Moran,+Arica

=Arica Danielle Moran = http://zamoran.edublogs.org/2011/03/16/technology-vs-education/

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media type="custom" key="8428650" media type="custom" key="8429130" ==For my first lesson plan, I intend on having my students read the story, The Crucible. The students will peer read, popcorn read, and also read to themselves. After reading is finished, we will discuss the story. Each student will be asked to go onto my blog, which includes my thoughts on the book, and respond to my posting. I will then assign the students with a partner or two in class, and each group will be asked to show a presentation that consists of information of either the story, the author, or a character from the book. We will then watch the movie, The Crucible. We will discuss the vocabulary within the story and then have a test on the vocabulary. I will ask the students to create a test of their own consisting of 10-15 questions. I will incorporate some of these questions in the test. There will be a big test on the whole reading at the end of the week. ==

Name: Arica and Ethan Date:2/23/11 Course Assignment ED 110 Hardware Reflections and Project Directions: Reflect on the role computers play in your personal, academic, and professional life and answer the questions below. Then #|complete the project below. After you complete both parts of this assignment submit this to me via email and upload it on your wiki page.

Reflections: 1. Describe your memories of the first time you used a #|computer. How old were you, and in what setting did it occur: at home, in school, at work? Did you feel intimidated by it, or was it a new, fun challenge for you? What made it a fearful or pleasant experience? (Arica) The first time I used a #|computer was whenever I was in the third grade. We had to use the computer in a class we had called computer lab. It was not hard for me at all to get adjusted to how to use the computer. Computer lab was used to teach us how to use the computer though, so I learned a few things, but not many. At times it was a fearful experience for me because I would click on the wrong thing or press enter at the wrong time, and I felt that I had ruined the whole thing. (Ethan) When I first used a computer I was 9 years old. I first used one when I was at home. I remember I was waiting anxiously when my parents went to buy our new computer. When they got home I was excited to use this new technology. When I first got on I was not intimidated at all, I hopped right on and had a blast. It was very pleasant because the first thing I did was got on the paint program and went to town on it.

2. If there were no outside influences, such as school or work, requiring you to use computers, would you choose to use them? Why or why not? (Arica) I don't think that I would use a computer if there was any outside influences. Computers just distract us from what we have to get done. If I was never introduced to a computer, then I do not think I would have ever gotten hooked on it without the influence. (Ethan) I would choose to use computers. I think they are very helpful for everyday use. I just overall enjoy having a computer by my side.

3. Reflect on how computers affect your life. List three ways in which your life is different because of computers. (Arica and Ethan) We are both constantly checking our Facebook whenever we are really supposed to be doing homework. Computers have had a positive impact with our school work, because it is easier to search for things on the internet than it is to go to the library and search for it. Computers have affected our social life as well. We can talk to each other via email or chat instead of talking to them in person. This can become a bad habit and also can be a good/bad thing.

Project:

Imagine this scenario – Because of your demonstrated teaching skill and technological knowledge, you have just been awarded $20,000 to spend on computer technology (including accessories) for your classroom. How will you spend this money? For each item, describe what you will #|purchase and how many. Conclude with a short essay of 250 words explaining how you will use these items in your classroom. (Arica and Ethan) We would first start off by buying 30 #|laptops for our classroom. Each laptop costs close to $300. We would also buy a #|Smart Board. A smart board costs between five thousand to ten thousand dollars. This is including all of the accessories as well such as an LCD projector and also a projector and light bulb. Another technological accessory that we would buy would be a computer for the classroom. This computer will be a Mac. The cost of the computer ranges between$ 1,138-$1,189.

SUGGESTIONS: • Be specific and realistic. List quantities, specific items, and prices. You may use local retail prices or (the usually lower) prices from online or mail-order sales. • You might like to set up the budget in a word-processing table or in an electronic spreadsheet: item, quantity, price, etc.

**Arica moran** **3-1-11** **Tech for teachers** **Prof. Miner**

**Instructional Software Evaluation #1**
 * Instructional Software Title (Choose 3 games to play on the websites above) || Website Link (copy exact URL) || Instructional Role: (drill & practice, tutorial, simulation. instructional game, or problem solving) ||
 * Immune responses || [|Http://nobelprize.org/educational/medicine/immuneresponses/] || Drill & practice/instructional game ||

**Analysis:** After playing the game what do you think the instructional benefit is for the student. Your analysis should include insightful reflections on the role this instructional software program could (or could not) have on instruction, describe what place it should have in a classroom with the appropriate age group, and if you would use it yourself in your future classroom and/or recommend this program to other teachers. This analysis should be at least one paragraph for the selected instructional software.

I feel that I even learned a lot about the immune system by playing this game. The game was well put together. It involved teaching, plus learning things and doing things on your own. I feel that it could be a very educational game to use in the classroom. This game would probably work better in a science class room, but it goes to the extra level to teach about the immune system. If I were to become a science teacher, then I would probably use this game in the classroom, or give the website to students for outside learning purposes.

**Instructional Software Evaluation #2**
 * Instructional Software Title (Choose 3 games to play on the websites above) || Website Link (exact URL) || Instructional Role (drill & practice; tutorial, simulation. Instructional game, or problem solving) ||
 * “Double Fun Match” || [|Http://www.funbrain.com/cgi-bin/fm.cgi] || Drill and practice ||

**Analysis:** After playing the game what do you think the instructional benefit is for the student. Your analysis should include insightful reflections on the role this instructional software program could (or could not) have on instruction, describe what place it should have in a classroom with the appropriate age group, and if you would use it yourself in your future classroom and/or recommend this program to other teachers. This analysis should be at least one paragraph for the selected instructional software.

This game taught about the elements on the periodic table. The key of the game was to match the right symbol to the corresponding element. I feel that this game could help students study and or practice for tests or quizzes that they may have in a science classroom. It was very helpful and can be used not only with science, but this game can be used for math, but putting math problems in and having to match the correct answer. It seemed to have been very helpful for me, so I do believe that it would be helpful in a classroom. Once again I am not wanting to be a science teacher, but if I were, then I would most definitely recommend this site to my students.

**Instructional Software Evaluation #3**
 * Instructional Software Title (Choose 3 games to play on the websites above) || Website Link (exact URL) || Instructional Role (drill & practice; tutorial, simulation. Instructional game, or problem solving) ||
 * Skeleton game || Http://www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/index.shtml?skeleton || Instructional game/drill and practice ||

**Analysis:** After playing the game what do you think the instructional benefit is for the student. Your analysis should include insightful reflections on the role this instructional software program could (or could not) have on instruction, describe what place it should have in a classroom with the appropriate age group, and if you would use it yourself in your future classroom and/or recommend this program to other teachers. This analysis should be at least one paragraph for the selected instructional software. This game was once again a game that could be used in a science based classroom. The purpose of this game was to put the bones in the body in the correct place, and once you did so, then you would find out information regarding that particular bone. It was very hard for me, because I don't really know a lot about the bones in the body, but it seemed to have taught me a few things. I feel that this too was an educational game and could be used successfully in the classroom. None of the games I played were too challenging, but I definitely learned something out of each and everyone that I played.

[|voicethread]

media type="custom" key="8995342" media type="custom" key="9084960" || Read and understand literature representative of various societies, eras and ideas.
 * Basic Information ||
 * || arica moran ||
 * || The students will take two or three days and read through the play The Crucible. ||
 * || 6-12 ||
 * || 2-3 days ||
 * || Reading ||
 * || The Crucible ||
 * Standards and Key Concepts ||
 * || || || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]**IL- Illinois Learning Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • **Learning Area****:** English Language Arts
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • **Learning Area****:** English Language Arts
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • **Goal 2****:** Literature

Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences. || || || || || || || || || || || || What did do I plan to learn from reading the story? How are the movie and the book different? How are they similar? || 1. Read in a group, popcorn read, and read silently the book The Crucible. || > book ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • **Standard / Ability A.****:** Understand how literary elements and techniques are used to convey meaning.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||| • **Grade Level****:** Early High School
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] **Learning Benchmark 2.A.4a** <span style="font-family: verdana,arial,helvetica;">**:** Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4b** <span style="font-family: verdana,arial,helvetica;">**:** Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4c** <span style="font-family: verdana,arial,helvetica;">**:** Describe relationships between the author’s style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4d** <span style="font-family: verdana,arial,helvetica;">**:** Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint.
 * || I intend for my students to take two or three days to read the play The Crucible. In doing this, the class will do this by reading to themselves, peer reading, and I will also read to the class. The students will actively act out the play as well while reading. ||
 * || Why did Arthur Miller write the play The Crucible?
 * || Why did Arthur Miller write the play The Crucible?
 * || each student is going to be responsible for reading and comprehending what is being read in the play The Crucible. ||
 * Performance Tasks and Assessment ||
 * || I will grade the students upon participation. If a stuent does not participate then points will be deducted from each of their grades. For particiaption everyone will be starting of with a 100 and each time someone is not participating, I will take a point from his/her grade. ||
 * Learning Experiences and Resources ||
 * || Today the students will:
 * Learning Experiences and Resources ||
 * || Today the students will:
 * || * Materials and resources:
 * || * Materials and resources:

Arthur Miller History || || Read and understand literature representative of various societies, eras and ideas.
 * Basic Information ||
 * || arica moran ||
 * || The students will take a day and do research on Arthur Miller and the play The Crucible. ||
 * || 6-12 ||
 * || 40-50 minutes ||
 * || Research ||
 * || The Crucible
 * Standards and Key Concepts ||
 * || || || [[image:http://lesson.taskstream.com/i/spacer.gif width="20" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="9" height="1"]] || [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] ||
 * [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_icon.gif width="47" height="17"]]<span style="font-family: verdana,arial,helvetica;">**IL- Illinois Learning Standards** ||
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Learning Area**<span style="font-family: verdana,arial,helvetica;">**:** English Language Arts
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Learning Area**<span style="font-family: verdana,arial,helvetica;">**:** English Language Arts
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Goal 2**<span style="font-family: verdana,arial,helvetica;">**:** Literature

Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences. || || || || || || || || || || || || What did do I planto learn from reading the story? How are the movie and the book different? How are they similar? || Participation: 50% Powerpoint: 25% Team work: 15% Neatness: 5% Prepared:5% Courtesy: 2% || 1. Do research and find important topics about Arthur Miller. ( In doing this, I hope that the students will find information such as, why he wrote The Crucible, when was The Crucible written, and other interesting facts about the author and the story. 2. The class will split up into groups of 2 or 3 members. Each member of the group will be responsible for looking up information and taking notes as they do their research. 3. The students will take notes and these notes will then be put into a powerpoint. I intend on this project to take two days. I want everyone to be as creative as they can with each slide that they create within the powerpoint. 4. We will take half a class period to present the different presentations. || > The computer > Internet Explorer, PowerPoint, Word
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Standard / Ability A.**<span style="font-family: verdana,arial,helvetica;">**:** Understand how literary elements and techniques are used to convey meaning.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||||| • <span style="font-family: verdana,arial,helvetica;">**Grade Level**<span style="font-family: verdana,arial,helvetica;">**:** Early High School
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4a** <span style="font-family: verdana,arial,helvetica;">**:** Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4b** <span style="font-family: verdana,arial,helvetica;">**:** Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of the literary piece.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4c** <span style="font-family: verdana,arial,helvetica;">**:** Describe relationships between the author’s style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader.
 * [[image:http://lesson.taskstream.com/i/spacer.gif width="1" height="1"]] |||||||||| || [[image:http://lesson.taskstream.com/lessonbuilder/lesson_builder/images/2_3_maroon_box.gif width="10" height="9"]] <span style="font-family: verdana,arial,helvetica;">**Learning Benchmark 2.A.4d** <span style="font-family: verdana,arial,helvetica;">**:** Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint.
 * || I intend for my students to have a better understanding of why The Crucible was written. I believe that if they have a history of the story before they read it, then they will be more interested in reading the play. I also want them to have a better understanding of Arthur Miller. ||
 * || Why did Arthur Miller write the play The Crucible?
 * || Why did Arthur Miller write the play The Crucible?
 * || Before reading the story, I will assign my students to research information on the author of the play. From this research my students will have to know/learn how to use a computer effectively for research. My students are going to have to also gain the ability to read out loud in class and not be afraid to speak up in the classroom. After this lesson I hope that my students will gain the knowledge that they need about different vocabulary words so that these vocabulary words can be used often by the students. ||
 * Performance Tasks and Assessment ||
 * || I will grade each student accordingly:
 * || I will grade each student accordingly:
 * || I will grade each student accordingly:
 * Learning Experiences and Resources ||
 * || Today the students will:
 * || * Materials and resources:
 * || * Materials and resources:
 * Technology resources:
 * The number of computers required is 1. ||