Ellie- ETC 447

  Instructional Decisions/Teaching (InTask Standard # 9): The students seemed to have liked the video along with the Kahoot. The modifications I made was that I had to read the Kahoot answers out loud because the students could not see. Mechanics : I used my laptop, PowerPoint, Kahoot, and Google Docs. I used my laptop to present my slideshow and the video. I used Google Docs to share a KWL chart. I also used my laptop to present the Kahoot. I think my lesson was shortened since I was teaching a small group of students so I did not have to waste time with class management. Assessment of Learning (InTask Standard # 6):   Refer to   Assessing Student Learning According to the reflections, the feedback I got was that I was knowledgeable on my topic and that they felt confident in the material taught in my lesson. I did get feedback that my lesson would be better with a document camera, which I agree with. I was successful in teaching my lesson because eve...

 https://docs.google.com/forms/d/e/1FAIpQLSeTHistoAwvvhd0I8SwlCwIRy6my7R_oXdBLr9HHZwpPr7znw/viewform?usp=sf_link Link to KWL chart: https://docs.google.com/document/d/1xaad0sdIvaG30VhfZompAMHlm0b4XvB3-KbmIsiUUts/edit?usp=sharing

  Name:  Ellie Marangella Class:   ETC-447   Date: 10/25/21  Lesson plan 2:   Underground Railroad I.                RATIONALE :    This history lesson is meant to help students gain an understanding of the Underground Railroad by filling out an online KWL chart, watching a PowerPoint presentation and video, and completing a Kahoot assessment.  Grade Level Curriculum  5.SP.1- Generate questions about individuals who have shaped historical changes 1.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. 1.1.C Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.   II. OVERVIEW Grade Level:  5 th Subject (s): History and T...

  Instructional Decisions/Teaching (InTask Standard # 9):  Discuss the implementation process and describe What went well and what didn't go well during the implementation of your lesson? How well was the alignment to objectives and standards maintained? Describe any modifications made during the implementation of the lesson What went well: The students seemed to have liked the scavenger hunt part of the lesson. The instructions on the worksheet were easy to read. What did not go well: Looking back, we could have spent more time on the direct instruction part of the lesson and gone through more examples to show the class. We could have also had the students work in pairs rather than independently.  I think that our standards aligned well with our lesson.6.G1.1 is to use and construct maps to explain locations of physical bodies. The objective was to have students use technology to learn about geography, which they did by using Google Earth and the Wordwall ...

  Blog Phase I: Lesson Plan Template I. RATIONALE :  This Geography  lesson is meant to help students gain an understanding of North, South, East, and West and help students become confident in navigating Google Earth. This lesson allows students to become comfortable with identifying physical features on maps as well as how to search for landmarks using online resources like Google Earth. II. OVERVIEW Grade Level: sixth grade Subject (s): Social Studies Topic of Study: Geography Time Allotment: 30 min Standards : The use of geographic representations and tools help individuals understand their world.  The use of geographic representations and tools helps individuals understand their world.   ● 6.G1.1 Use and construct maps, graphs, and other representations to explain relationships between locations of places and regions. ▪ Key concepts include major landforms and water bodies, countries, cities, ecosystems, climate, languages, religion, economic systems, ...

My global citizenship scenario with my expert group:  For a fifth grade science project, the students were expected to write a paragraph explaining the photosynthesis process and submit it to Turnitin.com. Molly wanted her paragraph to sound professional and educated, so she found multiple articles explaining the process online to help her articulate her thoughts. Molly copied and pasted sentences from the multiple articles she found to create one paragraph to submit. Once submitted to Turnitin.com, the website notified her that over 80% of her paragraph was plagiarized. Since Molly did not copy an entire paragraph from a single source and added some of her own ideas, she believed that it was still acceptable.  The next day, Molly’s teacher pulled her aside to address the situation. Molly argued that she deserved credit for the assignment because she researched the topic and created her own paragraph based on what she read. She considers putting together sentences she found on...