FINAL LESSON PLAN

            I choose to do a reading and language arts activity with first grade students.  I choose this subject because reading and writing are my favorite things to do with young children.  Characters, setting, and key details and one of the first things we typically discuss.  I had a hard time getting started and narrowing in on what I wanted to discuss and what materials I would use.  I ended up picking a favorite story, Where the Wild Things Are to help myself get started. 

            I planned to do this lesson over 2 days with the students and use about 2 hours of in class time.  The first thing I am going to have students do is read along with a story projected for them called, Swamp Music.  Then do a pre assessment to see what students already know about characters, setting and key details within a text.  Review the pre assessment and then present students with a presentation to formally explain the subject.  Have students engage in a group draw project about the characters and setting of where the wild things are.  Then take a post assessment to evaluate which students mastered the concept and which students need further instruction. 

            Time management may be an issue with some much of the activity focusing around technology.  If computers are slow, or having problems this could play a factor in how much time students are taking on assessments. But being a good teacher means being flexible.  If we could not all use a computer at the same time, I could print assessments.  Also can have students working in groups and rotate to keep students on task and engaged. 

Course Reflection

a. Coming into this course, what was your level of tech skill? Did you find it easy to adapt to the ways we used technology in this class? What was difficult for you? What was easy?

                   

• Before this class I was about a 5/6 with my technology skills.  I enjoyed the ways we used technology in this class and being able to experience and use different programs and websites.  You had all of the assignments clearly laid out with all the expectations and then we were on our own to go and do the assignments, I enjoyed that about this class.

b. What have been your favorite activity/assignment in class so far and why?

• I enjoyed making the presentation and using Google docs to do so.  I also really like Google doc and plan to use it in the future, it is so convenient how you can save things and access them from any Internet. 

c. Do you think you can easily incorporate your tech knowledge and skills into your role as a teacher? Out of all the tools we’ve  learned about so far this semester, which ones do you see using the most frequently as a teacher?

• I can see myself using a number of these resources as a teacher.  As I mentioned above Google docs, as well class tools to create assessments for student activities.  Also could have students create their own blogs and avatars.  I look forward to using a variety or technologies with my students.  That being said I also see the importance in differentiating for student needs and plan to have concrete activities, stories and games for students and well as the technology. 

d. As we approach the final four weeks of the course, what do you want to know MORE about in Ed Tech? What are you still curious about?

• I am still interested in the use of smart boards and programs you can use with students for interaction.  As well any websites that read stories or have assessments and activities to go along with stories. 

                                    e. Do you think your level of tech skill/knowledge has                                                             increased so far this semester? If so, how?

• Yes, I believe my technology skills have increases slightly, from about a 5/6 to a 7/8.  I am sure I still have lots to learn but my eyes were definitely opened to new programs and websites to use an upcoming teacher. 

Creative Commons

http://creativecommons.org/about

Educators can benefit from using creative commons cc, for “some rights reserved” when copying, sharing, adding to a variety of materials, from songs, to academic. This would allow educators the right to “share, use, and even build upon a work you’ve created” by using creative commons to protect from copyright infringement.

Pinterest in the Classroom

Pinterest Account Name: mblackn16@yahoo.com, mblackn16, Markie Black

1.What did you learn from the PINTEREST activity?  How does it relate to what you learned about UDL, lesson planning, and differentiation?

This activity gave me the opportunity to view many different lesson and ideas for things to use in my own classroom.  There are many ideas to help differentiate in the classroom to meet every students needs.   

2.How do you believe you will utilize PINTEREST as a teacher?  

I would use pinterest in the classroom so I don’t have to recreate the wheel.  You as many resources, that are provided, to make life easier for you as a teacher. 

3.What are the strengths of PINTEREST?

Pinterest gives many lesson ideas, and well as activities using common core standards.  Also is good for decorating and organizing ideas. 

4.What are some of the challenges of PINTEREST?

5.What comments, questions, thoughts, opinions, and/or feedback do you have about PINTEREST?

Pinterest may give one idea and you need to differentiate it to meet your student’s needs.  As well some activities would not be appropriate for every class, so know your students strengths and weaknesses.  Shouldn’t be used so teachers don’t have to create anything, just used as an aid to help teachers.  

Lesson Plan Assessment

http://www.classtools.net/widgets/turningPage_1/GBG39.html

Click here for larger version

I used class tools website, http://www.classtools.net/ to assess students over the story and lesson, If You Give a Mouse a Cookie. Using this website I would have students create their own version of the story. Using the tool of creating a virtual book online.  Students would be asked to follow the format of the original story, but create their own variation of what the mouse would ask for in each situation. For first grade I would make the requirement that each student write at least 4 sentences of if, then situations for the mouse.

Ohio DL Schools

I would choose VCS Ohio I liked that it was based on Ohio Eduction Stanards and parent student oriented as well very nicely organized and easy to navigate. I think also you would have to know your child and as they said it is best to indepent learners and students who want to learn. I would not choose Ecot, I did not like the layout or the information they choose to highlight was not useful information.

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ORC LESSON PLAN

(from lesson plan)            

         This lesson plan focuses on students obtaining reading and language arts skills with students in K-2^nd grade. Students will be expected to use critical thinking skills pertaining to predicting what will happen next in the story “If You Give a Mouse a Cookie”.  As well demonstrating comprehension of the text by recalling events in the story in sequential order.  Students will identify a cause effect relationship of events in the story.  In addition retelling the story to other students in their own words, and demonstrating knowledge of a cause effect relationship by writing their own version of “If You Give a Mouse a Cookie”. 

            One standard used in the lesson is “students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features”.  This will be done when students predict the sequence of the story.  Another activity students will do during this lesson is retell the story of another students, using the standard “students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes”. Then students will write their own version of the story the share with the class using this standard, “Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes”.

            I would implement this activity with students over several days.  There are 7 parts to the activity and the story needs to be revisited with students several times.  This plan is very appropriate for this age group.  Kindergartners and first graders may need a little more help in assisting with own writing of their “If You Give a Mouse a Cookie” story, but by second grade would not need as much assistance. 

http://www.readwritethink.org/classroom-resources/lesson-plans/integrating-language-arts-give-809.html?tab=4#tabs 

(from lesson plan)     

Assistive Technology for Speech/ Language Impairment

Speech/ Language Impairment

            Speech and language impairments affect 20% of students currently getting special education services.  Even more 50%, receive speech and language services because of another condition. “Speech and language impairment is defined as a communication disorder that adversely affects the child's ability to talk, understand, read, and write. This disability category can be divided into two groups: speech impairments and language impairments.”  (Project Ideal)  There are three types of speech impairments, fluency, articulation, and voice disorder.  Fluency disorder students may have trouble with rhythm and pausing or hesitant, common issues students may experience are stuttering and cluttering.  Students with articulation disorders may have errors with sounds including omission of letters, substitutions, or distortions with words.  While students with voice disorders may have problems with how long they can use their voice, pitch or volume level.

 

            There are five types of language disorders, phonological disorders, morphological disorders, semantic disorders, syntactical deficits, and pragmatic difficulties.  Students with phonological disorder have difficulty organizing and saying sounds correctly.  Morphological students will have problems with inflection.  While syntactical students “produce shorter and less elaborate sentences with fewer cohesive conjunctions than their peers”.  (Project Ideal)  Finally Students with pragmatic disorder have difficulty comprehending language, and typically many social issues. 

            These disorders can make it hard to communicate and can range from severe to mild in intensity.  Assistive technology for speech and language impairments can be put into two categories.  The first category is computer programs to help develop language and speech.  One program mentioned is First Words, which works with students on graphic presentations and high-frequency nouns (Project Ideal).  The second type of assistive technology for students with speech and hearing disorders is “augmentative or alternative communication (AAC). AAC is the use of symbols, aids, strategies, and techniques to enhance the communication process. This includes sign language and various communication boards, both manual and electronic, that are used by individuals with impaired oral motor skills.” (Project Ideal)   Communication boards help students make choices, can be very simple choices such as lunch options or very complex and create discussions. 

            I believe the future for speech and hearing disorders could be the i-pads, to create more programs to help with communication.  As well could have specialized programs geared to help students with areas they need most help with.  

Reference:

http://www.projectidealonline.org/speechLanguageImpairments.php

True Self

Who are you today? People sometimes create dynamic online personalities to present themselves to the world as If they are feeling, acting, or looking a certain way. When actually they may not be that way at all. With the use of the Internet and media people reveal themselves however they wish. Whether it is consciously or unconsciously falsely or correctly presenting themselves to others.

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Creating a Teaching Presentation

This presentation is to share with future students and staff. Explaining a little bit about myself, how I like to spend spare time, personal interest, and activities. As well, my experiences in the teaching career so far, as well as what I would like to do in the future. It includes my favorite teaching video and blogs. I hope you  enjoy!

Three Great Teacher Blogs

3 GREAT TEACHER BLOGS, you must check out! 

1.)  http://tunstalltimes.blogspot.com/

·         I enjoy her comments, pictures, and creative ideas.  Also very appealing to view, and organized, and labeled well.

2.)  http://teacheristatales.blogspot.com/

·         I just LOVE her URL/ blog title, and tons of great organizational tips!

3.)  http://www.ateenytinyteacher.com/

·         She has this blog very visually appealing.  Plus  she tells the best stories and gives good activity ideas.  

WELCOME TO MY BLOG

Hello, my name is Markie Black. 

I graduated from Columbus State Community College in winter of 2010.  I started at Ashland University, Columbus location in Fall of 2011.  I am in their Bachelors Plus Program and plan to graduate next Fall with a license to teach kindergarten- third grade.  I am also interested in looking into studying intervention specialist.  I am currently completing my first field experience at Ashland in a local first grade classroom.  As well I work as a substitute at a local preschool. 

As of right now, having most of my experience being in preschool, I believe in the future I would like to teach kindergarten locally.  However I am just getting my foot in the education door and may change my mind. Not to mention with the economy as is I will probably just be happy to get a good job, anywhere.

I think I first wanted to become a teacher because my grandma taught elementary school.  As a young child I always remember playing school, being the teacher, making pretend test, and reading stories to stuffed toys. Plus I enjoyed being around youngsters.  But then as I grew up and began studying education something changed.  I now want to be an advocate for young children, it’s not just about liking children.  But realizing how influential you can actually be in their lives. A quote that remains with me always is, “A person's a person, no matter how small.” ― Dr. Seuss, this is so true.  Preschool teachers are not glorified babysitters; more emphasis needs to be toward early education. 

In my spare time I enjoy spending time with my friends and family.  I love eating out at nice restaurants, being outdoors, and going to football games, GO BUCKS! I have a dog-named Milli, she is a pit bull, and the love of my life.  Like many children can be, pit bulls are misunderstood.  She is the biggest baby, lover, and cuddle buddy ever!