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Cottonwood Elementary School is made up of approximately 350 students. We are a small school, with a big heart!
I teach a 3rd grade classroom at Cottonwood Elementary in the Millard Public School District. I have a class of 20 students. This year I have had to implement more behavioral strategies than any other, but doing that, along with this class, has helped me become a stronger
more effective teacher.
I have been a teacher for 7 years. I have taught 1 year of 2nd grade and 6 years of 3rd grade. I am currently working towards my Master’s Degree in Elementary Education with an
endorsement in Library Science. Personally I have a new baby that I am crazy for and love to
run, play golf, and read books.
✪
Cottonwood Elementary School, in a coordinated effort with home and community, will provide innovative educational experiences that recognize and promote diverse abilities to guarantee achievement of each student’s
personal and academic best.
Each of my lesson plans targets our school’s mission statement by providing “innovative educational experiences” through the use of technology and new experiences to learn the curriculum.
� I am sure that Bradley has potential academically and as
a leader if he were able to redirect his energy. � He has a very competitive side. I would love to teach him
to be competitive with himself in school to get the best out of him.
My Reasons for choosing “Bradley” as my focus student: One of my biggest challenges. Being in a small, primarily white,
middle class school I’ve had little exposure to black culture. In his few short years he has lead a life that most other students
have not had to experience. The death of his father, unruly siblings, and being one of the few minorities in a predominately white school has made life more difficult.
� As a class we read Suki’s Kimono, discussed story elements, and Japanese culture.
� After learning how to use the Culture Grams database, students were asked to synthesize information from it, a website specifically about the culture of Japanese children, and their personal experiences to create a Venn diagram comparing and contrasting the two cultures.
� Students were then required to compose a paragraph conceptualizing what they learned. o What do you feel more appreciative of in our own culture? o Would you like to live in their culture?
Students will be able to identify and conceptualize how two different cultures are alike and different, as compared to knowledge of their own culture. They will show this by completing a Venn diagram with at least
5 differences and similarities of the two cultures and composing a paragraph sharing their own thoughts of the two cultures.
“The collaborative reading workshop process…involves reciprocal interaction between teachers and students and deep engagement with
texts through student-generated questions and connections, generating inquiry around issues that the students genuinely wonder about in relation to the texts they are reading” (Meyer, 2010, p. 501).
Millard Stan
dards • LA S 03.1.6 Use narrative or
informational text to develop a multi-‐‑cultural perspective
• LA S 03.1.6 Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading.
AASL
Stand
ards
• 1.1.2 Use prior and background knowledge as context for new learning.
• 2.1.4 Use technology and other information tools to analyze and organize information.
• 2.3.1 Connect understanding to the real world.
Cooperation and Engagement while diving further into the text!
� As a class we read Goodbye, 382 Shin Dang Dong and discussed plot and sequence.
� Review how to write a letter. � Discuss how it feels to be a new student. � Write a letter to the main character. � Edit and revise with partner. � Type in an email and send to Jangmi (aka the teacher)
Students will compose an email in proper letter format depicting their understanding of Good-‐‑bye, 382 Shin Dang Dong and their own school. They should have a minimum of three reasons why Jangmi will enjoy her
new school, and at make at least one connection to her old country.
Collaboration?
It was important to work with our school librarian to teach the students:
1. How to use their email. 2. Internet safety
3. Email safety and rules
Providing students with choice increases their intrinsic motivation and promotes engagement in their writing (Newman & Bizzarri, 2011, p. 275).
Sharing and peer discussion are important when crafting writing pieces…it was important for students to talk to one another as they generated ideas, as this promotes breadth and the depth in the students’ writing (Newman & Bizzarri, 2011, p. 277).
Millard Stan
dards • LA S 03.2.1 Writing Process:
Apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
• Technology: Network Awareness – Communicates effectively through email A
ASL
Stand
ards
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• 2.3.1 Connect understanding to the real world
� As a class we read The Statue of Liberty and discussed story elements and new concepts.
� Reread for important details. � Compose a narrative. � Locate a picture of the Statue of Liberty. � Upload picture to blabberize.com and make her “talk” using
the narrative as a script. � Share with teacher and a small group.
Students will compose a written script as if they were the Statue of Liberty telling her story, and find a picture online of her to use at
Blabberize.com. They should include a minimum of 5 important details about her history, at least 2 of which should be about the immigrants
during that time.
…technology does not stand alone. It integrates with all subjects both in the content areas as well as art (Sterling, 2009, p. 42).
Educational games are experiential exercises in a virtual world where learners apply knowledge and skills in the execution of their assigned roles (Qing, 2010, p. 429).
Millard Stan
dards • LA S 03.2.1 Writing Process:
Apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level.
• Technology: Network Awareness – Communicates effectively through email
AASL
Stand
ards
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
• 2.3.1 Connect understanding to the real world
These lessons have helped Bradley to:
� Focus his energy towards school work � Enjoy his work, because of the technology use � Feel proud of his finished products � Reign in his behavior, while focusing on his tasks � Improvement of social and academic skills
These lessons have helped my Class:
� Feel more excitement to do their classwork � Learn/practice required skills in new ways � Relate to our weekly texts more personally � Retain more knowledge of the story details � Better test scores
These lessons have helped me:
� Make learning more genuine � Enjoy the learning process more � Increase engagement and understanding � Better get to know my students’ strengths � Stretch them further and get them to really think about the text
Meyer, K. (2010). A collaborative approach to reading workshop in the middle years. Reading Teacher, 63(6), 501-507. Retrieved from Academic Search Premier.
Newman, T. H. & Bizzarri, S. A. (2011). Friday letters: Connecting students,
teachers, and families through writing. Reading Teacher, 65(4), 275-280. Retrieved from Academic Search Premier.
Qing, L. (2010). Digital game building: Learning in a participatory
culture. Educational Research, 52(4), 427-443. Retrieved from Academic Search Premier.
Sterling, J. (2009). Multimedia landscapes. Arts & Activities, 145(3), 42-52.
Retrieved from OmniFile Full Text Select (H.W. Wilson).
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