Antrese+McColgan

= = flat = Projects =

Digital tools, Glogs, Wiki, Voicethread, and Digital Storytelling.
=1. Wiki (Link to my wiki)= ==Technology I use in my classroom includes my Wiki. It is a communication tool for parents to have an understanding of the fourth grade curriculum, to support their children's learning and to check homework and long term assignments. Students access the Wiki to link to assignments and enrichment materials, review lessons, recommend books, and to collaborate with one another about their written language projects. ==

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Because student work samples, comments photos and videos are included on the Wiki pages, my Wiki is private therefore only viewable by invited guests. ===== ==So far in this school year, students have learned from me and from one another how to access the wiki pages, use links to utilize resources, edit pages to add their work and comment on others. Students add book recommendations as they finish reading self selected novels. Next steps include adding synonyms and word referents to Wall Wisher to develop vocabulary for written language, and to use the Kid Blog site to reflect on independent reading (started 6/1/12) . The ultimate goal is to use the new project feature to create activities which will lend themselves to global communication, collaboration, and content creation. == ===Measuring the impact of the wiki on student learning is achieved by monitoring the number of times students access the different pages. It's informative to check if students are visiting pages when I show them new content and when they are studying for tests. Measuring the impact of the HQTS activity has had on student learning was implemented within the following lessons and activities. ===

= = = 2. Lesson Plan Bullying Prevention =

1. Mastery Objectives: By the end of this lesson students will be able to:

 * ==Identify bullying==
 * ==react appropriately if they are being bullied==
 * ==respond appropriately if they witness bullying==
 * ==avoid being a bully==
 * ==behave appropriately while on the internet==

1.) Students will participate in a brainstorm activity to share ideas to answer the following questions.

 * === What is bullying? ===
 * === What should you do if you’re being bullied? ===
 * === What should you do if you see someone getting bullied? ===
 * === How can you avoid being a bully? ===
 * === How should you behave when you’re on the internet? ===

6. Complete one of these two quizzes.

 * 1) [| http://www.brainpopjr.com/health/relationships/bullying/easyquiz/]
 * 2) [| 2.http://www.brainpopjr.com/health/relationships/bullying/hardquiz/]

= 3. Revised MNLI project =

 2. Identify the physical properties of minerals (hardness, color, luster, cleavage, and streak), and explain how minerals
== 3. Identify the three categories of rocks (metamorphic, igneous, and sedimentary) based on how they are formed, and explain the natural and physical processes that create these rocks. == == 4. Explain and give examples of the ways in which soil is formed (the weathering of rock by water and wind and from the decomposition of plant and animal remains). == == 5. Recognize and discuss the different properties of soil, including color, texture (size of particles), the ability to retain water, and the ability to support the growth of plants. ==

 2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
== 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. ==

Integration of Knowledge and Ideas
== 7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. ==

Writing
== Production and Distribution of Writing 4: Produce clear and coherent writing in which development and organization are appropriate to task, purpose and audience. == ==<span style="font-family: Arial,Helvetica,sans-serif;"> Production and Distribution of Writing 6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. ==

<span style="font-family: Arial,Helvetica,sans-serif;">Presentation of Knowledge and Ideas
==<span style="font-family: Arial,Helvetica,sans-serif;"> 4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ==

<span style="font-family: Arial,Helvetica,sans-serif;">Explain task:
==<span style="font-family: Arial,Helvetica,sans-serif;">a. Students will work with partners to read printed media, online text, interactive web sites, including “Glogster". Topic for all media forms is the same. ==

<span style="font-family: Arial,Helvetica,sans-serif;">b. Students will record facts and summarize ideas using their own words onto teacher created study guides.
Student Samples media type="custom" key="11818516"

media type="custom" key="11818578"

= 4.Grabber Beginnings Lesson Plan ( link to Grabber Beginnings page on my wiki) =

Course Name: ELA Unit Title: Written Language Lesson: Grabber Beginnings taught in September.
==1. Mastery Objective: By the end of this unit students will be able to write a narrative story beginning that grabs the reader's attention using a variety of techniques and introduces the character, setting, and purpose of the story.==

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

 * ==** 4. ** Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) == ||
 * ==** 5. ** With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on page 39) == ||
 * ==** 6. ** With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. == ||

b. Summative assessment is the end of unit Grabber Beginning test.
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8. Students will collaborate with peers about their published writing.
= 5. [|Voicethread Lesson Plan __(link to Tunnels Voicethread)__] =

1. Mastery Objectives: By the end of this lesson students will be able to:

 * ==Use Voicethread as a digital tool to enhance discussion of literature.==
 * ==Discuss events and make predictions about their current guided reading book.==

2.Common Core Reading Standards for Literature Grade 4

 * ==** 1. ** Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. == ||
 * ==** 3. ** Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). == ||
 * ==** 3. ** Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). == ||

5. Students record their ideas and respond to one another on the Thread.
[|https://voicethread.com/?#u1793651.b2700429.i14268980]

= 6. Measuring Angles Lesson Plan =

5. Using laptops or Ipads, students will practice measuring angles with a protractor on IXL.
= 7. Digital Storytelling =

2. Common Core Standards addressed:

 * ==Comprehension and Collaboration==
 * ===SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly.===
 * ===Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.===
 * ===Follow agreed-upon rules for discussions and carry out assigned roles.===
 * ===Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.===
 * ===Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.===
 * ==Presentation of Knowledge and Ideas==
 * ===SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.===
 * ===SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.===

7. Students perform.
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