9/11 Digital Story EDU 533

This year, I had the opportunity of being in a high school classroom as the anniversary of September 11, 2001 arrived. The students in this class were only six at the time of the terrorist attacks - I felt old!  The teacher of this class was out of the country on 9/11/01, and all of a sudden, I was the only person in a full room who had a distinct memory of the day. I was in sixth grade, living in NY at the time, when my principal announced the news to each grade individually. I remember many minute details of that day. I'm sure, not unlike many other adults recalling September 11. 
As the assignment of Digital Story came, I realized I could take this opportunity to educate students who, at the time, will not have been alive at all during the 9/11 attacks. In addition to the most recent September 2014 anniversary experience I shared, I also have a personal connection with 9/11/01. My father, a pastor with The Salvation Army, led a team of emergency disaster relief personnel to Ground Zero to provide hot meals and warm drinks, a place to rest and a place for prayers of peace and comfort. He served for a week and was witness to unbelievable tragedy and heartbreak. Day in and day out, he stood his post and offered a comforting smile, homemade cookies, and other words of encouragement for those on the front lines of rescue and recovery. 
Please enjoy my digital story. 

EDU 533 Elementary Educator Requirements

Elementary Education requirements for the Educator 

Ed 612.04  Elementary Education.  The elementary education program for grades K-6 or K-8 shall provide the teaching candidate with the skills, competencies and knowledge developed through a combination of academic and supervised practical experience in the following areas:

         (a)  In the area of curriculum and assessment, demonstrate the ability to promote student learning in:

(1)  Literacy and language arts across media, genres and content areas through knowledge and application of:

a.  Five components of basic early literacy:

1.  Phonemic awareness;

2.  Phonics;

3.  Fluency;

4.  Vocabulary; and

5.  Comprehension;

b.  Text complexity measures qualitative, quantitative and reader and task, and other strategies to identify and select appropriate text;

c.  The writing process to compose a variety of text types and structures including informational, opinion, research and narrative, in print and digital formats on and off-line;

d.  Standard English and English language conventions to speaking and writing including:

1.  Usage;

2.  Spelling;

3. Grammar;

4.  Mechanics;

5.  Syntax; and

6.  Semantics;

e.  Speaking and listening skills through the use of effective communication, collaboration, and presentation skills demonstrated in diverse formats, for varied audiences and purposes;

f.  Gross motor, fine motor and graphomotor skills and their relationship to reading, writing, handwriting and other literacy learning; and

g.  Characteristics of the 3 tiers of words,  every-day language, general academic words, and domain-specific words;

(2)  Mathematics across content areas through knowledge and application of:

a.  Conceptual and procedural knowledge with:

1.  Counting and cardinality;

2. Operations and algebraic thinking;

3.  Number and operations;

4.  Measurement and data;

5.  Geometry;

6.  Ratios and proportional relationships;

7.  Number systems;

8.  Expressions and equations; and

9.  Statistics and probability;

b.  Mathematical practices to include:

1.  Solving to mastery;

2.  Abstract and quantitative reasoning;

3.  Constructing arguments and critiquing student reasoning;

4.  Modeling and strategic use of mathematical tools and manipulatives;

5.  Attention to precision;

6.  Finding and making use of structure; and

7.  Expressing regularity in repeated reasoning;

c.  Social studies through knowledge and application of:

1.  Basic concepts in the 5 strands of social studies:

(i)  Civics;

(ii)  Economics;

(iii)  Geography;

(iv)  NH, US and world history; and

(v)  Contemporary issues; and

2.  The 10 themes of social studies:

(i)  Culture;

(ii)  Time/continuity/change;

(iii)  People/places/environments;

(iv)  Individual development and identity;

(v)  Individuals/groups/institutions;

(vi)  Power/authority/governance;

(vii) Production/distribution/consumption;

(viii)  Science/technology/society;

(ix)  Global connections and civic ideals/practices; and

(x)  Their interdisciplinary nature;

d.  Science through knowledge and application of:

1.  Basic concepts, structure of knowledge, and history in the 4 domains of science:

(i)  Earth and space science;

(ii)  Life science;

(iii)  Physical science; and

(iv)  Engineering, technology and applications of science; and

2.  The scientific method through the use of the observation and inquiry processes; and

e.  Technology and information literacy through knowledge and application of:

1.  The ability to develop and use spreadsheets, data systems, analysis tools and statistical measures;

2.  Digital citizenship, ethics and internet safety; and

3.  How to use changing instructional technologies in daily instruction;

         (b)  In the area of communication and collaboration, demonstrate the ability to promote student learning through:

(1)  Knowledge of the roles, responsibilities, and interdependency of  personnel indigenous to elementary schools; and

(2)  Application of technology as a tool to communicate with members of the professional community and parents;

         (c)  In the area of integration across content areas, demonstrate the ability to promote student learning through knowledge and application of:

(1)  Visual arts, music, theatre, dance and media arts; and

(2)  Health, wellness and safety.

Source.  #2055, eff 6-16-82; ss by #2714, eff 5-16-84; ss by #4632, eff 7-1-89; EXPIRED 7-1-95

New.  #6366, eff 10-30-96, EXPIRED: 10-30-04

New.  #8229, eff 12-17-04; ss by #8725, eff 9-9-06; ss by #10558, eff 3-27-14

Lesson Plan

Hillary Hartshorn - Grade 3

Lesson Plan from: Voki Lesson Plan and Activity Database

Student Product

“Big Idea”: Students creatively teach one another spelling words through designing a unique Voki that recites student input to the class.

Lesson Plan Component	Criteria
Title	Voki Spelling Lesson
GSE’s/GLE’s/Frameworks	CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. ITSE. 1B. Creativity and Innovation Create original works as a means of personal or group expression. ITSE 2B. Communication and Collaboration Communicate information and ideas effectively to multiple audiences using a variety of media and formats. ITSE.6A. Technology Operations and Concepts Understand and use technology systems.
Objective(s)	The student will identify the “th” pattern in weekly spelling words. The student will define assigned spelling word using dictionary.com The student will complete provided script by accurately filling in the blanks. The student will type Voki Script into Voki text box and adjust text as necessary after initial replay. The student will share voki spelling instruction with the class.
Materials	Spelling word list Voki script document Writing utensil Laptop, computer or I-pad with internet access
Anticipatory Set	The lesson will begin by watching an introductory  video on 'th' sound pronunciation. As a class we will brainstorm words that have the ‘th’ pattern and teacher will write words on the board. Teacher explains that students will be inventing a Voki to teach classmates spelling words with the “th” sound.
Procedures	Teacher hands out spelling list and Voki script (found at end of lesson plan document). Teacher reads spelling words aloud. Class reads spelling words chorally. Teacher prompts class; “Using the instructional video on “th” sounds, who can choose two spelling words and compare their “th” pronunciation?” (with vocal cords or without). Teacher elaborates on “th” sounds as needed. Teachers asks students to identify any unfamiliar spelling words. Teacher looks for students to predict definitions. “Is anyone able to hypothesize or predict the meaning of ________ (unknown spelling word)?” Repeat as necessary until students possess basic word meanings. Teacher assigns one spelling word to each student; repeat words as necessary. Teacher leads students to dictionary.com and has them define their assigned word. Students complete Voki script (found at the end of lesson plan document) by filling in the blanks. Teacher checks student’s completed script and assists student in accessing voki.com. Students invent a unique Voki. Students practice keyboarding skills by typing Voki script into their Voki’s text box. Students listen to their Voki and make adjustments as needed. Teacher asks students individually, “Does your Voki speech make sense to you as the listener? Can you detect any changes that need to be made?” Students take turns sharing their Voki spelling word lesson in front of the class.
Closure	“What sound pattern was demonstrated in each of this week’s spelling words?” “Is anyone able to identify one spelling word they learned about from a classmates Voki lesson? What did you learn?” Students will be asked to define all ten spelling words for homework.
Assessment	Holistic Rubric Excellent Good Needs Improvement Student produces unique Voki to instruct spelling word. Student demonstrates accuracy in keyboard skills and edits typed text to produce an error-free script. Student clearly identifies “th” pattern in spelling words and correctly defines assigned word. Student introduces Voki instructor and shares spelling word product with the class.
Modifications/Accommodations	The lesson can be modified for students needing greater assistance. At teacher discretion, access to a pre-typed Voki script document can be available. Students will proceed to fill in blanks by typing. Students may use the talk-to-text option on Voki if they are unable to utilize the keyboard effectively. Students needing enrichment can get an advanced start on the homework assignment. Students may produce a typed document that correctly defines all ten “th” spelling words.

Lesson Plan Sources:

http://www.corestandards.org/

https://www.youtube.com/watch?v=R9CdgopSW0I

http://www.voki.com/

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

http://dictionary.reference.com/

http://www.voki.com/lesson_plans.php

Name:___________________________

“TH” SPELLING WORDS

For Miss. Hartshorn’s 3rd Grade Class

1. thought
2. father
3. think
4. theme
5. earth
6. thump
7. thing
8. worth
9. birth
10. thankful

Name:___________________________

“TH” SPELLING WORDS

VOKI SCRIPT

For Miss. Hartshorn’s 3rd Grade Class

Directions: Fill in blanks below. You will re-type this script for your Voki to read aloud. When re-typing, do not include bold instructional words.

1. My name is __________________________(student’s name). Welcome to Voki spelling!
2. This week’s spelling words all have T-H sounds.
3. My word is ________________________(assigned spelling word).
4. ______________(assigned spelling word) means: *using dictionary.com, define your word. Copy and paste definition into your Voki’s text box.
5. The word _______________ (assigned spelling word) is spelled __-__-__-__-__-__-__ (spell out word one letter at a time).