Week 11 Technology Integration and Measuring Effectiveness

Below is the link to my google earth integrated lesson plan.

Google Earth Lesson Plan

Formative & Summative Assessments

Here is a link to my presentation and article. Thanks for watching.

Formative & Summative Assessments

Scholarly Article

Teaching Philosophy Wk10 Assign 3

            Being educated is about gaining knowledge and sharing what we have learned with others. People are being educated throughout their entire existence and it all starts in the early stages of life. The early years of elementary school are the building blocks for students to establish learning and where they should be provided with academic, social, and emotional basics. I believe that early childhood educators have the most important job in a student’s education career because it is where the students will be prepared for the world of learning.

            Children deserve to be provided with the highest quality education from a quality teacher that is not just an educator, but a leader, coach, counselor, and facilitator to the students. I know that as an early childhood educator, I will be more of a mentor and director for the students rather than the main focus. I will have great patience and the ability to quickly adapt to changing situations. I will use my class management skills effectively every day.

            All children learn and develop in different ways. I will make sure to create developmentally appropriate class lessons that properly utilize the state standards. Individual children will have their own different strengths and weaknesses. It will be my job as their educator to help them improve everyday. I want my students to be able to relate to my lessons through real life understandings. For example, when teaching students about greater and less than, the simple relation that the greater and less than symbol is an alligator mouth, helps the students relate to what the sign means in the lesson.

            The explosion of social media and technology has changed the way educators teach, how students learn, and the way teachers and students communicate. Technology integration will be highly welcomed in my classroom. There are so many technological tools that can help accelerate my instructional methods and student learning goals. Smart Boards are becoming an essential component of every classroom. Some reasons for this trend are that they can accommodate different learning styles. Tactical learners can use the screen and learn by touching and marking at the board, audio learners can have a discussion and visual learners can observe the teaching on the board.

            Along with technology, I believe students should be provided with a variety of learning experiences such as social interaction, cooperative learning, hands-on experiences, and real-life applications. There should be student-to-student, student to self, and student to teacher interactions to help communicate and learn from others. I will make sure that my classroom and lesson setup is formatted to include many activities, technological or not, that involve movement and discovery.

            In order for students to receive a quality education, all students must be successful and make progress no matter what learning level they are on. I am excited to one day teach the “futures” of the world. I will strive to be the best, highly qualified, organized and effective teacher that supplies children with the education they deserve.

Week 9 Assignment # 3

Here are the links to my five technology integrated lesson plans.

States Gr 3

Fairy Tales Gr 3

Great Lakes Gr 4

Tour Climates Gr 3

Humpty Dumpty Gr 3

Week 7 Assignment 2 (Science Lesson Plan)

Candidate’s Name: Michael Ambrogio

Grade Level: K-2

Title of the lesson: Pollution

Length of the lesson: 1-2 class periods

Central focus: How to protect our planet from pollution. Key questions: ●      How do people affect the environment? ●      In what ways can you reduce waste? ●      How does pollution harm plants and animals? ●      How can schools reduce, reuse, and recycle waste?

In order to prepare students on pollution, the following prerequisite activities will be done: ●      Students will be shown a beach covered with litter and asked what they see in the picture. ●      Students will be shown a picture of a city with smoke coming out from smoke stacks and asked what they see in the picture. ●      Student will be shown a picture of a stream with litter and dirty water and again asked what they see in the picture.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) CCSS: ·       S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about. ·       S1.1a Observe and discuss objects and events and record observations ·       S1.1b Articulate appropriate questions based on observations NGSS: K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment

Support literacy development through language (academic language) ●      Students will analyze pollution and argue the ways in which humans negatively affect the environment. ●      Students will watch “Protecting Earth” and be asked to describe examples of litter or pollution that they have experienced. Students will talk about how plants and animals are affected by litter and pollution and talk about problems that may occur when trash is not properly disposed of. ●        ●      Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) ●      Identify a key learning task from your plans that provide students opportunities to practice using the language function. ●      Describe language demands (written or oral) students need to understand and/or use. Vocabulary ●      General academic terms: analyze, argue, describe, explain, interpret, predict, question, summarize. ●      Content specific vocabulary: pollution, litter exhaust, recycle, and waste. Sentence Level ●      Sentence structure, connectives. Discourse ●      Conversation, discussion.

Learning objectives 1.     Students will know in which ways people affect the environment. 2.     Students will discover how pollution harms plants and animals. 3.     Students will demonstrate ways to reduce, reuse, and recycle waste at school.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      After group activity, students will remain in groups and discuss amongst each other what pollution is and ideas for reducing, reusing, and recycling waste. ●      Students will create a poster presentation that shows ways in which students, teachers, and others at school can reduce, reuse, and recycle waste. ●      Posters will include at least two facts about pollution. ●      Posters will include two ways in which to reduce, reuse, recycle, or reuse waste at school. ●      Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●      Students will watch the video “protecting Earth” ●      Students will discuss and describe examples of litter or pollution they have experienced. ●      Students will be taken to enclosed school area where trash is often found, and in groups, will collect trash using a garbage bag and protective gloves. ●      Students will discuss and display the types of things that were found. ●      Students will discuss which items could have been reused or recycled. ●      Students will discuss ways some trash items could have been avoided in the first place. ●      Students will create poster presentations. ●      Students will present posters to class.

Instructional resources and materials used to engage students in learning. ·       Video “Protecting Earth” ·       Outside activity: 1.     Latex or plastic gloves 2.     Garbage bags ·       Poster Presentation: 1.     Poster board 2.     Pencils, erasers, and rulers 3.     Crayons or markers ·       Computer with Internet access to research facts about pollution. 1.     http://www.epa.gov/recyclecity 2.     http://www.epa.gov/kids/index.htm

Reflection ●      At what part of the lesson did I find the students learned the most? ●      At what point were students most engaged? ●      Did I vary the lesson to engage learners with different learning styles? ●      Did your instruction support learning for the whole class and the students who need great support or challenge? ●      What changes would you make to support better student learning of the central focus? ●      Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

Week 6 ELA Writing Lesson Plan

Week 6: Stage 3 Activity-based lesson adjusted to Common Core. Backward Design Stage 3 ELA Writing Assignment: 5th grade Writing a short story on you hero. AIM Questions: 1. What learning objectives/main ideas do students need to know (max 3) • Students will be able to write an informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. 2. What common core skills Will be introduced or reinforced during this lesson? 3. Which content area standards are addressed in this lesson? • Students will be able to write and complete a cohesive story in order to explain why and who their hero is. 4. What academic and content specific vocabulary is introduced in this lesson? • Students will us specific vocabulary in order to describe who and why their hero is their hero. 5. What materials (e.g. Map, Song, and activity sheet) will I present to students? • Students will use provided research materials, (library/internet) to get information on their hero. 6. How will I open the lesson (motivation) and capture student interest? • The lesson would be opened by asking the students to write a short paragraph finishing this sentence, “A hero to me is …..?” 7. What additional individual/team/full case activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will students groups be organized? • Students will pair up in groups of two and read each other's papers. • Students will give brief presentation to class on who their peer chose as a hero and why. • Students will then grade their peers papers based on a rubric given. 8. How will I differentiate instruction with multiple entry points for diverse learners? • Due to the fact that I will be using verbal group activities, hands on group activities, individual writing activities, and drawing activities, students with diverse learning capabilities will in some way learn the original goal at hand. 9. What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion? • Who is your hero and why • Why did your peer chose their hero • Describe their hero • Why is their hero important to them 10. How will I assess student mastery of the skills, concepts, and content taught in this lesson? • Students mastery of the skills, concepts, and content taught in the lesson will be assed through vocabulary tests, short answer quizzes, participation in group and class activities, and their hero presentations. 11. How will I bring lesson to closure (summary questions)? • To close the lesson, students will write one question that they have from the lesson learned. Students will discuss in groups and write the answer to their questions in their journal. 12. How will I reinforce and extend student learning? Classroom application/follow up, enrichment activities, homework. • Students will use class and group activity and journal entries to follow up on what was learned. Students will have tests and short answer quizzes where they learn key points of the lesson. Students will have vocabulary and spelling words to take home and review prior to and during lesson. 13. What topics come next? Tomorrow? Day after? • Doing research on a hero of your choice can lead into many lessons and topics. After researching the hero of their choice, students will gather an understanding of who and what a hero is. This can lead into an important hero in history or important hero in today's world. 14. How do I evaluate this lesson? Strengths. Weakness, areas to work on, things to change. • My strengths will be weather the students understand in the end the topic of a hero. Areas to work on will be when students have questions about a point I was trying to make and this can be determined by their journal question at the end of the lesson. If there are multiple students with the same question, then I know that this area was not covered in depth enough.

Week 6 ELA Reading Lesson Plan

Week 6: Stage 3 Activity-based lesson adjusted to Common Core. Backward Design Stage 3 ELA Reading Assignment: 5th grade reading Tuck Everlasting AIM Questions: 1. What learning objectives/main ideas do students need to know (max 3) • Students will be able to analyze how key individuals, events, or ideas are developed throughout a text. • Students will be able to determine an author’s point of view or purpose in a text. • Students will be able to explain how the author’s point of view is conveyed in an informative text. 2. What common core skills Will be introduced or reinforced during this lesson? • Students will analyze is detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. • Students will be able to determine an authors point of view or purpose. 3. Which content area standards are addressed in this lesson? • Students will be able to read and understand a text. 4. What academic and content specific vocabulary is introduced in this lesson? • Students will be able to describe authors point of view, main idea, and describe in detail key indicates, events, and ideas in the text. 5. What materials (e.g. Map, Song, and activity sheet) will I present to students? • Students will use an evidence map to describe Tuck Everlasting and his traits. 6. How will I open the lesson (motivation) and capture student interest? • The lesson would be opened by asking the students to write a short journal entry asking them what they thought “Tuck Everlasting” would be about based on the cover and phrase on cover which is “What if you could live forever?” 7. What additional individual/team/full case activities will I use to help students discover what they need to learn (suggest three)? If these are group activities, how will students groups be organized? • Students will work together as a class on the evidence map to describe Tuck and his traits. • Students will form groups of 4 where they will prepare together a short paragraph on what the author’s purpose in writing Tuck Everlasting is. • Students will create and present a drawing showing what they believe to author's point of vow to be. 8. How will I differentiate instruction with multiple entry points for diverse learners? • Due to the fact that I will be using verbal group activities, hands on group activities, individual writing activities, and drawing activities, students with diverse learning capabilities will in some way learn the original goal at hand. 9. What H.O.T. (Higher Order Thinking) questions will I ask to engage students in analysis and discussion? • Predict what the story will be about • Interpret the author's point of view • Describe Tuck Everlasting • Demonstrate how Tuck’s character is important to the story 10. How will I assess student mastery of the skills, concepts, and content taught in this lesson? • Students mastery of the skills, concepts, and content taught in the lesson will be assed through vocabulary tests, short answer quizzes, participation in group and class activities, and drawing presentations. 11. How will I bring lesson to closure (summary questions)? • To close the lesson, students will write one question that they have from the lesson learned. Students will discuss in groups and write the answer to their questions in their journal. 12. How will I reinforce and extend student learning? Classroom application/follow up, enrichment activities, homework. • Students will use class and group activity and journal entries to follow up on what was learned. Students will have tests and short answer quizzes where they learn key points of the lesson. Students will have vocabulary and spelling words to take home and review prior to and during lesson. 13. What topics come next? Tomorrow? Day after? • Tuck Everlasting is about immortality, so the the next topic that could arise in the next lesson could be about immortality and the whole focus on Tuck Everlasting. Students could have to in the next lesson write their own story on immortality. 14. How do I evaluate this lesson? Strengths. Weakness, areas to work on, things to change. • My strengths will be weather the students understand in the end the topic of immortality and the character of Tuck Everlasting. Areas to work on will be when students have questions about a point I was trying to make and this can be determined by their journal question at the end of the lesson. If there are multiple students with the same question, then I know that this area was not covered in depth enough.