Dequency's+Page



= Daily Lesson GAME Plan = || Nevada Standards K.SL.5 Add drawings and other visual displays to descriptions to provide additional detail K.W.1 Use a combination of drawing, dictating, and writing to form writing pieces ||
 * Lesson Title: Great Behavior Book |||| Related Lessons: Rules Video ||
 * Grade Level: Kindergarten |||| Unit: Technology Introduction ||
 * ==GOALS== ||
 * Content Standards:
 * ISTE NETS-S Demonstrate creativity and innovation, Communicate and collaborate, Conduct research and use information, Think critically, solve problems, and make decisions, Use technology effectively and productively

Instructional Objectives: Students will identify behaviors that should and should not happen in school, and come up with ways that their behavior can improve throughout the entire school. They will draw pictures of what good behavior looks like for an iMovie and Kidpix. ||
 * ==ACTION== ||
 * Before-Class Preparation: Computers will be turned on and the KidPix Software opened. Concept Mapping and Kidpix software will be pulled up on the laptop. ||
 * During Class ||
 * Time: 45 minutes for whole group teaching, 45 minutes each day until all students have rotated throughout the stations. |||| Instructional Activities: Students will listen to the story __David Gets in Trouble.__ We will discuss what type of trouble David gets throughout the story by making a concept map on the computer. Students will then discuss trouble they can get into at school and the areas they can get into this trouble. We will make a concept map of what we have discussed. They will review Kidpix and how they will use it for this particular assignment. They will then be broken up into their Kagan groups for collaboration. Their task is to come up with problems that we have in their assigned area. The areas available for assignment are the playground, walking in line, the bathroom, during specials, during lunch, during breakfast, during assemblies, and working in the classroom. Parent volunteers will be facilitating the group discussions. Students will come up with a list of problems for their groups and solutions to those problems. I will walk around and make sure that each group is participating in the collaboration process. They will then illustrate a problem and solution. This will happen with rotations through Kidpix and iMovie. || Materials and Resources: __David Gets in Trouble__ book, laptop, computer, Smartboard, projector, Kidpix software, Concept Mapping software, digital camera, Video Camera, paper, pencils, crayons, markers. ||
 * Note student groupings, environmental modifications needed, etc: Students will be grouped according to their Kagan Social Studies groups of four. They will be able to work on the floor and tables to create their book pages and rotate throughout the day to work on Kidpix and iMovie. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): Students will be assessed according to how well they are following school and classroom rules. They will also be assessed on their use of Kidpix. Their Kidpix picture must show a person following rules in a classroom setting of their choice. Their drawing will be assessed in two parts. They will show a student who is not following the rules on one half of the page. The other half of the page will be their problem-solving portion, where they show how the student now follows the rules. Parent volunteers will also make sure that students are on task and contributing to the assignment.
 * Ongoing Assessment(s): Students will be assessed according to how well they are following school and classroom rules. They will also be assessed on their use of Kidpix. Their Kidpix picture must show a person following rules in a classroom setting of their choice. Their drawing will be assessed in two parts. They will show a student who is not following the rules on one half of the page. The other half of the page will be their problem-solving portion, where they show how the student now follows the rules. Parent volunteers will also make sure that students are on task and contributing to the assignment.

Accommodations and Extensions: There are no students in the class that require accommodations. I will extend the time if I see that we need more time to complete the project.

Back-Up Plan: In the case of technological breakdowns we will skip that portion. I do not anticipate any other possible problems. || Sue's refelction to dequency's lesson
 * ==EVALUATE AND EXTEND== ||
 * LESSON REFLECTIONS AND NOTES: ||

Good job with applying everyday issues to the classroom. I think this will be something that will follow your students throughout life. They will know how to follow rules and identify when people are not following rules. This is a good start in developing globally responsible citizens. If you have any parent that works in a law enforcement agency you could invite them in to talk to your students. They can reiterate the importance of following rules in their everyday lives. Instead of having your listen to a story I would suggest that you show them a video instead. I see the guidance councilor with a number of videos Angel series, where they display characteristics of social acceptable behaviors; the series is great for small children, or you could see if you find something on YouTube.

Dequency to Sue

We have a DARE officer that could come talk to the students about following rules. That is a great idea! Unfortunately our guidance counselor does not do much with the students. As a follow up lesson I could show them a video if I can find one. I am sure there are some on the internet.

Jonathon's reflection to Dequency's Lesson: I will be honest: I have zero background in teaching elementary, let alone Kindergarten, so please take my comments with a fistful of salt. It sounds like you are telling the students //what// they can discuss as their topic; i.e., they have a list of topics to choose from that they cannot diverge from. At that young of an age, is it possible to let them come up with the areas where they can get into trouble on their own, or are you worried it might digress into too much of a personal discussion? Or maybe I misunderstood and these are the backup topics in case the students do not generate them. Another point of interest: I have never had a parent volunteer in class before. Do you have a pre-lesson with the parents so that they all know the expectations of the lesson? Sorry, if these are silly questions, but the idea of having parental assistance is totally foreign to high school chemistry and would be disastrous with a lot of parent-teacher preliminary work. I disagree with Sue though. I would have the students listen to you reading a story. If I recall correctly, it is important to model behaviors for students, and the act of reading to them aloud and showing them the words should help reinforce their own reading, right? Perhaps I am wrong, I am not a specialist at this age group, but, you are, so feel free to correct me.

Happy Wednesday!

Dequency to Jonathon

I have a high ELL population and they need lots of schema building lessons. And yes, if I do not provide them with a framework they will stray off topic. Once I provide the framework I know that they are able to meet my expectations. When I have parent volunteers I show them what I need in class with the students. I don't have time to prep them formally beforehand. And with any lesson the more books, movies, experiences I can pull in the better. Anything that will help build student background knowledge the better.


 * Lesson 2

= Daily Lesson GAME Plan = || K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly K.RFS.4 Read emergent-reader texts with purpose and understanding ||
 * Lesson Title: Wiki Compilation |||| Related Lessons: Zoo Phonics/Reading Work ||
 * Grade Level: Kindergarten |||| Unit: Technology Introduction ||
 * ==GOALS== ||
 * Content Standards: K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers in small and larger groups
 * ISTE NETS-S: Demonstrate creativity and innovation, Communicate and collaborate, Conduct research and use information, Think critically, solve problems, and make decisions, Use technology effectively and productively

Instructional Objectives: Students will review our Zoo Phonics cards. They will also evaluate whether a web site will be suitable for Alphabet recognition. Then, they will recommend websites for our Alphabet Wiki. We will be collaborating with Diaz Elementary Kindergarteners to form the wiki, as well. || 40 minutes |||| Instructional Activities: We will review our Zoo Phonics alphabet cards. We will discuss the importance of knowing letters and sounds for reading. I will pull up [|www.pbskids.org] on the Smart Board. I will guide students in the process of finding alphabet games since the site is filled with various games. I will explain to the students that each game will need to provide sound and/or letter recognition practice. Students will look at games on PBS Kids and evaluate them based on our needs. || Materials and Resources: Paper, crayons, pencils, laptop, projector, Smart Board, classroom computers ||
 * ==ACTION== ||
 * Before-Class Preparation: I will pull up the PBS kids website on the classroom computers. I will also prepare a guide page for students to rate each website. I will establish a Skype connection with the Diaz Elementary School Kindergarten students. ||
 * Time:
 * Time:
 * Note student groupings, environmental modifications needed, etc: Students will receive alphabet instruction, website review, and evaluation instruction whole group. They will be responsible for evaluating websites and making recommendations based on a computer rotation system since we only have four computers in the classroom. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will interview each student and show them the PBS Website and ask them what they recommended and why. They will also tell me why we would not use some of the games and why. Then we will compile our sites for the shared Wiki.
 * Ongoing Assessment(s): I will interview each student and show them the PBS Website and ask them what they recommended and why. They will also tell me why we would not use some of the games and why. Then we will compile our sites for the shared Wiki.

Accommodations and Extensions: We will use the recommended websites for independent Smart Board Stations.

Back-Up Plan: In case of computer/internet failure we will reschedule the activity. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will draw the icon for their game recommendation. If they did not draw an Alphabet Recognition game they will redo the assignment.

LESSON REFLECTIONS AND NOTES:

Sue's reflection of Dequency's lesson

I am not sure, but I thought a unit plan is supposed to be related lessons. I see where in the previous lesson you did behavior and in this lesson you are addressing letter sounds. I might be wrong because I have no experience in teaching kindergarten students. You have some good ideas throughout the lesson. Another website that you could have them look at is [|www.starfalls.com] ; there are interactive games on this site as well as letter sounds and pictures of objects that begin with each letter. It also teaches blends when you are ready for that. You could also go on YouTube and search for letter and letter sounds, there are some really funny songs there too. Good job good and luck on your lesson. ** Jonathon to Dequency, ** ** To clarify is it your intention to have Skype going whilst the students work on their Wiki's in tandem with the other school? If so, is the goal of the Skype to allow the students to communicate back and forth in real time while they move around pages and change information on the Wiki? If I am correct in that being your intention, then I would suggest maybe having the camera set up in the front of the room such that the students can see and interact with each other, but this should allow the teacher on either end to more effectively moderate. **

** I hope it works out well. **

**Heather to Dequency, ** **Your lesson is strong in that it requires your young kindergarteners to be critical thinkers without explicitly saying to do so. They have to evaluate and make the decision as to whether or not the game will be helpful with learning their letters and sounds. Also, I think that you picked a good site for your students because it is very interactive and says the name of the link out loud. In my experience with kindergarteners, they are still learning to decode and read so navigating through a website could be a tricky task for them, but this particular site seems very kid-friendly. Just one small thing, under the "on-going assessment" part of your plan you have a misspelled word. I think you meant "site" but you have "sire." Since we have to upload these to our eportfolios I felt I should point that out to you. **

**Good luck, Dequency! ** ||||||||  ||
 * Lesson 3

Lesson Title: All About Kindergarten |||| Related Lessons: Wiki Compilation/Class Rules Book || K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly K.RFS.4 Read emergent-reader texts with purpose and understanding || Instructional Objectives: Students will identify proper behaviors to teach the next Kindergarten class. They will then take digital pictures of each other engaged in those behaviors. Lastly, with assistance, they will make a page for our Photo Story. || 40 minutes |||| Instructional Activities: We will review our previous technology lessons and what we had to do for students to be able to practice the new technology skills we have learned. We will review all of the technology we have learned about and review what they can be used for. Then we will talk about rules that are important for all Kindergarten students to know. We will make a concept map of the most important rules. I will then show student Photo Story and how it works. We will make a few example pages together. Students will then be shown how to use the classroom digital cameras. They will then be able to collaborate with their group about the pictures they want take and use their team members to demonstrate those rules. After the pictures are uploaded they will make their Photo Story page with an adult. They will type a sentence for their picture and read their sentence for the Voiceover. || Materials and Resources: Digital Cameras, concept map software, laptop, projector, Smart Board, classroom computers || Accommodations and Extensions: We will use Picaboo digital scrap booking software to create a hard copy of our book or order it from Photo Story, which ever one is more cost effective. ELL students will be required to either type the sentence or complete the voiceover. Back-Up Plan: In case of computer/internet failure we will use hard copies of concept maps and only do the group collaboration portions. || LESSON REFLECTIONS AND NOTES: ||
 * Grade Level: Kindergarten |||| Unit: Technology Introduction ||
 * ==GOALS== ||
 * Content Standards: K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers in small and larger groups
 * ISTE NETS-S: Demonstrate creativity and innovation, Communicate and collaborate, Conduct research and use information, Think critically, solve problems, and make decisions, Use technology effectively and productively
 * ==ACTION== ||
 * Before-Class Preparation: Download Photo Story 3 onto the classroom laptop and classroom desktops. Train two classroom volunteers on how to use Photo Story 3, make template, pull software up on all computers ||
 * Time:
 * Time:
 * Note student groupings, environmental modifications needed, etc: Students will receive important class rule instruction whole group. We will make the concept map whole group. They will take pictures in groups of four with the classroom volunteers. They will use Photo Story to type their sentence and complete voiceover work in the same groups of four with the same classroom volunteer. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will interview each student and show them the PBS Website and ask them what they recommended and why. They will also tell me why we would not use some of the games and why. Then we will compile our sires for the shared Wiki.
 * Ongoing Assessment(s): I will interview each student and show them the PBS Website and ask them what they recommended and why. They will also tell me why we would not use some of the games and why. Then we will compile our sires for the shared Wiki.
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will show me their Photo Story page, read their sentence, and tell me why they chose the picture. If they can do all three things they receive an E for exceeds standards. If they can do two out of three they receive an S for meets standards. If they can do one or less they receive an N for needs improvement.