Week 10 - Assignments 2


What gaming elements provide users the learning content and how? (Refer to the journal article page 4). 


                                                Video Game - Starfall Text: Words come on the screen for the students to learn to spell and pronounce

Visual- Graphic Elements:










Audio Elements: Zac the rat and other characters in the game help the student to pronounce and spell various words displayed on the screen


What is the goal of the game?  To succesfully pronounce and spell the words displayed on the screen through the various characters included in the game

What are rules of playing this game?  to successfully spell the words provided in the game as a way of improving the students speech and reading ability.

Does this game have any scenario design? (Refer to the journal article page 5.) If yes, is this a fabricated or embedded in curriculum-related content? Scenario design is to provide a platform for the student to be able to succesfully pronounce words at grade level. It's embedded in curriculum-related content though it's relation to phonics. 

                                                          Week 9 - Assignment #2

                                                  
                                                  
                                                      Google doc - 5 Lesson Plans

                    https://drive.google.com/open?id=0B9hH9W2np0fkZ0JjUGljZ0pMd1E

                                               Week 8 - Assignment#2


https://drive.google.com/a/nyit.edu/file/d/0B9hH9W2np0fkb20wZ1p1dHNaS2M/view?usp=sharing

                                Week 7 - Assignment #2


From watching the video, the instructional strategies that made the student-centered discussion successful, were establishing to the class the learning goal of the day through starting off with a reflection regarding the Flannery O'Connor book and work off their feedback regarding it.

The technology that was used in the lesson was done via and by making a video out the lesson in the first place, which helped bring attention to the lecture and how teachers help students come up with their conclusions regarding Flannery O'Connor's "A Good Man Is Hard To Find" book.


One suggestion I would make regarding what could be incorporated in the lesson to enhance learning and new literary practices, would be making a screencastomatic presentation highlighting the main points of Flannery O'Connor's book and getting student feedback about it.



Candidate’s Name: Earl Holder

Grade Level:12th Grade

Title of the lesson: Flannery O'Connor's "A Good Man Is Hard To Find"

Length of the lesson: 50:00

Central focus of the lesson: To get student to understand Flannery O'Connor's "A Good Man Is Hard To Find" Key Questions ·       How will this benefit students' reading comprehension ·  What points some of the main points students can take away from this lesson

Knowledge of students: Finding out if students understand and make sense out of Flannery O'Connor's "A Good Man Is Hard To Find"

Common Core State Standards: Speaking and Listening: Flexible Communication and Collaboration Introduce a focus lesson Supporting and Idea with textual evidence CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Support literacy development through language: Have students read Flannery O'Connor's "A Good Man Is Hard To Find" (See the instructional resources and materials section below) during the course of the instructor’s lecture

Learning Objectives:  •  To enhance their knowledge and understanding of how a President is chosen

Formal and informal assessment: ·       test who is on track and who is falling behind through observing the students work in creating the blogs online

Instructional procedure: ·       Having a student lecture on Flannery O'Connor's "A Good Man Is Hard To Find"     During this lecture, it will already be established to the students what the goal of the lesson is     going to be ·       Give students homework to read the book ·       Have students come in the next day to give their interpretation on what they read ·       Explain to the students (as the teacher) what the book was about and have a discussion on it ·       Assess students reading comprehension abilities according to what they got from reading      the book

Instructional resources and materials:  https://books.google.com/books?id=hx_67tvCQK8C&printsec=frontcover&dq=flannery+o%27connor+a+good+man+is+hard+to+find&hl=en&sa=X&ved=0ahUKEwjWsvvFoNTSAhUX24MKHSUvCI8Q6AEIGjAA#v=onepage&q=flannery%20o'connor%20a%20good%20man%20is%20hard%20to%20find&f=false (book)

Reflection: ·       Students were overall able to gain a general understanding of the lesson, especially the Special Ed students despite the extra attention they needed in order to stay on pace with the class ·       If I could change anything, it would be to increase the amount of time needed to ensure everyone is on the same page without so much of a need for after school teaching ·       Increasing classes to 60 minutes would allow the instructor to be more creative when teaching his or her classroom. Having to teach a whole lesson within a 50 minute time frame can hinder a teacher’s ability to become creative in the classroom as evidenced by a recent article (http://catlintucker.com/2016/08/50-minute-periods-are-killing-teacher-creativity/)

                              Week 6 - Assignment 3

Backwards Design writing lesson plan:

Candidate’s Name: Earl Holder

Grade Level: Kindergarten

Title of the lesson: Calvin and Hobbes comic book texts

Length of the lesson: 50:00

Central focus of the lesson: To have kids write down the name and meaning of various vocabulary words found in the “Calvin & Hobbes” comics provided along with having the students write their opinion of the comics provided in their journals Key Questions How will this benefits students when learning to read How well will this improve students’ reading comprehension abilities

Knowledge of students: Finding out if students were able to successfully write, comprehend, and define the highlighted terms provided in the text This would be done through their own journals.

Common Core State Standards: CCSS.ELA-LITERACY.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

Support literacy development through language: Have students write and define the various terms provided in the text (See the instructional resources and materials section below)

Learning Objectives:  •  To enhance their writing knowledge, and understanding of what it is they are writing in their journals

Formal and informal assessment: ·         test who is on track and who is falling behind through asking a number of questions and by a show of hands regarding the exercise. This would be done through the likes of Star benchmarks and Renaissance assessment computer software materials as well ·         Have students do a read aloud involving the texts

Instructional procedure:

Instructional procedure: ·         Teach lesson on reading regarding the comic texts provided ·         Have students write and define the highlighted words provided in the texts ·         Ask them questions on anything they might be either unsure of or having difficulty comprehending ·         Break students up into small groups ·         Have students write and define the highlighted words provided in other texts, then assess their writing/comprehension performance accordingly

Instructional resources and materials:  http://www.calvinandhobbes.com/wp-content/uploads/sites/7/2016/09/College_Try_ch950628.png http://www.barnesandnoble.com/blog/barnesy/wp-content/uploads/2013/11/comic.jpg https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh_hwMb6j-resh22AiteDmbNwfryYePRQ9qCCBOP3auMMs5k0ldgY-6YXWun9fBhzJ5mvDNSO5Jw6JPf35R8lgd_A49VOKo9-9ISYnC83fNBW86NO4THN3xoto9PXiD3aTbWDTvR8Rkcic/s1600/Success.jpg https://pastorchrisjordan.files.wordpress.com/2014/07/calvin-hobbes-life-is-full-of-possibilities.png http://garretthicks.oucreate.com/wp-content/uploads/2016/08/CH-Swim.jpg

Reflection: Students were overall able to gain a general understanding of the lesson, especially the Special Ed students despite the extra attention they needed in order to stay on pace with the class If I could change anything, it would be to increase the amount of time needed to ensure everyone is on the same page without so much of a need for after school teaching Increasing classes to 60 minutes would allow the instructor to be more creative when teaching his or her classroom. Having to teach a whole lesson within a 50 minute time frame can hinder a teacher’s ability to become creative in the classroom as evidenced by a recent article (http://catlintucker.com/2016/08/50-minute-periods-are-killing-teacher-creativity/)

Week 6 - Assignment 2

Backwards Design reading lesson plan:

Candidate’s Name: Earl Holder

Grade Level: Kindergarten

Title of the lesson: Calvin and Hobbes comic book texts

Length of the lesson: 50:00

Central focus of the lesson: To teach students to read through various read aloud texts through “Calvin & Hobbes” comics Key Questions How will this benefits students when learning to read How well will this improve students’ reading comprehension abilities

Knowledge of students: Finding out if students are able to fully read and comprehend what is provided in the text. Students should also be able to successfully read what they write in their journals involving the vocabulary terms highlighted in the text

Common Core State Standards: CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood CCSS.ELA-LITERACY.RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words. CCSS.ELA-LITERACY.RF.K.1.C Understand that words are separated by spaces in print.

Support literacy development through language: Have students read the texts provided to them by the instructor (See the instructional resources and materials section below)

Learning Objectives:  •  To enhance their reading, knowledge, and understanding of what is being presented to the students

Formal and informal assessment: ·         test who is on track and who is falling behind through asking a number of questions and by a show of hands regarding the exercise. This would be done through the likes of Star benchmarks and Renaissance assessment computer software materials as well ·         Have students do a read aloud involving the texts

Instructional procedure: ·         Teach lesson on reading regarding the comic texts provided ·         Have students read the texts provided ·         Ask them questions on anything they might be either unsure of or having difficulty comprehending ·         Break students up into small groups ·         Ask students to read the text and successfully along with having them read what they wrote involving the vocab terms highlighted in the text, then assess their reading performance accordingly

Instructional resources and materials:  http://www.calvinandhobbes.com/wp-content/uploads/sites/7/2016/09/College_Try_ch950628.png http://www.barnesandnoble.com/blog/barnesy/wp-content/uploads/2013/11/comic.jpg https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjh_hwMb6j-resh22AiteDmbNwfryYePRQ9qCCBOP3auMMs5k0ldgY-6YXWun9fBhzJ5mvDNSO5Jw6JPf35R8lgd_A49VOKo9-9ISYnC83fNBW86NO4THN3xoto9PXiD3aTbWDTvR8Rkcic/s1600/Success.jpg https://pastorchrisjordan.files.wordpress.com/2014/07/calvin-hobbes-life-is-full-of-possibilities.png http://garretthicks.oucreate.com/wp-content/uploads/2016/08/CH-Swim.jpg

Reflection: Students were overall able to gain a general understanding of the lesson, especially the Special Ed students despite the extra attention they needed in order to stay on pace with the class If I could change anything, it would be to increase the amount of time needed to ensure everyone is on the same page without so much of a need for after school teaching Increasing classes to 60 minutes would allow the instructor to be more creative when teaching his or her classroom. Having to teach a whole lesson within a 50 minute time frame can hinder a teacher’s ability to become creative in the classroom as evidenced by a recent article (http://catlintucker.com/2016/08/50-minute-periods-are-killing-teacher-creativity/)

                                                  Week 6 – Assignment 1

From viewing the video in regards to the teacher’s read-aloud lesson plan involving the use of pictures, the teachers managed to get the students to pronounce various words by sounding them out. Basically the goal of the lesson plan, was for students to read and analyze the texts in a common core styled fashion. This method proved to be very effective for them as the video showed they were able to successfully sound out the words by sounding them out with the help of the teacher that was around. The teacher also taught the kids how to read through the texts through the use of superheroes as a way to make it more entertaining for the students as they learned how to read. The teacher used fantasy to inspire them in order to get them more into learning how to read by using pictures and determine an unknown word. The instructor used the power of sound to help students successfully read the words provided then the teacher went on to break the students off into various groups by partnering them up with another student and got them to read the words by themselves while the teacher walked around and assessed their reading progress. The student/partner reading collabo proved to be quite effective due to the fact that because the partner was able to help the other in where they might be experiencing difficulty in wherever it might have lied, it greatly improved their learning abilities regarding the lesson plan.