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https://docs.google.com/document/d/1-TPyWdBfVYPqsoCzk1_yJhqra4kaFWyl8XrFiooHR20https://docs.google.com/document/d/1-TPyWdBfVYPqsoCzk1_yJhqra4kaFWyl8XrFiooHR20

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https://docs.google.com/presentation/d/1v4TDQW0PlCYXoHM8FK3k0N43XVuftc0MaZSN7Bd5CDshttps://docs.google.com/presentation/d/1v4TDQW0PlCYXoHM8FK3k0N43XVuftc0MaZSN7Bd5CDs

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https://docs.google.com/presentation/d/1PXkPu1Ej2OovAXM0HqaL1zdKxrSLBBVtBvmUucl94Ow

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Objectives for lesson: The student will be able to type homework assignments from Edmodo and or My Classroom into Google Calendar in four out of five assignments as measured by teacher observation.

Steps/activities within lesson:

Opening: Today we are going to complete a venn diagram about comparing and contrasting MyClassroom/Edmodo versus Google Calendar. The teacher will ask the student why do you think you need to use MyClassroom/Edmodo and Google Calendar together.

Body:

1. First the teacher and student will fill in the left and right side of the Venn Diagram. The student will fill in at least four features of google calendar and four features of MyClassroom/Edmodo.

2. Then the teacher and student will talk about features of how both apps are the same.

3. Next the student will fill in the middle section by adding four ways they are the same.

4. The teacher will talk about how the student can use google calendar for organizing not only his/her homework but events.

5. The teacher will review how to turn on the accessibility features on the iPad with both apps.

6. Last the student and teacher will discuss how organize his/her homework on both apps to not get behind on assignments and set reminders. The student will type in at least five assignments to his/her google calendar from his/her MyClassroom/Edmodo.

Conclusion: As we finish the lesson, the teacher will ask the student to fill in an exit slip on what he/she learned about using google calendar to keep up with assignments from MyClassroom/Edmodo.

Assessment of student learning during and/or following lesson:

Teacher Observation

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Nonfiction Writing and Oral Presentation

Instructional Strategy-chronological order nonfiction writing

Ingredients:

*paper,pencil

*I-Pad tablets

*My Talking Avatar app

Preparation:

1. Students will download the Talking Avatar app.

2. Teacher will motivate by showing students a video she created with the app demonstrating “How to make a pizza”

3. Students will be given paper and pencil to brainstorm their own topic.

Directions:

1. Students will write a nonfiction paragraph using chronological order that explains how to do a particular task.

2. Students will use the My Talking Avatar app to create their avatar.

3. Students will record themselves reading their paragraph on the app.

4. The videos will be shared.

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https://docs.google.com/a/apps.anderson1.org/presentation/d/1H88_ZsGE2_PAHjbREdMr-ZlvmkdbuFCGV83M7EoBSFk/edit?usp=sharing

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K4 Trip to Strawberry Hill

Language Story with Shadow Puppet

Instructional Strategy: Retelling about an event

Ingredients:

iPad Photo Album - pictures of field trip to the Strawberry Farm

Shadow Puppet EDU

SeeSaw

Instructional Strategy- Retelling/Dictating about a classroom event

Preparation:

1. Create a photo album of pictures from the field trip.

2. Install Shadow Puppet on iPad

3. Share pictures and discuss with the class.

4. Demonstrate how to make a Shadow Puppet video on the Smartboard.

Directions:

1. Students will work in iPad center.

2. Students will review the pictures in the Strawberry Hill album.

3. Using Shadow Puppet EDU, students will create a video of the trip, telling about the pictures.

4. Students will share with teacher for review.

5. Teacher will post video to SeeSaw for parents to view.

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Composing your Name
Ingredients

-Old School tool of pencil and paper

-Google Sites

-MuseScore

Preparation

Students will compose their name and perform

Directions

Use the chart below to compose your name

A B C D E F G---these are the 7 musical letters....continuing writing the rest of the alphabet underneath each one...under A would be H, under B would be I, etc.
2.) Add your name “letters” to staff.  Include clef sign and time signature

3.) You may also input this into MuseScore

4.) Record yourself playing your composition and post on Google Sites to share with the class

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https://docs.google.com/a/apps.anderson1.org/presentation/d/1c7Peg175ZkRUc28EZQRn34LAMD0uOuPdSZgB9-7QVhk/edit?usp=sharing

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Constructed Response for Novel –Flipped

Instructional Strategy- Formative Assessment

Ingredients:

·         Print resource- RACE format for constructed response

·         iMovie- 1 per response

·         Padlet:

Preparation:

1.     Upload the  print resource with the RACE format to Showbie.

2.    Create a padlet for the class to upload the imovie to when complete.

Directions:

1.     Fill in the print resource with the RACE format to answer the question: Explain the metaphor the author uses in the  quote from page 142 in the novel.

2.    Create an imovie with the answer prepared on the print resource.

3.    Upload the imovie to padlet for class to view.

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Fiction vs. Nonfiction Advertisement

Instructional Strategy: Fiction and Nonfiction books

Ingredients:

Paper/pencil

PicKids

SeeSaw

Fiction and Nonfiction books

Preparation:

1. Make sure PicKids and SeeSaw are downloaded and working properly.

2. Make sure classroom library is properly stocked with fiction and nonfiction texts.

Directions:

1. Create an anchor chart for Fiction vs. Nonfiction text features.

2. Students will be allowed to visit the classroom library to find fiction and nonfiction texts using text features.

3. They will use their iPads to take pictures of three different fiction and nonfiction books.

4. Using their pictures, they will create two different Pic Collages advertising their books and what makes them fiction or nonfiction.

5. They will upload these collages into SeeSaw where they will do a voice over to compliment each collage. They will explain why they chose their books using their knowledge of text features.

6. They will have the opportunity to share in a small group the books that they found.

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wilson

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Geometric Transformation Project
Ingredients:

Google Slides

Graph paper

Recording sheet

Coloring pencils and markers

Preparation

Create SMART lesson on geometric transformations

Prepare example flip book (when you fan the book it appears to make the image move)

Have copies of graph paper and recording sheet

Directions

1. TTW review geometric transformations using SMART notebook

2. TSW create an electronic “flip book” using geometric transformations

3. TSW draw their illustrations on graph paper and record the transformation and the old and new vertices on document

4. TSW take pictures of their graphs and upload them into google slides. Students will set the images to automatically rotate after 5 seconds. It will look as if the picture is automatically moving. (Old school animation.)

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Recipe for Success

Lesson Title: Electoral College

Old School Tool: Article on the Pros/Cons of Electoral College

Tech Tool: Google Form that contains questions on the article

Secret Ingredients: Fill in notes on Notability, KeyNote with lesson content, Quizzz Assessment to end lesson

Instructional Strategies: Lecture, Student collaboration

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Ingredients:

Chomp novel

iMovie

Google classroom

Preparation:

Read the script part of the novel together with class.

Have students compare and contrast text structure of scripts to text structure of other fiction writing.

Directions:

Groups of students write an original script for a new episode of Exposition Survival!

Students act out original script and record.

Video is used in iMovie app with added texts, and picture or document of written/typed script.

Have students post iMovies to either Seesaw or Google Classroom and view each other's work.

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https://docs.google.com/presentation/d/1-EiwBvVb66BlfWKRjaUumCRtnYecjR9u94JsubjO4lM

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Magic e / Silent e

Ingredients:

1 Dry Erase & White Board

1 SeeSaw

1 YouTube Video https://www.youtube.com/watch?v=bZhl6YcrxZQ

Preparation:

1. Distribute dry erase markers, boards, and erasers

2. Cue the YouTube video The Magic E Song

3. Distribute iPads to each student

4. Create CVC words that transform with “magic e” and place them in a “magic hat.”

Directions:

1. Have students use their markers (aka Magic Wands) to draw a cross in the center of the board dividing the board into 4 sections.

2. The teacher will have students write each word from the list below and read it. (1st in their head, then to a partner) Write each word (pin, tub, tap, rod)

3. After writing each of the words watch The Magic E song on the SmartBoard.

4. After watching the video have students pull out their magic wands to magically transform their words into new words.

5. After adding an e to each of their words have them read their new words.

6. Students work with a partner to video themselves magically transforming a word they have drawn from the magic hat. (They should share what the word was before the e and then after.)

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IC Recipe

Old tool-paper list of IEP accommodations

Tech tool- Recap

Instructions- students use Recap to voice accommodations in an attempt to advocate for themselves.

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Book Creator: Make a book on a Native American tribe

Instructional Strategy: Formative Assessment

Ingredients:

Wall Display - class created anchor charts of Native American tribe and South Carolina Story textbook

Book Creator app on iPad

Seesaw

Preparation

1. Create an anchor chart (with the class) for the Cherokee tribe.

2. Download the app Book Creator and show students how to use/navigate

3. Show the students a teacher created example from book creator

Directions:

1. Students help the teacher create an anchor chart on the Cherokee tribe including their location, resources, homes, and culture. Students can use their textbook to find the information.

2. Students will use the information from the anchor chart to create a book using the app Book Creator. The book must include a title page, table of contents, and one page each for location, resources, homes, and culture. Pictures and text features may be included for extra credit.

3. Students will share their book on SeeSaw for everyone to view.

4. Students will have the opportunity to comment on their peers’ books.

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https://docs.google.com/a/apps.anderson1.org/presentation/d/1xvVSJO0HC2N2vFHuPBHKkKeSboiNJbf70XB8prQSJC8/edit?usp=sharing

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WWI Review

Google Sites (Website Creator)

Instructional Strategy: Formative Assessment

Ingredients:

Social Studies Textbook

Google Sites

Notability (IANs)

Formative Assessment

Preparation:

1. Prepare SS unit IANs to use for creating website.

2. Write instructions for assignment in Google Classroom.

3. Create example website of SS unit (World War I) to share with students.

4. Show students how to operate Google Sites.

Directions:

1. Students will make an outline of three categories (website tabs) they want to include on their site related to WWI.

2. For each category (website tab) TSW write three details about each category.

3. TSW create home page of website to give overview of WWI. Use Notability IANs to gather information for home page.

4. TSW create each tab, then include three details about that information within the tab (new website page).

5. Create bit.ly to share all Google Sites on a padlet.

6. All students will view the websites to share.

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Math Facts Challenge

Ingredients:

Kahoot! (pantry tool)

SeeSaw (secret ingredient)

Math manipulatives (old school tool)

Preparations:

-The teacher will make a Kahoot! Consisting of math facts to 20 (addition and subtraction).

-Each student will sign into Kahoot! on their iPad to play.

Directions:

-Students will first choose their math manipulatives to use to assist them (counters, pencil & paper, cubes, etc.).

-The teacher will begin the Kahoot! game and students will use their manipulatives to help them add or subtract.

-Halfway through the game, the students will have an option to quickly trade out their manipulatives.

-At the end of the game, the students will screenshot their score results and post it to SeeSaw.

-While the teacher is calculating the winner, the students will choose a partner and they will discuss the hardest problem and the easiest problem.

-The teacher will announce the winner(s) and they will receive their prize.

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Iron Chef Recipe

Instructional Strategy: informal assessment for teachers and parents to see

Ingredients: SeeSaw- to post finished work

Dry erase marker and board

Doceri

Preparation:The teacher will write a math problem on the board.

Directions: The students will work the math problem out on the dry erase board.

The student will use Doceri to record themselves teaching the math       problem. The student will walk step through step with the problem including why they are performing each step.

Once students are finished recording they will post to SeeSaw.

The teacher can then look through videos as a quick informal assessment to see if students are understanding.

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https://docs.google.com/a/apps.anderson1.org/presentation/d/1GhJ-Pb6-PjwN86WAZ9iFbw4gMSudXHJ_Ou9b7K-Jgow/edit?usp=sharing

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https://docs.google.com/presentation/d/1qDWOVR3bpA4T12O2aD2sTYJ2PPlpaM6V08gUGYi1uxM

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Troy Gamble

Old school = Pencil

Tech tool = Notability

Instructional strategy = using notability create the "perfect" digital cornell notes. You must create 3 higher level questions and a summary.

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Ingredients:

Old School:Formula Wall

Tech Tool: Doceri

Practice math formulas on app instead of paper and pencil

The teacher will use Doceri and work practice problems out while students are also working the problems on Notability

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-photos

-Canva

-To use like an art therapy type of tool…….Use your own photos or choose from more than one million layouts, stock photographs and illustrations. Search for the best fonts, photo filters, graphics, stickers and shapes, then use Canva's simple drag and drop tool to create a design

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Pamela Frady

Solar System Iron Chef Lesson

Ingredients:

Handout – printed from nineplanets.org

ThingLink – each student creates their own

Showbie – to turn in their ThingLink

Preparations:

1.       Have articles run off describing items in the solar system – students will use these for information gathering.

2.       Make sure all students have ThingLink – do the tutorial the day before.

Directions:

1.            Find a really good picture of the items in the solar system

2.            Put into ThingLink

3.            Add text to each item in the picture according to the Rubric

4.            Be ready to show your ThingLink to the class.

5.            Turn in your final project to Showbie

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https://docs.google.com/a/apps.anderson1.org/document/d/1IFJmIBTQQmOIb5FqS1SE8N65bKLoLymtHA3wa_seXVA/edit?usp=sharing

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Iron Chef:

Printed copy of the Compromise of 1850

Class quiz on Socrative over the article

Class will read and discuss Compromise article via switcharoo ( 3 swaps). Students will  then write an essay explaining Compromise.

Finally, we will have a class quiz over the Compromise.

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https://docs.google.com/a/apps.anderson1.org/presentation/d/18DHUuDXp0UqIlYC8Sdc1nzEtnJPeDD3jiMtqO5ENTSA/edit?usp=sharing