1. The
lesson that I have chosen to alter is a lesson about the little
African-American girl, Ruby Bridges, who made history by making a brave
decision to continue attending an all-white school regardless of the opposition
she faced daily. During this lesson students will work on comprehension skills,
vocabulary skills, and identifying the sequence of events.
2.
o
Tool #1:
a. The
Ruby
Bridges movie that was released in 1994.
b. I
would use this video towards the end of the lesson. Being that it evokes so
many emotional responses I would use it before the students are scheduled to
play they corners game.
c. Initially
I would want to use the video as an activity for the whole class. However,
depending on whether or not I had students with special needs, and depending on
what their needs were, they video may not be used for the whole class. As I
just stated it evokes several emotions and I would not want to agitate the
students.
d. Although
this movie is twenty years old it still retells the story effectively and
efficiently. I feel that it is a great way to “bring home” the story of Ruby
Bridges. Plus movies are a great attention grabber for students at the
elementary level, and all levels for that matter.
o
Tool #2:
a. MyScript Memo app
used for note taking on iPads.
b. Being
that I plan to incorporate a test to the assessments portion of the lesson, I
would prompt students to take notes using this app during the movie. I would
give a few guiding questions but I would strongly urge them to make a note of
anything they think is important.
c. This
app would be used for the whole class. Students that need more help than others
using the iPad or the app would simply be given the help they need.
d. I
like this app because it is not keyboard-based, therefore students will still
be able to practice their handwriting skills.
o
Tool #3:
a. The
Feelings
Game on the do2learn.com website.
b. While
most of the students are playing the corners game, other students will partner
up to play this online identification game.
c. This
tool would be primarily used for students below grade level, or students with
special needs. The idea is to pair these students with students that are at or
above grade level to play this game and relate the feelings to how Ruby Bridges
felt throughout her journey. This way all students will still actively
participate in peer-to-peer discussion at a level that’s engaging to them.
o
Tool #4:
a. There
were several learning tools that I could be useful from the SMARTnotebook software. The two tools
that stuck out the most were: the traffic
light template that could be used throughout the lesson to make sure all of
the students are comprehending everything we’ve discussed/learned so far and
the sequence of events template that
could be used to arrange the order things occurred in the story.
b. I
think that having a PowerPoint to refer back to throughout the lesson would be
helpful to keep things organized, and to keep track of our progress. The
traffic light signals could appear in random places throughout the text to
check student’s comprehension level. I could also use a physical laminated copy
of the template to hold up during class activities if I feel students are off
task or confused. The sequence of events template could be used to check
students understanding of the story. Being that a traditional test will be
incorporated in the lesson I feel that it is strongly important to review what
we’ve learned throughout the lesson. This tool could be used in a quiz format
or as a class discussion/activity.
c. These
tools would be used for the whole class.
d. There
were several other learning aides on the site but these two were appealing to
the eye.
o
Tool #5:
a. Using
the Inspiration software would be a
great way to master the who, what, when, where, and how content of the lesson.
Instead of using the Anchor chart we would take a more digital approach by
making our own authentic class chart.
The chart could then be used as a basic study tool for the students.
b. This
tool could be used after the reading of the story, and added to in extended
detail as we watch the movie and complete other activities.
c. This
tool would be for the whole class.
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