Microburst frame work assignment...

I tried every which way to get this rubric onto my blog but everything i tried came out like this...? i tried linking, copy and pasting and sharing but nothing was working for me....!


Features /Affordances
Pedagogical Implications(LWBAT)
DiAL-e Framework Applications
Text


Comment via text
Used to comment on the text and pictures.
Stimulus, narrative, HOTS, empathy, representational
Pics or vids as frames with text
There were videos and pictures to support text




Audio


Audio comment
Used to comment on the text and sentences on each slide.
Stimulus, narrative, collaborative, HOTS, empathy
Video


Doodling
There was some doodling used to circle the sentence in the fram that was the interrogative sentence.
Stimulus, narrative intro, collaborative, HOTS, empathy, representational

Below is a Copy of the parts of my lesson plan that involved the TIE Voice Thread. These parts are italicized and colored in red!

Name Hailey Rogers Date of Lesson Time in Time out___

CT Name: CT Signature____________________

Subject Area: Language Arts/ Interrogatives School/Grade Level Webb/ 1st grade .

Indicate One: CT+video Peer+CT CT1 SP1 +CT CT#2 SP2+CT

Overall Daily Goal: The overall objective is to extend the learners knowledge of interrogative sentences, what they are and what makes them interrogative sentences. The learner will be able to identify interrogative sentences when given the assignment to circle the interrogative sentences on the voice thread when given multiple sentences, with 100 % accuracy. Also, while the other students are waiting to use the voice thread they will be given the task to write their own interrogative sentences with 100% accuracy in a letter to the president, asking him questions.

Status of this skill: (indicate one) Introduction Extension Remediation Enrichment


Time Constraints:
Anticipate the time you will need to teach each part of this lesson. Break it into parts:
Focus: _10___minutes; Input: _15___ minutes; GP: _5____ minutes; IP: _10___minutes;
Closure: __5___minutes

Cognitive Objectives:
The leaner will be able to identify interrogative sentences and will make their own sentences when given the opportunity to circle the correct sentence that is an interrogative on the voice thread with 100% accuracy and also to make their own interrogative sentences when given the task to write a letter to the president.

Modifications or Accommodations:
Students with ADHD: Will be seated in front of the teacher so that there are less distractions, also they will be given a buddy (person sitting next to them if possible) to help them with instructions. They will be given something to play within their hands to keep them still and concentrated (like silly putty).

Students who are Dyslexic: If needed, this student would get an opportunity to have a partner to help read the new vocabulary learned and on the activity sheet to have directions read to them.



Previous Knowledge Necessary:
Prior to starting the lesson the students should have already been introduced to the term “interrogative sentences” so to refresh their memories I will do the morning message with them and that has sentences that are interrogatives and they will help me circle the interrogative in the sentence and be able to tell me how this word makes it an interrogative sentence.

Community and Culture:
To bring in the community, I will tell them that it is important to know how to write and determine what an interrogative sentence is because if you received a letter in the mail asking you what your phone number was so, you would need to know so that you could respond to their question. Also, if you wanted to send a letter to the presented, or whoever, asking them important questions, you need to know how to write interrogative sentences so that the other person will know that you are asking them a question. (Verbal Linguistic)

Rationale:
This lesson is important because when writing a letter to someone, if we need to ask them a question than it is important to know how to write an interrogative question appropriately so that the other person will know what you are trying to say and ask.

Materials Needed:
Morning Message
Dry erase markers
Lined writing paper
Pencils
Voice thread

Multiple Intelligences:
Verbal Linguistic: The teacher will ask the question “What is an interrogative sentence and how do you know if it is an interrogative sentence?”
Spatial/ Visual: I show them sentences of interrogative sentences and they will have to circle the word that makes it an interrogative. Also, the will use a Voice Thread.
Bodily Kinesthetic: The students will give me a thumbs up if they think the sentence if an interrogative, or thumbs down if not.
Intrapersonal: The students will discuss which sentences are interrogatives and which are not and why with the whole class.
Interpersonal: Students will write a letter to the president asking him questions using interrogative sentences; also, they will use the voice thread independently.
Logical/ Mathematical: The students will logically think of other words that they could use to make an interrogative sentence, and I will list them.

Instructional Steps:
At the beginning of the lesson:
I will introduce myself and tell them my expectations for the lesson.
Go over what the lesson will be about.
Do morning message with them that allows them to refresh their memories of what an interrogative sentence is.
In the middle of the lesson:
After doing the morning message, ask them what words you can add to a sentence to make it an interrogative sentence. Write their answers on the board.
Explain to the students how interrogative sentences relate to the community and real life (Writing letters/ emails)
Pass out blank paper with lines to write a letter to the president.
While writing their letters take out two students at a time to do the voice thread portion.
Pass out tickets to anyone who is following directions and being respectful to whoever is talking/ or being quiet when they are suppose to be.

After lesson:
Pick up all the papers
Recap what the lesson was about
Ask what they have learned
Reward ticket to those who answer that question.
Thank them for being a great class and hand it back over to Mrs. Gonzalez

Sponge Activity (if needed):
A sponge lesson is not needed for this assignment because the lesson will be done after their morning lessons.

Focus/Anticipatory Set/Hook:
To get the students attention and interested in the lesson, I will start out by asking them if they know what an interrogative sentence is. (Verbal Linguistic) Then I will tell them that when I asked that question I was actually making an interrogative sentence myself. Then, I will go into the morning message where they have to help me find the interrogative sentences.

Objective:
The learner will be able to identify interrogative sentences when given the assignment to circle the interrogative sentences on the voice thread when given multiple sentences, with 100 % accuracy. Also, while the other students are waiting to use the voice thread they will be given the task to write their own interrogative sentences with 100% accuracy in a letter to the president, asking him questions.

Input:
Before the lesson
· Call the students by quietest table to come and sit quietly on the carpet in front of me. After everyone is seated I will then ask them to raise their hands and tell me “what is an interrogative sentence is and how do we know what makes it an interrogative sentence.” I will call on the quietest students who are raising their hands. After asking them these questions I will then call on the student helper of the day to come up and help me to read the morning message and fill in the missing blanks for the day of the week and the number of days that we have been in school.

During the lesson: Have students help me make patterns
· I will start the morning message with the student helper of the day helping me fill in the missing blanks. On the morning message there will be sentences where we have to fill in the beginning word of the sentence to make it a proper interrogative sentence. I will choose a student by drawing a name stick and then reward correct answers with a ticket.
· After going over each sentence I will have the students raise their hands and tell me what other words we can use to write an interrogative sentence with. As they tell me I will write their answers on the white board. Then I will pick 3 name sticks to each give me a sentence using one of the words that the class came up with that I wrote on the board. As they each tell me their sentence I will write it down on the white board. I will then circle the interrogative word and tell them that without this word, it wouldn’t be an interrogative. After giving me three different sentences I will tell them that “It is important to know how to write an interrogative sentence because we need to know how to write a question to someone through letter, instructions or emails, and without knowing what words to use, the other person reading your letter will now know if it is a question or a statement.” (Intrapersonal)
· After that I will call students by shirt color to go back to their seats quietly. I will explain to them that they will be pretending to write a letter to the president, asking him at lease three- four questions within the letter. I will show them an example from one that I have done for them to visually see how to do the assignment and what I will be looking for. Also, I will write on the board the title “Dear Mr. President,” and also write a box with key vocabulary what they can look up and spell in their letters. (Interpersonal)
· As they are writing their letters I will call two students at a time to come to the computers to do the voice thread. I will show them how to do it and what tools to use within the Voice thread to complete it accurately. The students are to circle one of two sentences that are given on each slide to read and circle the interrogative sentence and then underline the work that makes it an interrogative by using the drawing tool given on each slide. After each student is done I will call up another student until everyone has had an opportunity to do it.

After the lesson:
· Once each student has finished their voice thread and their letter to the president I will close up the lesson by asking them questions such as: “So who can tell me what an interrogative sentence it?” “What words make it an interrogative sentence?” “Can you have an interrogative sentence without a question mark?” Then I will ask them if they have any more questions. I will then thank them for being so great for me and reward those who I have noticed that were great throughout the lesson. I will thank them and then hand the class back over to Mrs. Gonzalez.

Boms Taxonomy for Voice Thread Lesson...

Here is my Blooms levels for my interrogative voice thread lesson:

Knowledge: I built their knowledge by introducing them to the term "interrogative" and showed the students sentences of what an interrogative looks like and how i know that it is an interrogative sentence.

Comprehension: I checked to see if they were comprehending the lesson by asking them to give me more words that we could use at the beginning of the sentence to make it an interrogative sentence and then asked them to give me a sentence using that word.

Application: I asked them to write a letter to the presendent using interrogative sentences to ask him questions.

Analysis: I asked the students what they difference between an interrogative sentence and a declarative sentence was and discussed why they were different.

Synthesis: They had to create their own interrogative sentences within their letter to the president. Also, I had them independantly work on the voice thread two at a time on two computers to circle the interrogative sentences and the words that make it an interrogative.

Evaluation: I evaluated them by how they did with their choices on the voice thread. after each was was done, i went back and checked to see if they got it correct or not, if not than i went back with them and worked with them to go over the sentences again to mark the correct answers. after i would check one student after they were done, i would call up another students to do the voice thread so i could check to see if they got the answers correct.

Final Voice Thread with classroom participation

Here is my final voice thread that I did with my first grade class at Webb Elementary. I had them read each sentence and circle the one that was an interrogative and then underline the word in that sentence that made it an interrogative. The students seemed to really like doing the voice thread, however it was sort of difficult for them to get the hang of using the tools on it to record their answers so i had to help them out a little bit.

Update on my voice thread...

Here is a new update on my voice thread. after talking to my teacher we decided that this would be the best way to incorporate my voice thread into my lesson on interrogatives. The students will either talk or draw into the voice thread and circle the sentence that is an interrogative when given two sentences to choose from, then they will underline or say the word that makes it an interrogative.

Vioce thread update...

Originally I had decided to do my voice thread with a math lesson plan, however; now I have completely changed it and am now doing my lesson with a literature lesson. I plan on having pictures up on my voice thread and have the students talk about what they see and have them comment on what they think the picture is about. I think that they will enjoy this lesson because it gives them a chance to make up a story on there own and there are no wrong answers, its up to their creativity to create a story from the picture that i show them.

TIE Lesson

For my TIE lesson, I plan on doing a math lesson using my voice thread to show different addition and subtraction problems and use a think a loud approach going through how to solve the problems.