Choice Board Generator (UDL): I chose this as choice boards are a great way to not only differentiate content, but they also help increase student's engagement by offering students options.

Find a tool that is specific to a content area (math, science, etc.):

Text Analysis Assignment Generator: I chose this tool that is specific to my content area as an ELA teacher. It can help me generate text-based analysis assignments that include a writing prompt and text-dependent questions.

Find a tool that helps you give personalized feedback to a student: Student Work Feedback Tool: I chose this because based on a custom criteria, I can have the AI give areas of strength & areas for growth on student work.

Find a tool that can make you laugh: Colleague Song Generator.

I chose my 7th Grade ELA class and chose a choice board for standard CCSS.ELA-Literacy.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text as that's what covered next unit. I provided zero details about any units or planned lessons, but I still got a decent output. I was then able to improve it more by asking Raina to direct me to links that may help!

I love the quote of the day and the teacher joke generator. THIS IS AWESOME!!!

I found the TEXT TRANSLATOR TOOL to help me translate my materials for my very low EL students in my chemistry class since I am trying to test their knowledge of chemistry and not the English language

I found the Student Work Feedback Tool where I could put in a CER response and see what feedback the students will get.

specific content area: math story word problems, content area is math

helps give personalized feedback: Student Work Feedback Tool

can make you laugh: Teacher Joke Generator

instruction to students with special needs.

science lab generator

report card comment generator

teacher joke generator

I really liked how the rubric had different criteria to grade students on. It included events, loops, conditionals and also creativity.

Text leveler tool! very helpful for ELA differentiation

For students to collaborate;

To have students collaborate on 6-8.AP.12, which focuses on designing and iteratively developing programs that combine control structures and use compound conditions, you can implement the following strategies:

1. Pair Programming: Assign students to work in pairs to develop programs. One student can be the "driver" who writes the code, while the other student acts as the "navigator" who reviews the code, suggests improvements, and asks questions.

2. Group Projects: Divide the class into small groups and assign them a programming project that requires the use of control structures and compound conditions. Encourage students to collaborate, share ideas, and troubleshoot together.

3. Peer Review: After students have developed their programs, have them exchange their work with a peer for review and feedback. This allows students to learn from each other and improve their programming skills through constructive criticism.

4. Collaborative Problem-Solving: Present students with complex programming challenges that require the use of control structures and compound conditions. Encourage them to work together to brainstorm solutions and write the code collaboratively.

5. Code Sharing Platforms: Utilize online platforms where students can share their code, provide feedback on each other's work, and collaborate on programming assignments outside of the classroom.

By implementing these collaborative strategies, students can engage in meaningful interactions, learn from each other, and develop a deeper understanding of programming concepts related to control structures and compound conditions.

I can see how the 80/20 approach has to be used to make sure it is accurate for specific student.

Sustainability Project

Driving Question or Challenge: How can we create a more sustainable future for our community?

Real-world Context:
The project will focus on the concept of sustainability and its application in the students' community. Students will explore real-world issues related to sustainability, such as waste management, energy conservation, and environmental protection.

In-depth Inquiry:
Students will dive deep into the topic of sustainability by asking questions, conducting research, and exploring multiple perspectives. They will investigate the impact of human activities on the environment and brainstorm innovative solutions to address sustainability challenges.

Student Voice and Choice:
Students will have the freedom to make decisions about their project, including the specific area of sustainability they want to focus on and how they will present their findings. They can choose to create presentations, design models, develop action plans, or propose community initiatives.

Reflection:
Students will engage in regular reflection exercises to track their learning process, discoveries, and personal growth. They will reflect on their understanding of sustainability, the challenges they encountered, and the skills they developed throughout the project.

Critique and Revision:
A culture of feedback will be fostered in the classroom, where students will provide constructive criticism to their peers' work. They will use this feedback to revise and improve their own projects, promoting continuous learning and growth.

Public Product:
Students will produce a tangible product that can be shared with a broader audience. This could include creating a sustainability report, presenting their findings to community members, or designing and implementing a sustainability-focused project in their school or neighborhood.

Collaboration:
Collaboration will be encouraged throughout the project, as students will work together in teams to tackle sustainability challenges. They will pool their collective skills, insights, and strengths to develop comprehensive solutions and foster a sense of teamwork.

Teacher Facilitation:
The teacher will act as a facilitator, guiding and mentoring students throughout their project. Rather than being the primary source of information, they will provide support, resources, and scaffolding to help students explore and understand sustainability concepts.

Interdisciplinary Connection:
The project will bridge multiple subject areas to mimic the interconnected nature of real-world sustainability issues. Students will integrate knowledge and skills from subjects such as science, social studies, math, and language arts to address the complexity of sustainability challenges.

Assessment:
Both formative and summative assessments will be used to gauge student understanding and the development of skills. Students may be assessed through rubrics, presentations, peer reviews, and self-reflection exercises. The goal is to assess not only content knowledge but also critical thinking, collaboration, and communication skills.

Aligned Standards:
1. NGSS (Next Generation Science Standards):
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
- MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

2. CCSS (Common Core State Standards) ELA (English Language Arts):
- CCSS.ELA-LITERACY.W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
- CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

George Washington's Farewell Address

September 17, 1796

Dear Friends and Fellow Citizens,

It is with great consideration and a sense of duty that I write to inform you of my decision not to run for the position of the leader of the United States. Rest assured, this decision is not a reflection of my commitment to your well-being or a lack of dedication to our future. Rather, I believe that stepping aside at this time is the best choice for the nation.

Throughout my tenure as President, I have always been aware of my limited experience and qualifications. While I have learned and grown in this role, I now recognize that it is time for me to embrace a peaceful retirement. Although I may have provided valuable service in the past, I am confident that our country will continue to thrive without my presence.

I want to express my profound gratitude for the numerous honors you have bestowed upon me and for your unwavering support. I have always strived to faithfully and diligently serve you. If my actions have positively impacted our country, it is because of the trust and support you have placed in me. I will carry this gratitude to my grave and it will inspire me to pray for your continued well-being.

As I approach the end of my political career, I cannot ignore the debt of gratitude I owe to my beloved country. I am grateful for the opportunities I have had to serve you and for the confidence you have shown in me. I implore you to cherish and uphold the principles of our free Constitution, to govern with wisdom and virtue, and to let the happiness of our people, protected by liberty, serve as an example to the world.

Before I depart, I feel compelled to offer some advice and recommendations that I believe are crucial for the continued success and happiness of our nation. These insights are the product of much reflection and observation, and I offer them to you as a departing friend with no personal motives to influence my counsel.

First and foremost, I urge you to value and preserve the unity of our government. Our unity is a cornerstone of our independence, peace, and prosperity. It is vital that you maintain a strong attachment to our union and guard against any attempts to weaken it.

Secondly, I caution against the dangers of political parties. The spirit of partisanship can prove detrimental to our country, as it has the power to divide us and distract us from the common good. It can also pave the way for foreign influence and corruption. It is important to resist the temptation to align too closely with any particular party and always prioritize the best interests of our nation as a whole.

Thirdly, I emphasize the significance of nurturing good relations with other nations. While it is natural to harbor some level of affection or animosity towards certain countries, it is essential that we remain impartial and avoid becoming entangled in the conflicts and alliances of others. Let us strive for peace and harmony with all nations, while also safeguarding our own interests and independence.

Lastly, I stress the importance of religion and morality in our society. These pillars underpin true liberty and must be respected and cherished. They serve as the foundation for justice, honesty, and the well-being of our nation. It is crucial that we cultivate these values and recognize their essential role in maintaining a just and prosperous society.

In conclusion, I wish to express my sincere gratitude for the opportunity to serve as your President. I acknowledge my imperfections and any mistakes I may have made, but I have always acted in what I believed to be the best interests of our country. I hope that my actions have proven beneficial, and I humbly ask for your forgiveness for any shortcomings.

As I retire, I eagerly anticipate the blessings of a free government and the company of my fellow citizens. I hope and pray that our nation will continue to thrive under the guidance of just laws and a free government. This has always been my greatest desire and reward for our collective efforts and sacrifices.

Thank you for your kindness and support. May God bless you and our great nation.

Sincerely,
George Washington

1. Why did the comma break up with the apostrophe? Because it was too possessive!

2. What did the noun say to the verb during the argument? "I'm the subject here, so don't predicate to me!"

3. How does a vampire learn a new language? They sink their teeth into a Thesaurus!

The academic content tool will be helpful for me in Science

The student work feedback tool looks useful for giving feedback

I have played around with the teacher joke app a little bit already because I do joke of the day

Differentiate: Text Scaffolder, Assignment Scaffolder, Multiple Explanations

Feedback: Student Work Feedback

Laugh: Teacher Jokes

Objective:

• Students will be able to identify strategies to regulate their emotions, set goals, and make responsible decisions when experiencing big feelings.

Third Grade Fraction Spiral Review

1. Evaluate the sum of 1/4 and 2/3.

2. Subtract 5/6 from 3/4.

3. Express 3/8 as a decimal.

4. If half of a pizza is 4/6, what fraction is one third of the pizza?

5. Solve for x: 2/5 = x/10.

Writing Assignment Feedback

Areas of Strength:

• Your story has a clear beginning, middle, and end, which makes it easy to follow.

• I like the creative details and descriptive language you used to make your writing more interesting.

• You showed a good understanding of using punctuation marks like periods and capital letters.

oke 1

Why did the student eat his homework? Because his teacher told him it was a piece of cake!

I chose these because we are either currently working on a skill posted or we do such activities almost daily.

(Verse 1) Fingers on the keyboard, we're ready to go, It's the Hour of Code, so let your knowledge flow. Coding is essential, for kids to explore, In the world of computer science, there's so much more.

(Pre-Chorus) Break down problems, think step by step, Use logic and creativity, there's nothing you can't get. Algorithmic thinking, it's the key, Empowering young minds, just wait and see.

(Chorus) Code with a smile, reach for the sky, Hour of Code, let your dreams fly. From Scratch to Python, we'll learn it all, Building a future where we'll stand tall.

(Verse 2) Computers speak a language, ones and zeros all around, We're the masters of this code, we've got it down. With loops and conditions, we can make it right, Solving puzzles, like superheroes taking flight.

(Bridge) Coding opens doors, expands our minds, Building apps, creating websites, it's all intertwined. Collaborate and innovate, side by side, Unlocking boundless possibilities far and wide.

(Chorus) Code with a smile, reach for the sky, Hour of Code, let your dreams fly. From Scratch to Python, we'll learn it all, Building a future where we'll stand tall.

(Bridge) (Chorus) Code with a smile, reach for the sky, Hour of Code, let your dreams fly. From Scratch to Python, we'll learn it all, Building a future where we'll stand tall.

(Outro) So come join the movement, let's code together, Ignite the passion, coding can be a forever. Hour of Code, a journey we'll embrace, Preparing future leaders, with a smile on our face.

Note: This song is to be sung to the tune of "Cruel Summer" by Taylor Swift.

Students will be able to compare fractions using equal parts of a whole object.

Assessment:

Students will be given a worksheet with various shapes divided into parts and asked to identify and name fractions. They will also draw models and number lines to support their understanding.

Key Points:

Comparing fractions using equal parts by using models and numbers.

Guided Practice:

Students will practice identifying and comparing fractions using guided examples and teacher-led questioning.

Independent Practice:

Students will work independently on a worksheet compare fractions using equal parts of a whole object.

Closing:

To summarize the lesson, students will participate in a quick game where they will verbally compare fractions displayed on the board.

Tool specific to a content area: Science Labs

Tool that makes you laugh: Teacher Jokes

Content Specific - As a SPED teacher the IEP generator would be helpful and the decodable text generator would be helpful as well.

Teacher Jokes

Assessment:

Students will be assessed based on their ability to write a paragraph that includes at least three sentences describing their winter break activities.

Key Points:

• Winter break is a holiday break from school that happens during the winter season.

• Writing is a way to share our thoughts, experiences, and ideas.

• A paragraph is a group of sentences that share information about a specific topic.

• When writing a paragraph, we start with a topic sentence that introduces the main idea.

• We add details and examples to support our main idea.

• We end our paragraph with a closing sentence that summarizes or concludes the main idea.

Opening:

Teacher will show pictures or objects related to winter break (e.g., snowflakes, presents) to engage students. Teacher will ask students questions like: "Who knows what time of the year winter break happens?" or "What are some activities you like to do during winter break?"

Introduction to New Material:

Teacher will explain that students will be writing about their winter break. Teacher will discuss the importance of writing as a way to share their experiences and thoughts. Teacher will show an example of a paragraph about winter break and highlight the main idea, supporting details, and closing sentence. Teacher will address a common misconception by clarifying that a paragraph is not just one sentence, but a group of sentences that share information about a specific topic.

Guided Practice:

Teacher will provide sentence starters and prompts to guide students in writing their paragraphs. Teacher will model how to write a topic sentence, add details and examples, and write a closing sentence. Teacher will scaffold questioning from easy to hard, asking students to share their winter break activities and guiding them to add more details to their sentences. Teacher will monitor student performance by walking around the classroom, providing feedback, and offering help to students who may struggle.

Independent Practice:

Students will work independently to write their own paragraphs about their winter break. They will use the sentence starters and prompts provided by the teacher. Students will be expected to write at least three sentences in their paragraphs. Teacher will set behavioral expectations for the work time, such as working quietly, staying focused, and using their best writing skills.

Closing:

Teacher will lead a quick closing activity to summarize what was learned. This could be a class discussion where students share one or two sentences from their paragraph, or a sentence completion activity where students complete the sentence starter "During my winter break, I…" Teacher will emphasize the key points discussed in the lesson and reinforce the importance of writing to share our experiences.

Extension Activity:

For students who finish early, they can create illustrations to go along with their paragraphs. They can draw pictures of their winter break activities and share them with the class.

Homework:

As a homework activity suggestion, students can share their paragraphs with their families. They can read their paragraphs aloud to a family member or create a simple book with their paragraph and illustrations.

Standards Addressed:

1. CCSS.ELA-LITERACY.W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

2. CCSS.ELA-LITERACY.W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Let me know if you need any materials for this lesson plan.

Exploration Centers:

• Center 1 - Solid Station:

  • Students will explore different solid objects such as blocks, toys, and rocks.

  • Encourage students to touch, feel, and observe the properties of solids.

  • Provide magnifying glasses for a closer examination of solid objects.

• Center 2 - Liquid Station:

  • Students will investigate various liquids like water, oil, and juice.

  • Have containers of different shapes and sizes for pouring and transferring liquids.

  • Ask students to describe the behavior of liquids when poured or stirred.

• Center 3 - Gas Station:

  • Set up a station with balloons or bubbles for students to explore gases.

  • Discuss how gases can fill spaces and take the shape of their container.

  • Encourage students to observe the movement of gases in balloons and bubbles.

Lab Reflection Questions:

1. Can you name some objects we explored that were solids?

2. How did the liquids at the liquid station move or behave differently from the solids?

3. What did you notice about the gases in the balloons or bubbles?

Assessment:

• Have students draw and label one example of a solid, liquid, and gas they encountered during the lab.

• Conduct a class discussion where each student explains the properties of the different states of matter.

Relevant Standards:

1. NGSS Kindergarten Standard: K-PS1-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

2. Next Generation Science Standards (NGSS): K-PS1-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

Ensure to have guides available for small group engagement and supervision throughout the lab activities.

2. Text dependent questions

3. Social story creator - can use this to try to manage difficult behaviors in the classroom