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Michelle Denly

Page history last edited by mdenly@... 11 years ago


About Michelle Denly 

Contact Info:

Hahira Elementary School


<SCHOOL TEL>229-794-2626


Website: Twitter:  

About Me:

I just completed my masters degree in Education Specializing in Brain Research.  I also have TAG (talented and gifted) certification.  I began teaching at HES in 1995 in a multiage 3/4 classroom.  After two years, I taught 3rd grade for seven years.  After having triplets, I went home for 2 1/2 glorious years and returned in 2006 and taught gifted education part-time.  The children started preschool in 2008, and I returned to HES full time as the gifted teacher.  Next year, I will be teaching second grade for the first time!  In addition to teaching, my husband and I also own and operate an online children's bookstore which specializes in aligning literature with the curriculum.  We also provide fun, educational, and award winning games and brainteasers! 

A Positive Experience with Instructional Technology:

The integration of technology is vital in the 21st century classroom.  I have done an adequate job of integrating technology in my classroom over the past few years, but it's been nothing extraordinary; some of it has been teacher directed while other activities have been student directed.  Using the Smart Board, Photo Story, Power Point, Internet, and Excel are few of the tools used during class.  I am really looking forward to being creative with technology and teaching the students the tools for the future!   


  • Traveling
  • Reading 
  • Surfing (the web)! 


My Teach 21 Project


ELA2R3 The student acquires and uses grade-level words to communicate effectively. The student determines the meaning of unknown words on the basis of context.

ELA2W1 The student begins to demonstrate competency in the writing process. The student

a. Writes text of a length appropriate to address a topic and tell the story.

b. Uses traditional organizational patterns for conveying information

(e.g., chronological order, similarity and difference, answering questions).

g. Begins to write a persuasive piece that states and supports an opinion.

j. Rereads writing to self and others, revises to add details, and edits to make corrections.

t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic

ELA2W2 The student writes in a variety of genres, including narrative, informational, persuasive, and response to literature.

ELA2LSV1 The student uses oral and visual strategies to communicate. The student

d. Listens to and views a variety of media to acquire information.

 SS2H1 The student will read about and describe the lives of historical figures in Georgia history.

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms).

 SS2H2 The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments and

b. Compare and contrast the GeorgiaCreek and Cherokee cultures of the past to Georgians today.

SS2G2 The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Creeks and Cherokees.

e. Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.

SS2CG1 The student will define the concept of government and the need for rules and laws. SS2CG2 The student will identify the roles of the following elected officials:

a. President (leader of our nation)

b. Governor (leader of our state)

c. Mayor (leader of a city)

SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

S2E3. Students will observe and record changes in their surroundings and infer the causes of the changes.

a.     Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.

S2P1. Students will investigate the properties of matter and changes that occur in objects.

a. Identify the three common states of matter as solid, liquid, or gas.

b. Investigate changes in objects by tearing, dissolving, melting, squeezing, etc.

S2L1. Students will investigate the life cycles of different living organisms.

a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

c. Investigate the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

d. Identify fungi (mushroom) as living organisms.

National Educational Technology Standards (NETS•S) and Performance Indicators for Students

Communication and Collaboration

Students will use digital media to communicate and support individual learning and contribute to the learning of others.  Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students will evaluate and select information sources based on the appropriateness to specific tasks.

Digital Citizenship

Students will exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

Technology Operations and Concepts

Students will understand and use technology.



Students will apply what they have learned to complete a digital presentation.  In order to complete the presentation, they will need to analyze and evaluate information to determine what should be included in their presentations.  They will use skills such as compare/contrast, deductive reasoning, and analyzing perspectives. 

My Teach 21 Project

The title of my Teach 21 Project will be called “My Georgia.”  Since all of the Social Studies GPS and many of the Science GPS are related to our state of Georgia, I can envision students embracing each standard with personal and reflective experiences whereby they analyze and evaluate social and scientific data, compare and contrast, and analyze the perspectives of others while documenting their new knowledge through a digital media presentation.  For example, when we are studying life cycles of plants and animals, students can document the life cycles of various plants and animals found in their own backyard or at school while including different circumstances in which plants and animals thrive based on experiments, inferences, and observations.  When studying important Georgia historical figures, students will analyze researched information and include data they interpret as having the most substantial impact on the development of our state. 


  • Flip Camera
  • (4) Digital Cameras
  • Class set (25) 1GB flash drives so students can save their work to use at home and school 
  • Smartboard to model, demonstrate, TEACH and INSPIRE!

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