Teach Vocabulary with Firefox and the Dictionary Tool-tip
One of my graduate students, Crystal Elias, wrote the lesson below. It falls into the pattern of using the web to teach “everyday or traditional content.” Here is the original blog post.
Objective: The students will learn how to use the dictionary tooltip add-on for the Firefox browser. The students will experience how dictionary tooltip can help with their daily assignments.
Lesson Plan: I will upload their ELA reading and essay response question onto the classroom webpage. The reading will consist of 5 underlined words that would be considered “challenging” to the students. These 5 words will be underlined. The students will be given a mini-lesson on how to use the dictionary tooltip as well as a refresher on how to use QuickNote. The students will be instructed to read the piece and to use the dictionary tooltip on the 5 underlined, unfamiliar words. After looking up the definition of the word (and having the word recited to them if they wish) they will be asked to cut and paste the first definition into QuickNote. The lesson will show the children how dictionary tooltip can provide them with self sufficient help during their normal class assignments.
Assessment: I will check the QuickNotes of every student to be sure they used the dictionary tooltip to copy and paste the definitions of the 5 underlined words.
An alternative to the assessment: Have the students copy/paste their Quicknote definitions to your MyTeacherPage - Message Board. You would then be able to read them at your leisure and the kids would be able to see all of theis
I am an Educational Computing Strategist (ECS). I figure out ways to IMPROVE education with technology. 
My Web site
October 27th, 2007 at 2:46 pm
Quicknote Organizer
Section I
Name:Melissa Moore
Date:Oct. 27, 2007
Time:3:01
Mood:fine
Section II
URL:http://www.starfall.com/n/level-k/index/load.htm?f
Grade Level(s):K
New York State Standard: 1
Key Idea:Listening for Information and Understanding
Performance Indicator:ELA1.KN.RE1.01
Section III
Purpose:Students will listen and be actively engaged in recognizing letters and their corresponding sounds.
1.)Listening to discover relationships between letters and
their corresponding sounds (NYSS 1).
2.)Recognizing objects that begin with the corresponding letter sound (NYSS 1).
3.) Identifying letters and their individual sounds (NYSS 1).
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:(Recognizes) letters. (States) corresponding letter sounds.
Comprehension:(Identifies) objects that begin with a displayed letter. (Restates) the corresponding letter sound.
Application:(Chooses) correct letter for objects displayed.
Analysis:(Differentiates) between letter sounds.
Synthesis:(Organizes) objects according to beginning letter sound.
Evaluation:(Chooses) letters that appropriately correspond to objects displayed.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?) Students will correctly identify letter names, their individual sounds and objects that begin with these letters.
October 27th, 2007 at 8:39 pm
Website Summary
The What Do I Say book, found on the Enchanted Learning website (http://www.enchantedlearning.com/w, is a useful tool for pre-school teachers. The book tells the story of several animals through the use of repetition and focuses on the sounds and colors of the animals. The bright colors, simple images, and the use of alliteration will capture the attention of young children while they learn about the animals.
Quicknote Organizer
Section I
Name:Heather Nace
Date: October 27, 2007
Time: 11:44 AM
Mood: just dandy
Section II
URL: http://www.enchantedlearning.com/whatdoisay/
Grade Level(s): pre-kindergarten
New York State Standard: Standard ELA1.PK.LI3: Language for Information and Understanding
Key Idea: Students will read, write, listen, and speak for information and understanding.
Performance Indicator: Performance Indicator ELA1.PK.LI3.01: Students acquire information from nonfiction text.
Section III
Purpose:
1.) Students will be able to identify the sounds of animals.
2.) Students will be able to imitate the sounds of an identified animal.
3.) Students will learn to identify the color of each animal.
4.) Students will be able to retell the story through the use of repetition in the book.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (duplicate) the sound of an identified animal.
Comprehension: Students will be able to (recognize) an animal based on the sound it makes.
Application: Students will (practice) using repetition and picture cues to predict the story.
Analysis:Students will be able to (distinguish) between the different colors of the animals in the book.
Synthesis: Students will further (develop) their knowledge of animals and the sounds they make.
Evaluation: Students will (choose) the correct animal from the book, based upon the sound the animal makes.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
To test students gained knowledge I will display an image of an animal from the book and have the children make the sound, identify the color, and identify the animal by name. Students will then re-tell the story of the chosen animal in their own words.
October 28th, 2007 at 9:48 am
This web page inspires reading and writing for first-graders. The Fiction / Non-Fiction page enables students to work at their own pace to identify, recall, and repeat auditory and visuals of texts, preparing students to eventually comprehend and apply what they have learned.
Section I
Name:Tanya Okie
Date:10/28/07
Time:8pm
Mood:Not good! My kids are even keeping their distance!
Section II
URL:http://www.starfall.com/n/level-c/fiction-nonfiction/load.htm?f
Grade Level(s):1
New York State Standard:ELA1
Key Idea: Language for information and understanding.
Performance Indicator:ELA1.01.RE1.03: Students distinguish between texts with stories and texts with information.
Section III
Purpose:
1.)Students continue to familiarize themselves with the computer and the mouse.
2.)Students practice knowledge of Fiction vs. Non-Fiction to build background knowledge for the future.
3.)”To inspire a love for reading and writing”( (2007). I’m Reading. Retrieved October 27, 2007, from Starfall Web site: http://www.starfall.com/),by listening to the stories activating auditory recognition skills.
4.)Students can build background knowledge based on the non-fiction readings.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:Students will be able to (recognize)the difference between fiction and non-fiction texts.
Comprehension:Students will be able to (identify) from a list, fiction vs. non-fiction books.
Application:The student will (demonstrate) their knowledge of genre by (completing) all of the games and stories on the website with 100% accuracy.
Analysis:The students will be able to (apply) what they’ve learned about fiction and non-fiction by correctly (categorizing) books in the classroom library.
Synthesis:Students will be able to (compose) a list of 5 each (fictional and non-fictional genre) in their ‘Writing Journals’.
Evaluation:Students will be able to (justify) their lists in the ‘Writing Journal’ with 100% accuracy.
Section V
Assessment Strategies: Students must listen to all the stories from both categories. Students will be assessed by their accuracy in recording and reporting their ‘lists’ by justifying their answers verbally to the teacher during conferencing.
-Fiction / Non-Fiction. Retrieved October 28, 2007, from Starfall Web site: http://www.starfall.com/n/level-c/fiction-nonfiction/load.htm?f
October 28th, 2007 at 3:02 pm
Section I
Name: Kara Tornquist
Date: 10-27-07
Time: 2:08 pm
Mood: frustrated
Section II
URL: http://library.thinkquest.org/3608/index.html
Grade Level(s): Grade 4
New York State Standard: Standard MST4: Science.
Key Idea: MST4.LE4: The continuity of life is sustained through reproduction and development.
Performance Indicator: MST4.E.LE4A: Students describe the major stages in the life cycles of selected plants and animals.
Section III
Purpose: Students will actively learn about the life cycle of plants and how they make food.
1.) Students will learn new vocabulary
2.) Students will be able to explain correctly how photosynthesis works
3.) Given a picture students will correctly label the parts of the plant using the new vocabulary
4.) Students will be able to explain the process of plant reproduction
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: (Recall) how plants make food.
Comprehension: (Describe) the process by which plants reproduce
Application: (illustrate) the process of plant reproduction
Analysis: (Describe) how plants grow
Synthesis: (Construct) a poster on how a plant reproduces or makes food
Evaluation: (Select) the correct vocabulary for plant reproduction and how a plant makes food
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
For assessing Synthesis students will have to make their own posters with drawings, facts and vocabulary from this site. They will be graded on how accurate their information is and if it is understandable to other students.
Work Cited
“Standards.” NYLearnings.org. 24, May, 2006. New York State
Learners. 27 Oct 2007
http://www.nylearns.org/standards/browsestandards.asp
Unknown, “All About Plants.” All About Plants. unknown.
Think Quest Junior. 27 Oct 2007
http://library.thinkquest.org/3608/index.html
October 28th, 2007 at 6:20 pm
Section I
Name: Sara Kennedy
Date: 10/27/07
Time: 2:13pm
Mood: tired
“Making change” is a fun and interactive web-site for children. It gives them the opportunity to be the cashier in a convenience store. The cashier is given situations of the total bill and how the customer might pay. The cashier has to give the customer the correct change. Not only are the children practicing their math skills such as addition and subtraction, recognizing coins and dollars, but they are also making connections with the outside world. (http://justkidsgames.com/play.php?MakingChange)
Section II
URL: http://justkidsgames.com/play.php?MakingChange
Grade Level(s): 3 & 4
New York State Standard: Standard MST3: Mathematics (1997) Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
Key Idea: Key Idea MST3.alt.NN1: Students use number sense and numeration to communicate mathematically and use numbers in the development of concrete mathematical ideas.
Performance Indicator: Performance Indicator MST3.alt.NN1E: Students recognize coins and dollars and their value.
Section III
Purpose:
1.) The students will make connections with real-life experiences.
2.) The students will use their math skills to practice addition and subtraction.
3.) The students will recognize the different coins and dollar amounts.
4.) The students will communicate the correct change needed for the customer.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: The students will be able to (recognize) coins and dollars.
Comprehension: The students will be able (locate) the correct change needed to give to the customer.
Application: The students will be able to (practice) their math skills by making connections to real-life situations.
Analysis: The students will be able to (test) themselves on the accuracy of their math skills.
Synthesis: The students will be able to (manage) the cash register and their time while meeting the customers’ needs.
Evaluation: The students will be able to (evaluate) themselves with the help of the computer and correct their answer if it’s wrong.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
At the end of the lesson the students will print out their score. They will then (evaluate) themselves on how well they think they did. In a short response they will include things such as: what gave them the most trouble? What would or could happen if you were the cashier in real-life? Did you feel confident? nervous? frustrated? The teacher will then use these responses and score sheets to assess what they have learned from the web-site.
October 28th, 2007 at 7:09 pm
Section I
Name:Ashley Steinbroner
Date:10/28/07
Time:8:00pm
Mood:Happy
Creating words help students become aware of phonemes and how sounds make up words and sentences. Students will become familiar with vowels by creating new words with using a, e, I, o, u. Students can practice creating words by using vowels and recognize same ending sounds or words that have different ending sounds. This site is exciting for students because they are interacting with Clifford and learning new words.
Section II
URL:http://teacher.scholastic.com/clifford1/flash/vowels/index.htm
Grade Level(s):Kindergarten
New York State Standard:Standard ELA1.KN.RE1: Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding.
Key Idea:Listening for Information and Understanding
Performance Indicator:ELA.KN.RE1. Reading
Section III
Purpose:Students will be able to create words by choosing a vowel and having the ending sounds rhyme.
1.)Identify and produce spoken words that rhyme(NYSS 1).
2.)Identifying vowels that will make a correct word.
3.)Blending beginning sounds with ending sounds to form rhyming words.(NYSS 1).
4.)Count or tap out the number of syllable in spoken words.(NYSS 1).
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: The students will be able to (Recognize)Vowels.
Comprehension:The students will be able (Identify) ending sounds by using the correct vowel to make a word.
Application:The students will be able to (Choose) the correct vowel to complete the word.
Analysis:The students will be able to (Distinguish) correct vowel to make a word.
Synthesis:The students will be able to (Create) a word by choosing either a,e,i,o,u.
Evaluation:The students will be able to (Choose) the correct vowel to fit the letters that are displayed to make a word.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?) The students at the end of the lesson will asses their work by clicking on the done tab and either (choose) to continue working on the same set of words or work on a new batch of words. Students will identify the correct vowel to complete a word and recognize the pattern of the ending sounds to the words. The students will be able to check their own work on the “my word list” section to see if they choose the right vowel to make a word.
October 29th, 2007 at 2:53 pm
Section I
Name: Christine Vaiana
Date: 10/28/07
Time: 3:10pm
Mood: irritated
Section II
URL: http://school.discoveryeducation.com/schooladventures/soil/
Grade Level(s): 3-4
New York State Standard: MST4
Key Idea: MST4.LE6 Plants and animals depend on each other and their physical environment.
Performance Indicator: MST4.E.LE6A Students describe how plants and animals, including humans, depend upon each other and the nonliving environment.
Section III
Purpose:
1.) Explain the different types of soil and how soil is made
2.) Introduce new vocabulary
3.) Explain the relationship between living things and soil
4.) Integrate technology in the classroom.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (label) a diagram of soil layers.
Comprehension: Students will be able to (describe) the types of living things in soil.
Application: Students will be able to (write) out the process of how soil is made using vocabulary words
Analysis: Students will be able to (compare) and (contrast) soil samples and (categorize) them according to type.
Synthesis: Students will be able to (design) a “trading card” for each “player”, or living thing, in the soil including a picture and description of the role that it plays
Evaluation: Students will be able to (predict) what might happen if humans interfered with the processes that occur in soil.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
After explorig the Soil Safari, students wil have a good understanding of soil and the living things within it. To assess their understanding, I will ask students to describe the role of each living being they encountered on the Soil Safari by designed trading cards. The students will draw a picture and include facts they learned from the website. I will evaluate their cards for accuracy and creativity.
(2006). Standards. Retrieved October 29, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
(2007). The dirt on soil: What’s really going on under the ground. Retrieved October 29, 2007, from Discovery Education Web site: school.discoveryeducation.com/schooladventures/soil/
October 29th, 2007 at 3:34 pm
Quicknote Organizer
Section I
Name:Christopher M. Geitter
Date: 10/29
Time:3:01
Mood: cranky
Section II
URL:http://www.storylineonline.net/
Grade Level(s): 9-12
New York State Standard: ELA1: Language for Information and Understanding
Key Idea:Key Idea ELA1.LR1:
Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
Performance Indicator: ELA1.C.LR1C:
Students use a combination of techniques (e.g. previewing, use of advance organizers, structural cues) to extract salient information from texts.
Section III
Purpose:
1.)The first idea would be to get them on line using http://www.storylineonline.net/. This would show them there is multiple ways to read a story.
2.)Even though these books are children’s books it still gets the children to read more. I even found myself listening to books for enjoyment.
3.)I would like the students to explain what the importance of using celebrities to promote this website could do.
4.)I would then like the students to go through a couple of the stories and right down main idea’s of the stories that tey read/listened to. This is to just make sure they are paying attention.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:Basic recognition of reading comprehension.
Comprehension:Indicate 3 of the theme’s that were read online.
Application:write your only children’s story to provide to the class.
Analysis:contrast the different stories to see if you can come up with something a little different.
Synthesis:The class will set up illustration for the best story.
Evaluation:The class will chose the best story for illustration.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
It will show in the work that they put together in there own story. The more that they watch the more idea’s they may have to co-exist with a new story. Plus the overall idea is to make children read more, whether it is a kids story, young adult literature, or even the paper. This cite makes it more fun to read a children’s book.
–http://www.btcactus.org/news.cfm?subpage=462224
October 29th, 2007 at 7:15 pm
Section I
Name: Christine Vaiana
Date: 10/28/07
Time: 3:10pm
Mood: irritated
Section II
URL: school.discoveryeducation.com/schooladventures/soil/
Grade Level(s): 3-4
New York State Standard: MST4
Key Idea: MST4.LE6 Plants and animals depend on each other and their physical environment.
Performance Indicator: MST4.E.LE6A Students describe how plants and animals, including humans, depend upon each other and the nonliving environment.
Section III
Purpose:
1.) Explain the different types of soil and how soil is made
2.) Introduce new vocabulary
3.) Explain the relationship between living things and soil
4.) Integrate technology in the classroom.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (label) a diagram of soil layers.
Comprehension: Students will be able to (describe) the types of living things in soil.
Application: Students will be able to (write) out the process of how soil is made using vocabulary words
Analysis: Students will be able to (compare) and (contrast) soil samples and (categorize) them according to type.
Synthesis: Students will be able to (design) a “trading card” for each “player”, or living thing, in the soil including a picture and description of the role that it plays
Evaluation: Students will be able to (predict) what might happen if humans interfered with the processes that occur in soil.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
After explorig the Soil Safari, students wil have a good understanding of soil and the living things within it. To assess their understanding, I will ask students to describe the role of each living being they encountered on the Soil Safari by designed trading cards. The students will draw a picture and include facts they learned from the website. I will evaluate their cards for accuracy and creativity.
(2006). Standards. Retrieved October 29, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
(2007). The dirt on soil: What’s really going on under the ground. Retrieved October 29, 2007, from Discovery Education Web site: school.discoveryeducation.com/schooladventures/soil/
October 29th, 2007 at 8:57 pm
Section I
Name: Elizabeth LaRocca
Date: October 29, 2007
Time: 9:00 pm
Mood: tired
Section II URL: http://www.starfall.com/n/level-a/learn-to-read/load.htm?f
Grade Level(s): Kindergarten
New York State Standard 1
Key Idea:Students will read, write, listen, and speak for information and understanding.
Performance Indicator: (ELA1.KN.RE1.02) Students read familiar informational texts to begin to collect data, facts, and ideas, with assistance
Section III
Purpose: Students will become familiar with the short ‘o’ sound by listening to the words and creating words by connecting them with a picture.
1.) Use listening skills to hear the short ‘o’ sound made.
2.) Recognize the short ‘o’ sound and associate it with the correct picture.
3.) Students will create words listening to computer say the word and then put the correct beginning sound with the ending “_ot”
4.) Students will create words by listening to computer say the word and then putting the correct beginning sound with the ending “_og.”
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will recognize the short ‘o’ sound in a word by listening to the words in the book during the first read through.
Comprehension: Students will restate the short ‘o’ sounding words after reading the book for the second time.
Application: Students will practice creating words with the short ‘o’ sound by choosing the correct beginning sound to go with the picture.
Analysis: Students will analyze the short ‘o’ sound by listening to the words provided by the computer and connecting it with the pictures.
Synthesis: Students will create words that have both ‘og’ and ‘ot’ endings by blending the correct beginning sounds.
Evaluation:When students attach the correct beginning sound with the ending ‘og’ or ‘ot’ the computer will light up the beginning letter red, and the next word will appear.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
After completing the online activity of understanding the short ‘o’ sound, students will create words with short ‘o’ sounds by blending beginning sounds with short ‘o’ endings in the classroom. I will give students index cards with a beginning letter and have them push it together with the correct ‘o’ ending on a seperate index card.
October 29th, 2007 at 9:17 pm
Section I
Name: Crystal Elias
Date: 10/29/07
Time: 9:53 PM
Mood: Anxious/Stressed
Section II
URL:http://www.starfall.com/
Grade Level(s): PreK- Grade 4
New York State Standard: English Language Arts 1
Key Idea: Students will read, write, listen, and speak for information and understanding.
Performance Indicator: ELA.01.RE1: Phonemic Awareness
Section III
Purpose:
1.) Students will count the number of syllables in a word.
2.) Students will blend sounds to form words.
3.) Students will manipulate letters to represent the sounds associated with the letters.
4.) Students will be exposed to high frequency words.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will (recognize) letters and the phonemic sounds each letter makes.
Comprehension: Students will (identify) high frequency words.
Application: Students will (practice) phonemic awareness.
Analysis: Students will (differentiate) between vowels and consonants.
Synthesis: Students will (arrange) letters/word sounds to create one syllable words.
Evaluation: Students will (choose) words that correspond to given pictures correctly.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
The students will print out the picture/word correspondences that they have created. They will then draw two of their own pictures and write name of the drawn object underneath. Their written words should resemble the phonemic sounds the word makes.
October 29th, 2007 at 9:31 pm
Crystal Elias, Continued
Works Cited:
(2006). Retrieved October 29, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
Cole, Karen (2007). Retrieved October 29, 2007, from Starfall Web site: http://www.starfall.com/
October 30th, 2007 at 8:45 pm
Quicknote Organizer
Section I
Name: Danielle Edwards
Date: October 29, 2007
Time: 9:00 pm
Mood: Tired
Section II
URL: http://terabithia.com/about.html
Grade Level(s): 5th grade
New York State Standard: Learning Standard 3
Key Idea: Listening and Reading to analyze and evaluate
Performance Indicator: Identify different perspectives, such as social, cultural, ethnic and historical on an issue presented in one or more than one text.
Section III
Purpose: Through out this lesson, students will be exploring the website http://www.terabithia.com to locate the information they will need during their author study on Katherine Patterson.
1.) Students will be able to use the Internet as a method of research.
2.) Students will be able to explore the website terabithia.com.
3.) Students will be able to discover information on the author.
4.) Students will be able to apply that information to their author study.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (relate) information to the author.
Comprehension: Students will be able to (identify) information on Katherine Patterson.
Application: Students will be able to (demonstrate) their new knowledge during their author study.
Analysis: Students will be able to (analyze) using the Internet as a method of research.
Synthesis: Students will be able to (arrange) the information to apply to their author study.
Evaluation: Students will be able to (collect) the new information.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
As an assessment strategy, students will be creating a project about Katherine Patterson. This project will include some of her accomplishments, ambitions and personal information. All of these ideas are discussed on the website. Students should be able to answer the following and meet the objectives if the website was analyzed properly.
Work Cited
(2006). Standards. Retrieved October 29, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
(2007). The Official Website of Katherine Patterson. Website :
http://www.terabithia.com
October 30th, 2007 at 9:06 pm
QuickNote Organizer
Section I
Name: Carolyn Westcott
Date: October 28-30, 2007
Time: 3:37 PM
Mood: Frustrated
Section II
URL: http://sf.factmonster.com/ipka/A0770843.html
Grade Level(s): 5
New York State Standard: Standard SS5: Civics, Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Key Idea: Key Idea SS5.3:
Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Performance Indicator: Performance Indicator SS5.E.3F:
Students identify basic rights that students have and those that they will acquire as they age.
Section III
Purpose:
1.) The purpose of this website is to provide kids the contents of the Bill of Rights in a simpler style. It also provides the children with the rights of kids and other important amendments to the Constitution.
2.) This site was developed by Pearson Publishing and I’m sure it follows along with much of the information in the textbooks published by the company. While the information is accurate and informative it is also put online by and for a corporation.
3.) The page “know your rights” would be a great asset to a lesson on the Constitution. It seems like an old piece pf paper that doesn’t have much to do with the child’s life, and this page shows how that old piece of paper actually matters.
4.) I would also use this site in conjunction with the Civil Rights Movement and the Woman’s Rights Movement to look at when the amendments to the Constitution. Also kids should know the rights that they have as citizens of the United States.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: (Name) the First Amendment to the Constitution of the United States.
Comprehension: (Restate) the ninth amendment to the United States Constitution.
Application: (Demonstrate) how the United Nation’s “Rights of a Child”affects your life.
Analysis: (Compare) the Bill of Rights and the Rights of the Child
Synthesis: (Develop) what you think the next amendment to the Constitution should be.
Evaluation: (Argue) why the Bill of Rights and the Rights of the Child were written.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
I would have the class complete Venn Diagrams of the Bill of Rights and the Rights of the Child to compare and contrast followed by a written paragraph summarizing the information in the Diagrams.
References
Pearson Education, Inc, (2007). Know your rights. Retrieved October 30, 2007, from Fact Monster from Information Please Web site: http://sf.factmonster.com/ipka/A0769450.html
NYSED. (2006). Standards. Retrieved October 30, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
October 31st, 2007 at 7:17 am
Section I
Name: Brian Kuchler
Date:10/30
Time:11:15
Mood:Tired :0
Section II
URL:http://www.nationalgeographic.com/salem/
Grade Level(s):10-12
New York State Standard:ELA1: Language for Information and Understanding
Key Idea:ELA1L.R1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
Performance Indicator:ELA1.C.LR1FL: Students evaluate writing strategies and presentational features that affect interpretation of the information.
Section III
Purpose:
1.)To give the students a more personal view of the Salem Witch Trials.
2.)To help incorporate technology into the classroom.
3.)To use visual and auditory aids to appeal to a variety of learning styles.
4.)provide possible resouces to be used for a presentation later on
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:Students will (recall) specific events that occur in “The Crucible” that also occur on the Interactive Salem Witch Hunt
Comprehension:Students will (discuss) the realistic quality of the Interactive Salem Witch Hunt.
Application:Students will (illustrate) their familiarity with the facts presented.
Analysis:Students will (compare) and (contrast) the differences between the “The Crucible” and the Salem Witch Hunt: Interactive.
Synthesis:Students will (compose) their own short story that places themselves in the time period of the Salem Witch Hunt.
Evaluation:Students will (assess) the effectiveness of using different media to learn about the Salem Witch Hunt.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?) Students should include:
-at least 5 specific facts from the site as facts in their story to demonstrate synthesis.
-at least 3 characters from the site into their story.
-the relationships or connections between themselves and those characters.
Works Cited:
(1996). National Geographic. Retrieved October 31, 2007, from Salem: Witchcraft Hysteria Web site: http://www3.nationalgeographic.com/salem/
NYSED. (2006). Standards. Retrieved October 30, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
October 31st, 2007 at 5:12 pm
Summary of web site: This web site will allow teachers to teach addition facts to students while increasing their speed at the same time. Once the students have answered these addition facts correctly, a picture is revealed at the end to give the students satisfaction of a job well done.
Section I
Name: Colleen Mayer
Date: October 31, 2007
Time: 5:00 pm
Mood: happy
Section II
URL: http://www.hbschool.com/activity/add/add.html
Grade Level(s): first - second
New York State Standard: Standard MST2: Information Systems - students will access, generate, process, and transfer information using appropriate technologies.
Key Idea: Key Idea MST2.alt.IS1: Information technology is used to retrieve, process and communicate information, and as a tool to enhance learning.
Performance Indicator: Performance Indicator MST2.alt.IS1C: Students use familiar communication systems to satisfy personal needs.
Section III
Purpose:
1.) Students will practice their addition skills using this web site.
2.) Students will learn their addition facts using this game.
3.) Students will increase their speed with addition facts.
4.) Students will unlock a picture when they have correctly answered their addition facts.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: The students will be able to (reproduce) the addition facts they learned by writing them down in their math journal.
Comprehension: The students will be able to (explain) how they came up with their answers to the addition facts.
Application: The students will be able to (demonstrate) their speed of addition facts when we play around the world after the web site was used.
Analysis: The students will be able to (calculate) the number of addition facts they answered correctly.
Synthesis: The students will be able to (create) addition tables using the facts they just learned about.
Evaluation: The students will be able to (rate) their speed on addition facts by using a timer when they are using the web site.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
1. I will know the students have learned from this site by observing them while we play around the world, and testing their speed on their addition facts. I will also know they are learning by watching them reveal their pictures using this addition game.
Works Cited: NYSED. (2006). Standards. Retrieved October 30, 2007, from NYLearns Web site: 1. http://www.nylearns.org/standards/browsestandards.asp
October 31st, 2007 at 8:51 pm
Quicknote Organizer
Section I
Name:Christopher Tepas
Date:10/31/07
Time:8:00
Mood:worried, because I’m running out of candy for all these kids coming to my door!
Section II
URL:http://www.starfall.com/n/level-c/index/load.htm?f
Grade Level(s): 1/2
New York State Standard: Students will read, write, listen, and speak for literary response and expression.
Key Idea: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
Performance Indicator: Students read a variety of literature of different genres: picture books; poems; articles and stories from children’s magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers.
Section III
Purpose:
1.) Allow students to use technology as an alternate literature source
2.) Discover how to compare the similarities and differences between fiction and non-fiction texts.
3.) Allow students to become familiar with new vocabulary words.
4.) Used as adapted text for remedial students.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (recognize) vocabulary words in a text by reading the story “Wolves” and recording the words with page numbers in their notebooks.
Comprehension: Given the multimedia texts “Wolves” and “Dragon goes to the farm”, Students will demonstrate their understanding of fiction and nonfiction by (describing) similarites and differences between the two and recording their answers on a graphic organizer.
Application: Given the adapted multimedia text “Wolves”, students will (apply) their prior knowledge about wolves and make a text to text connection to a previously read text.
Analysis: Students will demonstrate their understanding of fact and opinion by (distinguising) between the two and recording one fact and one opinion that they can make about wolves.
Synthesis: Students will demonstrate their undertanding of vocabulary terms by reading and (arranging) words so that they make sense when used in a sentence by completing cloze passages.
Evaluation: Given the multimedia text “Guess,Guess”, students will be able to make a (prediction) of what the girl is hiding behind her back by using clues throughout the story.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)I will check for understanding through the use of good questioning and I will assess through the evaluation of student work.
Works Cited:
(2007). Starfall. Retrieved October 31, 2007, from I’m Reading Web site: http://www.starfall.com/n/level-c/index/load.htm?f
October 31st, 2007 at 9:53 pm
Section I
Name: Yael Wollman
Date: 10/31/07
Time: 10:12 PM
Mood: Extremely Tired
Section II
URL: http://www.earthcam.com/usa/massachusetts/boston/?cam=streaming&cam_type=streaming
Grade Level(s): 4-6
New York State Standard:
Standard MST4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea:MST4.alt.LE4: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator: MST4.alt.LE4A:
Students identify a few basic life functions of common living specimens (guppy, mealworm, gerbil).
(CITE!)
Section III
Purpose:
1.) To teach students about different varieties of fish.
2.) To help students recognize differing physical characteristics of fish.
3.) To notice how and which fish can live and interact with one another.
4.) To pay careful attention to the shark and it’s differences from the other fish.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: (recognize) Be able to identify different fish studied in class.
Comprehension: (describe) The students will be asked to describe different fish and their characteristics.
Application: (apply) Students will apply previous knowledge and or hypothesis about the different fish or the sharks and see the realities in the tank.
Analysis: (examine) They will examine different aspects of the tank’s environment and animals.
Synthesis: (collect). Students will gather all their observed data to write up their findings.
Evaluation:(evaluate) The teacher will evaluate note-taking skills, observatory skills, and accuracy in recording observations.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
I will look over their observations as they compared them to their previous knowledge and hypothesis of the different fish and the sharks. If they observed anything meaningful at all, then it will be obvious that they have learned from this very helpful (and cool!) website!
October 31st, 2007 at 10:41 pm
Section I
Name: Stacy Eisenhauer
Date: October 31, 2007
Time: 9:39pm
Mood: Sick and tired
Section II
URL: http://www.kidsvotingny.com/index.html
Grade Level(s): Grades sixth through twelve
New York State Standard: Standard SS5: Civics, Citizenship, and Government
• Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Key Idea: SS5.3:
• Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
Performance Indicator: SS5.E.3E:
• Students understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service.
Section III
Purpose:
1.) The students will have the opportunity to (locate) current events on the websites given under resources. This will help the students become familiar with the news and the issues that are undergoing in the world.
2.) The students will (prepare) to become active citizens in their county. The students will be able to vote for their appropriate candidate. The students will also become aware of how the candidates are elected. The students will be able to vote by selecting the column that explains “vote” and choose their school. The students will then be able to elect a candidate and submit their votes.
3.) The students will be able to (compare) candidates to determine who they feel would be most qualified for the office position. The students will be able to (locate) the information in the local news.
4.) The students will (define) the candidate positions. This will assist with comprehending the requirements for office and the candidate’s platform.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: The students will be able to (relate) to the current issues being discussed in their county and country to vote for the appropriate candidate.
Comprehension: Students will be able to (discuss) the current events that are taken place in the world. They can be complete this activity through listening and watching events.
Application: The students will need to (interpret) a map of campaign finances for each state.
Analysis: The students will (analyze) a governmental cartoon and determine the issue being implemented in the drawing.
Synthesis: Students will (develop) an understanding of the laws implemented in their county to ensure the laws are being properly followed.
Evaluation: The students will (support) candidates running for office and determine if they want to assist their standings with voting for them.
Section V
Assessment Strategies:
1. The students will be asked weekly, to write in their journal. The students will write in their journals on Friday. The students will have the opportunity to research an article on the website.They will have four days to complete this activity. In addition, this will be for the teacher to read without any judgment. The students will not be asked to share their opinion, do to legal issues in schools. This will help the teacher from becoming a target on a sensitive event.
2. The students will implement the “act it out strategy”. Every student will be assigned an office position, (President, Senator, Attorney General Comptroller, representative in Congress, New York Senator, New York State Assembly, county executive, county judge, city court judge, common council, and county legislature, county clerk, etc.). The students will research their position on the website, to write a campaign ad to present to the class. The students will write their campaign on a school issue. An example would be school violence. Furthermore, the students will write a separate essay on the job responsibilities and requirements of their position. The students will then be required to write an outline of important facts and ideas to give to their classmates. This will ensure that all students will have the information needed for each position.
October 31st, 2007 at 10:45 pm
Quicknote Organizer
Section I
Name: Jennifer Shane
Date: October 31, 2007
Time: 11pm
Mood: Tired
Section II
URL: http://www.bbc.co.uk/schools/wordsandpictures/index.shtml
Grade Level(s): Strand ELA.01.RE1: Reading Grade 1
New York State Standard: Standard Area ELA: English Language Arts (2005) Elementary
Key Idea: Language for Information and Understanding
Performance Indicator: Performance Indicator ELA1.01.RE1.02: Students read grade-level informational texts to begin to collect data, facts, and ideas, with assistance.
Section III
Purpose:
1.) To increase fluency in reading and comprehension
2.) To increase recognition of high frequency words
3.) To allow students to collect information with increasing independence
4.) To allow students to identify distinct sound patterns in language
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will use Jims Crankophone, then be able to (recite) and (recognize) various words with short and long vowel sounds.
Comprehension: Students will be able to (classify) 2 lists of long and short vowel sounds after using Jims Crankophone game
Application: Students will be able to (write) sentences (choosing) just short and just long vowel words and be able to (underline) them in text.
Analysis: Students will be able to (read) text and (compare) and (contrast) the various uses of vowels.
Synthesis: Students will be able to (form) silly or made up words of their own while drawing associative pictures, while (recognizing) the long or short vowel sounds in the words.
Evaluation: Students will be able to (argue) various text stating the type of long or short vowel sound and (give explanations).
Section V
Assessment Strategies How will you know that the kids have learned from this site?:
The students will construct a project where they use words from the Jimes Crankophone game off of the website and other resources, and compare those words to the alike long or short vowel sounds of other words. Some examples will be made up of their own creativity, and some will be everyday frequent words. Assessment should be of a 85% accuracy or above in recognizing and evaluating various vowel sounds in text.
WORK CITED:
BBC, “Jims Crankophone.” Words and Pictures. 01 11 2007. BBC. 31 Oct 2007 .
“NY Learns.org.” Standards. 01 11 2007. University of Buffalo. 31 Oct 2007 .
October 31st, 2007 at 10:57 pm
Quicknote Organizer
Section I
Name:Jessica Holler
Date:Oct. 31, 2007
Time:10:00
Mood:Awesome
Section II
URL:http://www.graphicmaps.com/aatlas/world.htm
Grade Level(s):5-6
New York State Standard:SS3 Geography
Key Idea:SS3 alt. 1 Students will study local, state, national and global geography. Geography can be divided into six essential elements: The world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Performance Indicator:SS3 alt 1B: Students draw or build maps and diagrams representing their home, school and community.
Section III
Purpose:
1.)Allows students to explore other countries of the world.
2.)Students will be able to categorize items of interest exploring other countries.
3.)Students will be able to test their geography knowledge using an interactive quiz.
4.)Students will be able to compare and contrast different countries.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:Students will be able to (label) continents and land size.
Comprehension:Students will be able to (locate) different places around the world using maps.
Application:Students will (practice) using maps and the symbols used on them.
Analysis:Students will be able to (categorize) places on earth by listed them such as: biggest, smallest, richest, poorest, oldest, youngest, etc.
Synthesis:Students will further (develop) their knowledge of geography.
Evaluation:Students will be able to (evaluate) themselves using the website and quizzes themselves.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)Students will take an interactive quiz and print out their scores. Students will then use the Geography message board on the website and create a list of five new things they have learned from using maps and symbols. They will them e-mail the message to me or print it before class ends. –http://btcactus.org/news.cfm?subpage=462224
October 31st, 2007 at 11:25 pm
Forgot my Works Cited:
Jessica Holler
Forgot my works cited:
Work cited:
“Standards.” NYLearnings.org. 24, May, 2006. New York State
Learners. 27 Oct 2007
http://www.nylearns.org/standards/browsestandards.asp
“World Atlas.” World Atlas.com. Jan. 2003 An AskERIC Rsponsive.
http://www.graphicmaps.com/aatlas/world.htm
November 1st, 2007 at 3:03 pm
Section I
Name: Timothy Wiles
Date: 10/31/07
Time: 3:46pm
Mood: Just Dandy
Section II
URL: http://thesaurus.reference.com/
Grade Level(s): 4th
New York State Standard: ELA1.04.WR2: Language for Information and Understanding
Key Idea: Students will read, write, listen, and speak for information and understanding.
Performance Indicator: ELA1.04.WR2.03:
Students use organizational patterns such as compare/contrast, cause/effect, and time/order, for expository writing.
Section III
Purpose:
1.) Improving Vocabulary
2.) Finding Related Words
3.) Learning about words that mean the same thing.
4.) Related words spelling lists
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will (memorize) a list of Synonyms.
Comprehension: Students will (discuss) why it is important to have a strong vocabulary.
Application: Students will (practice) proper spelling of words selected from Thesaurus website by writing lists two times.
Analysis: Students will (catergorize) related words from thesaurus.
Synthesis: Students will (arrange) words from spelling list into synonyms taken from a thesaurus.
Evaluation: Students will (compare) use of dictionary versus use of thesaurus in terms of writing a paper.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
By completing all of the above tasks, it will be clear that students have fulfilled the requirements in the performance indicator. Setting up an appropriate percentage for correct responses ahead of time will give you a benchmark to rate success for individual students.
November 1st, 2007 at 6:53 pm
Quicknote Organizer
Section I
Name: Crystal Sanfilippo
Date: 11-1-07
Time: 7:30
Mood: good
Section II
URL: http://www.solarviews.com/eng/homepage.htm
Grade Level(s): 5th
New York State Standard:
Key Idea: Students will use the information from the website to do a report on a planet of their choice.
Performance Indicator: Performance Indicator MST4.E.PS1A: Students will use information from a website to describe planets using facts that they have learned.
Section III
Purpose:
1.) Learn about planets
2.) See pictures of the planets
3.) Study the history of space exploration
4.) Learn scientific facts
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (name) the planets in order from the sun.
Comprehension: Students will (learn) about different planets through multimedia, photographs, and data.
Application: Students will (demonstrate) their knowledge of planets by doing a report on a specific planet.
Analysis: The students will be able to (differentiate) between facts about planets by matching the planets description to the planet on a quiz.
Synthesis: The students will look through the newspaper for any information having to do with space or planets, and (analyze) the data.
Evaluation: The students will be (assessed) on their report of their planet. They will need to include specific information about their planet using this website.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?): I will know that the kids have learned from this site through their reports, and the quiz that I will give.
November 2nd, 2007 at 11:33 am
Section I
Name:Emily Mueller
Date:11/2/07
Time:11:53 AM
Mood:sleepy
Section II
URL:http://persuadestar.4teachers.org/
Grade Level(s): grades 5-12
New York State Standard: 1) Information and Understanding
Key Idea:Students will read, write, listen, and speak for critical analysis and
evaluation ELA3.SW2
Performance Indicator:Students use effective vocabulary and follow the rules of
grammar, usage, spelling, and punctuation in persuasive writing ELA3.E.SW2D
Section III
Purpose:
1.)Students will be shown the correct and incorrect ways of writing an essay.
2.)Students will be able to use a planning tool that will help them organize their essay in the correct manner.
3.)Students will be given a writing space for practice.
4.)Students will receive spelling feedback for future help.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will (arrange) their notes and information and place them in an (order) that
will make it easier to write the draft of their essay
Comprehension:Students will be able to (report) the information they have researched and (translate)
it into their own words.
Application:Students will (practice) (write)ing a persuasive essay by doing a rough draft.
Analysis:This will allow them to (experiment) on their writing and then (examine) it before the final draft.
Synthesis:Students will hopefully (compose) a better essay.
Evaluation:After reading their essays I will be able to (judge) how they did after using this site.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
I will be able to know what the kids learned by this site by comparing past essays
with the one they have written using this site. This will then determine if the website
helped at all in the essay writing process. My goal at the end of this lesson plan to
make the children better writers.
(2007). Writing Persuasive Essays. Retrieved November 2, 2007, from Persuade Star Web site: http://www.persuadestar.4teachers.org/
(2006). Standards. Retrieved October 29, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
November 2nd, 2007 at 8:49 pm
QuickNote Organizer
Section I
Name:Chantal Wiedemann
Date:11/2/07
Time:8:20
Mood:beyond the frustration level
Section II
URL:http://www.solarviews.com/eng/homepage.htm
Grade Level(s):5th
New York State Standard:4
Key Idea:The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Performance Indicator:MST4.E.PS1A
Students describe patterns of daily monthly and seasonal changes in their environment.
Section III
Purpose:Students will actively learn about the solar system
1.)Students will identify the planets in the solar system.
2.)Students will learn new vocabulary.
3.)Students will learn how planets orbit around the sun.
4.)Students will learn the planets and their moons.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge:Students will be able to (name) the planets in the solar system.
Comprehension:Students will be able to (explain) how the planets orbit around the sun.
Application:Students will (choose) a planet and (write) a summary about it and its moon using QuickNote.
Analysis:Students will (compare and contrast) earth to the planet they wrote about in their summary.
Synthesis:Students will (construct) a Venn diagram comparing and contrasting earth to the planet they chose.
Evaluation:Teacher will (assess) the summary and Venn Diagram.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?) I will know that students learned from this site by their summary, Venn diagram and quizzes I will give them with information taken directly from the website.
Works cited
(2006). Standards. Retrieved November 02, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp
Hamilton, C.J. Retrieved November 2, 2007, from Views of the Solar System Web site: http://www.solarviews.com/eng/homepage.htm
November 4th, 2007 at 9:32 pm
Section I
Name: Rachel Zielinski
Date: 11-4-07
Time: 8:51pm
Mood: confused
Section II
URL: http://www.starfall.com/
Grade Level(s): prek-2
New York State Standard: ELA prek 1-Reading
Key Idea: Students will read, write, listen, and speak for information and understanding
Performance Indicator: Students locate and use classroom and library media center resources to acquire information, with assistance.
Section III
Purpose:
1.) To help students enjoy reading and use computers to do so.
2.) Aides students with words they don’t know-by clicking an unfamiliar word, it will be read to them
3.) To incorporate the various types of learners in a classroom
4.) To start early and learn the alphabet
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will (name) the letters of the alphabet they explored.
Comprehension: Students will (report) to the class the letters they’ve explored and a word that begins with each letter
Application: Students will (choose) one letter and find items at home that begin with that letter
Analysis: Students will (differentiate) between the sounds of the letters
Synthesis: The students will keep a journal and
(write) the letter for practice, drawing items that begin with that letter underneath the writing
Evaluation: Students will (select) a letter they have never explored on Starfall.com and start a new journal page for it
Section V
Assessment Strategies (How will you know that the kids have learned from this site?) -synthesis- I will assess the students by looking at their journal and determining if the letters are being formed properly and if the drawings under the letters match the beginning sound, this will show me if the students understand the beginning sound of the particular letter they chose
–http://www.btcactus.org/news.cfm?subpage=462224
November 27th, 2007 at 12:24 am
Section I
Name: Shirley Newland
Date: 11/11/07
Time: 11:11
Mood: Energetic
Section II
URL: http://www.iknowthat.com/com/L3?Area=LabelMaps
Grade Level(s): 4th and 5th
New York State Standard: Standard SS3: Geography
Key Idea: Key Idea SS3.1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.
Performance Indicator: SS3.E.1C:
Students locate places within the local community, state, and nation; locate the earth’s continents in relation to each other and to principal parallels and meridians.
Section III
Purpose:
1.) Students will demonstrate their ability to label states.
2.) Students will be able to receive instant feedback on the correct & incorrect placement of each state.
3.) Students will be able to identify each state by it’s physical characteristics.
4.) Students will be able to discover state facts.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will be able to (recognize) the states based on their physical characteristics.
Comprehension: Students will be able to (locate) the proper state for each label.
Application: Students will be able to (practice) their geographical knowledge of the United States.
Analysis: Students will be able to (distinguish) the correct placement of the labels between the various states.
Synthesis: Students will be able to (assemble) the various labels to their appropriate places within the map.
Evaluation: Students will be able to (evaluate) themselves based on the immediate feedback given.
Section V
Assessment Strategies (How will you know that the kids have learned from this site?)
Students will be given a map of the United States that they will have to label the day prior to the web activity and the following day. Growth will be noted based on the increased number of states the student gets correct. If little or no progress is made, the student will be directed to the puzzle portion on this website for additional practice. Any students that are having difficulties matching the labels with the states, will have additional visual cues in both color and shape.
November 27th, 2007 at 12:26 am
Citations:
Henry, Kim (2000). Label maps. Retrieved November 26, 2007, from iKnowthat.com Web site: http://www.iknowthat.com/com/L3?Area=LabelMaps
(2006). Standards. Retrieved November 26, 2007, from NYLearns.org Web site: http://www.nylearns.org/standards/standard_tree.asp?StandardID=1078&lev=pi
December 8th, 2007 at 11:30 am
Section I
Name: Brooke Salzman
Date: December 8, 2007
Time: 11:00 am
Mood: Stressed
Section II
URL: http://www.poets.org
Grade Level(s): 6
New York State Standard: ELA2 Standard 2 - Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.
Key Idea: ELA2.LR1 KEY IDEA 1 - Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.
Performance Indicator: ELA2.I.LR1A Performance Indicator 1 - Students read and view texts and performances from a wide range of authors, subjects, and genres.
Section III
Purpose:
1.) Learn how does poetry influence readers and writers.
2.) Learn what is a Haiku poem.
3.) Learn what structure is used to form a Haiku poem.
4.) Learn from published poets of Haiku poems.
Section IV
Lesson Objectives at each Level of Bloom:
Knowledge: Students will recognize the distinct style of a Haiku poem.
Comprehension: Students will demonstrate their understanding of Haiku’s through class discussion.
Application: Students will apply their knowledge of Haiku’s by writing their own individual poem.
Analysis: Students will organize their poem in the correct format.
Synthesis: Students will contribute their own understanding and interpretation to the class discussion.
Evaluation: Students will use their judgment in assessing their poem through the Haiku format.
Section V
Assessment Strategies
Students will complete their individual Haiku poem for a grade. The poem will be out of five points, determined by following required format and subject matter. Students will also be able to list multiple Haiku poems found on poets.org for resources.
Works Cited:
(2006). Standards. Retrieved December 08, 2007, from NYLearns Web site: http://www.nylearns.org/standards/browsestandards.asp