Author: Rachel Carbary

My number one goal as an educator is to create a safe, fun, engaging, and inclusive community. I kept these goals in mind as I created my assignments for ED 424. Throughout this semester, this class has helped me realize that technology is an excellent way to make sure every student is getting the support and resources they need to succeed. We can have voice-to-text, we can have the computer read out to our kids, our students can record their answers instead of writing them down…. the possibilities truly are endless. Below, are some of the activities I designed in my ED Tech class that I believe would promote acceptance and equal opportunity for all. I look forward to using these tools, and many others as I step into my own classroom someday!

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Foster a welcoming space on day 1

Maestra Carbary’s Community Guidelines

Normalize + Validate all feelings

Understanding Emotions

Show ALL kinds of diversity

Reflejando sobre un inspirador

Autonomy is key

¡Su Viaje a España!

Make learning an adventure for everyone!!

!El itinerario para su viaje a Barcelona!

• Featured Image: https://unsplash.com/photos/Kn_l9o5220Y

This book is intended for an elementary classroom of any age. The goal is to read this on the first day of class, so as to make classroom guidelines as clear as possible. This can then be referred back to throughout the year as needed. When making this book, I tried to make a conscious effort to include diversity of all kinds. It is important for students to see themselves represented in any kind of book, but especially books that are literally meant to describe THEIR learning space. My hope is that students feel loved, supported, and appreciated after having read this book. It provides important reminders on respecting others, classroom safety, and self-love.

My screencast assignment is intended for a 3rd grade Spanish Immersion class. A screencast is helpful for this assignment because it provides these students who are learning a new language the opportunity to hear the instructions in Spanish. This also allows them to replay any parts of the instructions. It will be helpful for students to re-hear any unknown words and use the context of the other sentences to make meaning.

Activity:

1. Watch the video to learn about the homework assignment. https://www.loom.com/share/df5429b2dc844ff791399b0aab595198
2. Read ¡Tu Puedes! https://www.getepic.com/app/read/36973
3. Complete the Jamboard: Is the protagonist an inspiration? Why, or why now? Use a sticky note to explain your thoughts, and place it under the correct column. https://jamboard.google.com/d/1nvNobNA-_BGTCDJiLf7nVsF8SY7c0M4ScDEUlbgo4bs/edit?usp=sharing

Materials

Featured Image: https://unsplash.com/photos/zIx5wzjHRnE

Por: Rachel Carbary y Marissa Rowley

¡Vale niñes! Hoy vamos a usar un sitio hecha por Maestra Carbary y Maestra Rowley. Hacer clic aquí para accesarlo. Entonces:

1. Tomar el pre-examen
2. Navegar los lugares diferentes por el sitio. debajo “verbos” (presente, reflexivo, etc.) Estudiar las reglas y los usos diferentes.
3. Jugar con los enlances por la pagina “Practica” para ayudarte.
4. Tomar el post-examen.

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Okay, students! Today we are going to use a site that Maestra Carbary and Maestra Rowley created. Click here to access it. Then:

1. Take the pre-exam
2. Navigate the different places on the site under the heading “Verbs”. (present, reflexive, etc). Study the different rules and their uses.
3. Use the links under the “Practice” page to play different games.
4. Take the post-exam

Goals

The goals of this lesson are to help students in third-year Spanish prepare for their final exam. In Spanish 3, a lot of time is spent covering the different verb tenses, their uses, and their conjugations. This can be very overwhelming and confusing for students. This website was created with the intention of helping students understand the difference between the different tenses. The pre and post quizzes allow students to see where they started, and how much they learned. by the end of their practice on the website. It also lets them see what areas they should study more before taking the final exam.

Hola estudantes! Hoy vamos a continuar explorando españa. Ya tenemos una idea sobre su cultura, su arte, sus tradiciones, y su comida… pero, el tema de hoy es la arquitectura. Estoy muy emocionada para compartir su itenerario del día. Vamos a visitar cinco lugares: Parc Guell, La Sagrada Familia, La Monumental, Casa Milá, y Casa Batlló.

Por favor, usen ese enlance (aquí) para explorar los edificios y lugares diferentes. Hay un video adjunto de cada atraccíon. Por favor miren los cinco videos cortos. Cuando estén terminados, su tarea es crear un Jamboard que es como un “Postcard” que le gustaría mandarle a sus padres o a su amigo mejor. En su Post Card por Jamboard, tienen que incluir:

• Entre cuatro a sies oraciónes
• Un verbo con el preterito
• Tres palabras de nuestro vocabulario de la semana
• Por lo menos, una foto de su lugar que escogiste

Entregar su Jamboard por correo electrónico a Maestra Carbary.

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Hi students! Today we are going to continue exploring Spain! We already know a little bit about their culture, art, traditions, and food… but, today the objective for today is architecture. I am really excited to share our itinerary for the day. We are going to visit five places: Parc Guell, La Sagrada Familia, La Monumental, Casa Milá, and Casa Batlló.

Please use this link (here) to explore the different buildings and locations. There is a video attached to each attraction; please watch the five short videos. When you are done, your assignment is to use Jamboard to create a Postcard that you would like to send to your parents or best friend. In your Jamboard Postcard, please include:

• Between 4 to 6 sentences
• One verb in the past tense
• Three words from our vocabulary list this week
• At least one picture of the location you chose

Email your Jamboard to Maestra Carbary to turn it in.

Goals

• Allow students the opportunity to virtually explore the city of Barcelona at their own pace
• Students can learn a bit more about Spain’s unique architecture through Google maps and the YouTube videos attached to each destination
• Students will have an opportunity to practice writing in the target language by creating a fictitious “Postcard home” and including the verb tense and vocabulary from that unit.
• Students can express their creativity via Jamboard

Links

https://unsplash.com/photos/-271sKk6WaM

https://www.google.com/maps/d/u/0/edit?mid=1EuI2NchXrsIkoP0y-egdFXFcjUwIMiyZ&usp=sharing

Hola estudiantes! Hoy, vamos a tomar un viaje a Barcelona, España! En las semanas pasadas, hemos estudiado la comida y la cultura de España. Ese es su oportunidad de aprender un poco más sobre la vida de un española.

Primero, van a hacer clic aquí. Entonces, van a escoger que quieres hacer durante su aventura! Espero que tengan un buen y seguro viaje!

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Hi students! Today we are going to take a trip to Barcelona, Spain! In the previous weeks we have been studying Spanish culture and food. This is your opportunity to learn a little more about the Spanish lifestyle.

First, you are going to click here. Then, you are going to chose what you want to do during your adventure! I hope that you have a safe and awesome trip!

Goals

• Give students the opportunity to make choices and use their imagination.
• An opportunity to practice food and tourist vocabulary.
• Students can use to pictures to remind them what some of the options mean.
• Students learn a little more about Spanish activities, culture, and food.

Links

https://docs.google.com/forms/d/e/1FAIpQLSc8a_BvbJO_oXqRG5X4yTpxCuqHvu5t1t1-GM_6tQ2tuoyNAg/viewform?usp=sf_link

https://unsplash.com/photos/lvXeO04CxwQ

Okay, third graders! Before we close out our class for the day, I want you all to complete this Exit Ticket for me. (here)

There are two steps:

1. Identify the 5 fractions provided. What portion of the shapes are colored in? Simplify when needed.
2. Place the fractions in order from smallest to largest on the number line below.

Goals:

• Students will be able to look at a provided image and identify the fraction.
• Students can determine when a fraction needs to be simplified, and simplify it correctly.
• Google Drawings is an easy way for teachers to design worksheets or activities that require shapes. It is easy to navigate for educators and students alike.
• It is fun, unique, and different! Students will love looking at all of the different shapes and colors on this Google Drawings.

Photo Credit

• Background image on Google Drawing (https://unsplash.com/photos/N7EL6Imnarg)
• Featured Image (https://unsplash.com/photos/iLScUZafBzc)
• Screenshot of Google Drawing Exit Ticket (Rachel Carbay)

Hi First Graders! We are going to use this Jamboard to review what we learned yesterday. Every student should have received a link to their own personal Jamboard in their email before class. For this activity, move the correct sticky notes to be on top of the ? in each of the equations. Once you are done, privately message Ms. Carbary a number from 1-5 stating how confident you feel with your answers. (1 being not at all confident and 5 being super confident). You will NOT use all of the sticky notes! Create pictures on a scratch piece of paper to help you solve each problem.

https://jamboard.google.com/d/1rARQxDY2AL76XyMv58COpUIYJSWbkCQrVRYYhQbKVyc/edit?usp=sharing

Learning Targets:

• I can solve for the unknown number in an equation by using drawings to represent my thinking.
• I can explain why the order of whole numbers does not matter in an addition problem. (example: 6+3=3+6) by imagining if the question marks and the numbers switched places in the equation.

Goals From the Teachers Perspective

• Inspired by the 1st grade Common Core Standards listed below.

CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.² Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. 

• This Jamboard activity gives students the chance to practice their skills and show their work by creating illustrations on a scratch piece of paper.
• Students can easily move around the sticky notes to correct their thinking.
• This format will also help understand that what they are solving for in a math problem can be anywhere in the equation, it does not have to be on one side of the equal sign each time.
• This activity is a fun, easy, and environmentally friendly way for the teacher to understand where his/her/their students are at!
• Once students are done, they are asked to express their comfort levels to the teachers, which is a great informal assessment for immediate feedback.

Prior to this past weekend, I hated technology. I avoided it at all costs. Zoom classes were initially my worst nightmare. Over the last 11 months, however, I learned a lot about technology and how to use it to my advantage. Though I would still try to avoid technology whenever I could, I learned numerous tips and tricks to make it more user-friendly. I also gained a lot of patience for when it would not work the way I wanted it to or if things were downloading slow… or so I thought. As many of you may know, the Portland area lost power on Sunday, February 14th, 2021 around 10 pm. At first, it was your classic power outage: an adventure. My housemates and I were all huddled around a candle making memories. The next morning, the feeling of the adventure was completely over. My house was the same temperature as outside. I could not work on my assignments which were due later that day (fortunately classes were eventually canceled). I could not even watch Netflix or scroll through social media on my day off, because my phone was dead and we had no wifi. I sat in my car for an hour and a half to get my phone charged up to 35%, only to find out my phone service wasn’t good enough to even send an iMessage or respond to emails. I was bored out of my mind, which was not something I was expecting since I did not see myself as someone who spent a lot of time on her phone/laptop. I was very frustrated with my inability to talk on the phone, text, scroll through Instagram, set an alarm, work on homework, check my emails, etc. When my power came back on this morning, I was incredibly grateful to fall back into my normal habits of texting my friends and casually working on my assignments. Needless to say, technology plays a HUGE part in our lives whether we like it or not. When our power is taken away from us, we are all left struggling trying to remember how to stay warm, fed, and entertained.

Hi third graders! Today, we are going to develop a deeper understanding of how our emotions work. What are some of the most common emotions? What causes them? What is our body trying to tell us? Are there ways to recognize these feelings in others and help them cope? Are these emotions bad? How can we find ways to control them, instead of letting them control us?

Left: https://unsplash.com/photos/6bKDcZNaDTI

Right: https://unsplash.com/photos/v3HlPuZ03II

Common Emotions and Coping Skills

Recognizing Emotions in Ourselves and Others

Photo Citations, In Order:

https://unsplash.com/photos/sAmwQxM_3FI, https://unsplash.com/photos/cDjVQiBxiMc, https://unsplash.com/photos/R8wDUbD-IkI , https://unsplash.com/photos/vCfxXxbQRX8 ,https://unsplash.com/photos/xxwRujAXctY, https://unsplash.com/photos/gDG8KSwSAvo

How might the people in the above pictures be feeling? Happy? Scared? Worried? Angry? Grumpy? Upset? Silly? Confused? Sad?

How can we tell? What signs are being given through their facial expressions, body language, posture, and eyes?

Does your body react the same when you are feeling like the people above?

Where do YOU feel?

We are going to take some time as a class to draw our own Gingerbread person! Do some reflecting to think about where in your body YOU feel different emotions? Does your tummy hurt? Do you have a headache? Are your cheeks sore from smiling so much? Are your muscles tense?

My Inspiration

“And I gave them a saying to say: “I am somebody. I was somebody when I came. I’ll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go.” 

What makes a good teacher?

• Fostering a community
• Creating a safe environment
• Engaging student imagination
• Designing a culturally responsive classroom
• Providing hands-on learning
• Teaching relevant lessons based on student interests

What to Avoid…

As a teacher we need to avoid the “Power Struggle”

As teachers, we need to believe in our students, especially when they aren’t able to believe in themselves!

My Dream Classroom

We’ve Got This!!!!