Lesson Plan for Implementing NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s) Name
Jasmine McBride
Position
Classroom Teacher
School/District
Cobb County
[email protected]
Grade Level(s)
2nd
Content Area
English Language Arts
Time line
November 9th- 18th and November 28- December 6th
Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.
Content standards: LA.2.ELAGSE2W2 – Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section
NETS*S/ ISTE*S Standards: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology- a. applying existing knowledge to generate new ideas, products, or processes; Student apply digital tools to gather, evaluate, and use information- b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media, c. evaluate and select information sources and digital tools based on the appropriateness to specific task; Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior (a-d) ; Students demonstrate a sound understanding of technology concept, systems, and operations (a-d)
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will choose a topic that they know a lot about already or a topic that they would like to know more about. These topics can and will range from animals, people and/ or sports. Students will first write what they already know about their topics. Students will then use books, brain pop jr, kids click, kidssites.com, and any other teacher approved researching site online. Students will fill out organizers to help keep track of the information they find on their topic. Students will first complete an “All About” book on their topic. After they have taken their writing through the writing process and published their book, they will begin to create a PowerPoint presentation on their topic. Students will imbed a YouTube video (approved by the instructor) on their topic into their PowerPoint. Students will then create a five-question quiz on Quizzizz for their peers to complete after completing their PowerPoint. Students will present their PowerPoints to the class and will have the class complete their quiz. Students will be graded based off of the amount of information in their presentation and based on the questions that they create.
Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers.
How do I use Web 2.0 tools to take information that I researched and turn it into a presentation?
What are different ways to show my knowledge on a topic?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.
Students will create an “All About” book and a PowerPoint on their choice topic. Students will then create a five-question quiz on Quizzizz on their presentation to give their peers after they present. Students will be graded based on their PowerPoint presentation and the information included.
Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)
For research on their topic of choice students will be using books, brain pop jr, kids click, kidssites.com, and any other teacher approved researching site online. To create their final presentation students will use PowerPoint and YouTube. Students will also create a quiz using Quizzizz to give their classmates and to show their knowledge of the topic to the teacher.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)
Teacher will begin with a lesson on informational writing and text. Teacher will have students think of topics (sports, animals, people, activities) that they think they know a lot about or want to know more about. Students will then narrow down their choices to one choice. Each student will tell the teacher what their top choice is and that will become their topic for the lesson and project. Students will struggle with understanding how much information is needed to truly teach someone about a topic. Students will also struggle with writing and putting enough information into their books and PowerPoint. My students are often good and articulating what they want others to know but have a hard time putting it into writing and into presentations.
Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed.
Students will work individually. Students will research during one day of media center time and as one of their center rotations. Students will also get the opportunity to use morning work time and enrichment time in the afternoon to research. Students will begin with their books as students complete their books they will move to the computers and class lap tops to begin their presentations. The teacher wills checkout additional iPads from the media center so that multiple students can work at a time. When the majority of the class gets to where they need a computer the class will begin to use their working time in the computer lab. The teacher will assist students who need assistance with writing. Teacher will help students with imbedding their YouTube videos and creating their Quizzizz. Students will each work at their own pace and the teacher will walk around and assist students when needed at whichever step they are on.
Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration?
I will use the “I do”, “We do, “You do” strategy to go through the lesson. I will model each step of the assignment using the topic of cheerleading. After I model each step of the lesson I will have the students go through the step with me with our class topic. The class topic will be on elephants. My role is to model how to research the topic, model how to organize information, model how to create a All About book, model how to create a PowerPoint, model how to embed a YouTube video into the PowerPoint, model how to make a quiz on Quizzizz and model how presenting to the class. My role is to also assist students on wherever they are in the process of completing their project.
To ensure that analysis, evaluation and creativity, the students are making choosing how they want to make their PowerPoint look as long as they embed their video from YouTube. The students are creating their own questions for their quiz. Students will be able to see how their classmates do on the quiz and will be able to evaluate and analyze if the students learned from the presentation.
Technology can support my teaching because I can show introduction and how to videos from online.
Through this lesson students will learn that there are more than one ways to show understanding or knowledge of a topic. They will show that they understand this because they are making a book, creating a PowerPoint, and creating a quiz. Students will also practice presenting and preparing for presentations, which they will need to know for the rest of their school career and for careers after school. Students will be building their knowledge on their topic by researching to learn enough information about the topic to teach others.
Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Research- For students who need assistance teacher will already have websites found and will have print outs of information for some students
All About Book- Teacher will sit with students who need assistance to help organize and write book, students writing and reading level will determine the amount of facts the teacher expects on their topic
Presentation- teacher assistance when needed, amount of information/ facts in presentation will depend on the student
Quiz- Number of questions and difficulty level of some questions
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)
After completing this lesson/ project students will be asked to complete a survey. The survey will give the teacher feedback about what students liked, didn’t like, thought was meaningful, how could the lesson be made better.
Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation.
This lesson is still in progress for me. I was not expecting this lesson to take this long. I did not take my students’ age into consideration when I came up with my idea. I expected the lesson to go a little past a week, but I assumed since they were working on it through different parts of the day they would complete everything by November 30th and would be able to present December 1st and 2nd. When I saw that students were still working on their books on November 16th and 17th I realized that we would need way more time. If I do this again I will take out some aspects of the project or allow more time. I would also allow students to have the choice to work in groups if I completed this project again.
Graphic organizers to find information:
Project Rubric:
All About Project
Student Name: _____________________________________________
Date: ___________________________________________
Score: __________________________
0 points
1 point
2 points
Student does not create an All About book or does not stay on topic in All About book
Student creates an All About book that included five or less facts
Student created an All About book with more than five facts
Student does not create a PowerPoint or does not stay on topic in PowerPoint
Student created a Power point without a YouTube video
Student created a PowerPoint with a YouTube video and facts
Student was not focused and on task throughout the project
Student stayed on task and focused through most of the project
Student stayed on task and focused throughout the entire project
Students did not take his or her time and did not submit his or her best quality of work
Student partially submitted his or her best work
Student took his or her time and submitted an example of his or her best work
Student did not create a five question quiz on Quizzizz
Student created a quiz on Quizzizz that was lesson than five questions or that had questions not relate to their topic
Student created a quiz related to their topic that had five or more questions
Teacher Comments: