Cindy+McSheffrey

== This wiki will be used to show the connection between 21st century literacy skills and the English Language Arts curriculum for middle school. We will use Web 2.0 digital tools such as wikis, blogs, glogs, google apps/docs and/or video generation applications to enrich students’ critical thinking, collaboration, research and communication skills. We will use these tools in our classrooms, and explore opportunities to build “social networks” among our varied-grade students to interact with one another, thus exposing them to a wider array of opinions and ideas in a creative and “non-threatening” online environment. ==


 * //I am using several wiki pages in my program this year; one as a communication board for service providers, parents, and the student, two as wikis for my student teachers where they post lesson plans, resources etc, one for our classroom, the MNLI wiki and our HQTS wiki.//**

I have included the links to some of these wikis below. http://mcsheffrey-kro1.wikispaces.com/ This is the classroom wiki. http://bpstudentteaching.wikispaces.com/This is a student teaching wiki. http://practicum2011-12.wikispaces.com/ Second student teaching wiki. I cannot include the communication board wiki due to privacy laws. However, I will put a sample lesson below to show one of the ways the wiki is used. = Where Am I Now? =

Accomplishments:
1. Successfully used two wikis to monitor and respond to student teaching lesson plans, unit plans, and document student teacher growth. 2. Created several lessons to integrate technology into the ELA and Math curriculum. 3. Set up a classroom wiki to foster communication among our students and with parents. 4. Participated in a year-long study with colleagues to deepen our understanding of 21st century literacy skills. 5. Co-developed and maintained a Moodle course to foster cross town collaboration at the middle school level. 6. Developed an additional Moodle course for my 7th/8th grade English classroom to build a social network centered on novels. 7. Built math lessons with video demonstrations to enhance student learning. = What's Next? = =Blogs, podcasts, parental involvement, and worldwide web penpals=

Lesson Plan 1 Course Name: English Grade 6 Unit Title: **Oral Tradition** Lesson is taught during the first trimester. Mastery Objective: 1. By the end of this lesson students will be able to identify and evaluate their favorite fable, identify the character personified, and explain their choice. Massachusetts Frameworks Grade 6 Literature 10. Read and comprehend complex literary and informational texts independently and proficiently. MA.2.A. 6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.

Why is the oral tradition important? What universal truths are learned through stories in the oral tradition? Content: Students will know how to identify the characteristics of fables, folk tales, myths, and legends as part of the oral tradition. Students will know how to recognize and identify personification and hyperbole. Assessment: Formative Assessment: Ongoing assessment will take place during class demonstrations, identification and application of literary characteristics to sample fables read during class, and vocabulary quizzes.
 * ELO 1 Reading: Identify the characteristics of fables, folk tales, myths and legends as part of the oral tradition**
 * ELO 2 Reading: Identify the universal theme in folk literature**
 * ELO 3 Writing: Write a well constructed "how-to" paragraph**

Summative Assessment: Wallwisher's post Oral Traditions Benchmark Test * on Atlas

Sequence of events: Begin lesson with focus on personification, definition and examples, read and discuss multiple examples of fables, complete graphic organizer on personification, proceed to Wallwisher assignment through wiki. []

Lesson 2 Course Name: English Grade 6 Unit Title: **Oral Tradition** Lesson is taught during the first trimester. Mastery Objective: 1. By the end of this lesson students will be able to read a myth online, identify the purpose of the myth, and respond to a prompt on a Wallwishers site. Massachusetts Frameworks: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Content: Students will know how to identify the characteristics of fables, folk tales, myths and legends as part of the oral tradition. Students will know to how establish and maintain author's purpose in written language. Formative Assessment: Assessment will be ongoing; class discussion, demonstration of awareness of author's purpose after reading myth in class, independent identification of author's purpose from homework, and Roundtable discussions

Summative Assessment: Wallwisher's post and Oral Benchmark Test [] Sequence of Events: Students were introduced to the characteristics of mythology, definitions of relevant terms, read, discussed, and wrote journal entries about one page myths as well as __The Odyssey__ prior to posting on Wallwishers. Lesson 3 Common Craft Video Course Name: English Grade 6 Unit Title: **Oral Tradition** Lesson is taught during the first trimester. Mastery Objective: 1.Students will be able to identify the characteristics of fables, folk tales, myths, and legends as part of the oral tradition. 2. Students will be able to prepare for and collaborate effectively with diverse partners, building on others' ideas. Massachusetts Frameworks MA.3.A Write fiction, personal reflections, poetry, and scripts that demonstrate awareness of literary concepts and genres. Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

=
Sequence of Events: read and discuss examples of oral tradition while identifying origin, author's purpose, and characteristics, complete a study guide on characteristics of oral tradition, review Common Craft rubric, watch Youtube Common Craft demos, participate in groups and divide assignments, prepare visual aids for homework, practice and then present skit which was filmed using a flip camera.===== [|20120530140242768-1.pdf]

Lesson 4 English Grades 7/8 Summer Reading Glog Lesson was taught at the beginning of the year. Mastery Objective 1. By the end of this lesson students will be able to create a mulitmedia poster that captures the plot elements from their summer reading novel. 2. By the end of this lesson students will be able to present their glog to their classmates and respond thoughtfully to any questions on text.

Massachusetts Curriculum Frameworks: Reading: Literature 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. MA.8.A Interpret a literary work by analyzing how the author uses literary elements. Speaking and Listening Make strategic use of digital media and visual displays of data to express information and enhance understandings of presentations. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Formative Assessment: Prepare a graphic organizer on literary elements based on summer reading book. Summative Assessment: Create a glog to showcase summer reading book and present it to their classmates. Sequence of events: read common novel during the summer; participate in class discussion on summer reading book, review plot elements, review examples of glogs, discuss directions and rubric, prepare graphic organizer on summer reading book, create and present individual glogs. [] []

7th/8th Math Class
== I teach math to a small group of four students whose learning needs preclude their participatation in a mainstream math classroom. Past programming for these students included work with the Alec's program, IXL, and Resource math. Early in the year, while developing my math lesson plans,I wondered what would happen if I modeled the lesson plan after the Orton Gillingham lesson format. I have been pleased with the results. I've used technology to enhance and not replace explicit sequential math instruction. The Elmo, procurred by Mr. Collins on our behalf, has been a godsend. A sample lesson plan is included below. ==

Lesson 5

 * Grade 7/8 Math**


 * 6-6 Algebra Dividing Fractions and Mixed Numbers**
 * Objective: By the end of this lesson students will know how to divide fractions and mixed numbers.**

7.N.1 Compare, order, estimate, and translate among integers, fractions and mixed numbers (i.e., rational numbers), decimals, and percents. This standard is intentionally the same as standard 8.N.1. 7.N.7 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). This standard is intentionally the same as standard 8.N.10.

ELO : Compare, order and translate among fractions, decimals, and percents.


 * Old Lessons**: Integer Rules Prime Factorization GCF LCM Adding and Subtracting with Mixed Numbers Multiplying Fractions Dividing Fractions
 * New Lesson: Dividing Fractions and Mixed Numbers**


 * Review 1. multiplying fractions**


 * Review 2. Solving Equations**


 * Review 3 Renaming Mixed Numbers as an Improper Fraction**


 * Preview: What is one half of sixteen? What is sixteen divided by one half? What is the difference between these two questions? To find one half of sixteen we multiply 16 x ½. To find how many ½’s are in sixteen we divide by ½ which is the same as multiplying by the inverse of ½.**


 * Auditory Discovery:**
 * What does 7/8 / ¾ mean? It means we are trying to find how ¾’s are in a line that measures 7/8**


 * Visual Discovery: Let’s draw a line measuring 7/8 on the number line. Estimate what ¾ of that line looks like. Is there anything left over?**


 * Draw 1 ½ on the number line. How many ¼’s are in that line?**


 * Today we’re going to learn how to divide fractions by multiplying by the multiplicative inverse or the reciprocal.**


 * To divide by a fraction, multiply by its multiplicative inverse or reciprocal.**


 * 7/8 / ¾ = 7/8 x 4/3**


 * Your Turn**
 * ¾ / ¼ 4/5 / 8/9 5/6 / 2/3**


 * To divide by a mixed number, rename the mixed number as an improper fraction then multiply by the reciprocal.**


 * 2/3 / 3/ 13**


 * 6 ½ / 3 5/7**

Worksheets 328 and 329
 * Your turn http://www.youtube.com/watch?v=lsXyyqsx-d4**
 * 5 / 1 1/3 ¾ / 1 ½ 2 1/3 / 5 5/6**
 * [] **

=Additional math videos that students have accessed through our class wiki page.= []
 * Formative Assessment: Student participation, classwork, and homework **
 * Summative Assessment: Chapter Test **

Working with ratios, scale factors, percent of a number in chapter 7 [] [] [] [] 1/3/2012 Watch this video at home as a fraction refresher.[|http://www.mathexpression.com/understanding-fractions.html#GoToVideo] 1/4/2012Watch this video on prime and composite numbers. [] Click on the discussion tab and enter a new post titled prime versus composite. Explain the difference between prime and composite. 1/9/2012 [] [] Which method for simplifying fractions do you prefer? Post your answer on the discussion board under Simplifying Fractions. || ||
 * [[image:http://www.wikispaces.com/i/plant.png width="48" height="48" link="mcsheffrey-kro1/home"]] || Mcsheffrey-Kro1 ||
 * [[image:http://www.wikispaces.com/i/c.gif width="16" height="16" caption="remove from favorites"]]
 * 3/1/2012 Finding area and perimeter of shapes.**
 * 2/2/2012**
 * Check out this youtube video to help with adding and subtracting fractions**
 * []**
 * fractions worksheet thumbnail ||

Number a paper from 1 to 15 and convert the fractions above to percent without using a calculator. Remember to multiply the denominator by a factor to equal 100 then multiply the numerator by the same factor.



= Lesson 6 Crosstown Collaboration = This Moodle represents a crosstown collaboration between Williams Middle School and Glenbrook Middle School. Course Name: Grade 7/8 English Unit Title: Poetry This lesson is taught during the third trimester. Mastery Objectives: 1. By the end of this series of lessons, students will be able to: Massachusetts Curriculum Frameworks 1. Analyze how a drama's or poem's form or structure contributes to its meaning. 2. Interpret a literary work by analyzing how the author uses literary elements (e.g., mood, tone, point of view, personification, symbolism". 1. Write short narratives, poems, scripts, or personal reflections that demonstrate understanding of the literary concepts of mood, tone, point of view, personification, or symbolism. 2. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 1. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
 * Write "Who I Am" and "Where I'm From" poems that demonstrates an understanding of the use of poetic devices and poetic structure.
 * Use digital skills to post poem on "Moodle" and write critical observations of their peers' poetry.
 * Read and respond critically to poetry written by their peers.
 * Reading:**
 * Writing**
 * Speaking and Listening**

1. Ongoing class discussion to asses understanding of poetic elements and sample poems. 2. Rubric will be used for sessions 1 and 2 to assess students' ability to create and post their poems as well as to respond to their peers.
 * Formative Assessment:**

1. The final project is the posting of "Where I'm From" on our Moodle site for my students. Session 1. Orientation During this orientation session, you will get acquainted with our online Moodle learning environment, meet your teachers and classmates, and become familiar with the "Across Town Collaboration" course goals. Each student will create a poem introducing themselves using one of the "All About Me" templates. Session 2. "Where I'm From" During this second session, you will read and listen to several poems and then create your own poem to share in the "Where I'm From forum. = Our Moodle Course = / [|Home]
 * Summative Assessment:**
 * Sequence of Events**

Communication Wiki

Example of an activity that would be posted to Communication wiki for the individual student. The text is from C-print. The handwritten notes are from a post-teaching activity where the student was asked to summarize, categorize, evaluate the importance of, describe the purpose, take notes, and respond to additional HOT questions. Posting the work to her wiki allows all service providers as well as her parents to provide additonal feedback and support.





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