Mrs. Fetterman's Blog

Hello! My name is Mrs. Fetterman and I'll be your eighth grade English language arts teacher. This year will be so much fun and purposful because you'll immerse yourself in several long-term projects with your friends and classmates. In terms of nonfictional units, you'll learn about slavery and the Civil War, Anne Frank and the Holocaust, Martin Luther King, Jr, and the Civil Rights Movement. With regard to fictional works, you'll enjoy reading short stories and plays like The Black Cat, The Tell-Tale Heart, The Most Dangerous Game, The Elephant Man, and Raisin in the Sun. You'll read several novels as well, namely The Glory Field, He Named Me Malala, The Adventures of Tom Sawyer, and The Call of the Wild. It may sound like a lot of work and it is, but you'll love being in this class!

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Children must be taught how to think, not what to think.

Margaret Mead

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Technology Grants:  Post #2

Interactive Whiteboard

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=815&q=interactive+whiteboard+with+middle+school+kids&oq=interactive+whiteboard+with+middle+school+kids&gs_l=img.3...1217.11237.0.11408.50.18.2.30.31.0.104.1278.17j1.18.0....0...1ac.1.64.img..0.32.1360.eJ-DVCrQg2c#imgrc=nziGh43iupwvwM%3A

Grant Proposal

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=815&q=grant+proposal&oq=grant+proposal&gs_l=img.3..0l10.1773.4988.0.5219.18.9.2.7.7.0.99.715.9.9.0....0...1ac.1.64.img..0.15.674.xkaMkGq-4Js#imgrc=_PdPAU1h6W4W-M%3A

How To Write A Grant Proposal For Newbies - Best Practices In Grant Writing & Advice - Rodney Walker

https://www.youtube.com/watch?v=G5UGU9MV7Z0

1.  Title Page:  

Interactive Whiteboard for the 21st Century Secondary ELA Classroom

Funder’s Name:  The Spartan Foundation for Education

The Spartan Foundation for Education Board of Directors:                   Paige Brizek, James Costello, President, Jamie Davis, Carole Deck, Lauren Eby, Jill Hackman, Dr. Robert Hollister, ELANCO Superintendent, Wendy Horst, Adrianne Huber, Joshua Martin, Keith Ramsey, Chief of Finance and Operations, ELANCO, Jamie Reitnouer, John Sheaffer II, George Solyak, Foundation President, Jeff Starr, Principal, John Styer, Phillip Watt, Wade Whitmoyer, Dennis WIlson. 

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=815&q=the+spartan+foundation+for+educaiton&oq=the+spartan+foundation+for+educaiton&gs_l=img.3...1516.7173.0.7384.37.16.0.21.21.0.110.1138.15j1.16.0....0...1ac.1.64.img..0.23.1149.Tpt7UfwjlVU#imgrc=ctvrQIvQ7Fr_EM%3A

2.  Project Abstract:    

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=critical+thinking&oq=critical+&gs_l=img.1.0.0l10.3850.8161.0.9679.12.10.1.1.1.0.71.630.10.10.0....0...1ac.1.64.img..0.12.642.gqVlmiGtIP8#imgrc=MXLTg2UiD-6JPM%3A

As we know, the world is rapidly changing and becoming an increasingly interconnected society where students need to acquire the appropriate skill sets to effectively compete with their counterparts from all over the globe. They need to be independent learners, true constructivists, who can think outside the box and work in a team setting. Today’s students need to be dynamic, innovative, and creative individuals who take ownership of their respective educational pathways. Moreover, in terms of both oral and written expression, students need to effectively communicate with others by conveying information in a cohesive and intelligent manner. Reseach skills, leadership skills, and public speaking skills are essential for growth.

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=public+speaking&oq=public+speaking&gs_l=img.3..0l10.1395.4346.0.4488.15.11.0.4.4.0.82.641.10.10.0....0...1c.1.64.img..1.14.657.jo8SeW_RyAk#imgrc=8ayiMPk5rAYHoM%3A

The implementation of higher-order technologies, coupled with 21st Century skills, is the best instructional approach to ensure a student’s academic success.  In my room, students must employ higher-order thinking skills to address rigorous independent exploratory tasks and collaborative endeavors that demand substantive discussions and connections beyond school. My job is to immerse students in interesting and deep activities and assessments that promote critical thinking, problem solving, reasoning, analysis, interpretation, and synthesis of information.  

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1490&bih=815&q=informational+technology&oq=informational+technology&gs_l=img.3..0j0i24l9.1074.6749.0.7034.24.17.0.7.7.0.108.1267.16j1.17.0....0...1ac.1.64.img..0.24.1306.Aqfo5S13aQM#imgrc=bVCg-wDlX_iTtM%3A

Information literacy and technological competence is so important too. When learning is interactive and relevant, students begin to think more strategically and what they’re learning soon becomes very meaningful to their lives. They are energized and engaged in an assessment, which takes them from sometimes passive learners to active learners. This type of connection and differentiation allows them to solve challenging problems with enthusiasm using their own respective learning styles and a plethora of technologies of their choice. They are the producers of knowledge.

https://www.google.com/search?safe=active&tbm=isch&q=interactive+whiteboard&spell=1&sa=X&ved=0ahUKEwio5s_O8qLMAhXG9x4KHSl-Cx0QvwUIOSgA&dpr=1&biw=1490&bih=815#imgrc=M8JYqWKSEccZPM%3A

With that said, I am asking the Spartan Foundation for Education to provide my students and me with an interactive whiteboard for my ELA classroom.  I will use this technology to propel the advanced population to new and greater heights. Since I already adhere to a three-station rotational model, namely direct, independent, and collaborative stations, this technology will be used in a number of ways in a student-centered, student-driven environment. It will meet the needs of all learners and afford students the opportunity to use it for both small student-led tasks, as well as large teacher-led instruction. For example, as the name implies, students will use the whiteboard to interact with their peers and me as they immerse themselves in inquiry-based, performance-based, and project-based strategies, activities, and assessments. It will also be used for presentation purposes. Furthermore, students will opt to use it for annotating multiple informational texts, a rigorous assignment and one required on the PSSA or share drawings or highlight notes virtually.   The possibilities are endless!  Utilizing an interactive whiteboard in my discipline will allow students to engage in 21st-century practices, which serve to reflect the workforce. As I mentioned earlier, my job is to promote critical thinking, problem-solving, reasoning, analysis, interpretation, and synthesis of information and this piece of technology will excite and engage students in very purposeful and deep learning experiences. 

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=problem&oq=problem&gs_l=img.3..0l10.1182.2162.0.2438.7.5.0.2.2.0.80.299.5.5.0....0...1c.1.64.img..0.7.304.moWqVsJ_F60#imgrc=w1lf66UOJ8IffM%3A

3.  Statement of the Problem:  The results of the revised 2015 PSSA indictate that my students struggle with anaylzing and synthesizing mutiple informational texts. An informational text can be a video, press release, diagram, chart, map, article, etc. Students are required to address text-dependent analysis essays, an extremely rigorous task for this age level. 

The following two illustrations clearly reveal this defiency:  

Employing an interactive whiteboard to improve this obvious area of need will greatly increase their proficiency on this highstakes exam.  

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=goals+and+outcomes&oq=goals+and+outcomes&gs_l=img.3..0j0i8i30j0i24l8.6719.11475.0.11554.28.20.5.2.2.0.111.1506.17j3.20.0....0...1c.1.64.img..1.22.1332.RuyWx6IbgFA#imgrc=8a8m89b7nB-cuM%3A

4.  Project Description:

Goals and outcomes:  

Goal #1: 

After analyzing the 2015 PSSA results, I will increase the overall informational text percentage score of 58% advanced by 10% to 68% advanced on the 2017 PSSA by using an interactive whiteboard and Achieve 3000. 

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=pa+common+core+standards&oq=pa+common&gs_l=img.1.0.0j0i8i30l9.1754.3312.0.5343.9.9.0.0.0.0.90.556.9.9.0....0...1c.1.64.img..0.9.553.R8tUeVQozLs#imgrc=kf6MyLcgcZPahM%3A

Pennsylvania Common Core Standard:

1.2 Reading Informational Text

Students read, understand, and respond to informational text – with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

Goal #2:  After analyzing the 2015 PSSA results, I will increase the overall literature text percentage score of 59% advanced by 10% to 69% advanced on the 2017 PSSA  by using an interactive whiteboard and Achieve 3000.

Pennsylvania Common Core Standard:

1.3 Reading Literature Text

Students read and respond to works of literature – with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence.

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=target+population&oq=target+population&gs_l=img.3..0l3j0i24l7.1696.7193.0.7445.27.19.5.2.2.0.405.1518.12j2j4-1.15.0....0...1c.1.64.img..5.19.1058.BU5_J8d8pO4#imgrc=hVxVudacGTgeQM%3A

Target population:  Eighth Grade Advanced ELA Students

Instructor:  Susan Fetterman

I characterize my specific population of students as highly intelligent, motivated, and well-behaved individuals who are goal-driven. Moreover, I feel the vast majority of these students are independent learners who, for the most part, own their respective educational pathways. They are creative and enjoy immersing themselves in tasks which pertain to their real lives. Currently, there are 47 girls (55%) and 38 boys (45%).  Within that dynamic, I instruct six gifted students (.07%); there are three girls and three boys.   

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=rotational+model&oq=rotational+model&gs_l=img.3..0j0i5i30j0i24j0i10i24j0i24.10792.12940.0.13250.16.12.0.4.4.0.158.1005.10j2.12.0....0...1c.1.64.img..1.15.864.5xlpqUP-iP4#imgrc=ph0rFjNM4hddUM%3A

Methods:   Hybrid Three-Station Rotational Modal

My instructional methods will begin with the standards in mind and revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and, of course, higher-order technologies. Moreover, it will allow for differentiated instruction, flexible groupings, and multiple modalities. Voice and choice will be very important to the structure of the design as well. I will focus on inquiry-based, performance-based, and project-based strategies, activities, and assessments to promote learning for opitmal outcomes. 

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=staff&oq=staff&gs_l=img.3..0l10.1796.2905.0.3099.5.4.0.1.1.0.68.267.4.4.0....0...1c.1.64.img..0.5.274.xRrpu-2w8O0#imgrc=enuqkMpGG8cAaM%3A

Project staff:

Susan Fetterman:  Principal Investigator (ELA Instructor)

Jeff Starr:  Building Principal

Tim Leister:  Technology Coach

Lotie Wotsen:  Technology Director

Robert Hollister:  ELANCO Superintendent and Spartan Foundation for Education board member

Spartan Foundation for Education Board Members  

Timeline:

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=timeline&oq=timeline&gs_l=img.3..0l10.1717.3803.0.3933.12.8.2.2.2.0.84.535.8.8.0....0...1c.1.64.img..0.12.561.TObMp7Zu-P4#imgrc=6ftrh4CsrOKvMM%3A

5.  Resources:

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=resources&oq=resources&gs_l=img.3..0l10.1504.3915.0.4028.11.7.1.3.3.0.119.466.6j1.7.0....0...1c.1.64.img..0.11.499.6K5U4-oL4i4#imgrc=TBecgmZVjUY6hM%3A

Elanco is a 1-1 district, so all of my students are given a computer to use for the length of the school year.  I also have a printer, scanner, ladybug, and LCD projector in my ELA classroom for their use.  

6.  Evaluation plan:

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=evaluation&oq=evaluation&gs_l=img.3..0l10.1770.3357.0.3597.10.8.0.2.2.0.102.573.7j1.8.0....0...1c.1.64.img..0.10.582.-6GVohyl6Wc#imgrc=cO6cJeVi3vvWUM%3A

All of my eighth-grade advanced students will utilize this technology throughout the scholl year. I will use participant observation, informal ethnographic interviews, and digital portfolios (2015, 2016, and 2017 PSSA results and Achieve 3000 data) as the examining piece. By documenting thorough notes of how I employ the whiteboard, plus observe how students interact with it and what they tell me during the informal interviews, I will be able to determine where they are struggling with informational texts and support them in their efforts via this technology. 

The goal is to increase my students’ 2017 PSSA performances by 10% in each of the two informational text categories by utilizing an interactive whiteboard. Using a mixed-method design, which includes the daily use of this technology, I will hopefully create a comprehensive framework that better meets the needs of my students.

To determine whether an interactive whiteboard improves students’ proficiency as it pertains to informational texts, I will compare the 2015, 2016, and 2017 PSSA data results. Once analyzed, I will share the findings with my students, parents, members of my department, building administrator, technology coach and director, and, of course, the board members of the Spartan Foundation for Education. 

https://www.google.com/search?q=quotes+on+technology+in+the+classroom&safe=active&espv=2&tbm=isch&imgil=_d7CwMhnIJjW4M%253A%253BHVQFSMKGg5ZYDM%253Bhttp%25253A%25252F%25252Fquotesgram.com%25252Fquotes-about-technology-and-learning%25252F&source=iu&pf=m&fir=_d7CwMhnIJjW4M%253A%252CHVQFSMKGg5ZYDM%252C_&usg=__sMJvFBGfr1Q9xMDX3gIc71g2EXQ%3D&biw=1490&bih=815&ved=0ahUKEwiS4YDh-qLMAhXJ7D4KHbi6BG4QyjcIJw&ei=sXgaV9LEFcnZ-wG49ZLwBg#imgrc=_K8jFpo6LFlo2M%3A

7.  Appendices:

Data collection instruments: The data collection instruments include teacher observations, informal ethnographic interviews, and digital portfolios (2015, 2016, 2017 PSSA results and Achieve 3000 data).

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21st Century Education

https://www.youtube.com/watch?v=nA1Aqp0sPQo

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Technology is just a tool.  In terms of getting the kids working together and motivating them, the teacher is the most important.

Bill Gates

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Technology Grants:  Post #1

The Spartan Foundation for Education

“Our Vision:  That every student will be an engaged and successful member in the world community.”

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=815&q=spartan+foundation+for+education&oq=spartan+foundation+for+education&gs_l=img.3...1856.10266.0.10526.44.15.7.22.26.0.167.1381.12j2.14.0....0...1ac.1.64.img..1.26.1415.5MbR_GwLGxA#imgrc=KZ00xeyY94oHSM%3A

ELANCO is my school district. 

"Eastern Lancaster County School District Spartan Foundation for Education seeks to enhance the global educational opportunities of our students to help them better compete in a rapidly-changing, technology-driven world.  The Foundation is a non-profit community-based organization dedicated to enriching the educational experiences of the students and faculty of the ELANCO public schools.  By funding pilot projects, the work of the foundation encourages innovation in educational activities that help students expand their thinking globally, beyond the borders of their local community. The Foundation supports the importance of the basic education requirements established by State and Federal authorities, but seeks to supplement learning activities that teach 21st-century skill sets” (ELANCO, 2016).

http://www.spartanedfoundation.org/about-us/

http://www.spartanedfoundation.org/grants/sponsored-grants/dsc_0721-medium/

The Spartan Foundation for Education provides funding for a plethora of educational experiences, such as leading a group of 20 Garden Spot High School students on a two week trip to Vietnam or the Food Resource Bank (FRB) raising money to help people in developing countries grow their own food. This foundation also provides funding for technology purposes like purchasing a 3-D printer for the eighth-grade science teacher, or the sixth-grade students at the elementary school who shared a cultural peer collaboration through the Flat Stanley Project with students from Ukraine, Romania, Lebanon, and Israel.  Students shared their experiences on Edmodo. 

http://www.spartanedfoundation.org/grants/sponsored-grants/

21st Century Teaching...

1.  Begin with the PA Common Core Standards 

http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%206-12%20March%202014.pdf

PA Common Core Standards: 

http://static.pdesas.org/content/documents/PA%20Core%20Standards%20ELA%206-12%20March%202014.pdf

2.  Student-Centered, Student-Driven Environment  

independent exploration and collaborative endeavors; rotational model; facilitator, not teacher

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=student+centered+classroom&oq=student+centered+&gs_l=img.1.1.0l10.1344.4331.0.7137.17.13.0.4.4.0.83.901.13.13.0....0...1c.1.64.img..0.17.919.OaUGIJGtSvQ#imgrc=g3aaM4zbcOnkdM%3A

3.  Authentic Instructional Practices 

Higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=higher+order+thinking+skills&oq=higher+order+th&gs_l=img.1.1.0l10.58372.60596.0.62353.15.10.0.5.5.0.75.644.10.10.0....0...1c.1.64.img..0.15.666.DT10VLVJm1w#imgrc=WmI_0SNP-BK_7M%3A

4.  Necessary Skillsets 

critical thinking, problem solving, analysis, interpretation, synthesis

5.  Informational Literacy

“The United States National Forum on Information Literacy defines information literacy as "... the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand”  (Wikipedia, 2016).

https://www.google.com/search?safe=active&espv=2&q=information+literacy&spell=1&sa=X&ved=0ahUKEwiCh9zsiaPMAhWEkx4KHQu7AkoQvwUIGSgA&biw=1490&bih=815

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=information+literacy&oq=information+literacy&gs_l=img.3..0l10.4226.7423.0.7666.20.13.0.7.7.0.66.533.13.13.0....0...1c.1.64.img..0.20.573.xrk3veU34tc#imgrc=7TY8AQK9N7vlMM%3A

6.  Technology Competence

Knowing how to enhance instruction for optimal outcomes via technology 

7.  Inquiry-Based, Project-Based, and Performance-Based Asssessments

Diagnostic, formative and summative assessments

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1490&bih=815&q=project-based&oq=project-based&gs_l=img.3..0l3j0i30l7.3141.6080.0.6860.13.11.0.2.2.0.91.728.10.10.0....0...1ac.1.64.img..1.12.734.cjKO3-x3XYU#imgrc=mFwZKDdVPsyJ7M%3A

8.  Self-Assessment and Peer-Assessment

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1490&bih=815&q=peer-assessment&oq=peer-assessment&gs_l=img.3..0j0i30l9.2094.4839.0.5014.15.15.0.0.0.0.79.925.15.15.0....0...1ac.1.64.img..0.15.920.FlkyNPaFcaE#imgrc=RDzYRkZDjdBW6M%3A

9.    Reflection and Digital Portfolios

Students taking ownership of their educational pathways

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1490&bih=815&q=digital+portfolios&oq=digital+portfolios&gs_l=img.3..0l2j0i5i30l2j0i24l6.1935.8716.0.8908.31.19.5.7.6.0.157.1329.17j1.18.0....0...1ac.1.64.img..1.27.1229.WPUc2XzYip8#imgrc=c1acgbVi7uK1VM%3A

15 characteristics of the 21st Century Teacher

http://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

https://www.google.com/search?safe=active&biw=1490&bih=815&tbm=isch&sa=1&q=21st+century+teacher&oq=21st+teacher&gs_l=img.1.1.0j0i7i30l4j0i7i10i30j0i7i30l4.4645.5505.0.7322.5.5.0.0.0.0.128.397.4j1.5.0....0...1c.1.64.img..1.4.326.k_7WJ7-F9Os#imgrc=XwuOEJiueTcxgM%3A

The Global Classroom

The global classroom, live from South Africa: Steve Sherman at TEDxCapeTownED

https://www.youtube.com/watch?v=3H4R5NHcspQ

Technology Connects Schools and Homes

The President Gives Remarks at "ConnectED to the Future"

https://www.youtube.com/watch?v=4eudtEDzluw

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Gavin DeGraw - Everything Will Change

https://www.youtube.com/watch?v=C83KJ5V9zvo&list=PLIT1U6WS4aYA_xGAzvyhL8C_nPJiMYPeN

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We're preparing students for a world that's rapidly changing.  The jobs they're going to have don't even exist yet.

Billie McConnell, Director of K-12 Learning Institute

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The Freedom Singers - Woke Up This Morning

https://www.youtube.com/watch?v=TsziXdKfOsE&list=PLmXVci24N0MXtWp9oyhGb-s_5kaoRmtsR

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Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.

Martin Luther King, Jr.

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Integration of  Visuals:  Post #2 The Civil Rights Movement

Introduction:   

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=rosa+parks+on+the+bus&oq=rosa+parks+on+the+bus&gs_l=img.3...975.4021.0.4193.21.10.0.0.0.0.634.634.5-1.1.0....0...1ac.1.64.img..20.1.633.uatG0c5iSUU

With the exception of Rosa Parks refusing to give up her seat on the bus, most eighth-grade students at Garden Spot Middle School have limited prior knowledge of the Civil Rights Movement and Martin Luther King, Jr. Today’s lesson will touch upon the sit-ins but really focus on Dr. King’s I have a Dream speech.  

Freedom Riders:  https://en.wikipedia.org/wiki/Freedom_Riders 

Overview:

This lesson will revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies. It will also allow for differentiated instruction, flexible groupings, and multiple modalities. The activating strategy will be a YouTube video entitled, Civil Rights Movement Greensboro & Nashville Sit-Ins. There will be a realistic visual, analogical visual, organizational visual, and relational visual in this plan. This lesson will also allow for scaffolding, different groupings, plus meet the needs of all learners, namely visual, auditory, kinesthetic, and tactile. Lastly, it includes the utilization of technology in every activity and assessment.

Analyze Learners:

https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=analyze+learner&oq=analyze+learner&gs_l=img.3..0j0i24l2.3312.5678.0.5910.15.11.0.2.2.0.276.1574.0j6j2.8.0....0...1c.1.64.img..5.10.1579.dnRJ4VrT-m0#imgrc=rj9FqK9H2uefNM%3A

General Characteristics:  

Eighth-grade students at Garden Spot Middle School are primarily Caucasian and come from low to middle socioeconomic families. Although the demographics are slowly changing, this particular school district services very few minority students. 

New Holland is an extremely conservative and religious community. Most students belong to youth groups and often go on weekend retreats and summer mission trips. They are a very generous group of people. Unfortunately, college is not emphasized at home by too many parents. A large percentage of students graduate from high school and choose to work on the family farm or work for a local business.

Entry Competencies:  

Students know how to employ the technologies required for today’s lesson, namely Youtube, Padlet, Canvas, Google docs, Google translate, Google scholar, and wiki.

Learning Styles:  This lesson will address the needs of all learning modalities, namely visual, auditory, kinesthetic, and tactile learners.

Objective:

https://www.google.com/search?safe=active&tbm=isch&q=learning+objective&spell=1&sa=X&ved=0ahUKEwj2i6Hej5LMAhVHGB4KHebSAuQQvwUISygA&dpr=1&biw=1527&bih=771#imgrc=F_LX34awqSfuuM%3A

Product Learning Target:   Performance-based Assessment

After analyzing Dr. King’s I have a Dream speech, the learner will write and present his own I have a Dream speech and attain a minimum of 50 points (proficient - 83%) out 60 points (advanced - 100%) on a teacher-generated rubric.

Rubric:  Formal Speech

(Organizational Visual)

1.  Teacher-led Large Group Activity:   Activating Strategy

Youtube Video:  (REALISTIC VISUAL)

Civil Rights Movement Greensboro & Nashville Sit-Ins - Created with WeVideo 

https://www.youtube.com/watch?v=YK01BGSSn4s

2.  Independent Assignment:  Using Canvas, pen an inquiry journal entry about what you just viewed. Please use a minimum of three inquiry stems. 

Canvas Link: https://class.instructure.com/courses/3280/assignments/53146

The Civil Rights Movement:  (Organizational Visual)   

https://www.google.com/search?q=map+of+the+deep+south+with+the+civil+rights+movement&safe=active&espv=2&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjulbCjqpPMAhUMTCYKHWbIC3QQsAQIGw&biw=1527&bih=815#imgrc=7WZanKvGmJiFpM%3A

Timeline of the Civil Rights Movement:  

(Organizational Visual)

http://www.infoplease.com/spot/civilrightstimeline1.html

Differentiation and Flexible Groupings:

https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=flexible+groups&oq=flexible+groups&gs_l=img.3..0l4j0i30j0i24l5.1831.4874.0.5077.17.13.1.1.1.0.293.1794.0j6j3.9.0....0...1c.1.64.img..6.11.1796.vlt9loptMa0#imgrc=IWFqB5riEtbCUM%3A

(Analogical Visual)

3.  Small Group Student-Led Activity:  Think-Pair-Share

Look at the visual below and discuss how the chess pieces and board provide a perfect analogy for the Civil Rights Movement.  Discuss your thoughts and feelings with a partner and then share some of them with the class via Padlet.

Padlet Link: http://padlet.com/susan_fetterman/6ao3uuijt1bo

https://www.google.com/search?safe=active&espv=2&biw=1527&bih=771&tbm=isch&sa=1&q=chessboard+with+black+piece+down&oq=chessboard+with+black+piece+down&gs_l=img.3...64032.69960.0.70207.28.18.2.0.0.0.676.1867.3-2j1j1.4.0....0...1c.1.64.img..24.1.461.A3S6x24ojfE#imgrc=SOBHoxPhhxyavM%3A

4.  Small Group Student-led Activity:    (Partners)

What are Jim Crow Laws?  

https://en.wikipedia.org/wiki/Jim_Crow_laws

Please read these examples of Jim Crow Laws:  

http://www.ferris.edu/jimcrow/links/misclink/examples/homepage.htm

https://www.google.com/search?safe=active&espv=2&biw=1527&bih=771&tbm=isch&sa=1&q=jim+crow+laws&oq=jim+crow+laws&gs_l=img.3..0l10.1619173.1621707.0.1621911.13.9.0.0.0.0.578.578.5-1.1.0....0...1c.1.64.img..12.1.578.OGon1YDx8r8#imgrc=BUXn2WRgICen2M%3A

5.  Independent Activity: 

(Relational Visual)

Directions:  Now that you’ve learned a little about segreation in the deep South, analyze the graph below and write an entry on the Spartan Learning Discussion Board (Canvas). Discuss how Civil Rights issues have changed or perhaps not changed since the Civil Rights Movement. Once completed, please read and respond to at least two posts made by your classmates.

Canvas: https://class.instructure.com/courses/3280/discussion_topics/9659

todahttps://www.google.com/search?q=pictorial+graph+of+civil+rights+movement&safe=active&espv=2&tbm=isch&imgil=x2ZI4LZpE9orNM%253A%253BfGddzJAk0-tjZM%253Bhttps%25253A%25252F%25252Fcivilrightsproject.wordpress.com%25252Fat-a-glance%25252F&source=iu&pf=m&fir=x2ZI4LZpE9orNM%253A%252CfGddzJAk0-tjZM%252C_&usg=__oAnJU8wOqLZsH50Vq1xuTWece80%3D&biw=1527&bih=815&ved=0ahUKEwjKnoLIrJPMAhUGHB4KHYN0CaUQyjcIJw&ei=bkkSV8qvN4a4eIPppagK#imgrc=x2ZI4LZpE9orNM%3A

6.  Small Group Student-Led Activity:         (Performance-based Assessment)

Directions:  With a partner of your choice, you will view an original video of Martin Luther King Jr. giving his famous I have a Dream speech. After, please take a few minutes and listen to an audio of the same speech. You and your partner will think about the meaning, purpose, and effect of his speech.  It will be your task to write a short speech yourself on a dream that you have about our country today. You will employ Google docs, Google scholar, Google translate, and wiki for this performance-based assessment. Once completed, please post your speech on a wiki and be prepared to present it to the class.

Written Speech:  I have a Dream Speech by Martin Luther King, Jr.

https://www.archives.gov/press/exhibits/dream-speech.pdf

Original Audio Version of Speech:  I have a Dream 

https://archive.org/details/MLKDream

Google Docs:  

https://docs.google.com/document/u/0/?showDriveBanner=true#

Google Scholar:    https://scholar.google.com/

Google Translate:   https://translate.google.com/

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=i+have+a+dream&oq=i+have+a+dream&gs_l=img.3...4114.5944.0.6172.14.8.0.0.0.0.0.0..0.0....0...1ac.1.64.img..14.0.0.JVP9cMaz69E#imgrc=UhOF0A_ag8ha0M%3A

Learning Modalities:

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1527&bih=771&q=learning+styles&oq=learning+styles&gs_l=img.3...2810.6779.0.6914.17.14.1.0.0.0.817.1279.4-1j0j1.2.0....0...1ac.1.64.img..14.3.1284.zDLQ75U8d50#imgrc=vFTqeBMo8EG0RM%3A

Visual Learners:  YouTube video; graph & timeline; partner work

Auditory Learners: YouTube video; partner work; speech

Kinesthetic Learners:  (learn by doing) speech - presentation

Tactile Learners: speech; padlet; partner work

http://www.huffingtonpost.com/2014/02/12/civil-rights-art_n_4769268.html

https://www.google.com/search?safe=active&biw=1527&bih=771&tbm=isch&sa=1&q=advantages+and+disadvantages&oq=advantages+and+&gs_l=img.1.0.0l10.1445.3956.0.6158.15.12.0.1.1.0.300.1969.0j5j3j1.9.0....0...1c.1.64.img..5.10.1976.d5iYGcR9nls#imgrc=pJANjhAjxEp8dM%3A

Advantages:

1.  ELANCO is a 1-1 district, so every student will have access to the necessary technologies at school and at home.

2. Students will have experience in employing the technologies for this plan, such as YouTube, Padlet, Canvas, Google docs, Googel scholar, Google translate and wiki.

3. This lesson plan will revolve around authentic instructional practices. 

4.  This plan allows for analysis, synthesis, and creative expression in that students write formal speeches about dreams that are important to them. 

5.  Students have the opportunity to give formal speeches to their peers and receive feedback via a wiki discussion board.

4. This plan is differentiated, allows for flexible groupings, and addresses all learning modalities.

Disadvantages:

1. Students have limited prior knowledge of segregation and Jim Crow Laws.

Pennsylvania Core Standards:

https://www.google.com/search?safe=active&tbm=isch&q=pa+state+standards&spell=1&sa=X&ved=0ahUKEwjy7IXujpLMAhWLqR4KHcnGDXYQvwUIGSgA&dpr=1&biw=1527&bih=771#imgrc=8VCb9DGHxNWe9M%3A

CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

ISTE Standards:    

https://www.google.com/search?safe=active&tbm=isch&q=technology+standards&spell=1&sa=X&ved=0ahUKEwjV_P3IjpLMAhWBrB4KHSu4DiQQvwUIGSgA&dpr=1&biw=1527&bih=771#imgrc=Gd0tUQ6KxQb-AM%3A

1.  Creativity and Innovation:  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

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.

3.  Research and Information Fluency:  Students apply digital tools to gather, evaluate, and use information.

4.  Critical Thinking, Problem-Solving, and Decision-Making:  Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

5.  Digital Citizenship:  Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

6.   Technology operations and Concepts:  Students demonstrate a sound understanding of technology concepts, systems, and operations.

http://www.iste.org/standards/ISTE-standards/standards-for-students

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Shirley Verrett, operatic star, sings "Oh Freedom"

https://www.youtube.com/watch?v=XKlgL4SkkqA&list=PLjWzVDcjz-2wgyo4ypovDDRcTDyyRhHaS

[caffinecrazy]

Alabama City Remembered as Climactic Battle of Civil Rights Movement

https://www.youtube.com/watch?v=ggUt0gJh9U8

[caffinecrazy]

I never believed I was inferior to anybody.

Rosa Parks

[caffinecrazy]

What Is The Future Of Robotic Limbs?

https://www.youtube.com/watch?v=CBRUle6hLFE&nohtml5=False 

[caffinecrazy]

We are the champions!

https://www.youtube.com/watch?v=O71fetlkCZo&nohtml5=False

[caffinecrazy]

Integration of  Visuals:  Post #1

Science Lesson:   Prosthetic Arms

(Relational Visual)

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=prothestic+arms&oq=prothestic+arms&gs_l=img.3..0i10i24.1336.7356.0.7797.19.16.3.0.0.0.105.1335.14j2.16.0....0...1c.1.64.img..0.19.1344.qY18arkvJOM#imgrc=O78beBFQ55fXAM%3A

Targeted Skills:  Analyzing and Synthesizing Multiple Informational Texts to Evaluate a Claim       (TDA Essay)

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.70282.72363.0.74373.14.14.0.0.0.0.289.1364.9j4j1.14.0....0...1c.1.64.img..3.1.288.71L_CObYTNk#imgrc=-49kT58BNx423M%3A

Introduction:  

Most eighth-grade students are very interested in science and technology, so I’ve created a lesson that blends the two. Educators in every discipline are teachers of reading and writing. The results of the 2015 PSSA clearly illustrate that students at Garden Spot Middle School struggle with informational text, so all teachers were asked to administer text-dependent analysis essays (TDA’s) in their various disciplines at some point during the school year. I chose to use an Achieve 3000 bonus lesson that incorporates three different types of informational texts. 

Overview:

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=text-dependent+analysis+essays&oq=text-dependent+analysis+essays&gs_l=img.3…4934.12485.0.12701.36.33.3.0.0.0.177.2734.26j6.32.0….0…1c.1.64.img..1.26.2133.pWnXuVMAoxQ#imgrc=81bG-jp2n0KRmM%3A

Text-dependent analysis essays (TDA’s) are new to the state exam (2015) and incredibly rigorous for all student populations to understand and effectively execute. Students will be asked to read, view, analyze, and synthesize multiple informational texts to evaluate a claim. They’ll need to understand the verbiage of implicit and explicit information and employ higher-order thinking skills to the task. Because this assessment will be so challenging, students will work in pairs to support each other in hopes of increasing their proficiency with this type of essay. 

This lesson will revolve around authentic instructional practices, namely higher-order thinking skills, depth of knowledge, substantive discussions, real life relevancy, and higher-order technologies. It will also allow for differentiated instruction, flexible groupings, and multiple modalities. The activating strategy will be a YouTube video entitled, FDA Approves Luke Skywalker's Prosthetic Arm. In order to address the TDA question, students will respond to a reading poll, read an article, view another video, and analyze an engineering design process on prosthetic arms. Together with their respective partners, students will participate in a small student-led group activity. This plan permits for scaffolding, different groupings, and meets the needs of visual, auditory, kinesthetic, and tactile learners. It includes the utilization of technology in every activity and assessment. 

Analyze Learners:

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyze+learner&oq=analyze+learner&gs_l=img.3..0j0i24l2.2074.4893.0.5076.17.14.1.2.2.0.130.995.11j2.13.0....0...1c.1.64.img..1.16.1009.7uvV7PQlwHY#imgrc=WGy3m4u7qR3MUM%3A

General Characteristics:  

Eighth-grade students in at Garden Spot Middle School are primarily Caucasian and come from low to middle socio-economic families. New Holland is a very conservative and religious community.  Most students belong to youth groups and often go on weekend retreats and summer mission trips. They are a very giving group of people. Unfortunately, college is not emphasized at home by too many parents. A large percentage of students graduate from high school and choose to work on the family farm or work for a local buisness. 

Entry Competencies:  All students in grade 8 know how to manipulate Achieve 3000 and Google Docs.  They are also familiar with the state’s TDA rubric.

Almost all students in Grade 8 are very weak when it comes to addressing PSSA text-dependent analysis essay (TDA’s).  They can analyze informational texts fairly well and in isolation, but they struggle synthesizing multiple informational texts to evaluate a claim. It’s a very challenging task that involves higher-order thinking skills. This science lesson is interesting for this age group and scaffolded appropriately.

Learning Styles:  This lesson will address the needs of all learning modalities, namely visual, auditory, kinisthetic, and tactile learners.

Objective:

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=objective&oq=objective&gs_l=img.3..0l10.1294.3496.0.3770.11.9.1.1.1.0.100.696.7j1.8.0....0...1c.1.64.img..1.10.703.OaYhSHo2TPw#imgrc=GgMgF2s8JDV0HM%3A

1.  Product

Learning Target:  After analyzing and synthesizing multiple informational texts to evaluate a claim, the learner will construct a text-dependent analysis and attain a minimum of a 3 (proficiency - 75%) out a 4 (mastery - 100%) on the PA Text-Dependent Analysis Scoring Guidelines.

Rubric:  

http://www.parklandsd.org/web/pssa-keystone/files/2013/11/Reading-Guidelines-ii.pdf

Differentiated Instruction:  

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=differentiated+instruction&oq=differentiated+instruction&gs_l=img.3..0l10.1443.7575.0.7869.28.11.1.16.17.0.134.930.10j1.11.0....0...1c.1.64.img..0.28.991.cZPfdFe0P10#imgrc=DS1WFuVvFkCpFM%3A

Since Achieve 3000 is based on students’ respective Lexile levels, each student will work with a partner who has the same or similar Lexile. However, when they peer-assess their classmates’ TDA’s, they may choose their own group members.

Flexible Grouping:    

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.3202.6441.0.6640.19.14.0.5.5.0.135.1208.10j4.14.0....0...1c.1.64.img..0.19.1231.hdkTH9EVfac#imgrc=fN9TUlrnrGHYCM%3A

1.  Teacher-led whole class instruction & discussion: 

(Realistic Visual) 

Activating Strategy (YouTube Video)

FDA Approves Luke Skywalker's Prosthetic Arm

https://www.youtube.com/watch?v=pxEGiMhqiv8&nohtml5=False

2.  Student-led Group Activity (Partner Work):  

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=partner+work&oq=partner+work&gs_l=img.3..0l10.2532.4324.0.4619.12.9.0.3.3.0.99.746.9.9.0....0...1c.1.64.img..0.12.755.EBjYPtFIBYA#imgrc=6B2Xw2bYN6QvoM%3A

Achieve 3000, digital informational content provider:

Reading and viewing multiple informational texts to address a TDA...

     a.  Before Reading Poll:   

          Dean Kamen is an inventor who has created many new devices that                 help people. Kamen believes that properly developed technology can               wipe out problems that concern people. What do you think?Technology             can solve any problem.

          *  Agree

          *  Disagree

          Explain why you voted the way you did.

TDA Assessment Question and Directions:  

TDA Assessment Question:  “Can technology solve any problem?” 

Directions: Read an article, view a video, and study a diagram chart. Next, analyze and synthesize these multiple informational texts to evaluate the claim. Support your answer with reasons and evidence from all three texts.

https://portal.achieve3000.com/index

https://www.google.com/docs/about/

https://translate.google.com/

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=technology+can+solve+any+problem&oq=technology+can+solve+any+problem&gs_l=img.3...1242.9058.0.9336.38.28.3.7.7.0.236.2195.25j2j1.28.0....0...1c.1.64.img..0.22.1132.yddiBy1EUgE#imgrc=_x5s9VaSLsrqsM%3A   

  b.  Article, “Breaking New Ground”

http://portal.achieve3000.com/kb/lesson/?lid=11915&step=11&c=1&asn=1

(Realistic Visual)

     c. Video,  Dean Kamen: Luke, a new prosthetic arm for soldiers

https://www.youtube.com/watch?v=NtJmg7HPnNM&nohtml5=False

     d. Diagram, Engineering Design Process

(Organizational Visual)

http://portal.achieve3000.com/kb/lesson/?lid=11915&step=13&c=1&asn=1

(This site is now under my substitute’s name and password.)

3.  Student-led Collaborative Group Activity:  

Peer-assessment:  Using the state’s TDA rubric, students will peer-assess their classmates’ text-dependent analysis essays and provide constructive feedback.

http://www.education.pa.gov/Documents/K-12/Assessment%20and%20Accountability/PSSA/Scoring%20Guidelines%20and%20Formula%20Sheets/English%20Language%20Arts/PSSA%20Text%20Dependent%20Analysis%20Scoring%20Guidelines.pdf

Multiple Learning Modalities:

Visual Learners:  YouTube video; diagram; partner work

Auditory Learners: YouTube video; TDA construction with partner 

Kinesthetic Learners:  TDA  self- and peer assessment process (learn by doing)

Tactile Learners: TDA self- and peer assessment process (model and support peers)

Advantages:

1.  ELANCO is a 1-1 district, so every student will have access to the necessary technologies at school and at home.

2. Students will have experience in using the technologies for this plan, such as Achieve 3000, Google Docs, and Google Translate.

3. This lesson will revolve around authentic instructional practices.

4. Students will have the opportunity to self- and peer-assess the performance-based project (TDA) and provide constructive feedback to their classmates. 

5. This plan is differentiated, allows for flexible groupings, and addresses all learning modalities.

Disadvantages:

1. The TDA essay will be challenging for both the science teacher and students. 

2. Science classes are heterogeneously grouped, so the instructor must address all levels at once. 

Pennsylvania Core Standards:

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=analyzing+informational+texts&oq=analyzing+informational+texts&gs_l=img.3..0i24.70282.72363.0.74373.14.14.0.0.0.0.289.1364.9j4j1.14.0....0...1c.1.64.img..3.1.288.71L_CObYTNk#imgrc=15A5SG7iiUYIfM%3A

CC.1.2: Reading Informational Text: Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

CC.1.2.8.B: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.

CC.1.2.8.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CC.1.4.8.U: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

ISTE Standards:    

https://www.google.com/search?safe=active&biw=1529&bih=815&tbm=isch&sa=1&q=iste&oq=iste&gs_l=img.3..0l10.1198.1910.0.2259.4.4.0.0.0.0.83.281.4.4.0....0...1c.1.64.img..0.4.278.MwvH6NF-vDc#imgrc=PBMfZ2BAKgtoPM%3A

1.  Creativity and Innovation:  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

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.

3.  Research and Information Fluency:  Students apply digital tools to gather, evaluate, and use information.

4.  Critical Thinking, Problem-Solving, and Decision-Making:  Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

5.  Digital Citizenship:  Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

6.   Technology operations and Concepts:  Students demonstrate a sound understanding of technology concepts, systems, and operations.

http://www.iste.org/standards/ISTE-standards/standards-for-students

[caffinecrazy]

Nothing’s too hard for us!

https://www.google.com/search?safe=active&site=&tbm=isch&source=hp&biw=1529&bih=815&q=we+can+do+it&oq=we+can+do+it&gs_l=img.3..0l10.1979.3501.0.4392.12.10.0.2.2.0.134.998.7j3.10.0....0...1ac.1.64.img..0.12.1003.2ZsWwEDwYLQ#imgrc=Vr3Nx-79N-VDYM%3A