TPACKgame

** TPACK Game (due 7/12) **
The instructor will share a pedagogy, content, and technology. Students will work in their learning teams to brainstorm a lesson plan that effectively incorporates all three elements. When writing your lesson plan, either use the standardized JPTAAR Format or a narrative noting subject, audience, goals and objectives, technology, procedures and assessment strategies. Completed work will be shared via this class wiki.

Resources: [|JPTAAR Template] (.doc) [|5 E lesson planning] Lesson planning basics (1) Lesson planning basics (2) TPACK Model - //what is tpack?// TPACK Video //- tpack and how it works as explained by the original researchers// TPACK Game article - //the basis of this project//

__Pre-assessment __:
===It has been observed that students have had difficulty with mastering the proper use of capitalization, punctuation, and spelling compound words. ===

__Purpose and relevance __:
===Students need to be able to use capitalization and punctuation as well as spell compound words correctly: in order to successfully communicate and support their ideas. ===

__Objectives __:
===The students will be able to write a friendly letter demonstrating their ability to use proper capitalization, punctuation, and spelling of compound words. ===

**Indicator **
===Comprehend and apply Standard English punctuation and capitalization in written language. ===

**Objective **
===<span style="color: blue; font-family: 'Times New Roman','serif'; line-height: 16pt; margin: 0in 0in 0pt 67.5pt;">Use commas correctly in dates, addresses, salutations, closings, and items in a series. ===

**<span style="color: blue; font-family: 'Times New Roman','serif';">Objective **
===<span style="color: blue; font-family: 'Times New Roman','serif'; line-height: 16pt; margin: 0in 0in 0pt 63pt;">Spell two syllable words that follow regular spelling patterns including compound words. ===

__<span style="color: blue; font-family: 'Times New Roman','serif';">Post-Assessment __<span style="color: blue; font-family: 'Times New Roman','serif';">:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 49.5pt;">Students will be able to use proper capitalization, punctuation, and spelling of compound words in their friendly letters. Students will also be able to revise peers’ letter to identify errors of capitalization, punctuation, and spelling. ===

__<span style="color: blue; font-family: 'Times New Roman','serif';">Teacher Preparation and Resources __<span style="color: blue; font-family: 'Times New Roman','serif';">:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 49.5pt;">To prepare for this lesson, the teacher must create a morning message that consists of errors in capitalization, punctuation, and spelling of compound words. ===

__<span style="color: blue; font-family: 'Times New Roman','serif';">Media and Technology __<span style="color: blue; font-family: 'Times New Roman','serif';">:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt; text-indent: 1.5pt;">[] (friendly letter) ===

__<span style="color: blue; font-family: 'Times New Roman','serif';">Differentiation __<span style="color: blue; font-family: 'Times New Roman','serif';">:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 45pt;">Word wall vocabulary and spelling resource books will be available in the classroom for struggling students. Students that are in need of a challenge will be required to include five compound words in their friendly letter. ===

__<span style="color: blue; font-family: 'Times New Roman','serif';">Possible Modification of Plans __<span style="color: blue; font-family: 'Times New Roman','serif';">:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Depending on the time available for the independent practice, the teacher may shorten or lengthen the requirement for the body of the friendly letter. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Introduction/Motivation:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">The teacher will have a morning message prepared for the class to read aloud together. The morning message will include capitalization, punctuation, and spelling mistakes. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Modeling:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 49.5pt;">The teacher will model how to identify capitalization, punctuation, and spelling errors within the first sentence of the morning message. The teacher will circle the errors and explain why and how to correct the mistakes. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Guided Practice:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">The students will find and correct the remaining errors in the morning message as a class. The mistakes will be found in the address, salutation, body, and closing of the morning message. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Independent Practice:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 49.5pt;">Students will sign onto the “Read Write Think” website to begin writing their friendly letters. Students will be instructed to include at least three compound words within the body of their letter. Before students are able to illustrate their letter, they must peer review another student’s letter and make corrections. Students must also be able to identify the compound words used in each other’s writing and ensure that these words are used correctly. When the students’ letters are error free, they will be able to use the Pixie Software to draw or paint a picture that corresponds to their letter. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Closure:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 49.5pt;">The teacher will circulate around the classroom as the students are completing their independent practice. Students may share their final products with peers at their tables once they are finished, in order to check their accuracy. Before students are able to move onto the next planned assignment, they must have their work checked by a teacher. ===

<span style="color: blue; font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt 48pt;">Instructional Extensions:
===<span style="color: blue; font-family: 'Times New Roman','serif'; margin-left: 49.5pt;">Students will find a letter from home that they can use to identify capitalization, punctuation, and compound words. ===

Roles for our first lesson plan-
=== For our first group project we decided on the following roles. Kristen was the researcher; she was in charge of finding the technology to use and how to best apply that technology to the Maryland standards for spelling. Once finding the” readthinkwrite” website she decided that the standards for second grade that address punctuation, capitalization and general letter writing were the most appropriate. Kristen was also in charge of writing the write up on our roles and how we worked together as a group. Maura was in charge of being the designer she took the information that Kristen found and developed it into a teachable lesson. She used a lesson plan format that she is familiar with from her teacher ed course. Maura made sure that the lesson was grade level appropriate, met the standards and required students to use technology. She also added extensions and remediation for students who may need them. Rachael was the editor she took on the role of looking over the lesson plan upon its completion. She looked for grammatical errors and general readability. She also made sure that the lesson had a good flow to it and that all the standards and objectives were being met. Rachael was also in charge of writing our paragraph relating our lesson to Thomas and Boysen taxonomy and LoTi. As a group we worked extremely well together. Each of us doing our roles to the best of our ability and being supportive of one another and the work they did. ===

**<span style="color: #17365d; font-family: Cambria,serif; font-size: 12pt;">How this lesson aligns with a stage of the Thomas and Boysen Taxonomy and a LoTi Level- **

**<span style="color: #17365d; font-family: Cambria,serif; font-size: 12pt;">The objective of our lesson is for the students to be able to ** **<span style="color: #17365d; font-family: Cambria,serif; font-size: 12pt;"> write a friendly letter demonstrating their ability to use proper capitalization, punctuation, and spelling of compound words. Technology is incorporated in our lesson by using the “Read Write Think” website to construct a friendly letter and also by using PIXIE software to illustrate an image, corresponding to the students letter. This lesson aligns with the Reinforcing Stage of Thomas and Boysens Taxonomy as the “Read Write Think” website is designed for the students to focus on spelling of compound words, punctuation, and capitalization. The program is easy for the students to produce a friendly letter because the parts of the letter are presented separately, only asking the students to input the information when asked. The program will then generate the letter, which is beneficial for the students because they can focus on the objectives and not the parts of the letter. The LoTi Framework level 2 aligns with our lesson as the Pixie Program encourages exploration when asked to draw a picture that correlates to the students’ friendly letter. The students are asked to present their letter using a digital program rather than using pencil and paper, which is reinforcing the learning of using proper capitalization, punctuation, and spelling of compound words. **

=== **Justification/Rationale of the Lesson:** The purpose of this lesson is for the students to use critical thinking skills in regards to the rich history of Baltimore City. This is an enrichment lesson designed to broaden the students understanding of history shifting from a macro perspective to a micro perspective. The students will examine various artifacts in small groups and determine their meaning, relevance and importance to Baltimore. Each group will then create a short documentary that focuses on their artifacts and why those artifacts are important to the history of Baltimore. By putting these short documentaries together, the students will create a historical time line of Baltimore. ===

=== In this lesson, the students will engage in museum based learning, with the focus being on object-based learning. Museum based learning is an informal learning experience that is student guided, rather than teacher guided. This allows students to explore information in a voluntary context, and develop new attitudes, interests, beliefs, and understandings, as they make their own connections to the artifacts. One aspect of museum based learning, is object-based learning, which has students explore cultural objects (art, artifacts, specimens, documents, et cetera) in order to relate the various artifacts to other objects, peoples, eras and ideas. ===

=== The use of video technology will provide the students with a permanent record of their findings for others to study. Additionally, by presenting their findings in a video documentary form, the student groups will be able to refine their presentation (edits, retakes, transitions, inserting information, et cetera) in ways that would not be available to them in a live presentation. ===

=== **Prior Knowledge:** Students will have a basic knowledge of the history of Baltimore from the Colonial Period through to the present. This will include; events of the War of 1812, the War of Northern Aggression, the Great Fire of Baltimore, and the Baltimore Riot of 1968. They will also be aware of local sports teams, such as the Baltimore Orioles, and industries, such as fishing. Students have understanding of how to use a digital video camera, and the video editing program “Studio HD v.15.” ===

**Objective:**

 * === Students will be able to IDENTIFY their artifacts. ===
 * === Students will be able to DETERMINE each artifact’s importance to Baltimore. ===
 * === Students will be able to CREATE a short documentary about their artifacts. ===

**Assessment:**

 * === Discussion with students and viewing video presentations. ===
 * === Viewing video presentations. ===
 * === Actively checking for understanding with questions ===

**Materials:**

 * === __Teacher__: Digital Video Cameras (1 per group), Computers (1 per group), Video Editing Software - “Studio HD v.15” Installed on Computers, Cable Connecting Camera to Computer (1 per group), Internet Access, Class Web Page, PowerPoint Projector, Projection Screen, List of Relevant Websites, Six Boxes of Artifacts (Box 1 – Artifacts Pertaining to Fishing/Seafood Industry; Box 2 – Artifacts Pertaining to 1896 Baltimore Orioles; Box 3 – Artifacts Pertaining to the Battle of Baltimore and Fort McHenry; Box 4 – Artifacts Pertaining to the Civil War; Box 5 – Artifacts Pertaining to the Great Fire of Baltimore; Box 6 – Artifacts Pertaining to the Baltimore Riot of 1968) ===
 * === __Students__: Pen/Pencil, Notepad/Loose Leaf Paper, Flash Drive ===

=== **Technology:** Student groups will use a computer with internet access to explore websites related to their artifacts. They will also use a digital video camera to film their presentations. The students will use the video editing software “Studio HD v.15” to edit and refine their documentary. ===

=== **Differentiation:** Student groups will be predetermined to ensure that there is a proper mix of ability levels in each group. Students will control the pace of their analysis and discussion within their own groups. Students in the group who are higher level will function as the group’s recorder/note taker so that the lower level students can focus on the examination and discussion. ===

**Objective:**

 * === Students will be able to IDENTIFY their artifacts. ===
 * === Students will be able to DETERMINE each artifact’s importance to Baltimore. ===
 * === Students will be able to CREATE a short documentary about their artifacts. ===

**1) Discuss Video Project** (5 minutes)

 * 1) === Explain the project and what is required of the students of them in their video presentations. ===
 * === Student groups are to examine their artifacts and make notes about their observations. ===
 * === Student groups are to explore interactive website related to their box. ===
 * === Student groups are to re-examine their artifacts and determine why they are important to Baltimore history. ===
 * === Student groups are to make a 3 minute documentary centering on one artifact and explaining: ===
 * 1) === What is the artifact, how was it made, by whom, and why? ===
 * 2) === What can we tell about the time during which it was created? ===
 * 3) === How does it relate to the other artifacts? ===
 * 4) === Why is it important to Baltimore? ===
 * 5) === Answer questions from the students regarding the project. ===

**2) Students Explore Artifacts** (15 minutes)

 * 1) === Break the students up into their small groups (6 groups of 4, predetermined for proper mix of ability levels) ===
 * 2) === Distribute box of artifacts to each group. ===
 * 3) === Students examine artifacts and relevant website, discuss them and take notes. ===
 * 4) === Students select one artifact and draft rough outline of presentation. Teacher will review to ensure proper content. ===

**3) Students Make Video** (20 minutes)

 * 1) === Student groups film video. ===
 * 2) === Student groups edit video using software and insert additional images and material from website as necessary. ===
 * 3) === Student groups review video presentation and re-edit and/or re-shoot as needed. ===
 * 4) === Upload video to class web page. ===

**4) View Documentary Shorts** (15 minutes)

 * 1) === Have brief discussion with the groups about what artifacts they found in their box. ===
 * 2) === Watch the 3 videos created by the student groups. The class will watch more if time allows. ===
 * 3) === The students should watch the remaining videos for homework. ===

**Closure:** (2 minutes)

 * 1) === Students list one artifact from another project and state its importance to Baltimore. ===
 * 2) === Dismiss students when the bell rings. ===

<span style="font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Iguanas
= =

Technology: Concept Mapping
= = = **Instructional Lesson Plan** =

<span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Julia Zingarelli, Dave Coyle, Angi Buck || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Grade ** <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">8th (50 min class) || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Date ** <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">7/9/11 || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Reading Comprehension |||| **<span style="font-family: Arial,sans-serif; font-size: 10pt;">School ** <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Towson University || = = = **<span style="font-family: Arial,sans-serif; font-size: 11pt;">I. Value of the Lesson ****<span style="font-family: Arial,sans-serif;"> – **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Standard: 3.0 Comprehension of Literary Text <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Topic: Literary <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Indicator: 3. Analyze and evaluate elements of narrative texts to facilitate understanding and interpretation <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Objective: d. Analyze characterization || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will be able to examine character traits by using Glogster to create a character poster based on Tom Robinson in //To Kill a Mockingbird.// Students will compare and contrast the fictitious case of Tom Robinson to that of the actual trial of Emmett Till. Students will be able to draw parallels between the two in order to demonstrate their comprehension of the material presented. || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will create a Glogster poster displaying character traits of Tom Robinson and Emmett Till. ||
 * === **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Name ** ===
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Subject **
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">SC Citation: Reading/ELA **
 * == **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Lesson Objective ** ==
 * == **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Assessment **<span style="font-family: Arial,sans-serif; font-size: 10pt;"> (planned for use in this lesson) ==

= **<span style="font-family: Arial,sans-serif; font-size: 11pt;">II. Context for Learning ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">– **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // = **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students’ Prior Knowledge ► ► ► Instructional Decisions based on ** <span style="font-family: Arial,sans-serif; font-size: 9pt;">(Data-based Information – Pretest <span style="font-family: Arial,sans-serif; font-size: 10pt;"> **the Data** <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">and/or Formative Assessment) **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Anticipated Misconceptions or Areas of Confusion ** ||  || <span style="font-family: Arial,sans-serif; font-size: 9pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) **<span style="font-family: Arial,sans-serif; font-size: 10pt;">this Lesson ** || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will be asked to write a personal experience of an unfair or unjust experience, but students may also draw a picture. This will allow students to have options in expressing their ideas so they can create a product more representative of their ideas. ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Pre-Assessment **
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Based on previous lessons, students have trouble identifying important character traits. || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will work in groups to identify important traits of a character in //To Kill a Mockingbird// and compare and contrast that character with Emmett Till. ||  ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Specific Individual or Small Group Needs ► ► ► Differentiated Practices for **
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">There are 21 students in this class and they are of mixed abilities. Three of the students in this class have ADHD and have particular difficulty focusing after lunch time, which is when they are in this class. Students are grouped heterogeneously and are seated in groups of three. There are seven groups of three. The three students with ADHD are all assigned to separate groups. Additionally, students with higher reading achievement levels are paired with those who have lower reading achievement levels. In this way, students who are stronger can provide scaffolding and peer tutoring to those who are not as strong. || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Teacher will play a clip from the film production of //To Kill a Mockingbird// depicting the trial of Tom Robinson. This will reinforce the prior reading for students and clarify any questions they may have had about what they read.

= = = **<span style="font-family: Arial,sans-serif; font-size: 11pt;">III. Instructional Procedures **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">– What instructional strategies will I use to ensure that every child is a successful learner? // =

<span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Book, Television, Laptops, //To Kill a Mockingbird//, TV, DVD of //To Kill a Mockingbird// film, notebooks, pen/pencil, markers, “The History of Jim Crow" website(http://www.jimcrowhistory.org/resources/lessonplans/hs_es_emmett_till.htm) ||
 * == **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Instructional Materials ** ==

<span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">ELMO, Computers (Glogster and website for information on Emmitt Till),Television ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Technology Integration **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">(If applicable) //

**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Time ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Procedure ** || //<span style="font-family: Arial,sans-serif; font-size: 8pt;">(Clearly explain step by step instruction and activities in sequence.) // || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">20-30 Minutes || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">1. Students will read about the real world example of the murder trial of Emmett Till. Students will be asked to write their reaction to the case and the verdict. The students will use chapters 17-21 of //To Kill a Mockingbird// (Tom Robinson’s murder trial) to look for connections between the two cases and record what they find. <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">2. Students will use Glogster to create a poster displaying the character traits, symbols, and important facts about Tom Robinson and compare this to what they have learned about Emmitt Till. <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">3. Students will present their posters to the class focusing on why they chose the specific traits and ideas they did, why they feel that they are important to the character and how the two figures they have learned about are connected. || **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Enrichment or Remediation //** <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 8pt;">(As appropriate to lesson) || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">5 to 10 Minutes || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will respond to at least two other students’ posters by writing one character trait they agree with and why. They will also suggest a new trait that was not included on their own poster. ||
 * **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Instructional Sequence ** || **<span style="font-family: Arial,sans-serif; font-size: 10pt;">Approximate **
 * **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Planned Beginning //**
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">Warm-up
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">Motivation
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">Bridge || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">10 minutes || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">Students will watch a clip from the movie version of //To Kill a Mockingbird// depicting Tom Robinson's trial. They will then respond to what they have seen by writing about or drawing an example of a time when they felt they were treated unfairly or unjustly. ||
 * **//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Development of the New Learning //**

**//<span style="font-family: Arial,sans-serif; font-size: 10pt;">Planned Ending //**
**//<span style="font-family: Arial,sans-serif; font-size: 10pt;">(Closure) //** David Coyle- Researcher Julia Zingarelli- Designer Angi Buck- Editor
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">Summary
 * <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 9pt;">Homework || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">10 Minutes || <span style="color: #0b890b; font-family: Arial,sans-serif; font-size: 10pt;">The students will view their Glogsters and evaluate the depth of their poster. The students will have a chance to change or add traits, symbols or pictures before submitting to the teacher. ||

**<span style="font-family: 'Times New Roman','serif';">Justification **
====**__<span style="font-family: 'Times New Roman','serif';">Pre-assessment __<span style="font-family: 'Times New Roman','serif';">: Students have demonstrated that they have knowledge of the rainforest but have trouble applying their knowledge to real-life situations. **====

====**__<span style="font-family: 'Times New Roman','serif';">Purpose and relevance __<span style="font-family: 'Times New Roman','serif';">: Students need to be able to apply their knowledge of the rainforest to real-life situations. **====

====**__<span style="font-family: 'Times New Roman','serif';">Objectives __<span style="font-family: 'Times New Roman','serif';">: Students will be able to apply their knowledge of the rainforest by pretending to live in the rainforest and creating a blog/journal of their imagined time spent in the rainforest. Students will also be able to create a video slideshow of the many scenes, animals, weather, etc. they have seen during their invented stay in the rainforest by using [|www.animoto.com] to act as a guide. **====

**<span style="font-family: 'Times New Roman','serif';">Objective **
====**<span style="font-family: 'Times New Roman','serif';">e. Use writing-to-learn strategies such as reflective journals, metacognitive writings, and projections based on reflections to analyze and synthesize thinking and learning **====
 * 1) ====**<span style="font-family: 'Times New Roman','serif';">a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose in order to develop a personal style, a distinctive voice, and a deliberate tone  **====

====**__<span style="font-family: 'Times New Roman','serif';">Post-Assessment __<span style="font-family: 'Times New Roman','serif';">: Students will be able to create a blog/journal using their knowledge of rainforests in order to record their make believe experience in the rainforest over a period of five days. Students will be able to create a video slideshow using animoto.com in order to visually capture the sites at an actual rainforest. **====

**<span style="font-family: 'Times New Roman','serif';">- Have resources available for students. **

 * ====** o <span style="font-family: 'Times New Roman','serif';">[] **====
 * ====** o <span style="font-family: 'Times New Roman','serif';">[] **====

**<span style="font-family: 'Times New Roman','serif';">1.) Review what rainforest are. **

 * 1) ====**<span style="font-family: 'Times New Roman','serif';">a. Ask students: **====
 * 2) ====**<span style="font-family: 'Times New Roman','serif';">i. Where are rainforest located? **====
 * 3) ====**<span style="font-family: 'Times New Roman','serif';">ii. What do you see in the rainforest? **====
 * 4) ====**<span style="font-family: 'Times New Roman','serif';">iii. What kind of animals are located in the rainforest? **====
 * 5) ====**<span style="font-family: 'Times New Roman','serif';">iv. What kind of weather would you see in the rainforest? **====

**<span style="font-family: 'Times New Roman','serif';">2.) Introduce what blogging is. **

 * 1) ====**<span style="font-family: 'Times New Roman','serif';">a. Tell students they will be creating a blog/journal for a project. **====

**<span style="font-family: 'Times New Roman','serif';">3.) Explain to students what the project is. **

 * 1) ====**<span style="font-family: 'Times New Roman','serif';">a. Students will “pretend” to live in the rainforest for 5 days. They have been given plenty of information on rainforests and should be able to complete this project. Students will create a blog/journal using wordpress.com or blogger.com. For the next 5 days students will write one blog entry per day recording their experience of living in the rainforest. For example, they may have experienced some type of storm, they can write about hunting for food, what they did, etc. Students must include the weather/climate, how they ate, what they used for shelter, a dangerous encounter, entertainment, animals, and anything else they wish to include. On the 5th and final day of living in the rainforest, students will use animoto.com to create a video slideshow of pictures they may have taken during their “pretend” stay in the rainforest or things they may have seen. Students will post this video on their blog on the final day. **====

**<span style="font-family: 'Times New Roman','serif';">2.) The teacher will show the students an example of a blog he/she has created. **
====**<span style="font-family: 'Times New Roman','serif';">3.) The teacher will show the students how to use animoto.com in order to create a video slideshow. The teacher will show an example of a created video. **====

**<span style="font-family: 'Times New Roman','serif';">1.) The students will have 5 days to complete this assignment. There will be class time available for students to work on the project. **
====**<span style="font-family: 'Times New Roman','serif';">2.) The project will begin on a Monday and for each day of the week the students will write a blog entry about their day spent in the “pretend” rainforest. **==== ====**<span style="font-family: 'Times New Roman','serif';">3.) On the 5th and final day students will create a video slideshow using animoto.com in order to show pictures they may have taken or things they may have seen during their stay. **====

<span style="color: #800080; font-family: Arial,Helvetica,sans-serif; line-height: 19px;">Sharks
Geometry Lesson Plan Developing Geometric Proofs Lauren Zimmerman, researcher Emma Di Sciullo, designer Kevin O’Malley, editor // Grade // : 9, Geometry //Timeframe//: 50 minutes //Unit//: Problem Solving in Geometry Components: Geometry, collaborative learning, online discussion board ** Prior to Teaching ** ** Justification ** In this lesson, students use prior knowledge to practice teacher-given geometrical proofs and create their own proofs in groups. This lesson will assist students in judging validity of proofs and critiquing arguments (proofs) made by their classmates. With the ability to establish accuracy of proofs, students will later be able to apply these geometric ideas and principles to other disciplines and to real world situations. __ Pre-assessment __ : As a brief pre-assessment for this particular lesson, the teacher (as is usual for this class) will have a drill for students in the beginning of the period. The drill is not collected, but rather recorded in student journals and verified as a class. __ Purpose and relevance __ : This lesson takes place toward the end of the unit, so students have been pre-assessed continually by the teacher. At this point, students should be relatively comfortable with solving geometric proofs of increasing complexity. __ Objectives __ : 1. Students will solve complex geometric proofs individually. 2. Students will critique classmates’ proofs, checking for validity and correctness. 3. Working in groups, students will create their own proofs for classmates to solve. 4. Students will critique other groups’ proofs, checking for validity and correctness.

__ State Curriculum Standards __ : 2.2.3 GOAL: 2. The student will demonstrate the ability to solve mathematical and real-world problems using measurement and geometric models and will justify solutions and explain processes used. EXPECTATION: 2. The student will apply geometric properties and relationships to solve problems using tools and technology when appropriate. INDICATOR: 3. The student will use inductive or deductive reasoning. ASSESSMENT LIMITS: · Students are expected to demonstrate their geometric reasoning and justify conclusions. Although the focus is on geometric theory, answers to some questions may include a numeric answer. · Items may include geometric applications, patterns, and logic, including syllogisms. · Narrative, flow chart, or two-column proof may be used as a valid argument. __ Post-Assessment __ : // Objective Assessment // 1. Online submission of individual proof 2. Online discussion board post 3. Online submission of group proof 4. Online discussion board post ** Considerations for Teaching ** : __ Instructional Materials __ : - Use of computers (for each student) - Whiteboard/teacher computer - Online discussion board (www.zohochat.com) - Group proofs (hard copy) - Individual proofs (hard copy) __ Teacher Preparation and Resources __ : The teacher should be extremely comfortable with www.zohochat.com, the website students will use for their discussions. The teacher should be able to monitor the website and postings and be able to assist students with any technological difficulties that may arise. __ Media and Technology __ : Online discussion board: www.zohochat.com __ Differentiation __ : Groups are purposely formed heterogeneously (as they always are in this class), so that weaker students are grouped with stronger students. __ Adaptations for students with special needs __ : Some students may require additional assistance with the use of computers. The teacher should be prepared to provide such assistance. Students with special learning needs (learning disabilities) are given slightly easier individual proofs to solve by the teacher.

__ Multicultural and Diverse Perspectives __ : Because this is a very diverse class, students are grouped heterogeneously based on gender and ethnic background. This gives students the opportunity to work with classmates who are different from themselves. __ Possible Modification of Plans __ : If the lesson exceeds the designated timeframe, the teacher can give students a portion of the following day to complete the project. ** During Teaching ** ** Procedures: ** __ Introduction __ :
 * As usual, students will come into the class and open up their journals to complete a brief warm-up, which is displayed on the Whiteboard.
 * When students are done, the teacher will regroup the class for a discussion. During this time, students will collaborate to ensure that everyone comprehends the proof and has the correct answer.

__ Guided Practice __ :
 * The teacher will explain the assignment for the day. He/she will display already formed group list on the white board. For this activity, there are six groups of four students.
 * The teacher will explain that there are two steps to this activity: an individual component and a collaborative component. For the individual component, each student is assigned one of four proofs to solve (each group member gets a different proof; the same four will be used across the board). The groups are referred to as the “development groups.”
 * The teacher will hand out a hard copy of the proof, and explain to students that it is available online on the discussion board website. Students will take about ten minutes to complete their proofs; they may write them out on paper, but will need to then transfer it onto the discussion site. For this part, //only their group members will be able to see their posting (not the entire class).//

__ Collaborative Learning Activity __ : __ Reinforcement __ : __ Closure __ :
 * Once everyone has posted, each group member will check their other development group members’ posting for accuracy. If there are any errors, students will need to work in their groups to correct these errors. Once all groups have the correct answers and all members agree on these answers, the teacher will need to go check and make sure answers are correct.
 * After this practice, students will return to their groups for create their own geometric proof. The teacher should not give the students too many limitations for the proof, as long as it is mathematical and can be solved. Using a blank template, each group will post their proof to the discussion board.
 * Solving the proof: Each group will attempt to solve //two// other groups’ proofs. (In other words, three of the groups will work to solve each other’s proofs, and the three other groups will work to solve each of their proofs.) The teacher will assign which groups are responsible for responding to which.
 * Next, students will regroup as follows: One member of each group will work with another member of a different group whose proof they just solved. Thus, there will be eight groups of three. These “verification groups” will be responsible for viewing each other’s answers and determining whether or not they are correct.
 * Because each of these groups contains one member from the “development groups,” that member should be an expert in their proof and be able to help the two other students if they were unable to solve it.
 * Once all students agree that their verification groups have correctly solved their proofs, students will be instructed to write a brief entry in their online discussion board answering the following question: “What was the most difficult part about writing a proof?”
 * For homework, the teacher will instruct the students to respond to any //two// classmates’ posting. They can state whether they agree or disagree and why.