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Teacher name
| Jennifer Hyde
Subject
| Virginia Studies
Grade Level
| 4th grade
Time duration
| 5 90-minute blocks
Materials needed
| Chromebooksheadphones
Lesson Objective
| ISTE Standard 1. c,  3. c, 4. a, b & 6. B, d Lesson Objective: The students will individually research life in the Virginia colony and then write to answer the prompt, scoring at least 80% on the writing rubric.  Virginia Standard: The student will demonstrate knowledge of life in the Virginia colony bya)   explaining the importance of agriculture and its influence on the institution of slavery.b)   describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians.c)   explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.d)   describing how money, barter, and credit were used.e)      describing everyday life in colonial Virginia.
4.7 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.a)   Engage in writing as a process.b)   Select audience and purpose.c)   Narrow the topic.d)   Use a variety of prewriting strategies.e)   Recognize different forms of writing have different patterns of organization.f)   Organize writing to convey a central idea.g)   Write a clear topic sentence focusing on the main idea.h)   Write related paragraphs on the same topic.i) Elaborate writing by including details to support the purpose.j) Express an opinion about a topic and provide fact-based reasons for support.k)   Use transition words and prepositional phrases for sentence variety.l) Utilize elements of style, including word choice and sentence variation.m)  Revise writing for clarity of content using specific vocabulary and information.4.8 The student will self- and peer-edit writing for capitalization, spelling, punctuation, sentence structure, paragraphing, and Standard English.a)   Use subject-verb agreement.b)   Eliminate double negatives.c)   Use noun-pronoun agreement.d)   Use commas in series, dates, and addresses.e)   Correctly use adjectives and adverbs.f)   Use quotation marks with dialogue.g)   Use correct spelling including common homophones.h)   Use singular possessives.

Purpose of the lesson  | The students will research the lifestyle of the Virginia colony and then: -summarize what they learned-document the questions that they still have

Activity

| Teacher will demonstrate how to access information through a HyperDoc. Students will access the shared HyperDoc, save it to their drive, rename it, and follow the instructions to complete the lesson, sharing with predetermined partners when required. They will complete their copy of the HyperDoc and share it with the teacher. After completing the self-paced HyperDoc, students will create a new document so they can write about the Jamestown settlement. They will work independently to complete their project. Students will view shared projects from other students to complete the reflection section of their the lesson.HyperDoc
Assessment  | Student learning will be assessed through written responses in their HyperDoc and their finished writing with the grading rubric.

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| Teacher name | Suzanne Sopko
| Subject | Professional Development
| Grade Level | K-12
| Time duration  | 2 hours
|  Materials needed |  Smart Board, Chromebooks, Laptops, Gmail accounts: Each of the teachers participating in this ISTE VMLA will meet at the end of course to plan individual Professional Developments for their fellow teachers, in their respective schools. The teachers will have 30 mins per session. They will design their own 30 minute segment based on one-three of their favorite items that they have learned from the ISTE VMLA course. These items may include Padlet, Google Docs, Google Classroom, and Google Draw, etc. They will demonstrate how each of these technology tools can be used to integrate technology into the curriculum.
| Lesson Objective

| The objective of the professional development is for the teachers of Mathews County Public Schools to gain access, knowledge, and the ability to use new or more technology integration in their classrooms. This professional development will hit upon the following ISTE standards: 1a-d, 2a-d, 3a-d, 4a-d, and 5 a-d.
|     Purpose of the lesson |     The teachers presenting their favorites from the ISTE VMLA course are developing themselves as leaders in their building. The goal to the professional development is for all teachers throughout the division to grow within the field of technology integration.  Hopefully, will be that even the most resistant of teachers will find an app, digital tool, or website that he or she can use in their classroom. The intent is for all division teachers, whether they are technologically savvy or are resistant to change, to be inspired to engage their students with tools for integrating technology in the classroom and in their student’s everyday life.
| Activity | The teachers who participated in the ISTE VMLA will present to demonstrate their favorite apps, digital tools, or websites. The time should break down to only about ⅓ of the time lecturing and about and ⅔ of the time using the various tech methods and walking around the room answering questions and helping their colleagues. The teachers will be working independently with their own devices to play and reflect on how the tech could be used in their classrooms.
| Assessment  | To assess if learning has been met, the ISTE VMLA teachers, as a collective group will create a google form asking what new technologies teachers are using in their classrooms and if they found them from the ISTE VMLA teacher professional development sessions. The form will also ask if teachers need more help with the apps, digital tools, or websites that were demonstrated. Feedback is important and as a collective group, we will address the concerns throughout the division.

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Lesson Plan: Google Slides Presentation of a Famous American

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Lesson Plan: Google Slides Presentation of a Famous American

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Teacher name
| LaDonna Crain
Subject
| School Library Media Center
Grade Level
| 5th Grade
Time duration
| 45 minutes once a week for 6 weeks
Materials needed
| Laptops or Chromebooks, Google Slides,  LCD Projector, Screen, List of famous Americans, grading rubric
Lesson Objective

| Students will research, plan, create and present a Google Slides presentation on famous Americans.Virginia Standards of LearningUSI.1 a)  analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history;b)  analyzing and interpreting geographic information to determine patterns and trends in United States history;c)  interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in United States history;d)  using evidence to draw conclusions and make generalizations;i)   identifying the rights and responsibilities of citizenship and the ethical use of material or intellectual property; andj)  investigating and researching to develop products orally and in writing.USI.6  c)   describing key events and the roles of key individuals in the American Revolution, with emphasis on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and the Marquis de LafayetteUSI.7 c)   describing the major accomplishments of the first five presidents of the United States.USI.9  d)  describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war
ISTE Standards for Students1. a. articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.    c. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.2. a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.     b. engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.     c. demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.3. a. plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.     b. evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.     c. curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.4. a. know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.6. a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.     b. create original works or responsibly repurpose or remix digital resources into new creations.     c. communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.     d. publish or present content that customizes the message and medium for their intended audiences.7. b. use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Purpose of the lesson
| The purpose of this project is to empower the student by keeping the students actively engaged in learning.I will initiate student reflection using collaborative tools to engage student understanding, thinking, planning, and the creative process.I will strive to promote, support, and model creative and innovative thinking and inventivenessI will innovate students by having them engage with other students face-to-face and in the virtual environment. Students will design and develop digital age learning experiences using technology for researching, creating and presenting.I strive to help students become comfortable using technology in the classroom and to give them freedom to explore websites within boundaries.I will promote and model digital citizenship and responsibility.Students will emphasize safety with technology and include respect for copyright.Students will model etiquette and responsibility with technology.
Activity
| The media specialist will introduce, model and guide students to explore World Book Online and other reliable Internet resources to research a famous American. The media specialist will model an example of a of the final project using the LCD projector.. The media specialist will model how to insert photos, pictures, animation into their presentation.Students will be guided during research and the designing of their presentation.Independently students will create a Google Slides presentation with a minimum of 8 slides including a bibliography slide.Media Specialist will provide written and verbal instruction in a rubric.Students will peer edit and practice their presentations.As a whole group, students will present their presentation to their classmates, teachers and the principal.
Assessment
|
Grading Rubric
Creativity | Presentation was engaging, interesting, and created curiosity. |
/20
Content | You brought your topic to life with complete, thorough, and appropriate information. |
/20
Visual | Your visual was well crafted and helped the class understand your information. |
/20
Presentation | Presentation was well given.  You understood the material and spoke clearly to the audience. |
/20
Use of Tools | You demonstrated proper use of Google Slides tools. (Formatting, Pictures, Animation, Transitions, etc.)   |
/20
Total
|
/100

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Teacher name
| Linden Barrick
Subject
| Computer Applications
Grade Level
| High school-credit class with 8th grade students
Time duration
| 4 90-minute blocks
Materials needed
| Student computer access with Google accounts. Teacher created HyperDoc for student-paced learning.
Lesson Objective
| ISTE Standard 1.b, 3.b, 3.c, 4.b & 5.a

Purpose of the lesson  | Students will discuss and explore sacrifice, heroes, and the tragedy of September 11th. They will synthesize information from numerous websites and organize it logically. They will utilize technology and a HyperDoc to move through a self-paced lesson. Also, students will explore ways teens can be heroes and will make a plan of how they could be a hero to someone else.
Activity

| Teacher will demonstrate how to access information through a HyperDoc. Students will access the shared HyperDoc, save it to their drive, rename it, and follow the instructions to complete the lesson, sharing with predetermined partners when required. They will complete their copy of the HyperDoc and share it with the teacher. After completing the self-paced HyperDoc, students will choose from the provided menu (PowerPoint, Infographic, Brochure, Website, Video, Blog, PhotoStory, etc.) to create a product featuring their plan for being a hero. They will work independently to complete their project. Students will view shared projects from other students to complete the reflection section of their the lesson.HyperDoc
Assessment  | Student learning will be assessed through written responses in their HyperDoc and with the grading rubric that is created during their teacher meeting for their finished project.