Blog Phase I: Lesson III

Lesson Plan: I. Rationale & II. Overview Reflections: Assessing Prior Knowledge and Planning Instructions:

 o What do the students need to know prior to the lesson? 

•  Students need to be familiar with google docs, and how to type, highlight, change font within google docs. They also need to be familiar with punctuation, and nouns, pronouns,  etc.

 o How will prior knowledge and experience be assessed?

• Prior knowledge will be assessed using the google doc that students have shared with me. I will individually look at each document to see if they completed the activity correctly. These will be graded using a a point system: 1 point for each verb used correctly, 1 point for each correctly formatted sentence.

 o How will you use this information in the planning process?

• I will use this information when determining what activities my students will complete, and what needs to be revised.

 o When will the lesson be taught in the course of the school year? Why? 

• This lesson would be taught toward 2nd quarter, so that I could determine the abilities of my students and whether they are responsible enough to handle the activities that this lesson requires. They will also have been introduced to different grammar strategies.

 Lesson Plan: III. Implementation Reflection: Designing Instructions:

 o How do the instructional methods align with what you know about best practices (think about your methods classes)? 

• My instructional methods model the activities at hand, and students are given an opportunity to practice the new skills in a hands on way. This incorporates movement into learning, which breaks the barrier and reinforces the skill being learned. 

o How are you engaging students in creative and higher order thinking?  

• I am engaging students by supplying them with fun activities that reinforce learning, rather than lecturing for the entirety of the lesson. This lesson promotes higher order thinking by using a quick write in which students get to write and share a story written using a sentence starter.

 Lesson Plan: IV. Assessment Reflection: Planning Assessment:

 o How does the assessment demonstrate that the students have been successful in learning the content?

• The assessment demonstrates that students have been successful in learning the content by showing that students can both accurately develop action verbs and recognize action verbs in a body of writing.

 o How does the assessment demonstrate that the individual student needs were met?  

• The assessments are individualized, meaning if one student is unsuccessful I will know because of both the exit ticket and the google docs. Each student will turn in a google doc and an exit ticket, which will determine if he/she learned the skill.

 Lesson Plan: V. Materials & Resources Reflection:

  o How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

• This lesson meets standard 1 by allowing students to be creative in their writing activity. This is an activity that would be fun for students, and allows them to write about whatever they like. It challenges them to be creative and unique, and gives them the opportunity to share their piece with their peers.

 o How does your lesson meet Standard 2: Provide Digital Age Learning Experiences and Assessment?

• This lesson meets standard 2 by giving students an online resource that randomly provides them with action verbs to act out in a game of charades. This activity will also increase student vocabulary, and encourage creative thinking when trying to act out different verbs.

 o How does your lesson meet Standard 3: Model Digital Age Work & Learning?

• Digital Age work and learning will be modeled using a smart board, an online verb generator, and the projection of google docs. 

 o How does your lesson meet all four elements of Standard 4: Promote and Model Digital Age Citizenship and Responsibility by:  
-advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.  

• Students are using technology to assist in a game of charades. The generator only supplies class appropriate words, which as a model of ethical use of information.

-addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. 

• The technology is used in a partner activity, so students can take turns using the technology. All students have access to the technology, and will have to take turns using it.

- promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. 

• Students are sharing technology, so will need to be civil in doing so. Upon student interaction becoming hostile, students will lose the privilege and the activity will be modified so they can still participate without the use of the technology.

- developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

• Students are partnered up, working with various peers of various culture. They will need to work together to successfully participate in the activity.  

To view my entire lesson, please click HERE.