CURRICULUM 5

In this module, we reviewed starting and ending your lesson.  For this discussion be sure to complete all readings the video on this page then read all of the articles: 

· Hammond, Z. (2015).  Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students: foreword pp. vi-vii; introduction pp. 1-9; chapters 1-3, pp. 12-51 (50 pages)

· Sapp, J. (2009).  How school taught me I was poor.   Teaching Tolerance Magazine, 35 (spring), 52-55.

· Kohn, A. (2007, January/February).  Rethinking Homework .

· Kohn, A. (2007, Winter).  Changing the Homework Default .

· Canada, G. (2013, May 08).  Our failing schools. Enough is enough!

Assignment 1 – 2 pages

In your initial post address the following prompts:

· Analyze the "Our Failing Schools" Ted Talk and discuss its potential effect on the current educational landscape.

· Which parts affected you the most, why or why not?  

· Review the ideas presented in the articles and discuss the following: 

· How the Sapp article fits into your thoughts on homework

· How the articles presented homework and how you see yourself moving forward after having read these

· Your own personal experience with homework either as a student, parent, or both

· How you think special needs students or those who need more classroom assistance with the learning react to homework

Assignment 2

2 separate Lesson Plan for Kindergarten on Transportation around the world

· Part I: Lesson Plans - When designing your  lesson plans use the format we have used all along and  include ALL the following components: 

· The title of your unit and the grade level

· The student objectives for that day's plan - In measurable terms. What you want them to do at the end of the lesson

· Written as: The student will be able to (can be abbreviated to SWBAT) ______ (do/learn what and show you where)

· The unit plan outcomes the objectives support.(Begun in M2 Written Assignment)

· Unit Plan Outcome # which can be written in the "students will know" and "students will be able to understand that" format (Estes & Mintz, 2016, p. 155). 

· The Next Generation Learning Standards being supported by your lesson. (Begun in the M3 Written Assignment).

· Next Gen Learning Standards (can be abbreviated as NGLS)

· Materials needed for the lesson.

· The readings for each lesson. (if necessary - these are readings you can assign, students read together, you read to the class, etc).

· This should include any technology you will be using and the name of the application and/or website if applicable.

· Any and all student handouts must be included

· Place them in order just behind the lesson plan for the day they are used in.

· Anticipatory

· Your 'hook' for getting students interested in your lesson and thinking about what they know and have learned. Remember this as the setting, props, and costumes the students see when they walk in the room.

· Procedures 

· The steps to your lesson What you will say to the students. What they will do. any learning activities, assessments (formative and/or summative), etc. These steps should be numbered.  

· ALL of these should support the student outcomes which are related to the standards. 

· Technology use MUST be included for at least half of your lessons - this can happen anywhere in the lesson (Begun in the M5 Written Assignment).

· Remember, to check for learning on a daily basis and that not every assessment is paper and pencil - think broadly - projects, observation, exit tickets, discussion, drawings - these can all be 'assessments' (Begun in M4 Written Assignment)

· This is the step-by-step portion of your plan that anyone should be able to pick up and teach for you. Student notes and teacher notes.

· This should be very detailed.

· Closure

· How you will end the lesson and what students should think about or be prepared for in the next lesson.

Part II: Reflection - After you have completed creating your lesson plans I want you to reflect on the process and address the following prompts (use the  bold words as headings in your paper ( 2 pages: 

· Instructional Models:

 Consider the instructional model(s) you discussed. Are your activities and teaching style matching up with the model you chose or are you considering a different model or multiple models at once (as presented in your Estes & Mintz (2016) text)? The five models from Estes and Mintz (please refer to these)

1. The Integrative Model.

2. The Socratic Seminar Model

3. Cooperative Learning Models

4. Inquiry Models.

5. The Synectics Model.

· Impacts and Influences: Have the course readings changed your thinking about how you will conduct your daily lessons? Please discuss anything that has had a particular influence on you. (Discuss Hammond's text on culture and the brain as well as the Sapp article and any other articles, readings, and videos that have impacted the choices you've made and your thinking) 

· Lesson Planning: What part of lesson planning has created the most difficulty for you and why do you think this is so? 

· Notice the connections I've made for you above as these are the citations and references I expect to see in your work.  That is Sapp article and Hammonds

· All assignments need to demonstrate your understanding of the readings and videos in  this course.  If you use outside materials or try and research the content on the web, your assignment will not be accepted and will not be able to be re-submitted. 

· Your work  must reflect course concepts as they are taught through the content guides, texts, articles, and videos. 

Example Lesson Plan:

Unit - Bugs

Grade - Kindergarten

by:

Purpose: The purpose of this unit is to teach kindergarteners about bugs.  Bugs are vital to our survival as humans and through this introductory unit on bugs, students will learn how bugs are an important part of our food chain and how they can be a help and a hinderance to crops.  Through this unit, students will gain a greater understanding of, and respect for, bugs.

Unit Outcomes:

1. Students will learn about the importance of bugs to our survival.

2. Students will understand how bugs contribute to the food chain.

3. Students will understand the difference between helpful bugs and destructive bugs.

4. Students will learn about the environments in which bugs live (what they eat, how they multiply) and how humans must protect it.

NGLS

1. K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

2. K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]

3. K-LS1.1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]

4. K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

Day 1 - Lesson 1

Objectives: The SWBAT discuss insects and their importance in a group discussion. (UO# 1; NGLS: K-ESS2-2)

Materials: SMART board; plastic bugs; bug picture cards; ipads; clipboard; class list with room for notes

Anticipatory Set: The teacher will be dressed as a lady bug when the students walk into the classroom. In the front of the room will be several geranium plants with plastic ladybugs on it.  The SMART board will have a power point of bug photos streaming.

Procedures:

1. Greet students on the carpet and ask them what they notice about the room today.

2. Ask students to share what they know about bugs.  Write their thoughts on poster board chart of "What we know".   (pre-assessment)

3. Ask students what their favorite bugs are and list the bugs they name on the board.  Take a vote to see which bug is the most popular. Save the results for math class later when we can do a bar graph of the most popular bugs which will be hung in the room.  Bugs will also be used in math as we continue to learn about number values and counting.

4. Have students stand up and move around according to how they think bugs move (do this for a two minutes - 'freezing' and changing to a different bug every 30 seconds)

5. Ask students to look at the power point again and to point out which bugs they don't know that interest them the most.  The teacher will make note of the bugs students are interested in. 

6. Ask students if there are other bugs they know about or want to know about that we haven't discussed or seen yet.  The teacher will make notes next to student names on the clipboard.  

7. Ask students if they know what a bug or insect needs to have in order to be called an insect.  From the student responses shape the definition of insect to be: six legs and one or two pairs of wings.  *** all bugs are insects but not all insects are bugs! Bugs have different mouth parts! Insects have a mouth part (proboscis) that rolls up (think butterfly or bee) but a bug's proboscis doesn't roll up.

8. Ask students what bugs/insects they can think of that fit this definition.  Teacher will also have insect photo cards to prompt discussion. 

9. Students return to their tables.  Hand out plastic bugs and bug cards to each table.  

10. Have students take a few minutes to play with the bugs and look at the cards. 

11. Students will match the plastic bugs to the bug cards and discuss with their tables how the bugs are alike and different.  Share ideas with class while teacher writes findings on the board.

12. Ask class if our plastic bugs meet the definition of six legs and 1-2 pairs of wings.  Ask if  any of our bugs just insects?

13.  Collect bugs and cards and pass out ipads.

14. Ipads will have the game  Bug Catcher Game from PBS Kids opened and ready to go.

15. Students will play the game for ten minutes.  

16. Collect ipads.

Closure:

Bring students back to the carpet and ask them to share what new information they learned today and what they would like to learn more about  (Progress Monitoring).  Teacher will make notes on the poster about what we learned so far and also make notes on the clipboard about what they want to know more about. Tell students that tomorrow we will read about bugs, play a fun bug game, and get to pick a bug we each want to learn more about!

You will design two lesson plans total for the module 6 assignment like this example, and include any handouts and assessments. .