Summary of Website

Section I
Name:Danielle Liberto
Date: March 17th
Mood: Frustrated and unsure

Section II
URL: http://www.salemweb.com/emorial/index.shtml

Grade Level(s): 11th grade

New York State Standard:
Standard ELA1.11.RE1: Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding.

Key Idea: Not Listed

Performance Indicator:
Performance Indicator ELA1.11.RE1.05:
Students analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large.

Section III
Purpose of web site:
1.) Students will explore the tombstones and analyze the quotes that each character has engraved on their actual tomb.

2.) Students can study real witches that exist in Salem today, and compare them to the accused witches in the book.

3.) Students can explore the definition of a witch.

4.) Trace the events that happened in Salem's history and relate it to the Crucible.

Section IV
Lesson Objectives at each Level of Bloom's Taxonomy:

KNOWLEDGE: Students will (list) the characters on the site that were in The Crucible.

COMPREHENSION: Students will (interpret) the quotes found on each tombstone.

APPLICATION: Students will (collect)data and compose their own short story surrounding this topic.

ANALYSIS: Students will (examine) the quotes on each of the witches tombstones.

SYNTHESIS: Students will (organize) the dates in which the events took place in Salem into a time line.

EVALUATION: Students will (choose) a witch to research.

Section V
Assessment Strategies (How will you know that the kids have learned from this site?) Students will: (Construct) a time line that will (organize) the dates of the events that took place in Salem, Mass for 1 month. Students may choose the month. I will monitor their work in class and I will have the students print out their finished copy.

Works Cited:

1. Conant, Roger (1995). Salem Massachusetts. Retrieved March 18, 2008, from http://www.salemweb.com/
Web site: http://www.salemweb.com/

2. University @ Buffalo, (2008). NYlearns.org. Retrieved March 18, 2008, from http://www.nylearns.org/

What I know about Copyright

A Reflection: David Rose's Podcast

QuickNote Organizer
Name: Danielle Liberto
Date: February 28
Hour: 8:51am
Your Mood: Relaxed

Chapter 2 - “What Brain Research Tells us About Learner Differences”

1. The rear part of our brain is what allows us to rcognize everything it is refered to as the rear cortex. The upper cortex is what allows us to act skillfully. he nervous system is the third part of our brain. When someone learns all parts of the brain it makes teaching easier and more benificial. All peoples barins differ. That is why teachign is difficult.


Chapter 3 - “Why We Need Flexible Instructional Media”

1. Focus on the learning materials such as the technology and methods rather than the learner. As a cultre we are fixated on fixed media... where everyone hears the same story. Now we have the ability to offer something different to everyone. Digital media is more flexible. Engage everyone by individual differences.


Chaper 4 - “What is Universal Design for Learning” -

1. Create things that have the full range of the users included. Applies to the ways in which we set appropriate goals for each student. Allow multiple ways for students to succeed. The methosds teacher create should be varies so that most or all students can succeed.


Chapter 5 approaches goals - using UDL to set clear goals

1. Motivation is the key to acheiving goals. Students are often very unmotivated to reach goals that are set.


Chapter 6 - materials and methods for reaching goals

1. Teachers must highlight critical features for students so that they succeeed. Backgrund knowledge is the key to building a curriculum.


Chapter 7 - focuses on assessment

1. accurate assesment requires teachers to not shut out any students.


Chapter 8 - “Making Universal Design for Learning a Reality.”

1. There is no example of a perfect case of the UDL. It is an approach that stil has a lot of progress to be made. Areas which need to be thought about, teacher traing, technology purchases, collaboration and parental support are all variables which need to be taken into consideration to achie