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vel_K-8.aspx
SCENARIO 1: LANGUAGE ARTS, 1st GRADE
Mr. Wilson is teaching a first grade language arts lesson. They are learning about parts of
informational texts, like a text book. Mr. Wilson uses the students science book as an example
to show the class different parts such as the Table of Contents, the Glossary, and Headings.
Then, he puts students in groups of two. He gives each pair a different informational text book.
Then, he gives each group an iPad2. Mr. Wilson, gives a mini-lesson concerning how to take
pictures with With the iPad 2, students have to take pictures of each books Title Page, Table of
Context, Glossary, Index, and a page with different types of headings. When the students are
done taking pictures, Mr. Wilson instructs them to go to a different app on the iPad2 called Pic
Collage. This app lets the students import the pictures and add text. He asks the students to
label the pictures that they just took. When all student groups are complete, Mr. Wilson prints
each groups Pic Collage and makes a class book that his students can read and continue to
look at during free reading times.
If he has extra time, Mr. Wilson will let pairs of students choose a different book and try to find
the different books Title Page, Table of Context, Glossary, Index, and a page with different
types of headings and check their work with their classmates in the Pic Collage class book.
Pic Collage How To PDF:
http://cfbportal.schoolwires.net/cms/lib04/TX01001392/Centricity/Domain/17/PicCollage
%20PDF%20%20Instructions.pdf
Pic Collage How To Video: https://www.youtube.com/watch?v=iyiS6bmrSX0
What standard is this lesson based on? Why do you think this?
ELACC1RI5 Craft and Structure- Explain major differences between
Know and use various text features
(e.g., headings, tables of contents,
glossaries, electronic menus, icons)
to locate key facts or information in
a text.

ELACC1W7 Research to Build and


Present Knowledge- Participate in
shared research and writing projects
(e.g., explore a number of how-to
books on a given topic and use them
to write a sequence of instructions).
ELACC1SL1 Comprehension and
Collaboration- Participate in

collaborative conversations with


diverse partners about grade 1
topics and texts with peers and
adults in small and larger groups.

Ifeelthatitusesallthreeofthestandardslistedabove.Ittouchesonknowledgeofvarioustextelementsand
identifyingthemaswellascollaborationamongstpeers.

SCENARIO 2: SOCIAL STUDIES, 4th GRADE


Mrs. Dias is a 4th grade Social Studies teacher. After a series of lessons about the major
events of the American Revolution, she has her students create a timeline of major
Revolutionary War events using Dipity. Then, students have to write a blog post predicting how
the timeline might change if one event (students choice) did not occur. Students will link to their
Dipity on their blog post.
Dipity How To Video: https://www.youtube.com/watch?v=x0wSpUYaubw
What standard is this lesson based on? Why do you think this?
SS4H4 The student will explain the causes, events, and results of the American
Revolution.
a. Trace the events that shaped the revolutionary movement in America, including
the French and Indian War, British Imperial Policy that led to the 1765 Stamp
Act, the slogan no taxation without representation, the activities of the Sons of
Liberty, and the Boston Tea Party.
c. Describe the major events of the American Revolution and explain the factors
leading to American victory and British defeat; include the Battles of Lexington
and Concord, Saratoga, and Yorktown.

The student will be able to detail and script out major events during the Revolutionary War while
also incorporating their own analysis if certain events did not occur, using context clues and
reason to predict what the ramifications would be.

SCENARIO 3: MATH, 3rd GRADE


Mr. Bumble is about to start to introduce fractions to his students. He starts off his lesson by
asking his students their favorite cookies. They look up recipes online, and based on the
students answers, they each get a recipe for their favorite cookie. He asks each student to try
to put the ingredients in order from largest to smallest based on the students individual
recipe. Students may have different ideas on how to do this since they have not been
introduced to fractions before. Mr. Bumble brings out actual measuring cups and with one
chocolate chip cookie recipe that he shares on the projector, he asks the students which is the
largest amount-- cup of white sugar or cup of brown sugar. By showing the students the
measuring cups, the students will often get the correct answer.
Mr. Bumble explains that of white sugar just means that it is 1 part of a whole that is
sectioned into 2 parts.
Mr. Bumble puts students in groups of two or three. He has students create their own recipe for
trail mix. The recipe cannot be more than 2 cups, there must be at least 3 different ingredients,
and at least two different size measuring cups must be used. Students can practice with online
Fraction tile manipulatives
(http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html)
Students will film each other using iPads or iPhones explaining their recipes. These videos will
be like Food Network promos, and Mr. Bumble will show them in class the next week.
What standard is this lesson based on? Why do you think this?
MCC3.NF.3 Explain equivalence of fractions in
special cases, and compare fractions by
reasoning about their size.

MCC3.MD.2 Measure and estimate liquid volumes


and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l).17 Add,
subtract, multiply, or divide to solve one-step

word problems involving masses or volumes that


are given in the same units, e.g., by using drawings
(such as a beaker with a measurement scale) to
represent the problem.

The student must use their understanding of fractions as well as using various units of measure
to create their recipes. Both of these standards match those needs.