Project+2+-+Yolanda

=Overview=


 * Title**: Yolanda Wheelington
 * Grade Level**: k-3
 * Subject Area**: SPED, emotional disability, self-contained
 * 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.// ||  ||   ||< The goal of this project is help the student increase internal emotional awareness by identifying meaningful symbols, sounds, textures, and pictures that represent a spectrum of emotions. Upon completion, the student will have a collage of resources that can be used to help maintain emotional balance. || //What will guide student inquiry?// ||  ||   ||< The essential questions will be based on the emotion being targeted. For example, a student may need to learn how to control his anger. The student would generate a spectrum of words ranging from anger to peace and link each word to a picture meaningful to him. Essential questions asked may be: Why do I get angry? (open/overarching), Why should I control my anger? (open/topical), How do I control my anger? (guiding/overarching), What thoughts can I think when angry to help me calm down? (guiding/topical) || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< **Technology focus standard:** 1T-F3. Use developmentally appropriate technology resources to access information and communicate electronically 2T-F1. Demonstrate respect for other students while using technology 2T-F3. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide 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 4T-F2. Use technology tools for individual and collaborative communication activities to share products with audiences inside and outside the classroom 5T-F1. Recognize electronic information sources 6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities 1WP-F2. Respond to oral presentations by formulating relevant questions and opinions and summarizing accurately 1WP-F3. Apply critical listening skills (e.g., listening for content, long-term contexts, emotional meaning, following directions) 1WP-F4. Listen to an oral presentation, evaluate, and express an opinion orally 1WP-F5. Share ideas, opinions and information with a group, choosing vocabulary that communicates messages clearly, precisely and effectively 1WP-F6. Write communications that have a definite audience and clear purpose, are well-organized, and use appropriate conjunctions and transition words to tie ideas together 1WP-F7. Determine the main idea or essential message of a text 3WP-F1. Address a specific problem by specifying their goals, devising alternative solutions, considering the risks of each and choosing the best course of action 3WP-F2. Identify methods for initiating change 3WP-F4. Practice a variety of creative thinking skills to identify potential solutions to workplace issues 3WP-F6. Describe possible solutions to a variety of problems 4WP-F1. Understand and demonstrate the importance of dependability, trustworthiness, productivity and initiative in all areas of life and when interacting with others 5WP-F1. Explore areas of interests and possible work choices 5WP-F2. Demonstrate ability to make decisions which contribute to a productive school and work ethic 5WP-F3. Demonstrate basic academic skills in reading, writing, listening, speaking and Mathematics 6WP-F1. Identify the components and how they fit together in community and social Systems 7WP-F2. Use technology to access information, demonstrating basic computer skills (e.g., pull-down menus, icons, passwords, key word searches) 8WP-F1. Understand the relationship between the goal-setting process and the allocation of time, money, material and human resources 8WP-F2. Plan class time to accomplish schoolwork goals Reading fluency, the writing process and components (including 6 traits). || //What will students learn and do?// ||  ||   ||< (Language from Bloom’s Taxonomy (revised) may be found at: [] || **Remembering **** : ** The student will be able to reproduce a balanced state of being. || 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 || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||   ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||   ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||   ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||   ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||   ||   ||< doubleClickHereAndType ||
 * < **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**
 * Others that are supported:**
 * 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 context. || choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * **Analyzing ** : The student will be able to distinguish between different emotions. || appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * **Evaluating ** : The student will be able to support his choice of medium to emotion. || appraise, argue, defend, judge, select, support, value, evaluate ||
 * ** Creating ** : The student will be able to create new experiences. || assemble, construct, create, design, develop, formulate, write. ||
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**