https://www.synthesia.io/santa

I also found an article about the pros and cons of banning AI: https://gbtimes.com/should-ai-be-banned/.

This may spark conversations in small groups.

I did have to adjust the prompt to make it more closely match what I was wanting and changed some of the text. For the Diffit worksheet I had to alter a lot of the text, but I like the end results.

Here are the links:

https://app.schoolai.com/sd/cm9bnjq3e01t16s0aa9ebf43h

https://docs.google.com/document/d/1--3lL-3G0AjoJEiTAu_Lk2WX-l_NoyvViFsefiKOsfI/edit?usp=sharing

https://www.youtube.com/watch?v=ogcSQ-cFRVM

The presenter explained the importance of allowing students to use all of the AI techniques; they need to know what is available and how to use these apps responsibly. She is a former English teacher, so she understood the anxiety of most educators.

Since this lesson supports reading comprehension and summarizing, the bilingual presentation could either be a useful scaffold or a potential distraction, depending on students' language proficiency, which is more appropriate for 3rd and up!

I found an informational article about Incomplete Dominance that I have set up to do a "Wicked Hydra" with the Living Earth class and a complex Climate Change feedback loop diagram to do a "Wicked Hydra" with the AP Environmental Science Class.

Grade Level:
TK

Content Area:
Matemáticas

Standard(s):
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Content Objective:
We will use objects to add within 5 with guided support.

Language Objective:
I can use the word “más” to show the concept of adding.

Culture Objective:
I can (expand on this based on cultural connections to families and community).

Activate Prior Knowledge/Engagement:

• Connection to Students' Lives: Discuss how students' own families are made up of different members. This can help them relate to the lesson.

Resources to Support Comprehensible Input:

• Visuals: Use real-life objects (toys, cutouts) representing family members.

• Videos: Include short animations showing addition using family members.

• Realia: Bring in family photos and have students share their own.

Academic Language:

• Vocabulary: familia, mamá, papá, hermano, hermana, uno, dos, tres, cuatro, cinco, más, juntar.

Graphic Organizers:

• Mapa de Circulo (La Familia): Use this to visually represent family members and the concept of addition.

Sentence Frames:

• “_ más es igual a ; yo tengo en total.”

Transition Words/Phrases:

• Carpet time: Use image cards for visual support and Total Physical Response (TPR).

• Table time: Sing a song to transition, incorporating actions to reinforce understanding.

• Cleaning and getting ready: Use a signal (hands to the head) and play a clean-up song, allowing for movement.

Modeling - “I do”

Student Engagement Strategies:

• Interactive Video: Use a video to introduce the concept of addition with family themes.

• Thinking Map: Create a circle map to visually represent the family (ensure participation).

• Think-Aloud: Model using a family picture and articulate the math problem using clear language.

Guided Practice - “We do”

Student Engagement Strategies:

• Collaborative Work: Have students engage in group activities where they use cutouts to demonstrate addition.

• Peer Teaching: Allow students to explain their thinking to a partner using the sentence frames.

Independent Practice - “You do”

Student Engagement Strategies:

• Hands-On Activity:

  • Students will select cutouts, place some in one box and some in a second box, then count them altogether.

  • Write the total number in the last box.

• Support: Provide options for support from adults or peers, ensuring all students can access help.

Follow-up Lesson:

• Reflection and Adjustment: After the lesson, discuss what worked well and what didn't. Consider student feedback to modify future lessons.

Math Problem:

• José tiene hermano y hermana.
  Caja + Caja =

Materiales:

• Chart paper

• Cutouts

• Glue at tables

• Math problem worksheets

By incorporating these UDL strategies, your lesson plan will be more inclusive and accessible to diverse learners. Feel free to adjust any sections further to fit your specific classroom needs!

Here is a second option:

Adding with Objects: Engaging Early Math Learners

LEARNING OBJECTIVE:
Students will be able to use objects to add up to 5 with guided support.

ASSESSMENTS:
Students will demonstrate their understanding of addition by using physical objects to represent addition problems and verbally explain their process.

KEY POINTS:

• Addition is combining two groups of objects to find a total.

• Objects can include blocks, counters, or any small items.

• Verbal explanations help reinforce understanding of the addition process.

• Using fingers or sounds (like claps) can also represent addition.

OPENING:

• Begin with a short story involving a character who collects items (like apples).

• Ask, "How many apples do you think our character will have if they find more?"

• Use visual aids or real objects to capture students' interest.

INTRODUCTION TO NEW MATERIAL:

• Introduce addition using objects by demonstrating with 2 blocks and 3 blocks.

• Show how to count the total by combining the two groups.

• Allow students to try combining two different sets of objects.

• Anticipate the misconception that students may think addition only involves numbers and not physical representations.

GUIDED PRACTICE:

• Set expectations for respectful sharing and collaboration.

• Start with simple combinations (e.g., 1+1, 2+2).

• Ask guided questions: "If we have 2 blocks and add 2 more, how many do we have?"

• Monitor student performance by walking around and providing feedback as they work with objects.

INDEPENDENT PRACTICE:

• Give each student a set of objects to create their own addition problems.

• Ask them to record their problem on paper by drawing the objects and writing the addition sentence (e.g., 2 + 3 = 5).

• Ensure students understand they will share their findings with the class.

CLOSING:

• Gather students to share their addition problems and solutions.

• Ask a few students to demonstrate their addition using their objects.

• Summarize the day’s learning by reinforcing how we can use objects to help us add.

EXTENSION ACTIVITY:

• Provide extra objects for students who finish early to create their own addition stories and share them with the class.

HOMEWORK:

• Send home a worksheet with pictures of objects where students can draw lines to combine groups and write the addition sentences.

STANDARDS ALIGNED:

• Represent addition and subtraction with objects.

• Use fingers, mental images, and verbal explanations to solve addition problems.

• Act out addition situations to reinforce understanding.

I adapted a piece of writing to a first-grade level and translated it into Spanish for a dual language immersion classroom. In the process, I simplified complex and compound sentences into short, clear, simple sentences that are appropriate for early readers. Despite the structural changes, the text retained its main ideas and remained cohesive and meaningful in both content and flow.