5364+EDLD+Learning+Activities

The 60 minute language arts lesson will focus on the using a mentor text to create a written response. The written response will use a rubric to guide and evaluate the student’s writing. This lesson is designed for a heterogeneously mixed group of middle school students. Students with IEPs will participate and complete the writing assignment with their accommodations. All learning styles and individual learning preferences will be integrated into the lesson for ALL STUDENTS, with or without IEPs. (See learning activity plan below.) Identified gifted and talented students will be involved in learning how to use a PREZI to present their writing.
 * __ Mary Thrasher’s Lesson Actvities: What’s in a Name? __**
 * Design/Overview: **
 * Differentiated Instruction/Integration: **

Evidence of 21 st century technology trends can be seen through the use of the interactive Smartboard, Web 2.0 tools, and the iPad. Students will be using their iPads for reading and writing during the lesson. With our iPad initiative, students are creating their reflection journal electronically on the device. Students receive an email with an attachment. The attachment has the date and the learning objective for the day. Following the lesson, the students reflect on their learning and understanding of the objective. A copy is forwarded to the teacher for a summative assessment of the lesson. Formal and informal assessments are used throughout the unit. Total Participation Techniques are used to involve students and for students to “show” their learning. The TPT strategies have facilitated student responses and facilitated the teacher’s ability to assess student’s learning during the lesson. The formative and summative portions of the assessment can be found below.
 * 21 **** st **** Century Technology Trends: **
 * Assessment Evidence: **

** Gifted and Talented students ** ||   ||  ** Accommodations for Special Education students **  ||   ||  ** Professional Development Opportunities **  ||   ||  ** Student Assessment ** ** F=Formative ** ** S=Summative ** ** P=Professional ** ||   ||
 * ** Accommodations for **
 * ** Accommodations for **
 * Students will be able to read the book, “Knots on a Counting Rope” independently and complete a story map graphic organizer. Students will reflect on the characters relationship and analyze the relationship using text support. Students will complete an Advance Organizer about how and why they were given the name the have. Students will write their own legend based on their name using a rubric for self assessing the writing.
 * Students will be able to read the book, “Knots on a Counting Rope” independently and complete a story map graphic organizer. Students will reflect on the characters relationship and analyze the relationship using text support. Students will complete an Advance Organizer about how and why they were given the name the have. Students will write their own legend based on their name using a rubric for self assessing the writing.

After they write their story about their name, they will use the text to create a word cloud, using the Web 2.0 tool, Wordle. ||  || Students with visual impairments can use the audio version of the __Knots on a Counting Rope__ by going to “Storylineonline” http://www.storylineonline.net/digital and listen to the audio of the text.

For the student with hearing impairments, the text will also be available on an iPad in a PDF file. The text will be in large easy to read font and print. Key words will be highlighted for the student.

In order to address students with ADD/ADHD, they will be given an advance organizer with the key information. The organizer will be printed on goldenrod paper and the students will work in cooperative groups with all students to complete the organizer after the reading of the story. Having the advance organizer ahead of time will allow the ADD/ADHD students to preview the story and aid in understanding of the plot of the story. The students will be in charge of recording the information as we read the story on the interactive white board. Additional time will be built in the lesson for those students with other needs. During the writing of their own story, ALL STUDENTS will compose their text on the iPad. ALL STUDENTS will be able to use the Dragon Diction APP for speech to text writing. They will be given the opportunity to record themselves reading the story. A Rubric will be given to the students at the start of the writing assignment. Students will use “ratiocination” to revise their writing. ALL STUDENTS will participate in a “clocking” revising cooperative group. ||  || The campus has goals that are aligned with the SIP. Each individual teacher has goals for the technology proficiency. One of the district’s goals is have our teachers working collaboratively, using technology tools. The professional development calendar has built in PD for various Web 2.0 tools for teachers to attend. Teachers are also involved in webinars that address their individual professional technology goals. During grade level PLC’s, teachers will collaborate with the support staff to identify various websites, interactive software for the white boards, and new Web 2.0 tools that teachers have discovered in their individual webinar trainings. Our district assistive technologist in the special education department has set up a website with tools that are available for our students and teachers to use. Training is provided monthly on the various assistive devices. Currently, our district is providing intensive training and support for the use if the iPad in the classroom. Each student has the device and the teaching teams are implementing their use in every lesson. Weekly trainings are being provided via webinars posted on the district website. Teachers can participate voluntarily. ||  || **__ F= __** Advance Organizers such as Story Maps, Writing Webs, and Student Reflection Journals. Total Participation Tools are used throughout all lessons and used to monitor student’s learning.
 * __ S= __** The writing rubric will be used to score the individual student’s wiritng.
 * __ P= __** Teacher will complete a professional reflection log on each of their personal wikis. The personal wikis have been encouraged this year for teachers to share their personal professional learning goals and experiences. After every PD session, the facilitators have the participants complete a 3-2-1 reflection which is used by the facilitators to reflect on their training objectives and goals in technology integration. ||  ||