Tiffany+Nguyen

Tiffany Nguyen =Week 7: Digital Storytelling= SC Mathematics Standards: 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: Instructional Objectives: Computers/Laptops for students to use || Example of digital story for students || -explanation of how to find perimeter of polygon(s) -example of students showing how to find the perimeter of a polygon found in lesson two -collaboration between group members -each group member assisting with some part of the digital story
 * Daily Lesson GAME Plan ||
 * Lesson Title: Polygon Perimeter Story |||| Related Lessons: Shapes Everywhere ||
 * Grade Level: 3rd |||| Unit: Geometry ||
 * ==GOALS== ||
 * Content Standards
 * 3-1.3: Explain and justify answers on the basis of mathematical properties, structures, and relationships
 * 3-1.4: Generate descriptions and mathematical statements about relationships between and among classes of objects
 * 3-1.6: Use correct, complete, and clearly written and oral mathematical language to pose questions, communicate ideas, and extend problem situations
 * 3-5.5: Generate strategies to determine the perimeter of polygons ||
 * ISTE NETS-S
 * interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
 * communicate information and ideas effectively to multiple audiences using a variety of media format
 * develop cultural understanding and global awareness by engaging learners with learners of other cultures
 * contribute to project teams to produce original works or solve problems
 * TSWBAT find the perimeter of a polygon found in lesson two
 * TSWBAT create a digital story explaining how to find the perimeter of one of the polygons found in lesson two
 * TSWBAT use Powerpoint and VoiceThread as a means for creating their digital story ||
 * ==ACTION== ||
 * Before-Class Preparation: In lesson two students found examples of polygons. Students will have already chosen a polygon to use for this lesson. Also students will be using VoiceThread as a means for creating their digital story- a generic account for students would already be set up. A lesson on how to find the perimeter of polygons will have been previously taught as well. ||
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * 10 minutes |||| Review with student’s information learned in lesson two- the different types of polygons and characteristics of each. Students can sing their song about polygons for review as well. Also review how to find the perimeter of a polygon. Give students a polygon with measurements and have them find the perimeter of that shape. Once students have completed this, go over the answer as a class and discuss. || Smartboard lessons to review polygons and perimeter. ||
 * 20 minutes |||| Explain to students that today they will be creating a digital story that explains how to find the perimeter of a polygon. Explain to students that they will be using Powerpoint and VoiceThread to create their digital story. This will be students first time at using VoiceThread so the teacher will model for students how VoiceThread works. As the teacher is describing how to use VoiceThread, the students will be following along. After the teacher has finished explaining how VoiceThread works, the students will be given five minutes of exploration time with VoiceThread. Any questions that still remain, the teacher will discuss and answer at the end. || Smartboard
 * 15 minutes |||| Since digital storytelling is a new topic for students, the teacher will show students an example of a digital story and discuss what is expected of students for their digital story. A rubric will be provided for students so that they know what is expected and how they will be graded for this project. || Smartboard
 * 1 hour |||| Students will begin working on their digital story for how to find the perimeter of polygons. The teacher will explain to students that they can use their pictures from lesson two to help with the digital story. As students are working, the teacher will be walking around assisting groups as needed. || Computers/laptops for each group to use ||
 * Next class session |||| Students will present and share their digital stories with the class. During this time, the teacher will be grading students based upon the rubric. || Smartboard ||
 * Note student groupings, environmental modifications needed, etc: Students will be working in their cooperative learning groups that have already been established. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** The teacher will be assessing students as she is walking around observing and assisting groups. She will be using a checklist in assessing students on their participation in the group. Students will also be assessed using a rubric. This rubric will included what students need to have included in their digital story along with areas they will be assessed on:


 * Accommodations and Extensions:** For this lesson, it is important to keep in mind the ability levels of students and to be sure to group students the best way possible. For those ELL students, vocabulary cards and pictures will be given, if needed.

Also if I see that students are not going to be finished with their digital story in one class period, I will give students extended time to complete it. || -explanation of how to find perimeter of polygon(s) -example of students showing how to find the perimeter of a polygon found in lesson two -collaboration between group members -each group member assisting with some part of the digital story Also students will be assessed on their individual participation by a checklist that the teacher will be carrying around as she is observing and assisting groups.
 * Back-Up Plan:** If technology fails on this day, students will then be asked to create a story that describes how to find the perimeter of polygons. Students can use pictures or draw pictures of their own to illustrate the story.
 * ==EVALUATE AND EXTEND== ||
 * Students will be assessed using a rubric. The rubric will be given to students and explained before they begin working on their digital story. This rubric will included what students need to have included in their digital story along with areas they will be assessed on:

LESSON REFLECTIONS AND NOTES: || =Week 6: Online Collaboration=

SC Mathematics Standards: 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: Instructional Objectives: If students have any questions, they will be given the opportunity to ask during this time. || Smartboard (used to show students explanation of activity) || In order for students to get a better understanding of blogging and how it works, the class will go the computer lab so that each student can have their own computer to work with as the teacher is going on blogging. || Smartboard || Students will be asked to post their name, birthday, age, and two of their favorite things to the blog. Once students have done that, they are to find two other students and comment on what they said with a positive word. The teacher will be walking around assisting students and observing during this part. After each student has been given the opportunity, the class will come back together and discuss their thoughts and any further questions they may have on blogging and/or their assignment. || Computer Lab || Computer Lab || For this assignment, students will not be working in groups. We will be doing a majority of this lesson as a whole group. Students will have their individual computer to work with in the computer lab. || Students will be assessed as they are being observed in the computer lab. During this time, the teacher will be able to pay careful attention to those students who are having difficulties in order that she can assist them in any way. Through this ongoing assessment, the teacher will be able to see whether or not she needs to pull students for extra assistance each day in the computer lab. For this assignment, accommodations will have to be made for those students who do not have access to a computer or internet at home. These students will be allowed to come to school early and work on this assignment along with being able to work on it during their recess or special areas. To extend this lesson, students will go on a “polygon” hunt around the school and work as a group to design a blog and post their findings to it. Students must then comment to the other group’s blogs about their findings. This activity will be very similar but they will be working in cooperative learning groups for this assignment along with designing their own blog to post to. Sometimes technology, in any form, can fail us so if this happens, then I will have students go on a “polygon” hunt at home and find pictures of the polygons and bring them into class the next day. Once students have those, they will then make a “polygon” book with their pictures and present them to the class. || Students will be assessed in variety of ways for this assignment. Students will be assessed on their work with blogs and being able to post and comment by the appropriate guidelines. Students posted work on the blog will also be assessed. This work will be assessed in the following manner: 1) each polygon (triangle, quadrilateral, pentagon, hexagon, & octagon) is represented with an explanation of each, 2) students responded on time, 3) students explanations and responses are written in complete sentences and in correct grammar. The teacher will have a checklist for each student with these three categories included. LESSON REFLECTIONS AND NOTES: ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Shapes Everywhere |||| Related Lessons: ||
 * Grade Level: 3rd |||| Unit: Geometry ||
 * ==GOALS== ||
 * Content Standards
 * 3-1.3: Explain and justify answers on the basis of mathematical properties, structures, and relationships.
 * 3-1.5: Use correct, complete, and clearly written and oral mathematical language to pose questions, communicate ideas, and extend problem situations.
 * 3-4.2: Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides ||
 * ISTE NETS-S
 * interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
 * communicate information and ideas effectively to multiple audiences using a variety of media format
 * develop cultural understanding and global awareness by engaging learners with learners of other cultures
 * contribute to project teams to produce original works or solve problems
 * TSWBAT go on a geometry hunt around their house or outside and find an example of the following polygons: triangle, quadrilateral, hexagon, pentagon, and octagon.
 * TSWBAT use a digital camera to take a picture of the example they find representing the polygons
 * TSWBAT post their pictures to the classroom blog with an explanation of each picture and which polygon it represents
 * TSWBAT post their pictures with explanation onto the blog by Wednesday of that week.
 * TSWBAT respond or comment to 2 other students’ findings by Sunday of that week. ||
 * ==ACTION== ||
 * Before-Class Preparation: Students would have already covered the different types of polygons in previous lessons so this lesson will be a mere review of material and quite possibly a closure to the unit. Before students are given this assignment, the teacher will have previously discussed blogging in the classroom and what all it entails. ||
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * 10 minutes |||| **Introduction**: The teacher will briefly review the different types of polygons by singing the “Polygon” song that students already know. After singing the song, the teacher will begin explaining the activity to students and what is required of them.
 * Activity: The teacher will explain to students that they are going to be on a mission when they get home. They are to go on a “polygon” hunt around their house and outside in the yard. While on this polygon hunt, students will be looking for examples of the five polygons discussed in class. When students find an example of the polygon, they are to take a picture of it with the digital camera. Once all examples and pictures have been taken, students are to post the pictures to the classroom blog with an explanation of the picture. This explanation must have the polygon it represents and what the picture is. This posting must be done by Wednesday of that week. After students have posted, they are to go through and look at and read some of their classmate’s postings and they are to respond to two students findings by Sunday of that week. Once everyone has posted and responded, as a class, we will look at the blog and discuss student’s findings.**
 * 10 minutes |||| After the teacher has explained the activity that students are responsible for, she will then begin to review blogging with students and why we use it in the classroom. After a brief discussion, the teacher will model a sample of what is required of them for this activity.
 * 30-45 minutes |||| In the computer lab, the teacher will have students log on to the computers and pull up the blogging site she will be using. Once there, the teacher will walk students through how to use the blog and how to post to the blog. She will also show students how to upload and attach pictures to the blog. In order to give students experience, the teacher will do a brief mini-lesson.
 * 2 days- 20 minutes each day |||| For homework that night, students will go on their “polygon hunt” around their house and take pictures. Students have the opportunity to work on this at home and they will have some time to work on it during class (2 days) as well. As students are working in the computer lab, the teacher will be walking around and assisting students. || Computer Lab ||
 * 30-45 minutes |||| Each student is to read their classmates postings and comments and respond to two or more by Sunday of that week. On the following Monday, we will look at the blog as a class and discuss our findings and what students discovered. || Smartboard
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson:

Example of Checklist:

= = = = =**Week 5: Problem-Based Learning**= SC Mathematics Standards: 3: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. Students: Instructional Objectives: Copies of educational shopping catalogs to show students Chart paper and markers || For example, the teacher will use the Lakeshore Learning website to show students how to navigate the page and find school supplies. The teacher will then allow students to help her pick out an item. Students are to be reminded that they can not go over their total so they must keep up with the amount of their items as they are shopping. || School supply catalogs: School Supply Websites: Smartboard || 30-45 minutes
 * Student Name ||||||||||  Polygon Represented  ||||  Responded on Time  ||  Correct Grammar  ||  Complete Sentences  ||
 * ^  || Tri || Quad || Pent || Hex || Oct ||  Yes  ||  No  ||^   ||^   ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Going Shopping |||| Related Lessons: ||
 * Grade Level: 3rd |||| Unit: Addition and Subtraction ||
 * ==GOALS== ||
 * Content Standards
 * 3-2.3 Apply an algorithm to add and subtract whole numbers fluently
 * 3-5.1 Use the fewest possible number of coins when making change (with an emphasis on understanding fewest and representing money using the appropriate notation) ||
 * ISTE NETS-S
 * plan strategies to guide inquiry
 * locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of media and sources
 * evaluate and select information sources and digital tools based on the appropriateness to specific tasks
 * process data and report results
 * TSWBAT use the school supply catalog to find items to purchase
 * TSWBAT use the internet as a resource for looking up item costs from other educational catalogs or sites
 * TSWBAT apply an algorithm to add or subtract whole numbers written in dollar and cent notation
 * TSWBAT spend the correct amount, as close as possible, of money without going over
 * TSWBAT work cooperatively in their learning groups ||
 * ==ACTION== ||
 * Before-Class Preparation: Before starting this lesson with students, the teacher will obtain a few copies of a school supply catalog from the office. She will also have the specific websites that students can use to find other educational supplies. The cooperative learning groups will have already been assigned as well. ||
 * During Class ||
 * Time ||||  Instructional Activities  ||  Materials and Resources  ||
 * 20 minutes |||| **Introduction**: To introduce this lesson to students, the teacher will ask students if they have ever been on a shopping trip with the parents or grandparents. In talking about this shopping trip, the teacher will ask students if their parents/grandparents have ever had a budget or a certain amount of money they can spend and not go over the amount. The teacher and students will discuss student’s experience shopping. After students and teachers have discussed this, then the teacher will explain to students her problem and ask them if they can be her assistance’s in helping her figure out how to effectively solve the problem. Before students begin workign on this activity, in their cooperative learning groups, they will discuss what the value of money means to each one of them and someone in the group will record the answers on chart paper. After this activity is finished, we will refer back to them and see if students view on the value of money has changed.
 * Problem Posed**: My principal just come to me this morning and told me that I had $285.36 to spend before the end of school today. She warned me that I can not spend any more money than I have and that I need to spend as much of it as I can. She said that I can only buy useful things for my classroom and they must be supplies that benefit students learning in the classroom. I can only use specified catalogs to make my purchases or either valid sites that is deemed appropriate by the school district in purchasing items. Can you please help me in finding useful supplies for the classroom that will benefit student’s learning? || None
 * 20 minutes |||| After the teacher has posed the problem to students, she will then begin explaining to students how they are going to help her solve her problem. The teacher will explain to students that they are going to be working in their cooperative learning groups and begin using their resources to help the teacher buy the best classroom supplies for the specified amount. To help students understand what they are to do, the teacher will model how students are to go about looking up their resources- either through catalog or online resource.
 * Bender-Burkot
 * Educational School Supply
 * [|www.lakeshorelearning.com]
 * [|www.educatorsoutlet.com]
 * [|www.annsteachersstore.com]
 * 5 minutes

15-20 minutes |||| After the teacher has modeled, she will then have students break off into their cooperative learning groups. Students will be given a handout with the direction on them along with an area that they can use to keep up with the amount of their items. The teacher will also point out to students that they are to use the computers only when they are needed. There are four cooperative learning groups so two groups will be working on the computers first and the other two will be using the catalogs then students will switch. Before releasing students to begin working, the teacher will ask for any questions or clarifications that students may have. Students will then begin shopping J

After students have finished their shopping experience, we will come back together as a class and discuss the experience together. During this discussion, we will also look back at each groups poster on the value of money to them. Students will then write in their math journals about what the value of money means to them and if their viewpoint changed from the beginning of the lesson until the end. || Printed handout with directions Desktop computers Catalogs for students to use for their shopping trip

Chart Paper with students view on value of money || For this lesson, students will be grouped in their cooperative learning groups that have been previously established. || As students are working, the teacher will be walking around assisting groups as needed. The handout that students are given will be a form of assessment in that students are using this to keep track of their items and the cost. This is also where students will show their working in adding the cost of the items together. The students will also be evaluated in their participation in the cooperative learning group. For this lesson, accommodations will be made for the ELL students. The ESOL teacher will come in and assist students if needed or for any clarifications on the assignment. To extend this lesson, after students have found supplies that they deem useful for the classroom and spent as close to $285.36 as possible, students will share with the class their findings. As a class, we will use our addition strategies and algorithms to add up the total items for each group and see which group was able to spend as close to $285.36 without going over. The only back-up plan needed for this lesson would be at least one more available computer in case something happens to the two in the classroom. If students are not able to use the computers for whatever reason, they will use the catalogs to shop and then as a class, we will use the Smartboard as a tool for looking at the online websites and then students will pick their items from there. || For this lesson, students will be evaluated on how well they were able to use their addition strategies and algorithms when shopping for items. Students have to be able to use these in order to get as close to $285.36 as possible. The evaluation method that will be used is the handout that students are given during the lesson. LESSON REFLECTIONS AND NOTES: My students had a really great time doing this lesson. They enjoyed being able to act like they were teachers and shopping for school supplies. After implementing this lesson and talking with students, it seems that they have a better understanding about the value of money and the idea of sticking to a budget without going over the cost. I seen that a few of my students had some difficulty in adding money due to the decimal point so this is an area that will need to be addressed and reviewed during our mornign math time. I really liked incorporating the writing into this lesson and would have never thought to do this without the suggestion from my colleague. Through students writing, I was really able to grasp an understanding of students thinking and see their individual thoughts on the value of money. ||
 * Note student groupings, environmental modifications needed, etc:
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: