I have worked as an educator for over 18 years. Technology and creativity are my air and water. Hope you can become inspired by some of my projects, as I have certainly become inspired by yours!
I have worked as an educator for over 18 years. Technology and creativity are my air and water. Hope you can become inspired by some of my projects, as I have certainly become inspired by yours!
This is primarily to teach in Spanish the phrase "Amo A.....".
It includes key vocabulary to which the phrase can be applied.
Good for conversational Spanish (beginning) and for primary school.
There are two exercises at the end for practice.
There are 8-10 slides total, depending on whether you want to do the exercise or not.
Students will put their skills on animation, PPT and looking for cool graphics online within the rules of netiquette.
They will find or create a lunchbox, fill it up, and then write/label the inside in both languages! Great for ELL and L2 kids!
This is a step by step inquiry questionnaire regarding every step of the creativity process of a game in Caine's Arcade mode.
It covers design, science, engineering, and simple machines
Kids are asked to create and analyze use of materials and purpose of the game.
DOKs are 3 and 4 mostly
17 pages
1 easy poem to learn about pumpkins with october vocabulary
Steps to the process
2 tech activities, one for WordItOut.com, and another one with TheOworlds.com/halloween
No Halloween involved, just carving pumpkins
Word bank and key
3-4 days duration
This is a step by step tutorial on how to learn the vocabulary to order and prepare pizza in Spanish while also applying tech skills and creativity. I used Pixie but PPT can also be used. I strongly recommend you ask your school to get the Wixie platform license. Some of my students wanted to do the whole thing by hand, the old school way, and they did very well.
This is a Pixie project that high tech kids can replicate.
Other than that, it can be used as multiple worksheets that ask several things about the arcade game built by your kids for STEM, and the Caine's Arcade initiative.
It asks: name, designers, rules, purpose, materials, dimensions
Skills: Thinking webs, t-charts, estimation, sequential writing, constructed responses, accuracy in identifying simple machines
SWBAT:
Learn vocabulary on items found in stores
Research prices for items
Decide prices for different store items
Create a super store using a marketing and design plan
Use flaming text, cool text or other apps to create store "marketing material " such as signs
Use PPT, Pixie, Dreamweaver, or Drawpad to determine the best tools for graphic design
Follow the model provided.
** I did this lesson in two weeks, 50 mins to 1hr at a time.
Day 1:
I showed the model first, explained the vocab in it, and the purpose of the lesson. I also did a driverthrough of the technology to be used. Showed them the rubric, self-monitoring checklist, and assigned partners when needed (differentiation, ELL)
Day 2:
Reviewed, then modeled again how I use the vector art (or draw pad art) to create the rectangles, ovals, and other shapes that make the illusion of a department store. They can already be at the computer working along.
Day 3: I focus on vocabulary only, asking students first if they can recognize or attempt to pronounce the L2 words. Then we look for clipart of each word as we discuss it in the L2.
Day 4: Leeway day: Work on what you know so far. Look for preliminaries and how the students are understanding the project.
Day 5: Lesson on pricing, how it changes, and what costs what....and why. Exercises include conducting scavenger hunts of the same items sold in different locations and compare prices. Discuss price fluctuation. Discuss inflation. Discuss "budgeting". Why is it important? What are solutions to be prepared for inflation?
Day 6: Assigning prices. Showing a picture of a typical mall ask the students to "window shop" and assign value to the things they see.
Day 7: Marketing: How to promote an item, whether cheap or not? Lesson on marketing styles and examples of most popular marketing campaigns. Include: IKEA, Macy's, ETC.
With students
DaY 8: Leeway day: Keep working and creating using the info learned: vocab, pricing, design, marketing.
Day 9: Naming a store: What goes in a name? Lesson on BRANDING. Definition, examples, how to expose a brand, who exposes a brand, importance of keeping a brand influencing in a market; brand presence.
Day 10 : "Sloppy Copy" of all stores. All students to offer constructive criticism on each. Attach comments on sticky notes. Stores are to be identified by name only, not by students. Conversation with students.
Days 11 / 12: Leeway to add up everything. Math addition: Create purchase tickets and assign budgets to people in class. -13/14- Publish, show