PAGE 11
Unit Plan
Jennifer Tilden
Alicia Gonzalez
ETEC 546
California State University, San Bernardino
NTEQ Lesson Plan
Name: Jennifer Tilden
Lesson Title: Alphabetics - ABC Movie
Subject Area: Letter Recognition Grade Level: Moderate to Severe Preschool
LESSON SUMMARY
Preschool children first learn letters that are familiar to them such as the letters in their name and the first letters in the alphabet string. This is an introductory lesson to the first three letters of the alphabet, A B C. Children first identify receptively the letters A B C, using a variety of interactive materials. (magnetic letters, textured letters, alphabet games, books, Handwriting Without Tears)
Children dictate the three letters to the teacher who writes each letter on a separate sheet of paper. Children choose three items to correspond with letters, the children choose an apple, a book and a cup cake. Using a digital camera and tripod (technology) children take photographs of participants, letters and objects. Photos are printed out and children select their favorites and place them in correct alphabetical order. Using Photostory the teacher enters the photos into the program. Children agree or disagree with the photo arrangement, listen to several musical selections and choose one to accompany the movie. The movie is presented at Open House.
LEARNING OBJECTIVES
· By the end of the lesson children will be match letter names to the printed letters, A B C, with 80% accuracy in 4/5 trials.
· By the end of the lesson children will string the three letters A B C in correct alphabetical order with 80% accuracy in 4/5 trials.
· By end of lesson children will acknowledge that they used two separate pieces of technology to create their movie, a digital camera and computer. Measured by teacher-child conversation group conversation.
· By the end of the lesson children will demonstrate basic use of a digital camera on a tripod.
1. With assistance locate the correct button and turn on the camera.
2. Show awareness of the screen and acknowledge if this is the subject they
wish to photograph with word, sign or gesture.
3. With assistance locate and push the correct button to take the photo.
4. With assistance review the photo.
5. With assistance locate the correct button and turn off the camera.
Student ability to be measured by teacher observation and charting.
________________________________________________________________________
STANDARDS
State Standard:
California Preschool Learning Foundations
Foundation:
Language and Literacy
3.0 Alphabetics and Word/Print Recognition
Children begin to recognize letters of the alphabet
3.2 Match some letter names to their printed form.
________________________________________________________________________
MATERIALS
· variety of interactive alphabet materials-hands on, songs, manipulatives.
· Chart paper
· Photograp ...
The document outlines the ASSURE method for a lesson on the five senses. It will analyze the learners in the class, state the objectives to introduce the five senses and have 95% of students identify each sense with accuracy. It will select posters, a webquest, and digital images to teach the senses. It will utilize the materials by preparing the poster, arranging desks, and ensuring the technology works. It will require learner participation by asking students about the senses and having them complete the webquest. It will evaluate students based on participation, responses to the poster and images, and work completed in the webquest.
This document outlines a geometry lesson plan for a 10th grade class with 30 students from diverse backgrounds. The objective is for students to correctly identify and photograph examples of different angles found at home or elsewhere, and share them online. To achieve this, the teacher will play an explanatory video, have students practice identifying angles in the classroom, and use online games and tools to learn how to measure angles. Students will complete the homework by uploading photos and descriptions to a class Facebook page. The teacher will provide feedback without grades. The plan will be evaluated and revised based on students' ability to correctly identify angles in their photos, and whether additional instruction is needed on using measuring tools.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This lesson is intended for a fourth grade class of 20 students from diverse backgrounds. Over three days, students will work in groups to research and create posters about different winter holidays. On day one, the teacher will introduce the assignment using a PowerPoint presentation. Students will then complete an individual online research activity. On day two, students will use technology like Zello to coordinate their group project from home. Finally, on day three, students will create posters displaying what they learned about their assigned holiday. The teacher will evaluate students based on the accuracy of their posters, individual reflections on what they learned, and participation in a video recording assignment.
Providing documentation P – Providing DocumentationDo.docxwoodruffeloisa
Providing documentation
P – Providing Documentation
Documentation is an ABSOLUTE MUST!
Without documentation, there is no proof of student learning!
Documentation is collected to:
Look at current levels of performance and progress
Determine types of instructional strategies/ methodology needed
Determine future needs regarding educational program, instructional methodology, material adaptations, technology
Documentation Plan
Have a plan for documentation – the simpler, the better
Data does not need to be collected every single day, but does need to be collected on a consistent basis. Scheduled data collection times really help keep documentation on track.
Put a date on everything you document!
Documentation Plan
You are not alone! All educators who come into contact with the student need to be aware of the documentation plan and how to use it.
Train others to help with documentation efforts (e.g., paraprofessionals, students themselves, peer tutors, nurses, related service personnel).
Many Types of Documentation:
Data collection sheets
Photographs
Student work samples
Video taping/Audio taping
Anecdotal records
Data Collection Sheets
Can be commercially developed or teacher-made
Keep them simple and provide a key!
Ensure that the behavior being documented matches what is shown on the data collection sheet – AND – that the data sheets give accurate information
Keep accurate dates of the data collection periods
Data Sheet Example:
Response Opportunity
Data Sheet Example:
Multiple Skills
Data Sheet Example:
Task Analysis/Level of Prompting
Student Work Samples
Student work samples can include completed worksheets, an actual product, or a photocopy or photograph of the product
On the work sample, have students write their name or label their work with either name stickers, name stamps/embossers, etc.
Captioning Work Samples:
Put name and date on the work sample
Give a short explanation of what the student was trying to achieve and evaluate the student’s performance
Be sure to “grade” the work sample to show what the student got right/wrong and/or provide an answer key
100%
w/ verbal prompts
3/12/06
After reading “The Grouchy Ladybug” story with a class of 2nd grade regular ed. peers and the librarian in the Media Center, Juan returned to the his classroom and had to identify the characters in the story through use of a graphic organizer. Juan made choices amongst a variety of Boardmaker picture symbols of animals and plants through direct selection. Juan correctly chose 7 of the animal creatures with verbal prompting from a peer helper (“Any more animals in the story?”) and then Juan glued the pictures on his worksheet independently.
Captioning Work Samples: (Continued)
Indicate the level of prompting required during the task
Include a statement regarding the student’s participation in the activity and types of assistive technology/material adaptations
Include int ...
This document provides lesson plans for a video production curriculum for elementary and middle schools in Seminole County Public Schools. It includes introductions and contact information for key school administrators and directors overseeing the curriculum. The bulk of the document consists of individual lesson plans for various video production activities graded for different age levels. The lesson plans provide descriptions of the activities, any needed equipment or materials, and sometimes additional notes.
This document provides a lesson plan for teaching 1st grade students the months of the year. The teacher will use interactive songs, motions, videos, and hands-on activities like making calendars to engage students. Materials include computers, projectors, paper, and art supplies. Formative assessments include games and student presentations. The teacher plans to evaluate the lesson's effectiveness and revise activities as needed to meet learning objectives.
This lesson plan is for a 1st year secondary level Spanish class with 32 students at a beginner language level. The lesson aims to teach students how to talk about possessions using the verb "have got" in affirmative and negative forms. It will integrate reading, speaking and listening skills through group work, answering questions, and completing tasks from a worksheet. The 80 minute lesson will include a warm-up to review previous topics, explanation of the target grammar points, practice activities in pairs from a worksheet, and a closing activity where students make sentences about themselves. Progress will be assessed through oral repetition, answers and checking tasks.
The document outlines the ASSURE method for a lesson on the five senses. It will analyze the learners in the class, state the objectives to introduce the five senses and have 95% of students identify each sense with accuracy. It will select posters, a webquest, and digital images to teach the senses. It will utilize the materials by preparing the poster, arranging desks, and ensuring the technology works. It will require learner participation by asking students about the senses and having them complete the webquest. It will evaluate students based on participation, responses to the poster and images, and work completed in the webquest.
This document outlines a geometry lesson plan for a 10th grade class with 30 students from diverse backgrounds. The objective is for students to correctly identify and photograph examples of different angles found at home or elsewhere, and share them online. To achieve this, the teacher will play an explanatory video, have students practice identifying angles in the classroom, and use online games and tools to learn how to measure angles. Students will complete the homework by uploading photos and descriptions to a class Facebook page. The teacher will provide feedback without grades. The plan will be evaluated and revised based on students' ability to correctly identify angles in their photos, and whether additional instruction is needed on using measuring tools.
This unit teaches 4th grade students about holiday traditions. Students will be paired with classmates of different backgrounds. They will interview their partner about their holiday traditions, research the traditions online, and create a PowerPoint presentation to share with the class. The goal is for students to learn about each other's cultural backgrounds and traditions.
This lesson is intended for a fourth grade class of 20 students from diverse backgrounds. Over three days, students will work in groups to research and create posters about different winter holidays. On day one, the teacher will introduce the assignment using a PowerPoint presentation. Students will then complete an individual online research activity. On day two, students will use technology like Zello to coordinate their group project from home. Finally, on day three, students will create posters displaying what they learned about their assigned holiday. The teacher will evaluate students based on the accuracy of their posters, individual reflections on what they learned, and participation in a video recording assignment.
Providing documentation P – Providing DocumentationDo.docxwoodruffeloisa
Providing documentation
P – Providing Documentation
Documentation is an ABSOLUTE MUST!
Without documentation, there is no proof of student learning!
Documentation is collected to:
Look at current levels of performance and progress
Determine types of instructional strategies/ methodology needed
Determine future needs regarding educational program, instructional methodology, material adaptations, technology
Documentation Plan
Have a plan for documentation – the simpler, the better
Data does not need to be collected every single day, but does need to be collected on a consistent basis. Scheduled data collection times really help keep documentation on track.
Put a date on everything you document!
Documentation Plan
You are not alone! All educators who come into contact with the student need to be aware of the documentation plan and how to use it.
Train others to help with documentation efforts (e.g., paraprofessionals, students themselves, peer tutors, nurses, related service personnel).
Many Types of Documentation:
Data collection sheets
Photographs
Student work samples
Video taping/Audio taping
Anecdotal records
Data Collection Sheets
Can be commercially developed or teacher-made
Keep them simple and provide a key!
Ensure that the behavior being documented matches what is shown on the data collection sheet – AND – that the data sheets give accurate information
Keep accurate dates of the data collection periods
Data Sheet Example:
Response Opportunity
Data Sheet Example:
Multiple Skills
Data Sheet Example:
Task Analysis/Level of Prompting
Student Work Samples
Student work samples can include completed worksheets, an actual product, or a photocopy or photograph of the product
On the work sample, have students write their name or label their work with either name stickers, name stamps/embossers, etc.
Captioning Work Samples:
Put name and date on the work sample
Give a short explanation of what the student was trying to achieve and evaluate the student’s performance
Be sure to “grade” the work sample to show what the student got right/wrong and/or provide an answer key
100%
w/ verbal prompts
3/12/06
After reading “The Grouchy Ladybug” story with a class of 2nd grade regular ed. peers and the librarian in the Media Center, Juan returned to the his classroom and had to identify the characters in the story through use of a graphic organizer. Juan made choices amongst a variety of Boardmaker picture symbols of animals and plants through direct selection. Juan correctly chose 7 of the animal creatures with verbal prompting from a peer helper (“Any more animals in the story?”) and then Juan glued the pictures on his worksheet independently.
Captioning Work Samples: (Continued)
Indicate the level of prompting required during the task
Include a statement regarding the student’s participation in the activity and types of assistive technology/material adaptations
Include int ...
This document provides lesson plans for a video production curriculum for elementary and middle schools in Seminole County Public Schools. It includes introductions and contact information for key school administrators and directors overseeing the curriculum. The bulk of the document consists of individual lesson plans for various video production activities graded for different age levels. The lesson plans provide descriptions of the activities, any needed equipment or materials, and sometimes additional notes.
This document provides a lesson plan for teaching 1st grade students the months of the year. The teacher will use interactive songs, motions, videos, and hands-on activities like making calendars to engage students. Materials include computers, projectors, paper, and art supplies. Formative assessments include games and student presentations. The teacher plans to evaluate the lesson's effectiveness and revise activities as needed to meet learning objectives.
This lesson plan is for a 1st year secondary level Spanish class with 32 students at a beginner language level. The lesson aims to teach students how to talk about possessions using the verb "have got" in affirmative and negative forms. It will integrate reading, speaking and listening skills through group work, answering questions, and completing tasks from a worksheet. The 80 minute lesson will include a warm-up to review previous topics, explanation of the target grammar points, practice activities in pairs from a worksheet, and a closing activity where students make sentences about themselves. Progress will be assessed through oral repetition, answers and checking tasks.
This document contains an ASSURE lesson plan for teaching seventh grade students about Greek mythology. It analyzes the learners, who are mostly Caucasian with some knowledge of Ancient Greece and Greek mythology. The objectives are for students to describe common characteristics of myths, explain myths' role in Greek society, and create their own myth. Methods include whole group instruction, videos, maps, and computers. Students will participate through group activities, presentations, and assessments. The teacher will evaluate student achievement and the effectiveness of the media and methods used.
This document reviews several apps for 1st grade and 6th grade mathematics. It provides criteria reviews for each app, including feedback, differentiation, user friendliness, instructions, higher order thinking, and student motivation. The criteria reviews provide concise summaries of the key features and benefits of each educational app.
The document reviews several math and reading apps for 1st and 6th grade. It provides criteria evaluations for each app, including feedback, differentiation, user friendliness, instructions, higher order thinking, and student motivation. The apps allow students to practice skills like word recognition, addition, subtraction, and algebra in engaging and interactive ways. They provide immediate feedback, differentiate instruction, and motivate students with rewards.
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
This lesson plan aims to revise simple past tense verbs through activities focused on computers and their history. Students will play games to practice regular and irregular past tense verbs. They will complete a gap fill listening activity about the development of computers. Finally, students will work in pairs to design a prototype computer from the past using target vocabulary and describe it to the class. The plan integrates reading, writing, speaking and listening skills through group and pair work with the goal of consolidating students' knowledge of the simple past tense.
The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson focuses on future tenses and predictions about the future. It includes a warm-up activity to review future structures, a presentation of new vocabulary, and three activities - analyzing inventions, reading an article and completing a summary, and discussing predictions. The plan scaffolds learning through examples, questions, and group work. It incorporates various resources including pictures, videos, readings and a board game. The plan aims to develop students' speaking, writing, reading and listening skills related to discussing future plans and predictions.
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
Students will listen to a podcast introducing pie charts and their characteristics. They will then create their own pie chart from an online image using screen capture software. Finally, students will discuss what they learned in pairs using a voice chat application, keeping notes in a notebook created in class. Various technologies like computers, iPads, and applications will be used throughout the lesson.
The document provides a lesson plan for teaching 1st grade students the months of the year. It includes an analysis of the students, which notes that most are 6-7 years old and some have ADHD. The objectives are for students to recite the months with 85% accuracy. Methods include an interactive song with motions, videos, and a calendar making activity. Materials include a computer, projector, and supplies for activities. The plan details how each material and activity will be used and evaluated to meet the needs of different learners and improve the lesson.
This document outlines a lesson plan for teaching first grade special education students the months of the year. The teacher will use a variety of hands-on methods, like singing a song and playing a matching game in small groups, to engage the students, many of whom have ADHD. Materials like a smartboard, videos, and handouts will be used. Students will participate in large group instruction, small group activities, and individual projects. Their understanding will be evaluated through informal questioning, observation during activities, and assessment of completed worksheets and demonstrations of knowledge. Feedback will also be gathered from students on what they learned and which activities they enjoyed.
The document provides a lesson plan for a class on future predictions. The goals are to review will for making predictions and learn new vocabulary related to future technology. Students will practice listening, speaking, reading and writing skills. They will match vocabulary to pictures, answer questions using short responses, listen to and order a text, answer comprehension questions, and make predictions about future homes. The plan includes warm-up, presentation, development activities, closure and homework assignment. Skills and language are integrated through pair and group work using pictures, recordings and written exercises.
This document outlines an English language lesson plan for 4-year-old children to learn the names of emotions. The lesson will use a PowerPoint presentation with videos, images, and an interactive exercise. Students will watch a video about emotion names and facial expressions, then match words to pictures by clicking on slides. They will then select emotion names to label pictures and receive feedback on their answers. The goal is for students to be able to differentiate and name their feelings in English.
English writing project using different social mediaAlineMehedin
This document summarizes an English language learning project for two 15-year-old students using an elementary level book. Various technologies will be incorporated into homework assignments including creating documents and presentations, emailing, video calling, and posting assignments online. The goal is to keep the students engaged by applying their technology skills to language learning and exposing them to real-world contexts where English is used.
The document outlines a lesson plan for teaching 6th grade students about ratios. It includes using a video to introduce ratios, having the teacher present content on writing ratios using an app, having students complete ratio worksheets in pairs, and assigning independent practice problems using an app where students must email their results. An exit ticket asks students to define a ratio with an example. The plan accommodates students without devices by providing laptops to access the same online content and apps.
This document contains a lesson plan for an English class focused on making predictions about the future. The plan includes goals for students to learn interrogative forms of the modal "will" and practice related vocabulary. A variety of activities are outlined, including matching vocabulary to pictures, answering reading comprehension questions, listening to and ordering a text, creating questions and predictions, and playing games. The plan provides details on teaching approaches, integrating skills, materials, seating, possible issues and their solutions, assessments, and homework. Feedback from the local teacher recommends including activities that ran out of time in the previous lesson.
This document outlines an English language lesson plan about emotions for students. The goal is for students to learn the names of emotions in English and be able to differentiate between their own reactions and name their feelings. The lesson would be conducted online or in a classroom and include a short video, interactive matching exercise using pictures and words, and assessment of student understanding. Students would provide feedback to evaluate how effectively the lesson was delivered and if the objectives were met.
This document outlines an English language lesson plan about emotions for students. The goal is for students to learn the names of emotions in English and be able to differentiate between their own reactions and name their feelings. The lesson would be conducted online or in a classroom and include a short video, interactive matching exercise using pictures and words, and assessment of student understanding. Students would provide feedback to evaluate how effectively the lesson was delivered and if the objectives were met.
This document summarizes Jocelyn Ashley's experiences introducing digital technologies like iPads and Comic Life software into her Year 1/2 classroom from February to November 2011. It describes the skills and apps she taught students, challenges faced, and her reflections on shifting towards a more integrated approach to planning technology across the curriculum.
Wordle is an online tool that allows users to generate word clouds from input text. The clouds display words from the text in different sizes based on how frequently they appear, with more common words shown larger. Users can customize the clouds with different fonts, layouts, and color schemes. Wordle images can be freely used and shared. The tool can engage students and help visualize key themes and ideas from passages.
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
This document contains an ASSURE lesson plan for teaching seventh grade students about Greek mythology. It analyzes the learners, who are mostly Caucasian with some knowledge of Ancient Greece and Greek mythology. The objectives are for students to describe common characteristics of myths, explain myths' role in Greek society, and create their own myth. Methods include whole group instruction, videos, maps, and computers. Students will participate through group activities, presentations, and assessments. The teacher will evaluate student achievement and the effectiveness of the media and methods used.
This document reviews several apps for 1st grade and 6th grade mathematics. It provides criteria reviews for each app, including feedback, differentiation, user friendliness, instructions, higher order thinking, and student motivation. The criteria reviews provide concise summaries of the key features and benefits of each educational app.
The document reviews several math and reading apps for 1st and 6th grade. It provides criteria evaluations for each app, including feedback, differentiation, user friendliness, instructions, higher order thinking, and student motivation. The apps allow students to practice skills like word recognition, addition, subtraction, and algebra in engaging and interactive ways. They provide immediate feedback, differentiate instruction, and motivate students with rewards.
The document provides information about a planned classroom activity integrating ICT skills into an English lesson. It includes an introduction to the school's technology resources, the teacher's position and intentions for the lesson. Learning objectives are to develop reading, writing and oral skills through creating fact books about famous sportspeople using ICT skills like internet research, copying/pasting information and inserting pictures. The class involves 6 boys who will participate in a question and answer session with athletes and create fact books using an iPad app. The teacher aims to engage the boys and support literacy through the motivating topic of sports and use of technology.
This lesson plan aims to revise simple past tense verbs through activities focused on computers and their history. Students will play games to practice regular and irregular past tense verbs. They will complete a gap fill listening activity about the development of computers. Finally, students will work in pairs to design a prototype computer from the past using target vocabulary and describe it to the class. The plan integrates reading, writing, speaking and listening skills through group and pair work with the goal of consolidating students' knowledge of the simple past tense.
The document provides a lesson plan for a 90-minute English class for intermediate level teens. The lesson focuses on future tenses and predictions about the future. It includes a warm-up activity to review future structures, a presentation of new vocabulary, and three activities - analyzing inventions, reading an article and completing a summary, and discussing predictions. The plan scaffolds learning through examples, questions, and group work. It incorporates various resources including pictures, videos, readings and a board game. The plan aims to develop students' speaking, writing, reading and listening skills related to discussing future plans and predictions.
The document discusses teachers' experiences using ICT in the classroom. It finds that while confidence has increased with training and practice, more time and reliable equipment are still needed. Teachers use ICT for administrative tasks, research, communication and assessing student learning in activities like podcasts, movies, and digital stories. Barriers to implementation include limited equipment, time constraints, and infrastructure challenges. The ICT management team is encouraged to consider goals like consistent equipment availability, dedicated classroom computers, and benchmarking digital skills by year level.
Students will listen to a podcast introducing pie charts and their characteristics. They will then create their own pie chart from an online image using screen capture software. Finally, students will discuss what they learned in pairs using a voice chat application, keeping notes in a notebook created in class. Various technologies like computers, iPads, and applications will be used throughout the lesson.
The document provides a lesson plan for teaching 1st grade students the months of the year. It includes an analysis of the students, which notes that most are 6-7 years old and some have ADHD. The objectives are for students to recite the months with 85% accuracy. Methods include an interactive song with motions, videos, and a calendar making activity. Materials include a computer, projector, and supplies for activities. The plan details how each material and activity will be used and evaluated to meet the needs of different learners and improve the lesson.
This document outlines a lesson plan for teaching first grade special education students the months of the year. The teacher will use a variety of hands-on methods, like singing a song and playing a matching game in small groups, to engage the students, many of whom have ADHD. Materials like a smartboard, videos, and handouts will be used. Students will participate in large group instruction, small group activities, and individual projects. Their understanding will be evaluated through informal questioning, observation during activities, and assessment of completed worksheets and demonstrations of knowledge. Feedback will also be gathered from students on what they learned and which activities they enjoyed.
The document provides a lesson plan for a class on future predictions. The goals are to review will for making predictions and learn new vocabulary related to future technology. Students will practice listening, speaking, reading and writing skills. They will match vocabulary to pictures, answer questions using short responses, listen to and order a text, answer comprehension questions, and make predictions about future homes. The plan includes warm-up, presentation, development activities, closure and homework assignment. Skills and language are integrated through pair and group work using pictures, recordings and written exercises.
This document outlines an English language lesson plan for 4-year-old children to learn the names of emotions. The lesson will use a PowerPoint presentation with videos, images, and an interactive exercise. Students will watch a video about emotion names and facial expressions, then match words to pictures by clicking on slides. They will then select emotion names to label pictures and receive feedback on their answers. The goal is for students to be able to differentiate and name their feelings in English.
English writing project using different social mediaAlineMehedin
This document summarizes an English language learning project for two 15-year-old students using an elementary level book. Various technologies will be incorporated into homework assignments including creating documents and presentations, emailing, video calling, and posting assignments online. The goal is to keep the students engaged by applying their technology skills to language learning and exposing them to real-world contexts where English is used.
The document outlines a lesson plan for teaching 6th grade students about ratios. It includes using a video to introduce ratios, having the teacher present content on writing ratios using an app, having students complete ratio worksheets in pairs, and assigning independent practice problems using an app where students must email their results. An exit ticket asks students to define a ratio with an example. The plan accommodates students without devices by providing laptops to access the same online content and apps.
This document contains a lesson plan for an English class focused on making predictions about the future. The plan includes goals for students to learn interrogative forms of the modal "will" and practice related vocabulary. A variety of activities are outlined, including matching vocabulary to pictures, answering reading comprehension questions, listening to and ordering a text, creating questions and predictions, and playing games. The plan provides details on teaching approaches, integrating skills, materials, seating, possible issues and their solutions, assessments, and homework. Feedback from the local teacher recommends including activities that ran out of time in the previous lesson.
This document outlines an English language lesson plan about emotions for students. The goal is for students to learn the names of emotions in English and be able to differentiate between their own reactions and name their feelings. The lesson would be conducted online or in a classroom and include a short video, interactive matching exercise using pictures and words, and assessment of student understanding. Students would provide feedback to evaluate how effectively the lesson was delivered and if the objectives were met.
This document outlines an English language lesson plan about emotions for students. The goal is for students to learn the names of emotions in English and be able to differentiate between their own reactions and name their feelings. The lesson would be conducted online or in a classroom and include a short video, interactive matching exercise using pictures and words, and assessment of student understanding. Students would provide feedback to evaluate how effectively the lesson was delivered and if the objectives were met.
This document summarizes Jocelyn Ashley's experiences introducing digital technologies like iPads and Comic Life software into her Year 1/2 classroom from February to November 2011. It describes the skills and apps she taught students, challenges faced, and her reflections on shifting towards a more integrated approach to planning technology across the curriculum.
Wordle is an online tool that allows users to generate word clouds from input text. The clouds display words from the text in different sizes based on how frequently they appear, with more common words shown larger. Users can customize the clouds with different fonts, layouts, and color schemes. Wordle images can be freely used and shared. The tool can engage students and help visualize key themes and ideas from passages.
Similar to PAGE 11Unit PlanJennifer Tild.docx (20)
According to the NASW Code of Ethics section 6.04 (NASW, 2008), .docxaryan532920
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion
, review this week’s resources, including
Working with Survivors of Sexual Abuse and Trauma: The Case of Rita
and “The Johnson Family”. Consider what change you might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
By Day 3
Post
an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in your post. Finally, explain how you might evaluate the success of the policy changes.
Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options. Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita, collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and empowerment, and processing how it would feel to discl.
According to the text, crime has been part of the human condition si.docxaryan532920
The document provides instructions for a 4-6 page paper on criminal law. It asks the student to:
1) Determine if the Ex Post Facto Clause can prohibit increased federal minimum sentencing guidelines and provide a rationale.
2) Explain the distinction between criminal, tort, and moral wrongs, and support or criticize the premise that moral laws have higher standards than criminal law.
3) Identify and discuss the differences between solicitation and conspiracy to commit a crime, and support or criticize the unilateral approach to conspiracy convictions.
4) Identify the four goals of criminal law and discuss how they effectuate protecting the public and preventing innocent convictions.
According to Ronald Story and Bruce Laurie, The dozen years between.docxaryan532920
Conservatives came to dominate American politics between 1968 and 1980 by capitalizing on social unrest and challenging the New Deal coalition. They embraced ideas and policies that emphasized free markets, deregulation, and tax cuts. These policies shaped American society into the 21st century by promoting economic growth while also increasing inequality.
According to Kirk (2016), most of your time will be spent work with .docxaryan532920
According to Kirk (2016), most of your time will be spent work with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions performed in that action group.
Reference: Kirk, A. (2016). Data Visualisation: A Handbook for Data Driven Design (p. 50). SAGE Publications.
.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
According to Kirk (2016), most of our time will be spent working.docxaryan532920
According to Kirk (2016), most of our time will be spent working with our data. The four following group actions were mentioned by Kirk (2016):
Book: Kirk, A. (2016). Data visualisation a handbook for data driven design. Los Angeles, CA: Sage.
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Kirk (2016), most of your time will be spent working wi.docxaryan532920
According to Kirk (2016), most of your time will be spent working with your data. The four following group actions were mentioned by Kirk (2016):
Data acquisition: Gathering the raw material
Data examination: Identifying physical properties and meaning
Data transformation: Enhancing your data through modification and consolidation
Data exploration: Using exploratory analysis and research techniques to learn
Select 1 data action and elaborate on the actions preformed in that action group.
.
According to Davenport (2014) the organizational value of healthcare.docxaryan532920
According to Davenport (2014) the organizational value of healthcare analytics, both determination and importance, provide a potential increase in annual revenue and ROI based on the value and use of analytics. To complete this assignment, research and evaluate the challenges faced in the implementation of healthcare analytics in the Health Care Organization (HCO) or health care industry using the following tools:
The paper must also address the following:
Application of PICO (problem, intervention, comparison group, and outcomes) to the challenge identified in your research.
The paper:
Must be two to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center. (Links to an external site.)
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.
.
According to the authors, privacy and security go hand in hand; .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
Q: From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
.
According to Gilbert and Troitzsch (2005), Foundations of Simula.docxaryan532920
According to Gilbert and Troitzsch (2005), Foundations of Simulation Modeling, a simulation model is a computer program that captures the behavior of a real-world system and its input and possible output processes.
Briefly explain what the simulation modeling relies upon?
-500 words at least.
-No Plagiarism.
-APA Format.
.
According to Klein (2016), using ethical absolutism and ethical .docxaryan532920
According to Klein (2016), using ethical absolutism and ethical relativism in ethical decision making can lead to different outcomes. How can moral reasoning about a specific situation differ based on relativism or absolutism? Can you provide an illustration or example of an accounting procedure/situation whose outcome may differ based on absolutism or relativism? Is ethical relativism a more suitable standard within a global IFRS Environment? Why or why not?
at least 250 words
.
According to Franks and Smallwood (2013), information has become.docxaryan532920
Social media differs from email in its functionality due to social media's immaturity compared to the stability of email. Specifically, social media allows for a greater volume of information to be shared and exchanged through newer tools like blogs, microblogs, and wikis which have increased the lifeblood of information for many businesses. Additionally, research has documented key differences in how social media is used compared to the more established email.
According to the Council on Social Work Education, Competency 5.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
Assess how social welfare and economic policies impact the delivery of and access to social services;
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare: Working with your field instructor, identify, evaluate, and discuss policies established by the local, state, and federal government (within the last five years) that affect the day to day operations of the field placement agency.
The Assignment (1-2 pages): (In The States California. The Good Seed is a Drop-In center for 18-25 years!
Describe the policies and their impact on the field agency.
Propose specific recommendations regarding how you, as a social work intern, and the agency can advocate for policies pertaining to advancing social justice for the agency and the clients it serves.
.
According to the authors, privacy and security go hand in hand; and .docxaryan532920
According to the authors, privacy and security go hand in hand; and hence, privacy cannot be protected without implementing proper security controls and technologies. Today, organizations must make not only reasonable efforts to offer protection of privacy of data, but also must go much further as privacy breaches are damaging to its customers, reputation, and potentially could put the company out of business. As we continue learning from our various professional areas of practice, its no doubt that breaches have become an increasing concern to many businesses and their future operations. Taking Cyberattacks proliferation of 2011 into context, security experts at Intel/McAfee discovered huge series of cyberattacks on the networks of 72 organizations globally, including the United Nations, governments and corporations.
From this research revelation in our chapter 11, briefly state and name the countries and organizations identified as the targeted victims?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to recent surveys, China, India, and the Philippines are t.docxaryan532920
According to recent surveys, China, India, and the Philippines are the three most popular countries for IT outsourcing. Write a short paper (4 paragraphs) explaining what the appeal would be for US companies to outsource IT functions to these countries. You may discuss cost, labor pool, language, or possibly government support as your reasons. There are many other reasons you may choose to highlight in your paper. Be sure to use your own words.
Must be in APA format with references and citations.
.
According to the authors, countries that lag behind the rest of the .docxaryan532920
According to the authors, countries that lag behind the rest of the world’s ICT capabilities encounter difficulties at various levels. Discuss specific areas, both within and outside, eGovernance, in which citizens living in a country that lags behind the rest of the world in ICT capacity are lacking. Include in your discussion quality of life, sustainability, safety, affluence, and any other areas that you find of interest. Use at least 8-10 sentences to discuss this topic.
.
According to Peskin et al. (2013) in our course reader, Studies on .docxaryan532920
According to Peskin et al. (2013) in our course reader, "Studies on early health risk factors, including prenatal nicotine/alcohol exposure, birth complications, and minor physical anomalies have found that these risk factors significantly increase the likelihood of anti-social and criminal behavior throughout life." What policy changes might you suggest to help curtail the occurrence or effects of these risk factors? Remember to think about public health policy, not just criminal policy.
.
According to Franks and Smallwood (2013), information has become the.docxaryan532920
According to Franks and Smallwood (2013), information has become the lifeblood of every business organization, and that an increasing volume of information today has increased and exchanged through the use of social networks and Web2.0 tools like blogs, microblogs, and wikis. When looking at social media in the enterprise, there is a notable difference in functionality between e-mail and social media, and has been documented by research – “…that social media differ greatly from e-mail use due to its maturity and stability.” (Franks & Smallwood, 2013).
Q: Please identify and clearly state what the difference is?
Use the APA format to include your references. Each paragraph should have different references and each para should have at least 4 sentences.
.
According to Ang (2011), how is Social Media management differen.docxaryan532920
According to Ang (2011), how is Social Media management different than traditional Customer Relationship Management (CRM)? Define the four pillars of social media (connectivity, conversations, content creation and collaboration) and analyze how each pillar can be used to aid Social Media management. Identify the benefits Social Media management. Provide examples to illustrate each point.
The paper must be 1-2 pages in length (excluding title and reference page) and in APA (6th edition) format. The paper must include the Ang (2011) article in correct APA format.
.
According to (Alsaidi & Kausar (2018), It is expected that by 2020,.docxaryan532920
According to (Alsaidi & Kausar (2018), "It is expected that by 2020, around 25 billion objects will become the part of global IoT network, which will pose new challenges in securing IoT systems. It will become an easy target for hackers as these systems are often deployed in an uncontrolled and hostile environment. The main security challenges in IoT environment are authorization, privacy, authentication, admission control, system conformation, storage, and administration" (p. 213).
Discuss and describe the difference between a black hole attack and a wormhole attack.
.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
2. NTEQ Lesson Plan
Name: Jennifer Tilden
Lesson Title: Alphabetics - ABC Movie
Subject Area: Letter Recognition Grade Level:
Moderate to Severe Preschool
LESSON SUMMARY
Preschool children first learn letters that are familiar to
them such as the letters in their name and the first letters in the
alphabet string. This is an introductory lesson to the first three
letters of the alphabet, A B C. Children first identify
receptively the letters A B C, using a variety of interactive
materials. (magnetic letters, textured letters, alphabet games,
books, Handwriting Without Tears)
Children dictate the three letters to the teacher who
writes each letter on a separate sheet of paper. Children choose
three items to correspond with letters, the children choose an
apple, a book and a cup cake. Using a digital camera and tripod
(technology) children take photographs of participants, letters
and objects. Photos are printed out and children select their
favorites and place them in correct alphabetical order. Using
Photostory the teacher enters the photos into the program.
Children agree or disagree with the photo arrangement, listen to
several musical selections and choose one to accompany the
movie. The movie is presented at Open House.
LEARNING OBJECTIVES
· By the end of the lesson children will be match letter names
to the printed letters, A B C, with 80% accuracy in 4/5 trials.
· By the end of the lesson children will string the three letters A
B C in correct alphabetical order with 80% accuracy in 4/5
trials.
· By end of lesson children will acknowledge that they used two
separate pieces of technology to create their movie, a digital
3. camera and computer. Measured by teacher-child conversation
group conversation.
· By the end of the lesson children will demonstrate basic use of
a digital camera on a tripod.
1. With assistance locate the correct button and turn on the
camera.
2. Show awareness of the screen and acknowledge if this is the
subject they
wish to photograph with word, sign or gesture.
3. With assistance locate and push the correct button to take the
photo.
4. With assistance review the photo.
5. With assistance locate the correct button and turn off the
camera.
Student ability to be measured by teacher
observation and charting.
_____________________________________________________
___________________
STANDARDS
State Standard:
California Preschool Learning Foundations
Foundation:
Language and Literacy
3.0 Alphabetics and Word/Print Recognition
Children begin to recognize letters of the alphabet
3.2 Match some letter names to their printed form.
_____________________________________________________
___________________
MATERIALS
· variety of interactive alphabet materials-hands on, songs,
manipulatives.
· Chart paper
· Photographs of A B C items and concrete items
· Children collect items that correspond to letters
4. · Digital camera and tripod
· Computer with Photostory Program
COMPUTER FUNCTIONS AND DATA MANIPULATION
Computer Function Computer Application Data
Manipulation
write, edit, plan photostory students edit
support objectives authoring/presentation
problem solve
SPECIFY PROBLEM
Introduction: We will be learning the names of first three letters
in the alphabet string to help with our beginning reading skills.
The first three letters are A B C. I have some fun activities and
songs that will help us remember their names. One very special
activity is that we will be making an A B C Movie…
RESULTS PRESENTATION
Open House Program:Students will demonstrate knowledge in
alphabet song and by presenting items that correspond to letter
during song.
Students will introduce their movie at Open House for family
and friends.
Students will take digital photos of family.
_____________________________________________________
___________________
MULTIDIMENSIONAL ACTIVITIES
Lesson Introduction: We will be learning the names of first
three letters in the alphabet string to help with our beginning
reading skills. The first three letters are A B C. I have some
fun activities and songs that will help us remember their names.
One very special activity is that we will be making an A B C
Movie…
5. Before Children begin learning use of digital camera and movie
making process continue introduction conversation.
Do you like movies? Did you every think you could make a
movie?
Demonstration: Show a short movie on photostory. Ask for
response.
Question: How do we get the pictures?
Question: Would you like to learn to use a camera?That is one
step in making a movie.
Question: What other things do you think we need to learn in
order to make a movie?
Continue to help children break down the process to the project
of making the movie. One small step at a time. Charting the
children’s ideas as they share them will help to establish prior
knowledge, and what skills need to be taught and reinforced.
Camera and Computer Activities (Before and After)
Moderate Impairment Skill Level Students Learn:
· Basic digital camera skills (as outlined in Learning
Objectives)
· While at the computer the students will learn how to turn on
computer and how to push the button on the mouse with
assistance.
Severe Impairment Skill Level Students Learn:
· While at the computer student will sit at station for 1-2
minutes without pulling all the cords out, chewing on them or
hitting the computer
· While at the computer the student will find and focus on
monitor for 1 minute- reinforce through incentives
Supporting Activities Following the Computer Activities
Moderate Impairment Skill Level Students:
· Reflect on process: Students share their experience making
the movie, recall steps, what they liked best about the process
where do they want to go from here.
· Students participate in alphabet bingo game, complete
matching letter and picture activities, and identify letters in
their environment.
6. · Continuation of alphabet movie.
· Students documenting special activities in the classroom with
the digital camera, create a gallery to display student
photographs.
· Reinforce learned computer skills and introduce appropriate
new skills.
Severe Impairment Skill Level Students
· Fine Motor Activities to strengthen grasp, improve eye hand
coordination, and increase finger dexterity for greater control in
use the mouse or button.
· Continue having students visit computer center-modify
behaviors
· Request a tech assessment of each student completed in order
to provide appropriate adaptations.
Culminating Activity
Open House Presentation for Parents
· Students will teach the ABC song to their parents/family.
· Students will show their chart of the steps to movie making.
· Students will introduce and show ABC Movie.
· Students will take a digital photo of their family.
Rotation Plan
Students will rotate between activities using visual schedule
cards that cue them to different work centers.
ASSESSMENT
· Students are assessed through trial data, teacher observation
and charting as outlined in Learning Objectives.
_____________________________________________________
___________________
7. NTeQ Lesson Plan
Lesson Title: Matching ABC’S-Visual Discrimination Subject
Area(s): Literacy/Language Grade Level: Pre-K Special Ed
Lesson Summary
During small group instruction two students will work together
with the support of teacher to use PowerPoint program on
8. computer to match uppercase letters of the alphabet. Students
will take turns to use the mouse to navigate the Power Point
program and its buttons.
Learning Objectives
By the end of this lesson, the students will:
· Be able to move the mouse and to right click
· Be able to match uppercase letters of the alphabet
Standards
National:
· Literacy
· Language
Local: Preschool Learning Foundations
· 3.0 Alphabetics & Word/Print Recognition
· 3.2 Match some letters names to their printed form
Materials
· Visual Discrimination PowerPoint program-matching upper
case letters
· computer
· mouse
Computer Functions and Data Manipulation
Computer Function
Computer Application
Data Manipulation
· Use a PowerPoint program
9. · Match ABC letters to their printed form
· Visual discrimination of same letter forms
· To operate a mouse
· To right-Click a mouse
Specify Problem-
I will be using a power point program on the computer to
motivate students to learn the alphabet by meeting the preschool
learning foundation standard: 3.2 match some letter names to
their printed form.
Begin by showing students the matching ABC folder that they
have been using to match letters. Review matching some of the
letters with the students. Then tell them that today, we are
going to use the computer to match our letters.
Results Presentation
Students will manipulate the mouse in the PowerPoint program
to match letters to their printed form on the computer.
The PowerPoint program will let them know if they got the right
or wrong answer.
Lesson Introduction
Students will then be shown the PowerPoint program on
matching letters of the alphabet. Students will be given
opportunity to work collaboratively with their peer and teacher
10. to operate the mouse for PowerPoint program.
I will turn on the computer and go over basic computer
components, like how to use the mouse and practice right-
clicking. Next, open PowerPoint program and review with them
on how you want them to match letters. First, model how to use
mouse to chose a letter that you think matches to the one you
are trying to find. Ask, “What letter is this?” Then use mouse to
point to each letter and ask, “Is this the letter?” then show them
how you right-click on each letter to see if it is the right or
wrong answer. Also, show them how to click on buttons in the
program. The buttons will take them to the next slide or if they
chose the wrong answer it will take them back to original slide
until they chose the right answer.
Computer Activities
Activities to be completed:
Prior to going to computer
-Review matching ABC’s using folder game
-Sing ABC Rock song during circle-time
-Each student practice spelling their name during circle-time
At the computer
-Review basic computer skills: how to use mouse and what is
the monitor
-Practice how to right-click mouse
-Practice how to match letters on -PowerPoint program
-Follow instructions and practice turn-taking
After going to computer
-Begin to recognize letters in their environment, for example in
familiar books or other peers names
-Begin to use computer at home with parent, for example be
comfortable to use the mouse and turn on computer
-Be assessed in ability to match 26 out of 26 letters of the
alphabet in 4 out of 5 opportunities
11. Culminating Activity
Singing, naming, recognizing, and matching letters of the
alphabet will be reviewed daily during circle-time and center
activities. Matching letters of the alphabet on the computer will
used to motivate student learning as well as to introduce basic
computer skills to students.
Rotation Plan
Computer time will be integrated into center rotations so that
student will each be given the opportunity to work in small
group instruction of two at least once a week. First, students
will be given opportunity to review the letters of the alphabet
then be rotated to computers during centers. Then observed and
data collection taken to assess progress.
Assessment –
Students will be assessed on their ability to make progress
toward the following goals on their IEP’s:
Objective or Performance
12. 1. Students will match 12/26 letters of the alphabet
Will be introduced to matching letters
Will match 12/26 letters of the alphabet in 2 out of 5
opportunities
Will match 12/26 letters of the alphabet in 3 out of 5
opportunities
Will match 12/26 letters of the alphabet in 4 out of 5
opportunities
2. Students will match 20/26 letters of the alphabet
Will be able to match 12/26 letters
Will match 20/26 letters of the alphabet in 2 out of 5
opportunities
Will match 20/26 letters of the alphabet in 3 out of 5
opportunities
Will match 20/26 letters of the alphabet in 4 out of 5
opportunities
3. Students will match 26/26 letters of the alphabet
Will be able to match 20/26 letters
Will match 26/26 letters of the alphabet in 2 out of 5
opportunities
Will match 26/26 letters of the alphabet in 3 out of 5
opportunities
Will match 26/26 letters of the alphabet in 4 out of 5
opportunities
13. NTeQ Lesson Plan
Lesson Title: Subject Area(s): Grade Level:
Lesson Summary
Briefly describe the purpose of the lesson and the student
activities.
Learning Objectives
By the end of this lesson, the students will:
·
1.
·
Standards
National:
·
·
Local:
·
·
14. Materials
It is helpful to include a “Think Sheet” of questions that require
students to use critical thinking skills.
Computer Functions and Data Manipulation
Computer Function
Computer Application
Data Manipulation
Specify Problem
Write in language you will use with students. For example,
Today, we are going to investigate…… What would you do if
…..
15. Results Presentation
Multidimensional Activities
Briefly describe the lesson activities. Begin with the Lesson
Introduction or how you will introduce the problem and how
you will address prerequisite skills, share learning objectives,
and provide needed information. As you describe the computer
activities, please include what students need to do before they
go the computers, while they are at the computers, and what
they do after they finish computer work. Descriptions of the
supporting activities follow the computer activities. This form
has space for three computer and three supporting activities.
When you design your lesson, include the appropriate number of
each for your particular lesson. After these activities are
planned, describe the Culminating Activity, or how main ideas
will be reviewed and/or final presentations given. When these
components are planned describe the rotation plan – how will
students rotate between the activities.
16. Lesson Introduction – Briefly describe how you will introduce
the problem and how you will address any prerequisite skills,
share learning objectives, and provide needed information.
Computer ActivitiesActivity 1
Activities to be completed:
Prior to going to computer
1.
2.
3.
4.
5.
At the computer
6.
7.
8.
9.
10.
After going to computer
11.
12.
13.
14.
15. Activity 2
Activities to be completed:
Prior to going to computer
16.
17.
18.
19.
20.
17. At the computer
21.
22.
23.
24.
25.
After going to computer
26.
27.
28.
29.
30. Activity 3
Activities to be completed:
Prior to going to computer
31.
32.
33.
34.
35.
At the computer
36.
37.
38.
39.
40.
After going to computer
41.
42.
43.
44.
45.
Supporting ActivitiesActivity 1
Activities to be completed:
46.
18. 47.
48.
49.
50.
51.
52.
53.
54.
55. Activity 2
Activities to be completed:
56.
57.
58.
59.
60.
61.
62.
63.
64.
65. Activity 3
Activities to be completed:
66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
Culminating Activity – Briefly describe how main ideas will be
reviewed and/or final presentations given.
19. Rotation Plan Briefly describe how students will rotate through
the computer and supporting activities
Assessment Use a template similar to the one below to develop
your rubric(s). A sample is provided to guide your writing.
Rubric Template. Place performance objectives in the first
column, then create descriptions of each level of performance.
Objective or Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4Score
1.
Description of identifiable criteria that reflect a beginning level
of performance.
Description of identifiable criteria that reflect progress toward
mastery of performance
Description of identifiable criteria that reflect mastery of
performance
Description of identifiable criteria that reflect exceptional
performance.
2
Repeat with next item
20. “
“
“
Sample: Newspaper Article on Seatbelt Safety
Objective or Performance
Beginning
1
Developing
2
Accomplished
3
Exemplary
4Score
1.Students will write a persuasive article on why drivers should
wear seatbelts
Persuasive arguments are not clear or concise and had very poor
references made to supporting graphics.
Persuasive arguments are fairly clear and concise. References
made to graphics provide limited support.
Persuasive arguments are clear, concise, and articulate.
References made to supporting graphics are useful.
Persuasive arguments are very clear, concise, and articulate.
Excellent references made to supporting graphics.
2. Students will generate spreadsheet charts that demonstrate a
trend.
The charts show very little about seatbelt use. The title, labels,
legend, are missing or incomplete.
The charts show limited aspects of seatbelt use. The title,
labels, legend, and type of chart provide incomplete support.
The charts demonstrate trends in seatbelt use. The title, labels,
legend, and type of chart support understanding.
The charts clearly demonstrate trends in seatbelt use. Excellent
choice of title, labels, legend, and type of chart.
22. 4.
The simple bast tense
what did you do yesterday?
Irregular verbIrregular verbExampleNo change in base formput
put
23. cut cutDeferent spelling from the base formgo
went
eat ate
come came
come came
Regular verbRegular verbExamplebase form + edwalk
walkedverb ending in - e +dlike likedverb ending
a consonant +y
change y i +edstudy studiedsome verbs ending
in a single consonant +the second last letter is a vowel
double the last letter + edstop stopped
Was - Were
24. Example: was - were
was I - he - she - it
He was hungry yesterday.
were you - we - they
we were happy last week .
Ask the question!
See the examples and try to find out
how to write the question?
He slept early yesterday .
Did he sleep early yesterday ?
We were in the indian restaurant last week.
were you in the indian restaurant last week?
Ask the question!
25. What do you notice?
He slept early yesterday .
Did he sleep early yesterday ?
1- Add - did in the beginning.
2-the past verb return to the base form.
3- write the rest of the sentence as it is.
4- we find a specific time
(yesterday-last night -last month …)
Question form:
What do you notice?
We were in the indian restaurant last week.
were you in the indian restaurant last week?
start with (were or was)
subject
26. the rest of the sentence.
Negative form:
subject did not verb (base form) the rest
He slept early yesterday .
He did not sleep early yesterday .
We were in the indian restaurant last week.
We were not in the indian restaurant last week.
we can say : was not or wasn’t.
were not or weren’t
What do you notice?
Past verb always comes back to
the base form in negative sentences
27. remember:
remember:
practice:
Write a question for each sentence:
I drove my car yesterday.
Q : …………………………………
They went to the beach last week
Q: …………………………………
Write the right answer for each sentence:
was he at school yesterday ?
A: …………………………………..
were you tired last night ?
A: ………………………………….
The answers:
I drove my car yesterday.
Q: Did you drive your car yesterday ?
They went to the beach last week
Q: Did they go to the beach last week?
28. was he at school yesterday ?
A: Yes ,he was at school yesterday
were you tired last night ?
A:Yes, you were tired last night