Project+1+-+Yolanda

=Overview=


 * Title**: Yolanda Wheelington
 * Grade Level**: k-3
 * Subject Area**: Special Ed, self-contained, emotional disability
 * Time Frame (when, duration)**: 09/09 - 04/10

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< My class is a self contained class for students with emotional disabilities and other disabilities. The ultimate goal for all of these students is for them to successful transition into their general education classrooms. In order to do this, it is imperative that they are able to demonstrate a generalization of appropriate and safe social behaviors. Creating meaningful and student specific social stories is an effective way to teach the social skills that will be needed for successful transition to the general education community. The goal of this project is for the student to create meaningful social stories to help learn the needed skills. Then, take the next step by creating personalized video that allows them to model or express their use of these skills in the generalized community || //What will guide student inquiry?// ||  ||   ||< doubleClickHereAndType The essential questions will be based on the social skill being targeted. For example, a student may need to know how to share with peers while on the playground. A social story about this will be created and video produced based on this story. Essential questions asked may be: Why do we have school rules? (open/overarching), Why should we follow them? (open/topical), How do you show that we are respecting others? (guiding/overarching), How do we apply this in the school/home/community?(guiding/topical) || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< **Technology focus standard:** 3T-F1. Use prescribed technology writing or drawing tools for communicating and illustrating 4T-F1. Communicate with others using telecommunications, with support from teachers, family members or student partners 6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities Reading fluency, the writing process and components (including 6 traits). || //What will students learn and do?// ||  ||   ||< Students will be able to recall key information learned in social skills classes and recreate them in a social story or social movie. Students will be able to identify pcitures or ideas that represent key social skill concepts and apply them to photostory to create personalized social stories. Students will be able to express their logic and reasoning through multiple media resources. Students will appropriately use technology, with support as needed, to create social movies and social stories. || (Language from Bloom’s Taxonomy (revised) may be found at: [] || ** Remembering **** : ** The student will be able to recall or remember the information while in the generalized or current situation. || define, duplicate, list, memorize, recall, repeat, reproduce state || Reference source: [|http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm Retrieved on June 23], 2009.
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * 3T-F3. Use prescribed technology tools for publishing and presenting information**
 * Others that are supported:**
 * Workplace Skills focus standard:**
 * 4WP-F3. Demonstrate teamwork skills by contributing ideas, suggestions and effort; resolving conflicts; and handling peer pressure**
 * Additional disciplines supported:**
 * < **Student Outcomes**
 * ** Understanding: ** The student will be able to explain ideas or concepts. || classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * ** Applying ** : The student will be able to use the information in a new way, specifically in the generalized or current environment. || choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * ** Analysing ** : The student will be able to distinguish between different behaviors and skills. || appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * ** Evaluating ** : The student will be able to justify a stand or decision. || appraise, argue, defend, judge, select, support, value, evaluate ||
 * ** Creating ** : The student will be able to create new experiences or point of view. || assemble, construct, create, design, develop, formulate, write. ||

//Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< Final projects created through media; observation of social skills/behavior in generalized settings || //(e.g., content, technology, etc.)// ||  ||   || Understanding of socially acceptable behavior and indication of how to appropriately demonstrate them. || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< -Teach social skill lesson (story, skill streaming cards, model, role play, discussion) -Have students demonstrate understanding of desired skills (verbal, act out, write, draw). Assess and reteach as needed. For Social Movie: Brainstorm flow of the story, roles, etc., plan movie out, act out while recording, download and edit footage to create movie (teacher assisted process). For PhotoStory: Brainstorm flow of the story.; Create story line/key ideas that need to be represented. For safety, teacher preselect variety of pictures from Flickr.com or other digital picture source. Teacher present the pictures to the student and assist as needed in selecting the pictures that best represent the key ideas/themes/messages. Create PhotoStory according to directions in PhotStory and add voice/music/editing/words/etc. to create the story. || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< Skill Streaming social skills materials, preselected social skills materials, local community/environment, digital camera and equipment (see PCDS supply list), flick.com, microphone, computer, teacher/student made props as needed, appropriate permission forms to video tape || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< My class is a self contained class for students with emotional disabilities and other disabilities. The school technician assisted throughout the year. All parents did not give permission so their children could not participate. || //Special Ed, Gifted, ELL// ||  ||   ||< My class is a self contained class for students with emotional disabilities and other disabilities. Modifications and supports were provided as needed but the students were encouraged to participate to the highest capacity possible. ||
 * < **Assessment**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**