RYEN MURALT_TRF

8/7/2019 RYEN MURALT_TRF

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Teacher Resource File

Section 1:

a) Lesson Plan Components:

Lesson Plan Title:

Grade level:

Time: How long will it take to complete this lesson?

Standards: which state content and developmental standards are addressed in the lesson

Objectives: This should be stated in terms of student behavior. The objectives should focus onthe concept or skill, which you intend to teach. Terms such as ³develop a desire,´ ³listen,´

³comprehend,´ ³understand´ etc. are not sufficiently specific. One or two objectives should bethe main focus for each lesson. e.g., The student is able to identify whether tempo of selected

recorded musical examples gets faster or slower. Also, consider how you will assess this.

Materials: What materials do you and/or the students need.

Opening of lesson/Anticipatory Set: How will you stimulate the students so that they will want

to learn what you want to teach? How will you indicate to the students what you expect?

them to learn?

Procedure: This is the core of the lesson, the time when you TEACH what you set

out to teach. The procedure should outline the STEPS you will take in the teaching process.

Sample questions should be included. The students should be involved as much as possibleduring this phase of the lesson and should be aware of what they are trying to learn. Did you

include opportunities for you to model expectations for your students? Were there opportunitiesto check for understanding? Did students have an opportunity for guided practice and

independent practice?



Closure / Summarize: Review for the students what you taught. Highlight the main

points. This is not the time for testing. During this phase of the lesson, the students will often

verbalize the concept.

Evaluation: This may be formal (listening test with written answers) or informal carried out

during the lesson as you observe the student¶s behavior- using questioning techniques that illicitobservable non-verbal responses from all students in the class. Regardless, the evaluation should

match the objective of the lesson. At each evaluation point in the lesson (when the objective ismeasured) it is a good idea to have an alternative teaching strategy in mind for students who did

not reach the objective the first time. Will you use a different learning modality (e.g., if the firstpresentation was aural, try kinesthetic)? Remember that louder and slower may be of no help to

students who you ³missed´ the first time through the lesson.

Accommodations & Modifications: What are the accommodations and modifications youanticipate needing to meet the needs of your students? What worked well last time you used this

lesson?

Post-Lesson Self-Assessment: What worked well? What did not work well? Were instructions

clear? Were there sufficient examples? Did activities correspond to objectives: Were activities

well sequenced: What should be done differently next time:

Remember; tell the students the objective of the lesson. Teach to your objective. Evaluate to your objective

b) Lesson Plan Evaluation

Name__________________________________ Name ____________________________

L

esson Plan EvaluationComplete this evaluation form based on the quality of your lesson plan. If your lesson plan is

missing some of the components listed you will need to further develop the lesson to include themissing components (with the exception of standards). You will need to do this prior to making

your decision about the modifications and accommodations you choose to include on your lessonplan.



Standards are an important component of lesson plans. However, for this assignment you are notrequired to list PASS skills, even if the lesson plan you selected failed to include them.

Quality of included component Included Not Included High Moderate Low

Title

Grade level

Time

Standards

Objectives

Materials

Opening/Anticipatory Set

Procedure

Closure/Summarize

Evaluation

Accommodations

Modifications

Your overall rating of this lesson plan:

lowest 1 2 3 4 5 6 7 8 9 10 highest

Briefly explain why you gave this lesson plan the overall rating you did.

Would you use this lesson in your future classroom? Explain.

Lesson Plan Template: Lesson Plans: January 2-6, 2006

7:55-9:26

Monday Tuesday Wednesday Thursday F



Plan/Tutorial

3rd Reading 11:55-1:15

4th English 1:22-2:47

Board Notes:

PASS grades 10th

, 11th

& 12th

LAREADING / LITERATURE:Standard 1: Vocabulary - The student will expand vocabulary through word

study, literature, and class discussion.

Standard 2: Comprehension - The student will interact with the words and

concepts on the page to understand what the writer has said.

Standard 3: Literature - The student will read, construct meaning, and respond

to a wide variety of literary forms.

Standard 4: Research and Information- The student will conduct research and

organize information.

WRITING / GRAMMER / USAGE / MECH:Standard 1: Writing Process - The student will use the writing

process to write coherently.

Standard 2: Modes and Forms of Writing - The student will write for

a variety of purposes and audiences using narrative, descriptive,expository, persuasive, and reflective modes.

Standard 3: Grammar/Usage and Mechanics - The student will

demonstrate appropriate practices in writing by applying grammatical

knowledge to the revising and editing stages of writing.

ORAL LANG / LISTENING & SPEAKING:Standard 1: Listening - The student will listen for information and for

pleasure

Standard 2: Speaking - The student will

opinions in group or individual situations.

VISUAL LITERACY:Standard 1: Interpret Meaning - The stu

evaluate the various ways visual image-mgraphic artists, illustrators, and news phomeaning.

Standard 2: Evaluate Media - The stude

and electronic media, such as film, as commessages.

Standard 3: Compose Visual Messages

create a visual message that effectively c

c) Hall Pass:



HALL PASS

Date: __________________

Time left: _______________

Time returned: _______________________

______________________, has permission to go to

(student name)

___________________________ for assistance on:

(sped teachers name)

Classroom assignment: _________________________

_____________________________________________

_____________________________________________

Test : ________________________________________

The following test accommodations may be used:

Use notes

Use book

Ask you questions

Answer only questions ____________________

Other ___________________________________

I need this assignment completed and returned by: ____

_____________________________________________

_____________________________________________

If this assignment cannot be completed and returned by this

time please let me know.

HALL PASS

Date: __________________

Time left: _______________

Time returned: _______________________

______________________, has permission to go to

(student name)

___________________________ for assistance on:

(sped teachers name)

Classroom assignment: _________________________

_____________________________________________

_____________________________________________

Test : ________________________________________

The following test accommodations may be used:

Use notes

Use book

Ask you questions

Answer only questions ____________________

Other ___________________________________

I need this assignment completed and returned by: ____

_____________________________________________

_____________________________________________

If this assignment cannot be completed and returned by

this time please let me know.



Please:

Let this student stay the entire period if needed to

complete this assignment.

Make sure this student returns to my classroom______ minutes before the bell rings today.

Thank You

Please:

Let this student stay the entire period if needed to

complete this assignment.

Make sure this student returns to my classroom______ minutes before the bell rings today.

Thank You

d) Behavior Log:

Weekly Report

Student ____________________________________________

Date____________________

Mrs. Penny CantleySpecial Education Services

Completed all assignments (home and in class)

Yes No Comments



Weekly Discipline Report

_______ On Target Behavior all week

_______ Chose to break the following rules(s)

____ Respect yourself and others at all times.

____ Treat our room and supplies with care.

____ Always walk when entering and exiting the classroom.

____ Use your quiet voice when speaking in our classroom.

____ Stay seated and listen when the teacher is talking.

____ Follow directions

Comments, if

needed____________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________

*Parent

Signature_____________________________________________________________

Fri.

Mon.

Tues.

Wed.

Thur.



Comments, if desired

___________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________

e) Grade Check:

Student Grade & Behavior Report � Teacher Name

Student: Subject:

Grade: Teacher:

Date: December 19, 2003CURRENT GRADE: ________ Absences: __________ Tardies: __________

Does student turn in his/her homework? Yes sometimes no

Does student pay attention in class? Yes sometimes no

Does student do well on tests? Yes sometimes no

Does student bring needed materials? Yes sometimes no

*Please list any assignments the student may still complete for credit and any comments below.

_________________________________________________________________________________________________

_________________________________________________________________________________________________

________________________________________________________________________


Student: Subject:

Grade: Teacher:









_________________________________________________________________________________________________

_________________________________________________________________________________________________

________________________________________________________________________


Student: Subject:

Grade: Teacher:







_________________________________________________________________________________________________

_________________________________________________________________________________________________

________________________________________________________________________

Section 2: Pass Levels



http://sde.state.ok.us/curriculum/PASS/default.html

Section 3: Websites

a) Accommodations/Modifications:1. Making Accommodations and Modifications: What Are They?

(http://www.hishelpinschool.com/adaptation/modadapt.html )

Focus/Purpose:

This website was designed for all teachers. It contains simple explanations of accommodationsand modifications for brand new teachers. It also describes the most appropriate types of accommodations and modifications for grades kindergarten through twelve. This website goes on

to discuss the different types of accommodations and modifications, when is the best time to usethem.

Relevance:

General and special educators will find this site helpful throughout their careers. Especially thosewho are just starting out and are still not quite sure what kind of accommodations and

modifications are necessary.

2. Adaptions and Modifications for Students with Special Needs:

(http://www.teachervision.fen.com/special-education/resource/5347.html )Focus/Purpose:

This site contains dozens of accommodations/modifications for students with special needs.The disabilities that the accommodations or modifications are applied to range from English

language learners, down syndrome to blindness.

Relevance:

This site would be beneficial to both general and special educators. No matter the severity of the disability a teacher can find just a few accommodations for students who are included in

their classroom for a few hours per day, or if a special educator can obtain a lesson that hasbeen modified for a student with a particular disability.

3. Resource Room: (http://www.resourceroom.net/readspell/dysgraphia.asp )Focus/Purpose:

This is a website that is designed to accommodate students who have learning disabilities or even gifts. It contains information that enables teachers to receptive to any signs that their students may be exhibiting specific to that of a learning disability. It contains a step by step

process to include any accommodations or modifications for students who have physical,

learning or intellectual disability.Relevance:

General educators will greatly benefit from the information given on this website. They learndifferent signs to look for in any student they may suspect of having a disability as well learnthere may not necessarily be a learning disability present but rather it could be that the

student is not being challenged enough.

b) Lesson Plans:



1. Hot Chalk Lessons Plans: (http://www.lessonplanspage.com/)

Focus/Purpose:

This website has over 40,000 free lesson plans available for teachers. It contains the followingsubjects History, Math, Science, Art and Language Arts. Teachers can type in their preferred

grade level and subject and be given anywhere from a dozen to fifty lesson plans specific to their desired grade and subject.

Relevance:

This site would helpful to general and special educators. Each of these lesson plans containsaccommodations and some modifications as well. These would be beneficial for a general

educator who wants each student in his or her class to be included in the class lesson whether theyneed a few accommodations or a lesson that is modified for their specific needs. This website canalso be a great tool for a special educator because this site contains an option to look for lesson

plans that created specifically for students who have severe specials needs.

2. Lesson Planet: (http://www.lessonplanet.com)

Focus/Purpose:

This is a resource where teachers can find lesson plans for a dozen subjects ranging fromkindergarten through the twelfth grade. These lesson plans contain accommodations and have

been reviewed by certified teachers and rated for subject and skill that required these particular grades are required to learn.

Relevance:

General and special educators would find this website to be beneficial for their classroom. As I

mentioned above the majority of these lesson plans contain accommodations that can be used for students who may have intellectual or physical disabilities that are included in their classroom.

This site also contains lesson plans for several different subjects which are specific to studentswho have special needs.

3. Lesson Plans: The Teacher Planet: (http://www.lessonplans.com/ )

Focus/Purpose:

This website is a fantastic site for teachers. It allows the convenience of searching for lessons by

subject or grade. Each month this site offers extra special or featured lesson plans that specific tocertain holidays or historical days.

Relevance:

Once again this site would be beneficial for both special and general educators. Special educatorscan find lesson plans that are specific to their student¶s disability no matter the severity, while

general educators can obtain lesson plans that can easily be accommodated or modified for students who have special needs that are part of their classroom. Teachers also have theopportunity to upload their own lesson plans that they have created to receive feedback from

other general and special educators.

C) Disability



4 My Child Help and Hope for Life (http://www.cerebralpalsy.org)

Focus/purpose:

The 4 My Child Help and Hope for Life is primarily for parents of children who have cerebral

palsy and other physical disabilities. It provides a number of supports for parents dealing with

challenges they face alongside with their child and other family members. It provides lists of physicians, therapists, and support groups in your area for you and your child. This organizationalso provides financial assistance for any families who need wheelchairs or other equipment but

are unable to afford them as well as information regarding legal services if you feel you and your child are entitled to any kind of settlement.

Relevance:

General and special educators will find this website helpful in noticing any symptoms in their students. There is also an education link that informs the teachers and parents of the laws and

plans that are required for their students to receive an adequate education.

Autism Speaks: http://www.autismspeaks.org

Focus/purpose:

This website would be most beneficial to the parents of children with autism. It provides

information in how to deal with the diagnosis as well as help your child and other familymembers throughout this time. It also provides necessary tools, information and resources to

improve the lives of individuals and families affected by Autism.

Relevance/

General and special educators will find this website a powerful tool when they are faced with

children who have autism included in their classroom. They will have access to resources andhelpful information for better success of reaching their students.

National Down Syndrome Society: http://www.ndss.org

Focus/purpose:

Parents and educators can both benefit from this informative website. Parents can interact with

other families and receive information regarding different support groups, events and healthcare.Teachers can receive wonderful information when designing lesson plans for their students with

Down Syndrome. It gives simple step by step processes and hints for teachers who are unfamiliar teaching students with this disability.

Relevance:

General educators will benefit from this website. They can receive support from other teachers,as well as look at helpful hints for teaching students with Down Syndrome and what to be

prepared for.

d. Teacher Websites:



1. A to Z Teacher Stuff: (http://atozteacherstuff.com/)

Focus/Purpose:

This site contains a multitude of resources for teachers who are either elementary or secondary

education certified. There are tips for developing strategies to teach students who may be dealing

with ADHD, emotional or other disorders. The teacher is able obtain helpful hints for organizingtheir classroom, preparing for the first day of school and tools to create their own worksheets. Inaddition to these resources there are also links for the teachers to search for lesson plans or

certain books that can be helpful for their classrooms.

Relevance:

General educators would benefit the most from this website. They are able to look for lesson

plans (most of which contain accommodations), receive different tips for preparing their classroom and have resources available for organization or worksheets.

2. A Fun Educational Website for Teachers and Students: (http://www.apples4theteacher.com)

Focus/Purpose:

This site contains resources for teachers who teach children from kindergarten to the sixth grade.There are articles that contain information ranging from how to introduce new subjects to

primary age children or developing strategies on how to include or teach to children who have avariety of disabilities. Teachers also have the option to search for lesson plans that specific to

certain grades, subjects or holidays. They are able to create their own worksheets relevant to thesubject they are teaching or they can discover different educational games their students can play

during their computer lab.

Relevance:

General and special educators can find helpful information on this website. They can findresources for a particular grade or learn information how to teach specifically to students who

may have disabilities.

3) Teacher Network: (http://teachers.net/edition.html)

Focus/Purpose:

This website contains a vast amount of information available to teachers. They can look up

lesson plans, different job opportunities or grant funding. There is a chat room where teacherscan compare lesson plans, share tips, or receive advice for setting up their classroom as a first

year teacher and implementing different disciplinary actions. Teachers can also read articles thataddress issues such as developing strategies for including students with special needs or the

importance of collaborating with fellow teachers general or special education certified.

Relevance:

General and special educators can find helpful information on this website. Not only can they

receive feedback from other teachers but they can gain valuable information from the provided



articles about teaching or developing new strategies for teaching students who may or may nothave disabilities.

E) Student Websites:

1. Time For Kids/Homework Helper: (http://www.timeforkids.com/TFK/kids/hh/rr )

Focus/Purpose:

This site is designed for students who range in from kindergarten to the sixth grade. While this

site contains fun trivia facts and games I think the best feature is the homework helper link. All astudent has to do is click the subject they need help in (history, math, science, spelling,

geography, etc.) The student can then scroll down to where the site contains the most frequentlyasked questions and choose that which pertains the most to their question.

Relevance:

I would recommend this site for the general educator¶s classroom. Once the teacher receives

permission from the parents, then I think it would be most beneficial to students in the generaleducation classroom. The reason why I recommend it for them is because this website does not

include accommodation or modifications for homework.

2. Crayola: (http://www.crayola.com)

Focus/Purpose:

This site is primarily geared toward to students who still attend elementary school. They have the

opportunity to print off coloring sheets, or find interesting craft projects to complete. Oneparticular feature that would appeal to the teacher; is that they can search for crafts that are

relevant to certain subjects they may be teaching at that time.

Relevance:

I believe that general and special educators would find this website useful. This site contains a

wide range of games and activities that a number of different students could participate in.Coloring is a relaxing and enjoyable activity that students who have disabilities and students who

do not have a disability can complete.

3) Fact Monster: (http://www.factmonster.com/)

Focus/Purpose:

This website is a great tool for students who are still in elementary school. It contains a widevariety of games, fact finders, homework help and lists of popular books for their ages. Studentscan look up different subjects studied in school or just play different games which still have

relevance to topics being learned in schools today.

Relevance:

General and special educators can introduce this website to their students. (Once they have

received parental permission.) While most general educations students can participate in the



different activities offered by them, I would recommend that special education students wouldgain more benefits from this website by going on it with a partner or even the whole class of

possible.

Section 4:

a) Books:

Positive Discipline

By Jane Nelsen Ed.D

New York: Random House 1981

Focus/Purpose:

This is an excellent resource that any teacher would find helpful in their careers. It describes how

to incorporate the use of discipline in your classroom that is most beneficial to you as the leader as well as your students. It contains step by step processes on how to help your students developself respect and to learn to hold themselves accountable for their own behavior in order to diffuse

any type of power struggles that may occur.

Relevance:

This is a resource that would be beneficial to general and special educators. It contains practicesthat can be applied in a general or special educations classroom. The focus is to teach students to

develop their own accountability and self respect, and since students with disabilities are taughtto be as independent as possible, they can learn to develop responsibility for their own behavior.

School Success for kids with Emotional and Behavioral Disorders

By Michelle Davis

Waco, TX: Purlock Press 2009

Focus/Purpose:

This is an excellent tool for any teacher to have in their classroom. There is information for the

teacher to be aware of his or her different students, how to recognize signs that could point to anemotional or behavioral disorder and how to reach those students who may be in their classroom.

The key stressed in this book is look past any problems the student may be creating due to this

disorder, focus on their positive qualities and to discover what this behavior may actually y bemasking.

Relevance:

Once again this is a resource that is beneficial to both general and special educators. After

reading this book general educators would be more aware of what could be going with their students who may be acting out and learn the necessary steps to help those students. In my

opinion special educators would also benefit, because this book is another source of information



on how to continue to try and improve the education of those students who have been diagnosedwith emotional and behavioral disorders.

b) Journals:Journal of Teacher Education

Focus/Purpose:

This journal has been in print for the past ten years and is a monthly issue. Each month there are

a variety of articles that address issues such as historical events that do not receive focus, theneed for more reading specialists in schools, special educations and inclusion.

Relevance:

General and special educators can benefit from this particular journal. General educators willgain information on issues that may need to be addressed more in their classrooms or discover

helpful facts when they are having students with special needs included in their classroom.Special educators will gain information on improving their special education classroom as well

as learning about other topics that still need to be addressed in their classroom.

Journal of Special Education:

Focus/Purpose: This journal has been in print since the 1980s and is issued for times a year.

Usually it contains information on challenges that students who have special needs may still befacing in school, techniques for teaching these students and how to make sure that inclusion for

the students succeed.

Relevance:

While this journal may be geared toward special educators, I believe that it is also beneficial for

general educators. It contains information on how to teach students who have differentdisabilities, so if the general educators are having students with disabilities included in their classroom this journal can help prepare them for the new adventure.

C) Videos

The Ants Go Marching One by One (http://www.learner.org/resources/series32.html)

Video 2

Focus/Purpose:

This particular video records a math lesson being taught to a kindergarten class. While the songthe Ants Go Marching plays, the teacher leads the class into marching around the room, two bytwo, three by three and etc. During the course of this lesson the teacher assigns different parts to

each student while the song plays, including a student who has Down Syndrome.

Relevance:



I believe that this would be a good resource for general educators. They can see firsthand howeasy and rewarding it is to engage every single student in your classroom in the lesson regardless

of what disabilities some students may have.

Michael¶s Successful Summer (http://www.ldonline.org/multimedia#video)

Focus/Purpose:

This records the practice and progress that Michael engaged in to improve his dyslexia. Theteacher practiced slower pace, repetition etc during this video.

Relevance:

Both general and special educators will benefit from this video. In my opinion even adults

(teachers included) can still learn new information. Whether the educators have a few or severalyears of experience with dyslexia it is always helpful to be exposed to new techniques.

D) Games

Connect Four

Focus/Purpose:

This is a great game for teaching math to younger students. There are many game pieces that can

be counted before the actual game starts. Once the game does begin the students are exposed todifferent patterns by dropping the pieces into the board. They can learn cooperation because this

is a game that requires two partners, as well as increase their counting skills.

Relevance:

This is a game that can be included in a general or special education classroom. The generaleducator can use it as another tool when teaching the process of counting to younger grades,

while it can be used to taught cooperation and counting in a resource or special education room.

Lotto:

Focus/Purpose:

Lotto is a game that is played like bingo, but pictures are used instead of numbers. This is a

printable version of the game.

Printing on card stock (heavy paper) works well. For a more durable game, glue the printedpages to cardboard (like old cereal boxes) and then cut out the cards and boards.

The Rules: To play, you need to print out the deck of picture cards and at least one board for

each player. Each player will also need a dozen or so dried beans or pennies to mark their board.

Each player gets a game board (which shows 16 pictures). Someone picks cards from the deck (it

can be the teacher, or the players can take turns picking a card), and if a player has that picture



on their board, they cover it with a penny or a dried bean. The winner is the first person to cover 4 pictures in a row (horizontal, vertical or diagonal). The winner calls out "Lotto!" or "Loteria!"

This is a game that can have many themes and levels of difficulty. The Lotto card can be

composed of numbers, state capitals, vocabulary words or even pictures.

Focus/Relevance:

This game can be used in general and special education classrooms. The general educator can

design the game to whatever subject they are teaching and change the difficulty as the student¶sknowledge increases. Special educators can modify this game for their students by changing the

difficulty and subject. For example instead of using it for vocabulary words it can consists of animals pictures or names, and the teacher can call out ³The animals that barks.´

E) Software/Technology

Smart Board

Focus/Purpose:

The Smart board is an interactive white board that can project power points, lesson plans,websites and much more. Students can participate in different activities just by touching the

smart board,

Relevance:

This can be used in a general or special education room. Teachers can display lessons or website

activities on this board through their own computer. All students can be included just bywatching the lessons take place on the board. It will inspire any type of student because it is

considered fun.

Computers in the Class

Focus/purpose:

By having two computers in classroom this will make a large difference for students who don¶t

always want to participate in lessons throughout the day. The teacher can have option of different lessons available on the computers that students can do, or during include the computer

use during center time.

Relevance:

Both general and special educators can use computers in their classrooms. General educators canuse it as a valuable incentive for their students or use it as a teaching tool during center time.

Special educators can use it as an accommodation or modification option for their students whomay trouble with public speaking.



F) Other

The Creative Teacher

By Steve Springer

Chicago: McGraw Hill 2007

Focus/Purpose

This book consists of over 500 lesson plan ideas for grades kindergarten through the sixth grade.

Lesson plans for History, Writing/Reading, and Math in this book. They contain creative andinteresting ways for the student to express themselves in their assignments and other projects.

There are also book report, and science project templates that would appeal to a wide range of teachers and students.

Relevance:

This is a great resource for general and special educators to use in their classrooms. Generaleducators can find lesson plans that their students would most like enjoy but that can also be

easily accommodated or modified for any students who may need it. Because this lesson plansare simple and easy to modify or accommodate it can absolutely be used in the special education

room.

Teaching Students with Exceptionalities 6th Edition

By Ann Turnbull, Rud Turnbull and Michael Wehmeyer

New Jersey: Pearson Hill 2010

Focus/Purpose:

This textbook is devoted to exploring the different types of disabilities that many young peopleface today. It contains valuable information regarding the different laws, school opportunities,

rights and many other issues that these people are entitled to or face in their lifetime.

Relevance:

This is a valuable resource for general and special educators. General educators can readinformation regarding inclusion (which will most likely take place in their classroom one day),

strategies for recognizing students in their classroom who may have a disability but have not yetbeen identified and many more issues that they will certainly face during their teaching career.

Special educators can learn about the different disabilities their students may have, theimportance of collaborating with general education teachers and how to establish positive

relationships with student¶s parents.



.

Teacher Resource File Rubric

Points

Possible

Self-

Assessment

Points Earned

& Comments

1. Required forms (from D2L or teacher created) 5 5

a. Lesson plan components

b. Lesson plan evaluation form

c. Lesson plan template

d. Hall pass for student going to the lab for assistance or

accommodations/modifications

e. Behavior Log

f. Grade Check

2. PASS (for your grade level and area of study) 2 2

3. Websites 15 15

a. Accommodations/modifications (3)

b. Lesson plans (3)

c. Disability information (3)

d. Teacher website (3)

e. Student websites (3)

4. Resources 15 15

a. Books and/or magazines (2)

b. Journals (2)



c. Videos (2)

d. Games (2)

e. Software/technology sources (2)

f. Other Resources (2)

Appropriate and full completion of rubric 2 2

Spelling and grammar 5 5

Overall

profess

iona

lism/qua

lity of f

ina

lproject 6 6

Total points 50 50

My project should receive a value of __50___ (0 50 points) because

I included all the requirements on the rubric. I completed this assignment to the best of my ability and worked very

hard on it. I should also receive the full 50 points because the guideline clearly states that this is a work in progress and

is not truly completed.

The purpose of this assignment is ...

To develop a vast amount of information for myself to use when I begin teaching. If I ever need some resources in my

future classrooms then I will have this file for that day when it comes.

RYEN MURALT_TRF

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