DI+Using+Technology+2012


 * Richael Ash - DI Technology Lesson**
 * Obj.- The lesson was an alternative assessment for the basal reading story //Two Bad Ants.// The students were given a contract listing 6 activities tof which 4 activities were required for full credit. The students were previously given the color folder that they were to get their materials from. Each different colored folder (blue, green, and yellow) contained the level of the assignment that fit their needs.**
 * The six activities were:**
 * 1. A Point of View chart - This was tiered by level. The low level gave the students the point of view of the ant and they had to find the human's point of view in the story and the high level had the students to go back in the story and find the point of view of the ant and the human.**
 * //2. Stapleless Book-// The students used the laptops to create a printable mini-book from an ant's point of view. They used the site [|www.readwritethink] to complete this.**
 * 3. Practice Book- Students were given four pages to choose from in the practice book. They were to complete one.**
 * 4. Ten Sentences Activity- Students were given a sheet with 10 important sentence from the story that needed to be put in order according to the page number in the book. This activity was tiered by level. The low level was given four page numbers, the middle level was given two, and the high level was given only the first one.**
 * 5. Scavenger Hunt- This activity had the students go into the story to find the answers to each question. The low and middle groups were given the page numbers. The high group was not given any page numbers.**
 * 6. Research- There were five types of ants to choose from to complete the research graphic organizer. The low level required 2 sentences in each area, the middle 3, and the high 4.**
 * Each student was also required to complete the computer assignment. They had to go to the site [|www.pestworldforkids.org] and choose one of the pest games to play. They were to then write 2 sentences about the activity they choose to play.**
 * The students seemed to enjoy all of the activities. They always like to have a choice in the activities they have to complete. The stapleless books came out very nice.**
 * Shannon Giamoni May 23, 2012 1st Grade Math Lesson: Money**


 * Obj. To review showing amounts of money with coins and to provide experiences with solving number stories involving addition of 2-digit numbers.**
 * Whole Group Lesson:**
 * 1) **Draw a bag of sunflower seeds on the board and label it $0.60.**
 * 2) **Have students draw coins on their white boards or use real coins to show $0.60.**
 * 3) **Show the vending machine poster on the overhead.**
 * 4) **Use the items and prices shown on the poster to model stories that involve 2 or more items. For example, I want to buy a pack of crackers and a granola bar. How much money do I need?**
 * 5) **Have students draw coins on their whiteboards or use real coins to show the amount needed.**
 * 6) **Continue practicing this using Math Journal p. 198.**


 * Tiered Activity**
 * Advanced Level – Students will create number stories using a vending machine poster where the amounts can total over a $1.00.**
 * On Level – Students will create number stories using a vending machine poster where the amounts total both less than and more than a $1.00.**
 * Below Level – Students will create number stories using a vending machine poster where the amounts total less than a $1.00.**

Bethann Sup. I had my compass students look are credit cards. They had to research the cards and then post on edmodo. Edmodo is similar to Facebook, but the teacher has control. I have attached my lesson plans and charts. Overall the students had success doing the work and learned the "good, the bad, and the ugly" of credit cards.
 * || **Date: April 16-20+ **  ||   ||


 * Pen Argyl High School:** Weekly Lesson Plan


 * Teacher: __B. Sup__ __UNIT THEME: Credit cards__ Subject/Grade Level: __11th grade compass math__**

A1.1.1.1 Represent and/or use numbers in equivalent forms (e.g., integers, fractions, decimals, percents, square roots, and exponents). A1.2.1.2.1 Create, interpret, and/or use the equation, graph, or table of a linear || Modeling – opening my credit card statement and show all the features I take advantage of and order a reward. Technology – online credit card statement discussion – students are to ask questions on how I use my credit card and talk about debit vs. credit cards || Show video done by PBS that discuss how credit cards make money || Students will fill in chart using word and the internet to find the information Students will look for advertisement and reflect on them by blogging on edmodo Students will post on teacher lead edmodo questions. Teacher will start some blogs and comment on others to help students blog correctly ||  || Use percents from credit cards to figure out how much the item they bought but did not pay off really cost. Find online program that will help students figure this out and graphs Discuss if it is better to wait for an item or get it right away || Ask students to ask their parents about their uses of credit cards || Talk about the students feelings on credit card companies || Students will get more time to finish. Anything surprising? || Students will get more time to finish. Anything surprising? || Extra time to finish work/catch up and check on stocks. Compass Program. ||
 * || Monday  ||  Tuesday  ||  Wednesday  ||  Thursday  ||  Friday  ||
 * **STANDARD(S)/Odjectives:** |||||||||| * Students will learn how to make sound financial decisions when dealing with credit.
 * Learn to compare averages and figure which program is best for them
 * Learn financial terminology when dealing with credit cards.
 * Understand the good, the bad, and the ugly with the cards and how to avoid the bad and ugly
 * **Essential Question** || Are credit cards good or bad? || How credit cards work. || What credit card would I like? ||  ||  How much did that TV really cost?  ||
 * **OPENING: (5-10 MIN)**
 * || How did I make over $500 on my credit card in 2 years? || Review topic from yesterday || Review the project they will work on using edmodo || Same as Wednesday || Video on credit card payments ||
 * **WORK PERIOD:(30-40 minute)**
 * Direct instruction
 * Teaching Strategies
 * Modeling
 * Guided Practice
 * Individual/group activity
 * Write/Read alone
 * Reflects on good work
 * Use of technology || Show gift cards
 * **CLOSING:** **(5- 10 MIN)**
 * Summarize lesson
 * Assess student learning
 * Exit cards || Summarize Lesson

|| # **DIFFERENTIATION METHODS**
 * (//Check all that apply)//**
 * **M** || **T** || **W** || **T** || **F** || **Target Vocabulary:** |||||| **Standardized Test Prep Notes:** |||| **Materials Needed:** ||
 * 1. Flexible Grouping ||  ||   || X || X || X || =====APR (annual percentage rate): Is it fixed or variable?=====

Rewards for use
||||||  |||| Interwrite Board Overhead Projector Handouts (posted to edmodo) Worksheets for Friday on percents ||
 * 2. Demonstration/Model || X || X || X || X || X ||^  ||||||^   ||||^   ||
 * 3. Student Exploration ||  ||   || X || X ||   ||^   ||||||^   ||||^   ||
 * 4. Class Discussion/ Adjusted Questioning || X || X || X || X || X ||^  ||||||^   ||||^   ||
 * 5. Lecture and Graphic Organizers || X ||  ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 6. Peer Teaching ||  ||   || X || X ||   ||^   ||||||^   ||||^   ||
 * 7. Independent Work/Study ||  ||   || X || X ||   ||^   ||||||^   ||||^   ||
 * 8. Tiered Activities ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 9. Guided/Independent Practice ||  ||   || X || X || X ||^   ||||||^   ||||^   ||
 * 10. Charting Responses ||  ||   || X || X ||   ||^   ||||||^   ||||^   ||
 * 11. Journal Writing/Reflection ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 12. Songs/Poems/Raps ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 13. Other ___ ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * **III. EVALUATE/ASSESS** ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 1.Three Week Assessments ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 2.Think Aloud ||  ||   ||   ||   ||   ||^   ||||||^   ||||^   ||
 * 3.Questioning ||  ||   ||   ||   ||   |||||| **Remediation Plan Notes:** |||||| **Enrichment Plan Notes:** ||
 * 4.Blogging ||  || X || X || X || X |||||| Have student only do 2 of the 3 credit cards |||||| Have students research pre-paid cards. What fees are there? ||
 * 6.Quiz/Unit Test ||  ||   ||   ||   || X ||||||^   ||||||^   ||
 * 7. Oral Response/ Presentation || X || X || X || X ||  ||||||^   ||||||^   ||
 * 8.Project/Paper/Performance ||  ||   ||   ||   ||   ||||||^   ||||||^   ||
 * 9. Exit Ticket ||  ||   ||   ||   ||   ||||||^   ||||||^   ||
 * 10.Journal Writing ||  ||   ||   ||   ||   ||||||^   ||||||^   ||
 * 11. Rubric(s) ||  ||   ||   ||   ||   ||||||^   ||||||^   ||
 * 12. Other: Diagnostic ||  ||   ||   ||   ||   |||| **Lesson Plan Amendments:** |||||||| **MARZANO’S ESSENTIAL NINE STRATEGIES REFLECTION: I used the following strategies this week:** ||
 * **III. DOK Levels** || **M** || **T** || **W** || **T** || **F** ||||  |||||| Identifying Similarities/Differences; || **X** ||
 * **Level One:** Recall ||  ||   ||   ||   || X ||||^   |||||| Summarizing and Note-taking || X ||
 * **Level Two:** Skills/Concept || X ||  || X || X ||   ||||^   |||||| Reinforcing Effort & Providing Recognition || X ||
 * **Level Three:** Strategic Thinking ||  || X || X || X ||   ||||^   |||||| Homework & Practices ||   ||
 * **Level Four:** Extended Thinking ||  ||   || X || X ||   ||||^   |||||| Non-Linguistic Representations || X ||
 * ||  ||   ||   ||   ||   ||||^   |||||| Cooperative Learning || **X** ||
 * ||  ||   ||   ||   ||   ||||^   |||||| Setting Objectives & Providing Feedback || X ||
 * ||  ||   ||   ||   ||   ||||^   |||||| Generating & Testing Hypotheses ||   ||
 * ||  ||   ||   ||   ||   ||||^   |||||| Questions, Cues & Advance Organizers || X ||

Research 3 credit cards and find the following information. Then let me know which card you would own and why. Also, they need to be 3 different cards – they should not all be VISA’s || Card #1 || Card #2 || Card #3 ||
 * Here is the chart they completed....Once finished, they uploaded it to edmodo. When done with the chart they were to answer online postings on edmodo.**
 * **Credit ** Card Feature
 * APR (annual percentage rate): Is it fixed or variable? Look up - what is the difference ||  ||   ||   ||
 * Penalty APR and trigger events when it is charged- (if unsure of what this mean…..look it up) ||  ||   ||   ||
 * Annual fee ||  ||   ||   ||
 * Late fee ||  ||   ||   ||
 * Over-the-limit fee ||  ||   ||   ||
 * Transaction fees (balance transfers, cash advances, etc.) ||  ||   ||   ||
 * Grace period ||  ||   ||   ||
 * Method for computing account balance ||  ||   ||   ||
 * Rewards for use ||  ||   ||   ||
 * Other features ||  ||   ||   ||


 * Some sample posting questions**
 * What do you like most about credit cards? ||
 * What do you like least about credit cards? ||
 * In what ways are credit cards better than cash? ||
 * Do credit cards make you buy more things? ||
 * Do you think credit cards will replace cash one day? ||
 * What do you think of the interest charges on credit cards? ||
 * Why do you think credit card companies charge such high interest? ||
 * Do you pay all of your credit card off every month? ||
 * What are your feelings when you receive the envelope containing your credit card bill? ||
 * Who would you trust with your credit card details? ||
 * Have you ever lost your credit card? ||
 * Do you worry about using your credit card to buy things online? ||
 * Are you interested in the air miles and free gifts you can get by using your credit card? ||
 * <span style="font-family: Verdana,sans-serif;">What do you usually use your credit card for? ||
 * <span style="font-family: Verdana,sans-serif;">What is the biggest purchase you’ve made with your card? ||
 * <span style="font-family: Verdana,sans-serif;">Do you think we’ll still be using credit cards twenty years from now? ||
 * <span style="font-family: Verdana,sans-serif;">What do you think of American Express? ||
 * <span style="font-family: Verdana,sans-serif;">Would people be in a better financial situation without credit cards? ||
 * <span style="font-family: Verdana,sans-serif;">When did you last use your credit card? ||
 * <span style="font-family: Verdana,sans-serif;">When did you last use your credit card? ||

Adrienne Snik: DI Technology Lesson Obj: To extend my graphing lesson using technology, the students will choose one "Interpret Graphs website and one constructing graphs website. Some students may also choose to do a "reteach" website if they still are uncertain about the skills of graphing. 1. To make a graph (line, bar, pie, pictograph) students will survey ten students about their favorite fruit, color, icecream, etc. Then the student will go onto the following website to create various graphs:  [|www.nces.ed.gov/nceskids/createagraph]  After entering their data and following the program step by step, the students will print their graphs and make up five questions they could ask a partner about their graphs.  2. To get additional practice interpreting graphing data, the students will go to website: [|www.haelmedia.com/html/mc-mc-002html] 3. To go on an online tutorial site on graphing students can go to: [|www.beaconlearningcenter.com] click on student resources and scroll down to "All That Data."

Tina Guthrie: DI Lesson


 * 1) Students fill out a reading survey and record their top five choices of books they would like to read. The list is encompassed of approximately 30 books.
 * 2) Teacher will form “book clubs” based on choice and reading readiness. Groups should range from 3-4 students.
 * 3) Students will meet with their book clubs over the next ten days to read the books chosen. Reading can be independent or with a reading buddy. Within this time period, the teacher will assign an amount of pages to be read each day. Higher level groups will be reading more as well as more complex text, while lower level readers will have less with less complex text.
 * 4) In addition, book club members will choose a specified number (by teacher) of activities from a poster to monitor their reading for that day. All activities will be recorded in their reflection/steno pads. Some of the following monitoring activities are as follows: vocabulary, one sentence summaries, golden lines, SWBS, fact/opinion, and inventing open ended questions. When students finish, they will share and discuss their findings with group members as well as the teacher. A computer will be available for students to look up vocabulary definitions.
 * 5) Teacher will engage in “clipboard cruising” on a daily basis to ensure on-task reading and activities.
 * 6) As a culminating activity, book club groups will have a choice of three activities such as a powerpoint, a photostory, a flyer created on Microsoft publishing, etc. to present to the class.

<span style="font-family: Arial,Helvetica,sans-serif;">CHERYL PAGOTTO <span style="font-family: Arial,Helvetica,sans-serif;">DI TECHNOLOGY LESSON

<span style="font-family: Arial,Helvetica,sans-serif;">SUBTRACTION APPLICATION <span style="font-family: Arial,Helvetica,sans-serif;">-briefly review subtraction/minus and equal signs using the INTERWRITE BOARD with the kids--have them write the dictated sign on the board <span style="font-family: Arial,Helvetica,sans-serif;">-teach that the larger (# that means the most) number must ALWAYS come first in a subtraction sentence <span style="font-family: Arial,Helvetica,sans-serif;">-use the INTERWRITE DICE function with subtraction-action strips and the INTERWRITE STAMPER function to demonstrate take-away “stories” <span style="font-family: Arial,Helvetica,sans-serif;">-write/draw the subtraction action sentences <span style="font-family: Arial,Helvetica,sans-serif;">FOLLOW-UP ACTIVITY <span style="font-family: Arial,Helvetica,sans-serif;">-use grouping/ability cards and a di(ce), kids work together in small groups using a subtraction-action strip to complete a worksheet <span style="font-family: Arial,Helvetica,sans-serif;">CIRCLE GROUP-write the subtraction sentence created with the di  <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">TRIANGLE GROUP -write the subtraction sentence created with the di   <span style="font-family: Arial,Helvetica,sans-serif;">draw the pictures to illustrate it   <span style="font-family: Arial,Helvetica,sans-serif;">SQUARE GROUP-use two # dice to create a subtraction action sentence <span style="font-family: Arial,Helvetica,sans-serif;">illustrate it  REFLECTION <span style="font-family: Arial,Helvetica,sans-serif;">DAY 1 <span style="font-family: Arial,Helvetica,sans-serif;">I didn’t allow myself enough time for the kids to complete the worksheet and we needed to finish it the next day. <span style="font-family: Arial,Helvetica,sans-serif;">I thought the whole group instruction using the INTERWRITE board went rather smoothly considering I’m not very proficient going from a document and then back and forth using the various INTERWRITE functions. <span style="font-family: Arial,Helvetica,sans-serif;">The kids understood the grouping cards and formed their groups rather quickly while I explained how to use the #dice to the square (top) group. Some of the groups were too big which caused a few issues and I forgot to tell them they needed to take their pencil and eraser with them. I assumed they would know to do that, but I should know better!! Some kids were confused and were not using their subtraction strips correctly. <span style="font-family: Arial,Helvetica,sans-serif;">DAY 2 <span style="font-family: Arial,Helvetica,sans-serif;">I quickly re-explained the subtraction action using the di and the subtraction strips. <span style="font-family: Arial,Helvetica,sans-serif;">I put a limit as to how many people could be in a group AND made sure they all had their “school tools” BEFORE they went with a buddy/buddies. This went better than the first time. I helped the kids in the circle group (low) kids get started and that also seemed to help. Most of the kids did well and didn’t have trouble, but a few continued to struggle.

<span style="font-family: Arial,Helvetica,sans-serif;">Like anything with kindergarten if you give an option or more than one thing to do at the same time, they can get confused as to what they should be doing. <span style="font-family: Arial,Helvetica,sans-serif;">I think the format of the worksheet with the circle, triangle, square activities all on one sheet works well for me because it’s only 1 paper to track/file/manage.

Differentiation Using Technology February 8, 2012

Lauren Gallagher February 28, 2012 Technology differentiated lesson plan: Objective: Students will practice addition skills in a variety of ways to reinforce the concept. Whole group: The teacher will briefly review the concept of addition and introduce the learning contracts and centers. Learning centers: Students will receive a learning contract that lists 8 addition learning centers. All students must complete at least 4 activities during this unit but they may complete more if they have time. Students will have the opportunity to choose the centers they would like to complete. While students are working in centers, I will pull small groups of students to review the activities they have completed and complete short direct instruction lessons on addition for those students who need it. Center 1: log on to a desktop computer, go to Compass Learning, and complete the “Addition at the Post Office” assignments and quiz. Center 2: Use the Interwrite board to write addition sentences below the pictures in a document Center 3: Use the MP3 players to listen to a story: “The Mission of Addition” Center 4: Set up manipulatives to represent addition sentences and use the digital cameras to take pictures of the sentences. Center 5: Use the listen center to complete a directed activity in addition with manipulatives. Center 6: Go to the computer station and use United Streaming video to watch “The Number Crew: Lifeboat Practice” or “The Number Crew: Clear Up”. Center 7: Use crayons, scissors, glue, and paper to create addition stories and number sentences Center 8: Play dice addition by rolling 2 dice and adding the numbers together. An additional project will be available to advance students: use Kerpoof to write a word problem that includes addition and show the number sentence and solution. Closure: At the end of the 3 days of this unit, students will have a chance to share any projects they created with the rest of the class.
 * LESSON 1:**

I was very pleased with how this lesson went. Students were engaged in productive work for longer periods of time than usual. Students enjoyed having choices of the centers and many students went above the expectation of 4 centers. This set-up allowed me extra time to meet with struggling students in small groups to reinforce the concept of addition. Also, I could get a very clear picture of a student's understanding of addition by looking at the projects they created. On the first day, it took longer than I expected to explain each activity and the center contract. At first, the students struggled with the contract and rotating among the activities but I saw an improvement on the 2nd and 3rd days. I would like to use this format and contract idea again soon by changing the activities to a new math concept such as measurement or telling time.


 * David DePaul**
 * D.I. Technology Idea For** **//Bearstone,// by Will Hobbs**
 * Introducing the Novel**


 * Authors communicate the emotional and personal implications of plot events by depending on readers to recognize implications and infer their significance ; authors go beyond literal reporting and create resonances that stimulate considerations of personal and social backstories, themes and characterizations.**
 * To model and give practice in recognizing and utilizing these aspects of fiction, I could scan or otherwise produce a selected passage from the novel, project it onto the screen, and analyze these factors, using think-aloud prompts or talking to the text. I could use the Interwrite pad to highlight, mark or annotate as we search for and share our reactions to these examples. Then I could have small, differentiated groups try the same activity with either the same or different passages (also differentiated by complexity of vocabulary, sentence length and syntax and depth of concepts), share and compare results, and follow up with one kind of reflection sheet on which students would record what they have learned from the activity. Examples of products and reflections are here:**

Scott Kupec DI-Technology Lesson Using the Interwrite Board and grammar!!!!

=The students are beginning the end of the year daily grammar activity. The activity culminates all phases of grammar that were taught throughout the year. Each week the students will be given a sentence that they will work on each day. On Mondays, the students label the entire sentence, independently, indicating the part of speech. On Tuesdays, the students label all of the sentence parts (complete subject and predicate, phrases, etc.). On Wednesdays, the students label all clauses and the sentence purpose (declarative, exclamatory, etc.). On Thursdays, the students will add capitalization and punctuation to the sentence. On Friday, the students will diagram the sentence. The complexity of the sentence increases from week to week. Each sentence has its own specific grammar entity such as noun dependent clauses or comma splices that will be worked on throughout the week in a mini-lesson format. Each student will have the opportunity to work with the Interwrite board during class.= = = = = = =

I chose this topic as a "lite" lesson to be implemented during the PSSA testing week. The students investigated lines of symmetry in a variety of ways, in a relaxed and fun setting:
 * 1) Students watched a video segment ( [|http://search.discoveryeducation.com], "Defining Symmetry") which showed examples of symmetry in nature, man-made structures, and common household items. They discovered that most people and animals have a "line of symmetry". This video took the students "out" of the classroom and into the real world, and helped answer the age-old question: "Why do we need to know this?"
 * 2) The students were given a choice of two pictures that each contained half of an animal. They used mirrors to draw and complete the other half, then colored them so the two halves matched as perfectly as possible.
 * 3) I found online shapes that could be printed, cut out, and analyzed for lines of symmetry on the website ([]). The students worked in groups, drawing lines of symmetry on the shapes with a pencil and ruler, and then folding the shapes to check their own work and each other's.
 * 4) The students played an interactive game called "Do you know about symmetry?" ([]) I projected the game on the screen and the students used the Interwrite Board to draw lines on different shapes to determine how many lines of symmetry each shape had--and then we watched the shape being folded to see if they were correct or not. They scored points if they were correct, and lost points if they were not.
 * 5) The students completed "Lines of Symmetry" and "Symmetry" activities and quizzes on Compass Learning.
 * 6) I projected photographs of people's faces on the screen ([]). Each photograph was doctored to show what the person would look like if their face was made up of 2 left halves, or 2 right halves, of the original picture. Only the doctored photographs had perfect symmetry and in some cases looked very different from the original picture. The students could see that people's faces do not have "perfect" symmetry.

After we completed the activities, I informally asked my students to name the activities that helped them learn the most about lines of symmetry, and to name the ones which they thought were the most fun. As usual, the results surprised me! Many of my students found the photographs of people, whose faces had been adjusted to show a perfect line of symmetry, to be the most informative and helpful in understanding the concept. Almost all of the students thought the activity of completing half a picture using a mirror was the most fun, and many of them also enjoyed the Compass activities, which were entertaining, required thought, but were not too hard. I predicted the online game would be popular, but only one student said it helped them learn about lines of symmetry and __none__ of them said it was fun! My thought is that it may have been a little too challenging for them to visualize and to draw lines of symmetry without actually touching the shape.

Krista Campbell - Animal Farm Menu
__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fahrenheit 451 __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Presentations:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students choose a partner (flexible grouping)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher assigns topic based on group members abilities (tiered assignments)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students use technology to research topic
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students use technology to create power point or prezi to present to class
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(Students use microphones during presentations)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students like this project because they get to pick their own partners. They are nervous about presenting before the class, so presenting with a friend is helpful - also they love using the microphones! It generally takes a lot of class time to complete the presentations, but they are worthwhile - students get pre-grad project practice, they get to listen to each other instead of me, they work on researching skills and technology.

__Whole Class components__
 * <span style="font-family: 'times new roman',serif; line-height: normal;">Donnie Hawk- <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">WWII VIPS Project **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Doing a KWL Pre-assessment dealing with WWII
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Disseminating materials and giving instructions

__Differentiated Components:__
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will assigned a WWII VIP.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">They will have the choice of product creation after doing research on line.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">They can either write a word processed speech in character, they can create a trivia crossword puzzle with an online puzzle maker, They can create a brochure using Microsoft publisher promoting the exploits of their VIP during WWII.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Alternate Projects that they can choose rather than do the project dealing with their VIP are: Do research on the specifications of WWII vehicles and create a model, or create a video from a WII movie(only after they create a brochure dealing with the movie)

Students are engaged with this project due to the choices, and flexibility. It also is a good foundation for the WWII unit as a whole. I even allow some latitude in terms of them presenting me ideas that they would like to try as far as products go. I have been very impressed with what they have created across the board. Whether it was a brochure, writing song lyrics, or creating a model. It was very important to incorporate the research aspect to go along with the models, so that they aren't just running to the hobby shop and picking out model and not doing any research.

Mr. Sortino – 8th Grade World History II DI/Technology Lesson Plans
 * 1
 * Objective** – Students will be able to identify important geographic features of ancient Rome.
 * Activity** –__DI Students divided into 3 flexible groups__ to identify geographic features of ancient Rome on a graphic organizer. Students report findings orally, as results are being place on board by Mr. Sortino or co-teacher. __Technology- Project interwrite /Google map onto screen to reinforce student findings.__
 * Homework**- Students will complete map of ancient Rome using sites from home computer.
 * 2
 * Objective**- Students will participate in a review of the Golden Age of Athens.
 * Activity**-__Technology-Students will visit classzone.com and orally respond to “flip cards” activity projected on screen.__
 * Homework**-Complete study guide terms.
 * 3
 * Objective**-Students will identify and explain the achievements of Julius Caesar.
 * Activity**-DI/Reading Apprenticeship-Students will be divided into 3 groups after 5 minutes of individual work on a give-one/ get-one chart. Students then share with their group. Answers given orally and written on board by Mr. Sortino.
 * Homework**-Students record 3 other accomplishments of Caesar not previously listed on board from history websites identified by Mr. Sortino.

=Kerri Howells 8th Grade Reading=

Oral presentation on a famous person. (Having a famous person over for dinner)

What are your learning objectives? Students will research facts about a subject (famous person) Students will arrange those facts into a 3 minute oral presentation given to their classmates. Students will interpret the facts learned into a visual aspect of the project. This can be done in one of two possible ways: Either by creating a physical “hands on” prop that accompanies the oral aspect of the project, or by creating a power-point.

Technology integrated: The use of power-point.

A highly detailed rubric would accompany this assignment and would act as both checklist and grading guideline.

Students would successfully complete a 3 minute oral presentation followed by explaining their visual (physical prop) or by guiding the class through a short power-point explaining how they interpreted the facts they discovered. Timeline:2 weeks… Most of this work would be done on the students’ own time.
 * The power-point alternative was very successful for the first time around with no previous student samples to show! (Now, I have some for next year!) **

Sallyann McCarty

Foods/World Cultures

April 2012

Differentiated Lesson Plan – Foods of India


 * Lesson Objectives**:

Given Foods of India, students will demonstrate their knowledge and understanding based on their studies of India.

Given Foods of India, students will gain understanding of how the food and spice evolved to what the Indian cuisine is today and where certain types of dishes are served geographically.

Given Foods of India, students will demonstrate their knowledge and understanding of cooking skills and techniques through practical usage in the cooking Labs.


 * PA Standards**:

FCS – 11.1.9 a,c,d,f; 11.1.12 a,d,f; 11.2.9 a,b,c,e,h; 11.2.12 a,b,c,h;

11.3.9 a,b,c,d,e,f,g; 11.3.12 a,b,c,d,e,f,g

Reading, Writing, Speaking, & Listening – 1.1.8 D, 1.1.8 C, 1.1.11 D, 1.1.11 E, 1.1.8 F, 1.1.8 G, 1.2.8 A, 1.2.8 B, 1.4.8 B, 1.4.8 D, 1.5.8 A,1.5.8 B, 1.5.8 C, 1.5.8 D, 1.5.8 E, 1.5.8 F, 1.5.8 G, 1.6.8 A, 1.6.8 C, 1.6.8 D, 1.6.8 E, 1.6.8 F

Mathematics - 2.1.8 A, 2.2.8 B, 2.2.8 F, 2.2.11 A, 2.2.11 E, 2.3.8 A, 2.3.8 B, 2.3.8 D, 2.3.8 E, 2.3.8 F, 2.3.8 G, 2.3.11 A, 2.4.8 B, 2.4.8 F, 2.6.8 F, 2.7.8 B, 2.7.8 D, 2.7.8 E


 * Materials**:


 * Recipes: Bread Maker Naan, Mulligatawny Soup, and Rice Kheer.
 * Power point on Foods of India
 * References from library and internet sources
 * Lab. “Mise en Place” rubrics and collaborative working rubrics
 * Sensory Analysis of Foods Chart
 * Follow up – Student choice on written assignment/prezi on food lab. of India


 * Lesson Plan**:

The teacher and students view a short section of the power point covering the history of the food and spices in India. The teacher will guide students in the preparation work and cooking techniques needed to be demonstrated in class. The cooking groups will be flexible group – with skilled and unskilled students. The teacher will use two different rubrics based on skilled and unskilled students. The teacher will note their progress for that day and give redirection or revisions when needed during the lab. work.


 * Tier 1**:

Students will demonstrate cooking techniques through making Mulligatawny soup. The students with mixed skills will show how to sauté the mirepoix with ghee and add the spices to release their fragrance and sear the chicken to seal in the juices. The students will then deglaze the pot so that the entire flavor will be in the soup. The students will show their skill and knowledge of making sachets for the soup with the various spices. The students will finish the soup with tamarind, lemon juice, cilantro, and cream.


 * Tier 2**:

Students will demonstrate cooking techniques through making Bread Machine Naan. Students will follow the directions of the bread machine with all liquids on the bottom, dry ingredients on top and yeast last. Students will then take the Naan and knead the bread and form it into an oval shape and place it on a pan to bake. They will test it with a slight tap and golden brown in color for doneness.


 * Tier 3**:

Students will demonstrate cooking techniques through making Rice Kheer. The students will measure ingredients, milk and follow the simple steps. The students will cook the pudding on low temperature, stirring often to prevent scorching. The students will cook the Kheer until the milk is reduced and mixture has thickened. They will add the rose water, cardamom, and nutmeg to finish the pudding.


 * Closure**:

Students will demonstrate the knowledge and understanding of making the foods of India. They will complete a sensory analysis of the Indian cuisine presented and prepared. They will focus on the color, flavor, aroma, and texture of the food. They will complete one of the following choices either a short essay or a prezi that must have a few of the following elements: stating what they have learned, how they best communicated in the kitchen, how the “Mise en Place” was carried out in the lab. and what techniques the best demonstrated in the group.


 * Strategies**:

In this assignment, students have the element of choice with teacher direction.

The assignment is tiered to the multiple ability levels present in the class. The visuals and activities that the students develop and present will address the three modalities. The outcome of this lesson is the students’ ability to demonstrate what they have learned about the history of the food and spices in India. The students’ ability to demonstrate the cooking techniques covered in class.

The cooking groups will be flexible group – skilled with unskilled students. The skilled students will be taking the lead to showing the unskilled students how to perform the cooking techniques. The teacher will use two different rubrics based on skilled and unskilled students. The teacher will note their progress in all of the groups and give feedback concerning their work.

**<span style="font-family: 'Times New Roman','serif'; font-size: 18px;">Collaborative Work Skills: Cooking Lab. **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Name: **Ms. McCarty** Student Name:
 * <span style="display: block; font-family: 'times new roman','serif'; font-size: 16px; text-align: center;">CATEGORY || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Quality of Work || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provides work of the highest quality. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provides high quality work. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provides work that occasionally needs to be checked/redone by other group members to ensure quality. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provides work that usually needs to be checked/redone by others to ensure quality. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Time-management || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focus on the task || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Consistently stays focused on the task and what needs to be done. Very self-directed. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focuses on the task and what needs to be done most of the time. Other group members can count on this person. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rarely focuses on the task and what needs to be done. Lets others do the work. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Preparedness || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Brings needed materials to class and is always ready to work. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almost always brings needed materials to class and is ready to work. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almost always brings needed materials but sometimes needs to settle down and get to work || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Often forgets needed materials or is rarely ready to get to work. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Working with Others || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Monitors Group Effectiveness || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Routinely monitors the effectiveness of the group and works to make the group more effective. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Occasionally monitors the effectiveness of the group and works to make the group more effective. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rarely monitors the effectiveness of the group and does not work to make it more effective. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Attitude || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s). || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s). || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s). || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s). ||


 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">HyperStudio Appearance and Content : **   **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Food of India Prezi **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Teacher Name: **Ms. McCarty** Student Name: ||  ||


 * <span style="color: black; display: block; font-family: 'arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Background ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Background does not detract from text or other graphics. Choice of background is consistent from card to card. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Background does not detract from text or other graphics. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Background makes it difficult to see text or competes with other graphics on the page. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Sounds -planning ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Careful planning has gone into sounds. All sounds improve the content or \\\"feel\\\" of the presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Some planning has gone into sounds. Most enhance the content or \\\"feel\\\" of the presentation, but 1-2 seem to be added for no real reason. None detract from the overall presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Sounds that are chosen are appropriate for the topic, but some detract from the overall presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Sounds are not appropriate for the presentation. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Use of Graphics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">All graphics are attractive (size and colors) and support the theme/content of the presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">A few graphics are not attractive but all support the theme/content of the presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">All graphics are attractive but a few do not seem to support the theme/content of the presentation. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Several graphics are unattractive AND detract from the content of the presentation. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Originality ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation shows an attempt at originality and inventiveness on 1-2 cards. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation is a rehash of other people\\\'s ideas and/or graphics and shows very little attempt at original thought. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Text - Font Choice & Formatting ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formats have been carefully planned to enhance readability. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting has been carefully planned to complement the content. It may be a little hard to read. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Font formatting makes it very difficult to read the material. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content - Accuracy ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">All content throughout the presentation is accurate. There are no factual errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Most of the content is accurate but there is one piece of information that might be inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Content is typically confusing or contains more than one factual error. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Spelling and Grammar ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has no misspellings or grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 misspellings, but no grammatical errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has 1-2 grammatical errors but no misspellings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Presentation has more than 2 grammatical and/or spelling errors. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Sequencing of Information ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Most information is organized in a clear, logical way. One card or item of information seems out of place. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Some information is logically sequenced. An occasional card or item of information seems out of place. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">There is no clear plan for the organization of information. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Effectiveness ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Project is missing more than two key elements. It would make an incomplete study guide. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Project is lacking several key elements and has inaccuracies that make it a poor study guide. ||

Ryan Hinton - DI Technology - Civil War Research Project

For my DI, I decided to do a Civil War Research Project with my students. Through giving the students a variety of different options and clear goals and objectives, I recieved some of the best projects that I have ever gotten from my students. It was definately a great experience. The documents needed for the project are attatched.

Joyce Dotta - 6/1/2012-My Technology Entry I am going to just copy/paste the actual outline example we used in class because the "File" option is not working; it uploads it, but then disappears. Here are the two different examples we used for advanced versus non-advanced learners: =**Non-Advanced Learners: These students were given the template to begin working.**= =Advanced Learners:=
 * __**
 * Student Name**
 * Mrs. Dotta**
 * 10 English General**
 * 11 April 2011**
 * 1) **Introduction**
 * 2) Under all of the letters is where your factual information about year round education goes. How long has it been around? When was it first started? How do you define it? Pretty much, you can include who, what, where, when, why, and how about year round education (Source).
 * 3) Thesis Statement with three prongs if the very last letter in your introduction. Don’t forget it!
 * 4) **First prong in sentence form goes here.**
 * 5) Write a sentence here supporting your prong from a book or scholarly journal (last name of author or publisher or title of article).
 * 6) There should be one note card per letter; hence, one fact per letter.
 * 7) **Your second prong in sentence form goes here.**
 * 8) Write a sentence here supporting your prong fro a book or article (last name of author or publisher or title of article).
 * 9) **Your third prong goes here in sentence form.**
 * 10) Write a sentence here supporting your prong from your source information (last name of author or publisher or title of article).
 * 11) **Conclusion**
 * 12) Rephrase your thesis statement here. It can be in more than one sentence.
 * 13) Write a future goal or idea here regarding year round education. What do you think should happen with it in future years? Be sure not to use “you” or “I” or any other first person personal pronouns.
 * __**
 * These students completed the entire word document and outline on their own without a template.**

**__**
==Lesson Reflection: FIrst, we explained the entire form of how to complete the Outline on the overhead projector. Then, the class was separated into two, knowing in advance which students could possibly handle it on their own versus those who would struggle. Krista Farace took the non-advanced learners to explain everything and guide them through the lesson. I took the advanced learners, and they understood everything, completing the outline in little time. We flip-flopped as students progressed in their work. Overall, this went well, but it took more two days to complete the outline. While the advanced learners charged ahead, they were able to complete other vocab work; the non-advanced took a little longer to finish which was okay. They all realized and enjoyed the fact that you could put source material into Microsoft Word and it would come up formatted for you in MLA. If I could change anything about it for next time, I would allow for some advanced students who finish early to help others who haven't. This would allow for peer editing of sentences, thesis statements, and the like.==