1 Carver Amber Checklists Combined)

CANDIDATE(S): Allison Carver & Amber Reid

DATE: 12-10-07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Fine Arts / PE / & Health Cite at least 10 examples of the use of music:

MUSIC SUBJECT

SOL

DAY

ACTIVITY

1

Science

1.2

112

The students will sing the “Vibration Rap” song.

2

Science

1.8

145

The students will sing the “R-E-C-Y-C-L-C-L-E” song.

3

Science

1.8

151

The students will sing the “R-E-C-Y-C-L-C-L-E” song again.

4

Language Arts

1.4

94

5

Language Arts

1.4

117

The students will play “musical syllables” using various musical instruments.

6

Language Arts

1.4

124

The students will sing the song “Let’s Make A Rhyme.”

The students will sing a song, from the book they are reading, together.

7

Language Arts

1.11

164

The students will sing various SOL topic songs together.

8

Language Arts

1.12

167

The students will listen to songs and chime in when they know the words.

9

Language Arts

1.1

179

The students will incorporate music in their skits.

1 0

Math

1.6

94

The students will listen to music and dance. The students will freeze when they hear the music stop.

Cite at least 10 examples of the use of visual art:

VISUAL ART SUBJECT

SOL

DAY

ACTIVITY

1

Science

1.1

91

Students will be placed in groups and use art supplies to create their own groceries.

2

Science

1.1

94

The students will paint a picture of Verdi before the end of the story, and paint a picture of him at the end of the story.

3

Science

1.2

102

The students will create a cutout paper picture of a moving object.

4

Science

1.3

132

The students will create a “Floaters and Sinkers” collage using magazine pictures.

5

Math

1.6

90

.The students will make and color shapes.

6

Math

1.6

91

The students will draw and glue together a shamrock

7

Math

1.7

95

The students will draw a picture of a room and pigs hiding in the room.

8

Math

1.11

102

The students will create a clock collage.

9

Language Arts

1.4

91

The students will create a storybook and draw pictures.

1 0

Language Arts

1.4

95

The students will make an origami finger puppet.

Cite at least 10 examples of the use of drama, theatre, and roleplay:

DRAMA / THEATRE / ROLEPLAY SUBJECT

SOL

DAY

ACTIVITY

1

Science

1.2

114

The students will role-play the movements of their pendulums.

2

Science

1.8

153

The students will create “air pollution” skits.

3

Science

1.2

113

The students will spin a top, and then role-play the movement of the top.

4

Math

1.11

100

The students will act out tasks that occur at different times in the day.

5

Math

1.11

101

The students will act out an activity from a magazine picture.

6

Math

1.11

104

The students will sit in a circle and role-play a clock by moving their arms in different places.

7

Math

1.11

110

Students will act out “one minute” activities.

8

Language Arts

1.4

95

9

Language Arts

1.1

101

The students will create a skit about the story, Baby Rattlesnake.

1 0

Language Arts

1.1

130

The students will form a circle and pretend to be rain, by creating the sound of rain.

The students will act out the story The Paper Crane.

Cite at least 10 examples of the use of movement and dance:

MOVEMENT AND DANCE SUBJECT

SOL

DAY

ACTIVITY

1

Science

1.8

93

2

Science

1.2

103

The students will sit on the floor with knees bent, face-to-face with a partner. They will move like a teeter-totter, creating a pushing and pulling motion.

3

Science

1.8

141

The class will go outside and take pictures of natural resources.

4

Science

1.71.8

164

The students will play the game “Around the World” using SOL facts.

5

Math

1.6

92

The students will play Four Square.

6

Math

1.6

94

The students will dance around until the music stops, and then they will name the fraction the teacher is holding up.

7

Math

1.7

98

Students will stand up and sit down when they hear the correct estimate.

The students will test out their airplanes by throwing them outside.

8

Language Arts

1.4

105

The students will go on a scavenger hunt to find detected sounds.

9

Language Arts

1.4

108

The students will make soup in the cafeteria.

1 0

Language Arts

1.4

114

The students will stomp their feet to the syllables.

Cite at least 5 examples of the use of health:

HEALTH SUBJECT

SOL

DAY

ACTIVITY

1

Science

1.1

101

The teacher will discuss positive self-image and the students will create a “positive self-portrait”.

2

Science

1.2

104

The teacher will discuss the importance of exercise, and the students will create their own exercises.

3

Science

1.2

115

The teacher will discuss how to take care of your teeth. The students will “floss” the plaque (peanut butter) from between teeth (fingers).

4

Science

1.3

125

The teacher will discuss healthy liquids to drink. The students will write them in their journal.

5

Science

1.3

131

The teacher will discuss how oil and fat should be used sparingly. The students will make salad dressing.

Please mark YES or NO with an “X” to signify that you completed all of the assignments listed in the table below:

YES NO

INDICATOR

X

X

X

X

X

X

I have used technology at least 36 times over the course of the school year. (average would be four times per month). I have used all four fine arts areas (music, visual, drama, and dance) in my curriculum.

I have planned fine arts lessons at least 36 times over the course of the school year. (average would be four times per month). I have planned at least 20 health lessons over the course of the school year. (average would be twice per month). I have planned at least 36 lessons or references to movement or PE over the course of the school year. (average would be four times per month). I have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout my curriculum AT LEAST one time per week.

On my honor, I Amber Reid feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.

On my honor, I Allison Carver feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.

CANDIDATE(S): Allison Carver & Amber Reid DATE: 12-10-07

EDUC 410 FINAL ASSIGNMENTS CHECKLIST Curriculum Integration & Cohesiveness Please mark YES or NO to signify that you completed all of the assignments listed in the table below:

YES NO 

INDICATOR I have given my school colleagues (each person) a CD with the following documents: _____ Character Education _____ Standards Paper _____ Horizontal Mapping _____ Science Charts _____ Language Arts Charts _____ Math Charts _____ Social Science Charts _____ Resource Documents _____ Final Checklist – Fine Arts, PE, Health _____ Final Checklist – Integration (collaboration / accommodations for diversity)



Each CD I have made has a label with ___ My name and my partner’s name ___ The grade level ___ The name of my colleague so he/she will be able to identify the one he/she is to obtain.

1.) Cite at least 5 examples of how you imparted your school’s mission throughout your curriculum.

DAY 1. 28 2. 70 3. 66 4. 60 5. 1-5

TOPIC

ACTIVITY

S/Community The students will listen and ask questions to the guest speaker about taking care Collaboration of animals. LA/Fiction The teacher will read Mr. Grumpy’s Outing and lead a class discussion about Mr. Grumpy’s generosity to the animals. LA/Fiction The teacher will read Andy and the Lion and the students will write about a time they were rewarded for kindness. M/ value of The students will brainstorm classroom chores they could do to earn “money”. coins SS/ The students will read and talk about the qualities of being a good citizen in citizenship their community.

2.) Cite at least 5 examples of how you included lessons and activities planned in your Character Education Paper.

DAY 1.

10

2. 20 3. 5 4. 55 5. 58

TOPIC LA/Creativity

ACTIVITY

The students will use a variety of art supplies to create their own imaginary animals. S/Responsibility The students will work together to research a chosen animal and will organize their information by answering specific questions. LA/Courage The students will read The Gunny Wolf and will talk about the courage that the little girl had in the story. LA/Integrity The teacher will read The Tiger and Aansi and will talk to the class about integrity and how the characters were tricked. LA/ Courtesy The teacher will read The Great, Big, Enormous Turnip to the class and will discuss times when they have asked for help politely.

3.) Cite at least 5 examples of use of technology.

DAY 1. 72 2. 166170

3. 170 4. 47 5. 48

TOPIC LA/ Fiction LA/ Creative Story M/ weight S/ Seasons and plants S/ Seasons and plants

ACTIVITY The teacher will play a clip from Shrek 2 to introduce the book Puss in Boots. The students will spend time in the computer lab creating a cover page, typing their creative stories, and adding pictures to the story. The students will watch a video about weight. The teacher will use a website to teach the students how to mix colors. The students will perform an experiment using a website.

4.) Cite at least 5 examples of collaboration with community resources.

DAY 1. 144 2. 10 3. 178 4. 28 5. 3

TOPIC Field Trip to Museum Field Trip to Amazement Square Field Trip to Zoo S/Community Collaboration SS/ classroom citizenship

ACTIVITY The teacher will work with Museum directors to plan an education trip for the class. The teacher will work with the directors of Amazement Square to plan an education field trip. The students will learn about the community around them. The students will listen to the community worker or tour guide at the zoo. The students will listen and ask questions to the guest speaker about taking care of animals. The students will work in small groups to make welcome signs to the community.

5.) Cite at least 5 examples of collaboration with families.

DAY 1.

10

2. 56 3. 91 4. 17 5. 145

TOPIC Field Trip to Amazement square M/ value of coins M/ fair shares S/ human needs S/ recycling

ACTIVITY The parents will go with their child to Amazement square. The teacher will encourage the students to help count their parents change when shopping by writing a letter to the family. The students will work with family members at home to divide food into fractional parts. The students will bring an item from home that represents a human need. The teacher will ask students to bring in items from home that can be recycled. Students will be encouraged to start a recycling project at home.

6.) Cite at least 5 examples of collaboration with colleagues.

DAY 1. 6 2. 122 3. 178 4. 8 5. 144

TOPIC LA/ capitalization Field Trip to Fine Arts Theatre Field Trip to Zoo S/ plant needs Field Trip to Museum

ACTIVITY The students will work in small groups to make “We Can” books. The teacher will give students directions on how to behave on the field trip. The teacher will correspond with other teachers and parents. Students will work together to plant and record plant growth throughout the week. The teacher will guide the children and keep head counts.

7.) Cite at least 5 examples of use of assessment (various types).

DAY 1.

16

2. 144 3. 33 4. 85 5. 20

TOPIC

ACTIVITY

LA/capitalization Paper-pencil test and punctuation LA/ spelling Students will spell the words orally/ spelling bee Social Science Performance Assessment based on teacher’s observation of students practicing classroom citizenship. SS/ Benjamin Students will create a picture timeline of Benjamin Franklin’s life based on Franklin the books read and other activities done in class. M/ addition The students will show their knowledge of addition by making an addition story, and creating and solving the corresponding addition sentence.

8.) Cite at least 5 examples of use of literacy, problem solving, etc.

DAY 1. 176 2. 7 3. 8 4. 18 5. 2

TOPIC LA/ Creative Story Skits S/ Plant parts S/ Plant needs S/ human needs M/ counting objects

ACTIVITY Students will brainstorm skit ideas and will find props to use. Review list of plant parts, class will give their ideas about plant parts, teacher will explain functions Brainstorm ways the class can find out what plants really need to grow Class will group themselves accordingly to the type of item they have when music stops The student will be given a number and then must find and count the number of objects given.

9.) Cite at least 10 examples of how you have used integration your curriculum. (eg. If you are studying about Native Americans on Day 27 in social studies, are you also reading a novel in reading group on Day 27 that would reinforce learning about Native Americans? Are you doing an art project that relates to Native Americans? Etc.)

DAY 1.

79

2.

81

3.

83

4.

109

5.

108

6.

70

7.

91

8.

26

9.

47

10 .

82

TOPIC S/ nonstandard units LA/ Nonfiction LA/ Nonfiction LA/ Deleting Sounds LA/ Deleting Sounds M/ value of coins M/ fair shares S/ animals S/ seasons and plants SS/ Benjamin Franklin

ACTIVITY Measurement centers The students will read “Counting Penguins” in Language Arts and study what penguins need to survive in Science. The students will read “The City by the Bay” in Language Arts and will make a model of a bay area in Social Studies. The teacher will read “Lazy Lion” in Language Arts and the students will create a mural of African landscape in Social Science. The students will read recipe cards in Language Arts and students will measure the ingredients in Math. The students will study the value of American coins in Math and will study about other countries customs and money in Social Studies. The students will learn about the fractional parts of a Shamrock in Math and will locate Ireland and other landmarks in Social Science. The students will study animal movements and characteristics in Science and will create an “Animals Movements” class book in Language Arts. The students will study fractional parts in Math and will learn about the fractional division of the year into seasons in Science. The students will read and study about Benjamin Franklin in Social Studies and will make a class almanac like Benjamin Franklin’s in Language Arts.

10.) Cite at least 10 examples providing evidence that you have incorporated instructional strategies that provide creative, multi-sensory, hands-on approaches to learning throughout your curriculum.

DAY 1.

107

2.

95

3.

8

4.

1

5.

20

6.

99

7.

6

8.

105

9.

5

10 .

51

TOPIC

ACTIVITY

LA/ Deleting Sounds LA/ adding sounds LA/ capitalization M/ counting objects M/ addition

The students will use a magnetic board and letter to change sounds of given words. The students will make an origami finger puppet after reading The Paper Crane and retell the story with the puppets. After reading The Wheels on the Bus, the class will go out, observe a real bus, and write descriptive sentences about their observations. The students will make numeral cards by writing the numbers 1-10 on cards and gluing the corresponding number of objects on each card. The students will practice their addition by playing “Suites Us”. They will use playing cards and take turns drawing and discarding until that have four cards with the same sum. Students will create an estimation book, then swap with a partner and solve the problems. The teacher will divide the class into groups and give each group a part of a plant. The students must try to identify what part they have. The class will work together to make a plant using the parts. After the teacher has discussed the movement of objects back and forward, the students will create pendulums and write about their findings and list other objects that move in this way in the Science Journals. After viewing pictures of the community and learning about the different characteristics of the community, the students will work in groups to make a 3D model of the community, using a variety of art supplies. The teacher will discuss the use of map symbols and the directional terms: north, south, east, and west. The students will practice reading a map for find hidden “treasure” in the classroom (or school).

M/ magnitude S/ plant parts S/ motion and moving objects SS/ citizenship SS/ map symbols

11.) Cite at least 10 examples providing evidence that you have incorporated accommodations / differentiation of instruction for diversity / exceptionalities throughout your curriculum.

DAY 1.

92

2.

98

3.

102

4.

109

5.

9

6.

43

7.

94

8. 9.

6 44

10 .

61

TOPIC LA/ adding sounds LA/ audio story LA/ audio story skits LA/ deleting sounds M/ place value M/subtraction S/ making conclusions S/ plant parts SS/ maps and landmarks SS/ map construction

ACTIVITY Students with LD can follow along by listening to an audio tape. Poor reader may read with a partner. Students who have a difficulty remembering the story skit can perform their skit while the story is playing on an audio tape. Students who cannot draw well may use printed photographs instead. The students will be given a work mat to keep their base ten blocks on to organize which ones they are using. Students will be given a sheet with blank boxes so that they can properly record the vertical subtraction sentences. Gifted students can read science facts at the end of Verdi. Students who do not draw well will be allowed to use a stencil. Students who finish early will complete the map activity on p. 13 in Maps, Charts and Graphs. The teacher will provide samples of maps of downtown Boston for the students to use as a model.

On my honor, I (Allison Carver) have included accommodations for diverse learners / exceptionalities at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school year.) On my honor, I (Amber Reid) have included accommodations for diverse learners / exceptionalities at least one time per week throughout the curriculum or a minimum of 36 times over the course of the school year.) On my honor, I (Allison Carver) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways. On my honor, I (Amber Reid) feel that I have put forth my best effort to create a curriculum that is diverse in instruction and learning activities and will provide meaningful experiences for each and every WHOLE child in academic, emotional, physical, and spiritual ways.