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IDENTITY DAY 2017

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by

Edward Porowski

on 24 February 2017

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Transcript of IDENTITY DAY 2017

What makes you, YOU?
Who are you?
We want to know...
Yes, we know that! What makes you awesome?
So, who are you?
Do you attend Chinese School?
Are you a Daisy, Brownie, or Cub Scout?
Do you attend gymnastics?
Do you play soccer?
Do you dance?
Are you a football player?
Do you take art classes?
Do you write stories?
Do you do computer coding?
Are you a cheerleader?
Do you take Tae-Kwon-Do classes?
What other things do you do?
What hobbies or activities do you like to do?
Unique means that you are one of a kind. This child says she is unique because she has really short hair compared to her sisters, she likes being different, she loves to sing, and loves tennis.
What is one thing that makes you unique and special?
Well, who are you? That's your identity!
CES IDENTITY DAY 2017
BE PROUD OF WHO YOU ARE
What do you like to learn about? What do you know a lot about?
What can you tell others about it?
Did you realize...
THINK ABOUT IT...

Where have you gone?
Why do you go there?
What connections do you have to that place?
Where do you WANT to go?
Why do you want to go there?
Why is it interesting to you?
Where do you like to travel? Where do you want to travel?
Being a part of Campbell School is part of your identity!
That's part of your identity!
What do you hope to do when you grow up?
Why are you interested in this?
THAT'S part of your identity, too!
What do you need to do to achieve your goal?
Do you have to go to college?
Do you need specific training?
Can you learn more about this from someone you know?
Did you realize...
Being a resident of Metuchen is part of your identity!
Let's learn about each other!
All students will participate in Identity Day 2017!
WE WANT TO KNOW ABOUT YOU!
Think of a topic that you can share with the students in your school.
STEP ONE:
STEP TWO:
Create a display to showcase one topic that makes you special!
ONLY ONE TOPIC!
STEP THREE:
Decide upon the important things that you can tell someone about your topic. You might need to research some information!
STEP FOUR:
Decide if your presentation will include visuals or props.
Do you need to wear something specific to help you with your presentation?
STEP FIVE:
Be prepared to present!

Grades 1 & 2 - March 30th
Grades 3 & 4 - March 31st
These are part of your identity!
This is part of your identity, too!
On Both Identity Days...
We will visit other classrooms to learn about each other's identities
We will complete the BINGO Board to make connections to different students from different grades
We will find out about other people's interests, which might spark us to try something or learn something new
We will make our BIG school MUCH SMALLER!
Alignment to State Instructional Standards
Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. (21st Century Life and Careers, Career Awareness 9.2.4.A.1)
Identify various life roles and civic and work-related activities in the school, home, and community (21st Century Life and Careers, Career Awareness 9.2.4.A.1)
Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. (21st Century Life and Careers, Career Awareness 9.2.4.A.3)
Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success (21st Century Life and Careers, Career Awareness 9.2.4.A.4)
Explain the meaning of character and how it is reflected in the thoughts, feelings, and actions of oneself and others (Health & Physical Education, Character Education, 2.2.2.C.1)
Determine how an individual's character develops over time and impacts personal health (Health & Physical Education, Character Education, 2.2.4.C.1)
Explain the impact of participation in different kinds of service projects on community wellness (Health and Physical Education, Advocacy and Service, 2.2.4.D.1)
Explain how families typically share common values, provide love and emotional support, and set boundaries and limits (Health and Physical Education, Relationships, 2.4.4.A.1)
Explain the role of regular physical activity in relation to personal health (Health and Physical Education, Fitness and Physical Activity, 2.6.2.A.1)
Determine the physical, social, emotional, and intellectual benefits of regular physical activity (Health and Physical Education, Fitness and Physical Activity, 2.6.4.A.1)
Use illustrations and details in a text to describe key ideas (ELA, RI.1.7)
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question (ELA, W.1.8)
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (ELA, SL.1.4)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings (ELA, SL.1.5)
Explain how specific illustrations and images (e.g., a diagram showing how a machine works) contribute to and clarify a text (ELA, RI.2.7)
Participate in shared research and writing projects (ELA, W.2.7)
Recall information from experiences or gather information from provided sources to answer a question (ELA, W.2.8)
Use multimedia; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings (ELA, SL.2.5)
Alignment to State Instructional Standards
Conduct short research projects that build knowledge about a topic (ELA, W.3.7)
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and source evidence into provided categories (ELA, W.3.8)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly. (ELA, SL.3.1)
C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
D. Explain their own ideas and understanding in light of the discussion.
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail (ELA, SL.3.3)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace (ELA, SL.3.4)
Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (ELA, SL.3.5)
Conduct short research projects that build knowledge through investigation of different aspects of a topic (ELA, W.4.7)
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources (ELA, W.4.8)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others’ ideas and expressing their own clearly. (ELA, SL.4.1)
A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.
C. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
D. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g.,visually, quantitatively, and orally) (ELA, SL.4.2)
Identify the reasons and evidence a speaker provides to support particular points (ELA SL.4.3)
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace (ELA, SL.4.4)
Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
Display a positive interest in learning (ASCA National Standards for Students A:A1.2)
Take pride in work and achievement (ASCA National Standards for Students A:A1.3)
Develop a broad range of interests and abilities (ASCA National Standards for Students A:A3.3)
Demonstrate dependability, productivity, and initiative (ASCA National Standards for Students A:A3.4)
Share Knowledge (ASCA National Standards for Students A:A3.5)
Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options , including college.
Demonstrate the motivation to achieve individual potential (A:B1.1)
Become a self-directed and independent learner (A:B1.7)
Students will understand the relationship of academics to the world of work and to life at home and in the community.
Alignment to State Instructional Standards
Demonstrate the ability to balance school, studies, extracurricular activities, leisure time, and family life (A:C1.1)
Seek co-curricular and community experiences to enhance the school experience (A:C1.2)
Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining, and maintaining life goals (A:C1:4)
Develop skills to locate, evaluate, and interpret career information (C:A1.1)
Develop an awareness of personal abilities, skills, interests, and motivations (C:A1.3)
Develop hobbies and vocational interests (C:A1.9)
Learn to respect individual uniqueness in the workplace (C:A2.5)
Demonstrate awareness of the education and training needed to achieve career goals (C:B2.1)
Identify personal preferences and interests influencing career choice and success (C:C1.3)
Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Develop positive attitudes toward self as a unique and worthy person (PS:A1.1)
Identify values, attitudes, and beliefs (PS:A1.2)
Learn the goal-setting process (PS:A1.3)
Respect alternative points of view (PS:A2.2)
Recognize, accept, respect, and appreciate individual differences (PS:A2.3)
Recognize and respect differences in ethnic and cultural diversity (PS:A2.4)
Use effective communication skills (PS:A2.6)
Learn how to make and keep friends (PS:A2.8)
Identify long- and short-term goals (PS:B1.9)
Students will demonstrate self-knowledge with respect to their interests, strengths, identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains (NAGC Standard 1.1)
Students will possess a developmentally appropriate understanding of how they learn and grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior (NAGC Standard 1.2)
Students will demonstrate understanding of and respect for similarities and differences between themselves and their peer group and others in the general population (NAGC Standard 1.3)
Students will access resources from the community to support cognitive and affective needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and mentors or experts (NAGC Standard 1.4)
Students will identify future career goals that match their talents and abilities and resources needed to meet those goals (NAGC Standard 1.8)
Students will use enrichment options to extend and deepen learning opportunities within and outside of the school setting (NAGC Standard 5.1.2)
Use prior and background knowledge as a context for new learning (AASL 1.1.2)
Read, view, and listen for information presented in any format in order to make inferences and gather meaning (AASL 1.1.6)
Contribute to the exchange of ideas within the learning community (AASL 1.3.4)
Demonstrate personal productivity by completing products to express learning (AASL 2.2.4)
Full transcript