During the unit, students will learn how to write using verbs to describe actions. They will complete a short story project describing their favorite trip, using verbs and correct writing mechanics. Students will also proofread each other's work. Parents are encouraged to ask their child about the project and point out verbs in shared reading. The teacher will assess writing skills and ensure understanding of daily concepts. The unit aims to teach writing skills through an enjoyable project-based learning approach.
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Newsletter power point
- 2. SUMMARY OF UNIT This unit is to help the students get the concept of distance and direction. This unit will be built on as they progress from grade to grade and go more in depth with geometry, and learn about coordinates and graphing. This unit we will be making treasure maps, charts, and personal journals of our thoughts and experiences with the unit.
- 4. THE QUESTIONS YOUR CHILD WILL BE EXPLORING Essential Question What is a map? Unit Question Why are maps helpful? How would a map be use to help you get to a designated location? Content Question What are the four cardinal directions? What does a scale represent when reading a map? Are maps just used when driving?
- 5. STANDARD FROM THE ALABAMA LEARNING EXCHANGE (ALEX) Standard (9) Describe the route from one location to another by applying concepts of direction and distance. Objective: Students will apply their knowledge of distance and direction to accurately read a map and develop a rationale for the use of maps
- 6. MY ROLE AS A TEACHER AND ROLE OF THE STUDENT My role is to help your children gain all the knowledge they can, so that when they go through their education journey, they will be able to build on the knowledge they already have. I will teach your child the curriculum and I will help in any way I can so that your child will succeed. I expect my students to be open to learning and exploring new chapters, and concepts. I also expect my students to stop me if they do not understand the material, and to ask as many questions as they can.
- 7. HOW YOU CAN HELP YOUR CHILD WITH THIS UNIT AT HOME The assignment below will be given out to the students and they can pick how they would like to answer the questions. Your child may need help printing out photos or editing a video. The main thing I am looking for is that their answers reflect a knowledge of the unit: “Written, Video, Photo, Journal and logs: The students will be given one prompt before the lesson, one in the middle of the lesson, and a final one after the unit is over. They can answer the prompt using a video message, journal entry, or a photo book.” Lastly another thing I asked that you do is that when you are driving with your child in the car talk to your child about what direction you are traveling. ( If your car has a digital compass in it, please show it to your child so they can watch as it changes as you are driving)
- 8. PBL!!!! This year your students will be taught using project based learning, which is also known as PBL. It is a new way of teaching which is designed to help students gain knowledge through project based assignments. PBL will allow the students to be hands on and develop skills in researching, organizational and communication. It also gives students confidence because they gain a deeper understanding of the material being taught. We are going to use PBL in my classroom for this unit to draw maps and work as teams to find hidden treasures.
- 9. CONTACT INFORMATION Phone : (205) 226 -1111 Email: nico_pannunzio2@hotmail. com Parent teacher conferences available !!!