Mini Lesson-with technology intergration
Technology Professional Development Plan
National Educational Technology Standards (NETS-T)
Annotated Bibliography
These are the website I found which are appropriate for my target population, elementary education. The website will be extremely useful to me as I plan lessons, class activities, and multi-media presentations for my students. The checklist found at
http://prosites-vstevens.homestead.com/files/pi/computing2/searchingwww2.pdf was the tool I used to evaluate my websites. This tool rates sites based on a point system. I chose this checklist because the criteria encompassed a wide array of quality questions which would tell me if a website was useful or not.
Planning
Oregon State Standards by Design-
http://www.ode.state.or.us/teachlearn/real/standards/default.aspx
I use this website to align my teaching to the Oregon State Standards, look at work samples, and assessments. This website scored 100 out of 100 because it’s constantly updated, user friendly, and accurate.
ThinkFinity- http://www.thinkfinity.org/
Wow, I’m so excited I found this website. This is an Educator Search Engine Tool. Thinkfinity has a wealth of content-specific, standards-based educational resources. This website has 55,000 standards-based K-12 lesson plans, student materials, interactive tools and reference materials which are reviewed by the nation's leading education organizations. It’s partnered with American Association for the Advancement of Science, Council for Economic Education, International Reading Association, National Center for Family Literacy, NCTE, NCTM, National Endowment for the Humanities, National Geographic Society, ProLiteracy, Smithsonian National Museum of American History and The John F. Kennedy Center for the Performing Arts. So it’s a one stop shop. Instead of searching the above quality website separately, you just have to do one search here. I’m so excited to start using this. This website scored 100 out of 100.
Project Based Learning http://www.pbl-online.org/CoLab/PBLCL-02.Search1.Form.php- free (signed up for, so I have a username and password – usual)
ProTeacher http://www.proteacher.net/ -teacher blog prevalent to best practice and new curriculum (informational).
English Language Learners
ESLTower- http://www.esltower.com/vocabularyteachers.html
This page contains printable vocabulary, grammar and pronunciation worksheets and exercises. This website will be very valuable to me as I plan for the ELL students in my classroom. This website is designed by teachers for teacher. It’s not the most visual pleasing website, but it’s easy to navigate. It scored a a 95 out of 100 because it ends in .com.
Project GLAD- http://www.projectglad.com/
This is website is for teachers who have been trained in a Shelter Instruction technique called Guided Language Acquisition (GLAD). Teachers pay a one time fee of $10.00. It’s a website made by teachers for teachers. GLAD Units developed by teachers are posted and can be shared among members. I use this all the time when I plan a new GLAD unit. It’s very valuable to me. It’s scored a 90 out of 100 because it’s not free and end in .com.
Multi-Media
Discovery Education (Videos)- http://streaming.discoveryeducation.com/I will use this website mainly for streaming videos to show clips in content areas such as science, health, socials studies, math, and the environment. The videos found here are realistic versus animated which I like. This part of the website is not free. Our school has a subscription; however there are plenty of other resources for free such as lesson plans, clipart, puzzlemakers, projects, and programs. This website scored a 90 out for 100 as a quality web resource. It didn’t score 100 because it’s not all free and ends in .com.
Free Technology for Teachers- http://www.freetech4teachers.com/ I haven’t spent too much time on this website however I’m very interested finding free ways to bring technology into my classroom. This website is more like a blog, however it did receive “The Best Resource Sharing Blog” in 2008. This website scored 70 out of 100 due to being private individual’s opinions, ending in .com, not easily navigated, can easily navigate off the page (links needs to open in a separate window), and distracting advertisements.
Teachers Domain- http://www.teachersdomain.org/ - videos
Literacy
Lind’s Link to Literature- http://www.lindaslinkstoliterature.com/lll/
This website is priceless. A retired teacher researched over 35,000 literature-based resource links to place on this website and gets paid to keep it updated. So if a teacher is looking for an activity, lesson or quiz for a book, he or she can look here. The research has already been done. It’s not free. Our school has a subscription. I use this all the time. It scored a 90 out of 100 because it ends in .com and is not free.
The Reading Lady- http://www.readinglady.com/mosaic/tools/tools.htm#2
Literacy site which focuses on reading /writing best practice and the Mosaic of Thought philosophy to teaching literacy.
Read-Write-Think- http://www.blogger.com/www.readwritethink.org(NCTE) The National Reading Association has the best student materials and lesson plans for teaching reading and writing. I use this website a lot if I’m trying to figure out the best way to teach something or need a graphic organizer. This website scored a 100.
Giggle Poetry- http://gigglepoetry.com/index.aspx
BooK Bundlz- http://www.bookbundlz.com/ - book clubs
Math
The Math Learning Center- http://www.mathlearningcenter.org/
I just took a workshop on Number Corner which is a daily 15 minutes recap or intro to all the state standards through out the year. This is the company’s website. It is full has additional materials and resources I can download for my classroom. For example student support materials and the teacher unit planner. I will be on this site frequently. This website scored 100 out of 100.
Free Math Worksheets - http://www.math-drills.com/
I use this site all the time. This is where I print my math fats practice sheets for my class. It’s great because it’s free, unlike many other math websites, and has a great assortment of skills. The website scored a 70 because it ends in .com, there is no contact information and it’s developed by a private individual. It has a lot of adds from Google.
Ed Helper - http://www.edhelper.com/
I use this website for academic support material all the time. There is a small fee every year to use it; however the material is great, especially when making formative assessments or quizzes. It scored a 90 out of 100 because it’s not free and it end in .com.
Illuminations- http://illuminations.nctm.org/
Social Studies
Kids and History -Paul Revere Virtual Museum http://www.kidsandhistory.com/paulvm/paulvm.htmlThis website was designed to be used by teachers or students. There are five exhibit halls with some activities in each. I plan to use these as a whole class as I teach the American Revolution. I content is appropriate to my grade level. The website scored a 95 out of 100 because it ended in .com.
Social Studies for Kids- http://www.blogger.com/www.socialstudiesforkids.com/
I found this site when I was looking up American Revolution and general American history for kids. I thought this site had good information and links. It was easy to navigate. It had basic information which fits my target population. This website scored an 90 out of 100 because it ends in .com, made by a private individual.
Science
NASA- http://www.nasa.gov/home/index.html –
I haven’t used this website very much, but have always been interested in it. There are some great videos, links to lesson plans, projects and activities for kids. Due to all the graphics and videos the pages take more time to download. It scored a 95 out of 100 because it takes longer for the pages to upload.
Assessment
Edusoft - http://www.edusoft.com/login.jsp
Edusoft is an Assessment Management System. Salem-Keizer School District subscribes to the website. The district makes two tests per year in math and reading to give to K-8 students. It allows the district and teachers to know where the students are at in preparing for the state test. Teachers are able to make pre-post assessments for units of study in math and reading as well as make quizzes. Answers are put on a bubble sheets which are easily scored and data is organized on the website. It’s a fantastic tool. This scored 95 out of 100 because it ends in .com.
Evaluate Websites
Kathy Schrock's Checklist http://kathyschrock.net/abceval/5ws.pdf
This is a checklist to evaluate the credibility of websites I use in the classroom.
Web Accessibility Tool
Wave-http://wave.webaim.org/
This is tool I use to check the accessibility of each website student's have access to.
Mini-Lesson #1
Grade level: 4/5 blend
Title of lesson: Geometry Unit
3-4 day lesson
Classifying Triangles
1. GOALS
Content Area: Math
Common Curriculum Goal (CCG): Benchmark: 2
• 5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral).
Technology Goal: highlighted in green
• ET.1.B Create original works as a means of personal or group expression.
• ET.2.B Effectively communicate and publish to multiple audiences using a variety of media and formats.
ESOL Language Goals: Comparing
2. OBJECTIVE(s)
Content: Students will be able to describe the process used to classify triangles by their angles (acute, right, obtuse) and their sides (scalene, isosceles, and equilateral) and classify quadrilateral by their sides and angles. (square, rectangle, parallelogram, rhombus, trapezoid concave and kites)
ESOL Language Objectives (Forms): highlighted in yellow
Comparing:
Early Intermediate: Students will use adjective/subject/comparative adjective using –er or –est.
• A(n) ___________ triangle has an angle that measures ________ 90 degrees.
(right, acute, obtuse) (larger than, smaller than)
• A(n) ________________ triangle has ______sides that are equal in length.
(isosceles, scalene, equilateral) (no, two, all)
Intermediate:
• A(n)_____triangle is different than a(n) ______triangle because the angle is ______
90 degrees.
• A(n)_________triangle is different than a ________triangle because_________
sides are equal in length.
Targeted Language Skills:
1. Reading: Students will read two chants in a shared reading activity.
2. Writing: After the lesson, students will write all the ways to classify triangles on an Exit Card.
3. Listening: Students will work in cooperative groups to classify triangles and pair-share with their elbow partner ways to classify triangles.
4. Speaking: Group work, pair-share
Learning Strategies:
1. Academic Language Scaffolding (pages 50-55)
2. Shared Reading-Building Vocabulary and Fluency (pages 73-78)
3. Modeled Talk- Building Comprehension (pages 161-166)
4. Multiple Intelligence Strategies
3. RESOURCES / MATERIALS
Teacher Materials: Chart paper for Venn diagram, attribute chart, Yes Ma’am and Sound-off chants, markers, tape and vocabulary cards for right, acute, obtuse, larger than, smaller than, isosceles, scalene, equilateral, no, two, all, two sides. (These can go on index cards of sentence strips)
Student Material: Bag of triangles and labels for sorting.
Technology: http://www.brainpop.com/ (Types of Triangles). Classify Triangles PPT, Geometry Jeopardy Game, Tricky Triangles Webquest http://questgarden.com/79/11/3/090327105601/
4. PROCEDURES
A.Anticipatory Set
1.Draw a Venn diagram on the board. Write triangle in the middle. Ask the class, “What is a triangle?” Add characteristics next to the word triangle in the middle of diagram.
2.Write Classifying Triangles as the title of a Venn diagram and Sides and Angles as the other two headings.
3.Tell students that today in math their objective is to learn how to classify triangles by the length of their side and angles. Point to the class objective posted on the board as a reference.
4.Play Types of Triangles from http://www.brainpop.com/ to get students motivated.
B.Teaching/Modeling
1. Start with Angles. Define and sketch angle. Tell the class that there are 3 types of angles; Right, Obtuse, and Acute. Give the students some background knowledge about how angles are measured and the unit of measurement used.
2. Write the word Right in the circle and draw a picture of a right triangle followed by the definition. Show the hand gesture for a right angle and have the students so it. Illustrate it.
3. Write the sentence frame, A(n) ___________ triangle has an angle that measures ________ 90 degrees on the board. Tell the students, “When we describe a right triangle we say…say the sentence, then have the students say it with you, and then have students turn and share the sentence with the person next to them. Have students put their hands together and raise them up, like a tent to indicate they are finished.
4. Repeat with Obtuse and Acute, remembering to say the sentence frame after each one.
5. Then write the comparative sentence frame on the board. A(n)_____triangle is different than a(n) ______triangle because the angle is _______ 90 degrees. Tell the students, “When we compare triangles to each other we say…” (repeat sequence in step 3).
6. Move on to Sides. Define and sketch side. Tell the class there are 3 ways to classify the sides of a triangle; Equilateral, Isosceles, Scalene.
7. Write Equilateral in the circle. Repeat sequence in steps 2-5, using the words following sentence frames; A(n) ________________ triangle has ______sides that are equal in length. Repeat for Isosceles and Scalene. Write the comparative sentence frame; A(n)_________triangle is different than a ________triangle because_________ sides are equal in length.
8.Sound-Off Chant
C.Guided Practice
1.Put students in cooperative groups. Tell students that with their new knowledge of how triangles are classified they will have the opportunity to explore the triangles and classify them.
2. Give each pair of students a set of triangles and headings.
3. Have the students practice sorting by each heading. Correct together.
4. During this activity, you may need to bring the students back together to discuss difficulties and strategies to overcome these challenges. Chart strategies.
5. Chant- Yes Ma’am
D. Independent Application
• Give students an index card or large sticky note as an Exit Card. Have the students write 2 ways each to classify triangles by side and angles. Students should write and sketch.
• Triangle PPT-use to give students more practice – take students to computer lab. You can have students work either in partners or by themselves.
• Strategy poster
• Shared Reading
6. ASSESSMENT
Informal:
• Teacher Observation and discussions during lesson
• Students feedback during lesson
• Student responses on Exit Card and, and Triangle PPT
Plans for formal:
• Students design a PPT about classifying triangles and quadrilaterals
• Multiple Choice Test. Test questions are designed in the same format as OAKS (state test), so students have exposure to the format.
Classify Quadrilaterals
1. GOALS
Content Area: Math
Common Curriculum Goal (CCG): Benchmark: 2
• MA.04.GM.01 Identify, describe, compare and classify quadrilaterals by their sides and angles.
Technology Goal: highlighted in green
• ET.1.B Create original works as a means of personal or group expression.
• ET.2.B Effectively communicate and publish to multiple audiences using a variety of media and formats.
2. OBJECTIVE(s)
Content: Students will be able to describe the process used to classify quadrilateral by their sides and angles. (square, rectangle, parallelogram, rhombus, trapezoid concave and kites)
Targeted Language Skills:
1. Reading: Students will read two chants in a shared reading activity.
2. Writing: After the lesson, students will write all the ways to classify quadrilaterals on an Exit Card.
3. Listening: Students will work in cooperative groups to classify quadrilaterals and pair-share with their elbow partner ways to quadrilaterals.
4. Speaking: Group work, pair-share
Learning Strategies:
1. Academic Language Scaffolding (pages 50-55)
2. Shared Reading-Building Vocabulary and Fluency (pages 73-78)
3. Modeled Talk- Building Comprehension (pages 161-166)
3. RESOURCES / MATERIALS
Teacher Materials: Chart paper for Venn diagram, attribute chart, markers, tape and vocabulary cards for square, rectangle, parallelogram, rhombus, trapezoid concave and kites
Student Material: Bag of quadrilaterals and labels for sorting.
Technology: BrainPop (Polygons), and Quadrilateral Quest Game
E. Anticipatory Set
1. Play Polygons from BrainPop to get students motivated.
2. Draw a Venn diagram on the board. Write quadrilaterals in the middle. Ask the class, “What is a polygon?” Add characteristics next to the word quadrilateral in the middle of diagram.
3. Write Classifying Quadrilaterals as the title of a Venn diagram and Sides and Angles as the other two headings.
4. Tell students that today in math their objective is to learn how to classify quadrilaterals by the length of their side and angles. Point to the class objective posted on the board as a reference.
F. Teaching/Modeling
1. Angles. Define and sketch quadrilaterals showing angle. Categorize rectangle, square, and parallelogram.
2. Sides. Define and sketch quadrilaterals showing sides. Categorize trapezoid, rhombus, and parallelogram.
G. Guided Practice
1. Put students in cooperative groups. Tell students that with their new knowledge of how quadrilaterals are classified they will have the opportunity to explore the quadrilaterals and classify them.
2. Give each pair of students a set of quadrilaterals and headings.
3. Have the students practice sorting by each heading. Correct together.
4. During this activity, you may need to bring the students back together to discuss difficulties and strategies to overcome these challenges. Chart strategies.
H. Independent Application
• Give students an index card or large sticky note as an Exit Card. Have the students write 2 ways each to classify quadrilaterals by side and angles. Students should write and sketch.
• Quadrilateral Questgame-students play Quadrilateral Quest and then do worksheet.
• Strategy poster
6. ASSESSMENT
Informal:
• Teacher Observation and discussions during lesson
• Students feedback during lesson
• Student responses on Exit Card and, and Quadrilateral Quest Game
Plans for formal:
• Students design a PPT about classifying triangles and quadrilaterals
• Multiple Choice Test. Test questions are designed in the same format as OAKS (state test), so students have exposure to the format
Geometry Jeopardy Game
1. GOALS
Content Area: Math
Common Curriculum Goal (CCG): Benchmark: 2
• MA.04.GM.01 Identify, describe, compare and classify quadrilaterals by their sides and angles.
• 5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral).
Technology Goal: highlighted in green
• ET.1.B Create original works as a means of personal or group expression.
• ET.2.B Effectively communicate and publish to multiple audiences using a variety of media and formats.
2. OBJECTIVE(s)
Content: Students will be able to use their knowledge of classifying triangle and quadrilaterals to play the jeopardy game
3. RESOURCES / MATERIALS
Teacher Materials: Geometry Jeopardy Game
I. Anticipatory Set
1. Play the music from the Jeopardy Game and then ask the students if they know where the music comes from. Ask if anyone knows how to play the game.
2. Explain to the students that they will be playing a jeopardy game to review what they have learned.
J. Teaching/Modeling
1. Explain rules and procedures
2. Slip class into groups of 3-4 students
K. Guided Practice
L. Independent Application
6. ASSESSMENT
Informal:
• Teacher Observation and discussions during game
• Students feedback during game
• Student responses on Geometry Jeopardy Game
Plans for formal:
• Students design a PPT about classifying triangles and quadrilaterals
• Multiple Choice Test. Test questions are designed in the same format as OAKS (state test),so students have exposure to the format
Technology Professional Development Plan
To continue my journey understanding the role of the internet in education and how to best use the internet in my classroom, I have established with three professional technology goals. These goals with help me bring technology into the classroom as well as create a space on the World Wide Web which will allow me to connect students, parents, and educators together
Three Technology Goals
- I plan to learn as much as possible from Mrs. Renz on ways to use the internet and a website for teaching. She has a link on her website for educators who are interested in what she does. She has graciously offered mentoring to educators who want to learn from her. The first step is to begin by reading through her FAQ’s, which encompass many of my initial questions. I will then email her with any other questions I have. By doing this I will have a better understanding of how to effectively use a classroom website to connect with families, students, and other educators. I will also learn how to organize all the teaching resources and documents on a website for easy access.
- I plan to research the best free teacher website builder out there. I currently have a blog but do not like it. I’m extremely limited in what I can do. I don’t like how blogs post the most current posting first. I want it to read more like a website with a homepage that links to other pages. I can’t even link a word document or pdf to it onto the blog. I would like to transfer my information from my blog to a real website. This goal corresponds to the first goal. Here I will be creating a website using what I learn from Mrs. Renz.
- I plan to inquire about getting a Pro-Vision interactive whiteboard for my classroom. I will research the benefits of Pro-Vision as well as look for a technology grant to apply for. Salem-Keizer purchased one to try out. Last month I was asked to attend an informational presentation on its benefits in the classroom. From what I’ve learned it’s better than a SMART board because it has more interactive qualities. Teachers do not have to create their lessons in a specific program like what is required for the SMART board. Hours and hours of time are spent converting lessons. However with the Pro-Vision, teachers can use what they already have such as PowerPoint, word documents etc. with Pro-Vision. In addition laptops or desktop computers can also be hooked up to it, therefore anything done on the computer can be done on the Pro-Vision. It’s a very exciting piece of technology that I would like to help pilot.
I will know if I have met the first two goals when I have a professional class website from which I have put all of my teaching resources and parents and students use the website to stay informed about what’s happening in the classroom. I know I will have met the third goal when I have a Pro-Vision in my classroom which I’m able to use to enhance my teaching as well as share the benefits with other teachers.
To kick off our 08-09 school year I created a school website. Harritt Elementary is one of the newer schools in Salem-Keizer School District and never had one before. It took the spring of 08 and all summer to develop something from scratch. I met with the principal to discuss his vision and ideas; however I had a lot freedom to create what I wanted. The purpose was to help our school communicate relevant information to our community, parents, students, and other educators. I researched many other school websites. I incorporated ideas from the websited I liked, hence the Harritt Elementary School website was created. I shared it with our school staff at the beginning of the year. In addition, on the website each teacher had a link to a blog space to create their classroom website. I offered training to the staff. Many were very enthusiastic at the beginning however as the normal teacher work load increased I believe many did not have the time to work on it.
The website is up and running, however as a school we never really advertised it. I don’t know if parents use it or if they even know about it. I hope one day I will have the support needed to make this website successful. Below is a link to the website. My classroom blog can also be accessed from the site.
Harritt Elementary School Website
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